77
interview transcript. It aimed to see the fi
eld problems from the students’ point of view since the students are the main subject in the ELT processes and in this
research. The fourth was the survey to the students. It aimed to recognise the students’ personality factors to be one of considerations in planning the lesson
later. The survey covered five aspects namely Left-Brain and Right-Brain Processing, General Self-Confidence, Learning Language Behaviour, Learning
Styles Checklist, and Strategy Inventory of Learning Language see Appendix D for the questionnaire and result. The fifth was the school observation. It aimed
at digging out information about facilities supporting the ELT processes both which have been functioned and have not been functioned.
From the five activities above, several field problems in ELT were found. They had been mentioned in the Chapter one in general. Therefore, in this chapter
the problems were identified further by the English teacher and me collaboratively and were coded according to their sources. They were the followings.
1. Identification of the Field Problem Table 3: The Identification of the Field Problem
No Field Problems
Code
1. The teacher had less time for preparing the ELT process.
T 2.
The teacher’s role as a facilitator, navigator, and prompter in learning English has not been optimized.
T 3.
The teacher explanation remained unclear for the students. T
4. The teacher gave less feedback in relation to the students’ speaking
performance. T
5. The students feel inferior to speak English.
S 6.
The students are not confident to speak English. S
7. The students have difficulties in comprehending tenses.
S 8.
The students were afraid of making mistakes. S
9. The students used their first language most of the time.
S 10.
The language laboratory has less complete facilities. LMd
11. Some students used their gadget out of ELT context.
LMd
78 12.
The school Wi-Fi has poor signal so the students’ cannot rely on it to find English information during the ELT processes.
LMd 13.
The materials used were the same amongst the groups. LM
14. The students’ involvement in the ELT process is missing.
LA 15.
The students’ participation in the answer question activities is very low.
LA 16.
The students did not engage to the ELT process. LA
17. The students have less meaningful opportunity to speak.
LA 18.
The students were bored during the presentation. LA
19. The students only interact within the same group.
LA 20.
The activities conducted have not met students’ expectations. LA
T: Teacher S: Students LA: Learning Activity LM: Learning Materials LMd: Learning Media
The field problems found above came from five the aspects namely the teacher, the students, the learning media, the learning materials, and mostly from
the learning activities. However as what have been stated in Chapter I, the English teach
er and I agreed to limit the problems into improving the students’ speaking skills. Thus we selected the relevant problems to solve and eliminated the
irrelevant ones. The identification of the field problems to solve was presented in the following sub-chapter.
2. Identification of the Field Problem to Solve
