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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter is divided into two parts; they are Research Finding and Discussion. The research finding consist of data taken from questionnaire which
aimed to obtain information about the students’ perception on the English teaching learning activities, some possible suggestions to increase the quality of
English teaching learning activities, and the implementation of English teaching learning activities in the class.
A. Research Findings
The data obtained from observation, 20 questionnaires distributed to the first grade of junior high school students in Sekolah Alam Nurul Islam Yogyakarta
year 20112012, and interviews. The information below are the finding and
discussion.
1. The Implementation of English Teaching Learning Activities in the Class
In order to find out the implementation of English teaching learning activities and the situationof the first grade of junior high school students in
Sekolah Alam Nurul Islam Yogyakarta the researcher did observation and some
interviews with a group of students and an English teacher. Through this observation and interview, the researcher obtained some descriptions on how the
teaching learning activities process ran and the types of the variation of teaching learning activities that were applied in the class. The descriptions of English
teaching learning activities during the observations as a general overview of teaching-learning activities applied in this school.
The first observation was on May 18
th
, 2012. The topics were like and dislike. For the materials, the teacher provided handout and assignment sheets for
the students. Firstly, after the students were ready to follow the teaching learning activities, the teacher explained important point of like and dislike from the
handout. Then the teacher asked some students to practice the dialogue. Next, the students were asked to do the assignment made the dialogue with topic like and
dislike. In this section the English teacher employed problem solving method. The second observation was on May 22
nd
, 2012. The topic was thanking. The material was taken from the handout made by the teacher. Firstly, the teacher
asked the students to submit the assignment for the last meeting. Then teacher explained the important point of the material from the handout. After that, the
students, with teacher practiced the dialogue with the topic thanking. Next, teacher asked the students to do exercises on the handout to make dialogue then
practice it in front of the class. In this section of teaching, the English teacher employed experiential learning method and problem solving method.
The third observation was May 25
th
, 2012. The activity was weekly test. The materials of the test were topics that were taught in a week before. The
students did the test well, but there were some students were found cheating. From the observations above and some interviews, there was some
information that could be analyzed and concluded.
For the first grade, there were twenty students in the class. In this school there was only one class for each grade. Most of them were at the age around
twelve or thirteen. Their emotions really affected their mood during teaching learning activities in the class. Therefore, the researcher found that most of the
students did not always come to class with preparation. Their initiative to prepare next English lesson materials were still very low. At puberty age, students do and
pay attention to things that in their opinion the things were interesting. This situation also happened to students of first grade students of Sekolah alam Nurul
Islam Junior High School.
From the observation, the researcher also found that during the teaching learning activities, some of the students sometimes ignore the teacher and were
busy with their activity or cheating with their friends. Moreover, they enjoyed the noisy class situation since they stated that they could not think well if the class
was quiet. The English teacher never warned them not to be noisy during the teaching learning activities. The teacher’s purpose of letting students to be noisy
and did whatever they wanted or like was that teacher did not want to force the students to sit quietly and listen to the teacher’s explanation but they did not
understand the material because they were getting bored. There were some reasons that might be the causes of the students were
noisy. First was school’s principle that letting the students doing what they want but follow the class seriously that means school will not force the students to just
sit quietly and listen to the teacher’s explanation because it will make students get bored. Unfortunately, the students never realized school’s exception because
based on the researcher’s observation some of the students did not understand the materials. Even they use it as a chance to do what they want and did not pay
attention to the teacher’s explanation. Second, the teacher’s voice was too low; as the result, the students could not hear teacher’s voice clearly. Consequently, they
did not know what they had to do, since they could not hear teacher’s instruction. These situations made the teacher have to repeat the instruction or came to the
students one by one then explain what they had to do. Based on some observations, it was found that school separates boys and
girls students. It is different from the conventional schools where boys and girls students sit in same row or side by side. These policies based on the Islamic rule
where boys and girls are not allowed to touch each other if they are not having any family relationship such as father, brother, uncle and grandfather or called as
muhrim . Mahram and Muhrim has the same meaning. On one side, mahram is a
person who is prohibited to harm, stain or damage the honor of someone. On the other side, he is a person who is obliged to maintain the honor and protect the
existence of humanity that includes body, mind and soulHusein, 2011 . This condition made English teachers gave more attention to boys and often ignores the
girls on the other side. This situation made the girls busy with themselves and did not do what teacher asked to do.
Based on data from interview with the English teacher, it was found that the English teaching learning activities in this school had some variations.
