A study on the implementation of task-based learning to teach vocabulary for the second grade students of Kanisius Notoyudan elementary school in Yogyakarta - USD Repository

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A STUDY ON THE IMPLEMENTATION OF TASK-BASED LEARNING

TO TEACH VOCABULARY FOR THE SECOND GRADE STUDENTS OF

KANISIUS NOTOYUDAN ELEMENTARY SCHOOL IN YOGYAKARTA

A THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By NUR RINA PRIHASTUTI

  Student Number: 031214127

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2008

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STATEMENT OF WORK’S ORIGINALITY

  I honestly declare that the thesis, which I wrote, does not contain the works or part of the works of other people, except those cited in the quotations and bibliography, as a scientific paper should.

  Yogyakarta, April 10, 2008 The writer,

  Nur Rina Prihastuti 031214127 iv

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma : Nama : NUR RINA PRIHASTUTI Nomor Mahasiswa : 031214127

  Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :

  

A STUDY ON THE IMPLEMENTATION OF TASK-BASED LEARNING

TO TEACH VOCABULARY FOR THE SECOND GRADE STUDENTS OF

KANISIUS NOTOYUDAN ELEMENTARY SCHOOL IN YOGYAKARTA

  beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupaun memberikan royalty kepada saya selamA tetap mencantumkan nama saya sebagai penulis.

  Demikian pernyatan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal : 30 April 2008 Yang menyatakan NUR RINA PRIHASTUTI v

  (UNKNOWN)

  : :

  I I

  V E E E D D D F F F A A A M M M

  V V

  I S S S T T T M M M Y Y Y B B B E E E L L L O O O

  I I

  J J J E E E S S S U U U S S S C C C H H H R R R

  I S S S T T T O O O :

  I I

  I I

  I S S S T T T H H H E E E S S S

  I I

  I C C C A A A T T T E E E T T T H H H

  I I

  I D

D

D

E E E D D D

  I L L L Y Y Y M M M Y Y Y S S S E E E L L L F F F A A A N N N D D D H H H E E E N N N R R R Y Y Y PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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ACKNOWLEDGEMENTS

  My deepest gratitude first goes to my Lord, Jesus Christ, for giving me a great chance to run my everyday life with charity, love, blessing, and strength to finish my study.

  Finishing this thesis is such a hard work without any assistance and support from everyone engaged in it. Hereby, I would like to put across my highest thankfulness to my major sponsor, C. Tutyandari S.Pd., M.Pd., for her suggestions, benevolence, time, and patience in helping me to finish my thesis, and to my co-sponsor, Ch. Lhaksmita Anandari, S.Pd., M.Ed., for her assistance, advice, and guidance on my every single word in my thesis. In addition, I would like to thank the teaching and secretariat staff of English Language Education Study Program, Sanata Dharma University.

  My deepest gratefulness goes to my beloved mother, ibu Dra. Liduina

  

Sunarti, and my father, bapak Mursito, for always being my closest partners in

  my ups & downs life. I really thank them for their everyday prayer, beautiful care, wonderful attentiveness and endless love. I also would like to express my appreciation to my brother, Damar Adi Nugroho, A.Md., and my sister,

Sitoresmi Kurniastuti, A.Md., for always challenging me to complete my study.

  Without all of their encouragement, I believe I can do nothing.

  My next gratitude goes to the Headmaster of Kanisius Notoyudan Elementary School, Ign. Dalijo, for giving me the chance to carry out my study in time. I thank the second grade English teacher, M. Magdalena Ariyani for giving vi

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  me suggestions to manage both the class and the students and to prepare such media and materials during my study. I thank them for their bright advice and experience that help me much finish this thesis.

  I thank my lovely friends; Atik, Melani, Uri, Priska, Kiki, and Titik for sharing their beneficial idea, understanding, and involvement. I know that I can survive here because of them. Making a wonderful friendship with them is one of the beautiful parts in my life.

