problems found during the teaching and learning process. Concerning the teaching and learning process, there were also some discussions with the English teacher.
The field problems which occurred during the teaching and learning process could be seen in the following Table.
Table 1: Field Problems in the English Teaching and Learning Process of VII B Class at SMP Institut Indonesia
No. Field Problems
Code 1.
The teacher could not motivate the students. T
2. The teacher used monotonous techniques
T 3.
The teacher asked the students to find words and look for the meaning in the dictionary.
T 4.
The teacher directly asked the students to find words and the meaning without her help.
T 5.
The students lacked vocabulary. S
6. The students’ pronunciation was still weak.
S 7.
Most of the students were passive. S
8. Bahasa Indonesia and Javanese were the dominant
languages at the class. S
9. The students were afraid of making mistakes.
S 10.
There were not enough media in the teaching and learning process.
Md 11
The activities that the teacher gave were less varied. T
12. Few students were less encouraged to work in groups.
S 13.
The time management of the English learning and teaching process was not designed well.
A 14.
Few students brought dictionaries. S
15. The material was not interesting so that the students got
easily bored. M
T= Teacher; S= Students; M= Materials; A= Time allocation; Md= Media
2. Identification of the Field Problems to Solve
First, the researcher discussed the field problems the researcher found with the collaborator. She said that it was impossible to solve all problems occurring
because of the limited time. So by considering the time, fund and energy, we agreed to select problems to solve from the English teaching and learning process
in class VII B of SMP Institute Indonesia. The selected problems in the English and learning process are presented in Table 2.
Table 2: The field Problems to Solve
No. Field problems
1. The students lacked vocabulary.
2. The students’ pronunciation still weak.
3. Most of the students were passive.
4. The students were afraid of making mistakes.
5. The teacher could not motivate the students.
6. The materials were not interesting so the students got bored easily.
7. There were not enough media in the teaching and learning process.
8. Few students brought dictionaries.
9. The students were less encourages working in groups.
10. The teacher directly asked the students to find words and the meaning
without her help.
After determining the field problems to solve, the collaborator and the researcher had a discussion to analyze the field problems and main causes. This
step was important to recognize the obstacles and weakness related to the field problems found.
Then we concluded that the possible main cause of the problems was the teacher. The teacher failed to motivate the students. The activities conducted were
less varied and monotonous. The teacher was not creative in varying and creating tasks because she only reviewed the materials on the course book and LKS
Lembar Kerja Siswa. The teacher gave less opportunity to students to learn to practice new words orally and to speak, or it was teacher-centered. She also rarely
used media, such as pictures, video, etc.
Then some effects happened to the students. They became passive and silent, and got bored easily during the teaching and learning process. In addition,
the students became less motivated and seemed reluctant in responding to the teacher’s questions.
Based on the result of my interview with the teacher, she said that she have made the lesson plan for every meeting. But, she could not follow the lesson plan
precisely. Thus, the teaching and learning process did not run effectively. In addition, the teacher seldom gave activities to improve their vocabulary mastery
even practice students’ pronunciation and check their spelling. The feedback on both pronunciation and spelling were also rarely given. Thus students still
mispronounced some words and sentences. Furthermore, they were also afraid of making mistakes because of their lack of vocabulary.
After analyzing the cause of the problems, we continued the discussion and determined that the problems related to the students’ personality needed to be
solved as soon as possible since communicative approach is students-centered approach. To solve these problems, we could start with the teacher. Starting to
change the teacher’s ways of teaching was the first effort to solve the problems. So we agreed to use games supported by various activities to stimulate students to
be confident, interested and excited in learning the language and also materials from many sources that were suitable with the curriculum and students’ needs.
The teacher also needed to create a good atmosphere so that the students could learn comfortably without feeling anxious and afraid of making mistakes.
