Finally, in the second action of cycle two, she held on post-test 2 regarding students‟ understanding of passive voice of present and past
tenses. Based on the result of the post-test 2.
d. Reflecting
In this phase, the teacher and the researcher have an evaluation of acting in cycle two. They concluded that the students felt more interesting
and excited in learning present and past tense in passive form by using Contextual Teaching Learning CTL. They could imagine the sentence
based on the tragedy was happening at the time, especially in their daily life. CTL made them more interactive and cooperative with their group of
work. In this cycle, show that games and reward can help the teacher to pum
p the students‟ motivation in learning passive voice.
The Result of Field notes
The result of field notes showed the better points of the students. In the first meeting showed that: first, more students pay
attention to the teacher that explained them about the passive. Second, the students want to work together even though with not
their close friend. Third, the students easier to imagine the happening situation into a sentence. And the last, the students
enthusiast to come forward and write down their own sentences then explain it to their friend in front of the class.
3. The Discussion of Data after Classroom Action Research CAR
a. The Result of Post-Interview
In this study, the writer conducted the structured interview. Here she gave to the teacher some questions on Tuesday, March 27 of 2013 started at 08.20
A.M and finished at 09.05 A.M.
Based on the interview with English teacher of XI.VII Nurse class of SMK Bina Insan Cendekia Karawaci Tangerang, it is known that the English
teacher faced of some pr oblems in reaching students‟ attentions and spirit in
the classroom in teaching learning process, the students very calm and too quiet, it very difficult to teach because of their passive.
From this interview, the researcher knew that the teacher thought grammar by introducing the pattern first then give the example. After that, she
asked the students to make some of practice by making sentence in grammar pattern, especially present and past tense. It was very taking too much time,
not flexible in learning that can make the students feel more difficult to understand.
b. Post- Observation
The research has followed by 30 students for two meeting in one cycle. Each meeting was 45 minutes. The highest grade was 75, the average was 65,
and the lowest was 25. Based on the data, it could be obtained that form 30 students there were
nine students got the highest score 75 and there were four students got the lowest score 25.
At the first time, the students looked confuse with the researcher visited. The researcher tried to create a fun atmosphere in the classroom in order to
less of bored of the students. By using Contextual Teaching Learning CTL the students can imagine about the situation that happened and applied into the
sentence in the passive voice of present and past tense. Within the way, the students will be easier in understanding about the passive.
c. The Result of Post- Questionnaire
This questionnaire held after the learning passive voice of present and past tense by implementing the CAR. It gave to the students on Saturday, 30
March 2013.
Table 4.2 The Result of Post- Questionnaire
No The Students’ Answer
The Result of Student’s Answer YES Percentage NO Percentage
1 Students felt enjoy with the
teaching learning process 21
70 9
30 2
Students felt motivated in learning
23 76
7 23
3 Students
felt easier
to understand the material
19 63
11 36
4 Students have increasing in
score 20
66 10
33 5
Students understand about the passive voice
17 56
13 43
6 Students felt the strategy in
learning better than before 16
53 14
46 7
Students felt more easier to do homework by themselves
15 50
15 50
8 Students gave an opportunity
by the teacher to work in group
18 60
12 40
9 Students can differ regular
and irregular verb 14
46 16
53 10
Students used passive voice in their activity
11 36
19 63
d. The Result of Pre-Test, Post-Test I and Post-Test II
The Pre-test, post-test I, and post-test II have done by the students. That will used to know the students‟ improvement in understanding of passive
voice of present and past tense by using Contextual Teaching Learning CTL.
The writer used difficulty item and discriminating power to identify that the test was good to use or not. That item used in pre-test, post-test I, and post-
test II.
Table 4.3 The Student’s Score
No Students
Sex Pre-test
Post-test I Post-test II
1 1
P 75
85 85
2 2
P 75
80 85
3 3
P 75
75 80
4 4
P 70
80 85
5 5
P 75
80 90
6 6
P 75
80 85
7 7
P 80
85 90
8 8
P 75
80 85
9 9
P 75
80 85
10 10
P 75
85 85
11 11
P 65
75 75
12 12
P 65
70 75
13 13
P 65
75 75
14 14
P 65
70 75
15 15
P 65
70 70
16 16
P 65
70 75
17 17
P 60
75 75
18 18
P 60
75 75
19 19
P 60
75 80
20 20
P 65
75 80
21 21
P 35
35 45
22 22
P 35
45 50
23 23
P 30
60 75
24 24
P 30
35 40
25 25
L 30
40 45
26 26
L 35
50 75
27 27
L 25
40 40
28 28
L 25
40 75
29 29
P 25
40 40
30 30
P 25
40 45
The Result 1680
1965 2115
n x
X
y= 56 y1= 65.5
y2= 70.5
Mean:
_ ∑x
X = n
y = 56 y1 = 65.5 y2 = 70.5
: The student who passed the KKM 75 Based on the data above, the writer know that there were some of
students who passed the KKM 75, there are 9 students in Pre-Test, 16 students in Post-Test I, and 21 students in Post-Test II. In addition, the lowest
score in Pre-Test was 25, Post-Test I was 35, and Post-Test II was 40.
4. The Result of Test Explanation
