b. Weighing the Problems based on the Urgency Level
After identifying the field problems, the research members worked collaboratively to weigh the problems based on the urgency level. As stated in the
first chapter, I only focused to provide attractive media and to interest the students in speaking learning process. As the result, I limited and selected the problems
that related to those. Based on the discussion among the research members there were six urgent
problems. These problems were taken because they needed to be solved soon. The urgent problems were presented in the table below.
Table 3: The Field Problems based on the Urgency Level No
Problems Code
1. Some students were not enthusiastic to take part in the teaching
and learning process. S
2. Some students tended to be silent when the teacher asked them.
S 3.
Some students were passive and easily got bored in speaking activity.
S 4.
The students found difficulties in understanding the meaning of words.
S 5.
The use of media was limited in the teaching and learning process. Me
6. The activities were boring.
A
c. Problems Selection based on the Feasibility to Solve
Because of the limitation of time, fund, and energy, the research members selected some of the feasible problems to be solved. The problems were as
follows.
Table 4: The Assessment of the Problems based on the Feasibility to Solve the Problems
No Problems
Code
1. Some students were passive and easily got bored in speaking
activity. S
2. The students found difficulties in understanding the meaning of
words. S
3. The use of media was limited in the teaching and learning
process. Me
4. The activities were boring.
A
d. Pre-requisite Analysis
After determining the feasible problems needed to be solved, the research members did a pre-requisite analysis. They selected the feasible problems into
prerequisite order. It aimed to find the cause-effect relationship between the problems and the action implemented. They agreed that the teaching method used
in the teaching and learning process became the major problem influencing other problems. The teacher only asked the students to practice some dialogues that
exist in the textbook. As a result, some students were not enthusiastic to take part in the teaching and learning process.
e. Determining the Actions to Solve the Field Problems
Based on the identification of the most important problems that needed to be solved soon and discussion among the research members, the research members
agreed that those problems were related to the students’ involvement in speaking. Students’ involvement is an important aspect that influences the students’ success.
Because of this, the research members wanted to improve the s tudents’ interest,
enthusiasm, and involvement in speaking through interesting ways.
Table 5: The Actions to Solve the Field Problems No
Actions
1. Conducting group work and giving rewards to increase the
students’ enthusiasm in the speaking learning process.
2. Providing animation movies as interesting media in the
speaking learning process. 3.
Applying speaking performance as an interesting activity.
f. The Relationship between the Field Problems and the Actions
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