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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
The chapter presents conclusions and recommendations. The conclusions are derived from the findings of the research based on the research question
formulated in the first chapter. The recommendations are proposed to English teachers and the future researchers who are interested in similar research.
A. Conclusions
This research was conducted to investigate how Task-Based Learning TBL improved
the X3 students’ vocabulary mastery. The researcher applied Classroom Action Research CAR based on
Kemmis and McTaggart’s model Kemmis McTaggart, 1982, p. 11. The model has three phases of CAR;
namely planning, acting and observing, and reflecting. There were two cycles in this research. Each cycle was completed in one meeting.
In the first cycle, the noteworthy things were the number of the tasks and the time management. Six tasks which were in the first cycle affected the time
management. The tasks completion in the implementation of the first cycle spent longer time than the allocated time. As a result, the test duration time was reduced
so as the students were less focused on doing the test. Therefore, the class average test score decreased. The class average score before the implementation of the
first cycle was 72.03. In spite of seven students scored higher in the vocabulary
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test of the first cycle, the class average score decreased. The class average score vocabulary test of the first cycle was 64.70.
In order to prevent the noteworthy things of the first cycle from occurring in the second cycle, the researcher reduced the number of the tasks. There were
three tasks in the second cycle. The reduction of the tasks number led the better time management. Thereby, the students had longer time to do the vocabulary test
of the second cycle than in the first cycle and had better concentration to do the test. As a result, the class average score was improved. The class average score
vocabulary test of the second cycle was 76.25. Besides, after the implementation of the second cycle, there were six students who previously scored below the
passing grade score could achieve it. However, three 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. If the researcher had had more time to
continue the research, the researcher would have planned the third cycle. The researcher had expected that the result of the third cycle would have led to the
possible improvement, in which all students achieved the passing grade score. Having analyzed the data taken from the research, the researcher
concluded that the implementation of Task-Based Learning in English teaching and learning process was able to improve the vocabulary mastery of X3 students
of SMA Sang Timur Yogyakarta in 20122013 academic year. Moreover, TBL led four good impacts. First, after the implementation, the students were able to use
various vocabularies in order to avoid the repetition. Second, the students
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