c Recommendation
Here come some recommendations that the researcher should do in the next cycle based on the reflection above to overcome the problems appearing in
the previous cycle. I should keep improving the way she teaches, such as, presenting the material well by giving the clearer explanation because the
observer saw every meeting in the previous cycle the students always asked me to review the explanation of the material. I also need to choose the appropriate tasks
or activities that make the students more active to learn because there were still some students who didn’t get involved in learning actively. Moreover, motivating
and encouraging the students by listening, responding, facilitating them with good condition, and monitoring their progress were also recommended. Further, I
needed to give the students more questions to arouse their background knowledge but not made them feel nervous, gave more assigned reading, and also provided
them with more exercises to improve their grammar mastery.
b. Cycle II
1 Planning the Action
Before conducting the action, the researcher and the observer prepared some planning to make the implementation of the action run well and achieve the
goal. They prepared lesson plan, material, instructional teaching learning, students’ worksheet, instrument, observation sheet, and also the students’
questionnaire. In this cycle, there were some steps they did to revise the lesson plan.
They prepared the teaching material and instructional media because the activities perpustakaan.uns.ac.id
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would be different from those in the first cycle. The lesson plans were made for five meetings consisting of three main parts by applying task based language
instruction, that is, pre-task, task cycle, and language focus. It is the same as the lesson plans in the first cycle; they varied the activities allowing the students to
apply their English communicatively without ignoring the grammatical rules especially in the tenses measured. They also gave the students more exercises to
improve their comprehension about tenses. The instrument was also provided for measuring the students’ grammar
mastery whether their mastery improved or not. I still used the same instrument as in the first cycle with a few changes.
2 Implementation of the Action
It has been explained previously that the implementation of the action was held in five meetings with different material. The first meeting discussed simple
present, the second meeting was present continuous, the third was simple past, the forth was past continuous and the last meeting was present perfect.
a Meeting 1
1 Opening
The researcher and the observer came to the class and greeted the students who had been ready for studying. They looked fresh because it was still in the
morning. After greeting them, I checked their attendance. All students came in this meeting. Then, I continued preparing the class with reviewing the previous
lesson. I asked whether they had difficulties comprehending the lessons they had perpustakaan.uns.ac.id
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got. Some students said that they were able to comprehend the rules of grammar when they learned it, but they got difficulties when they had to practice it or
answer the test. I told them to practice more and I would provide them with more exercises. Further, I explained the topic and the objectives of the lesson they
would get in this meeting. They would learn Simple present tense in this meeting. One of them asked whether they would get the same material as in the previous
meeting. I answered she was exactly correct but they would get different activities. They should find out some information relating to the topic they got. I
looked the students were enthusiastic hearing that. One of them responded that they preferred to have the grammar class like that.
2 Main Activity
a Pre-task
After providing the students with the lesson, I began to ask them some questions relating to the topic. Such as, “have you ever gone to mall?”,
“What do you usually buy in that mall?”, “What transportation do you usually take when you go to …?”, “how much does it cost?”. They responded
variously. I continued questioning the students and waiting for their responses. Most of them had given good responses. They not only answered
her questions but also clarified or described their responses. In other side, many students had responded with correct grammar. After giving them
enough stimulation, I instructed the students to prepare their chair in pairs because they would work with their partner in pairs. The students looked
motivated doing it. They directly changed their position and made them sit in perpustakaan.uns.ac.id
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pairs. The condition was a little bit crowded because they had to move their sit. I tried to make them calm.
b Task cycle
In this task cycle, I divided the students in pairs to be students A and B. After they had got their partners, they sat with their partners. Then, I gave
each student A different questions list. Students A had to make a telephone call to find the information they need related to the topic they had and
Students B had to give the information students A need. They had to make its telephone call as real as possible with reality. There were eight different
topics I shared here. The topics were mall information desk, airline information, ticket booth, county fair information office, bus information,
college information line, library, and hospital information desk. They might use its list as a guideline for them to ask to students B. I also encouraged them
to think of other questions related with the topic they had. Meanwhile, Students B should prepare their answers. When they had been ready, I asked
them to practice and help each other with their grammar. Some pairs looked confused because they got rather difficult topic, such as, topic of airline
information. They felt confused because they didn’t have it in common. I supported them to try and ask me if they had difficulties. They may also ask
their friends about the topic they had, but they were not allowed to ask their friends to make herhis work.
