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
i
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
iv
“That which does not kill us makes us stronger.”
- Friedrich Nietzsche -
vii
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.
viii
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.
ix
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.
x
STATEMENT OF WORK’S ORIGINALITY ...
xi
CHAPTER II. REVIEW OF RELATED LITERATURE
A.Theoretical Description ...
a. The Nature of Task-Based Learning ...
b. Components of Task-Based Learning ...
c. Types of Task and Activity ...
3. Review of Related Studies ...
D.Instruments and Data Gathering Technique ...
xii
E. Data Analysis Technique ...
F. Research Procedure ... 23
24
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
A.The Implementation of Task-Based Learning ...
1. The Implementation of Task-Based Learning in the First Cycle ...
a. The Planning Phase of the First Cycle ...
b. Acting and Observing Phases of the First Cycle ...
1) Pre-Activity of the First Cycle ...
2) Whilst-Activity of the First Cycle ...
3) Post-Activity of the First Cycle ...
c. The Reflecting Phase of the First Cycle ...
2. The Implementation of Task-Based Learning in the Second
Cycle ...
a. The Planning Phase of the Second Cycle ...
b. Acting and Observing Phases of the Second Cycle...
1) Pre-Activity of the Second Cycle ...
2) Whilst-Activity of the Second Cycle ...
3) Post-Activity of the Second Cycle ...
c. The Reflecting Phase of the Second Cycle ...
xiii
1. The Students’ Self Assessment ...
2. The Students’ Opinions on the Tasks ... 45
51
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A.Conclusions ...
B.Recommendations ...
REFERENCES ...
APPENDICES ... 56
58
60
xiv
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
xv
LIST OF APPENDICES
Appendix
A - Letter of Permission ... Page
63
B - Lesson Plans ... 64
C - Worksheets ...
D - Tests ...
E - Field Notes ...
F - Observation Sheets ...
G - Questionnaire ...
H - Interview Guide and Transcript ... 69
85
90
98
108
1
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 deliveringthe 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 X3 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.
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
7
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
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
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
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
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 improved 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
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
16
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
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.
The 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.
The fourth phase is the reflection. The data which is gathered in the
previous phase is reflected in this phase. In the reflection phase, the researcher is
required to reflect the research action by referring to the research data to have a
conclusion whether the solution works successfully or not. Related to this
research, the reflection was executed to know how Task-Based Learning (TBL)
improved vocabulary mastery of X3 students of SMA Sang Timur Yogyakarta.
The content of the research reflection influences the next phase, which is the
development.
The development, as the last phase, refers to the development of a revised
plan for the next cycle. The arrangement of the developed plan depends on what is
stated in the reflection. The successful action does not require an obvious revision
of plan but the unsuccessful action does. In relation to this research, if the
reflection had revealed that TBL did not improve the students’ vocabulary
mastery, the researcher would have been required to make some improvements in
arranging the plan for the next cycle. On the contrary, if TBL worked, the
researcher was required to implement a following cycle to ensure that TBL really
worked.
B. Research Setting
This research was conducted in SMA Sang Timur Yogyakarta in X3 class.
was conducted on November 19, 2012. The second meeting was conducted a
week after the previous one on November 26, 2012. Each meeting lasted for 90
minutes.
C. Research Participants
The participants were the X3 students of SMA Sang Timur Yogyakarta in
academic year 2012/2013. There were 18 students in class X3 consisting of eleven
male students and seven female students.
D. Instruments and Data Gathering Technique
In this research, the researcher employed four instruments. Those were
observation checklist, field notes, interview guide, and questionnaire. Those
instruments were applied to investigate how Task-Based Learning improved
students’ vocabulary mastery.
1. Observation Checklist
Leedy and Omrod, as cited in Mertler (2009), define checklist as “a list of
behaviors, characteristics, skills, or other entities that a researcher is interested in
investigating” (p. 124). This research used the observation checklist which was
adapted from Observation Sheet of Micro Teaching Class of Sanata Dharma
University (Sanata Dharma University, 2010). The observation checklist was
employed to do the observation during the implementation process. Its purpose
was to record the observation about the students’ and the teacher’s activities.
was to observe the teacher’s activities and the second was to record the students’
activities.
Observation is a good way to gather the data because the researcher knows
directly the real situation in the research (Ary, Jacobs, Razavieh, 2002, p. 423).
