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sentence type 2, they could not make right sentence based on the pattern of conditional sentence type 2, they did not know the use of
conditional sentence type 2, and also they did not understand the change of the verb. It meant that they also had low understanding in
simple past tense and irregular verb. At the last category was about the teacher‟s method. At the
result of teacher‟s interview that he used speech and giving tasks. Based
on the teacher‟s answer of those questions above, writer concludes that the students need an appropriate and interesting way in
teaching and learning process in order to get higher understanding in using conditional sentence type 2.
Then, in interviewing the students the writer asked about their feeling or interest in learning conditional sentence type 2, their
difficulty in understanding conditional sentence type 2, and their response to the learning method of their English teacher. Based on the
result of pre interview with the students, the writer concluded that they had low interest in learning conditional sentence type 2. Then they had
difficulties in the change of the verb in conditional sentence type 2, most of them did not know the structure and the use of conditional
sentence type 2. Besides, the way of their English teacher made them confused, and they wanted to get more interesting method to get
higher understanding in using conditional sentence type 2.
c. The Result of Pre-Questionnaire
Questionnaire is a tool of collecting written data which consists of questions or statements and it arranged especially and used to get
the information to be analyzed.
1
In this research pre-questionnaire was taken on Thursday, May 3
rd
2012. The result of pre-questionnaire would be described as follow:
1
Djudju Sudjana, Evaluasi Program Pendidikan Luar Sekolah, Bandung: PT Remaja Rosdakarya, 2006p. 177
34
1. The students’ interest in learning grammar, especially in
conditional sentence type 2 by using their English teacher’s
method. The result of questionnaire showed that 34.62 or 9 students like
studying English, especially in conditional sentence type 2 through their English teacher method, and the rest of them 65.38 or 17
students did not like studying English, especially in conditional sentence type 2 through their English teacher method. It can be
concluded that most of the students of social science second grade of MAN Tarumajaya did not like learning grammar with their
E nglish teacher‟s method.
2. The students’ enthusiasm in teaching and learning process
There were only 6 or 23.08 students felt enthusiast in teaching and learning process, and majority 20 students or 76.92 students
did not feel enthusiast in teaching and learning process. The researcher concluded that most of students did not feel enthusiast
in teaching and learning process. 3.
The student knew the structure of conditional sentence type 2 The result of questionnaire showed that 73.08 or 19 students did
not know the structure of conditional sentence type 2, and there were only 26.92 or 7 students who knew it. It could be concluded
that most of them did not know the structure of conditional sentence type 2.
4. The students understood conditional sentence type 2 through their
English teacher’s method. There were only 4 or 15.38 students understood the conditional
sentence type 2, and the rest 22 or 84.62 students did not understand conditional sentence type 2. It could be concluded that
most of students did not understand conditional sentence type 2 through English teacher‟s method.
35
5. Feeling satisfied with their English score which had been achieved.
The result of questionnaire showed that 11.53 or only 4 students felt satisfy with their English Score, and 88.54 or 23 students did
not feel satisfy with their score. The writer concluded that they did not feel satisfy with their English score.
6. The students wanted to get a higher score
The result of questionnaire showed that 100 or 26 students wanted to get a higher score. They did not want to get low score
because most of them had not passed the minimum mastery level KKM.
7. The students could answer or response the teacher’s question
about conditional sentence type 2. The researcher concluded based on the result of questionnaire that
only15.38 or 4 students could answer the teacher‟s question, and 84.62 or 22 students could not answer it. It meant that most of
them did not have ability to answer or response the teacher‟s question.
8. The students always did the task given by the teacher
The result of questionnaire showed that 26.92 or there were only 7 students who did the task given by the teacher, and 73.08 or 19
students did not do the task given by the teacher. It could be concluded that most of students seldom do the task.
9. Feeling bored with the teacher’s method
The researcher concluded that most of students were bored with their English teacher‟s method. It could be known from the
percentage of the questionnaire result, that was 88.46 or 23 students felt bored with their English teacher‟s method, and there
were only 11.54 or 3 students felt not bored.
36
10. The students wanted to get more interesting method, more fun, and
easy to be understood. Based on the result of questionnaire, it showed that 100 or 26
students of second grade social class of MAN Tarumajaya Bekasi wanted to get more interesting method, more fun, and easy to be
understood.
d. The Result of Pre Test
According to Wiliam Wiersma and Stephen G. Jurs “pretest is a
measure or test given to the subjects prior to the experimental treatment
”.
2
Writer gave pretest to the students of second grade of MAN Tarumajaya Bekasi on Monday, May 7
th
2012. It was started at 09.15 A.M
– 10.35 A.M. The questions consisted of twenty 20 multiple choices which must be finished on thirty five 35 minutes.
The pre test was used to know the students‟ understanding in using Conditional Sentence Type 2 before implementing Classroom Action
Research CAR. From the result of pre test was done, the mean score of pretest
was 58.46, it can be seen from 26 students in the classroom there were only 6 students who got the score above the KKM which is
seventy 70 and 20 students could not achieve KKM. It meant that they got the scores were under the available criterion. If it was showed
into the percentage, there were only 23.08 of the students who passed the KKM. From the result above, the writer concluded that
most of the students had not understood or they had low ability in using Conditional Sentence Type 2.
2
William Wiersma and Stephen G. Jurs, Research Methods in Education, Boston: Pearson Educational, 2009, p. 144.
