Observing The Description of Data 1. Before Implementing the Action

In presenting section, the teacher gave the emphasis to the differences between verbal sentence and nominal sentence in the Simple Past Tense. The teacher explained when the students should use „did‟ and when students should use „waswere‟. Besides that, the teacher emphasized the differences of the Simple Past Tense among the other Tenses the Present Continuous, the Present Future, and the Simple Present that had been learned before based on the characteristic of the verb agreement and the adverbial of time. Furthermore, the students were still presented the Simple Past Tense inductively by analyzing the form of the Simple Past Tense based on the examples given. The students also had to recall several events when they could use Simple Past Tense in daily activity based on the function of the using of Simple Past Tense explained. The students still did substitution drill by the teacher‟s guiding with limited time. The teacher distributed regular and irregular verb list and gave the students reading texts which were used by them to determine the irregular and regular verbs stated from the text. Moreover, the students wrote five examples of verbal sentence and nominal sentence of Simple Past Tense in the form of affirmative, negative, and interrogative sentence. In information-Gap section, firstly, the teacher explained the techniques of Information- Gap activity under the title “My friends‟ Activities Yesterday” and told something that the students had to do and avoid in this activity. After that, the teacher modeled the language output used in information-gap activity. While modeling, the teacher encouraged the students to practice it. Next, the students did information-gap activity as previously pointed in chapter 2. Different with the first cycle, the students did Information-Gap activity with their pairs in front of the class. When one pair did the activity in front of the class, the other students had to make five examples of verbal sentence and nominal sentence of Simple Past Tense in the form of affirmative, negative, and interrogative sentence, so that the class situation was still under control. After conducting Information-Gap activity, the teacher and the students discussed the information-gap worksheet.

3. Observing

Generally, there were significant improvements of the acting phase in second cycle. The teacher‟s performance, the students‟ attitude, and the students‟ feeling expressed that showed the better changes than the previous cycle. In the teacher‟s performers, the writer saw that she didn‟t speak too fast anymore while explaining the material. The teacher also presented the techniques of information-gap activity by giving the example directly toward the worksheet, so that it was clear and understandable. The teacher‟s management time was good since the drilling didn‟t take a long time. There was no student who fell asleep and chatted anymore while the teacher was presenting the material for the students who used to do those kinds of activities sat on the front line seats. Since Information-Gap activity was done in front of the class, all of the students exchanged the information by speaking in English. No one used Bahasa Indonesia or even lo oked at hisher pair‟s worksheet. Students‟ feeling expressed toward the information-gap activity was good. Most of the students looked more enthusiastic in doing information-gap activity than before.

4. Reflecting