interaction and then building language awareness and language development around task performance.
To determine whether the study specifically in grammar class was successful or not, it concerned on two aspects: grammar teaching learning process
and students’ achievement described in table 4.3.
Table 4.3 Criteria of Success, Data Source, and Instrument
The Criteria of success Data source
Instrument
The process: 1. first grade students of Class
A respond positively during the implementation of Task
Based in grammar class 2. All first grade students of
Class A are motivated during the action
1. The students’ statements about their attitude toward
the implementation of Task Based in grammar class
2. The students’ involvement in class activities
3. The students’ responses during the implementation of
task based in grammar class Questionnaire
Observation sheet Teacher’s diary
The students’ achievement The average of all students is
equal or above the minimum passing criterion, which is 65
The score of the students’ test Grammar Test
2. The Implementation of the Research
This part covers the implementation of the research consisting of two cycles. Each cycle consists of different numbers of meeting because it is suit with
the needs of the research. Cycle 1 consists of 6 meetings, and cycle 2 consists of 5 three meetings. Every cycle covers four stages: planning, implementation of the
action, observing and reflecting. It is also described the result of post test from each cycle.
a. Cycle 1
1 Planning the Action
commit to user
There were some preparations done by me and my partner, the observer, before implementing the action, as follows: lesson plans,
instruments, observation sheet, and students’ worksheet dealing with the material in grammar class. In making the lesson plans, she and her observer
discussed the objective of the course, the material to convey in every meeting in this cycle 1, the implementation of task based in the teaching learning
process consisting of the activities in pre task, during the task and language focus activities. This cycle consists of 4 meetings with different material in
each meeting. The instrument was also provided by us to measure the students’
comprehension of the tenses they had already got after the last meeting of this cycle. The instrument is in the form of test consisting fifty questions which is
divided into three parts, as follows: twenty multiple choices, fifteen completions, and fifteen analyses.
To obtain the further information and improvement about the process of grammar teaching learning process using task based, I and the observer
prepared the observation sheet which would be filled by the observer every meeting.
2 Implementation of the Action
The process of teaching grammar using task based was implemented in the grammar 1 class of the class A English Department, FKIP, Universitas
Siliwangi Tasikmalaya in six meetings started from October until November 2012.
commit to user
a Meeting 1
1 Opening
This first meeting was held in the morning for about 100 minutes starting from 8.40 to 10.20. I and the observer came to the classroom. To begin
the class, I greeted them and they replied variously. Then I checked their attendance. There were two students who didn’t come to the class because they
were sick. After checking their attendance, I continued to ask the students’ routine activities especially the activities in the morning before they get to
campus. They had various answers. Some of them answered in English with complete sentences, or short ones or they even answered it in Indonesian. They
also had various answers consisting of correct grammar or even I didn’t understand what they meant.
2 Main Activity
a Pre-task
In this step, she prepared a list describing someone activities and asked them what they thought about that list. There were two students described that
list. And she asked again the rest of the class about how they described about the activities on the list. Some students answered it. The class became very
crowded because they answered all at once. I asked them to speak one by one. After listening to the students’ responses, then I asked them whether they had
the same activities as those on the list. Again the students replied variously. The class not only looked very enthusiastic but also made the situation become
crowded. perpustakaan.uns.ac.id
commit to user
b Task-Cycle
This part consists of some steps. First, after asking the students to answer whether they had the same activities as those on the list or not, she
asked the students to list their daily, weekly, or monthly activities they had. They started to do my instruction. Some students looked very curious to make
it but many students still looked confused how to make it. I tried helping them understand her instruction by asking them what they didn’t understand yet. One
of the students asked whether they should write in their notebook or not. I asked them that they were free where they wanted to write down their
activities. The next step, when the students finished writing their daily, weekly
and monthly activities, they were asked to work in group of four to compare their own activities on their group and find out the similarity and the difference
of their activities between and among them. They had to write it down then deleted anything they had which someone else had as well. So at the end, each
student had only his or her special routines that no one else had. They were expected to write down it in complete sentence then it should be reported by
the representative to the rest of the class. In this session, I controlled the situation of the class by walking around each group and asked whether they
found any difficulty or not. I saw some students in each group were enthusiastic to make their job. They worked cooperatively accomplishing their
duty. In other side, a part of their groups didn’t do anything. They only looked perpustakaan.uns.ac.id
commit to user
at their friends’ activity. I warned them to try to make it. They finally tried to make it even though they felt perforce.
