six members. The writer gave some word by used picture, and than she gave the sentences. After that, the students make the sentences that suitable with the words.
Finally, the students did the post-test 2. c.
Observing In the second cycle, generally the class condition in learning process was
better than the previous cycle. It could be seen from the results of observation sheet see appendix 13 and field notes that the class condition had a good
atmosphere in teaching learning process. The students more pay attention on teachers’ explanation, and they looked enthusiast in doing the class activities see
appendix 16 and 17. d.
Reflecting The reflection of Classroom Action Research CAR was carried out after
getting the result of observation sheet, field notes and post-test 2. The writer and the teacher felt satisfied in as
much their efforts to improve the students’ understanding of the simple present tense had been realized. From the result of
post-test 2, it showed that thirty eight students 90.48 who passed the target score of Minimal mastery level criterion KKM. So, it met the requirement of
action success which was 75 students passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM.Therefore, the writer and the teacher decided
to stop the Classroom Action Research CAR because it had already succeeded. According to the result of the evaluation between the writer and the
teacher, it could be assumed that the implementing of Classroom Action Research in developing understanding of the simple present tense through substitution drill
was appropriate with the planning that had been discussed by the writer and the teacher previously. In this case, every action was planned as good as possible so
that the class activities could be accomplished well.
4. Findings After Implementing the Action
After conducting the action research, the researcher gained three data, the descriptions as following:
a. The Result of Post Interview
This interview was conducted on Wednesday 13
th
April 2011 started from 01.10 P.M up to 01.40 P.M. after conducting the cycle 2, the writer asked some
questions, those are the students’ condition and the classroom situation in the teaching learning process after applying the Substitution Drills, the developing
students’ understanding of the simple present tense after implementing Substitution Drills, and the teacher’s opinion and motivation in applying of
Substitution Drills in teaching simple present tense. The first is about students’ condition and classroom situation, the teacher
said that the students’ condition in the teaching learning process after applying the Substitution Drills is more active in learning, they look interested in learning
simple present tense, they feel fun and they can memorize the vocabularies and rule in the short time. The classroom situation is very attractive and the students
can response the teacher’s command and give full attention when the teacher explain the material.
The second is about the developing students’ understanding of the simple present tense after implementing Substitution Drills, the teacher told that his
students’ skill had increased than before pre-implementation of CAR. The students’ not only felt fun and enjoy, but also they can understand about the
patterns and the usage of the simple present tense. The last, Concerned w
ith the teacher’s opinion and motivation in applying Substitution Drills in teaching simple present tense, the teacher stated that
substitution drills is a suitable method that the teacher should use in teaching simple present tense. It can make the students to be active and fun, and can reduce
students’ stress in learning English, especially in learning simple present tense. Besides, this drill could be applied though the quiz, so that the students were very
enthusiastic in following the teacher’s instruction. Based on explanation above, the writes concluded that the Classroom Action Research was done successfully.
b. The Result of Field note
At the first in cycle, some students looked enthusiastic of the writer’s coming. Therefore, she explained the procedures to the students and asked them to
