b. Selection of the Problems Based on the Interview
To collect the data, the researcher also used the interview. The interview was for the students and the teacher. The purpose was to
get the problems faced by the students and the teacher in the teaching-learning process. The interview was conducted by giving
the questions to the students and the teacher on the problems being faced. It helped the researcher to determine the problems required
to be solved. Based on these statements, the problems that should be solved were stated below.
1 The learning sources were only from LKS and course books. 2 The most learning activities were done individually.
3 Most of students felt of shyness and fear of making mistakes if they will speak to critical audiencesstudents.
c. The Finding of Causes of the Problems
In line with the problems mentioned above, the researcher tried to find the problems that should be solved. In the selection of the
problems based on the interview for the students and the teacher, there were four problems to be solved. They were the causes of the
problems. The causes of the problems were stated below. 1 Some students were passive in activities.
2 Some students had low motivation in learning English.
3 The activities in learning English were not interesting, thus the students got bored.
4 There was low interaction among students and the English teacher.
2. The Research Process
In this study, the writer tries to discuss an analysis of classroom interaction of English teaching learning process at eighth grade
students of SMPN 3 Wates. There were three stages used by the teacher in using communicative tasks in the teaching of English for
eighth grade students of SMPN 3 Wates. They were pre-teaching, while-teaching, and post-teaching. These stages were implemented in
the teaching and learning process to make the students understand the materials and they can develop their English skills by using the
activities in the classroom. To know the effectiveness of the implementation of communicative tasks in teaching English, the
researcher observed the teaching two times. The descriptions were
stated below. a.
Cycle 1 1
Planning
Planning the action needed to do. It helped the researcher determining the time of the research. The observation here meant
that the researcher observed the class from the beginning to the
end of the activities. To do the action, the researcher planed doing it for about two times. It was held on May 23
rd
and May 25
th
, 2013. In a week, the researcher acted the teaching twice. It was
based on the time of teaching English at SMPN 3 Wates. The topics discussed were expressions of asking for
something and responding to the expressions of asking for something in the first meeting and of asking for agreement in the
second meeting. The topics had been concerned with KTSP curriculum. The activities relating to those topics were explaining
the rules to the students, mentioning and pronouncing new vocabularies in questions and answers activities, identifying
pictures, practicing dialogues, making dialogue and practicing it in pairsgroups, arranging the jumble sentences, and role-playing.
In the action, the researcher shared the teaching procedures applied by him to English teacher in teaching English by using
communicative tasks for eighth grade students of SMPN 3 Wates. Besides, the researcher shared the media and learning materials
used to teach English to the students. Before acting, the researcher drew the plans, actions, and results. The following table described
the plans, the actions and the result.
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