Procedure of the Research

It was 8.35 a.m. when T and R entered the classroom. Some Ss were noisy and there were some Ss outside the classroom. After T and R entering the class, those students came after. When T wanted to start the lesson, some students were talking to their friends. Thus T needed to wait for awhile until the students were ready to start the lesson. T greeted Ss and opened the lesson. “Good morning, everybody. Ss answered, “Good morning, sir”. T asked, “How are you today?” Ss answered, “I am fine. Thank you. And you?” T said, “I’m fine too. Thank you. Nice to meet you again.” Ss answered, “Nice to meet you too.” Then, T checked the Ss’ attendance by asking, “Who is absent today?” Ss answered, “Nihil, Sir.” After greeting the Ss, T introduced R and said that that day R would accompany the T in the classroom. After introducing R, then T asked the Ss if they were ready to start the lesson. Ss responded T’s answer. T gave the topic of the material that they would learnt by giving some direct questions to the students about warning caution and instruction. After that, T asked Ss to open the student worksheets or LKS Lembar Kerja Siswa on page 34, then read an example of warning caution and instruction. There were some students sighing as they felt that the texts were difficult for them. Then, T asked Ss to read the text carefully. T went out for awhile and Ss were noisy. After T came back to the class, Ss began to do the task in LKS seriously. After some minutes, T asked some Ss to read the text aloud. T pointed the Ss to read aloud one by one. After the texts had been read, T corrected Ss’ pronunciation. After that, T guided the Ss to understand the text. However there were many Ss who said that they did not understand the content of the texts. In guiding Ss to understand the text, T asked the Ss to translate each sentence. However, there were many words that they were not familiar with. In finding the meaning of unfamiliar words, T asked the Ss to find them in dictionary. Unfortunately, there were many students who did not bring dictionary. Then, T helped them by translating the texts. T gave explanation about some difficult words in the text. T explained using both English and Indonesian language. T asked Ss to guess of the synonym of a word. T wrote that word on the white board and omitted some letters of that word. Then, he asked Ss to guess what the word was. T explained the difference between antonym and synonym and gave the examples. T wrote the examples on the board After the text had been translated, the teacher asked some questions related to the text. The students answered the questions orally. T went around and observed Ss. T asked Ss, “Any difficult words? Any question? If there is no question, we can come to the questions below. Please answer with a complete sentence.” T mentioned the number of the question and then pointed students one-by-one to answer the questions. At 9.15 a.m. the bell rang. T ended the lesson because Ss would have a break. R and T came out from the class. According to the vignette above, it can be inferred that the teaching and learning process was not yet effective. The students gave inadequate responses to the teacher’s explanation. The classroom activity mostly focused on books and student worksheets. There were also some problems related to the classroom management. Some students were noisy during the teaching and learning activities. The next activity carried out by the researcher was interviewing the English teacher and some students. From the interviews, the researcher gathered the teacher’s viewpoints about the English teaching and learning process. It could be seen in the following interview transcripts. ... R : Menurut Bapak bagaimana pengajaran bahasa Inggris di kelas 7 selama ini? Apakah ada kendala, masalah yang Bapak hadapi? Bagaimana dengan siswanya, apakah mereka sudah termotivasi untuk belajar Bahasa Inggris? What do you think about the English classroom teaching? Is there any problem? How about the students motivation for learning English lesson? T : Hhmmm begini, menurut saya, anak-anak kurang termotivasi. Terutama untuk kelas yang berada di bawah, mulai kelas F sampai J, itu memang anak-anak yang motivasinya rendah. Tapi untuk kelas A sampai E mereka kelas yang cukup semangat. hhhmmm, in my opinion, the students have low motivation. Especially for slow learner VII F – J class, but fast learner VII A – E are quite good. ... R : Selain motivasi yang kurang, kesulitan apa lagi yang Bapak temui saat di kelas? Mungkin classroom management-nya Pak? Anak- anaknya gampang diatur nggak Pak? T : Susah, sering rame. It’s quite hard, the students are so noisy. ... R : Untuk penyampaian materi, biasanya menggunakan media apa aja Pak? To deliver the materials, what kinds of media did you usually use, sir? T : Buku, LKS, atau power point pakai LCD. Books, LKS, or LCD R :Teknik-teknik yang digunakan apa Pak? Step-stepnya? Mungkin PPP, genre based approach, atau scientific approach gitu Pak? What teaching technique did you usually apply, sir? The steps? Maybe PPP, genre based approach, atau scientific approach did you usually use it, sir? T : Ya, pakai kurtilas itu. Sesuai dengan kurikulum yang di gunakan di SMP 15 ini. Yeah, I used scientific approach. According to the curriculum that school used. R : Kalau teks-teks bahasa Inggris biasanya di ambil dari mana Pak? Where were the English texts taken from, sir? T : Dari LKS atau buku, When English Ring Bells. From LKS or books. When English Ring Bells book. ... R : Researcher T : Teacher Interview 1, Appendix E The students were also asked about their difficulties in learning English. Those could be seen in the following interview transcripts. ... R : Biasanya kegiatannya apa kalau di kelas? Kegiatan membaca terutama? What kinds of activities were used in the classroom? S06 : Iya itu tadi. Abis nerangin materi, terus ngerjain soal. We were only given the explanation and exercises, again and again. R : Sumbernya dari? another resource? S06 : Bisa dari LKS, kalau enggak buku. LKS or books ... R : Apa yang kamu lakukan ketika mengalami kesulitan untuk memahami teks- teks berbahasa Inggris? If you had difficulties in learning English, what would you do? S06 : Diem aja, hehe. Keep silent, hehe. R : Pernah gak saat kamu sulit memahami teks bahasa Inggris, terus kamu buka kamus. Would you look for in the dictionary if you had difficulties in learning English? S06 : Jarang sih. Sometimes ... R : Researcher S06 : Student Interview 2, Appendix E