The next step after they had practiced questioning and answering, they did telephone role play in front of the class. Unfortunately, not all students
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could present their role play because of limited time. To solve it she did not point each pair to come forward but she asked them on their willingness.
It was beyond her expectation. Most students were very enthusiastic to present their telephone role plays in front of the classroom. In one side, there
were some pairs that had done the role play well. Some of them not only used the available questions, but also made some other questions to ask to their
partners. In the other side, there were some pairs who were still awkward and less prepared when they presented it. When doing the presentation in front of
the class, I asked the pairs who didn’t stayed on their seats to give contribution, such as, correcting the mistakes, or adding some information
need related to the topic to the pair who presented their telephone role play. Some students who did not get a chance to present it asked me whether they
would get the chance in the next meeting or not. I told them that they would have chances in different activities in the next meeting. I thought they were
disappointed with my response because they didn’t have a chance to present their work.
c Language Focus
After making telephone role plays, I asked the students to identify their difficulties in making question or answering it. One of the students said
that she was still confused to make interrogative sentence using WH questions especially in placing the auxiliaries. I explained about how to make
the interrogative sentence using WH question and the place of auxiliary in question and described that not all interrogative sentences in present simple
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had to have auxiliary in it. I also gave some interrogative sentences with and without auxiliary to identify by them. They seemed able to understand it.
Then, I gave five sentences to change them into interrogative sentences using WH questions. They should write it on a piece of paper and it should be
collected in the next day on my table. After explaining how to make interrogative sentences, I reviewed the
explanation about the rules of present simple. It looked more understandable for the students when I explained it. Many students responded my questions
enthusiastically during that session. Then, I wrote five sentences in the whiteboard to analyse and they could answer all correctly. I thought there
were still some students who could not understand the material well. And last I gave the students a worksheet to copy by them and do or
discuss it with their friends at home.
3 Closing
To close the meeting, I gave the students a chance to ask if they still had problems in simple present. One of them asked whether in making negative
interrogative sentence they should use auxiliary. I answered and gave the example relating to his question. Another student asked me about the difference between
simple present and simple future which describe the future activity. The answer was also given to him with a sentence comparing those tenses. I asked again
whether they still had problem to ask but no one had. Then I told them that next meeting they would discuss present continuous.
Finally, I closed the meeting by saying salam and goodbye.
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b Meeting 2
1 Opening
This second meeting was held in the morning. As usual, I was accompanied by the observer came to the classroom on time. Some students were
still outside because they just ended another class. After all of them had been ready, I started the class by greeting and checking them. There were three students
who did not come. Then, I reviewed the previous lesson by checking their assignment. There were some students who told me that they got a difficulty in
doing the task no. 4. It was about making question using who. They still felt confused whether they were correct doing it or not but when I checked their work,
they did it correctly. I explained more about that question and it made them understand more.
Next, I stated the topic, the objectives and the benefit of the lesson for that day. I told them that they were going to learn present continuous tense and they
would study in group of four. Then, they prepared to work in their own group. As usual, the class became a little bit noise.
2 Main Activity
a Pre-task
To start the lesson, I showed the students a picture describing someone who was doing several activities. I asked them to describe that
picture. They had various descriptions about the picture. Some students said that he, the man in the picture, was working hard, the other said he was a
procrastinator. Many students argued in different comments about that perpustakaan.uns.ac.id
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picture. Then I asked them to list what activities the man did in that picture. They were enthusiastic to answer it. I pleased the students one by one to say
his or her sentences. Most of them did it very astonishingly. After doing brainstorming with the picture, I asked them to prepare
doing the main activity.
b Task cycle
When the students had already sat in their group, I gave each group the same picture. I instructed the groups to describe the picture in as many
sentences as possible in the time allowed using the present continuous. The sentences must be accurately depicted what is happening in the picture. They
should write down and read its sentences. The group with the most correct sentences won.
In doing the task, the students worked seriously. The members of the group shared and expressed their opinions about the picture. Some students
sometimes asked me or their friends about word meaning they didn’t know and the others laughed when they were discussing the picture. I walked
around controlling the situation and helped them if they had difficulties when they were working.