The last step of this session, the representative of each group presented the result to the whole of the class and the other group had to pay attention on
their friend who was presenting the result. They were expected to pay attention to the spokespersons and decide which couple had the most different or similar
activities with theirs. When the students presented their summary, some students paid attention to their friend’s presentation and some did not. They
seemed not understand what their friend’s saying. While the student was presenting the summary, she was paying attention to their sentences whether
they made any mistakes grammatically. Most of the students who presented their summary didn’t report it in complete sentences. For example, the sentence
“Our similar activities are, wake up earlier in the morning, then taking a bath, getting breakfast, etc.” they tended to say its sentence become “our activities
which similar is wake up earlier, take a bath, breakfast,…”
c Language Focus
After the students finished doing the presentation, I chose three sentences from the students’ list about their activities and checked whether
they understood the meaning of the sentences. I gave them two sentences which have the incorrect grammar and one correct sentence, those are; we are
waking up at 4.30 every morning; after take a bath, we breakfast; and we go to campus. I asked them to identify if those sentences correct or incorrect. They
gave various responses; some students said that there were two incorrect perpustakaan.uns.ac.id
commit to user
sentences and one incorrect sentence, some said that two sentences were correct and one incorrect, the others thought that those sentences were
incorrect. There are many students who had no opinion about it. She stated that the first and second sentences were incorrect and the last one was correct, and
then explained why those were incorrect. I explained the form and rules of the simple present tense. I showed
them the material on the slide and they paid attention to my explanation. Most students had knowledge background about this material but there were most of
them still didn’t understand how and when to use it. I saw there was some confusedness on their eyes, and then asked them whether they had understood
or not. Several students asked me to repeat my explanation. I tried to explain it as clear as possible and gave them more sentences. They looked they
understood more. I gave them a chance to ask if they had something to deliver or discuss, but no one asked. Then, she gave them some sentences on the slide
and asked them to analyse whether those are correct or incorrect. They had to give the mark to the part that they considered it is incorrect and they correct it.
From the ten sentences I gave, there were six sentences they did it correctly and the rest, they still made mistakes. I asked them to analyse the rest sentences
and the students did it until they finished doing it.
3 Closing
To end the meeting, I again gave the students a chance to ask if they still didn’t understand about the material, but there were no students who asked. Then
I told them that we were going to discuss the same material in the next meeting. I perpustakaan.uns.ac.id
commit to user
asked them to read at home and wrote some questions if they didn’t understand what they read. Finally, I closed this first meeting by saying salam.
b Meeting 2
Here comes the second meeting in this first cycle. We discussed the same material as in the first meeting that was simple present. I provided the same steps
as in the first meeting with different activity in the task cycle.
1 Opening
When I and the observer came to the class, the students had been in the classroom but they still made noisy. I greeted them and they responded it. Then, I
checked their attendance and there were some students who hadn’t come yet. One student, who didn’t attend in the first meeting, came in this meeting.
After checking their attendance, I asked them whether they did what I requested in the first meeting. There were only three students who read the
material, and the rest did not. I asked the students to read the material before coming to the classroom in order they got features what they would get when they
came to the class, and they could share what they knew or they didn’t. The students were asked whether they still didn’t understand the material they got in
the last meeting. One of the students asked about the meaning of the use of simple present to express general truth. He further asked if it was similar with facts. I
explained what he needed. He looked that he understood my explanation. Then I asked if there was still a question to deliver, but the students said not. I continued
the meeting to the main activity.
2 Main activity
commit to user
a Pre-task
The researcher showed the students some pictures of famous people and gave them some lists to describe their appearance or how they look and
how they like. Some students started to analyse the picture and suited them with the available list. There were some students responded it spontaneously
even though they didn’t respond it in complete sentence and some were quiet. She tried to point some quiet students to give their responses about the
people’s appearance based on the available list. They responded it in short answers. After getting the students responses about their appearances, she
asked them how their characters were, and many students responded it, such as, generous, humble, boyish, arrogant, etc. Then I asked them whether they
had the same appearance and characters as the people in the pictures. Some students said yes, but they looked shy to express the good things they had.
b Task-cycle
The activity began to the core activities. I asked each student to make a description about one of their friends, or teachers they have in written form.
I gave them time for ten minutes to write it down. Some students looked confused who and what they had to write, then I asked them to use list of
kinds of appearance and characters if they thought who they wrote has the same appearance and character. After they did their task, they were asked to
look for a partner and shared about their work. They should tell their partner about their description of their friends or teachers. Every student had to find
out the similarity and the difference among them and write it down in perpustakaan.uns.ac.id
commit to user
complete sentences on a piece of paper. At the end of their activity, they should present their summary to the rest of the class.
During doing these activities, some students looked confused about who and what they had to write, then I asked them to use list of kinds of
appearance and characters if they thought who they wrote has the same appearance and character. I walked around the classroom to see how these
activities could run well or not. Some students made some noisy while doing the activity they had by speaking with their friends and some were serious.
Many students asked me about some vocabulary they didn’t know, such as, what “cerewet, mata sipit, hidung mancung, etc” in English are. I told them
the meaning and asked them if they wanted to come to the class they had to bring their dictionary to ease the process of learning. They didn’t need to be
shy if they had to open it because I realized that many English students regretted to bring or open it.
