Acting and Observing Procedure of the Research

who talked to their friends. Then, the teacher checked the students’ homework taken from LKS. They should write the answers in complete sentences based on the explanation text on the white board. When the teacher said “Any volunteer who wants to write down the answer?” there were few students who wanted to come in front of the class to write down the answer on the white board. So for the rest of the questions, the teacher should call their names. After that, the teacher checked the sentences one by one and identified the mistakes. While she was doing these activities, some students only talked with their friends and paid no attention to the teacher’s explanation. The teacher then explained the generic structures and language features of an explanation text without showing the model of the text. She said, “If you want to explain how something happens, you have to use simple present tense, cirinya harus memakai verb1.” “Contohnya verb1 seperti apa?” asked the teacher. Most of the students paid no attention to the teacher, it could be seen when teacher asked, some of them did not say anything until she repeated the question. Then the teacher gave the students writing tasks. She asked them to complete the text with suitable words. Then they had to identify the generic structure of the text. They could do the tasks with their partners. Some students got confused with the tasks given by the teacher. They also met difficulties in completing the text with the suitable words because they were not familiar with the words. So, the teacher asked them to borrow dictionary in the library. But they did not feel up to open the dictionary. When all students finished in doing the task, the teacher started checking the students’ answers. She called the students’ names then asked them to answer directly. When a student read the text and the answer, other students did not pay attention and were just busy with their own activity. After the students answered, the teacher used the white board as the media to write the additional information. It indicated that the students needed some media to engage their interest because they were not motivated to get involved in the teaching and learning process. When the teacher explained in front of the class, some students were busy with their friends. The teacher reminded them to be silent. However the students still made noisy. It indicated that the students’ involvement in the teaching and learning process was very low. Field note 2, October 23 rd , 2013 The field note shows that the activity during the process of teaching and learning was not quite successful to get the students’ interest. Most of them had no motivation to follow the lesson. It was indicated by the actions they did when the teacher explained the materials. Some of them often talked to their friends. The rests also did not pay attention when the teacher asked their friends to read the text and answer the correct vocabulary. This situation brought them into a passive condition. Therefore, the students’ involvement during the teaching and learning process needed to be improved. To strengthen the findings, the researcher also held interviews with both the students and the teacher. By interviewing the English teacher, she identified the problems that supported the early condition above. The following interview transcript shows the similar condition in the vignette. P : Bagaimana kemampuan bahasa Inggris siswa secara keseluruhan Bu? How are the students’ skills of English in general, Ma’am? G : Jujur saja kalau disini itu anak- anaknya masih low ya mbak. Apalagi yang kelas XII IPA1 ini cukup ramai dibanding dengan kelas IPA satunya. Mereka sering mengobrol sendiri dengan temannya saat pelajaran berlangsung. Kadang kalau disuruh mengerjakan mereka hanya njagake jawaban temannya. Honestly, the students’ skills are still low, especially for Grade XII Science1 students who are quite noisy than the students from the other science class. They often talk to their classmates during the lesson. When they are asked to do the task, sometimes they look at their friend’s works. P : Bagaimana pembelajaran menulis di kelas Bu? How the teaching and learning writing in class, Ma’am? G : Saya cuman ambil materi dari LKS mbak, sebagai tambahan mungkin cuma dari buku yang ada di perpustakaan. Kalau menulis itu, biasanya anak saya suruh menjawab pertanyaan dengan kalimat lengkap dari bacaan. Kalau saya suruh menulis itu ya sulit sih mbak ngajarinnya. I just take the materials from LKS or English book in the library. In the writing class, the students are asked to answer the questions from text. I find difficulties to teach the students if they are asked to compose a text. P : Jika dalam menulis, siswa masih ada kesulitan atau tidak ya Bu? In writing, do the students still find anydifficulties? G : Iya mbak, memang untuk kemampuan menulis, rata-rata siswa di sekolah ini masih mengalami kesulitan. Yes, they do. The students in this school still find some problems in writing.