CONCLUSION CONCLUSION AND SUGGESTION

Richard, Jack C and David Nunan. Second Language Teacher Education, New York: Cambridge University Press, 1990. Sudijono, Anas. Pengantar Statistis Pendidikan, Jakarta: PT Raja Grafindo Persada, 2008. Sudjana. Metoda Statistika, Bandung: PT. Tarsito, 2002. Thomson, A.J. and A. V Martinet. A Practical English Grammar, New York: Oxford University Press, 1986. Thornbury, Scott. How to Teach Grammar, England: Pearson Education, 1999. Ur, Penny. A Course in Language Teaching, Cambridge: Cambridge University Press, 1996. ________. Grammar Practice Activities; A Practical Guide for Teacher, New York: Cambridge University Press, 1988. Wallace, Michael J. Action Research for Language Teachers, Cambridge: Cambridge University Press, 2006. Wiriaatmadja, Rochiati. Metode Penelitian Tindakan Kelas, Bandung: PT. Remaja Rosdakarya, 2009. Zandvoort R.W. and J.A Van Ek. A Handbook of English Grammar, London: Longman Group Limited, 1980. http:en.wikipedia.orgwikiDegree_of_comparison . http:teacher.bravehost.comdrill.html http:www.ciil-ebooks.nethtmldrillsch2.htm http:www.teachingenglish.org.ukthinkknowledge-wikisubstitution-drill http: www.teachingenglish.org.ukthinkarticlesdrilling-1 Appendix 1 The Teacher’s Interview Guideline Before CAR Interviewee : Henry Priyanto S.S Position : The English teacher Time : 18 th of March 2011 R : How is the condition of your students during the teaching learning process of English all this time? T : It must be different each other. Some students seem enthusiast during the teaching learning activity, and some of them seem not enthusiast. But generally, their motivation in the teaching learning process of English is low. As the result, most of them don’t pay attention to my explanation, even sometimes some students look chit chat with their own business or cracking a joke with each other. R : What is your action to face the student who has problems during teaching learning activity? T : For the first time, I advice himher but the second time I’ll let himher to do what they want. R : What are the casual factors which differentiate their condition? T : It may be caused by the students’ interest in the English lesson. Students who have high interest will pay more attention to my explanation, but if they have low interest they won’t pay attention during the teaching learning process. Besides, it also may be caused by the method or technique used by me to teach English, especially in English grammar.