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CHAPTER IV FINDINGS AND DISCUSSIONS
This chapter presents the process of the research, the findings of the research and the interpretation of the findings in the form of qualitative data. The process of
the research consists of two cycles, Cycle 1 and Cycle II, in which each cycle covers planning, actions and observations, and reflection. This chapter also provides
quantitative data to support the qualitative. The details of this chapter are presented below.
A. Identification of the Problems
Several problems which prevented the students from mastering reading skills were found. The researcher interviewed not only the teacher but also some students of
grade X IIS 1. Interviewing the students was done to gather their opinion about the English reading teaching and learning process there, including the strengths and
weaknesses. Then, she also conducted an observation to identify the problems which happened in the English teaching learning process in the class. The researcher, the
collaborator, and the English teacher had a discussion and listed the problems down. The first problem was related to students’ motivation in learning English
reading skills. Their motivation and willingness to learn the skill was considered low. This information was given by the teacher in the interview. This was proved when the
researcher herself did observation in the classroom. The students were not willing to get involved with the teaching and learning process conducted by the teacher. In fact,
most of them were chatting by themselves and some were playing with their phones. Only students sitting in the front row paid attention. The following interview
transcript supports the statement. ET
R
ET :
:
: Ya bisa dibilang begitu, tapi yang jelas kelas yang lain itu lebih antusias
dalam belajar mbak. Yes, you can say that, but the point is, the other classes are more enthusiastic in learning.
Memangnya kesulitan apa saja yang sering mereka hadapi dalam memahami teks? What are the difficulties that they usually face in
comprehending texts? Banyak mbak faktornya. Yang pertama itu vocab. Dalam teks kan banyak
vocab – vocab yang mereka belum familiar. Lalu ini mbak, complex sentences itu lho. Kan banyak kalimat – kalimat yang pakai complex
sentences dan mereka kan ilmunya belum sampai kesitu jadi ya sedikit banyak mengganggu pemahaman mereka. Itu kalau dari segi teksnya, kalau
dari siswanya ya motivasinya kurang. Kalau nemu vocab yang susah itu mereka nggak berusaha cari di kamus. Mereka justru malah ngobrol sendiri
dan main hape. There are a number of factors. The first one is the vocabulary. Many unfamiliar words are in the texts. And then, complex
sentences. Quite some complex sentences are also in the texts and they do not have the knowledge about that yet, therefore, it confuses them.
Those are the problems related to the text, the one related to the students themselves are about motivation. They lack of motivation.
When finding new words, they do not try to seek for the meaning; instead, they give up and talk among themselves and doing things on
their phone.
App-AIT-01040415
The above transcript of teacher’s interview also presents three other significant problems found in the field. They are students’ vocabulary mastery was
not sufficient in order to comprehend the text, some students did not have prior knowledge or were not familiar with the topic of the text, and some students could
not understand complex sentences found in the text. Moreover, the researcher also
interviewed some students. The following transcript shows the problems related to their difficulty in staying focus while reading and related to teacher’s way of
conducting the teaching and learning process according to the students. S1
R S1
S2
R S1
R S1
S2
S1 R
S1 :
: :
:
: :
: :
:
: :
: Reading tu membaca kan mbak? Ya cuma disuruh baca aja biasanya. Terus
paling habis itu ngerjain soal. Reading is the English word of “membaca”
right? Well, we are only told to read. And maybe after that doing exercises. Oh gitu, lha biasanya teks yang dibaca diambil dari mana? Oh I see.
Where are the texts taken from? Ya dari buku mbak. They’re taken from the textbook, Miss.
Tapi Bu Ami pernah ngasih foto kopian sendiri juga kok. Tapi cuma sekali kayaknya.
But Ma’am Ami has ever given a handout too. But it was only once.
Oh gitu, terus teks – teksnya menurutmu susah nggak dek? Oh I see, and do you think the texts are difficult?
Ya ada yang susah ada yang enggak mbak. Tapi banyak susahnya, hehe. Well, some are difficult, some are not. But most are difficult, hehe.
Kok susah? Yang bikin susah itu apanya sih dek kalau menurut kalian? Why is it difficult? What do you think makes it difficult?
Mm apa ya, ya pokoknya susah mbak. Jawab, Ros. Gantian. Mm, what is it? Well, it’s just difficult, Miss. Answer it, Ros. Your turn.
Kan banyak kata – kata yang susah mbak, yang nggak tahu artinya. Terus kan kita juga nggak paham tentang grammar – grammar gitu. There are
lots of unfamiliar vocabularies, Miss. And we do not understand grammar either.
He eh mbak grammar tu bikin pusing. Right, miss. Grammar confuses us. Gitu ya… Terus Bu Ami pernah ngajarin strategi – strategi buat mbaca gitu
nggak sih? I see. Has Ma’am Ami ever taught you about reading strategies?
Strategi apa si mbak. Kayaknya belum pernah. Pokoknya cuma suruh baca aja kok terus ngerjain soal. Kalo ngasih soal – soal gitu juga nggak jelas
disuruh ngapain. Kita suka bingung. What strategies, miss? I don’t think she has. She only told us to read and do the exercises afterwards. The
instructions of the exercises are not clear either. We are often confused.
App-AIT-02040415
The interview transcripts above showed the existence of some problems occurring in the teaching and learning process. All problems which took place during
the teaching and learning process of reading at SMAN 1 Kasihan grade X IIS 1 are presented in the table below.
Table 3: The Problems Related to the Teaching and Learning Process of Reading at SMAN 1 Kasihan grade X IIS 1.
No. Problems
Code Source
1. Some students had low motivation in learning and
mastering reading skills S
Observation, Interview
2. Students’ vocabulary mastery was not sufficient in
order to comprehend the text S
Interview 3.
Some students did not have prior knowledge or were not familiar with the topic of the text
S Interview
4. Some students could not understand complex
sentences found in the text S
Interview 5.
Some students could not focus while reading S
Interview 6.
Students were not confident to ask questions or further explanation to the teacher
S Observation,
Interview 7.
The strategy to teach reading used by the teacher was not optimal
T Observation,
Interview 8.
The teacher did not use any media to support the teaching and learning process
T Observation
9. The
teacher gave
unclear instructions
and explanations
T Interview
10. The teacher only used texts taken from students’
module T
Interview 11.
The interaction between the teacher and the students were not optimal
TLP Observation,
Interview 12.
The activities conducted in the teaching and learning process of reading were monotonous and not
involving the students TLP
Observation, Interview
S = Students T = Teacher
TLP = Teaching and Learning Process
B. Identification of the Most Urgent and Feasible Problems