the implementation of Task-Based Learning to teach vocabulary for the second grade students of elementary school.
1. Observation
The researcher employed participant-observation in this reesearch. Within this type of observation, the researcher interacted with the participants. The main
purpose of such interaction with the participants was to build a deep understanding on the learners’ opinions and reactions and to see whether there
were factors that influenced the implementation of Task-Based Learning in teaching vocabulary as shown in the learning experiences.
This observation used recording devices, namely a video recorder and observation sheets, for future analysis. The researcher used the video recorder
since it was quite difficult to carry out teaching activities and observation at the same time. Besides, observation sheets that were given to the teacher assistant
each meeting helped the researcher reduce the subjectivity. Hence, the recording devices helped the researcher a lot to keep the original data later in the data
analysis. The importance of keeping the participants unaware of being observed
should be taken into consideration. It was done by utilizing a recording device, a video recorder. The video recorder was set in such a way that the students were
not aware that they were being observed. By doing so, the participants behaved naturally during the learning activities. Hence, the natural process of the
observation could be kept. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Question guidelines were considered important in gathering the data under the research. To answer these questions, it needed to hold observation in every
single meeting. Nonetheless, the researcher gained such guidance on the implementation of Task-Based Learning and the supporting or inhibiting factors
that had contribution to the learning activities during the implementation. The question guidelines could be summarized in the following table.
Table 3.1. Question Guidelines for Observation
No. Questions
1. How is TBL possibly implemented in this study?
2. Could each TBL phase be carried out as suggested in its literature?
3. What alteration should be adjusted in TBL implementation to make it
possibly be implemented in the second grade of elementary school?
2. Field Notes
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