52
A19: Very Useful
Useful Not Useful
37
11 18
8
A20: Very Useful
Useful Not Useful
37
14 15
8
A21: Very Useful
Useful Not Useful
37
22 11
4
A22: Very Useful
Useful Not Useful
37
9 24
4
A23: Very Useful
Useful Not Useful
No Answer 37
18 17
2 1
Others:
• To Open BBMSocial Media
Useful •
To Open Social Media Very Useful
• To Listen: A News in The Radio
Useful •
To Speak with Girlfriend Useful
• To Play Games
1 2
1 1
4.2 Findings
After doing an observation in my former high school, that is SMA 4 Binjai, Sumatera Utara, the writer can confidently say that the second-grade students whose
ages are around 15 up to 17, who are usually called as teenagers, are sometimes like a child. They are still too noisy even when the teacher is in the classroom explaining
the materials.
53 The writer realizes that when the writer went to SMA 4 Binjai to do such a
research there, all materials in the semester have been taught. In fact, they have finished studying all materials. Therefore, when the writer did my research, it could
be seen in the recording or video that the way of teaching was not too formal anymore. It was due to their ended period of learning the materials. The review was
done to remind the students about all materials that have been taught during 6 months as to make them refresh before having a semester test. However, even though
the teachinglearning process was not formal enough, still, the writer can see how actually the teacher delivered the materials going to teach to the students. Why does
the writer become so sure with it whereas the writer only did my research three times of meetings? It was exactly because the writer has known how the writer’s favourite
teacher, Mr.A.A teaches English at SMA 4 Binjai. Therefore, the writer can easily depict it as follows:
The teacher came to the classroom by greeting one of the students, for example:
Mr.A.A : Are you happy this morning? Student : Sleepy.
Mr.A.A : Ha?? How can you get asleep?? Feel asleep?? At what time do you go to bed at night?? Are you tired??
Student : with a smile and a laugh Maybe yes maybe no
The teacher then invited the students to pray first before starting the classroom activities towards learning English as a foreign language
The teacher then gave a review of what they have learnt in one semester because
two weeks after the students will face a semester test. In this part, the writer can say that the teacher still used Grammar-Translation Method while teaching as
54 what we can see in the video recorded by me when doing an observation of
classroom activities there. The teaching was like this: a. The teacher wrote down a topic about kinds of text on the whiteboard
such as narrative text, spoof, and hortatory text. Besides, he also reminded the students about some of the expressions, such as how to express anger, love,
like, and dislike. In addition, there are some concerning with grammar about the tenses, such as Present Perfect Tense, Simple Past Tense, and Conditional
Sentences b. He then asked the students first whether or not they still remembered
the topic and, of course, explained it a little by himself to ensure the students that they were truly right with their answers
c. He gave more examples to the students by writting them on the blackboard and even saying them orally. For instance: “If today were,
kita gunakan were, ga pake was, Sunday, I would, nah, kamu akan kemana??” “Jalan-jalaaaan”, “I would have a walk. OK, atau, I would have
holiday, itu juga kita bisa. If I had a walk, jika saya jalan-jalan, saya akan pergi dengan teman saya, I would go with my friend. Seandainya saya pergi
dengan teman saya, we would have lunch in a restaurant. If we had lunch in a restaurant, I would treat her. Saya yang bayarnya.” “Yeeeeee” “If I treated
her, she would be very happy.” “Yeeee” “If she were happy, our love would last forever.” “Yeeeeee”
“If today were, we use ‘were’ not ‘was’, Sunday, I would, where are you going??” “Have a walk”, “I would have a walk. OK, or, I would have holiday,
we can also say that. If I had a walk, I would go with my friend. If I go with my friend, we would have lunch in a restaurant. If we had lunch in a
55 restaurant, I would treat her.” “Yeah” “If I treated her, she would be very
happy.” “Yeah” “If she were happy, our love would last forever.” “Yeah” d. He asked some students to make some examples
individuallypersonally e. The last but not least, the teacher asked the students about what
problems they do have towards English and the students were very welcome to answer that question by seeing so many students answering it
enthusiastically. Apparently, through this question, there were many things to be collected. Honestly, they still lacked of English words. It was really hard
to arrange words in English into a complete and perfect sentence so that it can be meaningful. Besides, there are too many patterns to study, remember and
master in order to be able to be good at English. In addition, they are too often to become so afraid of making some mistakes or being regarded as the
one who is proud of practicing their English. There are too many things to think of.
He ended the class by motivating the students always and on to keep studying,
struggling, fighting, preparing to give the best of them, and being more positive in their lives. Absolutely, he spoke English in this case.
For all classroom activities, he mixed both languages, English and Indonesian
language while teaching in the classroom. He tried always to make the students more familiar with English words and, of course, translated or said them again in
Indonesian language when they seem to get lost of those English words.
