Researcher S: Student Interview 4, Appendix E

forms. 5 KNOWLEDGE OF CONTENT Teacher Characteristics: a. Teacher demonstrates an understanding and in-depth knowledge of content to students. b. Teacher designs and implements standards-based courseslessonsunits using state and national standards. c. Teacher uses and promotes the understanding of appropriate content vocabulary. Student Characteristics: a. Student demonstrates knowledge. b. Student uses and seeks to expand appropriate content vocabulary. From the indicator above, some problems in the teaching and learning in the fourth grade of SDN Ngringin can be identified. Some indicators related to teaching climate, instructional relevance, and others are helpful to code some problems in the teaching and learning process. The complete identification is presented below. Table 3: The Problems Affecting the Teaching and Learning of English in the Grade Four of SD N Ngringin No Problems Codes 1 The students had not been ready yet when the teacher came to the class. LC 2 The students often made noise during the teaching and learning process. LC 3 Some students tapped tables when the teacher explained and asked to take a note. LC 4 The students chatted with other students in the teaching and learning process. LC 5 Many students seldom submitted assignments. IR 6 The media used in the teaching and learning process were lack. IRS 7 The activities of teaching and learning lacked fun activities. IR 8 The teaching technique did not match with the objective of teaching. IR 9 The students did not respond to the teacher’s question well. IR 10 The classroom management has not been applied efficiently for the English teaching. LC 11 The students were less motivated in English classroom. LC 12 Some students did not take a note when the teacher asked them to do it. KC 13 The students’ involvement in classroom was low. LC 14 The teacher rarely used English classroom. KC 15 The teacher could not deal with the noisy students effectively. LC 16 Teacher made ineffectively learning tasks. IRS 17 The interaction between students and teacher was low. LC 18 The interaction among students was low. LC 19 The students still had difficulties in speaking and writing, e.g. pronunciation. KC 20 Teacher ineffectively allocated time. LC LC: Learning Climate IR: Instructional Relevance IRS: Instructional Rigor and Student Engagement KC: Knowledge of Content From the table above, it can be identified that the problems related to the teaching of English came from four fields namely learning climate; instructional relevance; instructional rigor and student engagement; and knowledge of content. First, the problems related to the learning climate were related to the students ’ low motivation and their disruptive behavior in the classroom. Some students were not interested in the English lesson. They tended to do disruptive behaviors such as chatting, beating tables, and making a joke. In addition, some students did not participate in activities. Second, based on instructional relevance, the problems were about the activities held in the classroom which tended to be monotonous and ineffective. Third, the problems based on the knowledge of content were the students’ difficulties of acquiring English skill and the students’ participation. Fourth, the