According to Ary et al. (2002), there are two kinds of observation, “participant
observation and non-participant observation” (p. 423). In this study, the researcher
conducted participant observation. The reason was by applying participant
observation the researcher was actively involved in the teaching and learning
process. The researcher could actively observe and participate as the teacher
during the implementation process. There were also non-participant observers.
The data gathered by non-participant observers complemented the data gathered
by the researcher. Thus, there were three observers, the teacher as the participant
observer and two other observers as non-participant observers.
2. Field Notes
Johnson, as cited in Mertler (2009), interprets field notes as written
observations of what the researcher sees during the action in the class (p. 107).
Wallace (1998) adds field notes should contain general self evaluation of a lesson
and focus on a particular aspect of teaching and learning (p. 58). The field notes in
this research was filled by the non-participant observers to record basic
information such as the date and time, the class, the number of student, and tasks
given. The field notes also aimed at recording the detailed information of the
observation during the implementation process. Therefore, there were the guided
3. Questionnaire
Jaeger (1988) describes questionnaire as the instrument which contains the
survey questions (p. 305). Cohen, Manion, and Morrison (2000) add there are
three types of questionnaire based on the question’ classification, which are
“closed questions, rating scales, and open-ended questions” (p. 248). In this
research, the researcher chose the closed questions questionnaire or exactly the
closed statements questionnaire, which provided two responses to be chosen by
the respondents. The reason was the closed statements questionnaire helped the
researcher to code the information and avoided the students’ disorientation in
responding to the questions. The questionnaire of this research was applied to
conduct survey to investigate how the students comprehended the lesson. The
questionnaire was given to the X3 students as the research respondents directly
after the teaching and learning process.
4. Interview Guide
Schmuck, as cited in Mertler (2009), defines interview guide as the covering
questions to be asked before undertaking any interviews (p. 108). The interview of
this research had a purpose to get more information from the students after they
had filled the questionnaire. The interview was undertaken after the data of the
questionnaire had been analyzed. The researcher used the interview guide to do
structured interviews with the interviewees. Wallace (1998) defined structured
interview as interviews in which the questions are read from prepared interview
schedule (p. 146). The interviewees of the structured interview were randomly
E. Data Analysis Technique
The research data were gathered through observation, interview, and
survey. The data were interpreted in descriptive analysis because the data gathered
in this research was in the form of qualitative data. As Burns (2001) suggests the
data analysis in Classroom Action Research involves describing and explaining
the data (p. 153).
The researcher then analyzed the data using triangulation. According to
Burn (2001), triangulation is conducted to gather multiple perspectives of the
situation (p. 163). In other words, the data gathered are compared and contrasted
each other. In this research, the triangulation was done to check the data validity.
It was done by embedding few similar questions in the questionnaire and
interview and few same points to be noted in observation checklist and field notes.
Thus, by applying triangulation, the data from the different instruments supported
one another.
This research applied investigator triangulation. Dentin (1978), as cited in
Burn (2001), defines investigator triangulation as triangulation which uses more
than one observer in the same research setting (p. 164). There were three
observers who observed the implementation process, the researcher and two other
observers as the non-participant observers. By employing investigator
F. Research Procedure
There were nine steps in conducting the research, which were doing the
preliminary observation, finding the problem and its solution, planning on the first
cycle, implementing and observing on the first cycle, reflecting on the first cycle,
planning on the second cycle, implementing and observing on the second cycle,
reflecting on the second cycle, and gathering the data from questionnaire and
interview.
The first step in conducting the research was doing the preliminary
observation. It aimed at noticing how the teaching and learning process in X3
class was held. In the preliminary observation, the researcher was taking notes on
how the teacher organized and delivered the materials, how the students mastered
the materials, and the students’ activities during the lesson. The researcher then
investigated the problem in the class related to teaching and learning process.
Second, after conducting the preliminary observation, the researcher found
the problem faced by the students. The problem was the lack of the students’
vocabulary mastery. As of, the students had difficulties in performing receptive
and productive skills. Afterwards, the researcher tried to find the best solution to
overcome the problem. The researcher found out the solution by referring to the
references. The researcher found Task-Based Learning as the best solution to
improve the students’ vocabulary mastery.
Third, the researcher elaborated the problem solution by planning on the
which contained vocabulary tasks. After that, the researcher prepared the material,
the lesson plan, and the research instruments to gather the data.
Then, as the fourth step, the researcher implemented the action. During the
action, there were three observers. The observers were required to observe and to
record everything which occured in field notes.
