The students asked the teacher to The students asked the teacher to

49 At that time, I proposed the audio and video media to be used in the actions and the English teacher agreed with it. After that, I and English teacher decided to use the media in the speaking activity and they thought that the activity was new for the students and the students were expected to like it. This research also focused on the observation in the first meeting of the action and took a look at the pre-test result and the questionnaires distributed in the first meeting before I went further to talk about the problems. From the observation and pre-test I noted that the students often made mistakes in pronouncing some words. They also did not perform correct intonation. Besides, they were less active and still nervous when they were asked to speak before the class. However, most students were still unfamiliar with the use of English as a medium of instruction. From the questionnaires I found that some students suggested me not to speak in English for the whole time during the class because they were not familiar with that. They also suggested me to teach more slowly and use interesting activities in teaching so that the lesson would be more enjoyable. They suggested me to speak loudly, so they could listen better when I explained the material. They prefer the teacher to apply various activities to the stressing and monotonous activities to avoid boredom in learning speaking. Knowing their expectations to the English teaching and learning process helped I in designing activities which the students would enjoy much. 50 Figure 2. The schema of the main field problems The Speaking Teaching and Learning Process The techniques and activities were not varied The media were not interesting to stimulate students to learn. The materials were not varied. Main Problems 1. The students easily got bored in the teaching and learning proces. 2. The students prnounced words incorrectly. 3. Not all students participated actively in the classroom activities. 4. The students were not familiar with classroom English. 5. The students were afraid of speaking in front of the class. 1. The students easily got bored in the teaching and learning process. 2. Not all students participated actively in the classroom activities. 1. The students had low vocabulary mastery. 2. The students easily got bored in the teaching and learning proces. 3. The students were not familiar with classroom English.