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4.1.3 Analysis of Field Notes
There were two kinds of data taken in this research. They were quantitative and qualitative data. Quantitative data was used to find out whether
there was any improvement done by the student by measuring the average or mean of the result. Qualitative data contained of field notes and interview
conducted by the researcher. Field notes is a qualitative data used to describe the whole process of the research including classroom situation, students’
participation and interests and students’ difficulties.
4.1.3.1 Students’ Participation and Interests
In the first meeting, the students participated well and they were cooperative in this activity. They showed curiosity about what they were going to
experience. When the researcher explained about the activity they were going through, some of them could not catch it and they asked for more understandable
explanation. It means that the students had curiosity and interests about the activity. When the researcher conducted the first cycle, the students were getting
interested because the method used in this activity. In this case, the researcher used audiolingual as the method. The students seemed enthusiastic to the method,
since the method was not taught before by their teacher, they were active. When they were asked to imitate the teacher’s pronunciation, they did it well. They were
very participative in doing this activity.
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4.1.3.2 Students’ Difficulties
The researcher observed that students had some reasons why they found it difficult to study English. Some students admitted that they do not like English
because they felt difficult to learn English. They felt hard to memorize all the structures and vocabularies in English. Some others were interested in English but
they had not found a better way to learn it. Related to English pronunciation, the research noted down about students’ difficulty in learning and practicing English
was because they had limited vocabularies. So, when they found new vocabularies they had not known before, they would not know how to pronounce them. Some
students were also still nervous when they were asked to speak or to read something aloud. Their pronunciations were still influenced by their local dialect
or accent which caused their English pronunciation were intelligible. From the whole factors, the main difficulty in learning English was time and partner
lacking. Students did not have extra time to learn English. They also did not find partner to practice speaking or pronouncing English words.
4.1.3.3 Classroom Situation