After they did their work, I asked the students to come forward to present the result. No one came forward. It made me point one of the students
to come forward. He started presenting his result. It ran for three presentations because the time would be not enough for doing all
presentations. While they presented their work, the class was very noisy because some students described their friends or teacher in funny ways. I
asked them to calm down. perpustakaan.uns.ac.id
commit to user
c Language focus
In this phase, I presented some sentences they had made in their presentation and asked them to analyse. There were many sentences the
students made when they had to describe their friendteacher’s appearance and character, for instance, “she fat.”, “she is always forget….”, etc. There
are some students who were able to correct those sentences. Again I briefly explained the form and rules of the simple present
tense as in the first meeting. They looked they had understood the materials and then I asked them to change my sentence into other forms, such as into
positive, negative, or interrogative sentences. Then I gave them homework some sentences to analyse and to make them in WH questions. This
homework should be collected in the next meeting.
3 Closing
I gave the students a chance to ask whether or not they understand the material they got in this meeting. It was the same as in the first meeting, no one
asked. They said they had understood. I told them to do their homework alone to measure their comprehension and ability in this material. I also gave them
information that in the third meeting we were going to discuss present continuous tense, so I asked them to read it at home. Finally, I closed the meeting by saying
salam and goodbye.
c Meeting 3
This meeting was held in the afternoon. The weather was very hot and sweaty. The class began later than it should be and I and the observer had to wait
commit to user
the students to come to the grammar class for about twenty minutes because they still had another subject. It was known that the lecturer who thought that subject
came late and it made our class later. In this meeting, we were going to have the present continuous tense.
1 Opening
After twenty minutes she waited for the students, they finally came. I had been ready waiting for them in the classroom. They said sorry because they were
late, and they said the reason. The class was begun by greeting them first and they responded it as usual. I checked their attendance and there was one student didn’t
come to the class. There was no information why he didn’t come this day. The student who didn’t come before, had got well and came in this meeting.
After checking the students’ attendance, I started the lesson by asking the students whether they wanted to ask about the material discussed in the last
meeting. There were two questions conveyed by the students. The first one was that the students found the difficulty in making the questions on their homework
especially in making questions using “WHAT and WHO”. They found in one question “Who and What” are followed by the auxiliary and subject, the other
side, the question “Who and What” are not followed by the auxiliary and subject. The second question from the student was asking about the use of present simple
used to express states, senses, emotions, and mental activity. I answered the students’ question deeply. Then I asked whether or not they understood my
explanation. They looked satisfied with her answers. Meanwhile, when I was answering their questions, some of the students behind didn’t pay attention to it.
commit to user
They spoke with their classmates. I asked them to keep silent and ask them if they still had the material they didn’t understand yet.
When the students didn’t have any questions about the simple present material, I continued the lesson to the new topic of this meeting. In this meeting I
explained what topic would be learned and what objectives and benefits of the lesson. These steps I did based on the observer suggestion because I forgot doing
it in the previous meetings.
2 Main activity
a Pre-task
I prepared the students to focus to the activities they would do. In this phase, I asked about their activities at the present, acted some activities and
asked them to guess what I was doing, and asked them to give an example to act an activity which described that shehe was doing something.
While doing those activities, the students looked very enthusiastic paying attention to my instructions. It made the class become arousing. Some
of them laughed when I or their friends who acted something in front of the class and they guessed what we were doing even though in short answer. I
reminded them to guess using complete sentences to practice their correct language, for example when I acted I was dancing, the students should
respond by saying that “You are dancing.” not only saying “dancing”. The next step, I prepared the cards consisting of instructions that
should be acted out by the students in front of their partner. I told them what they had to in the next step.
commit to user
b Task-cycle
To begin this cycle, I divided the students into teams consisting five students each. The students looked for their partner in hurry and they sat in
the form of circle. After they made their own team, I gave them rules what they should do, such as, they should point a student from each team to act the
instruction in the card to hisher team. The team would be given a score a point if they could guess correctly in 30 seconds. And I also allowed other
teams to steal after the time limit was up if they couldn’t guess it. After understanding the rules of the game, I started by selecting which
team would be the first, the second and so forth to play the game. I came to the first team and asked who would act in front of their team. It was selected
that Rafi’jul would act for them. I gave him three cards which should be acted out by him. The game was begun and I asked all of the students to pay
attention to their friend. This team got three points because the member could guess all activities what Rafi’jul was doing.
The game continued to the next teams. They did the similar activities with the first team. Each team got different points based on their ability to
guess. The first and the fourth teams got four points, three points they got from their own game and one point was from stealing from other team. The
second and sixth teams got three points, and the third and fifth teams got two points because they lost one score.