The time had run out and it was time for the representatives of the groups to read the sentences they had already made. The students were very
enthusiastic to come forward to read their sentences out loud. Some sentences they made were funny and it made them laugh. Most sentences they made
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were grammatically correct especially when they used present continuous. It seemed they had already comprehended of it.
There were two groups who won the game. Both groups had made all correct sentences. The other groups still made mistakes in writing or making
description, but their mistakes were only a few. Some of them forgot to use auxiliaries or verb participles and some used simple present.
c Language Focus
In this session, the researcher chose three sentences from the students’ sentences which had mistakes in its, then I asked them to analyse. There are
many students could correct those sentences and they also knew the reason why those sentences should be in the correct ones.
After analyzing the sentences, I asked the students if they had not understood yet about present continuous but no one asked me or clarified it. I
then asked them. I asked about the theory, the use and the form of presents continuous. I also gave some sentences to change into other forms. Most of
the students understood about this material. In the last main activity, I gave the students ten sentences to analyse.
There were many students who wanted to come forward to answer the questions or to analyse those sentences but they had to queue answering it.
3 Closing
To close this session, I asked the students to summarize the lesson and asked them whether they still had problem. They answered they had already
comprehended it. Before ending the meeting, I gave them the worksheet and told perpustakaan.uns.ac.id
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them that day would discuss past simple in the next meeting. One of the students asked me whether they could change the schedule because they would have a test
on that day. They asked her to come on the next day. I and the observer agreed. This meeting was closed by saying salam
c Meeting 3
1 Opening
It was in the afternoon when meeting 3 was held. There were 41 students who came to the class. It means that there was one student who didn’t come. One
of the students said that he was sick. After greeting and checking the students’ attendance, I reviewed the last material. I asked them whether they had difficulty
in doing the assignment. Some students said that they still felt confused when making question using ‘who and what’ with or without auxiliary. It was the same
as in the previous meeting that the students got difficulties in making interrogative sentences using Wh questions. I gave the example from the assignment I had
given and asked them to change the sentence into questions using ‘who and what’. Most of the students understood how to make it, even though some of them did
not understand yet about the material. When reviewing the last material had been done, I asked them to prepare
for the next material and I told the students that day they would study simple past.
2 Main Activity
a Pre-task
It was the same as in the first cycle when the students learn simple past, I started the lesson by delivering several questions about their last
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activities. They gave various responses as well. There were many students who gave good responses with correct grammar. After arousing their
background knowledge of simple past, I asked them to make group of five. They quickly formed themselves into groups.
b Task cycle
After they had made themselves in group, she gave each students of the group a small card with the simple form of verb. They had to supply the
past form of that verb to make a chain story using their verb. Then she gave each group a sentence to begin their story. Each student should add a sentence
to their story using their verb. They were allowed to make a serious or a funny story, but they should make some sort of sense.
While doing the activity, the class became a little bit crowded. Some students looked for the past form of their verbs in the dictionary; some
thought about their own sentence; and the others thought what story they would make. I walked around the classroom and reminded them not to be
noisy. After the groups had finished making the story, they were asked to
repeat their stories to the class. But it was the same as last meeting that not all groups could present their stories at once. So, I asked them to write down
their story in a piece of paper. In presenting their stories, I found the stories were very interesting.
Some groups made funny stories, one group made a scary one and the others told about last vacation. There were only three groups who presented their
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stories to the class. Two of them told about funny stories. When they were telling their story, the rest of the students were very seriously listening to the
group telling it. The groups who did not present their stories should analyse their rivals’ sentences. Sometimes they laughed at the story they made,
another time they were confused to comprehend their story because their story a little bit ridiculous or strange.
c Language Focus
The activities in this session were analyzing the students’ incorrect sentences, explaining the grammar rules, and answering the questions. I chose
five sentences from the students’ sentences having incorrect elements in it and asked them to analyse in what part those sentences were in correct. Many
students could correct the mistakes, but there were still some students who had not understood it yet. Then, I explained why. I continued explaining the
theory of simple past. I saw they had been understood with the rules. I didn’t forget to ask whether they still had problem about it. One of the students said
that she had already understood with the rules but she was often confused when she should analyse or apply it in a sentence. I tried to motivate them to
keep on doing the exercises of grammar. Having finished explaining, I gave the students five sentences to
analyse. They could answer all of them correctly.