  I also thank 17c girls; Eka, Maria, Tia, Cicil, Moniq, Sekar, Agnes, and

  

Hari for the nice togetherness in the boardinghouse. I really thank them all for

  accompanying me when I am happy, when I have nothing to do with my day, or when I am stuck on my study. Also, I thank Ardi, Dono, Ema, Jii, Krisna, Adit

  

Gendut, Dudunk, Cipo, Timur, Indra , Upik, Proty, and Deni and for all the

beautiful and fun experiences.

  My deepest gratitude also goes to my beloved Henry Koesasih, S.Pd.. I thank him for his endless love, support, prayer, suggestions, and affection so that I have the power to finish my study. His being by my side always ensures and inspires me that I can do my best. Furthermore, I thank him for being the model of a hard worker for me.

  Last but not least, my gratitude also goes to PBI ‘03, my friends , and my

  

relatives, whom I cannot mention one by one. I thank them all for the nice

friendship.

  Nur Rina Prihastuti

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TABLE OF CONTENTS

Page

  

PAGE OF TITLE .......................................................................................... i

PAGE OF APPROVAL ................................................................................ ii PAGE OF ACCEPTANCE ........................................................................... iii

STATEMENT OF WORK’S ORIGINALITY............................................ iv

PAGE OF DEDICATION ............................................................................. v

ACKNOWLEDGMENTS ............................................................................ vi

TABLE OF CONTENTS .............................................................................. viii LIST OF FIGURES ...................................................................................... xi LIST OF TABLES ........................................................................................ xii ABSTRACT ................................................................................................... xiii ABSTRAK ....................................................................................................... xiv

  CHAPTER I INTRODUCTION .................................................................. 1 A. Research Background .......................................................................... 1 B. Problem Identification ......................................................................... 4 C. Problem Limitation ............................................................................. 4 D. Problem Formulation ........................................................................... 5 E. Research Objectives ............................................................................ 5 F. Research Benefits ................................................................................ 6 G. Definition of Terms ............................................................................. 6 CHAPTER II THEORETICAL REVIEW ................................................. 10 A. Theoretical Description ....................................................................... 10

  1. Vocabulary .............................................................................. 10

  a. The Importance of Vocabulary ......................................... 10

  b. Vocabulary Learning ......................................................... 12

  c. Vocabulary Teaching ........................................................ 14

  2. Young Learners in the Elementary School ............................. 15 viii

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  a. The Characteristics of Young Learners in the Elementary School ................................................................................ 16

  b. Principles of Teaching Young Learners in the Elementary School ................................................................................ 18

  c. Theory on Critical Period .................................................. 19

  3. Task-Based Learning ............................................................... 20

  a. Task ................................................................................... 20

  b. Four Conditions for Language Learning ........................... 21

  c. An Overview of Task-Based Learning .............................. 25

  d. Task-Based Learning for Young Learners ........................ 28

  e. The Implementation of Task-Based Learning ................... 30

  B. Theoretical Framework ....................................................................... 35

  CHAPTER III RESEARCH METHODOLOGY ...................................... 37 A. Research Method ................................................................................. 37 B. Research Participants .......................................................................... 38 C. Research Setting .................................................................................. 39 D. Research Instruments .......................................................................... 40

  1. Observation ............................................................................... 40

  2. Field-Notes ................................................................................ 41

  3. Interview .................................................................................... 42

  E. Data Gathering Techniques ................................................................. 43

  1. Observation ............................................................................. 44

  2. Field-Notes .............................................................................. 45

  3. Interview .................................................................................. 46

  F. Data Analysis Procedures .................................................................... 47

  G. Research Procedures ........................................................................... 50

  CHAPTER IV ANALYSIS AND DISCUSSION ....................................... 54 A. Data Analysis ...................................................................................... 54 B. Research Findings ............................................................................... 57

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  1. The Possible Implementation of Task-Based Learning to Teach Vocabulary for the Second Grade Students of Elementary School .................................................................. 57

  2. The Influential Factors towards the Implementation of Task- Based Learning to Teach Vocabulary for the Second Grade Students of Elementary School ............................................... 62

  a. Time Allocation of the Course ............................................ 62

  b. Sorts of Tasks ...................................................................... 65

  c. TBL Parameter for Young Learners and Beginners ............ 69

  d. Students’ Self-Confidence ................................................... 74

