sentence of Simple Past Tense in the form of affirmative, negative, and interrogative sentence, so that the class situation was still
under control. After conducting Information-Gap activity, the teacher and the students discussed the information-gap worksheet.
3. Observing
Generally, there were significant improvements of the acting phase in second cycle. The teacher‟s performance, the
students‟ attitude, and the students‟ feeling expressed that showed
the better changes than the previous cycle. In the teacher‟s performers, the writer saw that she didn‟t
speak too fast anymore while explaining the material. The teacher also presented the techniques of information-gap activity by giving
the example directly toward the worksheet, so that it was clear and understandable. The teacher‟s management time was good since
the drilling didn‟t take a long time.
There was no student who fell asleep and chatted anymore while the teacher was presenting the material for the students who
used to do those kinds of activities sat on the front line seats. Since Information-Gap activity was done in front of the class, all of the
students exchanged the information by speaking in English. No one used Bahasa Indonesia or even lo
oked at hisher pair‟s worksheet. Students‟ feeling expressed toward the information-gap
activity was good. Most of the students looked more enthusiastic in doing information-gap activity than before.
4. Reflecting
After assessing the students‟ second post-test result, the writer and the teacher did reflecting phase. From the second post-
test result, they knew that most of the students had been able to determine the using of „waswere‟ and „did‟. Moreover, almost all
of the students also could distinguish the Simple Past Tense among
other Tenses that had been learned before the Present Continuous, the Present Future, and the Simple Present based on the
characteristic of the verb agreement and the adverbial of time. Since the score result of the second post-test met the
requirement of action success which was above 70 students passed Minimum Mastery Criterion KKM in the score of 70, it
meant that the researcher and the teacher didn‟t need to move to the next cycle.
The following is the schedule of the Classroom Action Research:
Table 4.1 Schedule of the Research
No Activities
Month and Week August
September October
1 2
3 4
1 2
3 4
1 2
3 4
1 Interview
X 2
Observation X
3 Instrument
X X X X
5 Cycle I
X 6
Cycle II X
7 Report
X
3. After Implementing the Action a. The Result of Interview
The interview after implementing the action was conducted on Thursday, November 4
th
, 2010. This interview was aimed to know the teacher‟s view about teaching Simple Past Tense through Information-
Gap activity that had been done.
According to the teacher, teaching Simple Past Tense through Information-
Gap Activity built the students‟ motivation in learning grammar. It also created fun atmosphere in the classroom. By giving
different worksheet to stimulate students‟ desire to speak up, Information-
Gap Activity could be a good idea to improve students‟ speaking skill with correct grammatical rule. So, the students were able
to understand the basic concept and the using of the Simple Past Tense unconsciously by doing this kind of activity.
b. The Result of Post-Tests
Since this action research needed two cycles to achieve the action success, it meant that the students had to do two times of Post-Test. The
first post-test was conducted on October 20
th
, 2010 at 7.30 - 8.00 and the second post-test was conducted on October 27
th
, 2010 at 08.15 - 08.45. From the first post-test, it found that there were twelve students
who got score of 70 and above or 42.86 from the total number of the students. The average score was 60.10 with the highest score was 87 and
the lowest score was 40. In the second post-test, there were twenty students who got score
of 70 and above or 71.42 students who could pass the Minimum Mastery Criterion KKM. Furthermore, the average score was 73.82
with the highest score was 93 and the lowest score was 50.
Table 4.2 Students’ Score of Pre-Test, Post-Test1 Post-Test 2
Students’ Number
Pre-Test Post-Test 1
Post-Test 2
1 50
57 76
2 33
53 70
3 37
73 86
4 37
53 70
5 50
77 86
6 40
70 80
7 23
40 50
8 40
73 86
9 73
83 90
10 27
40 50
11 30
40 50
12 27
50 80
13 70
87 93
14 37
43 63
15 73
77 83
16 43
60 76
17 30
43 67
18 40
60 70
19 33
57 70
20 33
47 60
21 70
73 77
22 37
40 63
23 76
80 90
24 60
70 76
25 37
47 70
26 43
70 83
27 63
73 86
28 40
47 66
Mean
n xi
X
44.71 60.10
73.82
: Students who pass the KKM 70
