48 4
The students were easily distracted by others and their relationship with
their classmates When there were some students who
did not pay attention to the learning process, the possible solution was just
stop the activity and pointed them out. Asking them about material discussed
would make them confused because they did not focus on it. It could be used
in order to make them concentrate on the material given. The other solution
was making rules before it happened. The practice teachers must build a good
relationship with the students as a friend. When the problems influenced
their willingness to learning speaking, the practice teacher could study together
with the students when there was break time before English course was started.
The practice teachers also convinced the students that making errors was normal
in learning process. This way raised the
students’ confidence to try to speak in English.
This chapter has answered the two research questions and has demonstrated that the practice teachers found several problems
from the students’ side in learning speaking English. The practice teachers also give possible solutions during their
school-based practicum. By experiencing the problems and having the possible solutions to the problems, the prac
tice teacher can prevent the factors of the students’ problems in learning speaking.
49
CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter presents the conclusions of the research and the suggestions related to the research. There are two parts in this research. The first part discusses
the conclusions of the research. The second part discusses the suggestions related to this research for the ELESP lecturers, the ELESP students, and future researchers.
A. Conclusion
The conclusion of the research was presented based on two research questions formulated. Those two questions were about juni
or high school students’ problems in speaking learning when the ELESP practice teachers were doing PPL are and the
possible solutions to the students’ problems in speaking learning during PPL. In order
to gather the data for this research, there were two instruments used namely questionnaire and interview. Those instruments were used to guide the researcher
answering two research questions. Based on the results of the questionnaire and the interview, there were
problems of speaking of junior high school students in the learning process when the ELESP practice teachers were doing PPL. The researcher divided them into four
problems. The first problem was about the students’ competence in learning English,
especially when there were speaking activities in classroom. There were some PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50 students who did not understand English at all. They also had lack of vocabulary,
pronunciation and grammar. They were not confident enough to speak in English because they were afraid of making mistakes. Besides, they were also afraid of being
mocked by others if they made mistakes when they were speaking English. The s
econd problem was students’ low participation and low motivation in speaking activities in classroom. The third problem was the use of mother tongue in
speaking activities in classroom. Based on the participants’ experiences as English
practice teachers, most of their students used bahasa Indonesia and Javanese to communicate with their friends when there were speaking activities. The fourth
problem was that distractions by the students and their relationship with their classmates. There were some students who were not in a good relationship with
their friend and it affected their speaking skill development and score. Based on the participants’ experiences as English practice teachers, there were
possible solutions to the problems in speaking learning. For the first problem, the practice teachers kept using English in asking questions but then translated it to
bahasa Indonesia in order to make the students know the meaning of the questions. By translating, it helped students understand the material given related to speaking
skill and also their vocabulary and pronunciation. Having conversation and giving question could develop the students’ speaking skill. When they did not understand the
meaning of some words or sentences, as English practice teachers, they could speak in English first and then translated it into bahasa Indonesia.
51 For the second problem, besides giving reward pointscore when the students
had willingness to participate a speaking activity in classroom, practice teacher should make sure that all of the students get chance to speak in English in classroom.
By choosing one by one, ready or not, the student would get their turn to speak in English. It helped students to be more confident in speaking English. The teachers
had to distribute the chance fairly because it could also encourage the students to be more confident in speaking English.
For the third problem, as English practice teachers, the use of English and bahasa Indonesia should be balanced because the students learnt English as a foreign
language. It also depends on a situation and condition of the class and the characteristics of the students. As English practice teachers, we could not force them
to use English every time we taught English because it might decrease their motivation in learning speaking. The participants said that they gave the students
words, such as, “try to use English, please”, “mistakes are okay” in order to encourage students to use English when they were in speaking activity. The use of
games, role play, singing together, and reading aloud might help students in developing their speaking skill.
For the fourth problem, when there were some students who did not pay attention to the learning process, the possible solution was just stop the activity and
pointed them out. Asking them about material discussed would make them confused because they did not focus on it. It could be used in order to make them concentrate
on the material given. The other solution was making rules before it happened. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52 The practice teachers must build a good relationship with the students as a
friend. When the problems influenced their willingness to learning speaking, the practice teacher could study together with the students when there was break time
before English course was started. The practice teachers also convinced the students that making errors was normal in learning process. This way raised
the students’ confidence to try to speak in English.
B. Suggestions
After presenting the conclusion of the research, the researcher proposed some suggestions for some parties included in PPL. Suggestions presented are for the
ELESP lecturers and the students who will take PPL and also future researchers.
1. The ELESP lecturers
This research is expected to give a contribution to the ELESP lecturers. The ELESP students’ possible solutions to the problems related might be various. The
lecturers may consider this so that they can share with the ELESP students about the students’ problems of speakingand the possible solutions to the problems, it is
expected that from the lecturers, the ELESP students can understand problems occurring in class and know what to do later if they do the PPL.
53 2.
The ELESP students The researcher expects that this research gives positive contributions to
ELESP students who have not taken the PPL, because by presenting the practice teachers’ possible solutions to junior high school students’ problems of speakingthat
occur in teaching and learning process during PPL, it is expected that ELESP students can anticipate when they face the similar problems in the school when they do the
PPL. For the ELESP students who had taken or have been taking the PPL, this is also beneficial for them. They may have difficulties in teaching speaking and they may
also have different solutions how to overcome the problems. From this research, it is expected that they can learn and apply it later when they become a teacher and work
in the school.
3. Future Researchers
The implementation and presentation of this research are expected to inspire the future researchers who conduct a research or study in the same field. Future
researchers that have same interest as the researcher may find this research as an empirical source for them. Besides giving the description of the ELESP practice
teachers’ problems in the learning and teaching process focusing on the speaking skill, this research also gives some suggestions for the future researchers so that the
future researchers can have more detailed research. Since this research focused on the students’ problems of speaking in Junior High School, the future researcher can
specifically conduct a research on the Senior High School students or on others PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
