c. The Result of Pre-test
The writer conducted the pre-test for the eleventh grade students in SMAN 7 Kota Bekasi on Friday, 23
rd
September 2016. It was started from 13.00 - 13.45 pm. The aim of pre-
test is to measure the students‟ understanding about conditional sentence in type III and see how far that
they have already comprehended about the material. The test consisted of 20 questions in multiple choice. Based on the
result of pre-test, the mean of the pre-test was 59,74. From 39 students, there were only 9 students who passed the minimum mastery criterion
KKM. It meant that there were 9 students who got the score above KKM 75, but the others 30 students got the score below KKM. It did not fulfill
the available criterion. In the percentage, there were only 23,07 who passed the KKM. Based on the result above, the writer concluded that
most of the students did not understand yet or their ability in using conditional sentence in type III was still low.
2. Findings in Cycle 1
This research has two cycles which consist of four phases for each cycle. There are planning, acting, observing, and reflecting. The writer will
explain each cycle based on the research that was conducted together with the teacher as an observer.
a Planning
In this phase, the writer made a lesson plan for a few meetings.
It was designed based on the students‟ need. The lesson plan contained about the teaching material, teaching procedure,
exercise, and also the evaluation. It was also corrected by the teacher in order to make the learning process run well. The writer
also made another instruments such as pre-test, it was done at the beginning of the meeting, in order to know about how far the
students have already comprehended about the material of
conditional sentence. Also, the observational sheet had been arranged in o
rder to know about the the researcher‟s preparedness in conducting the research, such as her performance. the sudents‟
response, and also the situation of the learning process. Besides, the field note was also provided. The aim is to fill the lackness item
which was not provided in the observational sheet. The last, post- test was also made in this phase in order to test whether the action
research has been already succeeded or not, and give any improvement or not. It was done at the end of each cycle.
b Acting
The second phase of action research is acting. The first meeting was conducted on Friday, 23
rd
September 2016. During the learning process, the writer tried to implement the learning
activities based on the lesson plan that was made before interestingly.
The writer started the class by presenting some pictures which was projected to the screen. Some pictures described about a
couple of son and father who was regretting their past. The writer started by giving a leading question,
“what would you have done, if you had become the boythe father?
”, The writer delivered the material by exposing the students with the familiarity of what is
conditional sentence through the nature of speaking interactively. The students not only talked by using their own answer, but also
they had to repeat the other‟s opinion and after that continued to their own answered. It looked like a chain of sentences. The aim
was to make them felt aware with the others‟ answer and they could learn to produce a new statement from their own conclusion.
So, they also could learn in correcting their friends.
The next, the writer also used a kind of video which was related to the previous pictures. The video told about a relationship
between a son and father who had a kind of misunderstanding in the past. From then on, the students were given a big question to
answer and pretend as a character in that video. They learned the context first, by knowing that it happened in the past and it was not
real for them. At the second meeting on 26
th
September 2016, On that occasion, the writer divided the students into eight group. They had
to work together with their team to discuss and answer the question correctly. The writer gave a big paper which consist of a big table,
there were four column on that paper, some of the number were still blank. It contained of four types of conditional sentence. There
are zero, first, second, and third type of conditional sentence. They had to fill the blank space of the conditional sentence in a different
type. Under the limited time, they must fill all the blank sentence with a correct conditional sentence
The third meeting was done on 29
th
September 2016. On that day, the teacher gave a short story in a dialogue. As usual, they
worked in a team and they got an assignment to underline some conditional sentence in each type. After that, every team had a
chance to ask another group for changing sentence with another form of conditional sentence directly. The writer asked the students
not only to listen to someone‟s answer but also they must give their response. It could be a correction, comment, ideas, or thought
about it. The one who could answer all of the questions correctly got an additional point from the teacher.
c Observing
The third phase of action research is observing, In this phase, the writer observed all of activities that were implemented
during the learning process. She also observed about the students‟ response, learning situation in the classroom, and the
evaluation.For the first time it seemed so hard to engage the students‟ concentration well because all of students looked so tired
and sleepy after finished their exercise in physical education sport in the mid afternoon, but she tried to make the class live
interactively. According to the teacher, all of the steps were good
enough, but a little things should get a full attention too. Such as, gave a notice for students about the material that was delivered, for
example an emphasizing that all of the sentences were type III. So the students could be aware of using the conditional sentence.
For the first meeting,the students gave a response enthusiastically, there were only 5 five students at the back row
who did not want to show their willingness in learning, they just seemed busy with their gadget, but the others answered the writer‟s
question. Some of them answered that they would have changed their past better by appreciating parent, helping, be more caring
and so on.When a student told about the answer, the other audience were not only listen but also gave their response about it. Some
students told that they were agree or disagree with other‟s opinion in answering that question. It made the situation of learning
activity live interactively because almost all of the students paid attention with the learning activity on that day.They also gave a
response with a various statement and opinion, but the systematical arrangement of the sentences were still disorganized. They could
not use an appropriate type of conditional sentence based on the context.
Next, some mistakes also happened in answering the question through conditional sentence type III. They got confused
in using the past perfect for the if clause, some of them often used
simple past tense, but on that occasion there were 3 three female students who were right in answering that question. This situation
gave a challenging nature for them in using and understanding the correct conditional sentence in type III because they saw their
friend got an additional score when they could answer correctly. In the second meeting, the learning process could be run
better, the writer could get the students‟ attention during the lesson.
