Action and observation Reflection

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

This chapter copes with explanation and discussion of the research findings. It consists of three main parts: research procedure and findings, the implementation of the action and discussion, and result of pre-test and post-test on the students’ speaking skills.

A. Identification of the field Problems

To give clear understanding on the research process, the description of steps in action research suggested by Kemmis and McTaggart 1988 with some modification is presented as follows:

1. Reconnaisance

The research process began with the formulation of the problems identified in the field. To identify the field problems, I conducted some observations and interview with the English teacher and the students. The observations were conducted in two meetings. The observations were done on 31th October 2013. The field problems occurred during the teaching and learning process could be seen in Table 4.1.

2. Identification of the field problems

From the observation and interview, it could be identified that there were many problems in the process of teaching and learning at class X of SMK PI Ambarrukmo 1 Sleman. The problems were related to both the teacher and the 45 students. To make it easier to analyze each problem, I presented them in the following table. Table 4.1: The Field Problems Found During the Teaching and Learning Process No Problem Found Indicators 1. The students had low motivation to learn and to speak English. 1. Some students did not answer the questions from the teacher. 2. Some students did not do the tasks that were given by the teacher. 2. The students had difficulty in following the lesson. 1. The teacher explains the materials more than once. 2. The students gave wrong answers when the teacher asked. 3. The students were shy and afraid to speak in English 1. Some students kept silent when being asked by the teacher. 2. When I asked the students why they kept silent in the speaking TL process, they said that they were shy and afraid of making mistakes. 4. The students฀ vocabulary mastery was still low. 1. The students kept silent when being asked by the teacher. 2. Most of the students kept silent when the teacher asked them to give the meaning of some English words. 5. Some students tended to be noisy in the teaching and learning process. 1. Some students chatted with their friends during the teaching and learning process. 2. Some students walked around their friends’ desk. 6. Some students were not familiar with the classroom English in the English teaching and learning process. 1. The students asked the teacher to translate some classroom English that was used by the teacher. 2. The students asked the teacher to use Indonesian. 7. The English teaching and learning activities were monotonous. 1. The teacher only asked the students to read some texts, translate some sentences, and do some tasks on the course book or “LKS”. 8. The tasks were not well-organized and 1. The tasks given by the teacher were 46 not interesting enough. only to read some dialogues or texts and to answer the questions provided or questions and answer about some vocabulary and to do the tasks in the “LKS” 9. The teacher used limited technique in teaching speaking. 1. The teacher did not use various and interesting techniques in the teaching and learning process. 2. The teacher only taught according to the course book. 10. The classroom management did not run well. 1. The amount of the students in the classroom was too much. 11. The teacher gave less opportunity to the students to practice English orally. 1. The teacher seldom taught speaking but she focused the teaching on reading and writing. 2. The teacher only used course book and “LKS” in teaching speaking and then asked the students to answer the questions in the course book. 12. There were limited media in teaching and learning process. 1. The teacher only used course book, “LKS”, and white board without any other media. 13. The English teaching and learning process was teacher-centered. 1. The teacher often only gave presentation and explanation in front of the classroom without giving more opportunity to the students to do some activities. Table 4.2: The Students’ Pre-test Mean Scores Indicators Mean scores Grammar 2.3 Vocabulary 2.7 Comprehension 2.5 Fluency 2.1 Pronunciation 2.5 From the identified problem above, then I decided some crucial problems that were feasible and manageable to solve as follows: