Difficulties in Grammar Difficulties in Vocabulary
89
No. Questions
Answers Percentage
16. How do you get an access to a
computer or a laptop? a. From my own
30,2 b. From my parents
20.8 c. From my brother or sister
7.5 d. From the school
10.4 e. From computer rentals
19.8 f. Etc. internet counters
11.3
The raw data of the student‟s answer and examples that they mentioned in the questionnaires are presented in the Appendix E.
As it had been mentioned before, the researcher also distributed a questionnaire to the English teacher. The questionnaire for teacher was distributed
on October 31
st
, 2011. The purpose was not to identify the English teacher‟s
characteristics, but experiences and opinions. The data would help the researcher to identify the English teacher‟s point of view related to appropriate materials that
could be used in the classroom activities. First, the researcher identified the
English teacher‟s experiences in using stories in the learning and teaching process, the examples, the purposes, and the
sources from questions number one to four. From the questions, the researcher found that:
a. The English teacher has ever used stories in the English course.
b. The English teacher told a story that showed daily activities as a modeling,
telling personal experiences as motivation, or read a story taken from the English textbooks as a part of the materials.
c. The purposes of using the stories were as an overview, ice breaking or
refreshing, the main materials, and exercises. d.
The English teacher got the stories from the English textbooks.
90 e.
The English teacher adopted or adapted some of them from many sources. f.
In understanding the stories, the students often found difficulties, especially in vocabulary.
Second, the researcher identified the English teacher‟s opinions about
using stories in the leaning and teaching process based on the result of questions number five to thirteen. From the questions, the researcher found that based on the
English teacher‟s opinions: a.
Using stories in the English learning and teaching process was good. The reason was because stories
developed students‟ motivation and positive attitudes. Stories could attract their attention. Stories also them to understand
the materials. Besides, stories could be used as models of the language use and purposes.
b. Storybooks that were completed with materials and exercises were very
useful because they could be used a supporting materials of learning and teaching at school or at home.
c. Picture story and short stories, tales, legends, and fables, family and love
were the most appropriate forms, types, and themes of storybook that could be used in the English learning and teaching process.
d. An appropriate storybook that could be used in learning and teaching process
had to have interesting characters, easy plot, interesting setting, simple language style, and completed with vocabulary list.
The researcher conclude that based on the English teacher‟s point of view, using
stories in the learning and teaching process was one of effective and efficient alternative
to accommodate the students‟ characteristics.