Fifth, after the implementation, the researcher arranged a reflection. It was
done to figure out what went well during the action and what was needed to be
improved about the action. In other words, the reflection presented whether the
implementation was successful or not. Thus, the reflection influenced how the
researcher would plan the second cycle.
Sixth, planning on the second cycle, after reflecting on the first cycle, the
researcher planned the second cycle. The result of the first cycle did not reflect a
good progress. Thus, the researcher arranged an improvement in planning the
second cycle.
The seventh step was similar to the third step. It was implementing the
action which was the second cycle.
Eighth, after the implementation of the second cycle, the researcher
reflected on the cycle. The data from the second cycle presented that there was an
improvement. Six students out of nine students, who previously had not achieved
the passing grade score, could achieve it in the second cycle. 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
Ninth, after reflecting on the second cycle, the researcher gathered the data
by undertaking survey and interview. The researcher then distributed the
questionnaire to the students. The researcher also conducted the interview to
27
CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter elaborates the implementation of Task-Based Learning (TBL)
in X3 class and how TBL improves the X3 students’ vocabulary mastery. First,
the researcher presents the elaboration of the cycles of Classroom Action
Research (CAR) including the findings found during the implementation of TBL
in X3 class. The elaboration and findings are presented based on the data gathered
from the observation sheets, field notes, and students’ test score.
Second, after discussing the implementation, the researcher reports how
TBL improves the vocabulary mastery of X3 students. The report comprises the
research findings which were collected from the questionnaire and interview. The
researcher used the data triangulation to confirm the research findings and
conclusions.
A. The Implementation of Task-Based Learning
Task-Based Learning (TBL) was applied in this research to improve the
vocabulary mastery of X3 students. Thus, the TBL-based activities were
employed during the teaching and learning process through Classroom Action
Resesarch (CAR). The researcher implemented three phases of CAR as proposed
by Kemmis and McTaggart (1982); namely planning, acting and observing, and
This research was conducted in two cycles. Each cycle was completed in
one meeting. The first meeting was conducted on November 19, 2012. The second
meeting was conducted a week after the previous one on November 26, 2012. The
duration of each meeting was ninety minutes.
Since the research was conducted in two cycles, this section is divided into
two parts, namely the implementation of Task-Based Learning in the first cycle
and the implementation of Task-Based Learning in the second cycle. This
research employed Task-Based Learning as the framework of activities in each
cycle.
1. The Implementation of Task-Based Learning in the First Cycle
The first cycle was conducted in one meeting on Monday, November 19,
2012. The participants of this research were actually eighteen students. However,
one student was absent. In the activities of the first cycle, the researcher used
Willis’ theory (1996) on the pre-task language activities; namely “classifying
words and phrases” (p. 26). The researcher also used Pattison’s theory (1987), as
cited by Nunan (2004), on tasks and activity types in TBL; i.e. “matching
activities, communication strategies, puzzles and problems, questions and
answers, and discussions and decisions” (p. 57). The first cycle of this research
consisted of three phases namely planning, acting and observing, and reflecting.
a. The Planning Phase of the First Cycle
Having a preliminary observation on August 6, 2012 and discussion with
the teacher, the researcher found that the students of X3 had a problem. It was the
scores in the previous vocabulary test. The average score of X3 in the test was the
lowest among the grade X classes. It was 72.03. The test result also showed that
there were nine students who scored below the passing grade score, 75.
Their vocabulary deficiency was also shown by their performance of
productive and receptive language skills. The students were unable to give and to
respond to a short talk. A short talk was a short informal speech with free topic
done by one student in turns in the beginning of teaching and learning process.
When a student did an improvisation in giving the short talk, the speaker tended to
spend much time to find the appropriate expression in English. As well as the
listeners, they did not ask any questions to respond to the short talk because they
did not understand what the speaker said.
Hence, the researcher offered the teaching and learning activities based on
TBL in order to solve the problem. The researcher expected that the
implementation of TBL could improve the vocabulary mastery of X3 students.
After studying the details of TBL, the researcher attempted to arrange a set of
learning activities in the form of a lesson plan.
To develop the lesson plan, the researcher referred to the standard
competence and basic competence stated in the syllabus of English lesson for
grade X. According to the syllabus, the topic for the meeting was procedure text
on food. Afterwards, the researcher determined the learning indicators to be
achieved. There were six indicators planned in the first cycle. The first indicator
stated that the students were expected to be able to arrange the jumbled letters into
indicator asserted that the students were hoped to be able to identify food which
takes the shortest time in making it. The third, the students were expected to be
able to classify the words into the categories of material, method, and sentence
connectors. The forth, the students were hoped to be able to match the words with
the correct meanings. The fifth, the students were expected to compare two food
and state the similarities and differences. The last, the students were hoped to be
able to question the favorite food of their group members and then construct a
procedure text about one of the food.
