awareness of the investigation area of subjects; and 3 the risk of the investigation itself.
3. 4 Procedure of Conducting the Research
In gathering the data, the writer modified the steps by Ferrance and McNiff et al with the following steps:
1 Making General Plan
In this step, the writer planned some activities from the previous, during, and after the research.
2 First Action Step Giving Pre-Test
In order to measure the signal achievement of causative verb of the students, the writer gave them pre-test. It was conducted on Saturday, 19 February
19, 2011. In this pre-test, the students were given a set of multiple choice test items which consisted of 40 items.
3 Giving Treatment Including Monitoring, Reflecting, and Rethinking
On this activity, the students began to learn causative verb using Grammar Translation Method as the treatment. Here, the three treatments began on Monday,
21 February 21, 2011 and ended on Saturday, February 26, 2011. Here, the writer asked the students to discuss the usages of causative verb and applied it in some
simple sentences and short dialogs. These activities were continuously for three meetings. The writer gave the right answers of mistakes made by the students’ in
doing the exercise.
These activities were based on the fourteen steps as mentioned in chapter II. The steps were modified as follows:
1 The teacher introduced the formula of English structures, which were
focused, i.e. Causative Verb. 2
The teacher explained in Indonesian the usage as well as the importance of Causative Verb.
3 The teacher pointed out differences of what in Indonesian language.
4 The teacher provided the example and their translation as well.
5 The teacher called randomly to have students translate their sentences or
give them time to work quietly writing out translation. 6
The teacher had to make sure that the students’ answers are correct. 7
The teacher explained again in Indonesian language to students if there were changes to the part of the sentences.
8 The teacher gave an exercise that was related to the changes of it.
9 The teacher let students work individually or in pairs to complete the
exercise first. 10
The teacher walked around the class and observed the students. 11
The teacher answered questions and provided corrections where needed. 12
The discussion was conducted in the mother tongue. 13
The teacher introduced a list of vocabulary and the equivalent translation in order that the students could practice making sentences to the structure of
English the teacher given.
14 The teacher asked students to translate sentences from English to
Indonesian. During the treatment, the writer gave exercises to the students in the form
of fill in the blank test and essay test. The writer took notes from the students’ tests result and noted whether there was an improvement or not.
4 Evaluation giving post-test
The post-test were given to measure the improvement of students’ achievement of causative verb after getting treatment. The post-test was
conducted on Monday, February 28, 2011. The post-test’s instrument was the same with the pre-test’s instrument. The instrument were the same 40 multiple
choices test items. To measure the improvement of the students’ achievement of causative
verbs individually, before and after getting the treatment by using Grammar Translation Method, the writer used the following formula:
M
1
= N
x
1
and M
2
= N
x
2
Where:
M
1
= the mean score of the pre-test
M
2
= the mean score of the post-test
N = the number of the students
X
1
= the number of pre-test scores
X
2
= the number of post-test scores Brown, 2005: 98
The above formula measure the two means of pre-test and post-test. This formula finds the significant differences between the two means. If the difference
between the two means is more than 20, it can be concluded that the Grammar Translation Method improve the students’ achievement of causative verb.
3. 5 The Instrument
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