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8. The teacher mostly asked students to translate the meaning
of the unfamiliar words through dictionary. T, S
O 9.
The students had low motivation to learn English. S
I 10. The students was passive used English in the classroom
activities. S
O 11. The students had difficulties in recognizing text
organization. T, S
O
T: Teacher S: Students O: Observation I: Interview
The process of identifying the problems was continued by formulating the problems and analyzing the causes and the results of the problem to solve. The
analysis of the causes was useful to find the right solutions through the actions. Here, lists of the problems and the main causes were presented. The result of the
analysis is presented in table 3.
Table 3: The Selected Problems, the Main Causes, and the Results No.
Field Problems Main Causes
The Results
.1. The students forgot some basic
concepts of grammatical points. The teacher was
like single actor and taught a lot of
grammatical points.
The students
totally depended
on the teacher. They
were confused learning
much grammar.
2. The students and translated the
text word by word. The teacher asked
the students
to read and translate
the word by word. The students did
not have enough reading activities.
They
never practiced
using new vocabulary.
The students were afraid
to read
English texts,
especially the
longer ones. They thought
the reading activities
were reading and knowing
every single word of the
text. 3.
The students did not have adequate vocabulary.
4. The students considered the
reading English
texts were
difficult.
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6. The students could not answer
comprehension questions. The students did
not really
understand the
questions and did not
use any
reading techniques and strategies.
The students could not get the main
points of
the reading activities.
They only read the texts
without understanding it.
7. The teacher mostly asked the
students to translate the meaning of some unfamiliar words through
dictionary. The students were
lazy to guess the word
and they
only depended on the dictionary.
The students
depended on the dictionary.
8. The activities were not varied.
The students liked to chat with their
friends than listen to
the teacher
explanation. These activities
will apply
every meeting.
The teacher let the students
to do
their activities.
The students did not pay attention
to their teacher. 9.
The students were passive in the classroom activities.
B. The Process of Cycle 1
1. Planning
a. The Concept of Course Grid and Lesson Plans
1 Designing the Course Grid
The action began by collaboratively discussing some plans for the first cycle. It started with selecting the basic competency and the standard competency for the
first semester of grade IX. From the discussion, standard competency 5 and the
