Preliminary Field Testing Data Analysis Techniques

49 Table 4.1. The Interviews’ Findings Teacher’s Background The two answers to teacher’s background proved that the eighth grade English Teacher of SMPN 2 Ponjong Gunungkidul had a good basic education on English teaching. She had been teaching quite a long time in that junior high school. This case indicated that she had a lot of experience in teaching English in SMPN 2 Ponjong Gunungkidul. Table 4.2. The Interviews’ Findings Students’ Background The questions number 3 and 4 showed the students’ background especially about their speaking ability. The students’ English speaking ability did not meet the requirement of the curriculum standard. It was because they faced problems such as being afraid and ashamed to deliver an idea in English. They were not confident with their English ability. Those problems were concluded as their English speaking problems. No Questions Answers 1 What is your educational background? S1English Language Education Study Program of UNY 2 How long have you been teaching? It’s about 15 years. I’ve been teaching English in this school since 1997. No Questions Answers 3. How is the students’ English speaking ability? The students’ English speaking ability is far from the curriculum expectation. It is far from what I expected. 4. What is the most difficult problem faced by the students in speaking? They tend to be afraid and ashamed to speak English. They are not confident with their own ability. 50 Table 4.3. The Interview’s Findings Materials and Teaching Activities’ Background No Questions Answers 5. What topics do you use in teaching activity? It is varied. I adopt the topics from textbooks. 6. Are the topics familiar and interesting for the students? Not at all. 7. Can the students relate the topic to their daily life? Yes, but only the interesting ones. 8. Can the topics help the students to think critically? Yes, but not all topics. 9. Can the topics give the students a new knowledge? Yes, it can give the students a new knowledge. 10. Can the topics be used for practical needs or daily activities in the real life? Yes, but not all topics can be used for students’ practical needs. 11. What kind of group activities do you use in teaching speaking? Sharing an idea in a small or large group discussion. 12. Are the group activities interesting for the students? Yes, they are interesting for the students. 13. What kind of models do you use to help the students understand the topics better? The models are about giving more examples of dialogue, how to use any kind of expressions, my opinion on the intended topic etc. 14. Can the models be understood by the students? Yes, of course. 15. Do you ask the students to reflect on what they have learned? Yes, I always ask them what they have learned and what their difficulties in learning. 16. How important is a reflection after the learning activity? It is very important to measure the students’ understanding on the materials. 17. Do you use authentic assessment? Yes, I do. 18. What kind of authentic assessment do you use? I conduct an oral practice, include the students in a group activity, and ask them to make a written report. 19. What kind of activities do you use in teaching speaking? Dialogue, discussion and game. 20. Do you use materials related to the issue of local culture in Yogyakarta or in any other parts of Indonesia? Can you give some examples? Yes, I use it sometimes. For examples : Sekaten celebration, Rasulan in Gunungkidul