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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents and discusses the research findings obtained from the questionnaire and interview. This chapter also answers the two formulated questions
of this research. There are two parts in this chapter. Part A is about the answer to the first research question which is about what the
students’ problems of speaking during PPL in junior high schools based on the ELESP practice teach
ers’ experiences were. Part B is about the answer to the second research question which is about what the
possible solutions to the students’ problems of speaking during PPL were.
A. Problems of Speaking Faced by the Students according to Practice Teachers
Speaking is a basic skill that has a very complicated process. It is because leaners need a long time to be competent speakers Luoma, 2004, p. 1. The students,
consequently, need more experiences and practices to make their speaking fluently and naturally. Besides, in the speaking, the students need to receive and convey the
message through using oral form and verbal expression Khadidja, 2010, p. 40. For those students who are studying English as a foreign language, students can activate
their speaking through the dialogues or conversation since the speaking skill requires PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32 the practice and experience to be developed. In fact, based on the participants’
experiences as English practice teacher, there are some problems of the students in developing their speaking skill. The researcher divided those problems into four
problems. Those problems were:
1. Students’ competence in learning English
Based on the participants’ experiences as English practice teachers, there were
some students who did not understand English at all. They had lack of vocabulary
and grammar. Some of them also did not know how to pronounce certain words. Their competence in learning English affected their ability in developing their
speaking skill. This problem was supported by the data and the clarification from
questionnaire results and interview. In statement 1, “My students give response when
I try to have conversation with them using English during learning process in classroom in order to impro
ve their speaking English skill”, five participants agreed in the questionnaire. The detailed information of questionnaire results can be seen in
Appendix 3. Based on their experiences, when they asked questions using English
during the learning process, their students gave different responses. There were some students who gave fast responses by answering the questions
whether using English or bahasa Indonesia; it means that they understood the meaning of the questions. There were several times when the students wanted their
teacher to repeat the questions, some of them asked their friends first to know the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33 meaning of the question given. If their friends also did not know the meaning, then
they asked their teacher to give question using bahasa Indonesia. For example, they asked
“Miss, ngomongnya bisa pake bahasa Indonesia aja?” Miss, would you like to speak in Indonesia?. There were also some students who wanted to answer the
question but they did not understand English at all, so they kept silent because they were confused how to answer the question using English.
In statement 9,” My students are inhibited to speak in English in the classroom because they feel shy and it influences their speaking English skill.
” Five participants agreed for this statement. They said that the students were not confident to speak in
English. It was because they did not have enough vocabulary, they were afraid to make mistakes and some of them did not understand English at all. They felt shy
because there was a time when they try to speak in English, their friends made fun of them. Even though all of the participants said that making mistakes are okay, the
students were still inhibited to speak in English in classroom when there were speaking activities.
Munjayanah 2004, p.17 states that students might have their own difficulties in learning the language. Particularly improving speaking skill is not easy for the
students. Inhibition, low or uneven participation of the students, the use of mother tongue, and lack of vocabulary or grammar are some of the problems of speaking
skill when the students learned English. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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