in dicator for the teacher‟s teaching performance can be fulfilled in Cycle 1. The
detail information for the scores got by the teacher for her teaching performance can be seen in Appendix 9.
4. Analysis and Reflection
After getting the necessary data from the teaching and learning process of Cycle I the
researcher together with the teacher discussed everything happened in the class to find out the weaknesses of this cycle. Having found the weaknesses, the researcher
and the teacher tried some solutions to solve them. Furthermore, the researcher noted some weaknesses from the learning product and learning process, they are as follows:
4.1 Learning Product
Based on the result of observation in Cycle I about the students‟ speaking scores, the researcher anal
yzed that most students‟ problems were on pronunciation, grammar and vocabulary. The causes of the problems can be seen as follows:
4.1.1 Problems in Cycle I
4.1.1.1 Problems in Pronunciation
a. The students got accustomed to pronouncing the English words by reading
the written form of the words, that is why the pronunciation of some students were not good even poor. This is caused by the teacher‟s way in teaching English
which often wrote the English words earlier than told the students the pronunciation of the English words, besides she sometimes let the students
themselves read the words in the dictionary without her guidance.
4.1.1.2 Problems in grammar and vocabulary
a. Some students did not have any confidence to speak English since the teacher often corrected them directly if they made mistakes when they were speaking.
This made the students speak English so carefully that there were some pauses which really disturbed the students speaking. They also afraid to use the new
words because the teacher seldom uses the unusual new vocabulary.
4.1.2 Solutions of the Problems
To solve the problems above, the researcher and the teacher tried the following solutions:
4.1.2.1 Solution for Problem in Pronunciation
a. The teacher should not write the English words on the board before she gave
examples how to pronounce the words. By doing so the students would not read the English words from the written form since they knew the pronunciation of the
words after listening to their teacher. In addition, she had better not ask the students themselves to read the words directly before she gave a good example of
how to pronounce the words.
4.1.2.2 Solutions for Problems in Vocabulary and grammar
a. The teacher should explain she gave an example of sentence. For example for the case describing someone personality, the teacher should explain why we have to
use to be or verb. The teacher also try to use the new vocabulary when kade a sentence. It is very useful for the students, because when they are try to make a
sentence they are not afraid to use the new vocabulary so their vocabulary can be improved. Because of that they can make the various sentences in their
conversation.
b. When the students made a mistake the teacher should not correct it
directly. She could ask the other students to correct it or she could let the mistake as long as there was no communication breakdown due to the mistake.
4.2 Learning Process