3 Closing
Before ending this meeting, I and the students summarized the lesson and asked whether they still had question. No one asked this time. Then, I told them
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that next meeting they would learn past continuous tense but they also should read and comprehend again about past simple because those tenses correlated to each
other. Some of the students responded it. Finally she closed that meeting by saying salam and goodbye.
c Meeting 4
1 Opening
The class began at 12.30 in the afternoon with 39 students. Three students didn’t come that day, one student was unhealthy and two students were joining the
event in campus. As usual, I began the lesson by greeting the students and checking their attendance. Having finished checking their attendance, I prepared
the class by reviewing the last material. I asked them whether they found difficulties, but no one had. So, she continued telling them about the lesson that
they would learn that day, past continuous. I tried to ask about that lesson. I delivered two sentences to change into other forms, and then I asked them further
why they made them like that. It was made to know whether they still remember that material and to determine if they comprehended or not.
2 Main Activity
a Pre-task
After preparing the lesson, I gave the students several questions about their yesterday activities using past simple and progressive, such as, “What
did you do yesterday?”, “What were you doing at this time yesterday?”, “Were you eating when your friend came?” , etc. They looked very
enthusiastic to answer my questions. They were also very curious to know perpustakaan.uns.ac.id
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what kind of activity they would get in this meeting. One of them asked me whether they would work cooperatively or not. I said yes, and this time they
would work in pair. Next, I asked them to sit with their partner to do the task.
b Task cycle
To accomplish the task, I involved the students to choose their pair. After several minutes to go, they had been ready to do the task. This time I
gave each pair a copy of a song lyric containing verbs in the past and past progressive which I deleted its verbs. I chose song “Tennessee Waltz”. They
should work together with their partner to decide which tense was more appropriate.
When doing this activity, some students asked me what kind of song it was because they didn’t recognize it. I told them that it was the old song, so I
understood if they did not know it. They further asked me how it was like. I said they would know when they had accomplished completing the verbs in
it. They seemed very curious to hear that song. After they had finished completing the lyrics of that song, I checked
their work. After checking the students’ work, I played the song so they could check their answer whether it was correct or not. There were some pairs who
had answered correctly, and the others some answered with correct tense but inappropriate verb.
It was very interesting when they listened to the song. They enjoyed the song although it was the old song. One student said, “Enakeun, Bu.” It
means that that song was good to listen. perpustakaan.uns.ac.id
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c Language Focus
In this part, the students were asked the reason why they chose one tense over another in the song, whether there were any signals in it. Some pair
gave their reason variously. I then clarified more why it should be in past or past progressive. I also explained briefly about past continuous, the uses and
the form. The students seemed comprehend it more. The next step was asking the students to make two sentences using
past simple and past continuous describing their last activities. They wrote down it in a piece of paper. I pointed three students to read their sentences
loudly. All sentences of the three students made were correct.
3 Closing
It had been almost 80 minutes. It means that that meeting was almost over. Before ending the meeting, I and the students summarized the lesson together. I
thought they had been understood because they could summarize it well. I told them that in the next meeting they would learn present perfect, and I also asked
whether they had a question about the lesson that day, but no one asked. So I closed the meeting by saying salam.
d Meeting 5
1 Opening
This was the last meeting in the cycle 2. The students had already been waiting in the classroom. After greeting and checking their attendance, I asked the
students whether they had homework. They said yes. I then, checked their homework and measured whether they got difficulties in doing their homework.
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Most students could accomplish their homework correctly. There were few students who had difficulties in answering their homework. After checking their
homework and asked whether they had question, I continued to tell that day they would learn present perfect.