The students were more neat and ready in learning English on that day than the previous meeting.They also made a good cooperation
in a team work, and learned to correct the right things to each other. They did a peer correction to check whether their answer
were exactly right or not. Eventhough, there were eight students who still kept silent during the learning process, the rest of the
students want to communicate interactively. The students seemed so enthusiastically in doing that exercise, some students dicussed
and concluded the answer by their experience in answering the question. All of the students worked together to finish that task, but
the others, some of them still used a dictionary to check the verb in present, past, or in past participle.
The third meeting showed that the students could understand well because they had to fill the blank space of each
type. The problem which appeared was the students‟ absence. On that day, there were 10 students who could not join in the class
because they took part in a volley ball, and futsal competition. So. the member of the class were not complete, but the learning
activities were still run based on the lesson plan that was made before. The last thing that the writer was given to the students was
a post-test, the writer also gave a post-test for students, in order to know about whether it was already successful or not. Based on the
result of post-test 1, there was only 15,13 point improvement from pre-test to post-test. The mean score of pre-test was 59,74 and
post-test 1 was 74,87, there were only 9 students who passed the test with the percentage of 23,07.
The observation
was also
conducted through
a observational sheet for the first cycle. It was used to know about
the students‟s response to the teacher explanation, involvement in group, interaction between a student and each other, how they
could be discipline and diligent. Based on the analysis of the observation sheet at the first
cycle, the result of the first meeting, 12 students did not pay attention at all score 1 with the response
to the teacher‟s explanation, then for the second and third meeting there were no
students who did not pay attention at all. Next, 15 students still did not pay attention to the learning activity score 2 in the first
meeting, then in the second meeting the total students decreased into 5 students, and for the third meeting there were no students
who did not pay attention. There were also some students who did not really pay attention to the learning activity score 3 at the first
meeting, there were 11 students, For the second meeting, 24 students and the third meeting 15 students. Then for there was a
student who paid attention seriously and doing an interaction in learning activity score 4 in the first meeting, whereas 10 students
paid attention really seriously in the second meeting and for the third meeting 24 students.
The next aspect of the rubric was the involvement in a group. 25 students did not involve in a team work score 2 for the
first meeting. In the second meeting, 4 students still did not involve in a team work, whereas at the third meeting there were no students
who did not involve. There were 13 students who involved in a team work but a little bit quiet score 3 for the first meeting. 30
students at the second meeting and 19 students at the next meeting.
Then, there was a studentwho want to involve in a team work actively score 4 and 5 students at the third meeting.
The next aspect was about Interaction between student to each other. 20 Students did not communicate and give response to
each other score 2 at the first meeting. Then, 19 students were seldom to communicate with each other. score 3 at the beginning,
in the second meeting 34 students and the last meeting were 22 students. The improvement happened in the second meeting, there
were 5 students who want to communicate and give response to each other interactively. score 4. In the third meeting, 15 students
and 2 students who want to communicate very interactively, score 5.
The next aspect was about discipline, at the first time there were 13 students who were not really well-prepared for entering
the class. score 1. Whereas, 17 students were still not prepared score 2 in the beginning and the second meetin 7 students. There
were also 9 students who were well-prepared at the first meeting, 33 students at the second meeting and 28 students in the last
meeting. In the third meeting there were 11 students who were well-prepared.
The last aspect was about dilligence, there were 31 students who seldom to do a taking note. score 2. There were also 8
students who want to do a taking note for the first meeting. At the second, there were 24 students and 27 students at the third meeting.
score 3. Then, 15 students want to show their willingness enthusiastically by taking note. score 4 and a student show his
willingness very enthusiastically at the third meeting. score 5.
Table 4.1. The Result of Index Observation Sheet
Meeting Questions Aspects of Observation Sheet Index
A B
C D
E
1 40,51
Enough 47,69
Enough 49,74
Enough 37,94
Bad 44,10
Enough
2 62,56
Good 60,51
Enough 62,56
Good 57,94
Enough 67,69
Good
3 72,30
Good 70,25
Good 69,74
Good 65,64
Good 68,71
Good
d Reflecting
The last phase of cycle 1 in Classroom Action Research was reflecting. In this phase, the writer and the teacher concluded
and reflected about the result of cycle 1, and also about how far the students have already comprehended enough. They decided to
continue this action research to cycle 2 because not all students could get the criteria of minimum standard, based on the result of
the post-test 1 there was only 53,84 who passed the criteria of minimum standard KKM. Whereas the standard was 75 . There
were also some reasons why the cycle continued to the next cycle, these are the descriptions :
When the learning process happened, there were still some students who kept silent in a team work, and they did not
interact communicatively. Some of them still felt shy, and the others did not care with the learning activity on that
day. They prefer to talk with their chairmates and play with their gadget than to participate on the learning activity on
that day.
In the third meeting there were some students who did not attend the class so they missed the meeting and made the
result of the post-test 1 was low. There were some students who could not differentiate in
using the second type of conditional and the third type of conditional. The mistake often happened when they
produced the main clause. For example, “if they had not
come to the class, they would not know about the material
of the lesson on that day”. They dismissed the main clause, the right one would be
“ if the had not come to the class,
they would not have known about the material of the
lesson on that day”. The students still seemed confused in using the right main clause in the third conditional
sentence.It became one of the reason why the cycle should continue to the cycle 2.
They needed more practice and exercise in order to make the students could use the conditional sentence in type III
interactively by indicating that they could use it automatically.
The result of the observation sheet at the first cycle was
Enough and Goodfor each meeting, the teacher and the
writer agreed that the students could improve their ability
into Good or Very Good by doing the next cycle into cycle
two. Based on the reflecting phase above, there must be an effort to
continue the next cycle into cycle 2.
3. Findings in Cycle 2
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