  3. Another Finding ........................................................................ 76

  CHAPTER V CONCLUSIONS AND SUGGESTIONS ............................ 79 A. Conclusions ......................................................................................... 79 B. Suggestions for Future Research ........................................................ 80 REFERENCES .............................................................................................. 82

LIST OF APPENDICES ............................................................................... 84

Appendix A: Permission Letter ....................................................................... 85 Appendix B: Observation Sheet ...................................................................... 87 Appendix C: Field Notes ................................................................................. 124 Appendix D: Interview Excerpts ..................................................................... 156 Appendix E: Sample Lesson Plans and Materials ........................................... 166 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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LIST OF FIGURES

  Figure 2.1: Four Conditions for Language Learning .................................... 25 Figure 2.2: Task-Based Learning Framework .............................................. 28 Figure 2.3: Task-Based Learning Framework for Beginners and Young

  Learners ..................................................................................... 30 Figure 4.1: The Ideal Implementation of TBL for Young Learners ............. 58

  st

  Figure 4.2: The 1 Possible Implementation of TBL for Young Learners ... 58

  nd

  Figure 4.3: The 2 Possible Implementation of TBL for Young Learners ... 58 xi

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LIST OF TABLES

  Table 3.1: Question Guidelines for Observation ............................................. 45 Table 3.2: Data Gathering Techniques ............................................................ 47 xii

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ABSTRACT

  Prihastuti, Nur Rina. 2008. A Study on the Implementation of Task -Based

  Learning to Teach Vocabulary for the Second Grade Students of Kanisius Notoyudan Elementary School in Yogyakarta. Yogyakarta: English

  Language Education Study Program, Sanata Dharma University. Learning a language can be optimally carried out at a certain period, called the critical period. Children belong to the critical period. This enables them to learn a language more easily than adults do. In learning a language, learners need to learn its vocabulary since by having enough stock of words learners are able to communicate the language. In response to teaching and learning vocabulary, this study employs a method, namely Task-Based Learning (TBL). Since the participants under this study are the second grade students of elementary school, TBL for beginners and young learners is adopted.

  The implementation of TBL to teach vocabulary for beginners or young learners is still questionable and is worthwhile to be investigated further. Thus, this study attempts to investigate the possible implementation of TBL to teach vocabulary for the second grade students of elementary school and the influential factors towards its implementation. Observational- field research is employed in order to be able to observe the phenomena in the field where teaching and learning activities took place. Besides, this study employs observation, field notes, and interview as the instruments to obtain the data needed.

  In this study, it was found out that TBL could not be implemented as ideal as in its literature. Some alterations in TBL framework should be adjusted to make it possibly be implemented, for instance, (1) prolonging task-cycle phase; and (2) initially shifting language focus with the other teaching methods employment alongside TBL implementation. The influential factors contributing to TBL implementation are as follows: (1) time allocation of the course; (2) sorts of task; (3) TBL parameter; and (4) students’ self-confidence. This study also sought another finding related to TBL implementation. It was about the use of mother tongue that was seen as a common feature in foreign language learning. The underlying reason is that mother tongue ha s positive contribution in foreign language learning for novice students e.g. clarifying the meaning of the conveyed information to be better understandable.

  Finally, it is suggested for further researchers interested in adopting TBL to carefully adjust the time allocation to carry a study. Besides, they can investigate the effectiveness of implementing this method in foreign language learning for beginners and young learners. It is also suggested for elementary school English teachers to select tasks which are suitable to students’ ability and their language proficiency. Moreover, they should give clear explanation and explicit objectives to help students learn optimally. xiii

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ABSTRAK

  Prihastuti, Nur Rina. 2008. A Study on the Implementation of Task -Based

  Learning to Teach Vocabulary for the Second Grade Students of Kanisius Notoyudan Elementary School in Yogyakarta. Yogyakarta: Program

  Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

  Mempelajari suatu bahasa dapat dilakukan secara optimal pada masa tertentu yaitu pada masa berpikir kritis. Anak-anak termasuk dalam masa ini sehingga memungkinkan mereka untuk mempelajari suatu bahasa dengan lebih mudah daripada orang dewasa. Dalam mempelajari suatu bahasa, seseorang perlu belajar kosakata karena dengan mempunyai perbendaharaan kosakata, seseorang dapat memakainya untuk berkomunikasi. Sehubungan dengan pengajaran dan pembelajaran kosakata, studi ini memakai metode bernama Pembelajaran Berbasis Tugas (PBT). Karena subyek studi ini adalah siswa kelas dua sekolah dasar, jadi PBT yang dipakai adalah PBT untuk anak-anak dan pemula.

  Penerapan PBT untuk mengajar kosakata bagi pemula masih dipertanyakan dan perlu diteliti lebih lanjut. Oleh karena itu, studi ini bertujuan untuk mengetahui kemungkinan penerapan PBT untuk mengajar kosakata bagi siswa kelas dua sekolah dasar dan mencari tahu faktor yang mempengaruhi penerapan PBT. Penelitian berbasis observasi dipakai untuk mengamati kejadian yang berlangsung selama studi. Studi ini memakai instrumen berupa observasi, catatan lapangan, dan wawancara untuk memperoleh data yang diperlukan.

  Dalam studi ini, PBT tidak bisa diterapkan sesuai dengan teori yang ada. Beberapa perubahan perlu dilakukan, misalnya, (1) memperpanjang alokasi waktu pada siklus tugas; dan (2) memasukkan suatu siklus pada siklus tertentu dengan memakai metode pengajaran yang lain selama penerapan PBT. Faktor yang berpengaruh dalam penerapan PBT yaitu: (1) alokasi waktu pelajaran; (2) jenis- jenis tugas; (3) keterbatasan PBT; dan (4) kepercayaan diri siswa. Studi ini juga membahas temuan lain yang berkaitan dengan penerapan PBT, yaitu penggunaan bahasa ibu yang dipandang sebagai hal yang lazim dalam mempelajari suatu bahasa. Alasan utamanya karena bahasa ibu mempunyai peranan positif bagi pemula untuk belajar bahasa, misalnya memperjelas makna agar lebih mudah dimengerti.

  Disarankan untuk peneliti yang tertarik menggunakan PBT agar memperhatikan alokasi waktu yang tersedia. Selain itu, peneliti yang akan datang dapat meneliti keefektifan dari penerapan PBT untuk mengajar pemula. Disarankan pula untuk guru bahasa Inggris sekolah dasar untuk memilih tugas yang sesuai dengan kemampuan dan ketrampilan berbahasa siswa. Terlebih, guru sebaiknya memberi penjelasan dan menjelaskan tujuan belajar secara eksplisit agar dapat membantu siswa untuk belajar dengan lebih optimal. xiv

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CHAPTER I INTRODUCTION This chapter is divided into seven parts. They are research background,

  problem identification, problem limitation, problem formulation, research objectives, research benefits, and definition of terms.

A. Research Background

  The need of English increases nowadays. Due to the increasing requirement of English, teaching English when learners are still young is needed.

  Young learners should be taught English as early as possible since there is one of young learners’ characteristics that can be taken up concerning with language learning. The consideration is in line with the critical period theory. Teaching a foreign language or a second language is important when learners are young for they learn a new language much easier than adults do in the critical period. In other words, learning a new language, that is English, can be carried out well within this period. The importance of giving a strong base for young learners to learn English as early as possible is to make their next development of learning English easier.

  Learning a new language requires the learners to learn its vocabulary. It happens, too, in learning English. This is argued by Kreidler (1963: 21) who says that vocabulary is a stock of words in a language that can support the learners to learn other elements and skills of the language. Once the learners have enough stock of words in learning a language, it can be a good starting point for them to

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  2 continue learning other language elements and skills. Moreover, in language teaching for young le arners, vocabulary can be said as the basic element of a language for them to learn since young learners are quick to learn words and slower to learn structure (Phillips, 1993: 68). It is probably caused by the fact that words have real and immediate meanings so that young learners can learn words more quickly.

