By the criterion: g- high
: g score 0.70 g- medium
: . ≥ g s o e ≥ .3
g-low : g score 0.30
J. The Validity of Data
The validity of data refers to the credibility of the data being used. According to Borg and Gall in Wiriaatmadja, there are five criteria of validity in Classroom Action
Research: Outcome Validity, Process Validity, Democratic Validity, Catalytic Validity, and Dialog Validity.
56
Furthermore, Luther in Arikunto submits four kinds of validity, which are Face Validity, Triangulation, Critical Reflection, and Catalytic Validity.
57
Based on the viewpoints above the researcher chooses Outcome Validity, Dialog Validity, and Critical Reflection as the criteria of the validity in data collecting.
Outcome Validity is taken from the result of the test in each cycle. Dialog Validity refers to the discussion and analysis between the researcher and the teacher as a
collaborator to agree on the decision of intervention and suitable alternative intervention based on the outcome of the research in the reflective phase. The
Critical Reflection refers to plan and arrange each cycle of Classroom Action ‘esea h to i p o e the ualit of stude ts aste .
K. The Criteria of the Action Success
Based on the agreement between the researcher and the teacher who is know well
a out stude ts ge e al skill in English, the criteria of being success in this classroom action research is the 70 achievement of Minimum Mastery Criterion,
Kriteria Ketuntasan Minimal KKM, which is seventy. It means that a student is o side ed to su eed if heshe gets ≥ s o e of 70. In addition, the number of
students who get that score have to reach 70. When the students can reach these criteria, the cycle is stopped. However, if they do not reach them yet, it means that
the students, the teacher, and the researcher must move to another alternative action in the next cycle.
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Rochtiati Wiriaatmadja, Metode Penelitian Tindakan Kelas: Untuk Meningkatkan Kinerja Guru dan Dosen, Bandung: Remaja Rosdakarya, 2006, pp. 164-167.
57
Suharsimi Arikunto et.al, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009, p.128.
CHAPTER IV RESEARCH FINDING
A. The Description of Data 1. Before Implementing the Action
a. The Result of Interview
The interview was conducted on Wednesday, 12
th
of August, 2010
. The writer gave ten questions around the problem of students‟ grammar knowledge faced in term of Simple Past Tense and her usual
approach in teaching grammar, especially in Tenses. According to the teacher, Simple Past Tense became one of the
problems faced by eighth grade students of SMP IT Annajiah Cibinong. When the students were in seventh grade, they had been
introduced with Simple Past Tense, so that the teacher knew well about the problem itself. Most of the students had difficulty to make a
sentence in the form of Simple Past Tense. That was because they didn‟t have any idea whether they must use regular or irregular verb. In
addition, they also had lack Irregular verb knowledge. Concerning with the teacher‟s usual way in teaching Tenses,
she told that she used to use deductive approach in teaching Tenses included Simple Past Tense. She always started from the basic pattern
of Simple Past Tense and then moved to give the example.
b. The Result of Observation
The observation was carried out on Wednesday, 25 of August 2010. It was started form 7.30 up to 8.45. Since the observation is
aimed to observe the teacher‟s way of teaching grammar and the students‟ attitude toward the teaching itself, the observation was done
when the teacher taught preposition.
There were 28 students in the class, 10 were females and 18 were males. Since the seat of the male and female students was
separated, the researcher could see clearly the difference between male
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