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

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xiii ABSTRACT

Prihastuti, Nur Rina. 2008. A Study on the Implementation of Task -Based Learning to Teach Vocabulary for the Second Grade Students of Kanisius Notoyudan Elementary School in Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

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

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

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

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xiv ABSTRAK

Prihastuti, Nur Rina. 2008. A Study on the Implementation of Task -Based Learning to Teach Vocabulary for the Second Grade Students of Kanisius Notoyudan Elementary School in Yogyakarta. Yogyakarta: Program Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

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

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

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

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i

A STUDY ON THE IMPLEMENTATION OF TASK-BASED LEARNING TO TEACH VOCABULARY FOR THE SECOND GRADE STUDENTS OF

KANISIUS NOTOYUDAN ELEMENTARY SCHOOL IN YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

NUR RINA PRIHASTUTI Student Number: 031214127

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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iv

STATEMENT OF WORK’S ORIGINALITY

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

Yogyakarta, April 10, 2008 The writer,

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

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

Nomor Mahasiswa : 031214127

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

A STUDY ON THE IMPLEMENTATION OF TASK-BASED LEARNING TO TEACH VOCABULARY FOR THE SECOND GRADE STUDENTS OF KANISIUS NOTOYUDAN ELEMENTARY SCHOOL IN YOGYAKARTA beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupaun memberikan royalty kepada saya selamA tetap mencantumkan nama saya sebagai penulis.

Demikian pernyatan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal : 30 April 2008 Yang menyatakan

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vi

ACKNOWLEDGEMENTS

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

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

My deepest gratefulness goes to my beloved mother, ibu Dra. Liduina Sunarti, and my father, bapak Mursito, for always being my closest partners in

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

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

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vii

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

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

I also thank 17c girls; Eka, Maria, Tia, Cicil, Moniq, Sekar, Agnes, and Hari for the nice togetherness in the boardinghouse. I really thank them all for accompanying me when I am happy, when I have nothing to do with my day, or when I am stuck on my study. Also, I thank Ardi, Dono, Ema, Jii, Krisna, Adit Gendut, Dudunk, Cipo, Timur, Indra, Upik, Proty, and Deni and for all the beautiful and fun experiences.

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

Last but not least, my gratitude also goes to PBI ‘03, my friends, and my relatives, whom I cannot mention one by one. I thank them all for the nice friendship.

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viii

CHAPTER III RESEARCH METHODOLOGY ... 37

A. Research Method ... 37

B. Research Participants ... 38

C. Research Setting ... 39

D. Research Instruments ... 40

1. Observation ... 40

2. Field-Notes ... 41

3. Interview ... 42

E. Data Gathering Techniques ... 43

1. Observation ... 44

2. Field-Notes ... 45

3. Interview ... 46

F. Data Analysis Procedures ... 47

G. Research Procedures ... 50

CHAPTER IV ANALYSIS AND DISCUSSION ... 54

A. Data Analysis ... 54

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x

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

Elementary School ... 57

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

a. Time Allocation of the Course ... 62

b. Sorts of Tasks ... 65

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

d. Students’ Self-Confidence ... 74

3. Another Finding ... 76

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 79

A. Conclusions ... 79

B. Suggestions for Future Research ... 80

REFERENCES ... 82

LIST OF APPENDICES ... 84

Appendix A: Permission Letter ... 85

Appendix B: Observation Sheet ... 87

Appendix C: Field Notes ... 124

Appendix D: Interview Excerpts ... 156

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xi

LIST OF FIGURES

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

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xii

LIST OF TABLES

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xiii ABSTRACT

Prihastuti, Nur Rina. 2008. A Study on the Implementation of Task -Based Learning to Teach Vocabulary for the Second Grade Students of Kanisius Notoyudan Elementary School in Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

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

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

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

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xiv ABSTRAK

Prihastuti, Nur Rina. 2008. A Study on the Implementation of Task -Based Learning to Teach Vocabulary for the Second Grade Students of Kanisius Notoyudan Elementary School in Yogyakarta. Yogyakarta: Program Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

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

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

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

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1 CHAPTER I INTRODUCTION

This chapter is divided into seven parts. They are research background, problem identification, problem limitation, problem formulation, research objectives, research benefits, and definition of terms.

