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CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
This chapter presents three parts: the first part is reconnaissance, the second part is the reports of the actions, and the last part is research findings
and discussions. The research was conducted in two cycles. Cycle 1 was conducted in four meetings while Cycle 2 was done in four meetings.
A. Reconnaissance
This research study started to find field problems. To find the field problems, the researcher conducted classroom observations and interviews.
The observations and interviews were done before implementing the actions.
1. Identification of the Field Problems The observations were classroom observations to observe the
teaching and learning processes. The observations were done twice on 29
th
and 30
th
March 2016. After the observations, the researcher had interviews with the English teacher and some students related to the teaching and
learning processes of speaking. The research subjects were the students of VIII D of SMP Negeri 2 Sewon, Bantul. The researcher did classroom
observations to observe teaching and learning processes in the first observation and the second observation as well. The researcher did
interviews with the English teacher and some representative students and also conducted pre test in the second observations in the class. The
interviews were conducted after the class in the second observation. Regarding to the results observations, interviews and the pre test,
there were found some field problems in the teaching and learning processes. The identified problems are listed below.
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Table 3: The Field Problems in the English Teaching and Learning Processes of VIII D of SMP Negeri 2 Sewon
No. Problems
Codes 1.
Students were passive and gave less attention to study. S
2. Students easily got bored when the English teacher did
not use media. S
3. Students lacked confidence and were shy to speak in
English. S
4. Students lacked vocabularies.
S 5.
Teaching learning processes lacked fun activities. TLP
6. Most students had difficulty with pronunciation.
S 7.
Students spoke less English in the classroom. S
8. Students were uncertain with their answers in English.
S 9.
Speaking practices were scarcely conducted. TLP
10. Students were reluctant to perform in front of the class.
S 11.
English teacher usually gave written practices for speaking.
ET
12. Teacher’s instructions were fast and sometimes unclear.
TLP 13.
Students seldom checked dictionary to look for the meaning of unfamiliar words.
S
14. Some students made unnecessary noises when other
students answered in front of the class. S
15. English teacher yelled students when students
mispronounced words. ET
16. Some students had difficulty with grammar.
S 17.
Students were reluctant to work in groups. TLP
18. Students were less motivated to participate to the
activities. S
S: students ET: English Teacher TLP: Teaching and Learning Activities
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2. The Selection of Problems After finding the field problems, the English teacher and researcher
discussed and decided to select some field problems based on urgency and feasibility. The feasible field problems were decided based on time
availability and the ability of the researcher and the English teacher as the collaborator. The selected problems are presented below.
Table 4: The Selected Field Problems
No. Selected Field Problems
Codes 1.
Students lacked confidence and were shy to speak in English.
S
2. Teaching learning processes lacked fun activities.
TLP 3.
Most students had difficulty with pronunciation. S
4. Speaking practices were rarely conducted.
TLP 5.
Students were reluctant to perform in front of the class. S
6. Students were reluctant to work in groups.
S Based on the selected problems above, the field problems can be
based on the causes of the students, and teaching and learning process. The first cause was the students. Students lacked confidence and
they were shy to speak English. In speaking, students also had difficulty with pronunciation. Some of them did not know even how to pronounce
some familiar and unfamiliar words. That caused students to be reluctant to speak and to perform speaking in front of the class. They were also
reluctant to work in groups with other friends. And the second cause was the teaching and learning process.
Teaching and learning activities infrequently included speaking activities. Therefore, speaking practices were rarely conducted in the class. Most of
activities were related to writing and reading skills. So that students got
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less chance to practise their speaking. The English class also lacked fun activities.
3. Deciding Actions to Solve the Field Problems To solve the selected problems, the English teacher and the
researcher decided to solve the field problems with some actions. Those actions were the results of the discussion. This is presented the selected
field problems with the actions below.
Table 5: The Selected Field Problems and the Actions
No. Selected Field Problems
Actions 1.
Students lacked confidence and were shy to speak in
English. Using
communicative activities
Giving feedback to and appreciation for students’
performance 2.
Teaching learning processes lacked fun activities.
Using communicative
activities 3.
Most students had difficulty with pronunciation.
Conducting reading
aloud 4.
Speaking practices
were rarely conducted.
Using communicative
activities 5.
Students were reluctant to perform in front of the class
and to work in groups. Conducting acting from a
script Giving feedback to and
appreciation for students’ performance
To make the actions become valid, those actions had to fulfil democratic validity by involving the English teacher as the collaborator.
The researcher and the English teacher also worked collaboratively.
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B. Research Process
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