Review of Related Studies
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CAR was applied in this research because it created the effective teaching and learning process. According to Johnson, as cited in Mertler 2009, action
research enables teachers to improve their quality p. 4. In addition Mertler 2009 states that:
Action research can be used effectively to bridge the gap between theory and practice, to empower teachers, to provide professional growth
opportunities for teachers, to identify educational problems, to develop and test solutions, and to expand the knowledge base of preservice
teachers p. 27.
Therefore, this research employed CAR to discover how Task-Based Learning improved vocabulary mastery of X3 students of SMA Sang Timur Yogyakarta.
In this research, the researcher employed Kemmis and McTaggart ’s model
Kemmis McTaggart, 1982, p. 11. There are five phases based on this model, which are plan, implementation, observation, reflection, and development. The
action and observation phases of Kemmis and McTaggart’s model are done at the
same time. The researcher chose the model of Kemmis and McTaggart because the researcher believed that the action and observation were required to be done
simultaneously. The Kemmis and McTaggart ’s model of CAR can be seen in
Figure 3.1. T
he first phase of the Kemmis and McTaggart’s model of CAR is plan. This phase starts with the preliminary research to find the research problem and
continues to the process of finding its solution. This phase ends with the arrangement of research action plan. Related to this research, the result of
preliminary research revealed that problem found in X3 class was the deficiency of the
students’ vocabulary mastery. After identifying the problem, the researcher
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planned an action to solve the problem. The researcher implemented Task-Based Learning in the teaching and learning process.
Figure 3.1 Kemmis and McTaggart ’s Model of Classroom Action Research
McNiff and Whitehead, 2003, p. 45
The second phase of the Kemmis and McTaggart’s model of CAR is implementation. This phase is about implementing the first action step. This phase
is applied altogether with the observation as the third phase. The implementation and observation are required to be conducted together because the teaching and
learning process during the action has to be observed. Related to this research, the observation required the researcher to focus observing on the teaching and
learning process, not on the outcomes of action. The detailed information about what happened during the research was recorded to know how the research
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proceeded. After the observation was accomplished, the researcher analyzed the data.
The fourth phase is the reflection. The data which is gathered in the previous phase is reflected in this phase. In the reflection phase, the researcher is
required to reflect the research action by referring to the research data to have a conclusion whether the solution works successfully or not. Related to this
research, the reflection was executed to know how Task-Based Learning TBL improved vocabulary mastery of X3 students of SMA Sang Timur Yogyakarta.
The content of the research reflection influences the next phase, which is the development.
The development, as the last phase, refers to the development of a revised plan for the next cycle. The arrangement of the developed plan depends on what is
stated in the reflection. The successful action does not require an obvious revision of plan but the unsuccessful action does. In relation to this research, if the
reflection had revealed that TBL did not improve the students’ vocabulary
mastery, the researcher would have been required to make some improvements in arranging the plan for the next cycle. On the contrary, if TBL worked, the
researcher was required to implement a following cycle to ensure that TBL really worked.