3. The Result of Pre-Test
The purpose of pre-test was to check how far the students’ understanding about verb I present tense and verb II past tense. It was conducted on
Wednesday, January 26
th
2011. There were 36 students who followed this test. They had to answer 15 multiple-choice and 10 fill in the blank items given by the
writer. The result of the pre-test can be seen in the table below:
Table 4.2 The Result of Pre-Test
Students’ Number
Students’ Score
1 64
2 56
3 24
4 36
5 40
6 56
7 44
8 64
9 48
10 32
11 44
12 56
13 44
14 32
15 48
16 52
17
68
18 56
19 40
20 56
21 48
22 24
23 56
24 40
25 60
26 60
27 56
28 64
29 48
30 64
31 64
32 52
33 56
34 56
35 52
36 48
Mean X =
50.22
The students who pass the KKM 60 Based on the result of pre-test, the data showed that the mean score of this
test is 50.22. The highest gained score 68, and the lowest gained score is 24. After getting students’ score, the writer calculated to get the mean score of the pre-test
and the percentage of students who passed the KKM. The calculation is used as following:
=
Σ
X = X = 50.22
From that computation, the mean score of the class in pretest is 50.22. it means that the students’ achievement score of verb I present tense and verb II past
tense forms before implementing Classroom Action Research CAR is 50.22. Then, the calculation to get the percentage of students who passed the KKM
score, the writer computes by using the formula as follow:
P =
F N
X 100
P =
36
X 100 P = 22.22
From that computation, the students’ score percentage in the pretest is 22.22. it means that there are 8 students who pass the KKM and there are 28 students are still
below the KKM. It could be seen that students’ ability in using verb I present tense
and verb II past tense forms was still low because the score didn’t fulfill yet the target score that is students could pass KKM 60.
It can be concluded that the students Mastery in verb I present tense and verb II past tense is still low. Therefore, the writer conducted the Classroom
action Research CAR by using transformation drill in each cycle are important to improve the students’ score.
B. The Implementation of the First Cycle 1. Planning
In this phase the writer and the teacher made a planning for the action based on the problem faced by the students in mastery of verb I present
tense and verb II past tense. Before implementing it, the writer prepare everything related to the action which are used in teaching and learning
process, such as making lesson plans, preparing the material, preparing a teaching aids, preparing research instruments, such as the field notes
observational notes, and the post test. For teaching and learning activities, the writer used the simple present and simple past tense rules, the examples of
the material, verb I and verb II lists regular and irregular, and vocabulary items. In first meeting, the teacher taught them about simple present tense, in
the second meeting the teacher taught about simple past tense positive, negative and interrogative forms, and the third meeting of this phase, the
teacher taught about simple past tense focused in regular and irregular verb. The way that used to teach the material was by giving verb list word cards to
the students and asked them to make simple present sentence of the word cards, so transform that sentence into simple past tense form.
2. Acting
This acting phase was accomplished on Friday, January 28
th
2011, Wednesday, February 2
nd
2011, and Friday, February 4
th
2011. In first cycle which consisted of three meetings. The teacher implemented the teaching and
learning process based on the lesson plan had been made. Here are their
activities that the teacher done while teaching and post teaching in the first cycle.
First Meeting
The first meeting in the first cycle was conducted on Friday, January 28
th
2011. It was followed by 34 students. In this activity, the transformation drill was introduced to the students. Most of them were
presented in simple present form. The material which were given to the students in the first time are about the rule of simple present tense in
positive, negative, and interrogative forms. After that, the teacher gave to the students the way of using the
verb in this form, such as: in the third person added –s -es in back of the verb, when the verb ends in –s, -ch, -sh, -x, or –z added –es, when the
verb ends in vowel –y added –s, and when the verb ends consonant –y, change the –y to –i, so added –es. So, the teacher gave the example based
on the material were taught. Next, the teacher gave individual exercise to make a short
paragraph about themselves and their family based on questions guided. The teacher gave an answer paper to them on by one. She asked to make a
short sentence based on the questions chronologically. After that, the teacher asked to students to make group of 4 to complete the sentence
using verb in the bracket in simple present form.
Second Meeting
The second meeting in the first cycle was conducted on Wednesday, February 2
nd
2011. It was followed by 36 students. In this activity, the students were taught simple past tense. Most of them were
presented in simple past form. The activity which were given to the students about the rule of simple past tense in positive, negative, and
interrogative forms. After that, the teacher gave lists of adverb which were used in
simple past tense to the students. She gave the way to make the sentence
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