22 Based on the decree of the Educational Departement about the new
curriculum KTSP Kurikulum Tingkat Satuan Pendidikan Spektrum for vocational high school. It has been enacted since 2008. SMKN 2 Depok
programmed this standard based curriculum as reference and guidance for the implementation of education system to develop the various aspects of education.
Related to the quality of the educational school, SMKN 2 Depok has been using this system until now.
This standard based curriculum is different from the other of the high school level, because the learning materials and the lessons are more focused on
skills for working. The implementation of KTSP Spektrum of SMKN 2 Depok is combined with Curriculum edition 2004 and Curriculum of SMKN 2 Depok
Sleman,with model approaches: 1. BBC Broad-Based Curriculum
2. CBT Competency Based Training 3. Mastery Learning
4. Life Skills Doc. ISO 9001:2008, SMKN 2 Depok Sleman
B. Theoretical Framework
English subject is theoretical learning that most of the materials are related to the tenses and its forms. In the study that conducted by the teacher in class
XKA SMKN 2 Depok, the teacher puts a summary of material from New Interchange Book as a medium of learning and not using other media.
Because of the lack of grammar use makes the students low interest and motivation in understanding the lesson. As a result, the low grammar fluency is
23 for each student of XKA. This low ability can be seen from the results of the first
quiz and test in the second semester. Therefore, the teacher is required to consider how to find a way of solving
problems related to the students’ problems. One of the solution is that the teacher needs to add additional activities which concern about difficult material such as
tenses. It means that the teacher also makes supplementary materials that are more easily to learn. If the teacher in the class learning activities increase the additional
of relevant materials in accordance with the students’ problems, the students will not get bored and the materials presented will help to improve their academic
achievement. One way to overcome the problems the researcher makes the method drills
of tenses. This drills of tenses compile five tenses as the materials and three drills. The benefit of this method is that the form of table and list can be easily to
memorize. In addition, the use of drills of tenses can stimulate students’ fluency in English grammar, students’ interest, and students’ achievement in the classroom
performance. In this research there are two cycles of action research will be conducted
which are cycle I and cycle II. The reason of implementing this cycles is to see the development of research weather it is helpful or not. It can be seen from the
progression of the students whether they are more understanding or not. It is also to complete the validity of the data whether it is successful or not.
The indicators for improving the grammar fluency of the students in this research are reported firstly from the result of tests and records which are
24 conducted after the first and the second cycles. Secondly, it is from the result of
quesstionnaire sheets and interviewing the students. The expection of the everage score of the class is more than the standard KKM 76 points in the cycle I and
more than 80 points in the cycle II. Based on the explanation above, the purpose of doing classroom action
research in the class X Chemical Analysis students of SMKN 2 Depok is about improving grammar fluency of the students by using drills of tenses as a new
method of learning.
25
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the method and the analysis of the research. The method uses classroom action research CAR and the analysis of CAR compiles
with the response of the students in the instruments. All the components of the research comprises into research method, research participants, research
instruments, data gathering technique, data analysis technique and research procedure.
A. Research Method 1. Classroom Action Research CAR
The researcher which is also as the teacher involves in the teaching learning activity in the class. The researcher chooses this classroom action
reserach CAR based on the teaching-learning experience in that class for almost one semester. The researcher also as the teacher conducts this CAR for solving
students’ problems related to the material of learning. The researcher researches
all of the students in the class to make a better treatment.
CAR is a kind of research that is done by the teacher for improving the quality of learning process in the class. This action research helps the teachers to
solve some problems related to the scope in area of the class. This research focuses on the activity, performance, methodology, media and improvement.
The purpose of CAR is to fix and to upgrade the quality of profession practice without interruption, so that it will upgrade the quality of instructional
