The Teaching and Learning Processes in

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter presents and discusses the research findings obtained by the researcher from the research. This chapter also answers the problems formulation in the first chapter. It showed how Book Report Course was conducted, and the students’ perception on Book Report Course they had experienced whether it was good or it was bad. It also provided the students’ suggestions to make a better Book Report Course in the future. The researcher distributed questionnaires and interviewed some respondents in obtaining the research findings.

A. The Teaching and Learning Processes in

Book Report Course The researcher obtained the data about how the teaching and learning processes were conducted from interview. From the interview, the researcher found out that basically all respondents experienced the same ways and steps in completing Book Report Course. The interviewees were chosen randomly according to the score in questionnaire. Each interviewee represented very bad, bad, good, and very good perception. The interviewees also came from different classes. From the interview, the researcher found out that all of them had to read four books in a semester. It meant students had to report a book orally every four weeks. All respondents also had to make a written report for each book they had read before they reported it orally. Next they submitted the written report. Then PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 23 they reported what they had read orally. The oral report was done individually. It took three weeks, and there were around ten students per week who did the oral report. A week before the three weeks was for class’ meeting. It meant there were four meetings in class. The first meeting they had the introduction and the nature of the course. The next class’ meetings were going to be used to discuss the next task and some lecturers used it to decide the turn for the next oral report and gave general feedback from the previous oral report. “So, the first meeting we were gathered in a class and we were introduced about Book Report Course. Then there was no class for the next three weeks. After that, we gathered in a class again and decided the turn for the next oral report. The lecturer distributed a list with three columns with three dates as the dates for the next oral report to a student. Then the student was able to write their name in whichever column heshe wanted to have the test. Those who sat in front had the right to choose first…The lecturer also gave feedback in general from the previous oral report because the personal feedback was directly given after the oral report.” Interviewee 3 Related to the meeting, one interviewee stated that the absence of the regular meeting in class made the reading process was not able to be monitored. “Most were able to do the oral report well. They read and remembered the story and they reported it. However, the lecturer did not know the reading process itself. In fact, not all students really read the story but they were able to report the story orally well…the essence of reading, sometimes, become lessen. The pupils wanted the practical way. They looked for the summary in the internet, or asked the senior.” Interviewee 2 It was true that the nature of Book Report Course as a part of Extensive Reading demanded the students to read outside the class. It was not able to monitor the reading process, while monitoring is required according to Bell 1998. Through monitoring, the process and the progress of the reading were able to be traced. It PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 24 aimed to know the development of students’ reading habit, to avoid students from plagiarism, and to see whether the goal of the course could be achieved or not.

B. The Assessment in