Improving the vocabulary mastery of X3 students of SMA Sang Timur Yogyakarta through task-based learning - USD Repository
IMPROVING THE VOCABULARY MASTERY
OF X3 STUDENTS OF SMA SANG TIMUR YOGYAKARTA
THROUGH TASK-BASED LEARNING
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Elisabeth Indah Tri Yuli Suryaningsih
Student Number: 071214095
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
IMPROVING THE VOCABULARY MASTERY
OF X3 STUDENTS OF SMA SANG TIMUR YOGYAKARTA
THROUGH TASK-BASED LEARNING
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Elisabeth Indah Tri Yuli Suryaningsih
Student Number: 071214095
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
“That which does not kill us makes us stronger.”
- Friedrich Nietzsche -
“I am not a teacher, but an awakener.”
- Robert Frost -
ABSTRACT
Suryaningsih, Elisabeth Indah Tri Yuli. (2013). Improving the Vocabulary
Mastery of X3 Students of SMA Sang Timur Yogyakarta through Task-Based
Learning. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Mastering vocabulary is an essential requirement for language learners before dealing with language skills. Unfortunately, X3 students of SMA Sang Timur Yogyakarta experienced the problem of having limited vocabulary. Their vocabulary deficiency was shown by their performance of productive and receptive language skills.
The problem of this research was how does Task-Based Learning improve the vocabulary mastery of X3 students of SMA Sang Timur Yogyakarta? This research aimed at improving the students’ vocabulary mastery vocabulary mastery of X3 students of SMA Sang Timur Yogyakarta through Task-Based Learning.
This research applied Classroom Action Research (CAR). The research participants were 18 students in class X3 of SMA Sang Timur Yogyakarta in the 2012/ 2013 academic year. CAR was implemented in two cycles. The cycles were conducted on November 19, 2012 and November 26, 2012. The instruments used to gather the data were observation sheets, field notes, vocabulary tests, questionnaire, and interview guide. Triangulation technique was employed to analyze the data.
In this research, TBL was implemented as the base of learning activities and in the form of vocabulary tasks. Those learning activities and vocabulary tasks were arranged in accordance with types of the activity and the task in TBL. The researcher applied Nunan and Willis’ theories on types of the activity and the task in TBL to arrange learning activities and vocabulary tasks.
The research finding indicated that TBL helped the students to improve their vocabulary mastery. The finding presented the class average score improved from 72.03 (preliminary) to 76.25 (the second cycle). Besides, 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.
Nevertheless, 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 expressed their idea in speaking more fluently. Third, the students got a better understanding on speaking about procedure texts. Fourth, the students were able to use the vocabulary which they had learned during the implementation process in their daily conversation.
ABSTRAK
Suryaningsih, Elisabeth Indah Tri Yuli. (2013). Improving the Vocabulary
Mastery of X3 Students of SMA Sang Timur Yogyakarta through Task-Based
Learning. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
Menguasai kosa kata menjadi suatu kebutuhan penting sebelum menguasai keterampilan berbahasa. Sayangnya, siswa kelas X3 di SMA Sang Timur Yogyakarta mengalami masalah keterbatasan kosa kata. Kekurangan kosa kata mereka ditunjukkan dalam kinerja keterampilan berbahasa produktif dan reseptif.
Rumusan masalah penelitian ini adalah bagaimana Pembelajaran Berbasis Tugas meningkatkan penguasaan kosa kata para siswa X3 SMA Sang Timur Yogyakarta? Penelitian ini bertujuan untuk meningkatkan penguasaan kosa kata para siswa X3 SMA Sang Timur Yogyakarta melalui Pembelajaran Berbasis Tugas (PBT).
Penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Para peserta penelitian adalah 18 siswa di kelas X3 SMA Sang Timur Yogyakarta pada tahun ajaran 2012/2013. PTK dilaksanakan dalam dua siklus. Siklus tersebut dilakukan pada tanggal 19 November 2012 dan 26 November 2012. Instrumen adalah lembar observasi, catatan lapangan, tes kosa kata, kuesioner, dan pedoman wawancara. Teknik triangulasi digunakan untuk menganalisa data.