It was the same as in the pre-task, the students looked very enthusiastic doing the task. They were motivated to reach the higher score to
commit to user
be the winner in the game even though there were two teams who got the highest score.
c Language focus
After the students accomplished doing their activity, I wrote some present continuous sentences they had made in their activity on the
whiteboard. Then, I asked them whether those sentences were correct or incorrect. Some of the students were able to respond those correctly, but
many of them were only quiet. I explained the form and uses of present continuous presented on the
slides while giving them examples especially some sentences the students made when they did the main activity. I gave them ten sentences to analyse
by them correlated with the material given, but the time was not enough for them to do their task because they still had another class. So, I asked them to
do it at home.
3 Closing
I gave the students a chance to ask whether or not they understand the material they got in this meeting, but no one asked. They said they had
understood. Before closing the meeting, I told them to read the material about Past simple tense because we were going to discuss it in the next meeting. I closed the
meeting by saying salam and goodbye. perpustakaan.uns.ac.id
commit to user
d Meeting 4
This meeting was held in the end of October in the same week with the third meeting. The class began on time and most students had been ready to study.
I and the observer entered the room at the same time.
1 Opening
I greeted the students and asked their condition. They responded very arousing. I wondered why the class was quite empty. I thought some of them were
still on their ways. Then, I checked their attendance, and I finally knew that there were seven students who didn’t come because they had to attend the seminar in
convention building. One of the students gave her a letter of permission from the dean.
After checking their attendance, I asked the students about their homework and all of them had already done their homework. I checked whether or not they
did it correctly. There were some numbers they were and were not able to do it correctly. Some of them looked confused with some sentences I gave in their
homework and I tried to explain it even though it had been explained in the last meeting. After giving deep explanation, I asked if they didn’t understand the
material yet and they said not. Then, I continued to explain the material they were going to have in this meeting. The students were ready and looked enthusiastic to
study and to get new activity. perpustakaan.uns.ac.id
commit to user
2 Main Activity
a Pre-Task
To begin the new material, I asked whether or not the students did something last week, and what kind of activity they did. I asked them one by
one and I got various responses from them. Some of them responded they did their homework from other lecturers, some answered they slept and watched
TV. I noticed that most of the students answered my questions using present form, whereas, I asked them about their last activities. Then, I told them to
prepare themselves to make their own team consisting of four students each.
b Task-Cycle
After the students had made their own team and sat in their team, I gave each student of the team a card with the simple form of a different verb.
I asked them to think of a sentence using their own verb to express their last
week activity. They also had to remember their or their friends’ sentences in each team so they should not be overly long because they had to recall their
and their friends’ sentences in the presentation session. Some of the students asked me whether they could have another card because the verbs in their
cards were not appropriate with their last activity. I told them to change their cards with other in their team or other team. They finally could work with
their own card. I saw some of them looked up the dictionary to find out the words they needed and I allowed them to use it.
After five minutes making their own sentence, I told them to stop doing any activity and told them what to do next. I ordered one of the
commit to user
students in the team to state hisher sentence. The next student said his sentence and repeated one’s sentence before. These activities continued until
all members of the team presented their sentence and their friends’ sentences. The team who the last student can repeat all sentences wins the game.
When the students did this activity, many members of the group made mistakes in retelling their friends’ sentences.
They got difficulty to remember their friends’ sentences. Even though they could not remember the sentences
well, the class was very alive. Unfortunately, there are three teams couldn’t present their sentences
because of the limited time. This activity needed longer time in order the students’ tasks can be accomplished. I finally cut their activity and none of
the team wan the game. It was obviously seen that the students were quite disappointed with that situation. I said sorry and explained that I hoped they
could get longer time to do it again.
c Language Focus
As what I usually did in the previous meeting, I presented some sentences the students made in their presentation and I asked them to analyse
whether those were correct or not. Further, I explained the past simple tense, how to use it and when to use it. One of the students asked me that he had
ever found the sentence consisting of the adverb usually, he thought that its adverb is only used in simple present. I answered that some adverbs were not
only used absolutely in one tense but they were also used in other tenses, such as, usually. I further explained that that adverb in simple past tense was to
commit to user
clarify the habit in the past and it has already stopped done in the present. I gave them a comparison between habit in the past and habit in the present
using simple past and simple present. I saw they understood my explanation. When I had finished explaining the rules of simple past, I drilled the
students to change the sentence from other tenses we learned before to simple past tense and change those sentences into positive, negative, or interrogative
sentences. Some students could answer easily but some couldn’t. Then I gave them some sentences to analyse by them. That activity should be done at
home and collected two days later.
3 Closing
I ended the activity by giving the students a chance to ask whether or not they understood my explanation, but no one asked. I reminded them to read again
the material of simple past and also past continuous because in the next meeting they were going to discuss them. The class was closed by salam.
e Meeting 5
1 Opening
As usual, I came and greeted the students and they responded spontaneously. I asked who didn’t come to the class and one of the students said that all students
came that day. I responded it was great and she suggested them to be more diligent to come to every subject because it would help them increase their
comprehension about that subject. Then I told them that she had received their homework and checked it. There were several numbers that they still analyzed
incorrect. I asked them whether they had something to ask related to the last perpustakaan.uns.ac.id
commit to user
material. One of them told me that they faced problems in analyzing some sentences in their assignment. I reviewed the last material. Then, one student
asked me about the use of past simple for expressing the unreal condition in conditional sentences. She asked me further to explain and give example for it.