2 Main Activity
a Pre-task
It was the same as in the cycle 1, teaching present perfect was begun by question-answer session about the students’ experiences about several
things, such as, “Have you visited Lombok?”, “Have you eaten lunch?”, “What Italian food have you ever tried?”, etc. They responded those questions
variously. They had also answered the questions grammatically correct even though there were still some students who answered not in complete
sentences or used wrong verbs in it.
b Task cycle
Having finished asking their experiences of several things, I asked them to divide themselves into two big groups. Each group would get
different color cards. Each member of group A would get yellow cards and group B green cards consisting of a question to ask to their rivals. Then, I
called the two groups to the front and had the group A stand a line facing the class and group B in front of the group A. Each person with a yellow question
card for example questioned the student standing in front of himher. The student asking the question filled in the blank with the correct form of the
verb given on the card. When everyone had answered the question, the perpustakaan.uns.ac.id
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students in the answer line moved down one and were asked a new question. Continue until all the students in the answer line had talked to every student
in the question line. The students in the question line did not move. The class became a little bit crowded when the activity was being
done. The students had to move their chairs to have the space for them to stand. When the activity began, there was a mistake the students made. The
answerers who had been asked once directly moved aside. I then reminded them anymore that they should wait until they had answered all questions
from all questioners. After they had understood, the game started again. The students were very enthusiastic doing this activity. They were very active
doing the activity especially the answerers. They should think of the answer very hard because they did not know what kind of question they would get.
Unfortunately, each group had only a chance to play as the questioners or the answerers. They could not have a chance to change their
role. This activity was time consuming.
c Language Focus
After the activity was completely done, the students sat down again on their chairs. Then, I gave them three pairs of question and answer they had
made before and let them analyse those sentences. There were some mistakes they made when the questioner changed the verbs into past participles and
when the answerers answered the questions. Some of them did not recognize the verb past participle or forgot to change it, so they changed the bare verb
into the verb past or stayed in the bare verb. Furthermore, I explained the perpustakaan.uns.ac.id
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theory of present perfect and practiced them with some sentences to change into other forms. I then gave the students a chance to ask if they had
something to ask. Two students asked about the material. One student asked about the use of “yet” in the sentence. I found in one sentence the word ‘yet’
was placed in the middle of the sentence and in another it was at the end of the sentence. Another student asked the form of ‘havehas got’ having
meaning similar with ‘havehas’ in present simple. So I tried to answer their questions clearly. Both students looked satisfied with my answer. Then I
asked all students whether they still didn’t understand but no one asked. The students seemed able to understand well the present perfect.
Having finished giving explanation, I showed ten sentences to analyse by them. The students quickly responded by raising their hands. I chose one
student who rose earlier than another. Finally, the questions had been done well. All students could answer those questions without any mistakes.
3 Closing
To close the last meeting, I and the students summarized the lesson. I also gave them a chance to ask if they still had problem but no one asked. Then, I
reminded them to study hard because they would get the test in the next meeting. Some students asked not to give them hard test. I smiled and told them if they
study harder, the test would be easier. Then, I closed the meeting by saying salam and goodbye.
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3 Observing
It is the same as in cycle I, in cycle II I was also helped by the observer to observe the process of teaching learning grammar using task-based language
instruction. It is needed to measure the strengths and the weaknesses of the process. Besides using an observation sheet, I also still used grammar test to know
the students’ improvement in grammar mastery and questionnaire given to the students to know their responses when learning grammar using task-based. This
part will clarify the improvement of the students’ grammar mastery obtained from the students’ grammar test result and the improvement of the class condition
obtained from the observation result.
a The Improvement of Students’ Grammar Mastery
The result of grammar test in this cycle showed that there were some improvements the students reached compared to their grammar test result in cycle
I. Some students got higher scores than theirs in cycle I, some got stagnant scores and the other got lower. But overall, the average score of the students’ grammar
test results improved and all students’ scores have reached the criteria of success. It can be seen from each indicator that will be described in the following
paragraphs. The first indicator measured is simple present. The average score reached
by the students in the post-test of cycle II is 7.1. It shows the improvement because their average scores in the post-test of cycle I was 66. It means this
indicator improves 0.7 in this cycle II. If in the cycle I not all students reached the perpustakaan.uns.ac.id
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criteria of success, in this cycle they had already reached it. The lowest score the students reached for this indicator was 6 and the highest was 9.
The second indicator is present continuous. In this cycle, the average score reaches 74. It improves 0.7 from the cycle I that is 69. The lowest score the
students reached in this indicator is 6 and the highest is 9. It means that students who got the lowest score in the cycle 1 has improved their scores for this indicator
from 5 to 6, even though the highest score reached by the students was not changed.
