40

CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION

A. RESEARCH FINDINGS

The research findings show that there are some constraints in the English

teaching and learning process at SD Muhammadiyah Girikerto. They are

constraints faced by the teacher, the students, and concerning the materials, time

and space.

The data analysis showed that there were three constraints faced by the

teacher. They are related to the uncooperative students, low motivated students,

the class size, and materials selection. Besides, from the collected data, there are

some constraints in the English teaching and learning process faced by the

students. They are the classroom management and the learners’ socioeconomic

background. Related to the materials, the students have the difficulty in spelling

and test. The data analysis also showed that there were constraints concern to the

time and space.

B. DISCUSSION

1. Constraints Faced by the Teacher

The data analysis showed that there were three constraints faced by the

teacher. There were uncooperative students, low motivated students, and the

class size.
 41

a. Uncooperative students

There were several kinds of students who were not cooperative

with the teacher. They ignored the teacher’s talk and did not pay full

attention to the teacher’s explanation. They were busy with their own

activities. For example, when the teacher asked them to do exercises, they

drew pictures on their book. They did not pay attention to what the teacher

asked them to do. Here is the data to show this situation:

. . . ada satu siswa yang sedang asik menggambar. Setelah peneliti

perhatikan, siswa tersebut sama sekali tidak memperhatikan apa yang
diperintahkan oleh guru. Saat giliran siswa yang belum mengerti latihan
mana yang harus dijawab guru mulai beranjak dari tempat duduknya . . .
(Field note IV)

. . . there was a student who is drawing picture. The student ignored what
the teacher asked him/her to do. The teacher walked from her chair when
the student did not understand what he/she should do . . .
(Field note IV)

Another data also showed students who were not cooperative with

the teacher. Here is the data:

Saat kegiatan belajar mengajar berlangsung ada beberapa siswa yang

berlarian keluar masuk kelas untuk bermain. Kemudian, guru beranjak
dari tempat duduknya dan memarahi siswa tersebut. . .
(Field note II)

When the teaching and learning process was taking place, there were some
students running in and out of the class. Then, the teacher got up and
reproved them …
(Field note II)

From the observation in the English teaching process, it was

known that uncooperative students often ignored their teacher and did not

pay attention to the lesson.

Kauchack, Eggen, and Jacobson (1999: 183) point out that it is a

 42

problem if there is a student who does not want to cooperate. This kind of

problem could be frustrating in terms of the time and energy that the

teacher had taken.

Moreover, uncooperative students here were students who cause

noise in teaching and learning process. From the observation and interview

it was found that some of students were often noisy. This condition made

difficult for other students to concentrate on the lesson well. Here is the

data:

R : Kenapa di kelas suka ramai?

A :Main sama teman, kalau ada teman yang mengejek dan membuat saya
marah.
(Interview VII)

R: Why do you often make some noises in the classroom?

A: Playing with friends, if there are friends who mock and make me angry.
(Interview VII)

Another data is:

. . . siswa yang belum mendapat giliran maju ke depan asik bermain

dengan teman-temannya, dan suasana kelas pun menjadi ramai.
(Field note II)

… the students who had not have turn were busy playing with their
friends, then the class became crowded.
(Field note II)

Another student stated that she became noisy because she could not

do the exercise. The data is:

R : Waktu belajar di kelas kok suka ramai kenapa?

S : Aku nggak bisa ngerjain latihan, jadinya kelas jadi ramai.
(Interview VI)

R: Why are you noisy when you are studying in the classroom?
S: Because I cannot do the exercise, so the class becomes noisy.
(Interview VI)
 43

The noise would give the negative effect to the teaching and

learning process. The teacher has to spend much time to manage them. For

example, when the class becomes noisy the teacher tries to make the

students stop talking by beating an eraser on the table. Colletti in

Soekarwati (2000: 60) states that the teaching and learning process

becomes inefficient if there is a student who causes noise.

b. Low motivated students

The findings show that there were many students with low

motivation in learning English. They were not serious in learning English

because they thought that English was difficult. If they had difficulties in

learning English they stopped to learn and tended to move their attention

toward other subjects. Here is the data:

R: Aziz, pernah tidak mengerjakan PR?

