did the performance well. In the pre- test, some students copied their friends’
works. During performance, most students relied on their notes. In fact, they did not perform a monologue, but read aloud the monologue. In addition, some of
the students were hesitant to speak as they were not confident and felt afraid to make mistakes. They also had limited vocabulary. Besides, most of the
utterances were grammaticaly incorrect and most of the words were pronounced incorrectly.
1. Identification of the problem
According to the data gained from observation, interview, and pre-test, there were some problems found in the teaching and learning process. The
problems identified are presented in the table bellow. Table 4: The Field Problems in the English Teaching and Learning
Process of Grade VIII C of SMP Negeri 2 Godean No.
Problems Codes
1 Most students were silent and passive.
S 2
Few students understood the teacher’s explanation. S
3 Most students were less confident to speak.
S 4
Most students were afraid of making mistakes to speak English.
S 5
The students had difficulties to express ideas orally. S
6 The students had difficulties with grammar.
S 7
The students still had difficulties in pronunciation. S
8 The students lacked vocabulary mastery.
S 9
The students got less chance to practice speaking. S
10 The teacher focused on teaching pronunciation.
T 11
The teacher scolded the students who did not pronounce the words well.
T 12
The classroom interaction was mostly done between teacher- students.
TLP 13
The teaching and learning process rarely included speaking activity.
TLP continued
continued 14
The speaking activities were merely focused on drilling pronunciation.
TLP 15
The teaching and learning process were monotonous and lacked fun activities
TLP 16
The students did not fully participate in the activities. S
17 The students were bored and less motivated during the class.
S 18
Some students just copied their friends’ works. S
19 The students were less encouraged to work in groups.
TLP 20
Most students asked the teacher about the meaning of some English words.
S 21
Few students brought a dictionary. S
22 The teaching and learning process lacked the use of media.
T 23
The teacher only taught using the materials from LKS. T
S: Students T: Teacher
TLP: Teaching and Learning Process
2. The Selection of the Problems to be Solved
After identifying the problems, the researcher and the English teacher decided to select the field problems based on the urgency level. The selection
of the problems to solve are presented below. Table 5: The Selected Problems
No. Problems
Codes 1
Most students were shy and less confident to speak. S
2 Most students were afraid of making mistakes to speak
English. S
3 The students had difficulties to express idea orally.
S 4
The students still had difficulties in pronunciation S
5 The students had difficulties with grammar.
S 6
The students lacked vocabulary mastery. S
7 The students got less chance to practice speaking.
TLP 8
The teaching and learning process were monotonous and lacked fun activities.
TLP 9
The students were bored and less motivated during the class. S
10 Most students were silent and passive.
S 11
The students did not fully participate in the activities. S
12 Few students brought a dictionary.
S 13
The teaching and learning process lacked the use of media. T
14 The teacher only taught using the materials from LKS.
T
According to the selected problems above, the problems were affected by some factors, the students, the teaching and learning process, and the teacher.
The first factor was the students. The students thought that speaking English was difficult. They hesitated to express their ideas and were also shy
to speak. The students lacked confidence to speak because they were afraid of making mistakes. Therefore, they prefered to be silent and did not fully
participate in the activities. They often mispronounced some English words. To be able to speak, instead of pronunciation, the richness of vocabulary was
also important. However, they still lacked of vocabulary mastery and only few students in the classroom consulted a dictionary. Most students just relied on
the teacher by asking her directly about the meaning of some English words. Besides, their grammar competencies were also poor.
The second factor was related to the teaching and learning process, especially the classroom activities and speaking practice. The classroom
activities were less motivating the students in learning. The class was monotonous and less fun learning activities. Like in traditional methods, the
classroom activities were focused on repeating after the teacher, memorizing a dialog, or drilling. As mentioned in the first chapter, it is important to provide
opportunities for oral language to continue to grow in the classroom. Meanwhile, it was revealed that there were few opportunities for the students to
practice speaking. Besides, it was said by the teacher that the concern of teaching speaking was mostly to prepare the students to join competitions, such
as speech contests and the like. In addition, the focuses of National Examination
only cover the area of reading and writing. As the consequences, the limited speaking activities and practice taught in the class promoted to the stud
ents’ low speaking abilities.
Lastly, the factor was related to the teacher. Media which were considered powerful to attract the students’ attention were absent in the teaching
and learning process. Thus, the students easly got bored. They were not interested and motivated during their learning. The teacher always taught the
students using LKS of which the materials were not interesting. The students simply did the exercises in the LKS which did not provide the students with
adequate speaking practices.
3. Determining the Actions to Solve the Selected Problems
