48
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Reconnaissance
In this step, some techniques to identify problems were conducted. First, observation was done to know the real condition related to the English teaching
and learning process at IV class of SD N Ngringin. Second, interviews were also conducted to get some information about the teaching and learning process from
different point of views from the English teacher and the students. To meet the democratic and dialogic validity, the interview was conducted until the end of
research.
1. Identification of the Field Problems
Interviews and a classroom observation were done to get data about the problems of teaching and learning process. The researcher observed the English
teaching and learning process of IV on July 23, 2013. The result of observation was in the form of a field note.
Based on the observation, it was revealed that there were many problems students and teacher encountered. The problems were related to some aspects,
one of them related to the stu dents’ behavior. In the meeting, the students had not
been ready yet when the teacher went to the class. They were still running around and making jokes with others. The teacher should warn them to make a line
before entering the classroom. This fact is proven by following field note. Then, the teacher started lesson by writing a title in the blackboard, “Greeting
and Parting”. She said, “Today we are going to learn about greeting and parting, firstly, take a note book because the students book and students worksheet have
not been yet available, write the title”. Students were noisy, some students looked
for their pen, some students kept talking with their friends. ….. Some students
tapped tables to make situation more crowded. ………... However, some students did not write and kept talking with others.
Even, some students made noise therefore she came and addressed to make them keep quiet and write. … It happened again that some students chatted with others
and made noise. The teacher was busy again with the students who bothered others and played a ruler. The teacher addressed them again and then explained
the material about kinds of expression of Parting written in the white board.
Field note 1, Appendix D
Moreover, during the teaching and learning process the students did not respond to
the teacher’s question well. Those indicated that they had less motivation in English learning. This fact was supported by the interview to the
teacher showed in the transcript below. ………
T : Kadang-kadang malah dho nyepelekke mbak, ada yang ditanya diem gitu,
ono sing njawab bisa ya ada. Ada siswa yang bilangBahasa Inggris ki opo to bu, gak penting ngajarin kayak gitu.
Sometimes they ignored, some students were silence when they were asked, but some others could answer. There was a student who said
What is it? That is unimportant to teach something like that.
R : Berarti memang anak-anak bisa dikatakan belum termotivasi ya bu?
Can we say that the children have not been motivated yet? T :
Belum karena mereka menganggap itu apa sih, tak terangke tapi ada yang bisa ada yang belum.
I guess so. Because they don’t understand. When I teach them, some
students understand, but others not.
R: Researcher T: Teacher Interview 1, Appendix E
The interview data above also showed that they often made noise in the classroom. When the teacher asked them to take a note the material, some
students were looking for their pen and many other students kept talking with their friends. They were reluctant to participate in some activities. Moreover,
some students tapped tables to make situation more crowded. The incident
happened again and again until the end of lesson, even in each meeting of English. The noisy students were warned by the teacher. However it could not addressed
students’ behavior. There were no routines and patterns to deal with the disruptive behavior. It was indicated that the classroom management did not run well. The
identification is confirmed in the interviews below.
R Di kelas kalo pas pelajaran sebelumnya rame kayak tadi gak sih?apa
cuma yang tadi aja? At the usual teaching process, are students noisy like today? Or is it
just happening right now?
S29 : Rame, kalo sama Miss Erna mesti rame deh mbak It is noisy, the class with miss Erna is always noisy, Miss
R : Kenapa kira-kira?
Why does it happen? S29 Mungkin bosen
Maybe they are bored
R: Researcher S: Student Interview 4, Appendix E
The condition also indicated that the activities of the teaching process did not enhance the English skill maximally, especially speaking skill. The activities
were not interesting enough for the students because the teacher only relied on the textbook and the teaching learning process was not dynamic and fun. This action
did not give the students opportunity to practice skills instead it promoted writing and reading skill. It can be said that the activities in the teaching and learning
process did not match with the objective of lesson. Moreover, the time management of activities was not arranged well. The fact is proven by following
interview. T : Kemarin latihan aja belum, waktunya entek nggo nyeneni, mencatatnya
lama, lambat, kalo mencatatnya gak lambat ya bisa. Yesterday, the students did not do the practice, because the time was
spent for me being angry. The note-taking was so long and slow. If the
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.
Kategori