Identification of the Field Problem

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

This chapter provides the research findings of the implementation of improving the grade eighth students’ reading comprehension at SMP N 1 Karang Nongko by using SS. It is divided into three main parts. They are reconnaissance, the implementation of the action, and the general findings of the research. The detailed description of this chapter is presented as follows.

A. Reconnaissance

In this part, some activities were conducted to gather information of the reading teaching and learning process at grade VIII B of SMP N 1 Karangnongko. The first is class observation. It was conducted to know the real condition of the reading teaching and learning process in the class. The second is interview. It was carried out to collect information about the teaching and learning process of reading from different points of view. The interview was with the English teacher and the students. The last is pre- test. This activity was done to get the data of the students’ reading competence before the implementation.

1. Identification of the Field Problem

There were many problems in the reading class of VIII B in SMP N 1 Karangnongko. The problems were identified based on the class observation, interview and pre-test. The class observation was done on September 1 st , 2015 at class VIII B of SMP N 1 Karangnongko. As mentioned before, this activity is to see the real situation of the English teaching and learning process of reading. The situation of the reading class of VIII B was described in appendix 1. From the class observation, it was shown that only some students were active participating during the reading class. Some other students were busy with their own stuffs that showed low motivation in reading. In addition, the activities of the reading class did not vary. To support the data from the class observation, the researcher interviewed some students of VIII B. The interview was done twice, before the observation and after the observation. The interview transcripts are attached on the Appendix. The researcher also conducted pre- test in order to measure the students’ ability in comprehending English texts. The pre-test was conducted on Tuesday, January 26 th 2016. In the pre-test, the students had to answer several comprehension questions. After collecting the problems from the observation and the interview, the researcher conducted a discussion with the English teacher to list the problems. The listed problems are presented in the following table. Table 2: Problems in the Teaching and Learning of Reading in class VIII B at SMP N 1 Karangnongko No Problems Sources 1. The students considered reading was difficult. Interview 2. The class activity did not vary. The reading activities were mainly translating and testing. Observation 3. The students had low motivation to learn English. Interview 4. The teacher cannot manage the class effectively. Observation 5. The teacher rarely used interesting methods in teaching so the students got bored and sleepy. Observation 6. There were limited interactions between the students and the teacher. Observation 7. The students’ motivation of reading got dropped when they found too many unfamiliar words and too long texts. Interview 8. The students took a long time to understand the meaning and the content of the texts. Observation 9. The students had difficulties in finding the detailed information from the texts. Observation 10. The students lacked reading strategies. Interview 11. Students’ vocabulary mastery was low. Interview 12. Students’ participation during the class was low. Observation The problems in the teaching and learning process would disturb the students’ result in reading. Hence, the analysis was needed to examine the basic problems on the teaching and learning process in reading. After listing the problems in the teaching and learning process of reading, the researcher and the collaborator specified the problems based on the needs of the students and the feasibility of doing the project. The specification of the problems was also adjusted to the stages of Structure Strategy and the main concept of this study. The selected problems to solve are presented in the following table. Table 3: Problems to solve No Problems 1. The reading activities were mainly translating and testing. 2. The students’ motivation of reading got dropped when they found too many unfamiliar words and too long texts. 3. The students lacked reading strategies. 4. The students took a long time to understand the meaning and the content of the texts. 5. The teacher rarely used interesting method in teaching so the students got bored and sleepy. 6. The students had difficulties in finding the detailed information from the texts.

2. Determining the Actions