A. Research Background

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

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

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

According to Brown (2001: 14), a method is defined as a generalized set of classroom specification in order to accomplish linguistic objectives and it is seen as being broadly applicable to a variety of learners in a variety of contexts. The main purpose of implementing such a method in language teaching is undoubtedly to make the language learners communicate in the target language. Hereby, one of the methods in language teaching that this study intends to implement is Task-Based Learning (TBL) as TBL encourages the learners to practice the language.

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implementing such tasks, which are in the framework of Task-Based Learning, will be the concern of this study. The tasks employed in this study that will be used as teaching learning materials are taken from the previous study on Designing a Set of English Vocabulary Materials for the Second Grade Students

of Kanisius Notoyudan Elementary School in Yogyakarta Using Task-Based

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

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

There is, of course, a specific reason why this study focuses on implementing Task-Based Learning by employing meaningful tasks. According to Nunan (1989: 6), tasks involve communicative language use since tasks provide a variety of activities for the learners. Various activities that are provided from tasks can support the learners to practice the language in real communicative purpose. Thus, tasks encourage the learners to move gradually from mother-tongue use to target language use. During this process, learners often make errors, however. Learners’ errors are natural in language learning and they are seen as progress (Richards and Rodgers, 2001).

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B. Problem Identification

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

In this study, the researcher utilizes a method namely Task-Based Learning to teach vocabulary for the second grade students of elementary school. Using the framework of Task-Based Learning, the researcher attempts to investigate the phenomena that are relevant to the study. Thus, Task-Based Learning for beginners and young learners is occupied in this study since the participants of this study are children.

C. Problem Limitation

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

The participants of this study are limited to the second grade students of Kanisius Notoyudan Elementary School. Since the participants of this study

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

D. Problem Formulation

The research questions can be formulated as follows:

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

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

E. Research Objectives

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F. Research Benefits

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

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

2. Other researchers

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

G. Definition of Terms

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

1. Implementation

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2. Task-Based Learning

There are definitions about what is meant by Task-Based Learning that are provided by some experts. Willis (1996: 1) proposes that Task-Based Learning (TBL) can be used as the central focus in a supportive methodological framework. It means that a teacher can make use of tasks as the main activity while carrying language teaching learning out. Tasks are intended to create a real purpose for language use and provide a natural context for language learning.

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

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

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

3. Teaching Vocabulary

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

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

4. Elementary School

In Peraturan Pemerintah No. 28 Tahun 1990, elementary school is defined as a unit form of basic education that takes a six-year education program. This study refers elementary school to a unit form of basic education where the students obtain their first formal and compulsory education.

5. The Second Grade Students of Elementary School

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

6. Qualitative Study

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10 CHAPTER II

THEORETICAL REVIEW

This chapter provides two major things namely theoretical description and theoretical framework. Theoretical description presents related theories to the study and theoretical framework provides how the study is structured. Further, the theoretical description and theoretical framework will be elaborated below.

A. Theoretical Description

A number of discussions on related theories will be clarified in this sub chapter. Therefore, the theoretical description provides related theories on

vocabulary, young learners in the elementary school, and Task-Based Learning. 1. Vocabulary

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

It is helpful to knowwhat vocabulary refers to before dealing with the discussion on how important vocabulary is since a better understanding of what is meant by vocabulary can be obtained. According to Hornby (1995: 461) in the Oxford Advanced Learner’s Dictionary of Current English, vocabulary is the total

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

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

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

Although a considerable amount of vocabulary learning is associated with primary language learning in the early years, the acquisition of most of the vocabulary characteristic of an educated adult occurs during the years of schooling, and in fact, one of the primary tasks of the school, as far as language learning is concerned, is to teach vocabula ry.

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b. Vocabulary Learning

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

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

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

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

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

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

c. Vocabulary Teaching

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

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

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

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

2. Young Learners in the Elementary School

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a. The Characteristics of Young Learners in the Elementary School

The discussion of young learners in the elementary school is taken up since the subjects of this study are the second grade learners of elementary school. The learners’ growths in this grade are indicated by special characteristics that differentiate them from others. The characteristics include physical characteristics, intellectual characteristics, emotional characteristics and social characteristics (Cole, 1956: 125). Further, the special characteristics of children as young learners will be explained below.

Within physical characteristics, children grow through special characteristics. During the years of schooling, children grow physically as their bones, muscles, as well as nerve systems develop. The physical development of the body requires children to do any physical activities at one moment that make them too easily exhausted (Cole, 1956: 126). Therefore, it is better if children are not burdened with too many complicated activities that demand great effort and concentration, since their nerve and muscular control will rapidly become worse if too much complex work is required over them.

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their little environment leads them to experience a new thing involving their imaginations that are somewhat overrated. Generally, children need to have the feeling of being secure and safe when they do such activities. The feeling of security is found when they do the same things repeatedly. The same activities or things make them feel safe for they do not have to be exposed to a new experience that is somehow unfamiliar and terrible for them. As they make repetition at the known and familiar things, hence, they are devoted to routine.

Emotional development is indicated firstly by lack of self-control and inhibition and secondly by assortment of exaggerated fears over children (Cole, 1956: 128). This means that they want to do something processed in their mind immediately. In other words, children intend to do a large variety of things at one moment. Secondly, the emotional development that is indicated by assortment of exaggerated fears is caused by little knowledge that children have on any point. For instance, they are afraid of thunder, wind, or darkness for they lack of information about them. In this phase, children experience intense feeling of insecurity. They always need some help from an adult to do or even to accomplish their work for they are not yet old enough to understand what is happening in their environment. In an ordinary school environment, children usually have a load of anxiety towards anything that they cannot concentrate upon schoolwork. The anxiety often makes them ask several things to an adult until they feel that their curiosity has been satisfactorily fulfilled.

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interests and desires, but highly dependent upon others for putting their desires into effect. Children usually have desires particularly on everything that interests them. They really want their desires to be fulfilled even without being able to satisfy those. Hence, children are almost always dependent upon others in order to do so. Nonetheless, the contact toward socialization that children have is little, so they do not know how to get along with others. Thus, it is to say that they are intense individuals.

b. Principles of Teaching Young Learners in the Elementary School

Cole (1956: 317-321) pinpoints three important principles in teaching young learners in the elementary school to study. The principles consist of study environment, directions for studying, and memorizing new words or ne w number facts. The principles will be clarified in the following paragraph.

Study environment is considered important in building favorable environment to the learners’ mental effort to study (Cole, 1956: 317). Two primary things included in study environment are that there should not be any competing activity going on in the classroom and the elimination of any whispering while the other learners are learning. When learning activities are carried out, it is better for a teacher to manage the class that can support the learners to learn, for example, eliminating any competing noise which can distract other learners’ concentration while they are attempting to read or think.

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expected from a teacher to provide the learners with clear direction towards learning. By doing so, the learners are able to understand about what to do and what is expected from them to accomplish. Thus, it leads the learning process more meaningful for them.

Teaching in the primary grades often copes with memorizing. According to Cole (1956: 318), there are at least three advantages of using this technique. The first one is that teacher can arrange the materials in such a way that learners can memorize them appropriately. It is aimed to make learners able to learn the materials better. The second one is to encourage learners to drill themselves. By exposing themselves to drills, they are accustomed to learning by their own. The last one is that a variety of repetitions will be given to each item depending on the difficulty of each item.

c. Theory on Critical Period

Brown (1987: 42) gives a brief explanation on critical period as follows: A critical period is a biologically determined of life when people can acquire first, second or foreign language more easily and beyond which time language is increasingly difficult to acquire.

It indicates that in critical period, children acquire language much more easily than adults do. It is because the plasticity of the left hemisphere where language is processed in a child enables them easier to acquire not only first language but also second language.

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years old when the critical period is completed. Therefore, the critical period for language acquisition does not last for a whole life. It is a slow process that begins around the age of two and is completed around puberty (Brown, 1987: 42).

