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F. Research Procedure
There were nine steps in conducting the research, which were doing the preliminary observation, finding the problem and its solution, planning on the first
cycle, implementing and observing on the first cycle, reflecting on the first cycle, planning on the second cycle, implementing and observing on the second cycle,
reflecting on the second cycle, and gathering the data from questionnaire and interview.
The first step in conducting the research was doing the preliminary observation. It aimed at noticing how the teaching and learning process in X3
class was held. In the preliminary observation, the researcher was taking notes on how the teacher organized and delivered the materials, how the students mastered
the materials, and the students’ activities during the lesson. The researcher then
investigated the problem in the class related to teaching and learning process. Second, after conducting the preliminary observation, the researcher found
the problem faced by the students. The problem was the lack of the students’
vocabulary mastery. As of, the students had difficulties in performing receptive and productive skills. Afterwards, the researcher tried to find the best solution to
overcome the problem. The researcher found out the solution by referring to the references. The researcher found Task-Based Learning as the best solution to
improve the students’ vocabulary mastery.
Third, the researcher elaborated the problem solution by planning on the action of the first cycle. The researcher arranged the learning activity in speaking
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which contained vocabulary tasks. After that, the researcher prepared the material, the lesson plan, and the research instruments to gather the data.
Then, as the fourth step, the researcher implemented the action. During the action, there were three observers. The observers were required to observe and to
record everything which occured in field notes. Fifth, after the implementation, the researcher arranged a reflection. It was
done to figure out what went well during the action and what was needed to be improved about the action. In other words, the reflection presented whether the
implementation was successful or not. Thus, the reflection influenced how the researcher would plan the second cycle.
Sixth, planning on the second cycle, after reflecting on the first cycle, the researcher planned the second cycle. The result of the first cycle did not reflect a
good progress. Thus, the researcher arranged an improvement in planning the second cycle.
The seventh step was similar to the third step. It was implementing the action which was the second cycle.
Eighth, after the implementation of the second cycle, the researcher reflected on the cycle. The data from the second cycle presented that there was an
improvement. Six students out of nine students, who previously had not achieved the passing grade score, could achieve it in the second cycle. However, three
students out of those nine students still could not achieve the passing grade score. Due to the limited time of the research which was given by the school, the
researcher stopped at the second cycle.
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Ninth, after reflecting on the second cycle, the researcher gathered the data by undertaking survey and interview. The researcher then distributed the
questionnaire to the students. The researcher also conducted the interview to several students to follow up the questionnaire.
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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter elaborates the implementation of Task-Based Learning TBL in X3 class and how TBL improves the X3 students’ vocabulary mastery. First,
the researcher presents the elaboration of the cycles of Classroom Action Research CAR including the findings found during the implementation of TBL
in X3 class. The elaboration and findings are presented based on the data gathered from the observation sheet
s, field notes, and students’ test score. Second, after discussing the implementation, the researcher reports how
TBL improves the vocabulary mastery of X3 students. The report comprises the research findings which were collected from the questionnaire and interview. The
researcher used the data triangulation to confirm the research findings and conclusions.
A. The Implementation of Task-Based Learning
Task-Based Learning TBL was applied in this research to improve the vocabulary mastery of X3 students. Thus, the TBL-based activities were
employed during the teaching and learning process through Classroom Action Resesarch CAR. The researcher implemented three phases of CAR as proposed
by Kemmis and McTaggart 1982; namely planning, acting and observing, and reflecting. Those phases are called cycle.
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This research was conducted in two cycles. Each cycle was completed in one meeting. The first meeting was conducted on November 19, 2012. The second
meeting was conducted a week after the previous one on November 26, 2012. The duration of each meeting was ninety minutes.
Since the research was conducted in two cycles, this section is divided into two parts, namely the implementation of Task-Based Learning in the first cycle
and the implementation of Task-Based Learning in the second cycle. This research employed Task-Based Learning as the framework of activities in each
cycle.
1. The Implementation of Task-Based Learning in the First Cycle
The first cycle was conducted in one meeting on Monday, November 19, 2012. The participants of this research were actually eighteen students. However,
one student was absent. In the activities of the first cycle, the researcher used Willis’ theory 1996 on the pre-task language activities; namely “classifying
words and phrases ” p. 26. The researcher also used Pattison’s theory 1987, as
cited by Nunan 2004, on tasks and activity types in TBL; i.e. “matching
activities, communication strategies, puzzles and problems, questions and answers, and discussions and decisions
” p. 57. The first cycle of this research consisted of three phases namely planning, acting and observing, and reflecting.
a. The Planning Phase of the First Cycle
Having a preliminary observation on August 6, 2012 and discussion with the teacher, the researcher found that the students of X3 had a problem. It was the
students’ lack of vocabulary mastery. This problem was proven by the students’
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