The use of mother tongue in speaking activities

39 situation of the classroom. They were not in a good mood so it influenced their willingness to learn and practice English speaking. Another story, there was students who was the captain class and had a crush with his classmate. This class captain was an active student. One day, he looked unmotivated and passive because he was not in a good relationship with his crush. It affected his motivation to learn English because he could not focus on the classroom activity at that time. It did not only influence their speaking skill but also the scores. About two participants who disagreed, it did not mean that their students never in a bad mood, once their students got fight out but it did not really affect their focus on learning English. This was also related to the statement 9 which was about inhibition to speak in English. The students were afraid of making mistakes. The students also afraid of their friends would made fun of the if they made mistakes during speaking activities in classroom. In Addition, based on the questionnaire and the interview conducted, the researcher found out the other problems which had not been mentioned yet in the open-ended questionnaire. The problem was that the actual English teacher used bahasa Indonesia when she taught English. On the other hand, the ELESP students as practice teacher used English when they had teaching experiences in Micro Teaching course, the lecturers also suggested using English when teaching English. Besides, when the actual English teacher taught English, there were some inaccurate pronunciations. That kind of problem might affect the students’ speaking skill. 40 The researcher provided one statement in the open-ended questionnaire which was related to the first question of research. The statement is,” Mention the other problems in speaking learning that have not been mentioned yet in teaching English. Please give a brief ex planation about those problems.” there were some different answers from five participants. This is the sample of the open-ended questionnaire result. Participant 1 wrote down her answer, There are many factors that influence the problem in speaking learning. First, they are not confidence because in my experience, they have the ability, but they are afraid with the pronunciation and grammar. The second is the environment because it does not support them to learn in speaking English and they usually use Javanese when talking to each other. Third, it is about their motivation because some of them still think that English is difficult, so it makes them difficult to learn English and the teacher should have creative learning to motivate them in speaking English.

B. The Possible Solutions to the Students’ Problems of Speaking

There were some possible solutions to the problems in learning speaking based on the participants’ teaching experience. The possible solutions were the ways the participants overcome the problems happened when they were teaching English in the class room. These possible solutions were related to the problems that had been mentioned in part A.

1. Possible solution to the students’ competence in learning English

In statement 1, “My students give response when I try to have conversation with them using English during learning process in classroom in order to improve their speaking English skill”. Based on the participants’ experience, there were some PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 41 students who wanted to answer the question but they did not understand English at all, so they kept silent because they were confused how to answer the question using English. In this case, the participants usually kept asking questions by using English but then they translated it to bahasa Indonesia in order to make the students know the meaning of the questions. By translating, it helped the students understand the material that is given related to speaking skill and also their vocabularies. Having conversation and giving questions are some ways to develop their speaking skill. Grugeon 2005, p.84 states that when teacher speaks to students about their work, asking questions is the most commonly used strategy to assess their learning and progress. It is also useful to encourage students to think independently or individually in an interesting way to question their learning.

2. Possible solution to students’ low participation and low motivation in

speaking activity In statement 3, “My students participate actively when there is a speaking English activity in the classroom”. Participant 3 said that sometimes the students participated actively whenever it was about reward, for example, got more points if they joined the speaking activity. In the other hand, Participant 2 said that their students preferred to write the material rather than to speak in front of the class presenting their work. The students only read the material but they still were not focusing on the speaking skill improvement. In this case, the solution is as much as PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI