6. Be careful of the kinds of substitution you give. Every resulting sentence
should be meaningful.
38
And you should avoiding giving students jumble words to be placed in the correct order, especially if they are printed in
linear sequence.
39
7. Use visual aids to cue substitution if you can. These included not only
objects and pictures, but also gestures, facial expression, pantomime, charts, etc.
40
38
FE R. Dacanay J. Donald Bowen, Techniques and Procedures in …, p.106.
39
Mary Finocchiaro, Ph. D., English as a Second Language from…, New Edition, p. 64.
40
FE R. Dacanay J. Donald Bowen, Techniques and Procedures in …, p.106.
19
CHAPTER III RESEARCH METHODOLOGY
A. The Purpose of Research
The purposes of research are: first, to know if there is an increase of the students’ scores of the simple present tense after being taught by using the
Substitution Drills. Second, to solve the teacher’s problem in teaching simple
present tense. Finally, to improve aspects of the teaching or to evaluate the success of teaching learning activities.
B. The Place and Time of Research
This research was held at seventh grade of SMPN 6 DEPOK, which is located in Jl. Mandor Samin No. 62 Kelurahan Kalibaru, Kecamatan Cilodong,
Kota Depok. Fisrt, the writer asked permission to do the research to the school principal on 21 March 2011. Then, she started to do the research in that school.
The research had been done since 21 March 2011 until 13 April 2011. the research consisted of giving pre-test, treated the experiment class by applying
substitution drills in teaching simple present tense, and giving post-test after doing the treatment in the classroom, the researcher collected the data from pre-test and
post-test, then she stared to begin analyzing them.
C. The Population and Sample of Research
The population of this research are 42 forty two students, 22 girls and 20 boys from the seventh grade of SMPN 6 DEPOK. The researcher chose class 7.4,
as a sample of this research.
D. The Research Method
Based on the purposes of the research, the method used in this study is Classroom Action Research CAR method. The method is used to know
improvement of the students’ scores of the simple present tense after being taught
by Substitution Drills. There are some definitions of action research stated by some experts.
According to Kemmis quoted by D. Hopkins defined action research as following: Action research has been defined as a form of self-reflective
enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or
educational practices, as well as their understanding of these practices and the situation in which these practices are carried out.
1
E. The Instrument of Data Collection
In this research the instruments of data collection that is used by the researcher are: the first, the researcher used the test which is made by herself. The
material of the test will be taken from their handbook, other related books and internet about simple present tense. The tests was divided into three parts, there
are: pre-test had been given before the treatment was given, the post-test I and post-test II was given after the researcher had given the treatment to the class in
1
D. Hopkins, A Teacher’s Guide to Classroom Research, Bristol: University Press,
1993, p. 44.
cycle 1 and cycle 2. The question consisted of twenty questions that are multiple choices model. The scores were calculated and analyzed in analysis of the data.
The second is observation, it was conducted before and after implementation of Classroom Action Research CAR, in doing this observation
the researcher prepared structured form of observation for each cycle, and the observer gave the score by choosing “yes or no”. If he chose “yes” the score is
one 1 and if he chose “no” so the score zero 0. To know the percentage result
of this observation, the researcher used the formula: see appendix 12 and 13
The result of Percentage :
Items number X 100 Maximum score
The third, interview, it was conducted before and after implementation of CAR. The researcher did the interview that was conducted before implementation
of CAR are to know the condition, situation and problem in teaching grammar, the students’ difficulties in learning grammar, the teacher’s solution and method
that used in teaching grammar. And the interview that was conducted after implementation of CAR are to know the success of using Substitution Drills, the
interview consists of teacher’s opinion about the method, the teacher’s feeling after knew the students’ result, the teacher’s motivation for using Substitution
Drills in teaching simple present tense. The last, field note, it was used to observe and to know the activities of teacher and students in teaching learning process.
The field note about the class situation and condition, the students’ participants and
teacher’s creativity in presenting the material of the simple present tense.
F.
The Teaching Procedures
This action research would be carried out through two cycles. Each cycle was consisted two meetings. Both cycles consisted of teaching and learning
process and tests. In order to be clear, the researcher would like to present the Kurt Lewin’s action research design. It contains four phases: planning, acting,
observing and reflecting.