Sometimes the teacher invited native speakers to the school then the students will learn with herhim and they can practice their English. The other variation of
teaching was when teacher took the students to a public place and learn something from that place or sometimes the teacher gave the students an assignment based
on the place that they visited then students had to find the answer. Through this method, the students will get more information and variation in learning
something. On the other hand based on the data from the interview with some
students, it was found that they were bored with the teaching learning activities in this school. Most of the activities were doing in the classroom; the English teacher
did not have a game in teaching learning activities. They also said that they want interesting activities in teaching learning activities such as played games, learn
outside the class, and school invite native speaker so they can practice their English. Moreover, since they study at this school, their English teacher never
took them to public places such as restaurant or museum. For the material, the teacher referred to some books or she took from the
website. In teaching learning activities, the teacher always distributed the handout for the students, both the materials and assignments. The teacher referred not only
with one book or source. Based on this altering, in English teaching learning activities the students were more active and confident. It was because the teacher
focuses on speaking and writing skills. The teacher never wrote important points of what she had explained; she
explained the important points in the beginning of the class then asked the students to do assignments. During doing the assignment, the situation in the
classroom was very noisy. It was because there were some students who did not
understand the material and this situation made the class very noisy. They would asked the teacher for the answer and sometimes the teacher gave them the answer
but in Indonesian. And in the end of the class, the English teacher did not summarize the materials of the day because she was out of the time. Actually
reviewing or summarizing materials was the important part of the teaching because the students would not miss the materials.
The teacher’s habit as explained above, indirectly, made the students being spoiled because they often ask the answer to the teacher and they did not find the
answer by themselves. This condition influences the students’ mark on the test. Students should be able to perform better on the test, but they could not because
their habit of studying. Even based on the result of the test, most of the students got the mark under 6. This situation implied that the students did not learn English
intensively. The result of the observations showed that some students had a habit to go
out from the classroom during the teaching learning activities. This habit decreased the quality of English class lesson hour. Actually it was good for the
students, they can refresh their mind. However, some of the students use this situation as an opportunity to come out the class and did something they want.
These habits made the students were not discipline and not appreciate the teacher. It was also found that the English teacher had some problems on the time
management. There were several reasons underlying time management. The first reason was the arrangement of English lesson schedule which was not effective. If
in one meeting there were, at least, two lesson hours, the teacher had her effective
time in explaining materials twenty minutes, then the students do the assignments for about thirty minutes until the time is over for English class. Yet, most of them
could not finish their assignment. It was because in the beginning of the English class, the teacher had to work hard asking the students to come to the class and be
ready for the lesson. Some of them were very naughty especially the boys and it made the situation in the class was not good. The second reason was teacher’s
personal issues. The English teacher, sometimes, had to attend some meeting outside the class or abroad for some reasons. This meant that the English teacher
did not maximize in teaching learning activities. Through the observation, the researcher found that the class management
of the class is not good. It could be seen from the attitude of some students during the teaching learning activities. During the lesson, there was a student who
brought a ball to the class and sometimes he played it even when the teacher explained the material or gave assignment. He did not pay attention to the lesson
and was busy by himself. And on the other observation, the researcher found a student did not pay attention to the teacher’s explanation and he was busy by
himself. Then he stood on the chair and talked to the girl on the other side. This situation was not good for other students who wanted to learn seriously. Based on
the interview with the English teacher, the teacher did not want to pressure the students then the students were allowed to do whatever they like or their hobby
during the class as long as they pay attention to the lesson and understood the material. Yet based on the observation during the English teaching learning
activities and weekly test result, the students did not pay attention to the teacher
and did not understand the material. It could be seen from the weekly test result; most of the students’ marks were under 6.
Based on the observations, when the class will be started, the teacher had to hard work asking the students; especially the boys, to come back to the
classroom. This situation showed that classroom management was not good. The classroom management also causes time management problem. There were
several minutes wasted in order to control the class. Moreover, there were about ten minutes wasted in order to ask the students to come back to the classroom who
were going out between lesson hours or after lesson break. This problem could be solved by making an agreement with the students concerning with this problem.
For example, they were allowed to come late to the class but not more than five minutes. Coming late to the class more than five minutes means telling a story or
explain the previous materials in front of the class. When students in the class had been complete, the teacher should find a way to attract students’ attention and
make them follow the class seriously although the school have a rule that is do not pressure the students and make the students enjoy their teaching learning class. It
was because of some reasons. First, repeating directions or instructions would waste more time than waiting for students to pay attention to the teacher’s
explanation and instructions. The English teacher needs more than three times repeating the instructions to the students. Second, it was impolite to talk to other
people or do other things while somebody else was talking to them. Third, talking while other people were talking was poor modeling for students because it
suggested that it was acceptable method of gaining attention. Forth, beginning the
lesson while the students were busy by themselves and not paying attention to the teacher indicated that teacher was not in control.
First grade students of Junior High School needed simple activities that attracted and could help them learn English, such as games. However, because of
the limitation of the time and abundant materials that had to be finished, it was difficult to provide games in English teaching learning activities. In order to avoid
students’ boredom since games were difficult to be conducted, the teacher had some tricks. The students, sometimes, were invited to learn English outside the
class or even invited them to the public place. On the other occasion, the English teacher invited a native speaker. These tricks could attract the students’ attention
when the games could not be conducted. In teaching learning activities, the teacher could vary the activities which involved both students and teacher in it to
attract the students’ attention and make them enjoy the lesson. In order to make students accustomed to English utterances, the English
teacher usually applied bilingual language method while teaching. The English teacher usually tried to speak English while communicating with the students. The
English teacher rarely translated into Bahasa Indonesia, the English teacher asked the students to find out or solve the problem by themselves.
2. The First Grade Students of Sekolah alam Nurul Islam Yogyakarta
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