Second, the precentage of students who pass the Minimum Mastery Criterion KKM:
N F
P
x 100
28 20
P
x 100
28 2000
P
P = 71.42
Third, the students‟ score improvement from the pre-test to the second post-test:
100
Si
Si Sf
Gain N
71 .
44 100
71 .
44 83
. 73
Gain
N
29 .
55 12
. 29
Gain
N Gain
N
= 0.53
From the calculation, the writer finds that the mean of the students‟ second post-test result is 73.82. Since there are twenty students who get
seventy score and above, the percentage of students who pass the Minimum Mastery Criterion KKM is 71.42. Furthermore, the improvement of
students‟ score in Simple Past Tense from the pre-test to the second post-test calculated by N-Gain formula is 0.53. It means that the improvement is
categorized medium. The following is the table of students‟ improvement in Simple Past Tense.
Table 4.3 The Improvement of Students’ Score in Simple Past Tense
Cycles Mean
Gain Categorization
Pre-Test Post-Test
I II
44.71 44.71
60.10 73.83
0.28 0.53
Low Medium
C. The Interpretation of Data
The interpretation of the data is around qualitative data and quantitative data. For the interpretation of qualitative data, it is taken from the
result of interview and observation done by the writer. However, the interpretation of quantitative data is taken from the tests which are pre-test,
first post-test, and second post-test results. The pre-test is done before the action, the first post-test is done in the final of cycle 1, and the second post-
test is done in the final of cycle 2. 1. The Interpretation of Qualitative Data
The interpretation of qualitative data is around the implementation of Information-
Gap activity to increase students‟ mastery in the Simple Past Tense. Based on the observation forms, the result of interview and the
fieldnotes taken by the writer, she finds that in cycle 1 the implementation of information-gap activities in teaching Simple Past Tense is not good. The
teacher explains the rules and the procedures of information-gap activity before distributing the worksheets, so that it creates the confusedness for the
students. Furthermore, the writer finds that there are several students who don‟t exchange the information by speaking up in the target language but they
use Bahasa Indonesia or e ven they looked at their pair‟s worksheets.
In another hand, in cycle 2 the writer finds that the implementation of information-gap activities in teaching Simple Past Tense is good. The
teacher explains the rules and the procedure of information-gap activity well, so that the students aren‟t confused anymore. Moreover, since the activities
are conducted in front of the class and supervised by the teacher, there is no
student who looked at hisher pair‟s worksheets or even used their mother tongue.
2. The Interpretation of Quantitative Data The result of pre-test shows that the average scores of students is
44.71. Furthermore, there are only five students who can pass the Minimum Mastery Criterion KKM with the percentage 17.85 from the total number
of the students. The highest score is 73 and the lowest score is 23. Next, from the result of first post-test in cycle 1, it is obtained the
mean of the students is 60.10. In addition, there are twelve students who get 70 score and above. So, the percentage of the students who pass the Minimum
Mastery Criterion KKM is 42.86 with the highest score is 87 and the lowest score is 40. Since the improvement of students‟ score of Simple Past
Tense is categorized low g = 0.28, so that the writer and the teacher still need to improve it by moving to the cycle 2.
The second post-test result shows that the mean of students in cycle 2 is 73.82 with the highest score is 93 and the lowest score is 50. Moreover,
the percentage of students who pass the Minimum Mastery Criterion KKM is 71.42 with the improvement of students‟ score in Simple Past Tense form
the pre-test to second post-test is 0.53. The calculation of 0.53 by using N- Gain formula is categorized medium improvement. Since more than 70 from
the total number of students pass the Minimum Mastery Criterion KKM seventy score, so that it has reached the success and the intervention is
stopped.
CHAPTER V CONCLUSION AND RECOMMENDATION
Before the writer concludes the result of study and contributes her suggestions, she would like to present the summary of this research. First, this
research is aimed to increase students‟ mastery in the Simple Past Tense that the lack of knowledge in the form and the use of Simple Past Tense has been the
problem for the second grade students of SMP IT Annajiah Cibinong. They are known based on the interview and the observation done by the writer. Second, the
method of this research is a Classroom Action Research CAR that employs Kurt Lewin Design in which the writer conducts two cycles, and each cycle consists of
four phases: Planning, Acting, Observing, and Reflecting. The subject of this research is the total number of the class members which are 28 students. Besides,
the object of this research is Information-Gap Activity in which this sort of technique tries to engage students in such communicative activity in learning
Simple Past Tense. Third, the writer collaborates with the teacher to do the research. The writer is as an observer who observes the classroom situation during
the intervention, and the teacher is as a teacher who teaches and facilitates the students during the intervention. Forth, the criterion of being success in this
classroom action research is the 70 achievement of Minimum Mastery Criterion KKM which is 70 score. It means that a student is considered to succeed if
heshe gets ≥ score of 70. In addition, the number of students who get that score have to reach 70.
A. Conclusion
Based on the research conducted at Second Grade of SMP Islam Terpadu Annajiah Cibinong, the writer concludes that there is a significant improvement in
teaching Simple Past Tense by using Information-Gap Activity at the Second Grade of SMP Islam Terpadu Annajiah Cibinong. It means that the students can
increase their mastery in Simple Past Tense by using this activity under the consideration as follow:
Based on the data analysis done by the writer, she finds that there are only five students or 16.42 who could pass the Minimum Mastery Criterion KKM
before the intervention is carried out. Moreover, on the cycle 1 there are twelve students who got score of 70 and above or 42.86 from the total number of the
students. Since the improvement of students‟ score of Simple Past Tense by using N-Gain formula is categorized low g = 0.28, so that the writer and the teacher
still need to improve it by moving to the cycle 2. Furthermore, on the cycle 2 there are twenty students who get score of 70 and above or 71.42 students who can
pass the Minimum Mastery Criterion KKM. The impro vement of students‟ score
in Simple Past Tense form the pre-test to second post-test is 0.53. The calculation of g =0.53 is categorized medium improvement. Since more than 70 from
the total number of students pass the Minimum Mastery Criterion KKM seventy score, so that it has reached the success and the intervention is stopped.
B. Recommendation
The writer would like to give some recommendations for teachers. First, Information-Gap Activity will be helpful to conduct communicative class activity
as a practice in teaching Simple Past Tense. Second, teachers need to explain the situation and the rule of the activity as clear as possible to students in order that
they are not confused how to do it. Third, since Information-Gap Activity provides different worksheet for each student in a pair, teachers need to make sure
that students do not look at their pairs‟ worksheet so as to make the activity works well.
