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one of indicators in identifying the improvement of the students’ vocabulary
mastery. However, three students out of those nine 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. There would have been three tasks in the third cycle. Task one would have been arranging a jumbled word based on
the picture individually. Task two would have been completing a jumble text with suitable words and arranging the text into the correct order in pairs. Task three
would have been constructing a text based on the provided pictures in groups. 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.
B. Improving the Vocabulary Mastery of X3 Students through Task-Based
Learning
The result ga thered from the students’ scores showed the students’
vocabulary improvement. The improvement was shown by comparing the students’ score from two vocabulary tests, the test which was held before the
implementation and the test which was held in the second cycle. Prior to the implementation, there were nine students whose scores were below the passing
grade. After the implementation, there were six of those students who exceeded the passing grade score. Besides, the class average score improved from 72.03 to
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76.25. From that increasing class average score, it was seen that there was an improvement on the students
’ vocabulary mastery. Furthermore, in order to triangulate the data on the improvement, the
researcher distributed the questionnaire to eighteen students of X3 class. The questionnaire had a purpose to gathe
r the students’ self assessment and their opinions on the tasks. The statements in the questionnaire were adapted from the
questionnaire on the self-assessment checklist and the good learning task of Task- Based Language Teaching which are proposed by Nunan 2004. Furthermore, to
confirm the students’ responses, the researcher conducted the interview with six students of X3 class as the representatives of the whole students.
1. The Students’ Self Assessment
This section focused on how the students assessed themselves after the implementation process. The assessment consisted of the assessment on their
vocabulary mastery and speaking skill. The assessment also assessed whether or not the students used the vocabulary they had learned in the daily conversation
during the class.
a. The Ability to Complete the Tasks
Ten students or fifty nine percent of the respondents were able to finish all vocabulary tasks. Meanwhile, seven students or forty one percent of the
respondents were not able to complete all vocabulary tasks. It occurred because those students were busy chatting instead of finishing the tasks. However, this
statement was in accordance with the class average test score of the second cycle. The students’ score which improved indicated that most students recognized the
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vocabulary they learned during the implementation because they were able to complete the tasks.
b. The Willingness to Open the Dictionary
Figure 4.1 shows the result of the second statement of the students’ self assessment. Fourteen students or eighty two percent of the respondents agreed that
when they found the unknown vocabulary, they looked for the meaning in the dictionary. This result indicated that most students still utilized the direct
vocabulary learning. The students believed that it would be easier for them to learn new vocabulary by recognizing the meaning.
Figure 4.1 The Result of the Willingness to Open the Dictionary
c. The Ability to Share Information in English during Working in Pairs
Ten students or fifty nine percent of the respondents were able to share information in English when they completed the tasks in pairs. This result
indicated that the implementation of Task-Based Learning was successful in encouraging the students to communicate with their partners using the target
language. Thus, the students were able to share information in the pairs’
discussion.
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Agree Disagree
