Interpretation of the Data

not need to continue the next cycle because the students passed the KKM in 100.

C. Interpretation of the Data

The interpretation of the data based on the the pre-test, post-test 1, and post-test 2 will be explained below : Before implementing Classroom Action Research, the writer got the mean score of the students in the pre-test was 59,74. It was the result of t he students‟ mean score before implementing interactive technique. The data showed that there were only 9 nine from 39 students who could pass the test based on KKM. Whereas, the percentage of students‟ score who passed the score was 23,07. It could be concluded that they did not reach the minimum criterion. It means that the students‟ ability in using conditional sentence was still low. Whereas, it could be concluded that the category of success is if the students could achieve KKM 75 until 75. If the students could not achieve until 75 , it could be categorized that it was not enough to fulfill the criteria, but if the students could achieve it until 75 , it could be categorized to be success. There was an improvement from the first cyle into the second cycle from the observation sheet. The category changed from cycle 1 as Enough and Good into cycle 2 asGood andVery Good. Whereas In post test 1, there was also an improvement into 22 students who could pass the test based on KKM with percentage of 56,41. Then. the mean from post- test 1 was 74,87. In the post- test 2, the improvement of students‟ score who passed KKM increased into 100. It could be concluded that 39 students could pass the testKKM. The mean of post-test 2 was 86,15. There were some significant improvement for students. It could be concluded that the students‟ ability in using conditional sentence type III improved after implemented the interactive technique. It was also supported with another results of the research that the students at the first time did not like to learn about English Grammar conditional sentence. They did not show a great enthusiasm because of some factors. First, they got bored when they had to remember or memorize the pattern of conditional sentence because it did not provide an interesting learning. It also happened with Yun‟s grammar class 1 , she conducted a research of traditional grammar English teaching, where the students got bored in memorizing all about the rules in English grammar, therefore she made an interesting learning activities through interactive technique. The result showed that she could encourage the students to learn English grammar actively and interactively through communication. Yahya also agreed that formal or traditional grammar did not provide an expected output for students in a learning process. 2 He conducted an experiment to provide and integrate various model of learning sources. The result showed that the students could show their enthusiasm in learning better. . Second, the students often got confused when they forgot about the pattern in using conditional sentence. It also happened withUdin Ahmed ‟s students, eventhough the students had already learned about the rules, they still could not answer the exercise well. So, Udin Ahmed implemented a contextual learning for their classroom by providing a lot of examples and media for the learning activities, they also taught the material inductively. The result showed that it improved the students‟ ability in English lesson and they felt more confident to use English. 3 Third, at the first time the students also did not show a willingness to learn 1 Yun, Xiao Yan, Interactive Grammar Teaching, Asian EFL Journal, vol 17.no. 3, 2012, pp.34-37. 2 Dkhiss, Yahya, An Integrative Model of Grammar Teaching: From Academic to Communicative Needs, International Journal of Language and Linguistics. Vol. 2, No. 3, 2014, pp. 145-153. 3 Md. Kawsar Uddin Tazin Ahmed, Inductive and Contextual Approaches to English Grammar teaching, Language in India Journal, vol. 12, 2012, pp. 1-14. English lesson because they had already exhausted after did a physical education sport in the mid-afternoon. Some of the students could not concentrate well because of sleepy, exhausted, and boring. After the writer implemented an interactive technique through providing various media, the students were attracted in learning conditional sentence, they did not need to memorize the formula because automatically they could use and understood the third type of conditional sentence well. 82

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusions

Based on the research that was conducted at the eleventh grade of SMAN 7 Kota Bekasi, year 20162017, It could be concluded that Interactive Technique improved students‟ ability in using conditional sentence type III. It could be seen from the result of the test. Before implementing interactive technique, the mean of the pre-test was 59,74 which only 9 students or 23,07 who could pass the exam based on KKM 75. In post-test 1 there was an improvement, 22 students or 56,41 could pass KKM and mean from post-test 1 was 74,87. The writer continued the next cycle into cycle 2 because it did not yet achieve the minimum criterion. The result of mean in post-test 2 was 86,15, and all of the students, 39 students passed the score of KKM with the percentage of 100. The results which were taken from the observation observation journal and observation sheet and questionnaire also showed that interactive technique made the students comprehend and be able to use the third type of conditional sentence easily. They also knew how to use it based on the context of time, could differentiate the function and meaning of conditional sentence, be more enthusiastic and exciting in learning conditional sentence type III. It also could be seen from their response in a team work. They felt confident in expressing their thought, opinion, or ideas automatically, especially in producing the third type of conditional sentence. It also could be seen from the first cycle that the students were categorized as EnoughGood into GoodVery Good at the second cycle.