Z: Pernah karena ada PR lain.
R: Kenapa Bahasa Inggris tidak dikerjakan.
A: Susah,jadi aku nggak usah ngerjain.
(Interview VIII)

R: Azis, have you ever missed your homework?

A: Yes, I have, because there was another homework.
R: Why did you miss your English homework?
A: It was difficult, so I feel I do not need to do it.
(Interview VIII)

Another student stated:

R: Ayu suka belajar bahasa Inggris?

A: Sedikit.
R: Kenapa sedikit?
A: Soalnya sulit.
(Interview VI)

R: Ayu, do you like studying English?

A: A little.
 44

R: Why just a little?

A: Because it is difficult.
(Interview VI)

From the observation also showed that the students have low

motivation in learning English. Here is the data:

. . . saat mengerjakan latihan ada salah satu siswa yang mengerjakan

mata pelajaran lainnya. Saat ditanya oleh guru siswa tersebut menjawab,
‘males Bu, susah.’
(Field note V)

… when doing the exercise, there was a student doing the exercise of
another lesson. When the teacher asked him, that student answered, ‘I am
feeling slack, Bu, it is difficult.’
(Field note V)

Nolan (1996: 98) states that when students are not motivated to

learn, they loose interest in lesson quickly, look for sources of

entertainment, and may direct their energies at amusing themselves and

disrupting the learning process of others.

Moreover, Brown (2001: 87-89) says that children have short

attention when they have to deal with the materials that is boring or too

difficult for them. So, it can be conclude that the kinds of the materials in

the teaching and learning process also influence the students’ motivation

to the lesson.

c. The class size

As mentioned before, the average number of students in a

classroom was 30 students, while the size of each classroom was 6X7

metres. The class size was too narrow for the students to move (Field note

I, II, III). Ideally the class size in a classroom was up to 25 students.

 45

The class size became one of constraints for the teacher. It made

hard for the teacher to organize the class activities. As a result, the

teaching and learning process became inefficient.

The teacher reported that the class size really influenced how he

would organize the class. It influenced the choice of the activity and how

organized it. Here is the data:

R: Apakah sistem belajarnya berkelompok?

G: Sejauh ini, siswa belajar secara klasikal, untuk dibuat berkelompok
tidak mungkin karena kelasnya penuh dan waktunya hanya habis
untuk ramai, jadi nggak mungkin dibuat kelompok.
(Interview IV)

R: Do the students study in group?

G: So far, the students study classically. It is impossible to make them in
some groups because the class is full and the time is just spent to make
some noises.
(Interview IV)

From the data above, the teacher pointed out that giving activities

such as games or group works would only make students noisy. In the

same way, using games as a technique would make it difficult for the

teacher to control the class.

The teacher also explained why the teaching and learning process

never conducted outside the classroom. Here is the data:

R: Apakah pelajarannya juga dilakukan di luar kelas?

G: Kami hanya di dalam kelas saja karena anaknya banyak, paling sering
duduk. Tetapi kami sering menyesuaikan materi, kalau ada
conversation maju, reading maju, writing maju, kalau conversation
berdua ya maju berdua, kalau bertiga ya bertiga, disesuaikan dengan
materi hari itu.
R: Waktu ada materi mengenal benda atau lingkungan tidak dibawa
keluar?
G: Mengenai materi tentang benda cukup kami tunjukkan kepada mereka,
ya menunjukkan saja atau mencontohkan benda yang bersangkutan
 46

apa yang ada di dalam kelas, karena kondisi tadi memang tidak cukup
mendukung untuk dibawa ke luar kelas. Anak-anak menganggu kelas
lain.
(Interview III)

R: Do the students also study outside of the classroom?

