Students’ low participation and low motivation in speaking activities

38 On the other hand, participant 2 disagreed because even the students were having chit-chat with their friend, it did not really affect their speaking skill, especially their vocabulary and pronunciation. In statement 10, “My students are easily distracted by others when I am teaching English in the classroom and it influences their speaking English skill. ” Four people agreed and one person disagreed. The distraction was not only from inside the class but from outside class. Participant 1 said that one day when she was teaching speaking, suddenly a student from other class came to borrow a book from her students. The learning activity stopped for a while, and then when she wanted to continue, the students and she forgot the last part of material explained. Sometimes the students were not focusing on the materials because of the distraction happened. According to Davis 2010, personalities between students clash and also distraction from the students are the common classroom problems that are found while teaching and learning processes. Environment had roles in students’ difficulties in speaking English. The problems of speaking might happen when the environment does not support the students to speak in English frequently Hetrakul, 1995. I n statement 7, “There are some of my students who are not in a good relationship with their classmates and it influences their speaking English skill. ” Three people agreed and two people disagreed. They agreed because it influenced their speaking skill. For example, participant 1 said that there were two students who fought each other out because of mocking, they were angry and it affected the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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.