47
CHAPTER IV THE RESEARCH PROCESS, FINDINGS AND INTERPRETATION
This chapter will describe the process, findings and interpretation of the research. The research was conducted in two cycles. The description of each cycle
will be presented below. The first part of this chapter will present the reconnaissance. It is the process of sharpening and determining the problems in
the classroom. The second part will discuss the report of cycle one and the third part will be the report of cycle two.
A. Reconnaissance
In attempts to understand the problems in SMP N 3 Tempel, I conducted a classroom observation in October 17, 2012. The classroom observation revealed
that the teacher tended to translate texts most of the time. Moreover, the source of material was mostly from LKS and the teacher did not modify the materials in the
LKS. The teacher taught the students according to the LKS page by page. The students also said that most of their activities were translating text
from LKS and did multiple choice exercises. Notice the following interview. Interview 4
Interview with Fian The student of 8c 14 October 2013
Panji
: Dek kalo pelajaran bahasa Inggris bisasanya ngapain aja yah dek aktivitasnya? What are the activities conducted during the
English lesson so far?
Fian : Ya gitu kak, terjemahin text-text yang ada di LKS. Terus habis itu
latihan soal ABCDan. Kadang juga suruh ngafalin kosa-kata. Ngafalin rumus-rumus juga kak. We usually translate the texts in
the LKS and do the multiple choice exercises. Sometimes, we are asked to memorize the vocabulary and grammar patterns
48 Interview 5
Interview with Aji The student of 8C 14 October 2013
Aji
: Seringnya sih nerjemahin text di LKS atau buku paket. Habis itu latihan soal. Kadang juga disuruh ngapalin kosa kata ntar di tes
maju satu-satu. We usually translate texts in the LKS or course book and then do the exercises. Sometimes, we should memorize
vocabulary and then we are tested one by one in the front of the class
When I confirmed this to the English teacher, she said that she could control the students by doing these activities. She added that the students were
quiet when they were translating texts and did multiple choice exercises in the LKS. Look at the following interview with the English teacher.
Interview 3 Interview with Ibu Woro
Daydate: 17 October 2012 Panji
: memang biasanya nerjemahin text kayak gitu ya bu? Do you usually ask your students to translate texts?
E.Teacher : Iya mas, sama latihan-latihan soal. Kalau ada kegiatan seperti itu kan mereka jadi anteng gitu mas. Ngerjain. Yes, I
do. In addition to that, I ask them to do the exercises. When they do such activities, they will be quiet doing the tasks.
Panji : kalo ndak ngerjain soal ndak anteng ya bu anak-anak? Kayak
disuruh menulis atau apa misalnya? Are they noisy if they are to do another activity? Say for example, writing activities or?
E. teacher : Pernah saya suruh menulis tentang pengalaman pribadi, yang recount itu mas. Saya kasih contoh terus saya tungguin ketika
lagi nulis, welah, ada yang jalan-jalan, pinjem tipe-x, pinjem ini itu, tanya artinya, tanya ini, tanya itu, pindah kebangku
teman. Kelasnya jadi rame mas. Kasihan kelas sebelah. I had ever asked them to write a recount text. I gave them the
example and then I waited them during writing. Surprisingly, the students wandered around the class, borrowed a correction
pen, borrowed this and that, asked this and that to their friends,
and moved to their friend’s seat. The class became so noisy. I was afraid it would disturb the class nearby
The teacher also said that translating texts were important since the students, later, would face national examination which required them to
comprehend texts. She believed that if the students were good at translation, the
49 students would be good at both reading and writing. Here is the quotation of the
interview. Interview 3
Interview with Ibu Woro Daydate: 17 October 2012
E. Teacher: ya dengan latihan-latihan dan menterjemahkan kayak itu tadi mas. saya biasakan anak-anak untuk latihan-latihan soal dan
menterjemahkan teks-teks. Kalau mereka biasa menterjemahkan kan penguasaan kosa katanya jadi banyak, nanti kan readingnya juga baik dan
menulisnya juga kemungkinan jadi ikut baik. I asked the students to get used to do exercises and to translate text. The better their vocabulary
mastery, the better their reading and writing ability
Another problem was related to the use of media. Although, the classroom is equipped with the LCD projector, the teacher did not make use of it. As a
matter of fact, the LCD projector can be a useful media if it is maximally used. It can be used to show pictures, videos and colourful presentation.
Eventually, a discussion among the team members was conducted on August 23, 2013 to formulate the problems. The problems formulated were as
follow. 1.
The limited use of material source 2.
The activities focused on translating texts 3.
The limited use of media 4.
The English teaching and learning process was monotonous 5.
The teacher did not provide practices that help the students to produce an English text.
50
B. Report of Cycle 1
Kategori