3. Task-Based Learning

The further discussion on Task-Based Learning is taken into account in this study for this study focuses on implementing this method. The discussion consists of five main sub-parts. They comprise the discussion about task, four conditions for language learning, an overview of Based Learning, Task-Based Learning for young learners, and the implementation of Task-Task-Based Learning. Hence, the related theories on these issues will be explained below. a. Task

An elaboration of task needs to be employed further since its implementation becomes the focus of this study. Experts have proposed several definitions about task. Nunan (1989: 5-6) divides task into two, namely real- world task and pedagogic task. They will be clarified subsequently below.

1) Real- world task

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2) Pedagogic task

Pedagogic task is briefly defined as an activity attained by learners in classroom rather than in the outside world as a result of processing the language. An example of this is performing a command while listening to teacher’s explanation.

Pedagogic task is taken in advance into account since implementing meaningful task deals with several activities that should be accomplished by language learners in classroom. For this reason, a teacher should provide learners with meaningful and communicative task. In addition, Nunan (1989: 10) supports the communicative task to be delivered to the learners for communicative task leads learners to get involved in such classroom activities in comprehending, manipulating, producing, or interacting in the target language while their attention is focused on meaning rather than on form.

Larsen and Freeman (2000: 144) also confirm that providing language learners with communicative task is beneficial. It is because a task offers learners a big opportunity to interact with the use of language in natural context. Hereby, a task is used to facilitate language learning since it much assists learners to achieve a particular objective of learning a language.

b. Four Conditions for Language Learning

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can take effective language learning. Those conditions for language learning are exposure, use of language, motivation, and instruction.

The first three conditions, those are exposure, use of language, and motivation are considered essential because without one of these, the achievement of language learning might not be met. On the other hand, the last condition, that is instruction, is desirable since language learners are able to learn the target language outside the classroom for instance through informal conversation, spontaneous spoken language, and chatting. Further, they will be clarified below. 1) Exposure of language

All good language learners take full advantage of such exposure to the target language in use (Willis, 1996: 11). In this learning condition, exposure refers to any input of the target language that is received by language learners from both inside the classroom and outside the classroom. The input received by the learners can be varied. Input obtained from inside the classroom can be teacher’s modification on his talk, learners’ reading to the materials or some other classroom activities that support the learners to have rich and real input. On the contrary, any input obtained from outside the classroom can be from informal chat and spontaneous conversation.

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prepare the learners to be ready in using the target language. Learners often feel much confident to use the target language if they have enough input beforehand. 2) Use of language

Language learners need to make use of the target language efficiently, for instance practicing the language in more productive skills such as in writing and speaking. To do this, teacher should create supportive and low-stress atmosphere during language learning. The foremost point is that learners need so encouraging an atmosphere that enables them to say and express their feelings and thoughts. It can be held, for example in classroom activities, by setting the class to have simple conversation such as asking hobby or exchanging phone numbers.

Willis (1996: 14) says that learners who are encouraged to communicate in the target language are likely to acquire the target language faster. It is because they strive harder to improve their language proficiency. Therefore, it is better to challenge the learners to practice the target language as often as possible.

3) Motivation

Motivation is needed by someone to achieve a particular goal. Motivation can be integrative, instrumental, or both (Willis, 1996: 14). Motivation is said to be integrative when it comes from an individual himself that he expects to be able to communicate the language where the language is spoken in the community. On the other hand, motivation is purely instrumental when it is built as a means to an end such as for further study.

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learners’ attention. Such activities can be enriched then, for example singing a song and reading poems. It is carried out to stimulate individual’s effort to get involved in class. As a result, learners feel satisfied towards what they do, so that they are eager to take in the learning activities.

4) Instruction

Instruction is not too essential in language learning condition, but it is highly desirable. It is in accordance with what is proposed by Willis (1996: 15) who argues that instruction, which focuses on language form, is able to speed up learners’ language development to arrive at learners’ achievement of learning. It is to say that instruction is a desirable condition for language learning since it provides the learners with form of the language. In other words, learners can learn the structural patterns of the language through instruction.