All things depicted above relate to an observation of classroom activities done on May 19
th
, 2015. What to be the writer’s next findings are explained as follow:
56 From the 1
st
up to the 3
rd
sections of questionnaires explained and written in the analysis section, the writer has found that almost all students in XI IPA 1 need to
study English as a foreign language. They are totally welcome with that language because it is an international language and it gives more positive changes and
impacts to those who are good at speaking, listening, writing, and reading everything related to English.
In the first section, the questions are about opinions or perspectives of the students towards English. From the discussion and analysis done for these questions,
it can be known that the second-grade students of Natural Science Program at SMA 4 Binjai have positive attitudes towards learning English as a foreign language as well
as an international language. It is more clearer when concerning with the first up to the third question asking about the students’ feeling, prediction and willing for
English. Most of the second-grade students think, English will remain an international language in the future. Them most important thing is that they enjoy
learning English very much. They feel, learning English is fun even though it is a foreign language and quite complicated to learn, but they do like it.
If all questions refer to students’ attitudes towards learning English, it is better to look at the questions number 5, 6, 7, 8, 10, 11, 12, 14, and 16. All of those
questions can be said as the students’ preferences in learning a foreign language, in this case, English. Through these questions, it is expected that English teachers know
how to make the students feel secure and comfortable while learning. For instance, the teachers present some games and jokes in English and so forth.
When discussing about grammar, students often feel boring. Why? The ninth question can answer it correctly. According to the second-grade students in the high
57 school, grammar is not easy to learn. It is rather and even very difficult to know and
understand. Based on the book of Sociolinguistics: The Studies of Societies’ Languages-Language Attitudes, one of four factors influencing attitudes in language
learning is the language internal system, those are grammatical structures, vocabularies and pronounciation of the foreign languages themselves. Apparently,
the students often to find a boring situation while learning grammar. Not only boring but also annoying. It is probably due to the difficulties they have in trying to
understand those three important things in a language, in this case, English. However, what is unique is that the students keep studying it and even saying that
grammar is really needed. They say in their questionnaires, “If somebody is good in grammar, they will be good at English. The better their grammar the higher their
language.” In learning, the second-grade students apparently prefer learning in small pairs,
neither individually nor with large groups. Besides that, the students feel secure when their teachers speak in both their native language, that is Indonesian language
and the foreign and international language, that is English.
From the 2
nd
section, it can be known all becoming the interestwilling of second-grade students of Natural Science Program at SMA 4 Binjai towards English.
Those are depicted as follow:
The second-grade students’ wants are actually to have an enjoyable and comfortable atmosphere of learning. In the second section, almost all students
filled in the blanks by saying that they prefer watching movies or videos and listening to English songs, conversation, speeches, or dialogues. Does it mean
58 that they do not need an existence of teachers in the classroom? It is absolutely
not true. They need a teacher in the classroom. They need him to teach them about all materials in English. However, they sometimes want a variety of
teachinglearning English in order not to get bored while learning. They want, sometimes, to watch a movie or video and then discuss moral lessons that can
be drawn. Besides, they can also relate the events, actions or problems to their on experiences one by one, personally. In this way, they have indirectly studied
to do problem-solving tasks. When they have found that their lives are like this or that one, they are asked to deliver it in front of the classroom and the other
students will give some suggestions, motivate, inspire, or giving some solutions towards the problem face by one of their friends.
All points in the 3
rd
section of questionnaires designed above refer to the students’ needs towards English. Thus, it can be clearly depicted by the number of
students in the table above, in the analysis section, that English is needful for the second-grade students of Natural Science Program at SMA 4 Binjai, Sumatera Utara.
Furthermore, it can be seen that English is necessary by seeing their students are not checked in the column ‘useful’ but ‘very useful’. It means that they truly need
English for many situations in their lives. After doing such an observation and finding out that the teacher uses more
than one method in teaching English as a foreign language completed by the analyzed questionnaires above, what the students expect their teacher to be while
teaching can be identified. Through their answers, it can be recognized that they need an enjoyable and comfortable atmosphere while learning English. They want
varieties way of teaching to support the students in acquiring English.
59 When talking about teaching methods used by the teacher and expected by
the students, it becomes so difficult to determine perfectly based on the Diane Larsen-Freeman’s theory about teaching methods. It can not be directly concluded
that the students need a teaching method called as Suggestopedia when finding that their answers indicating that they need an enjoyable and comfortable atmosphere.
However, what I know is that the students do not exacly and even simply know about the kinds of teaching methods but their answers can be useful in the development of
language teaching, I guess. Their wants of varieties way of learning, watching, listening to native speakers’ conversations, acquiring English from what is taught
directly by their English teacher, etc. are what actually needs to recognize and apply. Broadly speaking, it is not a matter of who the English teacher is but how the
teacher can make the students enjoy and feel secure, confident and encouraged when learning English. It is not a must to have teaching methods determined by an expert
of language teaching, for instance, Larsen-Freeman. The point is when the teacher can create an active classroom with everyone has a same chance to ask and deliver
what they are thinking, that is actually what the students need and want so that they can study more enthusiastically and dilligently to improve their skills in English.
60
CHAPTER V CONCLUSION AND SUGGESTION
