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speaking teaching and learning process. The problems that affected the low speaking skills of the tenth grade students at SMK N 1 Depok are presented in the
table below.
Table 4: The Problems Affecting the Tenth Grade Students’ Low Speaking Skills at SMK N 1 Depok
No. Problems Codes 1
The English lesson in the classroom was rarely focused in speaking.
TT
2 The students were shy and hesitant to speak English.
S
3 The students often spoke with grammatical errors.
S
4 The students had difficulty in memorizing formula or tenses.
S, TT
5 The students had problems in memorizing the vocabulary.
S, TT
6 The students still had difficulties in pronunciation.
S, T
7 The teaching and learning process lacked the use of media.
Md
8 The students did not fully participate in the speaking activities.
S, TT
9 The speaking teaching and learning process lacked fun activities.
TT
10 The students’ speaking practice only lasted for a few times.
TT
11 Speaking activities were not varied.
TT, T
12 Most of the students could not speak fluently.
S
S: Students TT: Teaching Techniques T: Teacher
Md: Media
2. Weighing the Field Problems
Since there were many problems in the teaching and learning process, it was necessary to figure out the very urgent problems that needed to be solved
soon. Those problems were related to the students’ speaking skills in the English teaching and learning process. As there were many problems occurred, the
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researcher and the English teacher had a discussion to weigh the problems based on the urgency level. The problems were grouped into three categories, i.e. very
urgent, urgent, and less urgent problems. Here are the very urgent problems that were taken.
Table 5: The Problems Affecting the Tenth Grade Students’ Low Speaking Skills at SMK N I Depok that Needed to be Solved Soon
No.
Aspect
Problems Sources
1
Confidence and Comprehension
The students were shy and hesitant to speak English.
Observation and interview
2
Grammar
The students often spoke with grammatical errors.
Observation and interview
3
Fluency
Most of the students could not speak fluently.
Observation and interview
4 Vocabulary
The students had problems in memorizing the vocabulary.
Observation
and interview
5
Pronunciation
The students still had difficulties in pronunciation.
Observation
6 Teaching
technique
The speaking teaching and learning process lacked of fun activities.
Observation
and interview
7 Participation
The students did not fully participate in the speaking activities.
Observation
From the problems described above, it can be seen that the teaching and learning of speaking need to be improved with the certain teaching technique. The
researcher decided to use the jigsaw technique in cooperative learning to solve the problems dealing with the confidence, comprehension, grammar, fluency,
vocabulary, pronunciation, and participation.
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3. Determining Actions to Solve the Feasible Field Problems
After identifying the field problems that were urgent and feasible to be solved, the researcher and the teacher formulated some actions to overcome the
problems. There were five actions that were planned as the result of the discussion.
a. Using the jigsaw technique during the speaking.
b. Giving feedback during or in the end of the teaching and learning process.
c. Using interesting English material to make the students more interested to
learn and discuss with others. d.
Giving vocabulary items enrichment and modeling some words. e.
Using various media and fun activities in presenting new language to gain the students’ interest during the teaching and learning process.
Table 6: The Problems Affecting the Tenth Grade Students’ Low Speaking Skills at SMK N I Depok and the Actions
No. Problems
Actions 1
The students were shy and hesitant to speak English.
Implementing the jigsaw technique.
2 The students often spoke with
grammatical errors.
Giving some feedbacks that could be oral or written
.
3 Most of the students could not
speak fluently. Providing more opportunities to
practice speaking in the jigsaw technique, giving vocabularies
enrichment, using simple the classroom English instruction, and
giving feedback. continued
continued
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No. Problems
Actions
continued continued
4
The students had problems in memorizing the vocabulary.
Using media, giving vocabulary items enrichment, giving feedback,
and implementing the jigsaw technique.
5 The students still had difficulties in
pronunciation. Conducting pronunciation practice,
giving feedback or correction during activities
6
The speaking teaching and learning process lacked of fun activities.
Using various media and fun activity.
7
The students did not fully participate in the speaking
activities. Implementing the jigsaw technique
and using interesting English material.
B. Implementation of the Actions
