Discussion Games technique, the researcher and the collaborator also observed the condition of the class to know students’ responses.
Finally, the reflections were done in each meeting in every cycle to evaluate the actions. Reflections were needed to find out the problem that might arise during
the teaching and learning process and then to be overcome in the following meeting.
1. Identification of the Field Problems
Identification of the field problems was done after conducting observation and interviewing both English teacher and some students of class XI IPS 2 of SMAN 2
Sleman for one a half hours on Wednesday October 30
th
2013. The situation and condition of the teaching and learning process was described in the following field
note observation below. After Mrs.S entered the class and introduced P to the students in the class
XI IPS 1, P sat behind observing the teaching and learning process on that day. While waiting for students who came late to the class, Mrs.S played some jokes to
the students. When the students were complete, Mrs.S started to begin the lesson by having a praying and greeting the students. After that, Mrs.S asked the
students to seek difficult words in the listening transcript that has been distributed before. Then, Mrs.S discussed the words and translated it before playing the audio
recording. After discussing the difficult words, Mrs.S played the audio recording for about twice up to third time. When Mrs.S finished playing the audio, she
asked the students to write their answer in the white board and it could be different each other. After Mrs.S gave the explanation about the material, some
students answered in the Indonesian language but most of them were sleepy and did not pay attention to the teacher’s talk and even interacted with others. Bahasa
Indonesia and English were used by Mrs.S during the English classroom. According to Mrs.S, listening session was the material that she delivered on that
day in order to save the energy. It could be seen that some students who were given the questions from Mrs.S looked having a hesitation to answer and even
they pointed another students to do it. There were some students answering the questions from Mrs.S in wrong choice of words and mispronouncing the words.
The words that were often mispronounced by the students were foreign, low,
high. The class ended when the bell rang and P helped Mrs.S to bring her stuff to the office. Mrs.S said that the students’ ability in learning English was low and
unshopisticated since there were limited supporting facilities in SMAN 2 Sleman. Field note 2, Friday, November 1
st
, 2013
After conducting observations in the class, the researcher interviewed some students and then had a discussion with the English teacher. Based on the
observations, interviews and discussion, the researcher and the English teacher identified some problems that occurred in the English teaching and learning process.
The field problems arising during the teaching and learning process could be seen in the list table below.
Table 1. The Problem Found During the English Classroom Process No. Problems
Codes 1
The classroom activities were not communicative. TT
2 The students had less chance to practice their speaking skills.
TT
3
The English teaching and learning process was teacher-centered. TT
4
The source of the teaching and learning process besides the teacher was the LKS.
Mt
5 The students could not produce grammatically correct sentences.
S
6
The students could not pronounce the English words appropriately.
S
6 The teacher often asked the students to practice writing skill
TT
7
The students’ confidence in practicing speaking was low S
8 The students never practice their speaking skill based on SK KD
TT
9 The students were not encouraged to use classroom English.
TT
10
The classroom activities were monotonous. TT
