The Writer’s Role on

2. Acting phase After making the planning, the writer begins to implement it in the classroom and it is done in two meetings within each cycle. But before implementing the first meeting of cycle 1 he gives the students pretest in order to know their ability in Degrees of Comparison before he teaches them by using his technique. Afterward, he conducts the activity based on the lesson plan by concerning to the pattern and usage of Degrees of Comparison. In the second meeting he gives them the posttest in order to know are there any improvements after learning the material based on the writer’s technique. If the students’ improvement has not reached the criteria yet, he will conduct the next two meetings in cycle 2. 3. Observing phase During teaching learning activity, he asks the English teacher to observe his performance, the students’ activity, the students’ participation, the students’ attention, the students’ response and the class situation by using structured observation sheet. It means both observation and teaching learning activity are done at the same time. In this phase the writer also collects the data from the pretest and posttest which are given to the students. 4. Reflecting phase The last phase of the Classroom Action Research procedures is reflecting and it is done after conducting the acting phase. In this phase the writer analyzes and evaluates teaching learning process in cycle 1. Furthermore, he analyzes the observation data and reflects his teaching experiences during teaching learning activity; and it is done collaboratively with the English teacher. Besides, he also analyzes the students’ score of pre-test and post-test based on the successful criteria of the Classroom Action Research in order to know whether using Substitution Drills in learning Degrees of Comparison can improve students’ ability and achievement or not. However, if there are still found any problems, the writer will move to the next cycle regarding re-planning, re-acting, re-observing and reflecting. Consequently, the writer and the English teacher should work out uncompleted problems that have been solved yet.

G. The Technique of Collecting Data

The technique of collecting data in this Classroom Action Research used both qualitative data experience-based and quantitative data number-based. The qualitative data includes the observation within the physical activity of the students and the teacher in the classroom, interview to be presented for the teacher before the Classroom Action Research and to the students after it, and questionnaire which is presented to the students after the Classroom Action Research. Meanwhile the quantitative data includes the tests which are given to the students before the action pre-test and after the action in each cycle postest1 and postest2. The complete explanation of the qualitative and quantitative data which are used in this research will be discussed as follows: a. Interview By using interview, the writer can get the data about students’s difficulties in understanding the Degrees of Comparison, students’ condition and the method or technique which is used by the English teacher in teaching Degrees of Comparison before Classroom Action Research is done. After completing Classroom Action Research, the interview is also conducted to know the students’ response toward the use of Substitution Drills technique in teaching Degrees of Comparison and are there any improvements of their understanding of the material after Classroom Action Research. It means that the interview is done to the real English teacher before the