G: The teaching and learning process is only done in the classroom,
because there are many students. The students usually sit in their
chairs. However, we adjust with the materials. If there is a
conversation of two people, two students come to the front of the class.
If there is a conversation of three people, three students come forward.
It is adjusted with the materials of that day.
R: When there are materials about things or environment, do you take
them outside of the classroom?
G: For the material about things, we just show them or give examples of
things in the classroom, because the condition does not support to take
the students outside of the classroom. They can disturb the other
classes.
(Interview III)

So, based on the data above the English teacher stated two reasons

for not taking the students outside the classroom. First, she was afraid that

students would go wild. Second, she was afraid that students would disturb

other classes.

2. Constraints Faced by the Students

From the collected data, there are two constraints in the English

teaching and learning process faced by the students. They are the classroom

management and the learners’ socioeconomic background.

a. The classroom management

According to Brewster (2002: 218), classroom management in the

 47

teaching and learning process will influence the teacher’s teaching style

and the teacher’s ways in the material delivery.

The constraints of the classroom management are divided into four

parts. They are the teacher’s position, lack of variation, lack of media, and

the teacher’s English.

1) The teacher’s position

In the teaching and learning process, seating arrangement of the

students is never changed. The teacher is seated in front of the class.

The students who sit in the front row can easily talk to the teacher

when they face difficulty. However, the students who sit at the back

row find difficulties in asking the exercise because they have to walk

forward to the teacher.

In several observations, the researcher noted that the teacher’s

activities in the teaching and learning process were often done in front

of the classroom whether to explain the lesson or to discuss the

exercise. This is the data:

. . . guru duduk di kursinya dan sibuk dengan kegiatannya sendiri

tanpa memperhatikan apa yang dikerjakan siswanya. Saat siswa
menemui kesulitan, siswa yang duduk di barisan depan dengan
mudahnya bertanya kepada guru, akan tetapi siswa yang duduk di
barisan belakang menjadi merasa malas untuk berjalan ke depan,
akhirnya siswa hanya bercanda . .
(Field note I)

… when the teacher sat in her chair and was busy with her own
activity without paying attention to what the students were doing.
When the students had difficulties, the students who sat in the front
row could ask the teacher easily, but those who sat in the back rows
feel lazy to move forward, so they just made jokes with their friends…
(Field note I)
 48

Some students especially those who sit in the middle to the

back row often complain about this problem. When they have to ask

questions they have to shout. As a result, the students become lazy to

ask questions and the class becomes noisy. Here is the data:

R : Kalau mengajar gurunya berjalan-jalan tidak?

L : Jarang, sukanya duduk di kursi terus.
R : Terus, kalau pengen tanya gimana?
L : Ya ke depan, tapi suka males.
(Interview VIII)

R: Does the teacher walk around the classroom when she is teaching?
L: She rarely does it. She just sits in her chair all the time.
R: So, how if you want to ask questions?
L: I move forward, but sometimes I feel lazy.
(Interview VIII)

Another student stated:

R : Kenapa di kelas suka ribut?

G: Gurunya nggak enak, kalau ngajar duduk terus.
(InterviewVII)

R: Why do you often make some noises in the classroom?

A: The teacher is unpleasantly, she just sits in her chair when she is
teaching.
(InterviewVII)

Colletti in Soekarwati (2000: 60) states that is a problem if

there is a teacher who cannot manage the class. This kind of problem

will cause the teaching and learning process become inefficient. The

classroom becomes noisy and the students were difficult to manage.

2) Lack of varieties

The data showed that the teacher does not use any varieties in
 49

the teaching and learning process. The English teacher always used the

same method in teaching English. Here is the data from interviews

with some students:

R: Waktu pelajaran suka ada permainan tidak?

S : Tidak
(Interview VII)

R: Are there games in the teaching and learning process?

S : No, there are not.
(Interview VII)

Another student stated that the teacher never assigned group

work. The students wanted group work in order that they could ask

each other when they found difficulties. Here is the data:

R : Waktu belajar di kelas duduknya suka berkelompok tidak ?

L : Tidak, berbaris.
(Interview VIII)

R: Do you sit in a group when you are studying in the classroom?

L: No, sit in line.
(Interview VIII)

Another student reported:

R: Kalau belajar Bahasa Inggris senangnya bagaimana?

