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learning activity. The teacher also applied another teaching techniques and learning
activities in order to make his teaching clear and understandable for students. The teacher often translated his English explanation into Indonesian in order to avoid
students’ misunderstanding. According to the teacher, he spoke in Indonesian more than in English because there were a lot of students of grade X in SMA
Stella Duce 2 Yogyakarta who could not properly understand the teacher’s saying in English. This situation implies that a lot of students of grade X in SMA Stella
Duce 2 Yogyakarta had difficulties in understanding what the teacher means in his explanation or instruction. This condition required the teacher to translate his
explanation or instruction into Indonesian so that students could understand what the teacher means and students could learn properly.
3. Students’ Responses on the Learning Techniques
As presented in the previous sub chapter, there were three students’ general responses on the learning activities. The responses were positive response,
negative response, and undecided response. The followings are discussion on students’ responses on the learning activities in which the learning strategies are
applied.
a. Students with Positive Response
Students with positive response are students who stated that they were able to follow the learning activities in English reading class. Students with
positive response were usually those who liked the learning activities they conduct, who liked the English subject, and those who liked the way the teacher
conducts the learning activities. Students who gave positive response were also
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those who enjoyed the learning activities, who knew what they should do in learning activities, who could understand the learning materials they learned, and
those who were in the good mood to learn. These situations enabled the students to follow the learning activities without any significant difficulties.
In the researcher’s opinion, the students whose conditions are mentioned above have no difficulties in following the learning activities. If they find
problems or difficulties in their learning, these students will not easily give up in trying to solve or answer the problems. These students will not easily give up
because of those conditions on the learning activities could encourage them to focus on the learning. The students with those conditions may be able to ignore
any disturbances or noise which come from around them. In addition, this positive response shows that students like the learning activities conducted and teaching
techniques applied by the teacher. Considering that students liked the learning activities and the teaching techniques, it could be stated that the learning activities
conducted and the teaching techniques applied could help students in their learning process.
b. Students with Negative Response
Meanwhile, students with negative response were students who stated that they were not able to follow the learning activities in English reading class. These
students were those who did not have clear explanation on the learning activities or learning materials, who had problems in the English subject such as limited
vocabulary and poor grammar mastery, and those who did not like the way the teacher conducted the learning activities. These students were also those who did
not like the English subject and who could not focus on learning activities. Such
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conditions made students difficult to follow the learning activities because the conditions disabled students to understand the learning materials. In addition,
these conditions may also discourage students in their learning process since students perhaps cannot focus their attention on learning due to boredom.
In the researcher’s opinion, when students experience such conditions where they could not follow the learning activities, students usually still tried to
make themselves able to focus on learning and then able to follow the learning activities. However, in order to help students encourage themselves again, the
teacher played crucial role. The teacher should bring students out of those difficult situations. The teacher could change the learning activities he is
conducting or teaching techniques he is applying with other learning activities and teaching techniques without changing its purposes in learning. By having
different learning activities and teaching techniques which possibly bring new situation in learning, students could be encouraged to focus on learning again so
that they can follow the learning activities and understand what they are learning.
c. Students with Undecided response
The last students’ response is undecided response. This response comes from students who were in some ways able to follow the learning activities in
English reading class but they still found some problems or difficulties in following the learning activities. In other words, these students experienced both
what students with positive response and students with negative response experienced in learning activities at the same time. There were many factors that
made these students able to follow the learning activities. Those factors are generally the same as what students with positive response have. On the other
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hand, these students encountered some problems or difficulties during the learning activities that make them unable to follow the learning activities
properly. In addition, these problems or difficulties show that there were students who did not like the learning activities conducted and teaching techniques applied
by the teacher. It can be stated that there are several learning activities that students did not like and that could not help students in learning.
In the researcher’s opinion, students’ problems or difficulties in following the learning activities may deal with the learning material they learn or with the
learning activities they conduct in class. Students’ problems or difficulties that deal with the learning materials can be their limitation on English such as the
limited vocabulary and poor grammar mastery. The other problem is their difficulty in understanding the learning materials such as the characteristics of
certain English texts. Beyond those problems and difficulties, these students in some ways are still able to follow the learning activities. What make these
students able to follow the learning activities can come from other people or conditions in the learning activities. These supportive factors can also come from
the students. The factors that come from other people or conditions in the learning activities can be the teaching techniques applied by the teacher and situations of
the learning activities. In addition, the factors that come from students can be students’ likeness to the learning activities conducted or teaching techniques
applied by the teacher. Students’ likeness to the English subject can also be a supportive factor for students to follow the learning activities.
CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter presents general conclusion from the discussion in this study. This chapter also presents suggestions for future researchers, students, and
English teachers. Hence, the researcher divides this chapter into two sub chapters, namely conclusions and suggestions.
A. Conclusions
This sub chapter presents conclusions based on the discussion on the research problems. It consists of two parts. The first part is conclusion of learning
techniques applied by the teacher and reasons for the techniques, and the second part is conclusion of students’ response on the learning techniques.
1. Learning Techniques in Reading Class
There are six learning techniques applied by the teacher for English reading class. The teacher conducted more than one learning technique in one
meeting. The teacher always applied the same learning techniques with the same teaching techniques for every grade X class he taught so that every student in
grade X experienced the same learning techniques. The teacher may give more than one reasons for a certain learning techniques he applied. The followings are
learning techniques applied by the teacher and his reasons for applying the techniques.
The first learning technique is introducing the lesson. In this learning technique, the teacher explained what students were going to have and what they
