twenty six students who passed the KKM and there were eleven students did not pass the KKM.
In the matter of the cycle 1, the writer and the observer felt satisfied be
cause the students’ score was good enough in the post test one, although it was good enough but they have to increase their ability in using
imperative sentences not only remember the form but also to act the action verb. The writer still needs to accomplish the next cycle to improve students’
score.
3. Findings of the Second Cycle.
a. Planning
In the planning phase of the cycle 2, the writer implemented the lesson plan and modified the previous lesson plan based on the result of
reflecting in the cycle 1. The lesson plan which was used still related to imperative sentences through total physical response. The students will learn
prohibition sentence, identify schematic structure and linguistic features of procedure text, in linguistic features there were imperative sentence and
action verb. T he title of procedure text was “How to make soda Ice Milk”.
Moreover there were some modifications in the cycle 2; the students had to practice di
rectly and listened to the teachers’ command and direction in making soda ice milk and the writer need to give the direction to do the act of
verb clearly. The writer hope, from these preparations the students’ ability in
using imperative sentences will improve. And the writer also prepared the post test 2 to collect the data.
b. Acting
The action of the cycle 1 was done on February 8
th
and 11
th
2011. There were two meeting in the cycle 2; the first meeting learned about
“prohibition” and the second meeting about the procedure text, the title was “How to make soda ice milk”. Before continuing the next lesson, the writer
asked the students the previous lesson. The first meeting, the writer asked one of the students to come forward, shehe asked another student to act the
command, after that the writer explained the lesson “prohibition”, asked the
students to act the verb in the prohibition form and gave the worksheet to the students. The second meeting, the writer gave the new vocabulary, such as:
Put, pour, stir and add, asked one of the students to come forward to make”Soda ice milk”, and the students pay attention to the writers’
instruction. To take the exercise, the students made nine groups, every group consisted of four students. The students practiced
”How to sharpen a pencil” and they listened to the writers’ instruction, after that the writer gave the work
sheet and the students completed the sentences about ”Sharpening a pencil”.
Finally, after the sentences were complete, the students read the sentences loudly then they collected the work sheet to the writer.
c. Observing
in the cycle 2, generally the class condition in learning process was better than previous cycle. In this cycle, the students more enthusiastic in
leraning imperative sentences, espec ially about procedure text ”How to make
soda ice”, when the teacher gave the direction by the action verb, the students’ response were good and understand what was the writer said. They
were active in doing the activities. It means that the students more comprehend in using imperative sentences. Furthermore when they were
given the exercise by the writer, they enjoyed and did it individually without cheating each other. Related to the stu
dents’ ability, they showed progress in using and responsing the imperative sentences. In the second meeting in the
cycle 2 , the writer was held on posttest 2 regarding students’ ability in using
and responding imperative sentences. Based on the score result of posttest 2, the mean score of the class in imperative sentence test achieved 86.48 or
32 students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM 65 sixty five.
d. Reflecting
After finishing each phase in cycle 2, the teacher and the observer discussed the action of cycle 2. This phase was carried out after getting the
score result of imperative sentence test. The students’ ability in using imperative sentence in the cycle 2 better than cycle 1. The writer and the
