of action success was 70 passed the Minimum Mastery Criterion KKM students. Based on the observation on students‟ score
result, most of the students got the problem on the items in the term of determining the using of „waswere‟ and „did‟. Besides that,
most of them also did the mistake in answering the distracter items in the term of the Present Continuous, the Present Future, and the
Simple Present. Since both the observation and the test result indicated that
the action in first cycle did not achieve the action success yet, so the teacher and the writer had to move to the next cycle.
b. Cycle 2 1. Planning
The planning phase of cycle 2 was started from making lesson plans. The lesson plans were made based on the result of
reflecting phase done, so that the writer modified the lesson plans to make the teaching learning process was on the same line with
the problem occurred. Furthermore, preparing teaching material was also done in this phase. The teaching material itself included
information- gap worksheet by the title “My friends‟ Activities
Yesterday” and recount text by the title “Maya Gazali”. Besides that, the writer also managed for the Irregular Verb List given to
the students.
2. Acting
Acting phase in cycle 2 was conducted on 26
th
and 27
th
of October 2010. In acting phase of cycle 2, the acting was still
divided into two sections: presenting section and information-gap section. However, in both sections the teacher did several changes
concerning with teaching learning process.
In presenting section, the teacher gave the emphasis to the differences between verbal sentence and nominal sentence in the
Simple Past Tense. The teacher explained when the students should use „did‟ and when students should use „waswere‟. Besides that,
the teacher emphasized the differences of the Simple Past Tense among the other Tenses the Present Continuous, the Present
Future, and the Simple Present that had been learned before based on the characteristic of the verb agreement and the adverbial of
time. Furthermore, the students were still presented the Simple Past Tense inductively by analyzing the form of the Simple Past Tense
based on the examples given. The students also had to recall 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 still did substitution drill by the teacher‟s
guiding with limited time. The teacher distributed regular and irregular verb list and gave the students reading texts which were
used by them to determine the irregular and regular verbs stated from the text. Moreover, the students wrote five examples of verbal
sentence and nominal sentence 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 “My friends‟ Activities Yesterday” 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 did information-gap activity as previously pointed in
chapter 2. Different with the first cycle, the students did Information-Gap activity with their pairs in front of the class.
When one pair did the activity in front of the class, the other students had to make five examples of verbal sentence and nominal