Dalam penelitian ini, PBT dilaksanakan sebagai dasar kegiatan belajar dan dalam bentuk tugas kosa kata. Kegiatan belajar dan tugas kosa kata disusun sesuai dengan jenis kegiatan dan tugas di PBT. Peneliti menggunakan teori dari Nunan dan Willis tentang jenis kegiatan dan tugas di PBT dalam menyusun kegiatan belajar dan tugas kosa kata.
Hasil penelitian menunjukkan bahwa PBT membantu siswa meningkatkan penguasaan kosa kata mereka. Hasil penelitian menunjukkan nilai rata-rata kelas meningkat dari 72.03 (awal) ke 76.25 (siklus II). Selain itu, enam siswa yang sebelumnya tidak tuntas Kriteria Ketuntasan Minimal (KKM) bisa mencapainya . Namun, tiga siswa masih belum tuntas KKM.
Karena waktu penelitian yang diberikan oleh sekolah terbatas, peneliti berhenti di siklus kedua. Jika peneliti punya lebih banyak waktu untuk melanjutkan penelitian, peneliti akan merencanakan siklus ketiga. Peneliti berharap bahwa hasil dari siklus ketiga sesuai yang diharapkan yaitu semua siswa tuntas KKM.
Selain itu, PBT memberikan empat dampak baik. Pertama, setelah pelaksanaan, para siswa dapat menggunakan berbagai kosa kata untuk menghindari pengulangan. Kedua, para siswa lebih lancar mengekspresikan ide mereka dalam berbicara. Ketiga, para siswa mendapatkan pemahaman yang lebih baik saat berbicara tentang teks prosedur. Keempat, para siswa dapat menggunakan kosa kata yang telah mereka pelajari selama proses pelaksanaan dalam percakapan sehari-hari.
ACKNOWLEDGEMENTS
First of all, my greatest gratitude is for Jesus Christ. Without His presence, this thesis would never be completed. I thank Him for His blessings during my hard days.
I would like to put across my highest thankfulness to Made Frida Yulia,
S.Pd., M.Pd. for her suggestions and time in guiding me to finish my thesis. I am
also deeply indebted to Yovita Maharani, S.Pd. for allowing me to conduct classroom action research in her class. I thank X3 students of SMA Sang Timur
Yogyakarta 2012/2013 academic year for being cooperative during my research.
I am grateful to Clara Herwidia as the research observer.
My gratitude also belongs to Gunarso Sarwoko, S.Pd. and Laurensius
Bretya Anindito as my proof readers for sincere help to correct my grammar. I
would also thank Borrowed Beauty members, and First Aid for English crews for giving me encouragement. My thanks go to Oda, Khares, Reko, Martha,
Dwi, Ambar, Riris, Ria, Niko, and Ika as companion in arms.
My deepest gratefulness goes to my parents Nico S. I. and Antonina S. S., for their prayers and understanding through the duration of my very long study. I would like to express my appreciation to my sister, Antonina Yunita D. S., and my brother, YBM. Sumarjiyanto for the financial and motivation support. I would like to give my gratitude to everybody who helped me to finish this thesis, whose names cannot be mentioned one by one.
TABLE OF CONTENTS
TITLE PAGE ................................................................................................Page i APPROVAL PAGES ................................................................................................ ii STATEMENT O F WORK’S ORIGINALITY .........................................................
PERNYATAAN PERSETUJUAN PUBLIKASI ..........................................................
v vi ABSTRACT .............................................................................................................. vii
ABSTRAK .................................................................................................................. viii
ACKNOWLEDGEMENTS ......................................................................................TABLE OF CONTENTS .......................................................................................... LIST OF FIGURES ................................................................................................ LIST OF APPENDICES ...........................................................................................
CHAPTER I. INTRODUCTION A. Research Background ............................................................................... B. Research Problem ..................................................................................... C. Problem Limitation ................................................................................... D. Research Objective ................................................................................... E. Research Benefits ..................................................................................... F. Definition of Terms .................................................................................. ix x xiii xiv
1
3
3
4
4
5
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ............................................................................
D.
10
11
13
15 CHAPTER III. RESEARCH METHODOLOGY A.
Research Method ......................................................................................
B.
Research Setting .......................................................................................
C.
Research Participants................................................................................
Instruments and Data Gathering Technique .............................................
9
1. Observation Checklist ..............................................................................
2. Field Notes................................................................................................
3. Questionnaire ............................................................................................
16
19
20
20
20
21
9
Theoretical Framework ............................................................................
