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Data of Pre-test Description of Data before Implementing the Action

In the second meeting the researcher combined the teaching learning process of Simple Past Tense by using narrative text. She asked the students to analyze the Simple Past Tense sentences form the text and then discussed it together. Besides that, she also gave reading comprehension activity from the text that was given, she asked the students to read aloud in front of the class while checked their pronunciation, determine the topic and the title of the text, found the main idea, supporting idea, and specific information from the text. Next, she asked them to underline the verb two and found out the sentences of the Simple Past Tense form from the text. In this phase, the writer the writer not only made planning for teaching learning activities but also prepared some activities and exercises; like made a sentence in the Simple Past Tense and then asked them to changed it into negative and interrogative form, fill in the blank with the appropriate words in the parentheses. The writer gave exercise and assessment to the students in each meeting to know the students’ progress and also prepare posttest 1 after she conducted the cycle I.

b. Acting

The action of the cycle 1 was done on October 23 rd and October 30 th 2010. The teacher implemented the teaching and learning process based on the lesson plan had been made. In the first meeting, the writer explained about the form of Simple Past Tense positive, negative, and interrogative, the time signal, and the verb 2 forms both regular and irregular. She gave explanation about the regular and irregular verbs and also gave them a list of irregular verbs. Next, she asked the students to make a sentence using Simple Past Tense and then changed it into negative and interrogative form. In the second meeting, the writer emphasized on reading and writing activities. She asked the students to read the text aloud, and then she asked them to find out the sentences in Simple Past Tense and underlined the verb 2 forms and to be in the text that was given. She also asked them to read the text aloud. Each student had turn to read the text only one paragraph not the whole text to

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