followed this test. They had to answer 20 multiple-choice items given by the researcher.
The result of the pre-test can be seen in the following table.
Table 4.1 The Result of Pre Test
Students’ Number Students’ Score
1 55
2 45
3 65
4 60
5 50
6 45
7 60
8 50
9 50
10 70
11 60
12 65
13 55
14 50
15 50
16 65
17 55
18 50
19 70
20 75
21 20
22 50
23 50
24 55
25 60
26 40
27 60
28 60
29 45
30 60
31 60
32 70
33 60
34 55
35 65
36 70
37 45
38 75
39 50
40 45
41 50
42 60
Mean: X
= ∑x
n 55.95
The student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM 65
Based on the table, the data showed that the mean score of pre test was 55.95. There were only ten students who passed the Minimum Mastery Criterion-
Kriteria Ketuntasan Minimal KKM. And thirty two students who still get the score below the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
KKM. The highest achievement gained score 75, and the lowest achievement
gained score 20. It can be concluded that the students’ understanding of simple
present tense are very low. Therefore, the writer conducted the Classroom Action Research CAR by using Substitution Drills.
2. Findings of the First Cycle
a. Planning
In this phase, the writer and the collaborator make some planning based on the finding of preliminary study. In this case, the writer determined the selected
material and exercises into a lesson plan using Substitution Drills see appendix 3 and 4. The writer also prepared observation sheet in the last meeting of first cycle
and field notes to observe the students’ and the teachers’ activities in teaching learning process. After that, the writer also prepared the post-test 1 to collect the
data; to know whether there are some students’ improvement scores from pre-test to post-test 1.
b. Acting
Acting phase is the implementation of the planning phase that has been planned by the teacher and the researcher as well. Here, the writer acted as the
teacher who did the action by teaching students at seventh grade of SMPN 6 Depok used Substitution Drills. The acting in the first cycle was done on April 1
st
and 6
th
2011. The writer taught affirmative and negative sentence in simple present tense through Substitution Drills and asked the students to identify the
sentences of simple present in the text. In the second meeting, the students were asked to arrange the paragraph to be a good text. The last, the students did the
post-test 1. c.
Observing In this phase, the observer observed the
students’ participation by used observation sheet see appendix 12 and field notes, and also after accomplished
the first cycle, the writer collected the data for post-test 1. The result of field notes revealed that the teaching learning has done well although the class still had some
problems such as: First, some students not pay attention on teacher’s explanation.
Second, some of them tried to cheat with their friend when teacher give an
exercises. Third, teachers voice was too slow so that the students lack of attention
to teachers explanations see appendix 14 and 15. d.
Reflecting In this phase the writer and the teacher discussed the strengths and the
weakness of the actions and the post-test 1. Then, they tried to modify the action in order students
’ understanding of the simple present tense and in order 75 of students in the class could pass the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal KKM because in the result of post-test 1 showed 71.43 of students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal KKM. It could not achieve yet the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM, so the teacher and the writer had to move to
the next cycle.
3. Findings of the Second Cycle
a. Planning
The second cycle was carried out to solve the problems that had been found in first cycle. In this case, the writer modified the previous lesson plan
based on the result of reflecting phase in the first cycle. The lesson plan which was used still related to Substitution Drills in learning simple present tense. There
were not significant differences with the previous lesson plan. And in the second cycle the material focus on interrogative and usage of simple present tense see
appendix 5 and 6. However, there were some modifications in the second cycle; that was the teacher needed to give interesting explanation by using picture to the
students in class presentation and asked students to change the sentences in a group. Beside of that, the writer still also prepared observation sheet and field
notes to know the classroom activities, and also prepared the post-test 2 to collect the data.
b. Action
The action of the second cycle was done on April 8
th
, 13
th
2010. The action was done based on the lesson plan. In second cycle, the writer would teach
students by using the same drill. The writer explains about interrogative and usage of the simple present tense, and she asked the students to make a group consist of
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
