In the second meeting the researcher combined the teaching learning process of Simple Past Tense by using narrative text. She asked the students to
analyze the Simple Past Tense sentences form the text and then discussed it together. Besides that, she also gave reading comprehension activity from the text
that was given, she asked the students to read aloud in front of the class while checked their pronunciation, determine the topic and the title of the text, found the
main idea, supporting idea, and specific information from the text. Next, she asked them to underline the verb two and found out the sentences of the Simple
Past Tense form from the text. In this phase, the writer the writer not only made planning for teaching
learning activities but also prepared some activities and exercises; like made a sentence in the Simple Past Tense and then asked them to changed it into negative
and interrogative form, fill in the blank with the appropriate words in the parentheses. The writer gave exercise and assessment to the students in each
meeting to know the students’ progress and also prepare posttest 1 after she conducted the cycle I.
b. Acting
The action of the cycle 1 was done on October 23
rd
and October 30
th
2010. The teacher implemented the teaching and learning process based on the lesson plan had been made. In the first meeting, the writer explained about the
form of Simple Past Tense positive, negative, and interrogative, the time signal, and the verb 2 forms both regular and irregular. She gave explanation about the
regular and irregular verbs and also gave them a list of irregular verbs. Next, she asked the students to make a sentence using Simple Past Tense and then changed
it into negative and interrogative form. In the second meeting, the writer emphasized on reading and writing
activities. She asked the students to read the text aloud, and then she asked them to find out the sentences in Simple Past Tense and underlined the verb 2 forms
and to be in the text that was given. She also asked them to read the text aloud. Each student had turn to read the text only one paragraph not the whole text to
knew and checked their pronunciation. After that she asked them to determine the topic and the title of the passage, finding the main idea, supporting idea, and
specific information from the text. After doing those activities, the writer together with the students made a discussion about the material. In each meeting the writer
made evaluation and gave assessment to the students by giving mini exercises.
c. Observing
In this phase, the writer together with the English teacher of class VIII-1 observed the teaching learning process by monitoring the students’ activities in
each cycle. The writer and the English teacher saw that most of the meetings were not good and still had much lackness, the students still had difficulties in teaching
learning activities. In the first meeting, the English teacher saw that many students had
difficulty of the verb two form; they still confused about the irregular verb forms. They also had a problem with negative and interrogative forms of the Simple Past
Tense, some of them often used verb 2 in negative and interrogative forms. For example: My father did not asked me to study hard,
it should be “My father did not ask me to study hard
”. “Did you saw that movie last night?” It should be “Did you see that movie last night?”.
In the second meeting, the writer focused on reading comprehension, writing and speaking. According to the English teacher observation, the students
had problem in determining main idea and supporting idea, they could not distinguish between them and schematic structure itself. In writing activity, they
did not do it well. They could not write grammatically, they did not know the use of part of speech, and did not know when to use to be in a sentence. The other
problem was the lack of vocabularies and practice, so it made the students hard to write what on their mind.
After teaching and learning process finished, the observer gave them to posttest 1 exactly on the second action of the first cycle to measure how well the
students’ understanding of the Simple Past Tense used narrative text that had been studied.
