Components of Task-Based Learning

14 first study were the fifth grade students of Ungaran II Elementary School Yogyakarta. The findings of the first study indicated that using Task-Based Technique was effective in vocabulary teaching for the fifth grade students of elementary school because the study improv ed the students’ vocabulary mastery. The result of the post test was higher than the result of the pre test. There were two differences between the first study and this research. This research was not experimental research but Classroom Action Research. The research respondents of this research were not fifth grade students but tenth grade students. However, the success of the first study leads the researcher to believe that Task- Based Learning is also able to improve the X3 students’ vocabulary mastery of SMA Sang Timur Yogyakarta. The second study presented that allowing the students to work cooperatively with limited assistance to understand unfamiliar words in communicative environment is a particularly effective option. The data of the second study indicated that when the students negotiated word meanings during the task completion, they understood words in meaningful contexts and also had opportunities to use those words in communication. However, the teacher was required to confirm that the students had opportunities to meet and explore new vocabulary without direct teacher assistance, and to use this vocabulary to achieve the task goals. The communicative tasks of the second study used Task-Based Learning as the base. The result of the second study strengthened the assumption that Task- Based Learning was best implemented to improve the X3 students’ vocabulary 15 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.