CHAPTER IV RESEARCH FINDING
A. The Description of Data 1. Before Implementing the Action
a. The Result of Interview
The interview was conducted on Wednesday, 12
th
of August, 2010
. The writer gave ten questions around the problem of students‟ grammar knowledge faced in term of Simple Past Tense and her usual
approach in teaching grammar, especially in Tenses. According to the teacher, Simple Past Tense became one of the
problems faced by eighth grade students of SMP IT Annajiah Cibinong. When the students were in seventh grade, they had been
introduced with Simple Past Tense, so that the teacher knew well about the problem itself. Most of the students had difficulty to make a
sentence in the form of Simple Past Tense. That was because they didn‟t have any idea whether they must use regular or irregular verb. In
addition, they also had lack Irregular verb knowledge. Concerning with the teacher‟s usual way in teaching Tenses,
she told that she used to use deductive approach in teaching Tenses included Simple Past Tense. She always started from the basic pattern
of Simple Past Tense and then moved to give the example.
b. The Result of Observation
The observation was carried out on Wednesday, 25 of August 2010. It was started form 7.30 up to 8.45. Since the observation is
aimed to observe the teacher‟s way of teaching grammar and the students‟ attitude toward the teaching itself, the observation was done
when the teacher taught preposition.
There were 28 students in the class, 10 were females and 18 were males. Since the seat of the male and female students was
separated, the researcher could see clearly the difference between male
and female‟s attitude toward the teaching and learning process. The female students tended to be quiet and passive in the class. On the
other hand, the male students were active but talkative. Some of them looked listening to the teacher‟s presentation, but most of them chatted
with the other friends, drew something, or even slept. When the students who didn‟t pay attention to the explanation were asked
something related to the material and they could not answer it, she gave them punishment by sticking the eraser to their cheeks. As the
result, the students list ened to the teacher‟s explanation just for the
time being and backed to the previous activities again. The teacher tended to dominate the teaching learning process.
She took almost one hour to present the material, and left only fifteen minutes to let the students did grammar practice. Moreover, the teacher
asked the students to do student‟s handbook LKS for the grammar practice. It seemed to make most of the students got bored and ignored
it. As additional information, she told that she used to use the handbook for every learning practice in the class.
c. The Result of Pre-Test
The pre-test was carried out on Tuesday, October 12
th
, 2010. It was started from 8.15 until 8.45 for doing thirty items. It meant that the
students had one minute for each item. From the pre-test result, it found that only five students or
16.42 who could pass the Minimum Mastery Criterion KKM. Furthermore, the average score of the pre-test was only 45 with the
highest score was 76 and the lowest score was 23.
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
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