Table 4: The Field Problems in Class VIII D of SMPN 2 Jetis No.
Problems Code
1. When the teacher came, the students were noisy and some of them
were still outside.
S
2. The students were not interested in studying English
S
3.
Some students did not pay attention to the teacher’s explanation S
4. The students often made noise during the lesson
S
5.
The learning activities focused on using the textbook. TLP
6.
The students lacked vocabulary. S
7.
The students got difficulties in pronouncing the English words S
8. The activities were often done individually, rarely in groups.
TLP
9. The students had low motivation to learn and speak English
S
10. The students had problems in fluency.
S
11. The students rarely bring their dictionary.
S
12. The teaching and learning process lacked use of media.
TLP
13. The learning activities were still monotonous
TLP
14. The teacher gave less opportunity to the students to practice English
orally. T
15. The students were shy and unconfident to speak in English
S
16 Classroom English was rarely used during the lesson.
TLP
17. The students had low mastery of grammar
S
18. The students were lazy to study
S 19 The students thought that English was a difficult subject
S
20 The students were passive
S S: Students
T: Teacher TLP: teaching and learning process
2.
Identification of the Most Urgent and Feasible Problems to be Solved
After identifying the field problems, the researcher had a discussion with the English teacher to weigh the problems based on the urgency level. It was done
in order to find her opinions in categorizing the problems identified. There were 20 problems identified based on the result of observation, interview and the pre-
test. The most urgent problems are presented in Table 5.
Table 5: The Most Urgent Problems Concerning on the Teaching and Learning Process of Speaking at Class VIII D of SMPN 2 Jetis
No. Problems
Code
1.
The students lacked vocabulary. S
2.
The students got difficulties in pronouncing the English words S
3. The students had low motivation to learn and speak English
S
4. The students had problems in fluency.
TLP
5. The students rarely bring theirdictionary.
S
6. The teaching and learning process lacked use of media.
TLP
7. The teacher gave less opportunity to the students to practice English
orally.
T
8. The students were shy and unconfident to speak in English
S
9. Classroom English was rarely used during the lesson
TLP
10. The students had low mastery of grammar
S
11. The students were passive
S
After weighing the field problems based on the urgency level, then the
researcher had a discussion with the English teacher to determine the most important problems to be solved. By considering the time, fund, and energy, they
selected the most important problems in the teaching and learning process of
speaking that were feasible to be solved. The following table shows those problems.
Table 6: The Most Feasible Problems Concerning the Teaching and Learning Process of Speaking at Class VIII D of SMPN 2 Jetis
No. Problems
Code
1.
The students lacked vocabulary. S
2.
The students got difficulties in pronouncing the English words S
3. The students had low motivation to learn and speak English
S
4. The students had problems in fluency.
TLP
5. The students rarely bring theirdictionary.
S
6. The teaching and learning process lacked use of media.
TLP
7. The teacher gave less opportunity to the students to practice English
orally. T
8. The students were shy and unconfident to speak in English
S
9. Classroom English was rarely used during the lesson.
TLP
10. The students were passive
S
3.
Determining the Actions to Solve the Problems
After identifying the field problems that were urgent and feasible to be overcome, the researcher and the teacher formulated some action plans to solve
the problems. There were some actions which were planned based on the discussion.
a. applyingthe group work activity for teaching speaking in the classroom.
b. usingmedia to gain students’ interest and to give clearer explanation.
c. giving handouts containing materials, vocabulary and pronunciation to make
students easier to understand the lesson.