Present perfect is the third indicator examined. The students have improved their scores of this indicator. The average score they reached for this
indicator is 69; meanwhile, in the cycle I, it is 63. Even though the students did not reach the significant improvement, the research had proved that it can improve
their mastery of grammar and it is a meaningful improvement for them. The fourth indicator is simple past. The students also got improvement in
this tense. Their average score in this cycle is 70 from 64 in the last cycle. The lowest score reached by the students for this indicator is 6 and the highest is 9.
The lowest score in this indicator has been improved. The last is past continuous. This tense got the lowest score in the cycle I.
the average score in the cycle I is 62 and it improves become 68 in this cycle. Most students get more comprehension about this tense. The results of the
grammar test in cycle 2 are displayed in table 4.7 and table 4.8. perpustakaan.uns.ac.id
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Table 4.7 The average score reached in pre-test, cycle I and cycle II
Indicators Pre-Test
Post-Test Cycle 1
Post-Test Cycle II
Present Simple 60
66 71
Present Continuous 64
69 74
Present Perfect 55
63 69
Past Simple 59
65 70
Past Continuous 57
62 68
59 65
70
Table 4.8 The result of pre-test, the post-test in cycle 1 and the post-test in cycle II
Points Grammar Test Results
Pre-Test Post-Test
Cycle I Post-Test
Cycle II Lowest
32 46
66 Highest
82 82
86 Average
57 64
76
From the table above, it can be summarized that the students’ grammar mastery has improved. The average scores of all indicators measured in this
research have improved and reached the criteria of success. Each student’s score in this cycle has also reached the criteria of success even though the improvement
is not significant. In this cycle, there were many students getting higher score than it in the last cycle, few students getting stagnant and lower score than it in the last
cycle. The students whose scores decreased were identified that they did not attend the meeting twice because of some reasons.
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b The Improvement of Class Condition
To measure whether there is any improvement of the class condition in this cycle; the researcher still used the same observation sheet and questionnaire
as in the first cycle. The results of the observation and questionnaire in this cycle also show that there are some improvements from the grammar teaching learning
process using task-based. From the three categories observed numerically and verbally, there is one category not reach well demonstrated level but this category
numerically improved. The table 4.9 is the description of it.
Table 4.9 Summary of the Classroom Observation Sheet
No. Observed Categories
Cycle I Description
Cycle II Description
1 Development of learning
objectives 3.4
Satisfactory 3.9
Satisfactory 2
Presentation 3.8
Satisfactory 4.2
Well Demonstrated
3 Instructor-students’
interaction 3.6
Satisfactory 4
Well Demonstrated
3.6 4.03
The above table shows that all observed categories in this cycle have improved if it is compared to it in the cycle I. Two categories have even reached
the well demonstrated level. It means that those categories had been appropriate with the goal of learning grammar.
The first category measured is development of learning objectives. This category covers giving the objectives for the class, relating today lesson to the
future lesson, preparing the students for the lesson with appropriate assigned readings, and summarizing major points of the lesson. All indicators from this
category had good responses from the observer. Further, she gave advice to relate perpustakaan.uns.ac.id
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more the lesson that would be learned with the previous or future ones. She also asked me to give more assigned reading correlating with the lesson.
The next category is presentation. This category reaches the well demonstrated level in this cycle. It means that all things done during teaching
learning process have been appropriate with the goal of learning. The observer commented that the weaknesses she found in the last cycle have decreased in this
cycle. For instance, the researcher prepared well the material on power points so there were no any mistakes again in it. She had also monitored the students when
they were accomplishing the task so she rarely found group who dominated the learning process. Besides she responded that me had facilitated the class with
good atmosphere and it made the class more alive and the students more active than in the last cycle.
