Possible solution to students’ low participation and low motivation in

45 in the class. If they kept busy with their friends twice, then the “reward” will be multiplied into 20 words and so on. Practice teachers should make sure that the students pay attention to their delivered material and also their comprehension related to speaking skill. In statement 7,” There are some of my students who are not in a good relationship with their classmates and it influences their speaking English skill” has relation with statement 9,” My students are inhibited to speak iEnglish in the classroom because they feel shy and it influences their speaking English skill. ” For example, there were 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, they friends made fun of them. Participant 3 said that there were two students who fought each other out because of mocking each other, they were angry and it affected the situation of the classroom. They were not in a good mood so it influenced their willingness to learn and practice English speaking. It definitely affected his motivation to learn English because they could not focus on the classroom activity. It did not only influence their speaking skill but also the scores. In this case, the teacher can build a good relationship with the students as a friend. Participant 5 said th at she called the troublemaker students to teachers’ room and tried to ask them what their concerns were. She also told the students that they could study together with her when there was break time of before English course PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 46 was started. To increase the stu dents’ confidence in speaking English, the participants always said to the students that making mistakes were okay. According to Goh Burns 2012, p.133, teacher must be able to convince the students to be brave to speak in English, does not matter if they have very bad grammar. The teacher must convince the students that making errors is a normal thing in learning. This way will raise students’ confidence to try to speak in English. In addition, during the interview, the researcher asked the participants about the standards given to their students as the measurement of their ability in speaking English. There were some standards given to know to what extent the students good in developing speaking skill were. First was the students’ confidence in speaking English, it did not matter when they did mistakes in grammar as long as they had willingness in speaking English. The second was fluency, clarity and accuracy. When the students were given a text and they needed to memorize it, the assessment was about how fluent they were when they tried to speak out the text given. The clarity was about the volume when a student spoke in English so that the others could hear the voice clearly. The pronunciation was the important aspect when it came to speaking. When the students did misspelling or mispronounce, the teacher would tell the students the correct one so that they would not make the same mistakes. Accuracy had influential role in developing the students’ speaking skill. The standard given to the students to me asure their speaking skill depended on the students’ characteristics and the agreement between teacher and students. 47 Table 4.1 demonstrates the summary of the results from the data findings above. Table 4.1 Summary of the Problems and Possible Solutions No. Problems Possible solutions 1 Students’ competence in learning English, especially when there were speaking activities in classroom. The practice teachers kept using English in asking questions but then translated it to bahasa Indonesia in order to make the students know the meaning of the questions. By translating, it helped students understand the material given related to speaking skill and also their vocabulary. 2 Students’ low participation and low motivation when there were speaking activities in the classroom. Besides giving reward pointscore when the students had willingness to participate a speaking activity in classroom, practice teacher should make sure that all of the students get chance to speak in English in classroom. By choosing one by one, ready or not, the student would get their turn to speak in English. It helped students to be more confident in speaking English. 3 The use of mother tongue by the students when there were speaking activities in classroom. First, the practice teachers often used sentence “try to use English, please” and “mistakes are okay” to the students. Second, it depended on the situation and condition of the classroom; if it was not possible for students to understand the material by using English, then do not force them. Third, the possible solution for this problem was the teacher must create games which could develop their speaking skill and their willingness to speak in English. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI