Validity and Reliability RESEARCH METHOD

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CHAPTER IV THE RESEARCH PROCESS AND FINDINGS

A. Reconnaissance

Classroom observation and interview the English teacher and the students were conducted to gather the information of the reading teaching and learning process of grade VIII at SMPN 6 Yogyakarta. The interview with the teacher was carried out on February 16 th - 17 th 2014. While the classroom observation was done on November 22 th 2013 in VIII A class and was continued by conducting interviews with the students after class. Then, the data of the observation and the interviews were discussed collaboratively. The data were identified carefully. The situation of the English teaching and learning process in VIII A class was shown in this following vignette. Vignette 1 Daydate : Friday, November 22th, 2013 Time : 08.00 – 09.20 a.m. Place : Grade VIII A at SMPN 6 Yogyakarta ET: English Teacher R: Researcher Ss: Students ET started the class by greeting Ss with saying “Good morning, everybody” and immediately replied by the Ss , “Good morning”. “How are you today?” asked ET. Ss answered, “Fine. Thank you. And you?” “I am fine too. Thank you,” said ET. ET said to Ss that there was a guest that day. Then, R introduced his name. “Okay. My name is Fitri Alfarisy but you can call me mas Alfa or Mister Alfa.” Then, ET checked the attendance list. ET started the lesson by continuing the previous lesson. She asked Ss whether they had finished their homework or not. ET asked Ss to check the answer together. ET asked them, “Have you done the homework?” Ss kept silent. Then, ET checked the answer through reading the answer without discussion with Ss.

1. Identification of the Field Problems

There were many problems in the English classroom. The identification of the problems presented in table 1. ET mentioned all of the answers. While ET mentioned the answers some of Ss looked bored and they did their own activities such as chatting with their friends and read other book. After ET finished the answers, ET did not asked the students about their answers. ET turned on the LCD. ET showed a text of Sea Eagle. ET said, “Read the text carefully and answer the questions” Then, Ss did the tasks. The class was noisy then because ET went to the toilet. Some of Ss tried to do the exercises with their friends. There were also some of Ss who tended to make noise during the teaching and learning process by chatting with their friends. Some Ss asked me how to use some expressions. I explained the expressions to them. Then, ET came to the class again. She asked to the Ss , “ Sudah selesai mengerjakannya ?”. Ss answered, “ Belum Miss .” Then ET was silent and doing something with her laptop in front of the class while Ss finishing the tasks. Some of Ss were still chatting with their friends and the others were finishing the tasks. The class became noisy because some of them had finished their tasks. ET then started to check the answer. Like before ET did not discuss the text with Ss first but she checked the answers directly through mentioning all of the answers. Then, ET explained next material until the end of the time. Then ET asked Ss to do some tasks in LKS. She said, “ Sekarang buka LKS dan halaman 40 sampai 45 untuk PR ”. Finally, the bell rang out. ET ended the class. “ Latihannya dikerjakan di rumah, ya. Sambil belajar. See you.” Her salaam was replied by Ss Table 2: The Field Problems of the English Teaching-Learning Process of Grade VIII A at SMPN 6 Yogyakarta No Field Problems Codes Sources 1 The class was such a grammar class. T O 2 The teacher used much Bahasa Indonesia. T O 3 The activities were not varied. T O 4 The students read and translate the text word by word. S O 5 The students did not have adequate vocabulary. S O,I 6 The students forgot some basic concepts of grammatical points. S O,I 7 The students could not answer the comprehension questions of the text. S O 8 The students considered that reading English texts were difficult. S I 9 The teacher mostly translated the meaning of the unfamiliar words for the students. T,S O 10 Neither the students nor the teacher used any reading techniques and strategies. T,S O 11 The students had low motivation to learn English. S I 12 The students passively used English in the classroom communication. S O 13 There was no communication between the teacher and the students T,S O, I 14 The students had difficulties in recognizing word- class. T,S O

T: Teacher S:Students O:Observation I: Interview 2. Identification of the Field Problems to Solve

Since there were many problems in the English teaching and learning process, so some of them were selected to solve. The selection was also based on the needs of the students and the feasibility of doing the project. The selected problems to solve are presented in the following table. Table 3: The Problems to Solve No Field Problems Codes Sources 1 The teacher dominated the classroom activities. T O, I 2 The teacher used much Bahasa Indonesia. T O 3 The activities were not varied. T O 4 The students read and translate the text word by word. S O 5 The students did not have adequate vocabulary. S O,I 6 The students forgot some basic concepts of grammatical points. S O,I 7 The students could not answer the comprehension questions of the text. S O 8 The students considered that reading English texts were difficult. S I 9 The teacher mostly asked students to translate the meaning of the unfamiliar words through dictionary. T,S O 10 Neither the students nor the teacher used any reading techniques and strategies. T,S O 11 The students had low motivation to learn English. S I 12 The students were passive in the classroom activities. S O 13 There was no interaction between the teacher and the students T,S O, I 14 The students had difficulties in recognizing word- class. T,S O

T: Teacher S:Students O:Observation I: Interview

The process of identifying the problems was continued by formulating the problems and analyzing the causes and the results of the problems to solve. The analysis of the causes was useful to find the right solutions through the actions. Here, lists of the problems and the main causes were presented. The result of the analysis is presented in table 3.