last question about the grammar teaching and learning process, three students like to learn grammar by the explanation from the teacher.
b. Result of Pre Observation
Pre observation was carried out before implementing action research. It was held to observe of teaching and learning process in
imperative sentences before implementing the action. It was held at the seventh grade students of SMP Islam Ruhama Cireundeu Ciputat Timur
20102011 academic year. There consisted of 37 students in the class. The writer saw teaching and learning process in the seventh grade
uncontrolled, some students made a noise in the classroom, was not discipline, and when the teacher gave the exercise they cheated each other.
From this observation, it makes the writer thought when she teaches the seventh grade students she had to change the conditions. Therefore, from this
observation the writer made a regulation for the students, such as gave the punishment to the students who undisciplined in the classroom and made
lesson plan based on the material, in this case the imperative sentences through total physical response, the writer hope it will make the students
active in the classroom.
c. Result of Pretest
In this research there are two pretests, the pretest before the cycle 1 and cycle 2. The pretest before cycle 1 was conducted on Tuesday, February
1
st
2011 and before cycle 2 on Tuesday 8
th
2011. There were 12 questions in multiple choice forms in every pretest.
Based on the result of the pretest before first and second cycles, the data showed that the mean score of both pretests were 48.10 and 50.27. There
were only five students or 13.51 in the cycle 1 and also five students or 13.51 in the cycle 2 the students who got the score above the Minimum
Mastery Criterion- Kriteria Ketuntasan Minimal KKM in the pretest cycle 2 meanwhile the other 32 students were below that criterion. From that
analyzing, it could be seen that almost of the seventh grade students of SMP Islam Ruhama still very low in using imperative sentences.
2. Findings of the First Cycle
a. Planning
In this phase there were some activities, first, the writer and the teacher discussed the planning that would be conducted in the action phase to
solve the problems faced by the students in using imperative sentences. The lesson plan made in this cycle was two lesson plans. After that, the writer
determined the selected material and exercises into a lesson plan. The main material was imperative sentences; the materials took from the English text
book, also the writer made hand out for the students and the main discussion was about action verb, giving instruction, and polite request. Students have
to listen and perform; listen attentively and respond physically commands given by the writer. In this phase, the writer did not only make the lesson plan
but also prepared unstructured observation sheet to note the students’ activities during teaching learning process. And the writer also prepared the
post test 1 to collect the data; to know whether some students’ improvement scores from pretest and posttest.
b. Acting
Action of cycle 1 was done on February 1
st and
4
th
2011. The writer implemented the teaching learning process based on the lesson plan had been
made. In the first meeting, the writer taught “action verb” and “giving
instruction ” through Total Physical Response TPR, there were some
activities, first, writer asked the students about “action verb”, second, the
writer asked one of student to act the action verb into simple sentence by using physical movement and perform in front of other students, next, the
writer explained the “action verb” and “giving instruction”, after that the
writer asked the student to make the imperative sentences in instruction form, finally, the writer gave the conclusion from the material and gave the work
sheet to the students and collect it, from the work sheet had been done by students, the writer will know students’ ability in using imperative sentences.
In the second meeting, the writer gave the command by using imperative sentence “polite request” to the students, and the students acted the command.
Next, the writer asked one of student to come forward then shehe asked hisher friend to act
the command by using imperative sentence “polite request”. Then, the writer explained the imperative sentence “polite request”
and asked the students to make a sentence by using imperative sentence “polite request”, finally, the writer gave the conclusion from the material and
gave the work sheet to the students and collect it, from the work sheet had been don
e by the students, the writer will know students’ ability in using imperative sentence.
c. Observing
In this phase, the collaborator observed the action while the writer is teaching in the class. The collaborator and writer saw that the students were
active while doing the activity in the classroom. Although there was noise, the students enjoyed the class activity. Beside, the writer has to control the
student who has made noise in the class. The writer has to manage the class and give clear explanation about the material. The writer looked the class
never quite because of the students’ activities; the collaborator also helped the writer for managing the students sit and discipline in the classroom.
After teaching learning process finished, in this observing phase was also carried out the post test 1 exactly on the second action of the cycle 1
to measure how well the students’ ability in using imperative sentences that
had been studied. Based on the result of post test 1, the mean score of the class derived 71.08 in which were 26 students who passed the Minimum
Mastery Criterion- Kriteria Ketuntasan Minimal KKM 65 sixty five.
d. Reflecting
The writer and the teacher discussed about the conclusion of implementing the action. Therefore they tried to modify the action in order
students more comprehend in using imperative sentences and in order 75 of students in the class could pass the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal KKM because in the post test 1 showed 70.27 or
twenty six students who passed the KKM and there were eleven students did not pass the KKM.
In the matter of the cycle 1, the writer and the observer felt satisfied be
cause the students’ score was good enough in the post test one, although it was good enough but they have to increase their ability in using
imperative sentences not only remember the form but also to act the action verb. The writer still needs to accomplish the next cycle to improve students’
score.
3. Findings of the Second Cycle.
a. Planning
In the planning phase of the cycle 2, the writer implemented the lesson plan and modified the previous lesson plan based on the result of
reflecting in the cycle 1. The lesson plan which was used still related to imperative sentences through total physical response. The students will learn
prohibition sentence, identify schematic structure and linguistic features of procedure text, in linguistic features there were imperative sentence and
action verb. T he title of procedure text was “How to make soda Ice Milk”.
Moreover there were some modifications in the cycle 2; the students had to practice di
rectly and listened to the teachers’ command and direction in making soda ice milk and the writer need to give the direction to do the act of
verb clearly. The writer hope, from these preparations the students’ ability in
using imperative sentences will improve. And the writer also prepared the post test 2 to collect the data.
b. Acting
The action of the cycle 1 was done on February 8
th
and 11
th
2011. There were two meeting in the cycle 2; the first meeting learned about
“prohibition” and the second meeting about the procedure text, the title was “How to make soda ice milk”. Before continuing the next lesson, the writer
asked the students the previous lesson. The first meeting, the writer asked one of the students to come forward, shehe asked another student to act the
command, after that the writer explained the lesson “prohibition”, asked the