55 From the result of the observation, interviews and pre-test some problems
were found. Those problems were presented in the table below.
Table 4: The problems in English teaching and learning process of class VIII A SMP Pembangunan Piyungan
No. Problems
Code
1. The students were not interested in the teaching and learning
process. S
2. The students made noises during the teaching and learning
process. S
3. The media was boring for the students.
Md 4.
The teaching and learning process had little variation of activities.
T 5.
Students were not motivated in learning English. S
6. The material was not interesting for the students.
Mt 7.
Students felt reluctant to write. S
8. Students had difficulties in generating and developing their idea.
S 9.
Students had problems in arranging sentences into good paragraph.
S 10.
Students found it difficult to add supporting ideas in their writing.
S 11. Students had low grammar mastery.
S 12.
Students had difficulties in determining verb 2, especially irregular verb.
S 13. Students had limited range of vocabulary.
S 14. Students often misspelled words.
S 15.
Students often made errors in using capitalization, pronouns, article, and punctuation.
S 16. Students tended to copy their friends work.
S
S: Student T: Teacher
Md: Media Mt: Material
The table above shows that the problems happened were related to students, teacher, media, and material. The most problems found were related to the
students.
b. Selecting the Problems to Solve
The result of the observation showed that there were several problems happened in the field. However, because of limited time, knowledge and also
importance it was impossible to cover all the problems. As stated in Chapter 1, the
56 researcher only focused on improving students’ writing ability by using a picture
series. Therefore, the research team classified the problems based on the urgency level. Those problems are presented in the table below.
Table 5: The most urgent problems to solve in English teaching and learning process of class VIII A SMP Pembangunan Piyungan
No. Field Problems
Code
1. The students were not interested in the teaching and learning
process. S
2. The media was boring for the students.
Md 3.
The teaching and learning process had little variation of activities.
T 4.
Students were not motivated in learning English. S
5. The material was not interesting for the students.
Mt 6.
Students felt reluctant to write. S
7. Students had difficulties in generating and developing their idea.
S 8.
Students had problems in arranging sentences into good paragraph.
S 9.
Students found it difficult to add supporting ideas in their writing.
S 10. Students had low grammar mastery.
S 11.
Students had difficulties in determining verb 2, especially irregular verb.
S 12. Students had limited range of vocabulary.
S 13. Students often misspelled words.
S 14.
Students often made errors in using capitalization, pronouns, article, and punctuation.
S
S: Student T: Teacher
Md: Media Mt: Material
Then, the researcher and the collaborator analyzed the possible causes of the chosen field problems. This step was important to recognize the weaknesses
and the obstacles, and determine the appropriate actions that would be implemented. The field problems to solve and its possible causes are presented in
the table below.
57
Table 6: List of problems to solve and the possible causes in English teaching and learning process of class VIII A SMP Pembangunan Piyungan
No. Field Problems to Solve
Possible Causes
1. The students were not interested
in the teaching and learning process.
The teacher could not provide the students with interesting and various
media, material
and learning
activities. 2.
The media was boring for the students.
3. The teaching and learning process
had little variation of activities. 4.
Students were not motivated in learning English.
5. The material was not interesting
for the students. 6.
Students felt reluctant to write. The students considered English as
difficult subject.
7. Students
had difficulties
in generating and developing their
idea. The students found it difficult to
generate the idea or produce writing by only imagining the idea in their
mind.
8. Students found it difficult to add
supporting ideas in their writing.
9. Students
had problems
in arranging sentences into good
paragraph. 10.
Students had
low grammar
mastery. The students rarely had grammar
exercise and feedback from the English teacher.
11. Students
had difficulties
in determining verb 2, especially
irregular verb.
12. Students often made errors in
using capitalization, pronouns, article, and punctuation.
13. Students had limited range of
vocabulary. The students rarely had vocabulary
exposure and exercise. They also rarely had feedback from the English
teacher. 14. Students often misspelled words.
c. Determining Actions to Solve the Feasible Problems
Based on some considerations above, the research team determined some actions to solve the problems. Those actions were implementing picture series as
the media, combining picture series and games with grammar and vocabulary
58 exercise, and giving prizes and
feedback to students’ writing. Based on some consideration about the problems happened, the researcher and the collaborator
discussed to determine some actions to solve the problems. A picture series was chosen as the media because it could stimulate the
students’ mind and imagination, so that they could generate and develop their idea easily.
Combining picture series with some learning activities, especially games, grammar and vocabulary exercises, was expected to improve students’ interest
and participation in teaching and learning process. In this research, grammar and vocabulary exercises would not always be combined with picture series or games.
It depended on the students’ need. Some supporting actions were also implemented. Those were giving prizes a
nd providing feedback to students’ writing. The list of feasible problems to solve and the solutions were presented in
the table below.
Table 7: The feasible problems to solve and the solutions No.
Field Problems to Solve Solutions
1. The students were not interested in
the teaching and learning process. -
Using a picture series as the media in the teaching and
learning process. -
Providing various tasks. -
Combining picture series with learning activitiesexercises.
2. The media was boring for the
students. 3.
The teaching and learning process had little variation of activities.
4. Students were not motivated in
learning English. 5.
The material was not interesting for the students.
6. Students felt reluctant to write.
7. Students
had difficulties
in generating and developing their
idea. Using a picture series as the media
in the teaching and learning process.
8. Students found it difficult to add
supporting ideas in their writing.
continued
