38 The students also had written tests related to the tenses to measure the
achievement of the class. The written test was conducted twice. In cycle I the students were tested 25 questions, 15 questions multiple choices and 10 questions
filling the blank spaces. Meanwhile, in the cycle II the students were tested 30 questions with 10 questions filling the blank spaces, 5 questions multiple choices,
10 questions completing the dialogue and 5 questions arranging jumbled words into sentences.
F. Research Procedure
Based on the hypothesis above, can be planned series of actions taken by teachers in the teaching learning process in the class, in particularly on English
subjects by using methods drills of tenses. Therefore the Class Action Research CAR, the design of the research is a cycle that includes an outline of the
following 4 activities:
1. Planning, this is drafting a plan of action to be taken. 2. Action, namely the implementation of action plans to improve the quality of
learning. 3. Observations, i.e. observations made during the implementation of action.
4. Reflection, i.e. the analysis, interpretation, and conclusion. Associated with the problems in this research, it was designed two cycles of
action: Cycle I :
Activities in the cycle I discussed the subject of the subtopic on the use of five basic tenses that were present tense, present perfect tense, continuous tense,
39 future tense and past tense. To understand the learning methods of drills of tenses,
students were given regular and irregular verbs and table of tenses as material resources for the additional activities in the class. The activities in this cycle
included: 1. Planning stage
The action plan of this stage was based on the observation of the researcher when facing the main problems that are emerging in the class. The researcher
made Drills of Tenses by using regular and irregular verbs. The table of tenses was based on the learning materials which was difficult for the students. It was
also taken from the kind of tasks that are given by the teacher. The researcher compiled the data collection and the instruments. It included the grammar fluency
record, the instrument observations checklist of the teacher’s and the students’ activities in the classroom, daily assessments and tests and the last questionnaire.
2. Implementation stage of action At this stage carried out the planned actions to address such issues as
expressed in the formulation of the problem. At this stage the research acted as teacher and also observer. The activities on the stage of action were the teacher
explained the supplementary materials by using the method drills of tenses. Then, the teacher distributed the paper of the verb and tenses table for the students. The
teacher asked students to discuss with friends in pair to understand the concept of verb and tenses table that had been distributed. Teacher monitored these activities.
The teacher provided an explanation of the first subject as an example about past tense. The teacher mentioned one by one verb in front of the student.
40 The students must follow the teacher pronounced in the form referred tenses like
past tense, for examples: Give, take and sell. Then, the teacher asked students to see a list of charts for the use of verb past tense. The teacher asked students to
mention the formula in the past tense using tenses table and led them how to combine, for examples:
a S + gave from verb chart + O... In a positive sentence b S + Did + not + take + O ... In negative sentence
c Did + S + sell + O. ..? In interrogative sentence and so on.
The teacher began to train the repetition, substitution and transformation drills compiled with the tenses material and verb lists. The teacher asked the
students to respond drills of tenses and asked any things that were not clear enough for them. The teacher conducted oral test and the result was noted in the
grammar fluency record. After the materials implemented, the first daily test was conducted to see the achievement of the students after all. Both as the researcher
or the teacher evaluated the results of activities for the next reflection to plan improvements.
3. Observations Phase The researcher carried out some observations during the learning process and
in the end of learning. The researcher studied about the results, covering the activities of the students and the enthusiasm of the students gave responses related
to the method of learning in this drills of tenses. The teacher distributed questionnaire for all the students to see the students’ perspectives about the
method. The teacher also checked the teacher’s and the students’ activities during
41 the implementation of the method and concluded into form of checklists. These
observations are reflected and considerated further to the action of the next cycle. 3. Reflection Phase
At this stage the researcher with the teacher examined the previous events. It was starting from the planning stages of the implementation and observation
phase. The results of this study would be used as a basis for consideration in the next cycle.
Cycle II: If the indicator in cycle I still did not achieve, the second cycle of action
was corrected and added. The aim was to strengthen understanding of drills of tenses. The indicators would be conducted to reach the goals, the interest and the
achievement in learning. A series of activities within this action plan were as follows:
1. Planning stage In this step, the researcher conducted action plan based on the cycle I. The
researchers developed data collection instruments. It included the grammar fluency record, the instrument observations of teacher’s and students’ activities in
the classroom, daily assessments and tests, questionnaire and the last interview. 2. Implementation stage of action
The stage of action was planned to deepen the use of drills of tenses methods. At this stage the researcher acted as observer and as the teacher. The
activities at this stage were first, the teacher asked students to memorize verbs and tenses from the table and lists that had been given to support activities drills of
42 tenses. The second, the teacher conducted second oral test for testing students’
grammar fluency by collecting the result in the form of grammar fluency record. The third, the teacher provided reinforcement and gave one point for each
student who was willingness to answer the questions in the form of drills of tenses and who could arrange the formula and mention fluently. The last, the teacher
conducted second daily test. The results of these actions were held for monitoring and evaluating the students’ achievement.
4. Observation The researcher also implemented the second observation during the
learning process and in the end of learning. The researcher studied about the results, covering the activities of the students and the enthusiasm of the students
and gave responses related to the method of learning in this drills of tenses. The teacher distributed the second questionnaire for all the students to see
the students’ perspectives about the method. The teacher also checked once again the teacher’s and students’ activities during the implementation of the method and
concluded into form of checklists. The last part, the researcher conducted interview to see the effectiveness of the method for the students. All the
instruments contribute to the successful of the research. 5. Reflection
The researcher once again as the teacher examined the previous events, from planning stages of the implementation and from doing observation. This
study would be used as a basis formation for considering the last result of the research.
43 The analysis was done after the teacher conducted two cycles that included
four basic steps, planning-action-observation-reflection. The researcher would analyze the results of observation during the last cycle. Based on this analysis, the
results of actions could be learned by the teacher toward the learning process experienced by the students.
The data about the first and the second oral tests were collected in the form of students’ grammar fluency record from cycle I and II. Both were measured for
being able to improve the grammar fluency of each student. Meanwhile, the rising level of the students’ achievement in English subjects was more calculating
aspects. The data was analyzed by comparing the first and second daily test scores with the mean score of the previous result. The students’ interest in learning
would be calculated the form of questionnaires. The questionnaires were conducted twice to see the students’ learning improvement when enjoying the
method. The last part about the interview for the students was done for completing the responses of the effectiveness of the method.
44
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter discusses all the data completion and the results of implemented research. The reseacher also calculates the data to prove to make up
the ground of the research. This chapter is clasified into two main parts that are the result of two cycles of CAR and each explanation under consideration.
A. The Result of the Research
There were two cycles implemented in this research, cycle I and cycle II. Each cycle supported the result of the research to know the effectiveness of the
research for the students. The explanation of the steps of each cycle completed in
this part. 1. Cycle I
a. Planning
The identification of the problem that was faced in the class was about students’ ability of learning English grammar with orally or written in the class
still lower. It caused the decrease of interest and participation of the students when class interaction underway. The researcher tried to solve the faced problem by
using method of drills of tenses. The researcher made this method based on the learning material of the school about five basic tenses with their uses and forms.
This step prepared sets of observations sheets for the teacher’s and the students’ activities, questionnaire, lesson plan of drills of tenses, drills for tenses and the
implementation, and the test.