T: Berkelompok.
R: Kenapa?
T: Aku kan bisa tanya sama teman.
(Interview VIII)

R: What do you like when studying English?

T: In a group.
R: Why?
T: I can ask some questions to my friends.
(Interview VIII)
The conditions above is in contrast with Paul‘s principle. Paul

(2003: 172) states that group work is important for children in the
 50

teaching and learning process, because it will motivates children to pay

more attention to the teacher and lesson. Besides, learning from one’s

peer is often more effective because their friends in their group are

impatient if they do not understand how to work.

Another student said that the English teaching and learning

process conducted in the classroom all the time. It made them felt

bored with the activities in the classroom. They wanted outdoor

activities. Here is the data:

R : Pernah belajar bahasa Inggris di luar kelas?

G : Belum.
R : Pingin tidak?
G : Pingin.
R : Belajar di kelas terus bosan tidak?
G : Bosan, sumpek.
R : Mau belajar di luar kelas tidak?
G : Mau, aku bisa belajar sambil main.
(Interview VII)

R: Have you learnt English outside of the classroom?

G: Not yet.
R: Do you want it?
G: Yes, I want.
R: Have you ever felt bored study in the classroom all the time?
G: Bored and stifled.
R: Do you want to study outside of the classroom?
G: Yes, because I can learn while playing.
(Interview VII)

The situation above is in contrast with Ytreberg’s principle

“variety in the classroom” in teaching English to children (Scoot and

Ytreberg, 1994: 5). This principal is necessary in order that the

students would not get bored in learning English. The teacher should

create interesting activities for the children in the classroom. The

 51

teaching without any variety of activities makes the students not

serious in learning.

Moreover, Paul (2003: 172) states that children need to interact

with their environment. It is because social interaction will influence

their cognitive development. They will get the knowledge about their

environment.

3) Lack of media

The data analysis showed that the English teacher rarely uses the

media in the English teaching and learning process. From the interview

with the students, it was revealed that the teacher rarely uses the media.

The data is:

R : Guru kalau mengajar suka menggunakan gambar ?

G : Nggak
R:Terus kalau guru menggunakan gambar bagaimana?
G : Suka, kan lebih asik dan gampang mengerti.
(Interview VII)

R: Does the teacher use pictures in the teaching process?

G: No.
R: So, how if the teacher uses pictures?
G: I like it, more interesting and easily to understand.
(Interview VIII)

The data above showed that the use of media could affect the

students to understand the materials. Kemp in Burden and Bird (1999:

13) states that the instruction can be more interesting if there are media

in the teaching and learning process.

The students also said that the teacher never used the picture and

tape in the English teaching and learning process. There is the data:
 52

R : Guru pernah menggunakan tape?

N : Belum.
R: Gambar, pernah?
N : Jarang banget.
(Interview VIII)

R: Has the teacher ever used the tape?

N: Not yet.
R: How about the pictures?
N: Rarely.
(Interview VIII)

The observation showed that the teacher does not used the media

in the teaching process. Here is the data:

. . . saat menerangkan materi guru hanya berkata-kata saja tanpa

diperjelas menggunakan media atau menuliskannya di papan tulis.
(Field note IV)

... when explaining the materials, the teacher just talk without making
them clear using the media or writing them in the whiteboard.
(Field note IV)

From the data above, it was revealed that in explaining the

materials the teacher did not used media. In fact, the students easily

understand the materials if the teacher use media.

When it was confirmed to the English teacher, she said that she

did not use media because the use of media in the teaching and learning

process depend on the situation and condition. Here is the data:

R: Apakah media digunakan saat mengajar?

G: Iya, sesekali.
R: Media apa yang pernah ibu gunakan saat mengajar?
G: Selama ini kami menyesuaikan situasi dan kondisi, kami pernah
menggunakan gambar, permainan, sedangkan kaset tidak pernah
karena waktunya sangat terbatas sekali
(Interview III)

R: Are the media used in the teaching and learning process?

G: Yes, occasionally.
 53

R: What are kinds of media you have ever used in the teaching and
learning process?
G: All this time, we accommodated to the situation and condition, we
ever used pictures, games, but we never used cassettes because the
time was limited.
(Interview III)

The condition above is in contrast with the Hudelson’s view

(1994:256) stating that children in the primary or elementary school

were usually in concrete operational stage of cognitive development. It

was still hard for them to understand abstract things. So, it is believed

that the uses of media seem more appropriate for children.

4) The teacher’s English

The teacher’s English in the English class is become a problem.

First of all, she spoke English at the beginning and at the end of the

lesson. Some students reported that the teacher did not use English all

the time and even in some meetings she never used English.

The students also stated that when the teacher used English in the

teaching process they often did not understand what the teacher said.

Besides, the teacher rarely translated the English words that she used in

the class. Here is the data:

R : Kalau mengajar gurunya pakai bahasa Inggris tidak?

A : Kadang-kadang.
R : Kalau pakai bahasa Inggris ngerti nggak?
A : Nggak, soalnya nggak diartiin.
(Interview III)

R: Does the teacher use English when she is teaching?

A: Sometimes.
R: Did you understand when she was using English?
 54

A: No, because she did not translate it.

(Interview VII)

Another student stated:

R : Kalau mengajar di kelas gurunya suka menggunakan bahasa

Inggris?
A : Jarang.
R : kalau memakai bahasa Inggris mengerti tidak?
A : ada yang ngerti ada yang tidak.
R : Kenapa ?
A : Soalnya jarang diartiin sih.
(Interview VIII)

R: Does the teacher use English when she is teaching?

B: Sometimes.
R: Do you understand when she is using English?
A: Sometimes I understand, but sometimes I don’t.
R: Why?
A: Because she rarely translates it.
(Interview VIII)

When it was confirmed to the English teacher, she said that she

rarely used English in the teaching process because if she spoke in

English the students did not understand what she said. This is the data:

. . . kalau saya mengajar pakai bahasa Inggris anak-anak sering nggak

mengerti. Jadi saya sering menggunakan bahasa Indonesia.
(Interview IV)

. . . if I teach used English the students do not understand. So I often

used Indonesian.
(Interview IV)

The condition above is contrast with the Stern’s view (1998: 474)

that in the teaching process the teacher should have the teaching strategy.

So, it is better for the English teacher to translated the words if they were

speaks in English. It made the students understand what they said easily.

b. The learners’ socioeconomic background

 55

The data showed that most of the students did not get much

attention from their parents. From an interview with the students, it was

revealed that most of them did not get much attention from their parents.

For example, their parents did not remind them to do their homework or

study at home. Here is the data:

R : Tadi kenapa kamu kok nggak ngerjain PR?

M: Aku lupa.
R: Llupa?
Apa nggak diingatin sama orang tua?
M: Nggak.
(Interview VIII)

R: Why did you miss your homework?

M: I forgot.
R: Did you forget?
Didn’t your parents remind you to do your homework?
M: No.
(Interview VIII)

Another student stated that:

R : Suka belajar bahasa Inggris?

T : Suka.
R : Bahasa Inggris sulit tidak?
T : Agak.
R : Kenapa ?
T : Karena masih ada yang belum tahu.
R : Di rumah nggak dipelajari?
T : Enggak.
R : Kenapa enggak?
Kamu kan bisa minta bantuan sama bapak/ibu atau ikut les.
T : Bapak nggak bisa, kalau ikut les mahal.
(Interview VIII)

R: Do you like studying English?

T: Yes, I do.
R: Is English difficult?
T: It is rather difficult.
R: Why?
T: Because there are many things I still do not know.
R: Do you study it at home?
 56

T: No, I don’t.
R: Why not?
You can ask some helps from your father/mother or join an English
course.
T: My father cannot help me, and it is expensive if I join a course.
(Interview VIII)

Similarly, when their children wanted to join an English course,

they did not permit them. Their reason was that they had no much money.

The students themselves said that the cost of the course was high. There is

the data:

R : Mau ikut kursus nggak?

Y & M : Belum.
R : Kenapa?
Y : Masih kecil.
M : Bayarnya mahal, bapak nggak punya uang.
R : Pekerjaan bapakmu apa? ?
M : Buruh.
(Interview VI)

R: Do you want to join an English course?

Y & M: Not yet.
R: Why?
Y: Because I am still young.
M: It is expensive, my father do not have money
R: What is your father’s job?
M: A labourer.
(Interview VI)

Another student reported:

R : Kamu ikut kursus bahasa Inggris nggak?

A : Enggak.
R : Pernah minta untuk ikut kursus?
A : Pernah.
R : Tanggapan orangtuamu bagaimana?
A : Tidak boleh, tapi pingin ikut les soalnya nilai bahasa Inggrisku jelek
terus.
R : Kenapa?
A : Tidak ada uang.
R : Pekerjaan bapakmu apa?
A : Tani
 57

(Interview VI)

R: Do you join an English course.

A: No.
R: Have you ever asked to join courses?
A: Yes, I have.
R: What did their response?
A: They did not permit, but I want to join an English course because I
often got bad mark in English.
R: Why?
A: There is no money.
R: What is your father’s job?
A: A farmer.
(Interview VI)

The data analysis showed that the socioeconomic background

could affect parents’ support. Hetzer in Gerungan (1998: 14) writes that

the students from the high socioeconomic background are better in their

learning achievement. In fact, most students from high socioeconomic

background tended to get good achievement than most of those from low

socioeconomic background. The data analysis showed that one of the

causes of these differences was that the students from low socioeconomic

background got limited supporting things in learning English from their

parents.

3. Constraints Concerning the Materials

a. Constraints concerning the materials by the teacher

In the English teaching and learning process the teacher and

students used the text book as the only source of materials, (field note I, II,

III). According to the English teacher, although the materials in the books

were very simple the students cannot do the exercises. Sometimes she
 58

chooses the material that the students can easily understand, but the

students did not want it. Here is the data:

. . . anak sering kali mengeluh, saya terangkan pada anak dengan sabar
untuk materi tertentu supaya jelas, yang jadi kendala itu saya pilihkan
seringkali mereka nggak mau.
(Interview III)

… the students often complain. I explain certain material patiently to make

it clear. The obstacle is the students sometimes do not want to study the
material I have chosen. (Interview III)

From the data above, it seems that the teacher found the difficulty

in choosing the appropriate materials. She only uses the textbook as the

resource of the materials. Colletti in Soekarwati (2000: 60) states that it is

a problem if the teachers may lack on mastering the material. It means that

the teachers only use the material from the textbook. Without mastering

the materials, the teachers will not make the students interested in the

materials.

Besides, the teacher reported that she found difficulties to explain

the lesson to the students who were difficult to understand the lesson well.

Here is the data:

R: Materi apa yang sulit diajarkan pada anak-anak?

G: Untuk anak SD kan baru tahap pengenalan, dalam arti kami mencoba
menyampaikan materi sesuai dengan kemampuan anak-anak, untuk itu
tiap anak kecil misalnya Time kami menjelaskannya begitu susah,
anak juga susah dalam menerima materinya. Sehingga untuk bisa pas
sesuai dengan yang diharapkan anak itu sulit.
R: Mengenai strukturnya bagaimana?
G: Struktur untuk anak SD memang belum begitu penting, jadi kami
hanya memberikan yang dasar-dasar saja. Untuk sementara mulai
kelas V, namun belum mulai pokok, memang sarannya untuk anak SD
malah disarankan tidak usah struktur, tapi dalam buku paket ada,
(Interview III)
 59

R: What materials are difficult to be taught to the students?

G: The English of the students of elementary school is still in the
introduction level. It means that we try to deliver the materials
according to the ability of the students. For example, we have
difficulties in delivering the material of “Time.” The students are also
difficult to understand, so it is difficult to reach the expected result.
R: How about the structures?
G: The structures for elementary schools students are not very important,
so we just give the basics. Structures begin to be learned at the fifth
grade, but they are not principal. It is suggested that elementary
schools students do not need to learn structures, but there are structures
in the textbook, so I explain them in a simple.
(Interview III)

b. Constraints concerning the materials by the students

The data analysis showed that there are two sources of constraints

concerning the materials. There were the spelling and the examination.