Willis (1996: 16) also states that learners can benefit from instruction when language learning is about to be conducted. The major point is to facilitate learners to process grammatical and lexical patterns of the language. In this case, when learners receive the instruction in the target language, they will process it within their minds. Later, they make sense of everything they obtain and fit it to the instruction that they have accepted for the purpose of using the target language.

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Figure 2.1 Four Conditions for Language Learning (Willis, 1996: 11)

c. An Overview of Task-Based Learning

Before the discussion about Task-Based Learning is explained deeper, it is important to, at least, view the background of this method in order to have clearer picture about it. Task-Based Learning is one of the development methods of communicative approach and becomes a new tendency in language teaching learning after the twenty first century. This method is distinct particularly from any other methods before the twenty first cent ury. Most of the methods before the twenty first century focus on form of language i.e. emphasizing on structural patterns or grammatical sentences.

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Task-Based Learning focuses on utilizing task as the core of language learning process. It is clarified that task is a central focus in a supportive methodological framework in creating a real purpose for language use and providing a natural context of language learning (Willis, 1996: 1). Employing task in language learning demands the learners to go about what to do with the target language, that is to practice the language.

Task, in this method, serves as activities for the target language use. There are several reasons provided to put task as the main point (Willis, 1996: 24-26). Firstly, task offers a number of activities that can be developed by a teacher to enrich learning. Learning activities created from task can be varied for example learners do problem solving with their peers to challenge them to express what they think about in the target language. This activity is challenging learners to put across their ideas in real language use. Secondly, task enables learners to interact with the target language and with other learners. Obviously, task exposes learners to interact directly to the language use. Interacting with language allows learners to experiment with language on their own. That is why, it would be all right for learners to make error while learning a language since error is normal part of learning.

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1. Pre-task

Pre-task is used to introduce learners to topic and task. It is the shortest stage of such phases in Task-Based Learning. This phase is used to explore the topic of language which requires learners to engage actively. It is aimed to give learners comprehe nsible and relevant exposure. Once learners have had enough exposure to the language, they will be more ready to participate to the next phase of learning.

2. Task cycle

Task cycle is the longest phase in TBL framework. There are three stages within this phase including task by which learners do the task and teacher facilitates learning by monitoring learning activities carried out in class, planning by which learners prepare to report their findings, and report by which learners present their reports.

3. Language focus

It is the last phase of TBL framework. Language focus allows learners to examine and discuss specific features of the target language such as words, phrases, and patterns. In other words, learners can take advantage of this phase to recall what they have learned previously. Thus, learners can use words, phrases, and patterns to convey meaning in the target language.

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Figure 2.2 Task-Based Learning Framework (Willis, 1996: 38)

d. Task-Based Learning for Young Learners

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To do this, a teacher needs to give lots of exposures to young learners. It is in line with the framewo rk of Task-Based Learning for beginners or young learners. Willis (1996: 116) states that giving a lot of exposure to beginners or young learners can facilitate them to prepare the next phase of learning the target language. It means that giving rich but comprehensible exposures is of importance for young learners to be able to interact more with the target language.

Teaching young learners using Task-Based Learning has a little difference with teaching adults. The difference is put on giving exposures to the learners. When a teacher teaches young learners, he should give them more exposures. The implication of this is that the pre-task phase is longer than the other phases, those are task cycle and language focus. In other words, the proportion of task cyc le phase is shorter and in language focus phase, the concentration is on words and phrases. It is done to reduce any fear occurring when young learners, at the first time, learn a foreign or a second language.

From the explanation above, it can be inferred that the framework of teaching young learners using Task-Based Learning differs from the framework of teaching adults. As the framework is a little bit distinct, so the framework of Task-Based Learning for beginners or young learners can be drawn in figure 2.3. as follows:

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Language Focus

Finding, identifying, and classifying common words and phrases. Practice of classroom language and social phrases. Keeping personal dictionaries

Figure 2.3. Task-Based Learning Framework for Beginners and Young Learners (Willis, 1996: 116)

e. The Implementation of Task-Based Learning

In order to implement such a method in real classroom setting, a teacher should be acquainted with what should be covered in the implementation. In implementing Task-Based Learning as a teaching method, the discussion is addressed on learning activity and the role of teacher, learner, and material in the process of implementation.

