Question guidelines were considered important in gathering the data under the research. To answer these questions, it needed to hold observation in every
single meeting. Nonetheless, the researcher gained such guidance on the implementation of Task-Based Learning and the supporting or inhibiting factors
that had contribution to the learning activities during the implementation. The question guidelines could be summarized in the following table.
Table 3.1. Question Guidelines for Observation
No. Questions
1. How is TBL possibly implemented in this study?
2. Could each TBL phase be carried out as suggested in its literature?
3. What alteration should be adjusted in TBL implementation to make it
possibly be implemented in the second grade of elementary school?
2. Field Notes
Field notes that were made from observation should be a verbatim record of the responses. It was made as soon as the single observation was accomplished
to keep the original data obtained from the observation. In this research, field-notes referred to descriptive part and reflective part.
In the descriptive part, field-notes were made on the setting of the research, participants and their reaction, and events occurred during the observation. In
elaborating setting of the research, the researcher took notes on the setting of time and place in accurate way. In describing participants and their reaction, the
researcher elaborated the participants’ background, for instance their age, gender, and their educational background. It also occurred on the learners’ reactions
towards the implementation of Task-Based Learning when they learned vocabulary. Such events that were considered important should also be field-
noted, for example teaching learning activities needed in analyzing the data later. Thus, field-notes should be elaborated accurately and extensively. On the other
hand, in the reflective part, the researcher elaborated her feeling, opinion, or impression towards the learning activities and the most possible implementation
of Task Based Learning in the classroom.
3. Interview
Interview employed in this research was semi-structured interview. The researcher had already had the concept of the questions to be asked to the
participants but not in detailed way. When there were questio ns that were out of the researcher’s concept arose during the interview that was critical to the
research, it also could be revealed to the participants. The interview employed open-ended questions. It was used to gain the
deep insight on the participants. The researcher formulated the interview questions when the observation was done. The researcher was able to probe any information
from the participants either their opinions or belief towards the implementation of Task –Based Learning when they learned vocabulary. Hence, the researcher was
able to obtain such information about the influential factors during the implementation. This interview later was referred to triangulation in analyzing the
data. In short, data gathering techniques would be presented in the following
table. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 3.2. Data Gathering Techniques Type of instrument
Data obtained Method
Observation • The possible implementation of TBL
• Influential factors towards TBL implementation
Field observation
Field-notes • The possible implementation of TBL
• Influential factors towards TBL implementation
The elaboration of the accounts in classroom
descriptively and reflectively
using coding system Interview
• The possible implementation of TBL • Influential factors towards TBL
implementation Semi -structured interview
F. Data Analysis Procedure s