  Learning vocabulary cannot be separated from teaching vocabulary. Accordingly, teaching vocabulary deals with several particular considerations that language teachers should think about. These often relate to, for example, what vocabulary that should be taught to the learners, what sorts of activities which are appropriate to young learners, how to teach vocabulary, or what factors that might influence the process. Those considerations can be dealt with what is so called a teaching method.

  According to Brown (2001: 14), a method is defined as a generalized set of classroom specification in order to accomplish linguistic objectives and it is seen as being broadly applicable to a variety of learners in a variety of contexts. The main purpose of implementing such a method in language teaching is undoubtedly to make the language learners communicate in the target language.

  Hereby, one of the methods in language teaching that this study intends to implement is Task-Based Learning (TBL) as TBL encourages the learners to practice the language.

  Task-Based Learning is a method that focuses on meaningful tasks. Tasks are regarded crucial in order to promote learning of a language. For this reason,

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  3 implementing such tasks, which are in the framework of Task-Based Learning, will be the concern of this study. The tasks employed in this study that will be used as teaching learning materials are taken from the previous study on

  

Designing a Set of English Vocabulary Materials for the Second Grade Students

of Kanisius Notoyudan Elementary School in Yogyakarta Using Task-Based

Learning written by Henry Koesasih (2007: 121-171). That study utilized the

  same method as this current study did. Thus, it can be said that this study is a continuum study of the previous one, which worked on the same field, in English language teaching.

  There is, of course, a specific reason why this study focuses on implementing Task-Based Learning by employing meaningful tasks. According to Nunan (1989: 6), tasks involve communicative language use since tasks provide a variety of activities for the learners. Various activities that are provided from tasks can support the learners to practice the language in real communicative purpose. Thus, tasks encourage the learners to move gradually from mother-tongue use to target language use. During this process, learners often make errors, however.

  Learners’ errors are natural in language learning and they are seen as progress (Richards and Rodgers, 2001).

  In relation to English Language Teaching in Indonesia, this study is to investigate the implementation of Task–Based Learning in elementary school level. Therefore, this study aims to investigate the implementation of Task-Based Learning to teach English as a foreign language for the students of elementary school level.

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  B. Problem Identification

  Learning a second language is important when learners are still young. It is in accordance with the ‘critical period’ theory which proposes that children learn a second language much easier than adults do (Brown, 1987: 42). It refers to when people learn a second language or a foreign language before puberty, they will learn better. On the other hand, it will be more difficult to learn a second or a foreign language after puberty.

  In this study, the researcher utilizes a method namely Task-Based Learning to teach vocabulary for the second grade students of elementary school.

  Using the framework of Task-Based Learning, the researcher attempts to investigate the phenomena that are relevant to the study. Thus, Task-Based Learning for beginners and young learners is occupied in this study since the participants of this study are children.

  C. Problem Limitation

  Due to the available resources and time, this study is limited to the discussion on how the implementation of Task-Based Learning to teach vocabulary for children is and what the influential factors towards the implementation of Task-Based Learning to teach vocabulary for children are.

  The participants of this study are limited to the second grade students of

  

Kanisius Notoyudan Elementary School. Since the participants of this study

  belong to the second grade of elementary school, they are categorized in the primary grade of elementary school (Cole, 1956: 125). The second grade students

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  5 of elementary school are chosen as the participants of this study since they are young learners that enable them to learn words more quickly than to learn structure. Moreover, the emphasis of this study is on vocabulary rather than on structure since vocabulary is said to be the basic element of a language for them to learn (Phillips, 1993: 163).

D. Problem Formulation

  The research questions can be formulated as follows:

  1. How is the possible implementation of Task- Based Learning to teach vocabulary for the second grade students of Kanisius Notoyudan elementary school?

  2. What are the influential factors towards the implementation of Task-Based Learning to teach vocabulary for the second grade students of Kanisius elementary school?

  Notoyudan E.

