researcher needed to apply the technique that can solve students‟ problems. In the pre-test, the writer asked students to choose the best choice consisted of
twenty questions.
2. The implementation of Classroom Action Research
This Classroom Action Research was held from March 27
th
up to April 10
th
2013 at XI.VII Nurse class of SMK Bina Insan Cendekia Karawaci Tangerang, there were 30 students followed this research. The writer
conducted this research into two cycles, which each cycles consists of two meetings.
1 Cycle 1
a. Planning
In this phase, the writer designed some of lesson plans as the guide of this research, selected the material, which will be used in the teaching
learning process, especially passive voice in present and past tense. Some exercises were related to the material was needed too. In addition, the
writer had prepared the post-test1 to collect the data; to know whether there are some students‟ improvement scores from pre-test to post-test.
b. Acting
This phase was conducted on March 30
th
up to 10
th
April 2013. The teacher applied the lesson plans she designed into the teaching learning
process in the classroom. First, the teacher asked the students about their feeling in learning grammar material that day, asked their interesting in
study English subject, especially passive voice of present and past tense. The teacher asked the students about the present and past tense that they
knew in a sentence and the passive voice that they have known. Next, the teacher made a part of the sentence into a smaller part in present and past
tense with analyzed the characteristics of that tenses. Then, the teacher explained about the sentence that the students made how it can be called as
present and past tense with their each pattern and how to exchange to passive form. After gave the explanation, the teacher asked the students to
make some of sentences in present and past tense in a group.
c. Observing
In this phase, the teacher as the observer observed the classroom activity by using CAR. She tried to apply the aspects that stated in the
lesson plans she designed into the teaching learning process in the classroom. The method she used is Contextual Teaching Learning CTL,
helped the students to get the idea of the material easier, because the topic she used were the happening issues at the time. Meanwhile, the class
situation was still under the control, it means that the students needed more spirit and something fresh to explain. It could be happened because
of they did not pay more attentions to the teacher when she explained; even they could not work together with their each group.
Besides the students who has little attentions, at the time there some of students who can understand and more enthusiastic with the learning
process. They can understand what the teacher said easily. After teaching learning process has done, this phase was also carried out the post-test 1
on the second action of the first cycle to measure how deep the students understanding about the material that they have learned.
Field Notes
Concerning the teaching procedures, the field notes revealed of cycle one consists of Meeting 1, Meeting 2, and Meeting 3, there were some
problems found during the teaching and learning process. First, some students still had problems, regular and irregular verb, they felt difficult
how to differ which one is V1, which one is V2. Second, some of students still busy with their phone, their conversation with the chair mate. Third,
some students also paid attention to the teacher when the material is explained. All of that can be happened because of the way of teacher
explain is boring, had not fun.
The good points also derived from the field notes. First, more students paid attention on teacher‟s explanation and feel motivated. Second, More
Students try to make some sentences that happened in their life even though not by them.
d. Reflecting
After implementing the actions, the teacher and the observer collecting the result and discusses about the conclusion of the observation. They tried
to modify the action in order to students more comprehend in grammar of the passive voice, especially present and past tense. They have to make
strategy in order the students could pass the KKM, minimal 75 of them. In the first cycle, some of students showed that they interested and
reach the KKM score, but the other students are not. So, in order to get their improvement in learning passive, the teacher and the writer decided
to continue to cycle two with the new plan.
e. Revision of the First Cycle
Based on the result of reflection stage, the writer and the collaborator concluded some revision of the first cycle. First, the students had to bring
dictionary at least one dictionary in one group in order to help them to differ the regular and irregular verb. Next, the groups were chose by the
teacher in order to all of the students want to work together. And the last, the teacher should give more examples about the material with the tragedy
that happening. All of the revision in the first cycle would implement in the second cycle.
2 Cycle 2
a. Planning
In this planning phase, the writer modified and revised the previous lesson plans based on the result of the reflecting phase in cycle 1. The
researcher still used Contextual Teaching Learning CTL as the method;
she just added some of something fresh in her lesson plans. She asked them to play game such as role-play, one of member of each group as the
teacher and the other as the students. Moreover, rewards could motivate the students to pay more attention to the material; the rewards are some
snacks or the additional score from the teacher. Besides of that, the writer still has to prepare the unstructured observation sheets to note the
classroom activity and prepare the post-test two.
b. Acting
The action of cycle 2 was implemented on April 6
th
2013. The researcher gave the students a hand out about Communicative Technology,
she asked the students to read it aloud. Then, found 2 sentences in present and past tense in passive voice form. According to the hand out, the
researcher tried to discuss with the students about the passive directly. Next, the researcher asked the students to made 6 groups in making
sentences in present and past tense in passive voice form. The group who finished earlier had to present their discussion result in front of the class.
c. Observing
The observation has done in teaching learning process involved students‟ activities and their abilities in understanding passive voice of
present and past tenses through Contextual Teaching Learning CTL. Besides, students‟ comprehend were observed by giving assignment in the
last cycle. At the beginning of lesson, the students felt more interesting than
before. It could be seen from their spirit in greeting, most of them were enthusiastic to answer some questions given. It showed that grammar
lesson is not always boring. Furthermore, when they were given exercises by the teacher, they did it individually without cheating one another.
Finally, in the second action of cycle two, she held on post-test 2 regarding students‟ understanding of passive voice of present and past
tenses. Based on the result of the post-test 2.
d. Reflecting
In this phase, the teacher and the researcher have an evaluation of acting in cycle two. They concluded that the students felt more interesting
and excited in learning present and past tense in passive form by using Contextual Teaching Learning CTL. They could imagine the sentence
based on the tragedy was happening at the time, especially in their daily life. CTL made them more interactive and cooperative with their group of
work. In this cycle, show that games and reward can help the teacher to pum
p the students‟ motivation in learning passive voice.
The Result of Field notes
The result of field notes showed the better points of the students. In the first meeting showed that: first, more students pay
attention to the teacher that explained them about the passive. Second, the students want to work together even though with not
their close friend. Third, the students easier to imagine the happening situation into a sentence. And the last, the students
enthusiast to come forward and write down their own sentences then explain it to their friend in front of the class.
3. The Discussion of Data after Classroom Action Research CAR
