41 correction when the students got difficulty in arranging the sentence or
pronouncing incorrect pronunciation. The teacher also did not use the material books to guide the lesson. She did not package the material with the variety
interaction. The English teaching and learning in the class was less communicative. Consequently, most of the students felt that English was a
difficult subject and boring subject because of so many theories. After doing the class observation, interviewing the English teacher and
some students, also got the score of pretest, the researcher and the English teacher did discussions about the problems occurred in the class. Based on the
discussions, they identified some problems that were found in the field. Those field problems were presented in the table below.
Table 2: The Field Problems Concerning the English Teaching and Learning Process in Class XI Travel Tourism Program of SMK N 6
Yogyakarta in the Academic Year of 20142015
No Problems Codes
1 The students had difficulties in pronunciation and in
constructing the sentences. S
2 The students had limited vocabulary mastery.
S 3
The students laughed at their friends who made some students afraid to make mistakes if they spoke English.
S 4
The students were shy and passive to speak English and had low fluency.
S 5
The students considered English as a difficult and boring subject, because so many theories there.
S 6
The students had less opportunity in practicing speaking as they got less chance to practice speaking in the class.
S 7
Most of students slept or they often made noise when the teaching and learning activity was still going on in the class.
S 8
The students were bored, had low motivation and not interested with the English material.
S
9 The teacher did not allow the basic competence and standard
competency when they taught English in the class. T
10 The teacher did not explain the expressions used in language used based on the Travel Tourism Program’s need.
T
42 11 The teacher does not ask to the students to practice spoken
English. T
12 The teacher does not encourage students to use dictionary. T
13 The teaching learning process focused on grammar explanation.
T 14 The learning activities were monotonous.
TT 15 The teacher did not use material books to guide the lesson.
Mt Notes:
T : Teacher
TT : Teaching Technique
S : Student
Mt : Material
Md : Media
b. Determining the Field Problems be Solved
After the field problems were identified, they were weighed based on the urgency level and feasibility. In line with the limitation of the problem presented
previously, the problems were focused on the teaching technique and the students. The problems were taken because it affected the students’ speaking skill.
Therefore, the problems needed to be solved soon. It was expected that solving the problems carried out improvements to their speaking skill. The table below shows
the field problems to be solved based on the urgency level and feasibility.
Table 3: The Field Problems to be Solved Based on the Urgency Level and Feasibility
No The Field Problems to Solve Based on the Urgency Level and Feasibility
Codes
1 The students had difficulties in pronunciation and had low
accuracy. S
2 The students had limited vocabulary mastery.
S 3
The students were shy and passive to speak English and had low fluency.
S 4
The students had less opportunity in practicing speaking as they got less chance to practice speaking in the class.
S 5
The students were bored, had low motivation and not interested in the English speaking material.
S 6
The learning activities were monotonous. TT
Notes: S: Student TT: Teaching Technique
43
c. Determining the Actions to Solve the Problems
After selecting and identifying the most urgent and the most feasible problems to be solved, the researcher and the English teacher worked together to
do a pre-requisite analysis. A pre-requisite analysis was conducted to find the relationship between the problems, their causes and possible action to overcome.
The following table shows problems, causes and the actions related to the field problems.
Table 4: Action to Solve the Problems No Problems
Causes Actions
1 The students had
difficulties in pronunciation, and in
constructing the sentences.
a. The teacher did not give
a good pronunciation model to the students.
b. The teacher did not give
them correction
or feedback.
c. a.
Providing various kinds of speaking exercises
such as drilling and providing
pronunciation
models and interesting audio
media b.
2 The students had
limited vocabulary mastery.
d. The students had limited
vocabulary. e.
The kinds of vocabulary was not introduced by
using interesting media. c.
Introducing kinds of vocabulary
and implementing role play
activities
3 The students were
shy and passive to speak English and
had low fluency. a.
The students were afraid of making mistakes and
were laughed by other friends.
b. The students had low
self-confidence. f.
The students had low vocabulary to express
their idea so that they were not fluent enough
g. d.
Implementing role play activities with different
theme and different given situation in each
language used.
4 The students had less
opportunity in practicing speaking
as they got less chance to practice
speaking in the class. a.
They got less chance to practice speaking in the
class. b.
The teacher asked to the students to read the
dialogue without asked e.
Implementing role play activities with different
theme and different given situation in each
language used.