1. Learning activity

In carrying out the learning process, it is better for a teacher to select what sort of learning activity to be delivered to the learners. Willis (1996: 26) agrees with this idea. He states that learning activity can be exploited to give rise to various tasks, from less complicated task to more complicated task. For instance

Longer Pre-Task

Introduction to topic and task. Lots of teacher talk about the topic; use of pictures, demonstrations, songs.

Task cycle More

Sets of short tasks, followed by lots of teacher chat about the tasks.

Gradual increase in emphasis on these:

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listing, ordering and sorting, comparing, problem solving, sharing personal experiences, and creative task.

A brief explanation on types of tasks as proposed by Willis (1996: 26) is described in the following. The first activity is listing tasks. In listing tasks, learners can generate talk by expressing their ideas. It can be done by brainstorming their knowledge on a topic. For instance for elementary school students, teacher can ask them to list items in their bags. Their findings might be various and it invites learners to express what they have found.

The second one is ordering and sorting activities consisting of four major activities. Those are sequencing items in logical or chronological order, ranking items based on specified criteria, categorizing items in groups under given specification, and classifying items in which the categories are not provided. These kinds of activities can train learners how to arrange items based on particular categories to be an appropriate order.

The third activity, comparing activity, demands learners to compare information that they have found on a similar topic but from different sources. The activities include matching items, finding similarities, and finding differences. For instance, teacher can ask learners to get as much information as possible about kinds of signals to express meaning found in their country and another country.

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intellectual ability can be sharpened. Moreover, this activity expects them to think critically on a given situation.

Fifthly, sharing personal experience tasks will be encouraging for learners. In this activity, they can share their personal experiences or tell themselves to others. Learners are invited to talk and interact more when they are to perform in front of others.

The last one is creative task. Creative tasks demand learners to work creatively to get the tasks done. Teacher can create any activities that lead learners to creativity. Thus, combination of various tasks can be employed in order to put learners in more practice.

Task selection from less complicated to more complicated as what is explained previo usly is occupied in order to provide learners with task level of difficulty. It means that different learners need different tasks, too. In other words, selecting the suitable task for particular language learners needs to be done carefully. The underlying reason is that language learners have their own language proficiency to perform particular task. Therefore, it is to say that a teacher is to choose appropriate tasks for the learners.

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employed in language classroom, language learners can interact with both other learners and the task itself particularly to practice the target language.

In addition, Willis (1996: 30) also confirms that task provide opportunities for meaningful use of the target language to learners. From this statement, it is clear that task is considered as a crucial issue in language learning since learners are able to make use of the target language through task. This means that learners can learn a language by performing such task. In performing task, learners are involved in learning activities. Getting learners to involve in learning experiences using task provides them a greater chance to learn. That is why, task can be employed in language learning to make learners attempt to speak the language. 2. Role of teachers, learners, and materials

In order to implement a method in a classroom, each aspect such as teachers, learners, and materials should play their roles appropriately. Both teachers and learners occupy their own roles in utilizing and working with the materials being used in language classroom. Each role of teachers, learners, and materials will explained further in the following paragraph.

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In pre-task phase, a teacher is to introduce topics and help learners recall their knowledge. This is a phase for learners to have enough exposures of language before they learn further. After learners have had enough exposures of the language, a teacher can provide them clear instruction on what the learners are to do with the tasks. During the process, the teacher should monitor learning activities whether there are any difficulties faced by learners. Here, a teacher can act as a ‘language guide’ by providing feedback needed by the learners. Lastly, in language focus phase, a teacher can have review on what has been learned by bringing useful words and phrases to the class.

