The following was the chart of the summary of the students’ responses on those 8 items.
10 20
30 40
50 60
70 80
90
1 strongly disagree
3 agree Statement 24
Statement 25 Statement 26
Statement 27 Statement 28
Statement 29 Statement 30
Statement 31
Figure 4.1 The students’ responses on the usefulness of the model in helping them understand the topics
The students’ responses to statements 24 up to 31 were clearly shown in the above chart. The result showed that for those statements, most of the students
agreed, some strongly agreed, some disagreed, and no one strongly disagreed. Certainly, it could be interpreted that most students had positive perceptions
toward the use of the model in helping them understand the topics.
2. The Data Presentation and Analysis of the Class Observation
The class observations were conducted on Friday, 11 November ’05 and Friday, 18 November ’05. The results of the two observation classes were similar.
Therefore, the researcher presents the data in one discussion. From the observations, the researcher found that the learners were well-mannered. They had
good attitudes during the speaking class processes. The researcher observed that the lesson was smooth, sequenced, and logical. It was commenced from pre-
teaching and learning activity the teacher introduced the lesson, then the teacher
came up with the teaching and learning process and finally had the closure of the lesson. For the teaching and learning process, the teacher explained first before
the learners came up with the activities. From the observation, the researcher also found that the students seemed to have interest and enthusiasm during the
speaking class activities. It was seen from their attitudes; they paid attention, followed the activities, gave responses, and sometimes asked questions related to
the topic. Besides, the learners were able to understand the directions given; they knew what to do in the speaking class process and could follow the activities
given. Here, the learners paid attention to the teacher’s explanation, only 1 or 2 students who did not do so. Hence, the researcher agreed that the technique was
appropriate for the learners. Moreover, the researcher observed that the learners were comfortable and relaxed during the speaking class processes. It was a good
attitude toward the modelling. The researcher also found that most of the learners made effective responses to the modelling. They listened carefully to the model
and sometimes asked questions related to the topic. It can be concluded that the learners were attentive and involved in the speaking class processes. Furthermore,
the researcher observed that the lesson was well-prepared the handouts, the teaching aid. The teacher in this case used the time effectively. The researcher
also observed that the learners had initiative and creativity; many students were active in the class. Most of the learners followed the class activities and did not do
the other activities outside the speaking class activities. Besides, the teacher used illustrations and examples effectively. The teacher gave the learners some
examples and explained them before they were asked to do the exercises. Furthermore, the researcher observed that the learners always paid attention to the
model. They seemed to always try to listen to the audio recording, to the teacher, and to do the exercises. On the other hand, the learners complained that the model
was not clear enough for listen. They had to listen carefully to the model. In this case, the researcher observed that the learners sometimes still had problems in
listening to the model. As a result, sometimes they missed the points in the model. As a consequence, sometimes the learners asked questions related to the model, if
they thought there was an unclear part. It indicated a good attitude from the learners; they paid attention and always tried to follow the class activities. In
addition, the learners did the exercises well and seriously, sometimes they co- operated with the other learners to finish the exercises. The researcher also found
that the learners could solve almost all of the problems given. Moreover, from the observations, the researcher agreed that the learners’ performances were good and
the learners seemed not bored during the class activities. Moreover, from the observations, the researcher found out how the teacher in the speaking classes
implemented the use of audio recording as a model. Firstly, the teacher introduced the topic. Then, the teacher distributed handouts to the students and asked the
students to readstudy the handouts. After that, the teacher explained the materials to the students. Next, the teacher played the audio recording and asked the
students to listen to it. Then, the teacher becomes the facilitator in discussing the
exercises. After that, the teacher asked the students to prepare for the speaking practice. Finally, the students practiced speaking in front of the class.
3. The Data Presentation and Analysis of the Interview