1. Vocabulary ...............................................................................................
7
a.
The Nature of Vocabulary ................................................................
b.
Vocabulary Mastery .................................................................................
c.
Vocabulary Learning ................................................................................
d.
Vocabulary Teaching................................................................................
7
7
B.
7
8
8 2. Task-Based Learning ................................................................................
a.
The Nature of Task-Based Learning ........................................................
b.
Components of Task-Based Learning ......................................................
c.
Types of Task and Activity ................................................................
3. Review of Related Studies ................................................................
22
E.
23 Data Analysis Technique ................................................................
F.
24 Research Procedure ..................................................................................
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A.
27 The Implementation of Task-Based Learning ................................
1.
28 The Implementation of Task-Based Learning in the First Cycle .............
a.
28 The Planning Phase of the First Cycle .....................................................
b.
32 Acting and Observing Phases of the First Cycle ................................ 1)
32 Pre-Activity of the First Cycle ................................................................ 2)
32 Whilst-Activity of the First Cycle ............................................................ 3)
35 Post-Activity of the First Cycle ................................................................
c.
36 The Reflecting Phase of the First Cycle ...................................................
2. The Implementation of Task-Based Learning in the Second Cycle ................................................................................................
37 a.
38 The Planning Phase of the Second Cycle .................................................
b.
40 Acting and Observing Phases of the Second Cycle................................ 1)
40 Pre-Activity of the Second Cycle ............................................................. 2)
41 Whilst-Activity of the Second Cycle ........................................................ 3)
41 Post-Activity of the Second Cycle ...........................................................
c.
42 The Reflecting Phase of the Second Cycle ...............................................
B.
Improving the Vocabulary Mastery of X3 Students through Task-Based Learning ................................................................................
44
1.
45 The Students’ Self Assessment ................................................................
2.
51 The Students’ Opinions on the Tasks .......................................................
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A.
56 Conclusions ..............................................................................................
B.
58 Recommendations ....................................................................................
REFERENCES ................................................................................................
60 APPENDICES ................................................................................................
63
LIST OF FIGURES
Figure 3.1 Kemmis and Mc Taggart’s Model of Classroom Action Research ....................4.1 The Result of the Willingness to Open the Dictionary ................................
4.2 The Result of the Ability to Present Procedure Texts in English .......................
4.3 The Result of the Opinion on the Task Attractiveness ................................
4.4 The Result of the Opinion on the Task Goals .....................................................
Page
18
46
49
51
52
LIST OF APPENDICES
Appendix Page A - Letter of Permission ............................................................................................
63 B - Lesson Plans ................................................................................................ 64 C - Worksheets ................................................................................................
69 D - Tests ....................................................................................................................
85 E - Field Notes ................................................................................................
90 F - Observation Sheets ..............................................................................................
98 G - Questionnaire ................................................................................................ 108 H - Interview Guide and Transcript ................................................................ 114
CHAPTER I INTRODUCTION In this chapter, the researcher presents the research background, research
problem, problem limitation, research objective, research benefits, and definition of terms.
A. Research Background
As one of the elements in any language, vocabulary plays the most important role. According to Nation (1990), “…vocabulary is the most important element in language learning
” (p. 2). Mastering vocabulary then becomes an essential requirement before students deal with listening, speaking, reading, and writing skills.
Unfortunately, vocabulary is not the main focus in teaching and learning English in many high schools in Indonesia. The same situation also occurs in SMA Sang Timur Yogyakarta. The students lack opportunities in learning vocabulary. The students learn vocabulary when they practice the reading skill only, but not in listening, speaking, and writing skills.
As a result, the students of SMA Sang Timur had limited vocabulary. Based on the observation, the students of X3 class had the least vocabulary mastery.
The X3 students’ vocabulary deficiency was shown by their performance of productive and receptive language skills. The students found a difficulty in with free topics done by students in turns in the beginning of the teaching and learning process. When a student did an improvisation in delivering the short talk, the speaker tended to spend much time to find the words to say. Like the listeners, they did not ask any questions to respond the short talk because they did not understand what the speaker said.
Moreover, the X 3 students’ lack of vocabulary was also shown by their vocabulary test score. The information gathered from the English teacher showed that the class average test score of X3 students was the lowest among the tenth grade classes. There were also nine students who scored below the passing grade score.
