be use more than one cycle in case of the learning problem unfinished yet. Then, the researcher will be use the same concept for the second cycle and so on.
1. Planning
In this phase, after identifying the students’ problem of understanding and using verb I in the simple present and verb II in the simple past forms
through observing and interviewing is done, the researcher narrows the problem down so that it can be manageable. Then, the researcher prepared all
things concerning the implementation of CAR. The preparation consisted of designing lesson plan, preparing the instrument, and setting the criteria of
CAR success. The further explanation as follows: a. the researcher and the observer discuss about the step which must be
done in this research. b. the researcher planned the lesson plan of teaching learning based on
the curriculum and syllabus. c. the researcher prepared the instrument such as; the interview
guidelines, the questionnaire, observation note, and form of test.
2. Acting
In this phase, the writer and the teacher are collaborating to overcome the solution finding. The researcher uses the determined strategy while the
teacher observes the condition of teaching learning activity. Arikunto assumed that the acting phase should be implemented at least two cycles continuously;
and at the time period for each cycle depends on the material needs that existed in the semester or annual program designed by the teacher.
35
Related to the statement above, the writer and the teacher agree that the action would be implemented in two cycles.
3. Observing
In this phase, the researcher writes what all happened in the classroom during acting. In doing observation, the researcher used field note in support
the data. It is about class situation and students’ participant. Collecting the data needs observation or assessment format which is arranged to accurate
35
Suhasimi Arikunto, Penelitian Tindakan kelas, Jakarta: Bumi Aksara, 2009, p. 21-23.