1) Spelling

Some students reported that they have difficulties in

memorizing, pronouncing, and writing words. According to them, one

of the causes was that the spelling of English was different from

Indonesian. In English, most word are pronounced and spelled

differently. It made students confused. As a result, when they wrote

they often misspelled words. Here is the data:

R : Fatonah suka belajar bahasa Inggris tidak?

F : Suka, tapi agak sulit.
R : Kesulitannya apa?
F : Membaca?
R : Kenapa?
F : Soalnya tulisan ma bacaannya beda.
(Interview VI)

R: Fatonah, do you like studying English?

F: Yes, I do, but it is rather difficult.
R: What are the difficulties?
F: Reading.
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R: Why?
F: Because the ways we write and read are different.
(Interview VI)

Another student stated:

R : Waktu ada tugas tadi bisa nggak?

N : Nggak bisa.
R : Nggak bisanya di mana ?
N : Sulit.
R : sulitnya di mana ?
N : Membaca, tulisan ma bacaannya beda.
(Interview VII)

R: Could you do the assignment?

N: No, I couldn’t.
R: What did part you cannot do?
N: It was difficult.
R: What was the difficulty?
N: Reading, because the ways of write and read are different.
(Interview VII)

When it was confirmed to the class teacher, he said that in

learning English the students often complained about spelling and

pronouncing. Here is the data:

R : Saat mengajar siswa tertarik pada kegiatan apa?

G : Kegiatan membaca.
R : Apakah anak-anak mudah mengerti pelajarannya?
G : Pertama sulit, apalagi saat mengucapkannya.
(Interview II)

R: In the teaching and learning process, what activity makes the

students interested?
G: Reading activity.
R: Do the students understand the lesson?
G: It is difficult at the first time, especially when they pronounce it.
(Interview II)

On spelling problem Betts and Howel (1994: 212) said that

sometimes errors which are called spelling errors are really problems in

word choice. The students confused with the meaning of the words and
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the correct form. They often do misspelling in writing. It is possible that

children’s errors in English spelling arose from these sources. Some are

due to defects within the children, some to the difficulties inherent in

English words, and some to the appropriate methods in teaching. In

relation to the method, the teacher should pay attention to the suitable

methods with the characteristics of the students.

2) Test

A test is a method of measuring a person’s ability or knowledge

in a give domain (Brown, 2000: 304). Test here means the kind of

technique to measure the students’ achievement, to know the students’

understanding about the materials given, and to know the student’s

progress.

From the data analysis most of the students complain about their

difficulties in doing the examination, which is developed by the teacher.

The data showed that there was a discrepancy between the test and the

materials given. Some of the materials had not been taught yet which

made it difficult for the students to answer. Here is the data:

R: Tadi ulangannya bisa tidak?

A: Ada yang bisa ada yang tidak.
R: Kok nggak bisa kenapa?
A: Itu, kalau ada soal yang belum diajarkan.
(Interview VIII)

R: Could you do the exercises?

A: I could do some parts of the examination.
R: Why couldn’t you do the other parts?
A: There were some questions which had not been taught before.
Another student stated:
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R: Waktu ulangan susah tidak?

T: Agak susah.
R: Susahnya di mana?
T: Kalau ada materi yang belum di ajarkan.
(Interview VIII)

R: Is the exam difficult?

T: Little bit.
R: Where is the difficulty?
T: There were some materials which had not been taught before.
(Interview VIII)

When it was confirmed to the English teacher, she said that

sometimes the students cannot answer the questions in the test if there

were the materials that had not been taught yet. Here is the data:

...
R: Selain itu ada lagi nggak kesulitannya?
G: Itu, kalau pas tes anak-anak kadang nggak bisa jawab soalnya.
R: Kenapa?
G: Kadang materi yang belum diajarkan juga saya masukkan di dalam
tes. Harusnya materi itu sudah saya ajarkan, tapi karena waktunaya
nggak cukup ya nggak saya ajarkan.
R: Trus habis itu sama sekali nggak diajarkan?
G: Biasanya saya ajarkan kalau habis tes, sekalian sama mencocokkan
jawaban siswa.
(Interview III)

R: Is there other difficulties?

G: Sometimes the students cannot answer the questions in the
examination.
R: Why?
G: Sometimes there were the materials which had not been taught before
in the examination. I should have been thought it but the time is not
enough to do it.
R: It’s never been thought, isn’t it?
G: Usually I give the materials after the examination while checking the
students’ examination.
(Interview III)

4. Constraints Concerning the Time and Space

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The lack of time is one of constraint in the teaching and learning

process at SD Muhammadiyah Girikerto. It often happens because of lack of

awareness of it and disregard for it. From the observation it was found that

there were differences in the time allocation in the English lesson. The range

was from 35 minutes up to 70 minutes, 70 minutes are not enough to finished

one topic if there is no proper balance between time and activities. (Field note

I, II, III, IV, V, VI).

The time allocation for English had to have tolerances to the other

lesson. Sometimes the time of the English lesson was used for the other

lessons which were perceived more important such as Science and

Mathematics. It often happens because English is not tested in the National

Examination. The English teacher said:

. . . bahasa Inggris di SD merupakan pelajaran yang sifatnya minor, sehingga

kami menyadari dengan betul kalau ada benturan dengan pelajaran lain,
sering kali bahasa Inggris dikalahkan . . .
(Interview III)

… English in the elementary schools is a minority lesson, so we really realize

that when there is a crash with another lesson, English sometimes is ignored…
(Interview III)

In another interview, the English teacher said that in the limited time

she could not make variations in teaching such as group work. Here is the

data:

. . . untuk dibuat berkelompok tidak mungkin karena kelasnya penuh dan

waktunya hanya habis untuk ramai . . .
(Interview III)

… it is impossible to make the students in some groups, because the class is

full and the time will be spent to make some noise…
(Interview III)
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Concerning time constraints, Kauchack, Eggen, and Jacobson (1999:

66) state that the lack of time can be the constraint in the teaching and learning

process. It often happens because the teacher and the students have the lack of

awareness to the time. They do not use the time optimally.

Similarly, the teacher also pointed out that the students could not

concentrate on learning when the English lesson was at the end of the school

or in the afternoon. Here is the data:

R: Bagaimana perbedaan respon siswa saat mengajar di pagi dan siang

hari?
G: Perbedaannya sangat mencolok, kalau pagi anak masih segar potensial,
tapi kalau siang anak sudah merasa lelah sehingga perhatiannya sudah
berkurang.
(Interview III)

R: How is the difference of the students’ responses when you teach in the
morning and afternoon?
G: The difference is very conspicuous. In the morning, the students are still
fresh and potential, but in the afternoon, the students have felt tired, so
their attentions are lower.
(Interview III)

The students’ focus is not on the lesson. They are very tired and lost their

attention. When it was confirmed to the students, they said that in the

afternoon they are tired and hungry, and it made them lost their attention. Here

is the data:

R: Kenapa tadi di kelas ramai dan tidak memperhatikan guru?

S: Kalau siang gini aku dah capek ma laper.
(Interview VII)

R: Why do you often make some noises in the classroom and do not pay
attention to the teacher?
S : In the afternoon, I am tired and hungry.
(Interview VII)
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In relation to classroom environment, the classroom was untidy and

dirty. It was uncomfortable for the teaching and learning process (field note I).

The space of the classroom was not conducive for playing a game and there

was no space to modify the seating arrangement because the desks and chairs

were difficult to move (Field note I, II, III).

Kauchack, Eggen, and Jacobson (1999: 155) said that the room, which

is not arranged well, can disrupt both management and achievement. The

classroom that is not conducive for learning causes the teaching and learning

process inefficient.