students; there was 90.32 students who derived the KKM 75. It means, the writer
and the teacher’s action was successful to improve s
tudents’ understanding of passive voice present continuous tense. Therefore, the writer and the teacher decided to
stop the CAR, considering to the teacher and the writer agreement that the action called success if there was 70 of students could
achieve the KKM. Based on the result of the reflection, the writer and the
teacher concluded that teaching passive voice of present continuous tense through arrange word game that was implemented
in CAR was very effective.
3. After Implementing the Action Research
The description of the data after implementing the action consisted of three parts. Those were the result of post interview, the result of post questionnaire, and
the result of post test.
a. The Result of Post Interview.
The post interview was carried out on Friday, 13
th
May 2011. The post interview was conducted to know the teacher
’ responses related to the use of arrange word game
in improving students’ understanding of passive voice present continuous tense. Here, the writer asked 6 questions related
to the use of arrange word game in improving students’ understanding of
passive voice present continuous tense. The six questions were divided into three general categories. Those were the general condition of the
classroom after CAR, the difficulties of using arrange word game during CAR, and the strategy had been use to solved the problems.
For the first category, the teacher mentioned that the general condition of the class during CAR was better than before. It could be seen
from the students’ activities during CAR. Almost all students in the class
seem very happy and active during teaching learning process, the student
more understand the material than before. Besides of that, the students who understood the material were better, it was proven from the outcome
of post test 2, that almost 70 students’ score could pass the KKM.
The second category is about the difficulties of using arrange word game technique during CAR. Related to this category, the teacher said
there was not problem in using this technique. But, she told that she had a difficulty in managing time.
Related to the last category, the teacher mentioned that she had some ways that had been tried to overcome the problem. The teacher tried
to use time keeper in order to make teaching learning process run efficiency.
b. The Result of Post Questionnaire.
The post questionnaire was delivered on Friday, 13
th
May 2011, and the questionnaire consisted of fifteen 15 statements. The
questionnaire was used to know students ’ responses related to the use of
arrange word game in improving students’ understanding of passive voice
of present continuous tense. The questioner covers three categories: the students response in teaching learning process question number 1- 4, the
second categories was the students’ understanding of passive voice present continuous tense question number 5- 8, the last categories was the
effectiveness of arrange word game in teaching learning process. question number 9- 15. The following table was the result of the questionnaire
after CAR:
Table: 4.7 The Result of Post Questionnaire
No Students’ answer
The Result of Student’s answer Yes
No
1
Students like the material of passive voice of present continuous tense
21 67.7
10 32.3
2
The teaching learning process was
easier to
understand
than before
the implementation of arrange word game
26 83.9
5 16.1
3
The students felt motivated in teaching learning process after the implementation
of arrange word game
17 54.8
14 45.2
4
The strategy was suitable with the students’ expectation.
29 93.5
2 6.5
5
The students could remember the formula of passive voice present continuous tense
easier than before.
17 54.8
14 45.2
6
The students could do the exercise of passive voice present continuous tense
easier than before
28 90.3
3 9.7
7
The students ability in making the sentence was better than before the
implementation of arrange word game
31 100
8
The students could make sentences of passive voice quickly and easily after the
implementation of arrange word game
21 67.7
10 32.3
9
The Students prefer arrange word game technique than the teaching technique
before the implementation of arrange word game
29 93.5
2 6.5
10
Arrange word game technique made
28 90.3
3 9.7
students more active and creative in learning English
11
Students used the opportunity to give question
8 25.8
23 74.2
12
The students are
able to do the tasks assigned by teachers individually after
the
implementation of arrange word game
25 80.6
6 19.4
13 Arrange word game makes students happy and easy to understand lessons
29 93.5
2 6.5
14 The students feel more enjoy in learning
passive voice
present continuous tense
than before the implementation of arrange word game
22 71
9 29
15
The strategy could help the students to implement the material in their daily life.
22 71
9 29
In analyzing the result of post questionnaire, the writer used the formula which used in analyzing the pre questionnaire. The following is
the formula:
P = the percentage f = frequency of the percentage is being calculated
N = number of cases Relating to the first statement it is known that 21 students 67.7
were like the material of passive voice present continuous tense after using Arrange Word Game. And there were 26 students 83.9 who felt that
the teaching learning process was easier to understand than before implementing arrange word game. Next, related to the third questions 17
54.8 students felt motivated in teaching learning process. Beside of
that 29 students 93.5 stated that arrange word game was suitable to teach passive voice present continuous tense. Then, 17 students 54.8
stated that they could remember the formula of passive voice present continuous tense easier than before. and also 28 students 90.3 were
agreed that they could do the exercises passive voice present continuous tense easier after implementing the arrange word game in the teaching
learning process. Next, according to the seven statements, all students 100 realized that their ability in making sentence by using passive
voice present continuous tense was better than before the implementation of arrange word game. And in the statement number eight, 21 students
67.7 could make sentences of passive voice quickly and easily after the implementation of arrange word game. Then in the statement number nine,
29 students 93.5 prefer arrange word game technique than the teaching technique before the implementation of arrange word game. Next, 28
students 90.3 agreed that Arrange word game technique made students more active and creative in learning English. But related to the statement
number eleven, there were only 8 students 25.8 who used the opportunity to give a question. In the question number twelve, 25 students
80.6 are able to do the tasks assigned by teachers individually after the implementation of arrange word game. In the question number thirteen 29
students 93.5 agreed that arrange word game makes students happy and easy to understand lessons. The question number fourteen stated that
22 students 71 felt more enjoy in learning passive voice present continuous tense than before the implementation of arrange word game.
And the last, 22 students 71 agreed that the arrange word game help them to implement the material in their daily lives.
According to the data of the post questionnaire above, the writer would like to give some explanations. From the table above it could be
seen that most of students are respond the action positively. Beside that the data shown the improvements compared with the questionnaire before
CAR.
c. The Result of Post Test.
