The Method of the Research The Design of the Research

G. The Procedures of Classroom Action Research 1.

Planning There are four points done in planning phase. The planning starts from observation to SMP IT Annajiah Cibinong while teaching learning grammar is carrying out. After observing, the planning moves to make lesson plan based on the syllabus used. Moreover, making research instrument including test and observation form both for teacher and students are done in this phase. The last one is preparing teaching material including irreguler verb list and information- gap worksheet.

2. Acting

As stated in the method of the research above, the writer collaborates with the English teacher. It means that in acting phase, the researcher as observer observes the teacher, the students and the activity of teaching learning process. On the other hand, there are three main points done by the teacher in acting phase. They are giving test pre-test and post test, conducting information-gap activity, and giving the understanding of Simple Past Tense based on information-gap worksheet given to students. Since teaching and learning period for Simple Past Tense is limited, the writer and the teacher sets two actions for each cycle.

3. Observing

Observing phase is conducted while the acting is being carried out, so that both of them are done at the same time. It is completely done by the writer as observer by noticing the activity, filling in the form of observation and taking otes elated to tea he s pe fo a e, stude ts eha io a d stude ts feeli g expressed. At last, the outcome of the observing becomes one of the parts that is used in reflecting phase.

4. Reflecting

Reflecting is done in the end of each cycle in which the process of analysis, synthesis, and evaluation are done. The three prosesses are conducted toward the result of observing, test, and worksheet done by the students. After analyzing the result of those three things, the researcher with the teacher does synthesis by combining them into a whole and evaluating by assessing an idea of the quality of teaching learning process that is carried out. Moreover, in this phase, the teacher tells the writer as observer which part that seems to be well performed and which one that is not, and vice versa. At last, the result of reflecting is aimed to perfect the acting of next cycle.

H. The Technique of Data Collecting

The instrument in this research uses qualitative data and quantitative data. Qualitative data is taken from interview and observation. However, qualitative data is taken from pre-test and post-test.

1. Interview

The interview used is semi-structure interview in which for this sort of interview the writer can find the problem by asking the informant related to her opinion and ideas. Semi-structure interview is used because to find the problem and ask the opinion deeply since the writer can be freer to improvise the question list. The interview is conducted with the teacher before and after the research is carried out. The interview before the research is conducted to know the problem faced by the students concerning grammar and their insight toward teaching grammar. However, the interview after the research is conducted to know about her view toward teaching grammar through information-gap activity that has been done.

2. Observation

The observation used is participant observation in the role of passive participation. It means that the observer is present at the scene of action but does not interact or participate. The observation is carried out by using both the form of observation as a guideline during the research and field notes as an additional data. According to Spradley, there are nine elements as the object of observation: space, actor, activity, object, act, event, time, goal, and feeling. 52 In this case, the researcher chooses the object of the observation around three main elements: the actor including teacher and students, the activity i ludi g tea he s pe fo a e a d stude ts attitude i doing information-gap activity, and the feeling including the emotional felt and expressed by the students concerning the use of information-gap activity.

3. Test

The tests used in this research are pre-test and post-test. Pre-test is carried out before information-gap activity is applied. However, post-test is carried out after the implementation of information-gap activity in the end of each cycle. Both pre-test and post-test are presented in the form of multiple choices.

I. The Technique of Data Analysis

Since there are two kinds of data collecting, the technique of data analysis is divided into two different ways. For the qualitative data including observation and interview are analyzed by using Miles and Huberman Model which consists of three steps: reducing the data taken from the result of instrument of the research, displaying the data in the form of systematic sentence and narrative text, and the last drawing conclusions. 53 However, the quantitative data is analyzed by descriptive statisti , i hi h the esea he atte pts to get the a e age s o e of stude ts grammar test, the improvement of stu de ts “i ple Past Te se s o e, a d the percentage of the students get 70 score and above. The following is the analyzing of the quantitative data by using statistic descriptive: The fi st step is a al zi g the a e age s o e of stude ts g a a test i each cycle, the researcher uses formula: 54 52 Sugiyono, Memahami Penelitian Kualitatif, Bandung: Alfabeta, 2005, pp. 68-69. 53 Sugiyono, Memahami Penelitian Kualitatif, Bandung: Alfabeta, 2005, p.91 54 Sudjana, Metoda Statistika, Bandung: PT. Tarsito, 2002, p. 67.