4 In commentaries on games and plays.
Example: a
He takes the shuttlecock and sends it high above the net. b
Lady Jane hurries but her heel gets caught in the carpet on the stairs. 5
In exclamation, announcement or demonstrations. Example:
a Here comes the bus exclamation
b The cook measures a hundred grams of flour and mixes it with some sugar.
a demonstration c
She puts sugar in a cup and stirs it slowly. demonstration
2.3 Theoretical Framework
In this study, I chose seventh grade students of SMP N 1 Bawang, Batang as the subject of my study. I did a research in the area of simple present tense and used
single slot substitution drills as a teaching technique. I wanted to know what extent the single slot substitution drills contributed to the development of the
mastery and the positive attitude in using simple present tense of the seventh grade students of SMP Negeri 1 Bawang in the academic year of 20102011.
Hence, I used an action research to get the answer since action research can be used to know how well the students learn as Mills 2000: 7 states that action
research is any systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholders in the teachinglearning environment, to
gather information about the ways that their particular schools operate, how they
teach, and how well their students learn. According to Kemmis 1990 cited in Mills 2000: 17, action research consists of cycles. Every cycle consists of four
steps; planning, acting, observing, and reflecting. I used two cycles in this study those are cycle 1 and cycle 2.
Before I conducted the cycles, I had prepared the instrument of collecting data. I used multiple choice items to test the students‘ mastery in simple
present tense and questionnaire to test the students‘ attitude towards simple
present tense. First, I did try out in multiple choice items instrument to select good items. After that, I asked students to do a pre-test and first questionnaire, and then
I continued with cycle 1; planning, acting, observing, and reflecting. The weaknesses from cycle 1 were repaired in cycle 2. I still used the same steps;
planning, acting, observing, and reflecting. Finishing those steps, I asked students to do post-test and second questionnaire. Finally, I used Heaton and Brown
criteria as a method of analyzing data of multiple choice test items and questionnaire.
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CHAPTER III METHOD OF INVESTIGATION
This chapter consists of research design, cycle 1, cycle 2, subject of the study, population, sample, instrument for collecting the data, tests, construction of
instrument, pre-test, formative test, post-test, questionnaires, procedures of collecting data, try out, validity, reliability, difficulty level, method of analyzing
data, method of scoring the test, level of achievement, and method of analyzing questionnaire.
3.1 Research Design
In conducting this study, I used classroom action research. Action research is any systematic inquiry conducted by teacher researchers, principals, school
counselors, or other stakeholders in the teachinglearning environment, to gather information about the ways that their particular schools operate, how they teach,
and how well their students learn Mills 2000: 7. Furthermore, Nunan 1990: 64 states that action research contributes to professional development, particularly in
encouraging self-directed teachers, who are capable, through action research, of furthering their own professional self-development.
According to Kemmis 1990 cited in Mills 2000: 17, action research consists of cycles. Every cycle consists of four steps; planning, acting, observing,
and reflecting. The design was presented as follows:
