Data from the English Teacher

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

There are three main sections presented to elaborate the research findings of this research. The first part discusses the data presentation from the students and the teacher before the research was done. The second section is the discussion of the research result. This section presents the detailed discussion of the data analysis. It discusses the student’s perception towards the use of mind mapping technique in narrative reading as well.

A. The Preliminary Survey Data Presentation

In this subsection, the researcher presents two things, the first is about the data from interview with the English teacher. The second part discusses the data from the students which contains questionnaire about what students thought about reading class as well as what they usually did in the reading class. It includes teacher’s opinion and perception about his students’ abilities and obstacles he often faces in reading class.

1. Data from the English Teacher

The first data presentation was the result of the interview. It was done before the first meeting and aimed to figure out their standard teaching-learning activities especially in reading class. Besides, it uncovered the teacher’s opinion about his students’ abilities and problems related to reading proficiency as well as the strategy in teaching reading. The first question was about the time allocation of English subject for class XI IPS 2. He stated that there were six contact hours or three meetings for English in a week for class XI IPS 2. However, he only taught two contact hours or one meeting in a week since there were two English teachers in SMA Pangudi Luhur Sedayu who taught class XI IPS 2. It was said that there was not any particular time allocation for every English skills in SMA Pangudi Luhur Sedayu grade eleven. The skills were taught randomly and the teacher decided what skill he was going to teach at that time. Commonly the teacher taught reading skill and grammar for the reason that those two skills were tested in the examination. Since the teacher typically taught reading skill rather than other skills, he thought that his students felt that reading skill was more difficult than other skills. The most common problem that the students got in reading was their lack of vocabulary. Besides, their motivation in reading English passages was low since they did not spare their time to practice reading at home. They learnt English merely as a school subject which was only applied at school in English class. The teacher rarely gave the students various English passages. He generally employed English passages from the English hand book. Thus, it made the students feel bored and unmotivated to read. Besides, the teacher constantly employed reading technique by which the students read the passage loudly, discussed it and then answered some questions related to the passages. He seldom presented new teaching-learning technique in reading such as taking notes, skimming, scanning, and mind mapping technique. Based on the previous data, the researcher concluded that the students needed a new technique which is expected to be helpful in learning reading. In addition, the students also should be given various kinds of passages in order to break their boredom away in learning English. After obtaining important information about the situation and activities from the teacher, the researcher then looked for the information needed from the students’ point of view.

2. Data from Students’ Questionnaire