Research Procedures RESEARCH METHOD

52 continued Vignette 1 Date : Tuesday, July 30 th 2013 Time : 07.30 a.m. – 08.40 a.m. Activity : Observation Place : XI IPA 1 class Respondent : R : Researcher ET : English Teacher Ss : Students The ET entered the classroom alongside the R. The ET greeted the Ss. “Assalamu’alaikum wr.wb.” “Wa’alaikumsalam wr.rb.” answered the Ss. “Good morning, how are you today?” “I’m fine, thank you. And you?” said the Ss. “I’m fine too, thank you. Hari ini ibu ditemani oleh mbak KKN di sini. Sudah tahu namanya? Today, I am accompanied by someone. She is doing her community service. Do you know her name?” “ Belum No” said the Ss. Then, the ET asked the R to introduce herself. ” Nah, besok-besok, mbak Tatik ini akan membantu ibu untuk mengajar kalian, tapi untuk hari ini, mbak Tatik mau melakukan observasi dulu bagaimana mengajar di kelas. Siap ya semua? Later on, she will help me to teach you, but for today, she is doing her observation. Are you ready?” “ Ya Yes” The ET then asked the R to sit in the back of the classroom. ET started the lesson by asking the students about the previous materials, “Kemarin kita sudah membahas materi apa? What have we learnt yesterday?”” “ Narrative bu Narrative” shouted a student. “ Contohnya narrative apa saja? ada yang tahu? What are the examples of narrative text? Anybody?” “Malin Kundang” shouted a student. “ Apa lagi? What else?” “Cinderella” “ Ada lagi? What else?” But the Ss remained silent. “ Kalau social function dari narrative text apa? What is the social function of narrative text?” No one answered. “ Tujuan dari narrative text apa? What is the purpose of narrative text?” “ Menghibur To entertain the readers” Shouted a student, but most of the students were hesitant to express their ideas. Then the ET continued the lesson by explaining the generic structure of Narrative text. The ET wrote the generic structure of Narrative text on the white board, and then the Ss wrote them down on their note book. The ET explained the generic structure using Bahasa Indonesia. Some Ss looked uninterested and chatted with their friends. After the ET gave explanation about the generic structure, she then gave an example of Narrative text.The text entitled “The Thirsty Crow”. The text was taken from the student’ worksheet LKS. “ Coba sekarang lihat LKS yang halaman 8. Itu ada contoh teks narative. Judulnya apa? Now,look at your worksheet page 8. There is an example of narrative text there. What is the title?” asked the ET. “The Thirsty Crow” answered some Ss. However, some 53 continued In this identification step, she also conducted a pre-test to measure the students’ speaking skills. The pre-test was done on March 27 th 2014. First, she told the students about the topic and given explanation. The students needed to share their ideas related to certain topic. The English teacher could not attend the class, so that the researcher and a collaborator were the ones who scored the pre- test. This activity was done to conduct the reliability of the test. The students’ Ss looked confused on how to say the title. The ET then explained the generic structure of the text. Some Ss did not interest to listen the explanation and looked un motivated. “ Nah sekarang, sudah paham dengan susunan teks narative? Have you understood the generic structure of narrative text?” “ Sudah Yes, we have.” “ Ada yang mau ditanyakan? Is there any question?” No one answered. As no one asked questions, the ET moved to the next activity. The ET asked the Ss to translate the text into Bahasa Indonesia. She asked the Ss to read aloud a sentence one by one, then they needed to translate the sentence into Bahasa Indonesia. Some Ss still had difficulties on pronuncing words, for example when they pronounced “flew [flu:]”, they still pronounced the word as the way it written [flew]. Another student pronounce “also [„ͻ:l.səʊ]” as [ɑlso]. They also made errors on pronouncing other words. The next activity was story telling. The ET asked the Ss to retell a story in front of the class . “ Sekarang, kalian pilih salah satu dari 4 cerita ini, ada Cinderella, Malin Kundang, Tangkuban Perahu, dan Beauty and the Beast. Nanti, kalian harus menceritakan kembali cerita yang kalian pilih di depan kelas. ya? Now, you choose one of these stories; Cinderella, Malin Kundang, Tangkuban Perahu, and Beauty and the Beast. Later, you have to retell the story in front of the class.” Some Ss said that it was too hard for them, and others also nagged a lot, but the ET said that they still had to do that. The Ss had 15 minutes to prepare the story, then they needed to tell the class about the story. Fifteen minutes passed, the ET asked a volunteer to tell the story in front of the class. No one was willing to do. The ET then asked a student to tell the story. During his performance, he still had many fillers and mispronounced words. Unfortunately, before he finished his story telling, the bell rang. Then the ET asked him to finish it. After he finished his story, the ET wrapped up the lesson and said that they would continue their performances next meeting. 54 speaking performances were assessed using a scoring rubric adopted from J. Michael O’ Malley and Pierce L. Vendez as it is cited in Nurjanah 2013: 122. There are five aspects to m easure the students’ speaking performances. Those aspects are pronunciation, fluency, grammar, vocabulary, and interaction. The score for each aspect range from 1 to 4. The lowest score is 1 while the highest score is 4. Below are the table of the students ’ pre-test mean scores. Table 4.1. The Students’ Pre-test Mean Scores Aspects Mean Scores Pronunciation 2, 46 Fluency 2, 80 Grammar 2, 52 Vocabulary 2, 30 Interaction 2, 65 From 27 students who took part in the pre-test, the mean score for each aspect still in the range of 2, which means that the students’ speaking performance are considered as low. The students still had problems related to all of the aspects being assessed. After doing the observation, then the researcher conducted interviews with the English teacher and students. The interviews were done in order to find out more about the problems faced by the students during the English teaching and learning process. Based on the observation, interviews, discussions with the collaborators, and the result of the pre-test, the researcher identified several problems in the teaching and learning processes. The problems found are presented in the table below. Table 4.2. Field Problems in the English Teaching and Learning Process of XI IPA 1 class at SMAN 1 Pengasih No. Field Problems Code 1 The students were reluctant in using English. S continued