B. Discussion
The implementations of English teaching learning activities influenced students’ perception on English teaching learning activities. Good teaching
learning activities would lead students to have perceptions on the teaching learning activities. English teaching learning activities’ implementation which
could not achieve students-teacher needs would lead students to have negative perceptions.
The data analysis showed that the implementation of English teaching learning activities in this school was lack of variations. Moreover, it was seen that
the English teacher found difficulties in managing the class. Teacher’s expectations to students’ awareness for being quiet and paying attention to class
activities were responded negatively by the students. During English teaching learning activities, the English teacher always gave more attention to the boys.
If the implementation of English teaching learning activities in this school was stated before, students’ perceptions on the English teaching learning activities
should be negative. However, students’ perceptions were positive. This perception became a question considering the real situation.
From the data gathered from the observations and interview, it was found that the students had positive perceptions on English teaching learning activities
since they were allowed to be noisy during English teaching learning activities. Students’ behavior of being noisy could be considered as an unproductive
behavior since their noise was not caused by their voices that were discussing
English tasks, but chatting and being busy with themselves. This behavior might be a response to negative classroom environment, lack of peer support, or
temporary crisis in child’s life the students were at puberty period. Some suggestions were needed in order to improve the quality of English
teaching learning activities. The English teaching learning activities needed to be varied. Moreover, both the teacher and the students had to be consistent and
responsible to the rules that they made and agreed. The English teacher had to be responsible to fulfill students’ needs. Furthermore, the English teacher needed to
improve his classroom management skills. If these proposed suggestions were applied in English teaching learning activities in this school, it was expected that
the English teaching learning activities’ quality could be increased.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter provides the conclusion or summarizes the research finding and discussion, which have been discussed in Chapter 4, and the suggestions for
the teachers, the students and for the other researchers.
A. Conclusions
There were three problems stated in the first chapter; namely how the implementation of English teaching learning activities in the first grade students
of Sekolah Alam Nurul Islam Yogyakarta Junior High School is, what the first grade students of Sekolah Alam Nurul Islam Yogyakarta Junior High School’s
perception on their teaching learning activities are, and what the suggestions to improve the quality of English teaching learning activities.
The answer to the first problem research question was the English teaching learning activities in first grade Sekolah Alam Nurul Islam Yogyakarta Junior
High School were not implemented maximally. The English teaching learning activities were lack of variations and had similar activities in every meeting,
which consequently result in students’ boredom. Moreover, English teaching learning activities that were implemented games or conducted outside the
classroom were rarely done. There were some causes why English teaching learning activities could not
be implemented effectively. First, the limitation of time that was caused by the
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