recorded and analyzed the data. Then, to avoid subjectivity in analyzing the data, triangulation was used.
The triangulation was aimed to gather multiple perspectives on the situation being studied. This research focused on three ways of triangulations.
They were time triangulation, investigator triangulation, and theoretical triangulation. First, the researcher used the time triangulation in which the data
were collected in different points of time. Then, the researcher focused on the investigator triangulation. There was more than one observer to avoid personal
bias and to provide checks on the reliability of the observation. Moreover, the researcher asked the English teacher to collect the data to be compared with her
own and the researcher also reviewed many theories from the experts, not only take one theory for the basis.
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CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Reconnaissance
1. Identification of the Field Problem
In this stage, some problems in the field were identified in some steps. The first step was to conduct a preliminary observation of the English teaching
and learning process, especially on teaching the skills of class XI Science of SMA Angkasa Adisutjipto Yogyakarta. The next step was to hold some interviews with
the English teacher and also some of the students of class XI Science as the research participants.
Before going further on identifying the problems of the field, the researcher shows the facts of the teaching and learning process of speaking class
in XI Science based on the preliminary observation held on 23 August 2013. The ET started the class by greeting the students and checking the
students’ attendance list. Then, the ET explained the material of report text without giving a lead-in
to the students first.
In the middle of the teaching and learning process, one of the students suddenly said, “Ma’am, I’m getting bored with this class. I want to sleep
now.” The ET then replied, “If you are getting bored with my class, you can close the door from the outside
.” “No, I don’t want to”, the student replied again.
Finally, the ET let the student slept in the classroom while some of the other students were busy with their own activities.
Many of them did not pay attention to the teacher’s explanation.
The ET then asked the students to answer some questions in English in
order to make the students familiar with speaking English. Because of the ET thought that it was not running well, so the ET let the students to answer it in
Bahasa Indonesia.
Based on the field note FN.04, there were some problems in the teaching
and learning process of English especially in teaching the speaking skills in XI Science class of SMA Angkasa Adisutjipto. Some problems found in the field
were the students’ low motivation in learning English, the teacher’s inability to encoura
ge the students’ motivation to learn, and the teacher’s inability to motivate the students to try to speak in English.
After conducting a preliminary observation, the researcher gain the data by holding an interview with the English teacher and the students to find the
information related to the teaching and learning process of speaking in class XI Science SMA Angkasa Adisutjipto Yogyakarta. The interview was also done to
support the identification of the problems. From the interview with the teacher, the researcher found some problems
related to the teaching and learning process of English especially in teaching
speaking skills. The first problem that the teacher faced to teach speaking skills was about media.
Since the media for teaching English in the classroom were limited, the teacher tended to teach the reading and writing skills more than
to teach the listening and speaking skills. It was easier for the teacher to teach reading and writing because it did not need any additional media to teach. The
teacher can only use the text book and worksheet without any other supporting media to teach.
Another problem faced by the teacher was the students’ low ability on speaking.
According to the teacher, it was because the teacher rarely taught the
students the speaking skills itself. The teacher gave more portions to teach only reading and writing because these skills had more portions in the examination.
The next problem which was the hardest problem faced by the teacher in teaching speaking skill was about the students’ low enthusiasm and
motivation to speak in English. The teacher mentioned that most of the students
were shy to speak in English although some of them looked brave to speak in English with unorganized grammar. They were also lazy to speak in English and
tended to use Bahasa Indonesia although the teacher had taught them some expressions to be used in their daily activity especially in the classroom. All of
these problems can be seen on the interview transcript IT. 6 on the appendix.
Here is the quotation of the interview transcript IT. 6 on the appendixes. R : Terkait dengan pengajaran keempat skills dalam Bahasa Inggris, apakah
ibu rasa ada kekurangan yang selama ini ibu alami ketika proses pengajaran di kelas? Related to the teaching of four skills of English, do
you think there are some weaknesses during the teaching and learning process in the classroom, Ma’am?
ET : Kalau secara keseluruhan, dari keempat skills dalam pengajaran Bahasa Inggris, saya rasa saya lebih banyak mengajarkan reading dan writing
mbak soalnya kan itu yang banyak diujikan. Selain itu, terkendala media dan waktu juga mbak kalau mau mengajarkan listening dan speaking.
Overall, from those four skills of English, I tend to teach reading and writing skills than listening and speaking skills because the reading
and writing skills have more portion in the examination. Another problem is the limitation of media and tima. Since there were a
limitation in media and time, I only focus on teaching those two skills
. R : Ngomong-ngomong, masalah terbesar apa yang ibu hadapi ketika
mengajarkan speaking kepada para siswa? Anyway, what is the hardest problem for you to teach the speaking skill to the students, Ma’am?
ET : Kalau ngajar speaking itu susahnya ngajak anak-anak untuk aktif berbicara. Kebanyakan dari mereka masih pada malu-malu mbak,
kalaupun ada yang sudah PD ya kebanyakan juga masih semrawut bahasanya Tapi ya nggak apa-apa ya mbak, namanya juga masih belajar.
continued