As a response to the condition, the researcher offered to conduct Classroom Action Research (CAR) to help the X3 students to improve their vocabulary mastery through Task-Based Learning (TBL). Richards and Rodgers (2001
) note, “TBL enables students to develop strategies in learning new vocabulary while they are communicating with each other simultaneously” (p.
229). Furthermore, Newton (1999) states , “TBL enables learners to develop strategies for managing new vocabulary while also maintaining a communicative focus
” (p. 7). Moreover, Lee (2011) adds “the use of communicative tasks can promote vocabulary learning ” (p. 1). Thus, TBL is chosen because it encourages the students to learn new vocabulary when they practice their receptive and productive skills by communicating each others.
In addition, Willis (1996) states using tasks in language learning will practice (p. 19 ). Moreover, according to Newton (2001), “TBL addresses the challenge more directly by providing classroom experiences that approximate the demands of authentic language use
” (p. 1). Thus, in TBL, the students will have more opportunity to learn vocabulary by using the target language in which the tasks represent the real actual use of language.
With reference to the advantages of TBL in promoting students’ vocabulary mastery, it is assumed that the implementation of TBL will enable the students to enhance their vocabulary mastery. Therefore, this research attempts to investigate how TBL improves X3 students’ of SMA Sang Timur Yogyakarta vocabulary mastery.
B. Research Problem
The problem of this research is: How does Task-Based Learning improve the vocabulary mastery of X3 students of SMA Sang Timur Yogyakarta?
C. Problem Limitation
This research deals with the teaching and learning process in X3 class of SMA Sang Timur Yogyakarta. This research focuses on the implementation of TBL in improving the students’ vocabulary mastery. The researcher attempts to investigate how Task-Based Learning improves the student’ vocabulary mastery. The subject of the research is limited to the students of X3 class of SMA Sang
D. Research Objective
The objective of the research is to investigate to what extent Task-Based Learning improves the vocabulary mastery of X3 students of SMA Sang Timur Yogyakarta in academic year 2012/2013.
E. Research Benefits
The researcher expects the result of the research to provide benefits for X3 students, their English teachers, and future researchers. First, for the students in X3 class of SMA Sang Timur Yogyakarta in academic year 2012/2013, this research helps them to improve their vocabulary mastery by using Task-Based Learning (TBL). TBL is expected to improve X3 students’ understanding on the words meaning and use.
Second, the researcher expects that the result of the research provides benefits for the English teachers of SMA Sang Timur Yogyakarta. This research can be a solution in improving the students’ vocabulary mastery. The teachers can give various tasks to promote the vocabulary learning.
Third, for future researchers, the result of this research is expected to be a reference for those who would like to conduct research in the same field. Those who are willing to conduct classroom action research may refer to this research. The findings of this research can also be a reference for further research.
F. Definition of Terms
This part elaborates the terms used in this research. They are Task-Based Learning, vocabulary mastery, and X3 students of SMA Sang Timur Yogyakarta.
1. Task-Based Learning
Task-Based Learning is a different way to teach languages (European Commission, 2009, p. 3). Willis and Willis (2007), as cited in Nunan (2004), define Task-Based Learning as, “a classroom where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome
” (p. 3). In this research, TBL refers to the various vocabulary tasks to improve the students
’ vocabulary mastery in X3 class of SMA Sang Timur Yogyakarta.
2. Vocabulary Mastery
Chapelle (1994), as quoted by Read (2000), defines vocabulary mastery as “both knowledge of language and the ability to put language to use in context” (p.
28). Furthermore, Chapelle (1994), as cited in Read (2000), states there are four elements of vocabulary mastery, namely “vocabulary size, knowledge of word characteristic, lexicon organization, and fundamental vocabulary processes
” (p. 29). In this research, vocabulary mastery refers to the X3 students
’ knowledge about word meaning.
3. X3 Students of SMA Sang Timur Yogyakarta
In this research, the participants are the students of X3 class of SMA Sang Timur Yogyakarta in academic year 2012/2013. There are eighteen students in the class consisting of eleven male students and seven female students. Based on the improving vocabulary. In connection with this problem, the researcher implements TBL as the solution.
CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the researcher presents some theories related to the topic of
the research. The purpose of this chapter is to gain an understanding to answer the question of this research. This chapter is divided into two major parts, namely theoretical description and theoretical framework.