   Research Objectives

  The objectives of the study aim to answer the problem formulation previously stated. Firstly, this study aims to investigate how the possible implementation of Task-Based Learning to teach vocabulary for the second grade students of Kanisius Notoyudan elementary school is. Secondly, this study aims to describe what the influential factors are towards Task-Based Learning implementation to teach vocabulary for the second grade students of Kanisius

  Notoyudan elementary school.

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  F. Research Benefits This study is intended to give benefits for: 1. English teachers of elementary school level.

  The result of the research could be a reference for English teachers to teach vocabulary for children by implementing such a teaching method.

  2. Other researchers The result of the research could be a base for other researchers to develop another kind of research relates to the implementation of a teaching method to teach vocabulary for children.

  G. Definition of Terms

  Some terms associated with this stud y need to be explained further. They are as the following:

  1. Implementation The term implementation is derived from the term implement. In the

  

Oxford Advanced Learner’s Dictionary of Current English (1995: 595), the term

  of implement means to put something into effect or to carry something out. In this study, implementation is relevant to those described above. Implementation refers to carrying such a method, that is Task-Based Learning, to assist language teaching learning out. Task-Based Learning is utilized to teach vocabulary for the second grade elementary school students. In this study, the researcher attempts to examine the influential factors towards the implementation of Task-Based Learning to teach vocabulary for the second grade students of elementary school.

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  2. Task-Based Learning There are definitions about what is meant by Task-Based Learning that are provided by some experts. Willis (1996: 1) proposes that Task-Based Learning

  (TBL) can be used as the central focus in a supportive methodological framework. It means that a teacher can make use of tasks as the main activity while carrying language teaching learning out. Tasks are intended to create a real purpose for language use and provide a natural context for language learning.

  In this study, tasks are elaborated in line with what is suggested by Richards et al. (1986: 289) as cited in Nunan (1989: 6) as the following:

  A task is an activity or an action which is carried out as the result of processing or understanding the language (i.e. as a response). For example, drawing a map while listening to a tape, listening to an instruction, and performing a command may be referred to as a task. Task may or may not involve the production of language. A task usually requires a teacher to specify what will be regarded as successful completion of the task. The use of a variety of different kinds of tasks in language teaching is said to make language teaching more communicative…since it provides a purpose for a classroom activity which goes beyond the practice of language for its own sake.

  The definition above emphasizes that task is employed to facilitate language learners to be engaged in such activities of language teaching learning.

  It is aimed to lead the language learners to make use of language in a real communicative purpose. Nunan (1989: 10) also proposes another definition of a task. Nunan defines that task is a piece of classroom work that involves learners to comprehend, manipulate, produce or interact in the target language which focuses the intention on conveying meaning rather than on form without disregarding learners’ grammatical knowledge.

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  8 Hence, in this study, task is defined as a piece of classroom work that gets the learners in comprehending, manipulating, producing, or interacting in the target language in which their attention is focused on both meaning and form of the language.

  3. Teaching Vocabulary According to Nation (1990: 2), teaching vocabulary is considered imperative. It is based on the reason that both learners and teachers see vocabulary as being a very important element in language learning. As vocabulary is of importance, teaching vocabulary cannot be separated from the issues on what vocabulary to teach and how to teach them. Before dealing with the definition of teaching vocabulary in this study, it needs first to know what is meant by vocabulary. In the Oxford Advanced Learner’s Dictionary of Current English (1995: 461), vocabulary is the total number of words that make up a language. In this study, vocabulary refers to lists of words that are learned by the second grade students of elementary school. Vocabulary in this study relates to such words that are often encountered by language learners in their daily environment, such as fruits, animals, family, greetings, my ABC, colors, parts of the body, etc.

  From the above definition, teaching vocabulary in this study refers to teaching lists of words that are related to learners’ daily environment by implementing Task-Based Learning for beginners. Thus, teaching vocabulary in this study employs the underlying theory of Task-Based Learning for Beginners as what is suggested by Willis (1996: 120) that emphasizes on words and phrases before grammar in order to provide opportunity for the learners to practice the

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  9 language, which is in line with the framework of TBL. As a result, the appropriate teaching learning activities for beginners will be taken up such as jumbled spelling dictation, memory games, bingo, puzzles, and guessing games.

  4. Elementary School In Peraturan Pemerintah No. 28 Tahun 1990, elementary school is defined as a unit form of basic education that takes a six-year education program.

  This study refers elementary school to a unit form of basic education where the students obtain their first formal and compulsory education.

  5. The Second Grade Students of Elementary School The second grade students of elementary school refer to the learners who occupy the second level or class based on their age and ability. In this study, the second grade students of elementary school mean learners who study in the second level of their first formal education level.

  6. Qualitative Study The term qualitative study refers to observational field study, so that the observation is held naturally in the setting that this study takes place. Ary (2002:

  25) proposes that in qualitative study, the researcher attempts to understand a phenomenon in a holistic picture rather than in numeric analysis of data. In this study, the researcher employs several instruments to obtain the data needed such as observation, field notes and interview.

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CHAPTER II THEORETICAL REVIEW This chapter provides two major things namely theoretical description and

  theoretical framework. Theoretical description presents related theories to the study and theoretical framework provides how the study is structured. Further, the theoretical description and theoretical framework will be elaborated below.

A. Theoretical Description

  A number of discussions on related theories will be clarified in this sub chapter. Therefore, the theoretical description provides related theories on vocabulary, young learners in the elementary school, and Task-Based Learning.

  1. Vocabulary Vocabulary is taken into account since this study requires some enlightenment of related theories that is significant to the study. The discussion on vocabulary covers the importance of vocabulary, vocabulary learning, and vocabulary teaching. Further, the theories will be elaborated in this sub-chapter.

a. The Importance of Vocabulary

  It is helpful to know what vocabulary refers to before dealing with the discussion on how important vocabulary is since a better understanding of what is meant by vocabulary can be obtained. According to Hornby (1995: 461) in the

  Oxford Advanced Learner’s Dictionary of Current English, vocabulary is the total

  number of words that make up a language. Hence, a language always consists of

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  11 vocabulary as one of its elements by which the speaker of the language will use it in communication.

  Vocabulary is often encountered in daily spoken as well as in written form. People usually name a thing or an issue with the word that is meant when they refer to it. Therefore, names, which are represented by the meant words, are important for the construction of reality because it is quite difficult to accept the existence of an object, a feeling, or an event without a name (Taylor, 1990: 1).

  John Carroll (1971: 1) as cited in McKeown and Curtis (1987: 1) pinpoints vocabulary acquisition as one of the most basic objectives of schooling.

  Although a considerable amount of vocabulary learning is associated with primary language learning in the early years, the acquisition of most of the vocabulary characteristic of an educated adult occurs during the years of schooling, and in fact, one of the primary tasks of the school, as far as language learning is concerned, is to teach vocabula ry. Considerably, vocabulary has become a great deal in second language learning. It is due to the reason that vocabulary grasps the essential core for it becomes one of the basic elements of a language, particularly in English, which needs to be acquired first before someone is able to speak the language. It is said that the importance of having a large amount of vocabulary will provide the learners with the ability to communicate the language (Willis, 1996: 118). For instance if learners are visiting a foreign country in which they do not speak the language, they tend to take a dictionary to look up the meaning of the word rather than a grammar book. It indicates that learners initially need vocabulary if they want to communicate in the intended language.

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b. Vocabulary Learning

  Vocabulary learning is central to language acquisition whether the language is first, second, or foreign (Decarrico as cited in Murcia-Celce, 2001: 285). A language contains a number of words or what is so called vocabulary. Such words in a language are often used by people to communicate everything, which is processed in their minds, for example to express what they feel and do.

  Thus, to be able to acquire a language, people first need to acquire its vocabulary so that they are able to communicate the language.

  Nation (1990: 2) also supports the above view. He says that both learners and teachers see vocabulary as being an important element in language learning. It is often encountered in language learning, a situation in whic h the major difficulty faced by language learners is an inadequate vocabulary. Either in receptive language use such as reading and listening or in productive language use such as speaking and writing, it will be much more difficult for language learners to receive and produce verbal communication if they do not have enough stock of words in a language being communicated.

