7 considerable things in CLT; they are information gap, choice, and feedback
Morrow, 1987. The existence of the information gap as the heart of the communication focus would give the students the urge to speak. In choice, they
would develop their competence in interactive skills by selecting the appropriate form of utterances to express what they mean, and through feedback, their will
bridge the gap of information. Ipso facto, my collaborator and I agreed to conduct some classroom action research in the effort of improvin
g the students’ speaking skills through the use of pre-communicative and communicative activity which is
one of CLT activities’ frameworks.
B. Problem Identification
As what has been mentioned in the previous sub-chapter, the ELT process in class X IS II of SMA N 1 Godean in the 20152016 academic year had some
obstacles. Thus, it had not fully engaged the students in learning English which result their passiveness during the speaking activity. In the previous sub-chapter
some problems have been touched upon. In this sub-chapter, the problems would be identified and classified based on their possible sources namely the teacher, the
students, the learning activities, the learning materials, and the learning media. This problem identification was based on the observation of the ELT
processes, the school observation, interviews with the teacher, and the interview with the students conducted on October to November 2015. They are as follows.
1. The teacher
8 The English teacher in this class has been teaching for 11 years. She joins the
MGMP The discussion forum of subject-teachers and she belongs to the national examination try out test maker member in Sleman. Although she has experienced
teaching for quite long time, she was new to the students and the schools. She just moved to this school a year ago. Because of the teaching load she had, she had not
been really familiar with the students of X IS II because this is their first year and it was just a half semester and she has not remembered their names. Overall, there
was nothing wrong with the teacher. She has good personality, good sense of humour, and good experience. Her voice was loud and clear. Her pronunciation
was good even though she often used Indonesian to communicate in the classroom to make the students feel at ease. In conducting the ELT, she was very flexible,
meaning that she did not stick strictly to the certain lesson plan to be implemented in the class. The main obstacle for her is the burden of the teacher administrative
policy. According to the teacher, it is highly time consuming; therefore she has less time for preparing the teaching and learning process for the students or taking
care of the students well. As a consequence, her selection of the ELT activities was rarely varied. Thus, her role as a facilitator and navigator in the ELT process
has not been optimum. However, she has the wide opportunities to improve it. The main problem needed to overcome by the teacher was to improve her role
during the ELT process. In addition this, building a good rapport with the students would be helpful. If the relation between the teacher and the students is good,
positive learning atmosphere will be formed. The students would feel secured to share anything to the teacher.
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2. The students