Task-Based Learning requires learners to involve actively in class. In other words, this method pinpoints more on learners’ proportion during learning. Hereby, learners’ roles during learning are as follows. In pre-task phase, learners are to prepare for the task for example noting down useful words and phrases. It is done to make them ready to do the tasks individually or in groups. Meanwhile, in task-cycle phase, learners are as reporter of their work. They can do it by reporting what they have found and decided after completing the tasks. To do this, learners need interaction with the intended tasks and their pairs. It is a good activity for learners to utter their ideas and is encouraging to communicate in the target language. In short, those activities are done to practice what they have obtained during learning, for instance, by processing language features, new words and phrases that they have learned.

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support learning activities. Learning materials can be obtained from realia (e.g. pictures from magazines and newspaper), audiovisual sources (e.g. video and television), or from internet. The materials are to provide learners with sufficient sources of learning, to encourage learners to learn, and to offer rich contents of language exposures for the learners.

B. Theoretical Framework

Learning English requires learning its vocabulary. Therefore, learning English will be easier for learners who have much stock of words. Having much stock of words helps the learners both actively and passively towards learning second language vocabulary, for instance in reading a textbook, understanding others’ talking, and giving a basic knowledge to speak.

Knowing the importance of learning vocabulary, it is better to start teaching vocabulary when learners are still young. In addition, children as young learners are easier to learn a new language since they are in the critical period. It enables them to process the language in their left hemisphere, where the language is processed, much more easily.

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Implementing such meaningful tasks becomes the focus of this study. It is based on the reasons provided by some other researchers (such as Richards et al, 1986; Nunan, 1989; Willis, 1996) who work on the same field as this study. It is because Task-Based Learning utilizes tasks that promote language learning for the learners, for instance by providing various activities which result in real language use. Moreover, besides concerning with meaning, Task-Based Learning also concerns with the form of the target language. It has the purpose to provide the learners with language ability and to improve their grammatical ability.

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37 CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the method of the study. This chapter also presents the participants and setting of time and place of the study, instruments associated with the study, data gathering techniques, data analysis procedure, and research procedures.

A. Research Method

This research was a qualitative research that employed an observational-field research as the research method. It was due to the reason that this research allowed the researcher to observe a phenomenon naturally in a particular setting without any predetermined hypothesis. Thus, the observational method was employed in this research in order to make it accordance with the phenomenon to be investigated. It was meant to gain insight on learners’ language learning processes by investigating learners’ background and their language proficiency. This method also enabled the researcher not to be devoid from the phenomenon that the research intended to examine. Accordingly, this research required interaction with the participants intensively through learning experiences held in classroom.

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associated in this study were in the form of non-numerical data rather than in numerical one. In addition, there might be several interpretations of the data in this study. To prove reliability of the study, a variety of techniques were employed in data gathering and data analysis. These techniques would be explained further in the later sub-chapters.

This research explored the phenomena occurring in English language teaching in elementary school level. Hence, the major usefulness of this research was not testing a hypothesis but rather than generating hypotheses, which then could be tested through more rigorous investigation (Ary, et al., 1979: 296). Some instruments employed in this current research were participant-observation, field notes, and semi-structured interview. These instruments were employed in order to obtain the data needed and to capture uniqueness found in the research.

B. Research Participants

The participants in this research were the second grade students of Kanisius Notoyudan Elementary School in Yogyakarta. Cole (1956: 124) divided

the grade of elementary school into two grades. Those were the primary grade that was ranged during the first three years of elementary school and the intermediate grade that was ranged during the second three years of elementary school. In short, the participants employed in this study belonged to the primary grade of elementary school since they were in the second year of their schooling.

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period. In critical period, it was hypothesized that children acquired language much more easily than adults did because children experienced language acquisition in critical period.

Most of these students already had English when they were in the previous grade of Elementary School. It meant that they, at least, already had some basic knowledge of English, for instance mentioning or naming concrete things around them in English that related to their daily life. Having the background knowledge of English obtained from their previous grade, these students were eager to learn English in their next stage of learning. From this reason, the researcher intended to implement a method namely Task-Based Learning in order to promote their learning. The implication was that the researcher was able to investigate the phenomenon occurring during the research including what factors that influenced the implementation of this method in real classroom setting.

C. Research Setting

This research took approximately seven months from July 2007 to January 2008. Data gathering was from the end July to the beginning of November 2007. The next step, data analysis, began in November and ended in January 2008.