The observer not only gave good responses, but also suggested me to provide well-designed material. She said it should be appropriate not only with
teaching strategy used but also with time allocation. She further gave suggestion for improving her classroom management to facilitate the students to learn well,
so each of them could have the same chance in learning and to optimize the time well in order all steps in the lesson plan could be applied in the process of
learning. The third category is instructor’s-students’ interaction. This category has
also reached the improvement. If in the cycle I instructor’s-students’ interaction is in the satisfactory level, in this cycle this category is in the well demonstrated
level. It means that the interaction between I as the teacher and the students has perpustakaan.uns.ac.id
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been very good. Some suggestions from the observer in the previous cycle have been done well in this cycle, such as, I provided the students a clear explanation,
used humor appropriately so the class became more alive, and monitored the students’ progress by questioning more the material being learned. She also
commented that there are only few students who were not motivated or unable to follow the class because I had created some appropriate activities in order to make
each student worked actively. Besides giving good comment, the observer also suggested her to provide more extra time for the students to discuss the material
outside of the classroom. The last category is general view of the observer towards teaching learning
process using task-based. In this category, the observer still gave good responses. She said that the students in cycle II were really impressed with the way they
learned and they even looked very comfortable to have the grammar class in that way. The way I made the class more alive and not boring were her strengths that
she stated. She also said that I should keep improving my teaching skill. Meanwhile, from the questionnaire, it is obtained that the students
responded the same as in the previous cycle, that is very positively. They said that they were really comfortable in the grammar class because they could practice the
theory of grammar directly. Moreover, they stated that they had got clearer explanation about the rules of tenses.
4 Reflecting
It is similar with the reflection in cycle I, this reflection also clarifies three main parts, what has been achieved, what has not, and recommendation.
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a What Has Been Achieved
From the result of the students’ grammar test and the observation, it is obtained that there are some improvement reached in this cycle. The students’ test
results show that all students’ scores have reached the criteria of success that is 65. The average score in this cycle is 70. The lowest score they could reach is 66
and the highest is 86 with the minimum score for each indicator is 6. In the first cycle, there were still 17 students who had not reached the criteria of success. The
average score of the students in this cycle is 64 with the lowest score they reached is 46 and the highest is 82. It means that the criteria of the students’ grammar
mastery have been achieved. Some improvements were also obtained from the observation and
questionnaire results. The results of the observation in this cycle measured numerically shows that the average score reached 3.97; meanwhile in cycle I it
reached 3.6. The improvement was obtained from each category. Two categories had even reached the higher level, well demonstrated level. The development of
learning objectives reaches 3.9 from 3.4 in cycle I. It means that I as the researcher had described what would be learned very clearly to the students. The
presentation reached 4.2 from 3.8 in cycle I. It means that the ways I prepared the material, chose the activities, encouraged the students to learn actively, and
monitored their progress had been very satisfying. The instructor’s and students’ interaction has also improved from 3.6 to 4.0. The result shows that I as the
teacher or instructor had tried to encourage the students to improve their grammar mastery by stimulating, motivating and facilitating them with very well.
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The questionnaire result also describes that the students have been very comfortable to learn grammar using task-based language teaching. They feel
motivated because they are encouraged to get involved in learning it actively. They also said that through task-based language teaching, it improves not only
their grammar but also their language skills.
b What Has not been Achieved
Although the students’ grammar mastery has reached the criteria of success and the teaching learning process using task-based has been very
satisfying, some weaknesses were still found in it. From the students’ grammar mastery, even though their grammar results have reached the criteria of success,
there were many students who still got the minimum score 66. They were sometimes still difficult to decide what kind of tense especially the tenses
observed to use when they would like to write or to speak. From the observation, the researcher as the teacher still felt difficult to provide a well-design material
which was appropriate with the students’ needs and the time allocation because not all students could have the same chance because of limited time. Not all
students took apart in doing the task or accomplishing the project; some of them relied their project on their friends. There were few groups who still dominate the
discussion.
c Recommendation
After reflecting what has been achieved and has not from this research, the researcher and the observer finally shared some recommendation to gain the
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improvement on the students’ grammar mastery and the class condition. There were many positive things that have been done in this cycle that should be
maintained, such as, keep giving clear and interesting material, keep finding various activities allowing the students to explore their grammar, and keep
stimulating and motivating the students to learn grammar. Some steps need doing to improve some weaknesses appeared in this cycle, such as, making the well
designed material which is appropriate with the time allocation, and choosing the appropriate activity allowing all students to take apart in that activity.
Even though there were still some weaknesses found in this cycle, I as the researcher and the observer decided not to continue the cycle because the
students’ grammar mastery and the class condition have shown the improvement. The summary of improvement of the students’ grammar mastery and the
classroom condition are described in table 4.10. perpustakaan.uns.ac.id
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C. Discussion
