Result of Classroom Observation

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CHAPTER IV RESULT OF ANALYSISWITH MATERIALS

DEVELOPMENT AND DISCUSSION OF MATERIALS IMPLEMENTATION This chapter discusses the analysis result and the development of the materials. It gives details of the atmosphere of SLB YPAC in general, situation which the teacher faces, and the problems solving to the problems. The writer developsthe materials for students in junior high school level. The book covers most parts of the competences in the syllabus.

4.1 Result of Classroom Observation

An observation is made for grabbing an introduction stage between the observer and the object of the research. In this stage, the writer will obtain as much as information relating to the situation in the classroom. Based on Hammersley and Orsmond observation is actually a good stage for teacher to get involved in the research since an observation is aimed to reveal specific areas for improvement and teacher is the partner to discuss this matter. An observation is supposed to share particularly innovative and effective teaching strategies and techniques; to more broadly disseminate pedagogical knowledge and expertise; to develop effective peerself-evaluation and appraisal skills; and to provide time to intentionally reflect upon our approaches to teaching. The observation is divided into three parts, they are: pre-observation activity, classroom observation, and post-observation; these three steps were taken based on the theory of Hammersley and Orsmond from Guelph University. The three steps derived the specific result that is needs analysis. Pre-observation activity divides into some parts, this stage the writer did some non-formal visits, and the table below gives the visualization of pre- observation activity. Table 4.1 observation flows The table above describes the flows of pre-observation activity. The result of this pre-observation activity was the rough draft of the check list for the next observation. The writer took a record while the teacher taught in the classroom; the following table describes the checklist result.age Table 4.2 Result of checklist observation NO Checklists Yes No 1. 2. 3. Existence of an English Teacher. English teaching is handled by classroom teacher. Existence of teaching tools : - Syllabus - Lesson plans - Teaching media - TextbookTeaching materials. v v v v v v v OUTLINE OF THE OBSERVATION NON-FORMAL VISITS REVIEW OF LESSON PLANS, OBJECTIVES, LEARNING MATERIALS, AND LEARNING MEDIA TEACHER-WRITER DISCUSSION 4. 5. 6. 7. 8. 10. Existence of suitable English textbookteaching materials. The school supports by giving the suitable textbook Classroom consists of more than 10 students. The students are all from the same grade. Some students are from different grade. Classroom teacher develops herhis own textbookteaching material. v v v v v Table 4.2 shows the result of pre-observation activity, the writer derived some points from this activity. The information covered the physical and non- physical condition of English teaching and learning in the classroom. the checklist discovered the facts that students did not have much support in learningEnglish; classroom teacher basically teach all subjects including English. The teacher must handle at least 13 students with the common problems and common ability in academic achievement and learning relating to IQ, based on the checklist, teacher did not have an English textbook which specifically designed for students with special needs. Teacher mostly used the materials from hisher own creation by downloading the materials from internet or from eleme ntary school’s English textbook. The teacher seemed having some hard times in finding the suitable materials, teacher had more problems that the school did not have the up to date syllabus of Engl ish lesson. They used the syllabus from 1995’s curriculum, as the writer got through it, the syllabus actually has not much difference with the structure of normal students’ English lesson, the difference was in the items of difficulty levels. Teaching-learning activities of any subject must have lesson plans, this is aimed to guide teachers in conducting the classroom activities to be well organized, well-received, and well-delivered. One other flaw appeared in this research; the teacher did not have any lesson plans in teaching English. The writer develops the materials by combining the contents from the syllabus from the teacher with the content that the students need. The writer initiates to make the lesson plans for teacher in the beginning of every chapter of the textbook; therefore teachers will the guidance in conducting the class.

4.2 Result of The Questionnaire