The Opinion on the Task Accommodation to Recognize the Word

57 test of the first cycle, the class average score decreased. The class average score vocabulary test of the first cycle was 64.70. In order to prevent the noteworthy things of the first cycle from occurring in the second cycle, the researcher reduced the number of the tasks. There were three tasks in the second cycle. The reduction of the tasks number led the better time management. Thereby, the students had longer time to do the vocabulary test of the second cycle than in the first cycle and had better concentration to do the test. As a result, the class average score was improved. The class average score vocabulary test of the second cycle was 76.25. Besides, after the implementation of the second cycle, there were six students who previously scored below the passing grade score could achieve it. However, three students still could not achieve the passing grade score. Due to the limited time of the research which was given by the school, the researcher stopped at the second cycle. If the researcher had had more time to continue the research, the researcher would have planned the third cycle. The researcher had expected that the result of the third cycle would have led to the possible improvement, in which all students achieved the passing grade score. Having analyzed the data taken from the research, the researcher concluded that the implementation of Task-Based Learning in English teaching and learning process was able to improve the vocabulary mastery of X3 students of SMA Sang Timur Yogyakarta in 20122013 academic year. Moreover, TBL led four good impacts. First, after the implementation, the students were able to use various vocabularies in order to avoid the repetition. Second, the students 58 expressed their idea in speaking more fluently. Third, the students obtained a better understanding on speaking about procedure text. Fourth, the students were able to use the vocabulary which they had learned during the implementation process in their daily conversation.

B. Recommendations

In this section, the researcher puts forward some suggestions for English teachers and also future researchers who are interested in similar research.

1. For English Teachers

There are four recommendations for English teachers. First, the researcher suggests that English teachers use media in every task. The media aim at helping the students to complete the tasks. The presence of media as an aid is expected to save the task completion time. The teachers can put pictures as the media to help the students to do the tasks. Second, the researcher recommends that the teachers consider the duration and the number of tasks. The tasks will be completed in the learning activities. Therefore, the number of tasks will affect the time of learning. The teachers are advised to arrange the learning activities and their time in the lesson plan in detail. Nevertheless, the lesson plan implementation should be flexible. If the teachers spend too much time on one activity, they will have to be able to set the time for other activities. Third, the researcher suggests that the teachers think about the task difficulty level. The teachers should know the students’ competency before