After reviewing the last material, I prepared the students to study the new material, past continuous tense. I told them that she hoped they would understand
more about the simple past tense because our material in this meeting had correlation with simple past tense.
2 Main Activity
a Pre-Task
To start the lesson, I delivered some questions about the students’ activities at the same time with now in the day before. I asked them using past
continuous form, such as, “What were you doing at this time yesterday?” They replied that they had a class at this time the day before. Then I continued asking
by pointing one of the students the same question but different in time. I showed they began to respond using complete sentences even though there were still a lot
of mistakes they made. But I didn’t bother with it. It made me satisfied when they tried to use their correct language. After giving some questions, I asked them to
prepare a piece of paper in the next activity.
b Task Cycle
This session was started by asking them to write down their last activity. In this meeting they were asked to work individually describing their activity in
detail in written form. Then after they had written their story, I asked several perpustakaan.uns.ac.id
commit to user
students to come forward and tell their stories. The students who didn’t come forward should write down the mistakes the students at the front did.
When the retelling came, one of some students pointed to come forward, made the class very crowded because he went through the funny moment when he
did his last activity. All students laughed very loudly including me. I tried to make the class in controlled. I, then, continued by pointing other student to come
forward. After three students retold their stories, I asked all students to give
command and analysis to what had been done by the three students. I asked them whether their friends made mistakes in telling their stories.
c Language Focus
I presented a story about someone’s activity in the past on the slide, and asked them to analyze if the sentences in that story correct or incorrect. The
sentences on that story consisted of several mistakes in grammar to know whether the students could analyze it or not. Some students could analyze the story and
correct it. After analyzing the story, I explained the past continuous tense, when and
how to use it. I also connected to the previous material, simple past tense because both tenses correlate each other. One of the students asked me about the
difference between conjunction when and while usually used in past continuous. And I replied it. There was one student who corrected her explanation because she
was fault in explaining the use of when in past continuous. I was a little bit shy perpustakaan.uns.ac.id
commit to user
and thanked him for reminding her. After explaining the material, I gave a worksheet to do by the students.
3 Closing
In the last session, I gave the students a chance to ask whether or not they understood my explanation, but no one asked anymore. I informed them to read
present perfect tense to discuss in the next meeting. I ended the meeting by salam.
f Meeting 6
This meeting was the last meeting in this first cycle. I came late to the class because I had a meeting with other lecturers in the office of English Program
before coming to the class.
1 Opening
The students had been ready when I entered the room and greeted them. I said sorry that I was late and told the reason why. I checked the students’
attendance but no one didn’t present in this meeting. When I had already checked their attendance, I continued to ask whether
they had homework and they replied no. Then, I asked if they had something to ask about the last material or not, no one replied it. Because they didn’t ask, I
asked the students some questions related to the topic in last meeting. There were some students who still make mistakes using past simple and past continuous
tense. I explained a bit about those materials. perpustakaan.uns.ac.id
commit to user
Further, I informed the students that we would discuss present perfect tense in that meeting. I told not only about the objectives of the lesson but also the
benefits of it.
2 Main activity
a Pre-Task
In this session, I started the lesson by asking the students several questions related to the topic would be discussed, such as whether they have
gone somewhere or not, whether they have ever eaten extreme food. They gave various responses. But most students answered in incomplete sentences
and wrong structure. After they were asked, I asked them to divide themselves into two
teams, team A and team B. they would take in turn to play the game.
b Task Cycle
This cycle was started by explaining the rules of the game. She gave each students of team A a copy of the worksheet consisting a phrase that
should be made into question to deliver to students in team B. Team A asked team B based on the worksheet using present perfect, then they wrote down
the answer “Yes” on hisher worksheet if heshe got it. If heshe got “no”, continued asking the same question until heshe found one who answered
“Yes”. If they had found a student who answered “yes”, they might continue asking using WH questions in present perfect. That activity continued until
they could find the answers. After team A had accomplished asking and perpustakaan.uns.ac.id
commit to user
getting the answers, the game took turn into team B to ask team A based on the worksheet they got.
In doing this activity, the class was very crowded because the students were mobile to find out the answers from one student to another. She tried to
control the situation but it was difficult because they needed to get the answer which was impossible for them to stay on their seats. Then she suggested
them not to make noise when they found out the answers from their friends. She controlled the class while they were finding out the answers. Most
students still made mistakes in making present perfect sentences. They did not recognize the verb of past participle used in this tense, it made them
confused. They were also difficult to make questions using present perfect especially when they had to ask their rivals using WH questions.
