Theoretical Framework REVIEW OF RELATED LITERATURE

19 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.

B. Research Setting

This research was conducted in SMA Sang Timur Yogyakarta in X3 class. It was conducted in two meetings, each meeting for each cycle. The first meeting 20 was conducted on November 19, 2012. The second meeting was conducted a week after the previous one on November 26, 2012. Each meeting lasted for 90 minutes.

C. Research Participants

The participants were the X3 students of SMA Sang Timur Yogyakarta in academic year 20122013. There were 18 students in class X3 consisting of eleven male students and seven female students.

D. Instruments and Data Gathering Technique

In this research, the researcher employed four instruments. Those were observation checklist, field notes, interview guide, and questionnaire. Those instruments were applied to investigate how Task-Based Learning improved students’ vocabulary mastery.

1. Observation Checklist

Leedy and Omrod, as cited in Mertler 2009, define checklist as “a list of behaviors, characteristics, skills, or other entities that a researcher is interested in investigating” p. 124. This research used the observation checklist which was adapted from Observation Sheet of Micro Teaching Class of Sanata Dharma University Sanata Dharma University, 2010. The observation checklist was employed to do the observation during the implementation process. Its purpose was to record the observation about the students’ and the teacher’s activities. Therefore, there were two kinds of observation checklist in this research. The first