After determining the learning indicators, the researcher decided the
learning methods which would be applied during the teaching and learning
process. Those learning methods were individual work, pair work, group work,
and class discussion. Those learning methods aimed at fostering the interaction
between teacher and students and among students, so that the class atmosphere
would be lively and meaningful.
In the activity of exploring ideas, the researcher emphasized the
implementation of TBL to improve students’ vocabulary mastery in the first step
of TBL, namely pre-task language in the whilst-activities. After determining the
learning indicators and choosing the learning methods, the researcher developed a
worksheet to facilitate the students in applying TBL. The researcher developed a
worksheet which consisted of vocabulary exercises in some types.
Task one was puzzle. The students had to arrange the jumbled letters into
the appropriate order of words. The pictures above the jumbled letters were the
of methods in food preparation and recipes. Meanwhile, the words in the second
part were the words of kitchen utensils and cookware.
In task two, the students were asked to choose which food took the
shortest cooking time. Every student might have different answer based on their
opinions. Task one and task two had to be completed individually.
Next, task three was classifying words and phrases. The students had to
classify the words and phrases into the suitable classifications. The classifications
were material, method, and sentence connectors. By doing so, the students were
also expected to be able to recognize the word functions. The words which were
classified as the materials were nouns. The methods were verbs and the sentence
connectors were conjunctions.
The following task was matching. The students had to match the names of
food with their meaning. Task three and four were to be done in pairs.
Tasks five and six were completed in the groups of four. Task five was
discussion and decision type. The students were required to mention the
similarities and differences of two kinds of food. Those selected food were
familiar with the students. They were Lotek and Gado-gado.
The last, task six was communication strategy. The students had to ask
their group members about their favorite food. Afterwards, they had to choose one
of the food and arrange a procedure text of the chosen food. At last, they had to
present the text in front of the class.
For the test of the first cycle, the researcher arranged twenty numbers of
first language. The words in the test were taken from the words which appeared in
all tasks of the first cycle.
b. Acting and Observing Phases of the First Cycle
In this research, the researcher observed what was going on during the
implementation process. In order to have more detailed description towards the
process of the implementation of TBL, the researcher elaborated the detailed
events occurring in the pre-activity, the whilst-activity, and the post-activity. This
part focused on the implementation of TBL.
1) Pre-Activity of the First Cycle
The meeting began with the pre-activity. The teacher greeted the students
and checked their attendance. There were only seventeen students who joined the
teaching and learning activities because one student was absent. The activity then
continued to the review of the previous lesson. Afterwards, the teacher made an
apperception. The teacher showed an instant noodle pack, and then the teacher
asked the students about how to make the noodle. The students responded to the
apperception but they had a difficulty in mentioning the name of the kitchen
utensils, the materials, and the steps in English. The teacher helped the students by
giving some clues to direct the students to get the expected words in the target
language.
2) Whilst-Activity of the First Cycle
After the students had recognized the procedure of how to cook an instant
noodle, the teacher distributed the worksheet and explained the instruction of
tasks 1 and 2 individually. By doing task 1, the students were expected to be able
to arrange the jumbled letters into a word. The students were also expected to be
able to recognize the methods in food preparation and the cookware. The picture
above every word was the clue to help them to do so. Next, by doing task 2, the
students were demanded not only to choose which food took the shortest cooking
time but also to state their reason why they chose it. While the students were
doing the tasks, the teacher was monitoring them. Most students did the tasks
seriously, but the others did not especially those who sat in the back. After the
students had finished the tasks, the teacher discussed the answer in a class
discussion. One of the observers noted that some students were active in the class
discussion.
The activity then continued to the explanation on doing tasks 3 and 4. By
doing task 3, the students were demanded to recognize the classification of the
words based on their functions related to the procedure text. There were three
classifications. First, the words which were categorized as nouns belonged to the
material. Second, the words which belonged to the method were verbs. Third, the
words which belonged to conjunctions were classified as the sentence connectors.
Next, in task 4, the students were expected to recognize the meaning of five
different food in the target language. The students had to do tasks 3 and 4 in pairs.
