was used by the researcher to assess how much the improvement of the action was.
4 Reflecting
At this phase, the researcher reflected the overall learning process considering the results of the observations. By reflecting, I could make a strong decision whether
a replan was truly needed or not.
2.6 Research Procedure
A set of actions to conduct the research in class XI D-AP was as follows: 1
Planning At this phase, the researcher identified the actual problem arose in the class of the
subject of the study which was class XI-D AP during the teaching practicum, asked for permission to do the research at PGRI 2 Private Vocational School
Salatiga, discussed the research schedule with the English teacher, and then seriously prepared the lesson plans, teaching materials, teaching media, identity
card for students, observation sheets, test items, and questionnaires. These provisions were used for conducting the research.
2 Acting
After planning, the study was conducted in class XI D-AP through two 2 cycles to know the students‟ improvement in mastering the simple past tense. The
researcher gave a pre-test and reviewed the lesson on the first meeting. On the second meeting, the researcher checked their understanding of the simple past
tense by using group grid technique as well as explaining and reviewing the
lesson again. The students were asked to fill in the grids with the information provided on group grid task 1, after that they played Chinese whispers 1. On the
third meeting, the researcher asked students to do the group grid task 2. The researcher guided them and helped them comprehend the materials by answering
their questions when they faced any difficulties as long as they did the group grid task. On the fourth meeting of cycle 1, quiz 1 as the formative test 1 will be given
to students after they played Chinese whispers 2. Until these steps, cycle one could be said was done. When the researcher still found any weaknesses of
teaching and learning process based on the results of the observations with the assistance of four observers during cycle one and the personal reflection of the
whole teaching and learning process, in addition, some students still got the scores below 72 which was the English standard of minimum completeness KKM for
the School-Based Curriculum or the 2006 Curriculum KTSP, three more meetings were needed to do the activities in the second cycle or cycle 2. Those
will be the consideration or the reason why the researcher had to conduct the cycle two starting from giving the treatments again, giving quiz 2 or formative test 2,
and giving post-test at last. 3
Observing During the acting phase, the researcher asked the English teacher, Mahmud
Yunus, S.Pd. and three friends of mine named Cahyani Karyaningtyas A.Md., Kharisma Hidayat S.Pd., and Monica Damayanti to observe the teaching and
learning process of each cycle and write it on the observation sheets. Moreover, the researcher also gave the questionnaires to be filled in by the students anywhere
and anytime to gather their opinions about the applied treatments in their teaching and learning processes. The collection of the questionnaires should not be more
than April 29
th
, 2015. 4
Reflecting At last, the researcher evaluated the whole teaching and learning process to know
whether or not students‟ mastery of the simple past tense improved, and to decide whether a repetition of the cycle was needed here. The resercher used the data
obtained from the test, observation sheet, and questionnaires to reflect on the teaching and learning process.
From the previous explanation of the research procedure, the schedule of the research could be seen in the following table.
Table 3.1 Research Schedule
Activity Date
Giving Pre-Test
Cycle 1 Cycle 2
Giving Post-Test
Giving Treatments
Giving Quiz 1
Giving Treatments
Giving Quiz 2
March 18
th
, 2015 X
March 24
th
, 2015 X
March 25
th
, 2015 X
March 31
st
, 2015 X
X
April 1
st
, 2015 X
April 7
th
, 2015 X
April 8
th
, 2015 X
X
2.7 Research Variables
