The result of the pre-test

…continued The teacher then asked the students to open their English LKS. The teacher asked the students about the previous lesson from the last meeting. The topic was My Kitchen which focused on the kitchen utensils. The teacher asked about their homework, “PR nya sudah dikerjakan belum? Ayo dikeluarkan.”. The homework was to translate a set of English vocabulary to Bahasa Indonesia. Some students answered, “Sudah.”, while there were others who did not answer and looked to their friend’s notebook. There were more female students who finished the homework than the male students. Without checking all of the students’ homework, the teacher asked the students to pronounce the words in the homework. Only the homework of several students in the front row were checked by the teacher. The teacher then pronounced word by word and the students repeated after the teacher. Each word was repeated three times. The teacher pronounced the words correctly. The teacher did not repeat the words more than three times even though there were students who did not pronounce the word correctly. The teacher continued by choosing a student to answer a question. The teacher mentioned the English vocabulary and the students must translate in Bahasa Indonesia. Some students answered correctly, while the others seemed confused and looked at their friend’s notebook. Some students laughed at the students who could not answer The teacher asked the students to open the LKS on the comprehensive test part. The teacher asked the student to do the multiple choice test and the simple open ended test. After giving the task, the teacher left the room to take chalks. When the teacher left, the class began to be noisy. Some students started playing and joking, while there were students who discussed the answers. Some students were interested with the researcher and asked personal questions to the researcher. The researcher tried to distract them to do the task again. Not too long after that, the teacher came back to the class. She reminded the students to stay quiet and to finish the tasks. The teacher sat down in front of the class while she waited the students to finish. Some students still talked and asked the others to give answers. The teacher then asked, “Sudah selesai semua? Kok ngobrol terus?”. The students answered, “Belum bu. Baru yang pilihan ganda.Isia nnya susah.”. The teacher then asked the students to check the answer of the multiple choice test together. She chose a student to read the question and answer. Some students hesitated and looked afraid to answer. The teacher encouraged them, “Ayo dibaca kemudian dijawab, salah nggak apa-apa.”. Until the last number, the teacher helped the student to answer. After that, the teacher continued to the open ended questions. She guided the students to read the question and then she explained and answered the question. At the end of the task, the teacher called each student’s name and asked them to mention the number of their correct answer from the multiple choice test. In the end of the lesson, the teacher gave them homework from the LKS. The teacher ended the class by saying, “See you next week. Wassalamualaikum wr. wb.”. The researcher followed the teacher and left the class. The classroom observation was aimed to collect any valuable information during the English teaching and learning process in the classroom. There were some problems that the researcher found in the classroom during the observation. It could be seen on the vignette. The first problem was the classroom situation. The class which consisted of 30 students was not easy to manage. Sometimes the class was very crowded because the students did not pay attention to the lesson and they were playing with each other. The second problem was the teaching method. The teacher still used a traditional teaching method. It focused on memorizing the words after finding the difficult vocabularies and translating them out of context. The next problem was the materials. The teacher mainly used LKS and sometimes textbook. It means that the students only knew the words used in the LKS and textbook context. The fourth problem was the monotonous activities. The activities were less varied because the tasks were centered in the textbook and the LKS. Most the activities were not communicative enough to engage all of the students. Moreover, the listening and speaking activities in the textbook were rarely done. The fifth problem was the student. They had difficulty in remembering both the English words and the meaning. They also had difficulties in building a simple sentence. They seemed not confident to answer the teacher’s question or to go in front of the class. Therefore, they had low participation in the teaching and learning process. The last problem was the school facility. The class is not equipped with a projector. Also, there were no dictionaries for the