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D. Research Instruments

The instruments employed to obtain the data in this research concerned with the Research Questions (RQ) in chapter I. Those were how the possible implementation of Task-Based Learning to teach vo cabulary for the second grade students of Kanisius Notoyudan Elementary School was and what the influential factors were that might have contribution to the implementation of Task-Based Learning. There were three types of instruments in this study, namely observation, field notes, and semi-structured interview.

1. Observation

In this research, observation was used to gather data about learning activities in the classroom and what factors that might have contribution in implementing the method, Task-Based Learning, to teach vocabulary for the second grade students of elementary school. Hence, this kind of instrument was used to answer RQ 1 and RQ 2. Such observation under this study was employed in every single meeting so that data were obtained thoroughly during the observation. Through the observation, the complete description of behavior in a particular natural setting was preferred rather than the numeric summary of what was being investigated.

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process of the observation needed to be kept. Hence, the presence of the observer or the use of such recording devices did not influence the natural process of the observation.

Besides employing video recording as one of the recording devices, the researcher also employed observation sheet that was given to the teacher assistant in every meeting. It was done to minimize the subjectivity resulted from the researcher’s point of view in interpreting the data later. Best (1970: 182) claimed that within observation, both reliability and validity of observation were improved when observations were made at frequent intervals by the same observer, or when the observer recorded the observation independently by using such recording devices.

The observation that was aided by recording devices was utilized to minimize errors that might result from faulty memory. In addition, the observer was able to see and hear the whole process in the classroom without being seen or heard by the participants. The devices helped the observer to observe the events in holistic nature since it was out of reach to hold the teaching activities and the observation at the same time.

2. Field Notes

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implementation of Task-Based Learning to teach vocabulary for the second grade students of elementary school was and what the influential factors were towards the implementation of Task-Based Learning. Thus, it was to say that field notes were the verbalization of the observation. Field notes should be made as soon as possible following the observation since the experience was still fresh in mind. The successful study relied on detailed, accurate and extensive field notes.

Field notes had two components, namely the descriptive part and the reflective part (Ary, 2002: 431). In this study, the descriptive part included the description of setting, participants and their reactions, and accounts of events. On the other hand, the reflective part included the observer’s personal feelings or impressions of the events, and speculations about data analysis.

3. Interview

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In this research, the researcher employed semi- structured interview. In the semi-structured interview, the researcher had in mind a number of questions to put to the interviewees, but did not have to fo llow any specific and predetermined order (Grix, 2004: 127). It was to say that the questions to put to the interviewees were not fully in the form of check- listed order. It referred that the researcher had already come up with questions in mind. However when such questions that were out of the researcher’s concept arose during the interview, it could be revealed as long as it was critical to the research.

In order to obtain the detailed data, interview under this research was aided by recording devices for future use. It was meant to reduce distraction if the researcher fully took notes during the interview. The use of such recording devices also benefited the researcher that was to provide a verbatim record of the responses.

E. Data Gathering Techniques

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the implementation of Task-Based Learning to teach vocabulary for the second grade students of elementary school.

1. Observation

The researcher employed participant-observation in this reesearch. Within this type of observation, the researcher interacted with the participants. The main purpose of such interaction with the participants was to build a deep understanding on the learners’ opinions and reactions and to see whether there were factors that influenced the implementation of Task-Based Learning in teaching vocabulary as shown in the learning experiences.

This observation used recording devices, namely a video recorder and observation sheets, for future analysis. The researcher used the video recorder since it was quite difficult to carry out teaching activities and observation at the same time. Besides, observation sheets that were given to the teacher assistant each meeting helped the researcher reduce the subjectivity. Hence, the recording devices helped the researcher a lot to keep the original data later in the data analysis.

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Question guidelines were considered important in gathering the data under the research. To answer these questions, it needed to hold observation in every single meeting. Nonetheless, the researcher gained such guidance on the implementation of Task-Based Learning and the supporting or inhibiting factors that had contribution to the learning activities during the implementation. The question guidelines could be summarized in the following table.