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By: Ida Bagus Putu Satwika

Classroom Action Research aims to discover the effectiveness of the method of question and answer in order to improve student achievement in class . there are 30 students who are used as research subjects in this case the ability to understand the "tenses" became a crisis for them based on data obtained from test results of students' competency in question.

This study was designed in accordance with the needs and the efficiency of time, effort, and cost to implement designs that follow the two cycles of research, which in each cycle there are four steps, among others, planning, action, observation, and reflection. The test was originally only reached an average of 42.5 which shows the ability of competence is far from Minimum Competency Criteria is desired, namely 59.82. Progress has to be seen from the results achieved by students by performing two cycles. The average value achieved by students at post-test conducted at the end of one cycle I was an average of 59.3 increased 16.8% compared to the previous test and almost reaches the value of Minimum Competency Criteria (59.82). Then in the post-test 2, the average value of competence achieved by students were amazing with increased again to an average of 68.5 or in other words they have made 9.2% of the post-test one or as a whole there was an increase of 26%.

Classroom Action Research shows that significant progress in student achievement through a question and answer method to improve the mastery of "tenses" that many roles in support of English competency as a whole, both in terms of skills of listening, speaking, reading, and writing skills. Where the average results achieved by the students go beyond Minimum Competency Criteria.

The failure of the achievement of competence tend to be caused by a low understanding of the context due to the level of mastery of tense structures that are not maximal. This can be seen in students' writing skills are not structured according to rules of correct writing. The ability of speaking students is not organized and tends to follow the mother tongue (Balinese / Indonesian). Students are difficult to understand the idea of ​​a discourse even the simplest because of the structure facing many differences with the mother tongue.

An understanding of the context associated with the 'tenses' is often debated. Does teaching 'tenses' is necessary or ignored. Which is more important between fluency and accuracy, between the communicative and uncommunicative? Sometimes ‘meaningless fluency’ cannot able to transfer any idea. We can not blame if there are people who say, that the Good English is not a 'market language', language market (Indonesian words for spoken English with bad grammatical structure which is usually meaningless). How could people we talk to feel happy from the beginning if we overload them with a 'jigsaw puzzle', puzzling and dizziness? Because before giving a response, they must first be forced guessing, guessing, guessing about what we mean, like: Where are you go? Buy me, sir! Not negotiable, even those we would expect to buy stuff just behind the curse, "Mind your business, I do not have extra money to buy you anything! If we wish to have the second person, the listener or reader understands well what We Want to say, then in addition to Fluency, the English language that must be disclosed clearly structured in accordance with the rules of English.

There are some report told the failure of students’ achievements which are caused by some aspects. Problems weaknesses include extensive variables, both input variables, process variables, and variable output.

1. Input variables include: policies, goals, objectives, evaluation, continuous improvement, resources, dedicated staff, and hope.

2. Process variables include: the process of teaching and learning of high effectiveness, strong leadership, the school environment safe and orderly manner, the management staff, quality resources, teamwork and smart compact, high participation of the citizens of the school, independence, openness, willingness to change core processes, anticipatory of needs, good communication, and high responsibility.

3. Variable output includes output of academic achievement and the output of non-academic achievements. Output consists of academic achievement: scientific race, the race field of study or lesson, critical thinking skills, creative, reasonable, rational, inductive, deductive, and scientific. While the output of non-academic achievements include: high desires of knowledge, self-esteem, honesty, good cooperation, compassion, tolerance, discipline, self-development achievements that include sports, arts, scouting, and abysmal reddish.

There are so many problems that arise in education. Therefore to provide a clear restriction, the author of this research focuses only on "Improving Student Achievement in Mastery Competence tenses by Using Method FAQ."

Researchers predict a lot about the effectiveness of this method of questioning in developing proficiency tenses, which, among other things:

1. Can clarify the limits of time and the result caused by an event.

2. Can develop all language skills including: listening, speaking, reading, and writing.

3. Can develop the logic contained in a context of a specific sentence patterns.

4. Can eliminate the doubts of students in developing language skills.