Low or uneven participation

17 According to Tarigan 1990, p.13, there are three major stages when teachers are teaching speaking. Those are introducing new language, practice and communicative activities. When introducing new language, the teacher should find out genres or texts, which are meaningful. In this stage, teachers can ask students to pronounce unfamiliar words, find out the meaning of expressions used in the text. Other techniques used for teaching speaking are information gap by using pictures, using photographs, using songs, using mysterious things, educational drama which covers miming, role play, the empty chair, and simulation. There is a previous study related to this research. The study is about problem faced by Thai students in speaking English. Khamkhien 2010 states that English performance of Thai students in teaching and learning speaking is very limited because of some reasons, namely: First, for Thai students, English speaking or oral communication in English is deemed to be difficult since English is not their native language. second, most of Thai learners need their English to sound as native-like as possible which is a prestige norm of spoken English even though English is widely used in region of South East Asia, creating a great diversity of English e.g., Malaysian English, Singaporean English, etc. this scenario seems to limit their choice of their exposure to English. Next, since English in Thailand is a foreign language, the exposure of English to authentic language input of learners of English in Thailand is limited. Lastly, another dimension which should be taken into account lies into English pronunciation of Thai teachers of English. These serious problems are exclusively important, leading to a large volume of studies focusing on speaking ability of Thai learners. Another problem is that the method used by English teacher in Thailand is teacher-centered which is signed by translating, copying from the book, and teaching 18 grammar through lecturing. It makes the students lack of practicing oral language. They do not have any chances to speak in the target language, so that they easily forget what they learnt. The study helps the researcher to take another angle based on the topic, so that the researcher focuses more on the students’ problems of speaking based on the practice teachers’ experiences during the PPL in junior high schools.

B. Theoretical Framework

The aims of this research are to find out the problems related to speaking skill of the students during classroom activity and to find the possible solution to those problems during PPL from the practice teachers’ experiences. The researcher gives the explanation of the theoretical framework used in the research as follows in order to show the contribution of each theory in the theoretical description part. To answer the first research question, what problems are found related to students’ problems of speaking in learning process according to the ELESP practice teachers, the researcher uses some theories that related to speaking skill. The related theories are the nature of speaking skill Luoma, 2004 and Khadidja, 2010, and the characteristics of successful speaking activity Ur, 1996 are used to give the readers a view when the students have ability in developing the speaking skill. By using those theories, the researcher can analyze and conclude whether there is a problem or not. The researcher also uses theory related to the problems of learning speaking Hetrakul, 1995; Munjayanah, 2004; and Davis, 2011 in order to strengthen the research background, which mentions that there is experience of a teacher and also