50 fluency when interacted in class. The weakness of this first cycle was about
unreachable target of students’ interest in learning as the main achievement indicator of the research. The use of drills of tenses would be researched deeper in
the cycle II.
2. Cycle II a. Planning
In this cycle II the planning of the subject was focused on the understanding the drills of tenses. To reach the target, there were some the
students’ result and reflection from cycle I which was fixed. Some focuses of the planning were about increasing the students’ interest in learning drills of tenses,
improving students’ self-learning and giving additional points as rewards being active in the class.
b. Action
The second cycle was held on April 20, 2010. It still implemented the first lesson plan about the drills of tenses . The students still learned the given material
about tenses. The students then were asked to explain what they had learned. For the students who answered the oral questions from the teacher correctly got
additional scores and compliment from the teacher.
a. Observation
The process of this step focused on the observation of the teacher and the students’ activities, the students’ grammar fluency records, the students’ learning
mastery of cycle II and the result of achievement goals in cycle II.
51 In the cycle II the researcher also evaluated the research to see the
effectiveness of the method by interviewing 8 students to find out the students’ opinions, difficulties and their suggestions about the learning process. From 32
students who answered two open-ended questions in the questionnaire sheets, 29 students said that drills of tenses were useful and effective way to learn. All were
based on their experience when learning. In the cycle II the researcher interviewed 8 students and the results of it
were as follow: 1
From all students being interview, all said that the drills of tenses were not difficult to learn. Most of them said that they were really happy and liked to
have supplementary materials for learning.
2 The students were more interested to learn the new method from the teacher
because the creativity of the teacher to make drills of tenses increasing the students’ willingness to learn. The students said the materials was short
enough, the contents were easier to remember briskly and did not get bored to
learn.
3 Most of the students liked to practice verb-lists of present and past participles
V
I
, V
II
and V
III
into the drills method. The students answered spontaneous questions because they directly practiced pronunciation. Although some of
them were still nervous to answer the direct question and some were afraid of saying wrong answer, the students showed their courageous to participate in
class performance.
52 4
All the interviewed students liked to learn English grammar by using some table and lists of verbs. The reasons were 1 they felt happy because they were
no need to open the dictionary over and over, 2 they felt not difficult to memorize because the form of tenses were simple and brief and 3 helpful
when the test day coming.
5 The suggestions from the students are 1 the tenses should be added not only
five basic tenses, 2 the questions of drills are needed to be varied and 3 the use of drills of tenses can be used for the next generation students which mean
the first grade students next year. a The observation checklist of the teacher’s and the students’ activities in
cycle II
There were also two tables showed about the observation result of the teacher’s and the students’ activities. The form was the same as the checklist. The
first table explained the teacher’s do when implementing the research. Meanwhile, the second table checked the students’ do when getting the materials and the drills
of tenses in the class. The list of goals for the teacher were more specific, such as at the first, the
teacher started the lesson and did warming-up about five basic tenses to remind. The second, the teacher explained the aims of teaching and concepts about drills
of tenses to gain more understanding about tenses patterns. The third, the teacher remained the students about tenses and its forms by using table and verb-list. The
fourth, the teacher conducted some direct questions as oral test by adding points for students and the last the teacher gave reinforcements and daily test.
53 The lists of goals for the students were also made more specific, such as
first; the students followed the learning process by practicing drills and tenses. The second, the students paid attention to the teacher’s explanation and practiced
the drills of tenses. It would see the students being-motivated, brave and active or not to answer oral questions. The third, the student got additional point for
correcting the answers. The last one, the students collected some notes for important points and following the daily test.
b The students’ grammar fluency records in cycle II
This grammar fluency records was used for observing students’ development in the cycle II. There were some explanations for these records. The
specific information was suggested on the table in the appendix F, page 128. As in the first records in cycle I, it used drills response and oral questions
to see student’s improvement. There were 15 oral questions, 5 questions about regularirregular verbs and 10 questions about sentences of the tenses. From 15
oral questions, there were 32 students who involved answering directly. The students got 35 points for correct answers, 10 points for incorrect answers and 0
points for no response. This was the record of the students when carrying out the second oral test. It was to train their grammar fluency when pronouncing orally.
The documentary of the observation about the students’ results which were: 1
There were 7 students 25 students are active who did not get involved in class such as raise hands to answer and even to ask.
2 From drill test in class, 32 students active answered the questions and got
involved in class performance. There are 22 students who got the additional
54 points and 10 students still had mistakes. The questions for test were 15
numbers. 10 numbers were tenses with 3 points each and 5 are regularirregular verbs with 1 point each.
3 From written test, 32 students finished 30 questions. There were 10 questions
filling the blank in the sentences 1 point, 5 questions multiple choices 1 point, 10 questions filling the blank dialogue 1 point, and 5 questions
jumbled sentences 5 points.
c The students’ learning mastery in cycle II
The learning mastery of the students showed in cycle II. There are 32 students were more than the standard of Kriteria Ketuntasan Minimum 76
points. Based on the result of the students’ learning mastery, the mean score of 32 students was 82, 19. It completed the completeness of the learning about
100. The table below showed the achievement goals in cycle II. Variables Instrument
Achievement Target
The first description
The last result
Expln.
Interest Questionnaire Higher rate
≥ 90 Lower rate
Based on the
observation, many
students not really like
doing Higher
rate ≥
90,62 Reached
the target
55 tenses tasks
Drills for grammar
fluency Half of the
students in class
involved ± 18 students
Few students are
active in class 4 – 5
students who often
asked From the
record which
are 32 students
who involved
in learning
activities. Reached
the target
Achievement Variables
Tests and quizzes
The average score ± 80
The average score 73,25
The average
score 82,19
Reached the target
d. Reflection