  Learning is defined by Rubin (1987: 29) as a process by which information is obtained, stored, retrieved, and used from what is being learned. It also occurs in vocabulary learning that involves those processes altogether. Therefore, it can be said that vocabulary learning is a process of obtaining, storing, retrieving, and using a number of words in a language.

  Decarrico (2001) as cited in Murcia-Celce (2001: 286) distinguishes vocabulary learning into two, namely implicit and explicit vocabulary learning. In

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  13 explicit vocabulary learning, the focus is attended on vocabulary through learning activities, for instance learning words through word lists or focusing words on highlighted words in text. Within this type of vocabulary learning, learners are expected to acquire a large amount of vocabulary. Such large vocabularies are then exposed to the learners as they learn. In the initial stages, explicit vocabulary learning is helpful for learners at the beginning level since it is difficult to guess the meaning of new words from context.

  On the other hand, vocabulary learning is said to be implicit when learning occurs by recognizing clues to word meanings in context, such as on understanding a text or using a language for communicative purposes (Decarrico, 2001) as cited in Murcia-Celce (2001: 289). It is important that learners have multiple exposures to a word. Having multiple exposures to a word requires learners to be exposed to a large amount of input consistently over a period. Accordingly, this type of exposure is essential since encountering a word in different context expands what is known about it. Hence, it improves learners’ quality of knowledge that is obtained through implicit vocabulary learning.

  Explicit and implicit vocabulary learning result in active and passive vocabulary possessed by learners as what is proposed by Finocchiaro (1958: 116).

  Vocabulary is considered active when it is learnt so intensively as to form meaning and use. The learners of the language are able to use it actively in any language skill ability. In short, they are able to communicate the language actively using the vocabulary. On the other hand, vocabulary is regarded as passive when learners understand its meaning in both oral and written context without being

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  14 able to reproduce it. For instance if learners are exposed to a text, they are likely to know the meaning of the text. Nonetheless, if they are to reproduce an oral or written text, they are likely not able to do so.

c. Vocabulary Teaching

  It is imperative to know the current issues in vocabulary teaching since both language teachers and language learners are involved in it. These issues concern with deciding which items of vocabulary to teach and how to teach them. Further, the issues will be explained below.

  According to Meara (1995) as cited in Murcia-Celce (2001: 287), in vocabulary teaching, learners should initially be taught a large productive vocabulary. The productive vocabulary refers to such words that are regularly heard or seen by learners. Language learners need to be exposed to a large amount of vocabulary since they are to make use of it, either actively or passively, in any language use. That is why learners should learn large vocabularies even when they first start to acquire a language.

  Deciding which items of vocabulary to be taught to the learners can be one of such matters faced by a language teacher. A language teacher should therefore decide what vocabulary to teach. Dealing with this matter, a teacher should fit what vocabulary to learn and what level of the learners. For instance when teaching vocabulary to young learners, as this study concerns with, the teacher should select the items of vocabulary to teach. A real example can be given in the following. As learners often feel much more difficult to learn verb than to learn noun, so at the beginning level, the teacher presents nouns to teach. It does not

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  15 end at this point however. The teacher has to distinguish how to present either abstract noun or concrete noun. As the learners are still young, it will be easier to teach them concrete noun since the teacher can teach the vocabulary items using pictures, realia, or any other teaching aids in order to make learning more comprehensive to the learners.

  The way to teach vocabulary becomes the cons ideration of language teachers on how to present it. The discussion then is addressed to two major points. Those are teaching vocabulary through word association lists, and teaching vocabulary through contexts (Decarrico, 2001) as cited in Murcia-Celce (2001: 288). The beginning language learners, especially, can be assisted to acquire vocabulary for instance by presenting them such word association lists. It is done to make them easier to learn new vocabulary. On the other hand, more advanced learners can be taught to acquire vocabulary through context. It is important that new vocabulary items be presented in contexts in order to provide the learners any clues to meaning. The learners can learn new vocabulary that they might not know the meaning by contextualizing the meant words, so they are able to guess the meaning of the words.