42 teacher’s review. After the review, the teacher then closed the meeting. The post
activity was ended with the test. The result of the observation during the second cycle could be summarized as
follows: The teacher explained the task instruction in Indonesian Language.
The students restated the task instruction in Indonesian Language. There were two students who still had a difficulty in expressing their idea in
speaking. The teacher looked a little bit tired.
The tasks given prevented the students from chatting with their friends. The time management was better than the previous cycle.
c. The Reflecting Phase of the Second Cycle
The reflection was taken from the summary of the noteworthy incidents during the teaching and learning activity on the second cycle. There was reflection
on things which happened during the implementation. In this part the researcher would try to figure out why the things happened.
The first noteworthy incident happened when the teacher explained the task instruction in the first language. It occurred because the teacher would like to
give a clear explanation about the instruction. Moreover, the impact was the second noteworthy incident. The students followed the teacher’s action. When the
students restated the instruction, they used the first language. The teacher was supposed to use the simple words in the target language to encourage the students
to improve their mastery on the target language.
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The third noteworthy incident was two students still could not easily express their idea in speaking. The researcher assumed that it happened because
the students tended to be passive in the group work. They were not confident enough to participate in the group discussion although other students in their
group had encouraged them to share their idea. The teacher looking a little bit tired was the next noteworthy incident. It
occurred because some students paid less attention to the teacher during the implementation process. Thus, the teacher had to gain those students
’ attention in order to manage the class well.
Besides those unexpected noteworthy incidents, there were also two good noteworthy incidents. The fifth and sixth noteworthy incidents in the summary
showed what went well during the implementation process. The fifth noteworthy incident was the different text given to each group prevented the students from
having a chat with their friends. The researcher presumed that it happened because every group received a different text, so that the students were busy
completing the task in their own group. As a result, the second cycle had better time management because no time was wasted to ask the students to concentrate
on their task. The better time management also gave the students longer time to do the test.
The result of the test showed that there was a progress. The class average score became 76.25. In addition, from nine students who did not exceed the
passing grade score on the pre test, six students obtained higher score than their score on the first cycle test. The increasing class average score could be used as
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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
