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
Based on the previous discussion, the researcher, and the English teacher formulated some actions to overcome the problems. There were some
actions that were planned as the result of the discussion. The relationship between the problems and the actions are presented bellow.
Table 6: The Relationship between the Field Problems and the Actions No.
The Field Problems Actions
1
Most students were shy and less confident to speak.
- Implemeting picture-based
activities
- Giving feedback on students’
performances
2 Most students were afraid of making
mistakes to speak English.
3 The students had difficulties to
express idea orally. -
Using pictures in the teaching and learning process
of speaking
- Implemeting picture-based
activities -
Giving feedback on students’
performances
continued
continued 4
The students still had difficulties in pronunciation
- Implemeting picture-based
activities -
Giving feedback on students’ performances
5 The students had difficulties with
grammar.
6 The students lacked vocabulary
mastery. -
Using pictures in the teaching and learning process
of speaking -
Accustoming students to access dictionaries
7 The students got less chance to
practice speaking. Implemeting picture-based
activities
8 The teaching and learning process
were monotonous and lacked fun activities.
Implemeting picture-based activities
9 The students were bored and less
motivated during the class. -
Using pictures in the teaching and learning process
of speaking -
Implemeting picture-based activities
10 Most students were silent and
passive. Implemeting picture-based
activities
11 The students did not fully participate
in the activities. Implemeting picture-based
activities 12
Few students brought a dictionary. Accustoming students to
access dictionaries
13 The teaching and learning process
lacked the use of media. Using pictures in the
teaching and learning process of speaking
14 The teacher only taught using the
materials from LKS. Giving handouts for daily
materials
The processes of determining the solvable problems and planning the actions to overcome the problems were considered valid as they fulfilled the
concept of democratic validity in which the researcher and the English teacher worked corraboratively. In this process, the English teacher and the students’
voices about their opinions, feelings, and expectation related of the English teaching and learning process were also accomadated.
Besides, some preparations were also made to succed the implementation of the actions. They are:
1 developing the research instruments,
2 selecting the materials,
3 deciding the teaching and learning activities,
4 developing the course grid and the lesson plans,
5 designing the media, and
6 developing learning materials or handouts for students.
B. Research Process
