8. The teacher did not arrange the activities well.
T 9.
The teacher did not give a clear guidance in accomplishing the tasks.
T 10. The activities conducted by the teacher were
monotonous. T
11. The teacher did not give enough guided practices, so the students were not ready to speak using
English. T
12. The teacher did not create good rapport and encouraging class atmosphere
T 13. The teacher found difficulties in managing the
class. T
14. The teacher did not give feedbacks. T
15. The class activities were not encouraging and challenging.
T 16. The materials given were not sufficient in
covering the exercises needed to accomplish the objectives of the learning.
Ma
17. Students had low vocabulary mastery. Ma
18. The materials given by the teacher were not interesting so that the students seemed to get
bored. Ma
19. There was no interesting media to support the teaching and learning processes.
Md
Table 4.2. The Field Problems in the English class of VIII.II class of SMP N 8 Yogyakarta
2. Selecting of the Field Problems to Solve
After identifying the field problems, the collaborators and I held a discussion to determine the problems to solve. At first, problems that had been
identified were listed. Then, I showed the list to her collaborators. The problems were classified based on the sources of the problems.
After determining the field problems to solve, the discussion was continued to analyze the main cause. It is important to recognize the obstacles
and weaknesses related to the field problems. The first collaborator confirmed that there were some difficulties causing the teaching and learning processes not
to run effectively. Some causes of the problems to solve were then concluded. Based on the discussion with the collaborators, it was concluded that the
activities conducted by the teacher were not varied and monotonous. The students were asked merely to read the dialogue provided in the handout designed by the
teacher. The model of the text also did not cover the vocabularies that they needed to use. The teacher did not give enough pre-speaking activities such as
vocabularies, word constructions, correct pronunciation, etc. Therefore, students were not prepared and they found it difficult to introduce themselves in English
as the objective of that meeting. The atmosphere of the class was not encouraging and students were not
motivated, this was proven by the students‘ reluctance in answering the questions. Some students were still confused about the English construction; they
kept asking the teacher to translate Indonesian into English whenever asked to speak. The teacher did not make any lesson plan before teaching the class. Thus,
the teaching and learning processes did not run effectively. The teacher did not deliver the aims and objectives of the learning, so that the students were not
aware of the goal they must accomplish by the end of the class. They became less motivated and they did not know the importance of the lesson. They did not think
that the lesson was meaningful. The f eedback of students‘ accuracy and
pronunciation was rarely given. Thus, the students still mispronounced some words and sentences. The teacher did not correct the students‘ mistakes. Some
students were not confident and they were afraid of making mistakes and being laughed at by their friends.
After analyzing the causes of the problems, the collaborators and I continued the discussion and determined that the problems related to the
students‘ personality needed to be solved as soon as possible since communicative approach is student-centered approach. To solve those problems,
it had been agreed that the teacher should start to change in order to overcome those problems. The teacher should change his ways of teaching. Various
activities to stimulate students to be confident interested and excited needed to be done. It was also agreed to use some media and materials from many sources that
were suitable with the curriculum and the students‘ needs. The teacher also needed to create a good atmosphere so that the students could learn comfortably
without feeling anxious and afraid of making mistakes. If the teacher created a good atmosphere and used various media and material as well as creating various
challenging activities and tasks, the students would be active, attentive, responsive, and confident in speaking English.
B. Reports of Cycle I 1. Planning