37
2. Findings of Cycle 1
As it is stated in the previous chapter that this research has two cycles within each cycle has four phases, they are: planning, acting,
observing and reflecting. Here, the writer will try to explain what she and the English teacher had done in each cycle and each phase of the
Classroom Action Research. a
Planning In this phase the writer made a lesson plan for the action based
on the needs of the students, and it was corrected by the teacher. Furthermore, the lesson plan contained about teaching material,
teaching procedure, evaluation and some exercises. In this case, the writer made lesson plan for each meeting. Besides, the writer also
prepared structured observation sheet to observe her performance, students‟ response, and class situation during the teaching learning
process. In addition, the writer was accompanied by the English teacher who was observer. Then, the writer also prepared field notes
to write some additional information which were not covered in the observation sheet. The last, she prepared the posttest to know
whether there is any improvement in students‟ score from pretest to posttest or not, and it was given at the end of the second meeting in
every cycles. b
Acting This phase was conducted on Monday, May 7
th
2012. The writer tried to implement the teaching learning process based on the lesson
plan had been made. She hoped all indicators stated in the lesson plan could be reached. Before the researcher implemented the
method and explain the material would be conveyed to the students, she wanted remind them the irregular verb, because this was very
important and related to the material would be explained in this research. Besides, the researcher had the aim is to remind and
increase their vocabularies. So, in this first meeting she gave a game
38
which is related to the material, so the students could remind the change of the verbs. Because of this game, the students were very
enthusiastic. Then, she began the lesson by greeting and gave a game as it is stated above to motivate the students. Before explaining
conditional sentence type 2, she presents a slide within a picture of Justin Bieber who was very popular singer in students‟ circle who
were teenagers. After the researcher shows that picture, she could see that the students got higher motivation in learning process. Then the
researcher asked the students with the questions “what would you do
if you met Justin Bieber?”. The researcher connected the subject matter with the students‟ real life or the students‟ experience or real
situation. Some of them answered “they would take his picture, they
would pinch his cheeks” and the others response with the different
answers. But, they responded with ungrammatical sentence, or they used wrong pattern of conditional sentence type 2. From this case,
the researcher explained the conditional sentence type 2, and she also reminds them each type of conditional sentence so they would know
change of the verbs. Then, the students were divided becomes some groups, and the researcher gave different questions with the identical
pattern, they began discuss with their groups, and one of them in each groups is asked to be a model, then heshe answered what
hisher group had discussed orally. Then, the teacher asked the other groups to correct hisher answer. In this activity the students looked
more enthusiastic. At the second meeting of the first cycle on Friday, May 11
th
2012, the teaching and learning process is more fun the teacher began the lesson with reviewing the last material in order to remind
the students about the pattern of conditional sentence type 2. The teacher as usual worked with the English teacher collaboratively.
The teacher divided the students became some groups. Then the students got a piece of cardboard to write their answer within a
39
question on it, which was “what would you do if you were a Regent
of Bekasi?” The aim of the researcher was she wanted to relate the students‟ subject matters with their real experience because as the
inhabitants of Bekasi, they absolutely knew that the Regent Election of Bekasi was a current issue which was very popular. They were
asked to write three 3 questions on it. Then, one student of each group came forward to write their answer on the whiteboard, and the
teacher asked the other groups to correct their answer. Besides, the writer gave some questions, and she asked the students to respond
with the right pattern of conditional sentence type 2 based on the real situation in the classroom contextually. At the last activity is giving
a post-test 1 to measure the studen ts‟ ability in using conditional
sentence type 2 through contextual teaching and learning. c
Observing In this phase, the observer observed all activities which
happened during teaching and learning process, such as the writer‟s performance, the students‟ activities and the class condition during
the teaching and learning process. At the part of writer‟s performance the English teacher said it
was good enough but he suggested her to explain each type of conditional sentence step by step, so the students would not be
confused with the pattern of conditional sentence type 2. Besides, some of the students were still shy or afraid to answer or to respond
the writer‟s question because that was the first meeting in teaching and learning process with the researcher, and there were some of
them just silent. Some of them did not pay full attention to writer explanation, but she tried to make students‟ attention focus on the
lesson they were studying. But, some of the students were active to answer or respond, and paid full attention during teaching and
learning process. They looked enjoy and got high motivation in teaching and learning process.
40
At the second meeting, writer explained the lesson better than previous meeting. She explained the structure of Conditional
Sentence Type 2 step by step, so the students‟ understanding in using Conditional Sentence Type 2 could be improved. Besides, in this
meeting the students looked more enjoy following the teaching and learning process. It could be seen from their cooperation in each
groups, their response to writer‟s questions, they looked more active than the first meeting.
After teaching learning process of cycle one, it was continued with post test 1. It was used to measure whether there were any
improvements or not from pretest to posttest 1. Based on the result of post test 1 there was 13.08 points of improvements. Because, the
mean score in pretest was 58.46 and the mean score of posttest 1 was 71.54 which were 16 students or about 22.37 of them who passed
the KKM. d
Reflecting In the last phase of this Classroom Action Research, the writer
and the English teacher discussed about what they had gotten collaboratively; they discussed the conclusion of implementing the
action in this first cycle. Then, they tried to continue the action for the next cycle in order the students could get more understanding in
using Conditional Sentence Type 2, and also 75 of students in the class could pass the minimal mastery level criterion because the
result of posttest 1 showed only 61.54 students who passed minimal mastery level criterion
. Furthermore, they had some reasons to continue to the next cycle. These are the descriptions:
3
In the teaching learning process, there were some groups could not finish their tasks and they could not use available time.
When the writer gave the opportunity for students, they were afraid to ask the questions, or to respond writer‟s statements.
3
See Appendix 8a and 8b
