From that calculation, the mean score of posttest 2 is 85.64. It means
that there are some students’ improvements scores from the mean score of posttest 1 67.58.
Next, to get the percentage of students’ improvement scores, the following is the calculation:
P =
−
X 100 P =
. − .
.
X 100 P =
. .
X 100 P = 48.73
According to that calculation, It could be said that the posttest 2 improves 48.73 from the pretest and improves 31.36 from the posttest
1 48.73 – 17.37.
Then, to know the percentage of students who passed the KKM could be explained in the following computation:
P =
� �
X 100 P = X100
P = 90.32 From that calculation, the class percentage is 90.32. It means that
in the cycle 2 there were 28 students who pass the KKM and 3 students were below the KKM. Furthermore, the class percentage of posttest 2 saw
the improvements 80.64 90.32 – 9.68 from the percentage of
pretest or 51.61 90.32 – 38.71 from the percentage of posttest 1.
B. Data Interpretation
1. The Interpretation of Interview
In this part the writer would like to interpret the data results from the interview before the action and the interview after implementing the action.
According to the pre interview result with the English teacher of SMAI Al –
Azhar 1 it could be said that some students class X.3 of SMAI Al - Azhar 1 have some difficulties in learning English grammar, it was caused because some of
them thought that English is difficult subject. Furthermore, they have a difficulty in understanding passive voice present continuous tense, they confused in
determining past participle. They usually made mistakes in determining past participle.
Furthermore, after implementing the action the teacher realized that the teaching learning process was better than before implementing the action. It was
seen from students’ involvement during teaching learning activity and the result of students’ score. However, there are some difficulties faced by the teacher in
implementing the action such as managed the time in order to make teaching learning activity run well. To overcome those difficulties the teacher had been
tried some ways to overcome the problems, such us use the time keeper to manage the time.
2. The Interpretation of Observation
R elated to the observation results, the writer assumed that one of students’
difficulties was caused by the teaching learning process in the classroom, such as the teacher used inappropriate method in delivering the material. In the
observation the writer found the teacher dominated the classroom during the teaching learning. Beside of that, the teacher explained material deductively
which made students had a little chance in constructing their ideas. As a whole, that teaching learning process seemed uninteresting which affect students’
motivation and enthusiastic in learning passive voice present continuous tense. But, there are some improvements found during the teaching learning
process. Some students seemed more active and enthusiastic in learning process. In addition, the teacher explained the material inductively and he gave more
attention to the students. Furthermore, the teacher gave the students more chance to express and to construct their idea. It made the teaching learning activity was
better, and the teacher not the only one who act actively in the teaching learning process.
3. The Interpretation of Questionnaire
According to the pre questionnaire result it could be concluded some of the students did not like learn English grammar because they judged English grammar
as the complex material. Hence, some of them had a low motivation in learning English grammar. Consequently, those problems influenced their understanding in
learning passive voice of present continuous tense. Most of them felt hard to understand the use and the formula of passive voice present continuous tense.
Fortunately, the writer found the significant improvement on students’ response to the teaching learning process. In the post questionnaire it could be
seen that most of students’ felt motivated in learning passive voice of present continuous tense after the implementation of arrange word game in the teaching
learning proces s. Students’ high motivation automatically affects their
understanding to the passive voice present continuous tense. Some of them could remember the formula of passive voice present continuous tense easier than
before. Moreover, students’ ability in doing the exercise of passive voice present
continuous tense shown a good improvement. Beside of that, Students realized that the teaching learning process was better than before the implementation of
arrange word game.
4. The Interpretation of the Test
Here, the writer would like to interpret the data results among the pretest, the posttest of cycle 1 and the posttest of cycle 2 are as following:
In the pretest, the students’ mean score on passive voice present continuous tense test before carrying out CAR is 57.58. It meant the class
percentages which pass the KKM is 9.68. In other words from the 28 students, there were only 3 students who can pass the KKM 75 and the other 28 students
were out of target. Next, the students mean score of posttest 1 is 67.58 It saw
the students’ score improvements from the pretest that is 10 67.58
– 57.58 or 17.37
.
Meanwhile, the class percentage which passed the KKM posttest 1 is 38.71. It
meant there were 12 students who passed the KKM and 19 students whose score still below KKM. Although the result saw more improvement, but it was still
needed an improvement to reach the target of success CAR, which is 70 of the class percentage or at least could achieved the KKM.
Then , in the second cycle the students’ mean score of posttest 2 is 85.64. It
was shown the improvement from the posttest 1 18.06 85.64 – 67.58 or 48.73
students’ improvement in the score percentage from the pretest or 31.36 students’ improvement from the posttest 1. Furthermore, the class percentage
whose pass the KKM is 90.32, in other words there are 28 students who pass the KKM and the other 3 students were still out of target. The class percentage shows
the improvement 80.64 90.32 – 9.68 from the pretest or 51.61 90.32–
38.71 from the posttest 1. Based on that calculation, it could be said that the posttest 2 of CAR was success. It was indicated by a number of students who
passed the KKM score more than 70, meaning that it has already met the criterion of success.
72
CHAPTER V CONCLUSION AND SUGGESTION
After finishing the whole steps of this research, the writer would like to makes some conclusion about the result of this research. After that, related to
the conclusion the writer would give some suggestions
A. Conclusion
Related to the finding of this research, it could be said that this research was success. It is proven by the test result, there was 48.73 improvements of
students’ mean score from pretest to the posttest in the second cycle. In the pretest, there were only 3 students who passed the KKM and the other 28 students
were out of target. In the posttest 1, there were 12 or 38.71 students who passed the KKM. And in the result of cycle 2 there were 28 or 90.32 students who
passed the KKM in which their mean score of passive voice of present continuous tense test derived 85.64.
B. Suggestion
In this part the writer would like to give some suggestions for the teacher. First, the teacher must be creative in creating the teaching learning
activities, the teacher should focus on teaching learning strategy not only focus on transferring information. Second, arrange word game is an appropriate technique
to improve student’s understanding of grammar skill especially passive voice of present continuous tense. So, the writer hopes the teacher maintain the use of
arrange word game technique in passive voice of present continuous tense or another grammar material in the next new academic year.
