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Students who gave negative response also had various specific reasons for their response. These specific reasons gave explanation of why students gave such
response on the learning activities they had just had. From students’ reason for their response, the researcher classified the reasons into nine general reasons. One
general reason might represent more than one students’ specific reason. The followings are students’ general reasons for their negative response on learning
activities they had just had: a. because students did not have clear explanation on the learning
activities and the learning materials. b. because students have limited vocabulary mastery.
c. because students did not like the ways how the teacher conducted the learning activities.
d. because students were not good in English subject. e. because students could not focus on learning activities.
f. because students could not understand the learning materials. g. because students did not like English subject.
h. because in students’ opinion, the learning activities they had did not prepare them to face final test.
i. because in students’ opinion, the class was boring.
c. Students with Undecided response
Students with undecided response are students whose response was between positive and negative response. These were students who state that in
some ways they were able to follow the learning activities in English reading class but they still found some problems or difficulties in following the activities. The
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students’ problems or difficulties usually dealt with the learning materials they learn and with the learning activities they conduct. The number of this response
never dominated students’ responses on a learning activity. There were various specific reasons too for undecided response in the
questionnaire. These reasons explained why students gave undecided response as their response on the learning activities they had just had. From students’ reason
for their response, the researcher classified the reasons into seven general reasons. One general reason might represent more than one students’ specific reason. The
followings are students’ general reasons for their undecided response on the learning activities they had just had:
a. because students liked the learning activities they had but they still found difficulties in understanding the learning materials.
b. because students liked the English subject but they still had problems to follow the learning activities for their limitation in it.
c. because students did not have clear explanation on the learning activities but somehow they still knew what they should do in the
learning activities. d. because students knew what they should do in the learning activities
but they could not focus on the learning activities. e. because students knew what they should do in the learning activities
but they had difficulties to understand the learning materials. f. because students did the learning activities in a rush.
g. because students felt both enjoyment and boredom in the learning activities.
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B. Discussion
This sub chapter presents discussion on the research data have been presented in the previous sub chapter. This sub chapter is divided into three parts.
They are discussion on the teacher’s learning strategies in teaching reading class, discussion the teacher’s reason for applying the strategies, and discussion on
students’ responses on the learning activities.
1. Learning Activities in Reading Class
In this discussion, the researcher related what he found in the research data on learning activities to the applied curriculum for high school, which is
Kurikulum Tingkat Satuan Pendidikan. There are some suggestions and requirements that should be considered by an English teacher in designing the
syllabus and conducting the learning activities. The researcher discussed the learning strategies applied by the teacher in terms of role of students in the
learning activities and approaches in learning. As suggested in the curriculum, the development of the curriculum which
is going to be implemented should focus on students along with their characteristics as a human being and a learner as well. It is also suggested that
schools, especially teachers, have to develop learning activities which are focused on learners; it means that teachers should conduct learner-centered learning
activities. In relation to this, in the researcher’s opinion, what the teacher had applied in learning strategies had put students in role which is suggested in
curriculum. Through several learning activities he conducted, the teacher drove students to be active learners in their learning process.