A. Theoretical Description
In the theoretical description, the researcher discusses the theories which are related to this research. Those theories are vocabulary and Task-Based Learning (TBL).
1. Vocabulary
In this section, the researcher discusses the nature of vocabulary, vocabulary mastery, vocabulary learning, and vocabulary teaching.
a. The Nature of Vocabulary
Pikulski and Templeton (2004) define vocabulary as “the sum of words that are used in speaking and writing and understood in listening and reading ” (p. 1). Read (2000) adds that vocabulary refers to” a number of words that a person knows” (p. 30). Furthermore, Nunan (2003) states that vocabulary refers to the multiword units of words families having core meanings (p. 132).
b. Vocabulary Mastery
According to Nunan (2003), a student is considered having vocabulary mastery if they knew multiword units, word families, and core meanings (p. 130). Chapelle (1994), as cited in Read (2000), elaborates vocabulary mastery as “both knowledge of language and the ability to put language to use in context” (p. 28).
Furthermore, according to Richard (2001), as cited in Taylor (1990), that vocabulary mastery requires the knowledge of collocation, semantics, polysemy, the equivalent words in the first language, the frequency of a word might appear in the daily conversation and the morphology (p. 3).
c. Vocabulary Learning
Nation (1990) categorizes the vocabulary learning into two categories. The first one is “direct vocabulary learning” and another is “indirect vocabulary learning
” (p. 2). In direct vocabulary learning, students do activities which focus their attention on the vocabulary. Meanwhile, in indirect vocabulary learning, students focus on the message delivered by a speaker or a writer.
d. Vocabulary Teaching
According to Nunan (2003, p. 135), there are four principles for teaching vocabulary. Those principles are: Focus on the most useful vocabulary first.
Teaching useful vocabulary first gives students the best reward for students ’ learning effort.
Focus on the vocabulary in the most appropriate way.
It consists of directly teaching high frequency words, encouraging students to read and listen to passage containing those words, to study the words and do the
Give attention to the high frequency words across the four strands of a course.
The high frequency vocabulary should be used in every skill and fluently accessed.
Encourage students to reflect on and take responsibility for learning.
It consists of informing students of different types of vocabulary, training students to be familiar with the vocabulary, giving opportunities to choose what to learn and how to learn, and giving students encouragement and opportunity to reflect and evaluate the learning process.
2. Task-Based Learning
The researcher discusses the nature of Task-Based Learning (TBL), components of TBL, and types of task and activity in this section.
a. The Nature of Task-Based Learning
Nunan (2004) defines TBL as a realization of Communicative Language Teaching approach at the levels of syllabus design and methodology (p. 10). TBL aims at creating the optimum conditions for language learning. Willis (2003) identifies these three essential conditions as
“the exposure to the target language, opportunities to use the target language for expressing meaning, and the motivation to engage with exposure and use what they know ” (p. 3).
According to Basquille (2004) , “TBL is applicable in the widest variety of learning contexts as its rationale
” (p. 5). Therefore, TBL is relevant no matter what the level, age, culture, mother-tongue, motivation and previous learning experience of students. Thus, tasks can vary in length and complexity according to According to Nunan (2004), there are six characteristics of TBL, namely a need to content selection, an emphasis on learning to communicate in the target language, the use of authentic texts, the availability of opportunities for students to focus on both language and the learning process, an improvement of the students’ personal experiences, and the connection of classroom language learning with language outside the classroom (p. 1). Furthermore, Skehan (1998), as cited in Nunan (2004), states five characteristics of a task in TBL. Those characteristics are meaningful, comparable to real-world activities, assessable, prioritizing task completion, and eliminating other’s people meaning to reproduce (p. 3).
b. Components of Task-Based Learning
According to Willis (2003), in TBL, the teacher is generally a facilitator who keeps the learning condition concussive (p. 40). Willis (2003) defines components of Task-Based Learning (TBL) as
“pre-task, task cycle, and language focus ” (p. 38). Pre task section is about the introduction to the topic and tasks. The task cycle consists of three steps, namely are task, planning, and report. The language focus contains analysis and practice.
Willis (2003) divides pre-task section into three more parts. They are “introducing the topic, identifying topic language, and giving task instructions” (p. 52). Students will do the task in task cycle.
According to Willis (2003), in task cycle, students will do the task in pairs or small groups (p. 52). When most pairs have finished the task, the teacher has to stop the task. After that, the teacher acts as a linguistic adviser while students prepare to report in front of the class the way they did the task and what have they learnt about. The task cycle ends with the presentation from selected groups. At the end of each presentation, the teacher gives feedback.
The last component of TBL defined by Willis (2003, p. 38) is language focus. It is divided into two steps. The first one is analysis. In analysis, students discuss the specific characteristics of the text. The second one is practice. In practice, the teacher gives students an opportunity to practice new words, phrases, and patterns occurred in the text after students has done the analysis c.
Types of Task and Activity
Pattison (1987) as cited in Nunan (2004) classifies the types of task and activity based on Task-Based Learning into seven classifications. Those are “questions and answers, dialogues and role plays, matching activities, communication strategies, pictures and picture stories, puzzles and problems, discussions and decisions ” (p. 57). The detailed explanations are as follows. Questions and Answers These activities are based on the notion of creating an information gap. It aims students at discovering their classmate’s choice. These activities can be used to practice vocabulary.
Dialogues and Role Plays Students are given two choices in performing dialogues and role plays.
They are permitted to perform scripted or improvised dialogues and role plays. The purpose of choices is students may participate willingly and learn thoroughly by what they say in their dialogues and role plays.
Matching Activities These are activities to recognize matching items or to complete pairs or sets.
Communication Strategies These activities encourage students to practice communication strategies such as paraphrasing, borrowing or inventing words, using gesture, asking for feedback, and simplifying.
Picture and Picture Stories These are activities which utilize picture and pictures stories to stimulate communication activities. These activities can be in the form of a memory test and sequencing pictures to tell a story. In the end of these activities, students are expected to be able to describe the picture or arrange a story based on the picture.
Puzzles and Problems Puzzles and problems require students to make guesses by utilizing students’ general knowledge, personal experience, and imagination. These activities aim at testing students’ logical reasoning. The objective of these activities expects that in the end of the lesson students are able to solve puzzles and problems.
Discussions and Decisions These activities require students to collect and share information to produce a decision. During these activities, students are required to discuss in pairs or groups. In the pair or the group discussion, students learn how to share
According to Willis (2003), there are seven activities to stimulate students rehearsing the topic language (p. 43). Furthermore, Willis (2003) adds that most of these activities begin with class activities and then continue in groups or pairs (p. 44). These activities are done in pre-task language activities. These activities are classifying words and phrases, odd one out, matching phrases to pictures, memory challenge, brainstorming and mind-maps, thinking of questions to ask, and teacher recounting a similar experience.
Those activities are conducted based on the varieties of task proposed by Willis. There are six types of tasks defined by Willis (2003). Those types are “listing, ordering and sorting, comparing, problem solving, sharing personal experience, and creative tasks
” (p. 26).
3. Review of Related Studies
In the review of related studies, the researcher discusses other related studies previously done by other researchers on the topic of improving the students’ vocabulary mastery through Task-Based Learning. There are two studies discussed in this part. Those are The Effectiveness of Using the Task-based Technique to Teach Vocabulary to the Fifth Grade Students of Ungaran II Elementary School Yogyakarta (Pertiwi, 2005) and Options for Vocabulary Learning through Communication Tasks (Newton, 1999).
The first study was experimental research. It aimed at investigating how the Task-Based Technique was implemented in the class and whether the use of the Task-Based Technique in vocabulary teaching to the fifth grade students of elementary school improved their vocabulary mastery or not. The subjects of the first study were the fifth grade students of Ungaran II Elementary School Yogyakarta. The findings of the first study indicated that using Task-Based Technique was effective in vocabulary teaching for the fifth grade students of elementary school because the study improv ed the students’ vocabulary mastery.
The result of the post test was higher than the result of the pre test.
There were two differences between the first study and this research. This research was not experimental research but Classroom Action Research. The research respondents of this research were not fifth grade students but tenth grade students. However, the success of the first study leads the researcher to believe that Task-
Based Learning is also able to improve the X3 students’ vocabulary mastery of SMA Sang Timur Yogyakarta.