After they had done their tasks, she asked some students to present their result in front of the classroom. Almost all students who presented their
tasks made mistake in delivering their presentation.
c Language Focus
When the students had presented their task, she asked them to pay attention and analyzed the sentences she wrote on the white board. Those
sentences came from theirs when they presented their task. After they had analyzed those sentences, she explained the rules of the form, presented some
sentences and asked the students to analyze based on the form, meaning and use of the present perfect. She also gave them a chance to ask if they still
didn’t understand her explanation. One of the students asked the difference perpustakaan.uns.ac.id
commit to user
between using past simple and present perfect. She was confused because those tenses could be used for expressing something in the past. The
researcher answered that both were similar, but present perfect didn’t explain when something happened. Meanwhile, past simple clarified the time
something was done. She also gave her example about the difference. The student finally understood her explanation.
3 Closing
To end this meeting, she summarized the material given and reminded them about the use of present perfect tense. She and the students tried to share
their difficulties in learning this tense. She then reminded them that next day, they would have a grammar test. They asked her what materials they would
give for the test. Then she said that it is all what they had learned together. Finally she ended this meeting by saying salam.
3 Observing
It has been explained in the previous chapter that observation in this research was conducted through some steps, such as through the students’ test
result of each cycle and through the observation sheet which was filled by the observer during the teaching learning process, and the researcher also collected
the data from the students’ opinion about the implementation of task-based using questionnaire. The test was aimed at knowing the students’ progress in grammar
before and after each cycle. Meanwhile, the observation and questionnaire were used to know how the learning process improvement and classroom condition
when task-based was implemented in the grammar class. perpustakaan.uns.ac.id
commit to user
In this cycle, the researcher collected two kinds of data, numerical and verbal data. Numerical data were obtained from the students’ grammar test and
some parts of observation sheet result consisting numerical data. Meanwhile, verbal data were got from the observation sheet and the students’ opinion about
the implementation of task-based. The findings of this study are as follows:
a The Improvement of Students’ Grammar Mastery
To know the improvement of the students’ grammar mastery after being done the learning process using task-based, I conducted the grammar post-test of
the first cycle covering five indicators; present simple, present continuous, present perfect, past simple, and past continuous. The result of this test is compared to the
result of the pre-test before the cycle. The average of grammar test result in the pre-test was 59 in which the highest score was 82 and the lowest one was 32.
Meanwhile the post test result of cycle 1 showed an improvement in which the average reached 65. The highest score in this post test was 82 and the lowest one
was 46. It can be seen that in this cycle the highest score did not improve higher but some students had reached higher scores than it in the pre-test. In other word,
the improvement was not significant because there were many students who did not reach the criteria of success even the average score has reached it. The
following paragraph draws the result of the cycle 1 post-test compared with it of the pre-test.
As it has been explained before that the indicators tested in this research consist of five tenses. The first indicator is present simple. The average score of
commit to user
this indicator in the pre-test was 60, while in the post-test of cycle 1, the average increased becomes 66. Although the average score has improved, there were still
several students who did not reach the criteria of success. The highest score for this indicator was 9 and the lowest one was 4. Most students has recognized this
tense but they still found some difficulties in it such as placing auxiliary, determining auxiliary do and auxiliary be in a sentence or making questions using
WH questions. The second indicator is present continuous. This tense reaches the
highest average score of all indicators. The average score in the pre-test was 64 and in the post-test of cycle 1 was 69. Some students who got lower scores also
appeared in this indicator. The highest and lowest scores reached in this indicator are similar with the first indicator that is 9 and 5. It was found that the students
still made mistakes in determining the verb used in continuous and the verb not used in it. Some of them were also made mistake in determining the adverbial of
time. The next indicator of grammar is present perfect. The score of this tense is
the opposite from the second indicator. This tense reaches the lowest score of all indicators. In the pre-test the average reaches 55 and in the post-test of cycle 1 the
average is 63. The highest score reached in this indicator is 8 and the lowest one is 4. Most students made mistake in this tense in determining the verb of past
participle. Past simple is the next indicator tested in this research. From the students’
pre-test result, it was got the average score 59 and their post-test result reached the perpustakaan.uns.ac.id
commit to user
average 65. 8 and 4 were got as the highest and the lowest scores from this indicator. The most common difficulties found in this tense were that the students
were difficult to determine the verb past and determine the nominal and verbal sentences.
