2. The Implementation of CAR a. Cycle 1
1. Planning
In this phase, the writer made lesson plans for the first and the second meeting in cycle 1 based on the discussion between the
writer and the teacher. The writer with the teacher also discussed on teaching material chosen including the text and the information-
gap worksheet. Therefore, recount texts by the title “Beny‟s Diary” and information-
gap worksheets by the title “Anybody call” and “Dany‟s Big Date” were used since they thought that those texts
and worksheets were fit in the indicators of the lesson plan used. Moreover, making research instrument including test and
observation form both for the teacher and the students were done by the writer in this phase.
2. Acting
Acting phase in cycle 1 was conducted on 13
rd
and 19
th
of October 2010. In acting phase, the teacher‟s job was presenting the
Simple Past Tense and guiding the student through Information- Gap activity. Besides, the students‟ job was listening and
responding to the teacher‟s explanation and doing information-gap
activity. So, the acting phase is divided into two sections: presenting section and Information-Gap section.
In presenting section, the students were presented the Simple Past Tense in inductive way. It means that, the students
must analyze the form of the Simple Past Tense based on the examples given. The students also had to mention several events
when they could use Simple Past Tense in daily activity based on the function of the using of Simple Past Tense explained. The
students did substitution drill by the teacher‟s guiding. The teacher
explained about regular and irregular verbs and gave the students
reading texts which were used by them to determine the irregular and regular verbs. Moreover, the students wrote five examples of
Simple Past Tense in the form of affirmative, negative, and interrogative sentence.
In information-Gap section, firstly, the teacher explained the techniques of Information-Gap activity under the title
“Anybody call” and “Dany‟s Big Date” and told something that the students had to do and avoid in this activity. After that, the teacher
modeled the language output used in information-gap activity. While modeling, the teacher encouraged the students to practice it.
Next, the students worked in pairs and did Information-Gap activity as already pointed in chapter 2. After conducting
Information-Gap activity, the teacher and the students discussed the information-gap worksheet.
3. Observing
In observing phase, there were several things observed by the w
riter: teacher‟s performance, students‟ attitude, and students‟ feeling expressed.
Concerning with the teacher‟s performers, the writer noticed that she spoke too fast while explaining the material, so
that the students looked confused in understanding the Simple Past Tense. The teacher also presented the techniques of information-
gap activity by giving the example before distributing the worksheet indirectly toward the worksheet, so that it made the
students looked confused how it worked. As the results, most of the students didn‟t do information-gap activity since they didn‟t
know what had to do and at last the teacher explained it again and they did it. The teacher‟s management time was bad since she took
a long time in drilling. However, the teacher presented the material systematically and guided the students to analyze well.
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