Identification of the Field Problems

In the interviews done with the students, most of them said that they found it difficult in learning the pronunciation aspect. P : “Nah menurut Farhan yang paling sulit yang mana?” So, what is the most difficult part, Farhan? S3 : “Kalau aku sih yang paling sulit ya speaking Miss. Kan tulisan sama ngucapinnya beda. Kadang takut salah Miss ngucapinnya. Kan malu.” I think speaking is the most difficult part Miss because how the word is written and how the word is spoken is different. Sometimes I’m afraid that I would pronounce it wrongly. I would be ashamed P : “Hehehe .. jadi pronunciationnya gitu ya maksudmu yang bikin susah?” Hehehe .. so pronunciation is difficult, right? S3 :”Iya Miss. Betul banget.” Yes, Miss. You are right Interview Transcript 5 Moreover, the researcher found that the students had some difficulties in speaking. It can be seen from the interview transcripts below. P : “Susahnya dimana emang? Di listening, reading, writing apa speaking?” What is the difficult part? In listening, reading, writing, or speaking? S5 : “Kalo aku sih jelas speaking Miss. Kebiasaan ngomong bahasa Jawa sih soalnya. Hehe.” It’s absolutely speaking for me, because I commonly speak in Javanese. Hehe S6 : “Aku juga speaking Miss. Cara ngomongnya susah sih. Niruin aja kadang masih salah-salah Miss.” Me too Miss. The pronunciation is difficult. Even when we repeat, sometimes we make the wrong pronunciation Continued Continued P : “Pronunciation nya ya yang bikin susah? Kan di kamus ada cara bacanya gimana.” So the pronunciation is difficult. There is how to pronounce the word in dictionary. You can check on that S5 : “Iya. Pronunciationnya Miss. Lah kan itu hurufnya beda sama huruf biasa Miss. Gak yakin juga kalo kita baca sendiri.” Yes. It is the pronunciation, Miss. It uses different font Miss. We are doubt whether it is right or wrong if we read it by ourselves Interview Transcript 7 From the interview transcripts above, the fact that the teaching and learning lacked media and appropriate models was seen. The teacher only used the text book to teach the students. There was no other media aside it. The only model that the students follow was the teacher. Based on the observation and interviews, there were some problems related to the students’ speaking ability. Those problems can be seen as follows: Table 4.1 The Field Problems in the English Teaching and Learning Process of Class 8 C at SMP N 2 Sanden No. Field Problems Code 1. The students were not confident to speak English. S 2. The students were afraid of making mistakes when they spoke. S 3. The students lacked vocabulary. S 4. The students’ pronunciation was still weak. S 5. The use of media was monotonous. Md 6. Javanese and Indonesian were dominant languages used in the English class. S 7. The materials were less varied. Mt 8. The students had low motivation in learning speaking. S 9. The teaching and learning speaking was monotonous and boring. TT 10. The teacher did not provide appropriate models to learn the target language. T S : Students Mt : Materials Md : Media T : Teacher TT : Teaching Technique