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mastery. Related to this study, the communicative tasks were the teaching technique while Task-Based Learning was the learning method.
B. Theoretical Framework
Vocabulary is the most important component of a language. Ironically, vocabulary is not the main focus in the curriculum. Therefore, it led to the
students’ vocabulary deficiency, as was experienced by X3 students of SMA Sang Timur Yogyakarta. Thus, referring to the success of other studies in improving the
students’ vocabulary mastery through Task-Based Learning, the researcher offered Task-Based Learning to improve the vocabulary mastery of X3 students.
When the researcher conducted Classroom Action Research in improving the students’ vocabulary mastery, the researcher considered the theory of
vocabulary learning and teaching. Therefore, the learning activities were based on the theory of vocabulary learning and teaching. However, when designing the
tasks, the researcher referred to the theory of Task-Based Learning. Thereby, the lesson plan of each cycle was planned based on the Task-Based Learning as well
as the theory of vocabulary learning and teaching. The topic and the materials of the lesson were adjusted to the syllabus of English lesson for grade X. In
conclusion, by doing this research, it was expected that the students’ vocabulary mastery could increase.
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CHAPTER III METHODOLOGY
This chapter presents the explanation about methodology of the research. The explanation is divided into six parts. Those parts are the research method,
research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.
A. Research Method
This research applied Classroom Action Research CAR to solve the research problem. According to Stringer 2007, Action Research is a systematic
process to find significant solutions to problems found in daily life p. 1. In this research, action research is defined as a process to solve problems found in
teaching and learning English as a foreign language. In conducting CAR, the researcher did not only have to find the best solution but also share the research
findings with other researchers. Lewis, as cited in Kemmis and McTaggart 1982, defines action research as a way of arranging situations with the goals that the
researchers will learn from experience and share it with other researchers p. 7. In addition, McNiff and Whitehead 2003 call action research as self-reflective
practice and add that it deals with learning through action and reflection p. 15. It means that by applying CAR, the researcher learned to improve the teaching and
learning process.
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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
