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learning. She would support everything which was new and could support the learning process.
d. Classroom Observation
Classroom observation was conducted in the three classes of the first grade students. The writer would report the classroom observation result based on the
cases observed. There were three kinds of cases, namely observation toward the students’ learning process, observation toward the English teacher on the learning
process, and observation toward the facilities at school. 1 Observation toward the students’ learning process.
Table 4.4: The Students’ Response toward the English Subject Learning No.
Class the number of students
Students’ Enthusiasm and involvement in discussion
Busy with themselves
1. AK Class 27 students
16 students 59.3 11 students 40.7
2. AP Class 22 students
13 students 59.1 9 students 40.9
3. PJ Class 18 students
8 students 44.5 10 students 55.5
After analyzing the results of the student’s participation in the teaching and learning activity, the writer also observed their comprehension on
grammatical skill when they did an activity in the classroom. The activity was each student was asked one by one to make a sentence to tell something that
happened in the past and all the sentences should have concord ideas. There were some incorrect sentences that the students made in the activity see Appendix
C.4. Classroom observation that the writer conducted added another
phenomena. Not only was the problems in creating a good sentence which had congruity within its meaning and its pattern, the students also found problem in
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translating Bahasa Indonesia into English vocabulary. Most of the students do not know how to translate the vocabulary berjalan-jalan, berfoto, pengetahuan,
pemandangan from Bahasa Indonesia into English. Besides, some of them did not know the meaning of words when and get in Bahasa Indonesia. Those words were
the example phenomena of simple vocabulary. 2 Observation toward the English teacher of the students.
When the teacher taught in AK Class and AP Class, she prepared an interesting activity in order to attract the students’ motivation into the learning.
She used blackboard and chalk as the media to play a game. She asked the students to create a sentence to tell something in the past and wrote their sentence
on the blackboard. Each sentence created by each student should have correlation to each other, so that it could convey meaning. However, the teacher did not use a
certain media to teach the students’ in PJ Class. The teacher actively explained the materials about simple past tense
clearly and understandable in each classroom. Her voice was loud so that all the students could hear her explanation. While the teacher explained the materials,
she considered the students’ condition whether or not they understood the materials. She gave a chance to the students to involve in the discussion in the
class, such as asking them how to use simple present tense and simple present tense. In addition, the teacher also used another sources, in the learning, which
was copied module of exercise. 3 Observation toward the facilities at school.
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In each classroom there were a blackboard, chalk, electrical plug, adequate chairs and tables for the students. The school had an Overhead Projector OHP
and two Liquid Crystal Display LCD projectors, but in the teaching and learning process, both the teacher and the students did not use the tools as the media to
deliver the materials. Next, there was a computer laboratory for the students in school. It was completed by the existence of internet connection. The students
used computers as the tool to learn MYOB program to support their accounting skill.
Regarding the data gained by conducting some instruments above, next the writer would discussed, in this first main step of the study, the conclusion from
analyze learners and context. The first description was analyzing the learners. The learners were the first grade students of SMK Sanjaya Pakem because they
learned the basic tenses from the whole tenses materials learned in the first grade up to the third grade. From the facet of the problems in learning both tenses faced
by the students and the teacher, it could be summarized that they remarkably needed other supplementary exercises so that they could increase their motivation
to learn the tenses. As the students’ suggestion for interesting English learning, they stated that they needed entertaining supplementary materials.
In addition, the school facilitated Computer Subject for the students, so they were capable of operating the computer. The existence of online games to
learn English also derived the idea of creating the entertaining supplementary exercises. Hence, the writer would design a media consisted of the supplementary
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exercises that could be accessed by using online computer in order to reduce their stress and tension in their learning focused on both tenses.
Their knowledge at the beginning could be summarized from the results of pre test. The students were in the beginner level. It was because they had not had
good comprehension in the learning of both tenses, so they were confused to differentiate the use and to use correct form of verbs of both tenses. Their low
level of vocabulary mastery was also lack for the students. Therefore, the supplementary exercises would be developed from the simplest step. The
exercises also provided certain topics consisted of vocabulary that closed to their life. It was expected that by using the topics, they would be easier to absorb the
materials. The second description was analyzing the context related to the setting of
the instructional product. The product needed computers and internet connection. Those tools were facilitated at school and the students could use it at certain
times. Besides, the product would facilitate independent learning method in which the students would gain the knowledge without being directly facilitated by the
teacher. It would support the idea of reducing the students’ stress because they could learn at their own pace in relaxed situation. However, the role of the teacher
was still important in this case. She should control that the students had accessed the exercises and be the facilitator if they had some difficulties in completing the
exercises.
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2. Planning
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