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4. Determining Actions to Overcome the Problems
Based on the analysis from the main causes of the problems, it was found that the real problem faced by the students in learning speaking was the less
amount of speaking practices, whether it was inside the class or outside the class. The researcher then conducted the discussion with the English teacher to discuss
the possible solution for the problems. The English teacher stated that group discussion would help the students to improve their speaking ability, since they
needed to share their ideas with others. The researcher proposed the Talking Chips strategy to be implemented during the teaching and learning process since
this strategy allows the students to have more practices on their speaking. This strategy also needed the students to have discussion in groups. Talking Chips
strategy ensures the students to have equal participation during the group discussion. So that it would give more opportunities to practice their speaking
during the teaching and learning process and hopefully it would help them to improve their speaking ability.
Besides the Talking Chips strategy, the researcher also planned to conduct some accompany actions to overcome the problems selected from the
field. There are four actions planned to be done, they are; vocabulary practice, pronunciation practice, using classroom English during the teaching and learning
process, and using media. The vocabulary practice was planned to be done in order to exposure the students to new vocabulary, so that they could improve
their vocabulary storage. The pronunciation practice was aimed to give more opportunities for the students to practice their spoken English, so that they would
62 understand on how to pronounce the words well. Those two practices related to
the main action which is Talking Chips strategy. The main activity on implementing the Talking Chips strategy is having discussion within groups.
Hopefully, the vocabulary practice and pronunciation practice would help the students to conduct a good discussion since they have gained more knowledge
about vocabulary and pronunciation. The use of classroom English during the teaching and learning process was aimed to make the students familiar with
spoken English. It would also help them to improve their speaking skill. While the use of media during the teaching and learning used as the way to vary the
teaching and learning activities. It was also expected that the use of media would bring a new excitement for the students, so that they would engaged more in the
teaching and learning process.
Table 4.5 Determined Actions to Solve the Problems of the English Speaking Teaching and Learning Process in Class XI
IPA 1 of SMAN 1 Pengasih
No. Field Problems Actions
Expected Results
1 The students did
not have enough opportunities to
speak English. The
use of
classroom English. The
implementation of Talking
Chips strategy.
The teacher uses classroom English
to make
the students more familiar with
spoken English. The implementation of
Talking Chips
strategy allows the students to have
discussion within groups, so they would get more
opportunities to speak.
2 The
students lacked
vocabulary. The use of
classroom English Vocabulary
practice. The use of classroom English
and vocabulary practice would help the students to enrich
their vocabulary.
continued
63
continued
3 The students’
pronunciation was still weak.
Pronunciation Practice.
The pronunciation practice would give more opportunities
for the students to practice pronouncing the words.
4 The
students were
shy to
express their
ideas. The
implementation of
Talking Chips
strategy. The implementation of
Talking Chips
strategy allows the students to have
discussion within groups. It would help them to lessen
the burden and vary the classroom activities.
The topics given during the discussion were suited with
the students’ ages. 5
The students
were not
confident to
speak English. 6
The materials
taught were less attractive.
7 The
activities that the teacher
gave were less varied.
8 There were not
enough media
in teaching and learning
process. Using media during
the teahing and learning process.
The use of media would motivate the students to give
more contribution during the teaching and learning process.
B. Reports of Actions
I. Actions of Cycle I
a. Planning
Based on the problems identified above, the researcher planned some efforts to solve the problems in the teaching and learning process. The efforts
focused on improving the students’ speaking skill using Talking Chips strategy. According to the discussions with the collaborators, the action plans of the first
cycle were presented below.
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1. Implementing the Talking Chips strategy
Talking Chips strategy would be implemented during Cycle I and Cycle II. Talking Chips strategy would allow the students to have more opportunities
to practise their speaking. During the activity, the students needed to have discussion within the group and all of the members of the group had to have
contribution during the discussion. The chips used to show their turn to speak. This way would force the shy students to speak and give more contribution
while the dominant students had to limit their time to speak. This strategy would also solve the problems related to the activities done during the teaching and
learning process. The teaching and learning process would be more attractive and more communicative.
2. Vocabulary Practice
Based on the interview done before the implementation of the cycle, some students said that one of the obstacles on learning speaking was due to
their lack of vocabulary. They could not express their ideas and opinions well since they did not know how to say it in English. The researcher planned to do
vocabulary practice in each meeting. This activity would help the students to enrich their vocabulary.
3. Pronunciation Practice
One of the problems found in the field was related to the students’ pronunciation. The students’ pronunciation was still weak and needed to be
improved. The researcher then planned to have pronunciation practice in each meeting. This pronunciation practice was the follow-up activity from vocabulary
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