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The questions consist of three categories of questions, involving: the general condition in English class especially in speaking class, the
difficulty faced by students and their participation, and the strategy used by the teacher in speaking class, then discussing communication games for
teaching speaking activity. Those are talked about the general condition in English class particularly on students’ speaking ability and performance,
students’ learning activities and teachers’ strategy that was implemented previously. Moreover it talked about the difficulty faced by the students in
speaking skill. The teacher said that speaking is the difficult skills to be learned whereas the students must achieve the Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal KKM. Furthermore it talked about the strategy used by the teacher in teaching English speaking. The
teacher said that she had never used role play in teaching the students, she usually teaches speaking by introducing new dialogue to the students, then
she reads the dialogue and was followed by students together, and then she gave the meaning of the dialogue.
From the result of interview, there were some problems in teaching speaking. First, the teacher didn’t encourage the students to speak English
in speaking class so the students have lack of practicing in English speaking and have not motivate to speak in English language. Second, the
students feel doubtful to pronounce the words and sentences because of being afraid in making mistakes. Third, the teacher didn’t apply various
methods in teaching learning process. Next, most of students did not like study English, because it is the difficult lesson so most of students gained
low competence in English.
3. The Result of Pre Questionnaire
The pre questionnaire was conducted to know about the students’ response about English lesson especially speaking skill. The questionnaire
used in this study was a close questionnaire. The questionnaire was given to the students in the seventh grade of Miftahul Jannah Junior High School
on Friday, March 18
th
2011. The questionnaire had five questions which
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covered in five issues: the students’ motivation toward the English lesson especially in speaking skill, the most difficult skill in English lesson, the
students’ feeling toward the teacher’s style in teaching speaking, the teacher’s implementation of the suitable technique in teaching speaking,
and the students’ feeling toward their result in English lesson. The table below showed the result of pre questionnaire.
Table 4.1 The Result of Pre Questionnaire
No Perception
Percentage Strongly
Agree Agree Neutral Disagree
Strongly Disagree
1 The students’ motivation
toward the English lesson 8.8
37.7 44.4
11 2
The most difficult skill in English lesson
44.4 22
17.7 15.5
3 The students’ feeling
toward the teacher’s style in teaching speaking
2.2 24.4
46.6 22.2
4.4
4 The teacher’s
implementation of the suitable technique in
teaching speaking 4.4
24.4 33.3
31 6.7
5 The students’ feeling
toward their result in English lesson
15.5 33.3
28.8 17.7
4.4
The first issue in Table 4.1 was on the students’ liking for English lesson. It indicated that 44.4 of students felt fair to the English lesson,
37.7 of students like English lesson, and 8.8 of students strongly agreed that they like English lesson very much, but 11 of students did
not like English lesson. It can be concluded that most 44.4 of the students of English class felt fair to English lesson.
The second issue is about the most difficulties skill in English lesson. There was 44.4 of students strongly agreed that speaking was
the most difficult skill to learn, 22 students agreed, and 17.7 students
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felt fair, but 15.5 of students disagree with that issue. It appeared some of students 44.4 assumed that speaking was the most difficult skill to
learn. The third issue was on the students’ feeling toward the teacher’s
style in teaching speaking. It was showed that 46.6 of students neither agree nor disagree. Then, there were only 2.2 of students strongly
agreed, 24.4 of students agreed that they felt appetizing in the way of the teacher taught, but 22.2 of students disagree and also 4.4 of
students felt strongly disagree with the style of English teacher when he taught. It indicated that the students could hardly interest with their teacher
style in teaching speaking. So, it needed innovation of teaching method to develop their motivation in learning speaking.
The next issue was on the teacher’s implementation of the suitable technique in teaching speaking. The table 4.1 indicated that 33.3 of
students felt fair that the teacher’s technique could help them express their ideas easily. Those were only 4.4 of students strongly agreed and 24.4
of students agreed that the teacher’s technique could solve their difficulties in speaking. On the other hand, 31 of students disagree and
6.7 of students strongly disagree. It means that most of the students of English class still got difficulties in learning speaking skill.
The last issue was on the students’ feeling toward their result in English lesson. It can be seen that 15.5 of students strongly agreed, 33.3
students agreed that they were satisfied with their speaking score, and 28.8 of student felt fair with their score. Besides, some of students 17.7
felt not satisfied with their score and 4.4 of them strongly disagree. Although many students were satisfied, it could not be said that the
English scores were good because they still found that some of students were not satisfied with their English speaking scores.
The conclusion in term of speaking problem was this class still got difficulty in speaking skill and need improvement to achieve the goal of
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speaking lesson and to reach the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM.
4. The Result of Pre-Test
