58
3. Determining the Causes of the Problems
After determining the field problems to solve, the researcher then tried to find the main causes of each problem. The aim of this step was to make it easier
for the researcher to determine the right ways to solve them. The researcher had conducted discussions with the collaborator, and then
she classified the source of the problems into four main causes of the problems. The first one is the reality that the students rarely use English in their daily life.
English is categorized as a foreign language in Indonesia, so that there are not many people who speak English in their daily life. The only opportunity for the
students to practice their speaking skill is only in the classroom during the teaching and learning process.
The second problem was the teacher gave more attention on materials that would be asked on examination. It is widely believed in Indonesia that
examination is the goal of the teaching and learning process, so the students could be categorized as success in learning if they pass the examination. As the
impact, the teacher gave more attention on the materials related to the examination. Another effect was the teacher rarely used media to support the
teaching and learning process so the lesson was less attractive and communicative.
The next one was the activities done in the classroom did not give more spaces for the students to practice their English. It also caused the students lack
of vocabulary since they did not have space to enrich their vocabulary. Since they lacked of vocabulary, they felt less confident to speak in English.
59 The next main cause of the problem was the practice of speaking was
rarely given during the lesson. As stated previously, most of the students rarely used English outside of the classroom, so the only opportunity was during the
teaching and learning process. Since they lacked in practicing their speaking, it limited their opportunities to enrich their vocabulary and practice their
pronunciation. As the result, it would make the students unconfident to speak English.
Those main causes of the problems were related one another which caused the students had problems in their speaking. The relation could be
described in the table below. Table 4.4 The Causes of the Problems
No. Main Causes
Problems Found
1 The students rarely used English in
their daily life. The students did not have enough
opportunities to speak English. The students lacked of vocabulary.
The students were not confident to speak English.
2 The practice of speaking was rarely
given during the lesson. The students’ pronunciation was still
weak. The students were not confident to
speak English.
3 The activities done in the classroom
did not give more spaces for the students to practice their English.
The students lacked of vocabulary. The students were shy to express
their ideas.
4 The teacher gave more attention on
the materials that would be asked on examination.
The activities that the teacher gave were less varied.
There were not enough media in teaching and learning process.
The materials taught were less attractive.
60
Figure 4.1. The Main Causes of the Problems
Main Causes Field Problems
The students did not have
enough opportunities
to speak English.
The students rarely use English in their daily
life. The students lacked
of vocabulary.
The students were not
confident to
speak English. The practice of speaking
was rarely given during the lesson.
The students’
pronunciation was
still weak. The activities done in
the classroom did not give more spaces for the
students to practice their English.
The students were shy to express their
ideas.
The activities that the teacher gave were
less varied.
There were
not enough
media in
teaching and learning process.
The teacher gave more attention on materials that
would be
asked on
The materials taught were less attractive.
61
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
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