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The Use of Simple Past Tense

Step 3: The students have to work in pair that consists of student A, who is given worksheet A, and student B, who is given worksheet B. Besides, the teacher read aloud the example of the dialogue. Step 4: The students A have the first chance to ask students B concerning the incomplete information they have by using Simple Past Tense in the form of YesNo Question and WH Question. However, students B must listen about the question and give feedback by answering the question orally based on the information they have. Step 5: The students and the teacher evaluate the worksheet which have been done. MODEL 2 Title : My Frie ds’ a tivities yesterday Step 1: The students is introduced the concept of Information-gap activity and how it works in the classroom. Step 2: The students are informed that they may not show their own tasks which contain the pictures and make sure that no one try to show it. Students have to work in pair that consists of student A, who is given worksheet A, and student B, who is given worksheet B. Step 3: students A have the first chance to ask students B concerning the incomplete pictures they have by using Simple Past Tense in the form of WH Question. On the other hand, students B must listen about the question and give feedback by answering the question orally based on the picture they have by using Simple Past Tense in the form of affirmative statement. Furthermore, at the same time students A have to write down the information they get from students B on their worksheet, and vice versa. Step 4: after each of the students has already answered the task, shehe has to work in pairs again with different pairs. In this step, Students A must make sure that the information they get is correct by asking to their pairs Students B in the form of YesNo Questions, and Students B have to give feedback by answering the questions in the form of affirmative and negative statements, and vice versa. Step 5: The students and the teacher evaluate the worksheet which have been done.

F. Classroom Action Research

1. The Understanding of Classroom Action Research CAR

According to Millan and Schumacher, classroom action research is the process of using research principles to provide information that educational professionals use to improve aspect of day-to-day practice. 41 In line with these ideas Creswell states, classroom action research are systematic procedures done by teachers or other individuals in an educational setting to gather information about, and subsequently improve, the ways their particular educational setting operates their teaching, and their student learning. 42 Elliott defines ac tio esea h i edu atio iefl as the stud of a so ial situatio ith a ie to i p o i g the ualit of a tio i it. 43 Ca a d Ke is see lass oo a tio esea h as: self-reflexive inquiry, undertaken by participants in social situation in order to improve the rationality and justice of their own practices, their understanding of these p a ti es, a d the situatio i hi h these p a ti es a e a ied out. 44 According to Cohen and Manion, Classroom Action Research is first and foremost situational, being concerned with the identification and solution of problem in specific context. 45 Nunan further highlight, Classroom Action Research is a descriptive case study of a particular classroom, group of learners, or even a single learner counts as action research if it initiated by a question, is supported by data and 41 Mc. Millan, James H, and Sally Schumacher, Research in Education: Evidence- Based Inquiry, Boston: Pearson Education, 2006, p. 414. 42 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Saddle River: Pearson Prentice Hall, 2008, 3 th ed., p.597. 43 J. Elliott, Action Reseach for Educational Change, Milton Keynes: Open University Press, 1991, p.69. 44 W. Carr and S. Kemmis, Becoming Critical: Knowing Through Action Research. London: The Falmer Press, 1986, p, 220. 45 L. Cohen and L. Manion, Research Methods in Education, London: Croom Helm, 1985, p.18

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