4 Emphasize process rather than product, learning how to learn, self inquiry, social and communication skills.
5 Encourage self-directed rather than teacher-directed learning. 6 Promote intrinsic rather than extrinsic motivation.
There were some types of tasks used in this research such as information gap, role plays, and jigsaw tasks. The use of those tasks has aroused positive
responses from the students as the subject of learning. They stated in their questionnaire that they were usually curious to know what other interesting
activities they would have in the next meeting. They further said that they were enthusiastic joining the grammar class because they experienced new atmosphere
and they could work cooperatively and communicatively. This situation was also found by Ruso in her research. She 2009: 10-11 clarifies that carrying out a task,
students feel the need to concentrate on the topic and accordingly learn. Students realized the change through different tasks and positive classroom atmosphere.
Further, Stamberry 2000: 3 state that small group dialogue resulting in planning and taking responsibility for the learning process allows all voices to be heard, all
participants to be respected, and a safe learning environment to be created. From the above description, the researcher is obviously convinced that the
use of task-based language teaching is appropriate to implement in the grammar class to facilitate the student to learn grammar communicatively in order that their
grammar mastery is improved.
D. The Weaknesses of the Research
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It has been known that the implementation of task-based in grammar class has given positive effects to the improvement of the students’ grammar mastery
and the class condition, but this implementation in grammar class still appears some weaknesses or limitations. The first, the use of tasks especially pre-task and
task cycle in the grammar class limited the students to be more aware of their grammar knowledge because the two tasks focus more on the content not on their
language rules. So, it made them let their grammar behind. The second, the use of task in every meeting sometimes can make the students uncomfortable. It looks
like a kind of burden for them because they have to take some of the language risks involved to accomplish the task. The third, it needs a well and long
preparation before teaching and learning is begun. Some activities used in task- based needs some media to help the process of accomplishing the task. And the
last, implementing task-based in the grammar class needs longer time to provide a well teaching about the knowledge of grammar in order to make them
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CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
Based on the research findings and the discussion, it is concluded that the use of task-based language instruction in grammar class has shown some
improvements in two points: The use of task-based improves the students’ grammar mastery. Task-
based is a teaching method that emphasizes the students to do the meaningful task. By using this method in grammar class, the students are led to apply the rules of
language directly while accomplishing the task using various activities. The improvements of their grammar mastery can be seen from the result of post-test in
each cycle. The pre-test results show that the average score of their grammar mastery is 59. Most students got problems in considering the verb agreements,
such as, the use of auxiliaries and verb forms. After cycle I had been conducted, their post-test results reached 65 and in cycle II became 70. Most students have
been able to use auxiliaries and verb forms in appropriate tense based on the tenses measured. Those finding describes that task-based is suitable to use to
improve the students’ grammar mastery. The second point is that task-based also improves the classroom condition.
The data are obtained from the observation results done by the observer and the questionnaire filled by the students. The use of task-based can make the classroom
condition better. The students are more motivated and enthusiastic to learn grammar because it provides various meaningful activities. They learn grammar
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