Enriching Vocabulary Through Task - Based Learning (An Action Research in SD Negeri Yosodipuro 104 Surakarta in Academic Year 2010 / 2011)

Oleh :
Dewi Chandrawati - X2208509 - Fak. KIP

The objectives of the research are: (1) to know whether Task – Based Learning can enrich the students’ vocabulary; and (2) to know what advantages we can take from the implementation of Task – Based Learning (TBL). This research was carried out at SD Negeri Yosodipuro 104 Surakarta. It was conducted on November 2010. The subject of the research was the fourth grade students of SDN Yosodipuro Surakarta in the academic year of 2010 / 2011. The research method was Action Research and it was conducted in two cycles. In collecting data, the researcher used interviews, observation, document, and test. Having collected the data, she analyzed them both qualitative and quantitative data. The data analysis shows that: (1) Task – Based Learning can enrich the students’ vocabulary which includes: (a) the students could easily grasp and remember the meaning of new words; (b) the students could spell the English words correctly; (c) the students could pronounce the words well; (2) Task – Based Learning gives advantages in the teaching and learning process. It shows that: (a) the classroom atmosphere are alive, interesting, and fun; (b) the students’ participation in class activities is high; (c) the students are more active in classroom activities. The students’ achievement also increased. The enrichment of the students’ achievement can be seen from the scores of the post-test in Cycle I and Cycle II that are higher than the English passing grade or it is called as KKM (Kriteria Ketuntasan Minimal), it is 60. The differences between the score in pre-test of the Cycle I and the score in post-test of the Cycle II are the mean score of pre-test I is 5.1 and it enriched to 7.9 in the first post-test, while in the Cycle II, the mean pre-test is 5.0 and it also enriched to 8.4 in the second post-test. In detail, the mean score of each indicator, included meaning recognition and spelling, in the first cycle is described as follow: meaning recognition score in the first cycle increases to 9.0 from 6.4. Spelling score increases to 5.7 from 2.5. Meanwhile, in the second cycle, meaning recognition score in the second cycle increases to 9.4 from 6.3. While spelling score increases to 6.4 from 2.5. This research also showed that there is an enrichment not only in the students’ vocabulary but also the quality of teaching-learning process. It can be stated that the vocabulary is enriched. Besides, the situation is alive when the researcher implements Task – Based Learning as the teaching technique in teaching vocabulary. Therefore, it is recommended that the English teacher should be active to create an interesting atmosphere because Task – Based Learning technique can build up the students’ interest and make the process in teaching and learning will be enjoyable.