The students chose their partner. An observer noted that although the teacher gave
the instruction to do the task in pairs, some students preferred to do the task
individually. Nevertheless, every student did the task well. If the students had
the task, the teacher and the students discussed them in a class discussion. The
students were more active than the first discussion. In the second class discussion,
the students were scrambling to give the answer to tasks 3 and 4. However, the
students took time longer than the planning time in doing tasks 3 and 4.
Afterwards, the teacher explained the instruction of tasks 5 and 6. Some
students did not listen to the instruction carefully. They were busy chatting with
their friends. In task 5, the students were demanded to compare two kinds of food,
Lotek and Gado-gado. They were asked to state two similarities and differences of
the food in groups of four. The students chose their own group members. There
were four groups. Since the students were seventeen, there was one group which
consisted of five students. The observer wrote down that all students could
cooperate well during working in the groups. The last task was task 6. It was done
also in groups of four. In order to save time, the group was the same as the group
in doing task 5. By doing task 6, the students were demanded to collect
information from other group members about their favorite food. Then, they had
to construct a procedure text on how to cook one of the dishes. They were
expected to be able to use the vocabulary they learned in tasks 1 up to 4. In doing
task 6, the observer wrote down that some students had difficulties in finding
some words in English. Since the students did not bring any dictionary, the
teacher allowed them to use the dictionary in their mobile phones. However, one
student did not use his mobile phone properly. He operated it to play a game. The
When the students had finished tasks 5 and 6, the students and the teacher
discussed the answer in a class discussion. Every group sent its representative to
answer task 5. Each of them had various answers. The discussion ran as follows,
when a student had given his or her group’s answer, another student from another
group added the similarities and differences which had not been mentioned yet.
No one judged the other group’s answer was wrong. After discussing the answer
for task 5, the students presented the discussion result of task 6. The observer
noted that one group was ready to be the first group presenting their discussion
without being pointed by the teacher. The group was confident enough in the
presentation while the others were quite doubtful.
3) Post-Activity of the First Cycle
After the whilst-activity was done, the teacher directed the students to
review the material. Afterwards, the teacher gave a test. At last, the meeting was
closed by the teacher.
The activity which could be observed from the first cycle can be
summarized as follows:
The students responded to the teacher’s apperception.
The students were active in the class discussions.
In doing tasks 3 and 4, although the teacher asked the students to do the tasks
in pairs, some of the students did the tasks individually.
The students were active to ask a question if they had difficulties.
During performing the tasks in groups, some students did not do the tasks
seriously.
The students had difficulties in finding some words in English.
During the whilst-activity, there was one student operating his mobile phone.
The students took time longer than the planning time in doing tasks 3 and 4.
The tasks were too many.
The students did not have much time in doing the test.
c. The Reflecting Phase of the First Cycle
The reflection step was conducted by reflecting on the implementation
activity in the first cycle. In this stage, the researcher focused on how the problem
happened and what to do to prevent the problem. The researcher employed the
field notes and the observation sheets.
From the activity of the first cycle, the researcher found that during
performing the tasks in groups, some students did not do the tasks seriously. They
were busy chatting with the students from other groups. The researcher assumed
that it happened because every group had the same tasks. Thus, in the next cycle
the researcher should vary the tasks which had to be done in groups in order to
prevent the students had chatting and let them be responsible in completing their
own group tasks.
The data gathered from the observers also showed that the students had
difficulties in finding some words in English. The students did not bring any
dictionary was the problem cause. Due to the situation, the teacher allowed them
student operating his mobile phone for playing a game. Therefore, the teacher
would not allow the students to operate their mobile phones during the class to
prevent the problem in the second cycle.
Another problem was the students spent too much time in doing tasks 3
and 4. The researcher presumed that it occurred because there was no picture to
describe each word as what existed in task 1. In consequence, the researcher
should put pictures as the visual media in every task to prevent the problem in the
following cycle.
Other things which needed to be repaired were the time management and
the number of the tasks. The students only had five minutes to do the test because
the tasks were too many. The class average score decreased from 72.03 to 64.70
due to the limited test time. Nevertheless, there were six students who obtained
higher score than their score before the implementation. Therefore, in the next
cycle the researcher had to simplify the tasks and reduce them in order to have a
good time management.
The good points in the first cycle were the students’ enthusiasm and
cooperation. The researcher expected that those good points occurred in the
following cycle. The students were enthusiastic and active in responding to the
teacher’s apperception or questions, completing the tasks, and asking the teacher
if they had difficulties. The students also cooperated well in group.
2. The Implementation of Task-Based Learning in the Second Cycle
The second cycle was conducted on Monday, November 26, 2012. All
