66 to get the input of the students’ opinion toward the teaching and learning
process they had been having with the teacher. To reveal the students’ opinion
more, I had some interviews with them on November 7
th
, 2015. Besides, I also interviewed the teacher to have some data from a different point of view. By
having the data collected from those three techniques, my collaborators and I could identify the problems as well as the main causes as presented in the two
points below.
1. Identification of the Field Problems
The first technique of identifying the field problems was observation. I did the observation in three meetings. As I have touched upon before, I did this
repeatedly in order to find the repeated field problems. This was done based on the schedule of the English subject in VIII E, the class I was going to use as the
research subject. The classes were on Thursday and Saturday in a week. I did the observation on November 5
th
, 26
th
, and 28
th
, 2015. I entered the class and observed how the teaching and learning process happened handled by the
teacher. Besides, I also observed the students’ behavior in being involved in the process.
The second technique was distributing questionnaires. I distributed them to the students on November 7
th
, 2015. This was an attempt to complement the problem identification by having the observation technique. The questionnaires
revealed the students’ reflection on the English class they used to have with
67 their English teacher. Besides, the questionnai
re tried to reveal the students’ wants in learning English.
The last but not least technique of collecting data in the reconnaissance step was having interviews with the students and the teacher. The interviews
were carried out to complement the problem identification by having the technique of observation and questionnaire distribution. They were done in a
democratic atmosphere to involve the students’ and teacher’s opinion more to the action planning.
By having the three techniques above, the teacher as my first collaborator and I had some discussion and agreed that there were problems related to the
teaching and learning process seen from the aspect of student, teacher, teaching and learning activities, learning materials and learning media. Those problems
can be seen in table below.
Table 1: Field Problems in the English Teaching and Learning Process in VIII E SMP Negeri 1 Muntilan Year 20152016
No. Field Problem
Code
1. The students were not able to speak in English
spontaneously See Appendix B, Interview Transcript 1 S
2. The students were not confident in answering the
teacher’s questions addressed to all students in the class S
3. The students found it hard to understand the teacher’s
instructions delivered in English S
4. The students were not used to speaking in English
S 5.
The students were less encouraged to practice their English orally
S 6.
The students were afraid of making mistakes in practicing to speak
S 7.
The students’ pronunciation was poor to fair S
8. The students told their condition in a monotonous way
I’m fine. S
9. The students rarely used their dictionaries
S
68
No. Field Problem
Code
10. The students preferred working individually even though
they were assigned a group work S
11. The students were less encouraged to ask questions
S 12.
The teacher did not make any lesson plan for each learning activity in the class
T 13.
The teacher interrupted the students when they were reading aloud texts
T 14.
The teacher did not give any sanction to those who laughed at their friends who made mistakes
T 15.
The teacher did not maximize the use of the provided media
T 16.
The speaking activity in the class was not communicative See Appendix P, Picture 1, 2, 3
TL 17.
Javanese language and Bahasa Indonesia are the dominant languages in the learning activity
TL 18.
The input texts were limited M
19. Inappropriate media of learning were used
Md Code:
S : Students
T : Teacher
TL: Teaching and Learning Activity M : Materials
Md : Media
2. Identification of the Field Problems to Solve