And the last indicator is past continuous. The result shows that the average score of this indicator in the pre-test was 57 and in the post-test was 62. The
highest score of this indicator was 8 and the lowest one was 4. The students commonly made mistakes in judging whether the sentence should be in simple
past or in past continuous. To provide clarity of the result, it is drawn in the table 4.4 and table 4.5
Table 4.4 the Average Score before the research and after Cycle 1
Students’ grammar test results No
Indicators Pre-test
Post-Test Cycle 1
1 Present Simple
60 66
2 Present Continuous
64 69
3 Present Perfect
55 63
4 Past Simple
59 65
5 Past Continuous
57 62
59 65
Table 4.5 the Result in the pre-test and Post-Test in Cycle 1
Points Grammar Test in Cycle 1
Pre-Test Post-Test
Lowest 32
46 Highest
82 82
Average 57
64
From the table above, it shows that the students’ grammar test result increases in the post-test of the first cycle compared with the pre-test. The average
commit to user
score for all indicators in the pre-test is 59 and it in the post-test is 65. Even though the test result shows the improvement, it has not reached the criteria of
success yet. There were still many students who had not got score above 65. Some students had been able to cope their difficulties in learning tenses as described
above but some other students still found those difficulties.
b The Improvement of Classroom Condition
Besides clarifying the students’ improvement in their grammar mastery, here is described also about the classroom condition during teaching learning
process using task-based language teaching. This description is based on the observation result done by the observer. There are two kinds of data that will be
described. The first, the numeral data consisting of three from four major categories in which the observer gave score to each question of each category.
And the second, the verbal data in which she further commented or clarified the score she gave in a clear description.
The four categories consist of development of learning objectives, presentation, instructor-students’ interaction, and general point of view. The three
categories are measured from the lowest and the highest scores from 0-5. Score 0 means not applicable. It means that the steps she conducts during teaching
learning process do not correlate with the steps she has made in the lesson plan or the lesson plan itself does not correlate with the aim of the grammar learning
goals. Score 1 means not demonstrated. It means that there is a step existing in the lesson plan but she does not apply it in teaching learning process. Score 2 is
merits further development. The observer gives this score if the steps the perpustakaan.uns.ac.id
commit to user
researcher conducts in teaching learning process need much more improvement. Score 3 means satisfactory. It means that that statement is given when the steps of
teaching grammar using task-based correlates with the learning grammar goals but it still needs more improvement. Score 4 means well-demonstrated. It means that
the steps the observer does have been appropriate with the goals of learning grammar. Score 5 means outstanding. It means that the steps she does during
teaching learning process were very good. In this part, there are three categories measured numerically. All categories
were in the satisfactory level. It means that those were good but still need more improvement. The first category is development of learning objectives. It consists
of five questions, such as giving clear objectives, relating the lesson with the previous and future lessons, preparing the students with assigned reading, and
summarizing major points of the lessons. The observer gave comment and suggestions in this category, she reminded the researcher that in the first meeting
she didn’t tell the objectives of the lesson, she suggested to give clear explanation about it and to state it in the lesson plan because it doesn’t content the step of
explaining the objectives of learning. She further suggested the researcher to give more assigned reading for the students to enhance their understanding about the
material given. The second category, presentation, covers all activities during the grammar
teaching learning process using task-based language instruction. This category is also in the satisfactory level. It means that the way the researcher conducted the
grammar class using task-based still needs improvement in several ways. It can be perpustakaan.uns.ac.id
commit to user
seen from the observation sheet responded by the observer. It was started from the pre task when the researcher aroused the students’ background knowledge about
the material that would be given, the task that the students should do in the task cycle until the language focus in which it focused on the explanation and
reinforcement about the material in the last step of teaching. The observer responded that; the ways she gave clear instruction, maintained eye contact with
the students, used the appropriate media, used humor were good enough. She suggested the researcher to give more variety questions to arouse the students’
background knowledge before they did the task, provide the materials much better because she saw that the way the researcher did was rather careless. It can be seen
that there were several mistakes she did in making power points, such as, mistyping. She also suggested the researcher to ask the students to get involved
and take apart more in doing the task and accomplishing the project because she saw there were many students who chatted with their friends when their partners
were doing the task. Further, she added that the researcher should maintain better atmosphere during teaching learning to minimize the students’ boredom, such as
using humor, changing the setting of the classroom relating to the need, listening to the students’ questions or responses, and walking around the class while they
did the task to monitor their progress because most of them needed help especially in grammar.
The third category, instructor’s –students’ interaction, is all about the interaction between the researcher as a teacher and the students during teaching
learning. The average score of this category is 3.6 meaning that the way the perpustakaan.uns.ac.id
commit to user
researcher interacted with the students was also satisfying, even though some weaknesses existed in the process of interaction. The observer explained that
there were several improvement needed to make the learning process better. The researcher should be more aware of the students’ need, encourage the students’
response and questions by giving clearer explanation, monitor the students’ progress by delivering some questions relating to the material, and she also should
provide more time for the students to discuss their problems in learning grammar. Moreover, she commented that the researcher sometimes let one of the groups or
group members dominate the learning process. It made some students not motivated to learn.
