note-taking was not slow, the activities could be held.
R: Researcher T: Teacher Interview 1, Appendix E
In addition, the media used in the teaching and learning process were lack. The teacher made pictures by herself in the whiteboard as the media. The pictures
in the whiteboard were used to drill students. The teacher rarely varied the media with other interesting media such as flashcards, puppet, and poster. The fact is
based on the interview with teacher which is shown below. R : Kalo media bu?
How about the media? T : Paling medianya cuma gambar, saya nggambar papaya di papan tulis,
papaya, trus tak suruh ngapalin, mereka terka ini gambar apa. The media was just a picture. I draw a papaya in the whiteboard, I wrote
papaya, and then the students were asked to memorize, they guessed what picture it is.
R: Researcher T: Teacher Interview 1, Appendix E
As a result, it can be summarized that there were some problems related to
the teaching and learning of English. The problems were identified based on the
five fields of the quality of teaching and learning process proposed by Kidwell 2013. The indicators of the quality of teaching and learning process were
adapted to be suitable with the primary teaching and learning process. The table below presented some indicators used to identify some problems in the research
subject.
Table 2: The Indicators of the quality of teaching and learning process
No Indicators
1 LEARNING CLIMATE
Teacher Characteristics: a.
Teacher creates learning environments where students are active participants. b.
Teacher motivates students to learn in a safe, healthy and supportive environment. c.
Teacher displays effective and efficient classroom management. d.
Teacher effectively allocates time. e.
Teacher creates an environment where student work is valued, appreciated and used as a learning tool.
Student Characteristics:
a. Student accepts responsibility for hisher own learning.
b. Student actively participates and is authentically engaged.
c. Student collaboratesteams with other students.
d. Student takes educational risks in class.
2 CLASSROOM ASSESSMENT AND REFLECTION
Teacher Characteristics: Teacher uses student workdata, observations of instruction, assignments and interactions
with colleagues to reflect on and improve teaching practice.
3 INSTRUCTIONAL RIGOR AND STUDENT ENGAGEMENT
Teacher Characteristics: a.
Teacher instructs the complex processes, concepts and principles contained in state and national standards
b. Teacher makes effective classroom discussions, questioning, and learning tasks.
c. Teacher provides meaningful learning opportunities for students.
d. Teacher integrates a variety of learning resources.
e. Teacher shares with students learning intentionstargets and criteria for success.
Student Characteristics:
a. Student articulates and understands learning intentionstargets and criteria for
success. b.
Student reads with understanding a variety of texts.
4 INSTRUCTIONAL RELEVANCE
Teacher Characteristics: a.
Teacher designs learning opportunities that allow students to participate in empowering activities
b. Teacher uses clearly multiple representations, examples and explanations.
c. Teacher incorporates student experiences, interests and real-life situations in
instruction. d.
Teacher makes lesson connections to community, society, and current events.
Student Characteristics:
a. Student poses and responds to meaningful questions.
b. Student communicates knowledge and understanding in a variety of real-world
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