The second study presented that allowing the students to work cooperatively with limited assistance to understand unfamiliar words in communicative environment is a particularly effective option. The data of the second study indicated that when the students negotiated word meanings during the task completion, they understood words in meaningful contexts and also had opportunities to use those words in communication. However, the teacher was required to confirm that the students had opportunities to meet and explore new vocabulary without direct teacher assistance, and to use this vocabulary to achieve the task goals.
The communicative tasks of the second study used Task-Based Learning as the base. The result of the second study strengthened the assumption that Task- mastery. Related to this study, the communicative tasks were the teaching technique while Task-Based Learning was the learning method.
B. Theoretical Framework
Vocabulary is the most important component of a language. Ironically, vocabulary is not the main focus in the curriculum. Therefore, it led to the students’ vocabulary deficiency, as was experienced by X3 students of SMA Sang Timur Yogyakarta. Thus, referring to the success of other studies in improving the students’ vocabulary mastery through Task-Based Learning, the researcher offered Task-Based Learning to improve the vocabulary mastery of X3 students.
When the researcher conducted Classroom Action Research in improving the students’ vocabulary mastery, the researcher considered the theory of vocabulary learning and teaching. Therefore, the learning activities were based on the theory of vocabulary learning and teaching. However, when designing the tasks, the researcher referred to the theory of Task-Based Learning. Thereby, the lesson plan of each cycle was planned based on the Task-Based Learning as well as the theory of vocabulary learning and teaching. The topic and the materials of the lesson were adjusted to the syllabus of English lesson for grade X. In conclusion, by doing this research, it was expected that the students’ vocabulary mastery could increase.
CHAPTER III METHODOLOGY This chapter presents the explanation about methodology of the research. The explanation is divided into six parts. Those parts are the research method,
research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.
A. Research Method
This research applied Classroom Action Research (CAR) to solve the research problem. According to Stringer (2007), Action Research is a systematic process to find significant solutions to problems found in daily life (p. 1). In this research, action research is defined as a process to solve problems found in teaching and learning English as a foreign language. In conducting CAR, the researcher did not only have to find the best solution but also share the research findings with other researchers. Lewis, as cited in Kemmis and McTaggart (1982), defines action research as a way of arranging situations with the goals that the researchers will learn from experience and share it with other researchers (p. 7). In addition, McNiff and Whitehead (2003) call action research as self-reflective practice and add that it deals with learning through action and reflection (p. 15). It means that by applying CAR, the researcher learned to improve the teaching and learning process.
CAR was applied in this research because it created the effective teaching and learning process. According to Johnson, as cited in Mertler (2009), action research enables teachers to improve their quality (p. 4). In addition Mertler (2009) states that:
Action research can be used effectively to bridge the gap between theory and practice, to empower teachers, to provide professional growth opportunities for teachers, to identify educational problems, to develop and test solutions, and to expand the knowledge base of preservice teachers (p. 27).
Therefore, this research employed CAR to discover how Task-Based Learning improved vocabulary mastery of X3 students of SMA Sang Timur Yogyakarta.
In this research, the researcher employed Kemmis and McTaggart ’s model
(Kemmis & McTaggart, 1982, p. 11). There are five phases based on this model, which are plan, implementation, observation, reflection, and development. The action and observation phases of Kemmis and McTaggart’s model are done at the same time. The researcher chose the model of Kemmis and McTaggart because the researcher believed that the action and observation were required to be done simultaneously. The Kemmis and McTaggart
’s model of CAR can be seen in Figure 3.1.
T he first phase of the Kemmis and McTaggart’s model of CAR is plan. This phase starts with the preliminary research to find the research problem and continues to the process of finding its solution. This phase ends with the arrangement of research action plan. Related to this research, the result of preliminary research revealed that problem found in X3 class was the deficiency planned an action to solve the problem. The researcher implemented Task-Based Learning in the teaching and learning process.
Figure 3.1 Kemmis and McTaggart ’s Model of Classroom Action Research
(McNiff and Whitehead, 2003, p. 45)
The second phase of the Kemmis and McTaggart’s model of CAR is implementation. This phase is about implementing the first action step. This phase is applied altogether with the observation as the third phase. The implementation and observation are required to be conducted together because the teaching and learning process during the action has to be observed. Related to this research, the observation required the researcher to focus observing on the teaching and learning process, not on the outcomes of action. The detailed information about proceeded. After the observation was accomplished, the researcher analyzed the data.