The last category is general view of the observer towards the process of teaching learning grammar using task-based. This category is not measured
numerically meaning that the observer clarifies her point of view only in description. In this category, the observer clarified that using task-based in
grammar class had left good impressions on the students because they got new experience learning grammar in communicative way. She also stated that the
researcher’s major strengths in the teaching process were she could lead the students to learn actively by choosing the various activities, and the media she
used had clear purposes. Furthermore, she suggested the researcher to improve her ability in presenting the material, building chemistry with the students to make
them motivated in learning grammar, encouraging the students’ boredom and confusion, and being aware of the students’ needs.
commit to user
This part clarifies not only the result of the observation done by the observer but also the questionnaire filled by the students. They were given a
questionnaire sheet to fill at the end of the cycle to know their responses about their grammar class using task-based. Most of them responded positively about
the implementation of task-based in grammar class especially when they participated in task-cycle which involved them communicatively. They
experienced new atmosphere when learning grammar because they had not had this before. They also said that they could learn actively by doing the task and it
made them not bored. Beside they responded positively, they commented that they still felt burdened and nervous when they had to present their work or argue
their friends’ work. They also got some difficulties to comprehend the rules of grammar and asked me to describe it much more clearly.
To make it clear, the result of cycle I can be seen in the table 4.6. It describes the result of the observation graded numerically.
Table 4.6 Summary of the Classroom Observation Sheet Meeting 1-6 in Cycle 1
No. Observed Categories
Scoring Description
1 Development
of learning
objectives 3.4
satisfactory 2
Presentation 3.8
satisfactory 3
Instructor-students’ interaction 3.6
satisfactory 3.6
4 Reflecting
After doing the action and observation, reflection is needed to know what has been achieved, what has not, and what solution to do to make the process of
learning and the students’ grammar mastery better. In other words, this stage perpustakaan.uns.ac.id
commit to user
describes three main parts; what has been achieved, has not, and recommendation. It is included the analysis of the action results of the implementation of task-based
in grammar class. The data obtained from observation stage were compared to the indicators of the criteria of success.
a What has been achieved
It is known that learning grammar is very difficult to learn. The students stated in their pre-questionnaire that they were often confused and depressed when
they met this class. They regarded that grammar talks about not only rules but also meaning. That is why the researcher tried to use task-based to solve the problem.
After being applied, there were some improvements reached in the grammar class consisting of the improvement process of teaching learning
obtained from the observation and questionnaire results and the improvement of their grammar mastery obtained from grammar test result.
The observation result shows that the process of teaching learning has been satisfying. It means that the researcher had provided the students with
several efforts to make them comfortable with the process of learning grammar, such as, giving clear learning objectives, presenting the material well, encouraging
the students by listening, responding, facilitating and monitoring their progress. Meanwhile, the questionnaire tells that the students have gone through a new
grammar learning experience since task-based was implemented. It made them more active, enthusiastic, and motivated to learn grammar because they not only
learned it theoretically but also applied it directly in spoken or written form. It gave a good improvement for their grammar mastery.
commit to user
The grammar test result in this cycle shows that the students’ grammar mastery was improved from their pre-test, even though not all students could
reach the criteria of success. The average score the students reached in pre-test was 59 with the lowest and the highest scores were 32 and 82. Meanwhile the
average of post-test result in this cycle was 64 with the lowest and the highest scores were 46 and 82. The pre-test shows that there were 17 students who reach
the criteria of success, and it improved become 30 students from 42 students in the post-test of this cycle.
b What has not been achieved
It has been clarified previously that the students’ grammar mastery in this cycle has not improved significantly or even reached the criteria of success yet. It
can be seen from the students’ grammar test and the observation results. The test results show that not all students got score above 65. Even though there was an
improvement reached in this cycle from the pre-test, 12 students still got score under the criteria of success. The most common problems faced were in past
continuous and present perfect tenses. Those tenses got the lowest score of all. The average score of past continuous was 62 and present perfect was 63.
Meanwhile, the observation result describes that providing good atmosphere during teaching learning process needs improving to make the students feel
comfortable and enjoyable. In other words, the researcher and the observer concluded that the action in the first cycle had to be continued to the next cycle by
paying attention to some considerations discussed. perpustakaan.uns.ac.id
commit to user
c Recommendation
Here come some recommendations that the researcher should do in the next cycle based on the reflection above to overcome the problems appearing in
the previous cycle. I should keep improving the way she teaches, such as, presenting the material well by giving the clearer explanation because the
observer saw every meeting in the previous cycle the students always asked me to review the explanation of the material. I also need to choose the appropriate tasks
or activities that make the students more active to learn because there were still some students who didn’t get involved in learning actively. Moreover, motivating
and encouraging the students by listening, responding, facilitating them with good condition, and monitoring their progress were also recommended. Further, I
needed to give the students more questions to arouse their background knowledge but not made them feel nervous, gave more assigned reading, and also provided
them with more exercises to improve their grammar mastery.
b. Cycle II