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
The followings are the relevant problems related to the problem limitation of the research. It still covered the five aspects, however the number reduced.
Table 4: The Identification of the Field Problem to Solve
No Field Problems Code
1. The teacher’s role as a facilitator, navigator, and prompter in the
ELT has not been optimized. T
2. The teacher explanation remained unclear for the students.
T 3.
The teacher gave less feedback in relation to students’ speaking performance.
T 4.
The students feel inferior to speak English. S
5. The students are not confident to speak English.
S 6.
The students have difficulties in comprehending tenses. S
7. The students were afraid of making mistakes.
S
79 8.
The students used their first language most of the time. S
9. Some students used their gadget for outside of ELT context.
LMd 10.
The materials used were the same amongst the groups. LM
11. The students’ involvement in the ELT process is missing.
LA 12.
The students’ participation in the answer question activities is low.
LA 13.
The students did not engage to the ELT process. LA
14. The students have less meaningful opportunity to speak.
LA 15.
The students were bored during the presentation. LA
16. The students only interact within the same group.
LA 17.
The activities conducted have not met students’ expectations. LA
T: Teacher S: Students LA: Learning Activity LM: Learning Materials LMd: Learning Media
The selected field problems were analysed further, critically, and collaboratively between the collaborators and I. In fact, the problems selected
were somehow interrelated. It can be seen from the probable cause of the field problems in the table below.
Table 5: The Field Problems and Causes
No Field Problems
Main Causes 1.
The teacher’s role as a facilitator and prompter in learning English
has not been optimized. The teacher had less time to prepare the
lesson because of the administrative load. Therefore, she could not be
optimum in playing her roles in the classroom. The transformation of the
knowledge and skill was mostly done, but the process of educating itself
which was missing.
2. The teacher explanation remained
unclear for the students. It was because the need of repetition
and reinforcement. Sometimes at the time the students were explained, they
understood but they did not make some notes. Then it would be better to be
sum up by the students themselves. Therefore in the beginning of the
lesson it was better for teacher to recall students learning in the previous
meeting and brushing up material in the end of the meeting by inviting the
students to conclude what they learned then the teacher reinforced them and
80 No
Field Problems Main Causes
added if there was something missing. But in the observation conducted, the
teacher did not do that. Thus the students someone forgot things they
learned.
3. The teacher gave less feedback in
relation to students’ speaking performance.
It might be caused by the unplanned teaching speaking to the students,
therefore the feedback given did not relate to the speaking performance. In
the activity conducted, the speaking was not taught deliberately.
4. The students feel inferior to speak
English. These problems might occur one
causing another. First, the students felt that they did not have good competence
in English organizational and pragmatic competence or they did not
master the content. Secondly they felt not good enough to perform because
they had
‗more able’ friends. Thirdly, they were afraid of making mistakes
because being wrong is shameful for them. They did not want to be
shameful; therefore they played safe by remained silent, so they will not make
mistakes. These three could cause student to feel not confident in
speaking English because their lack of competence, their inferiority, and their
feeling of insecure. 5.
The students are not confident to speak English.
6. The students were afraid of
making mistakes.
7. The students have difficulties in
comprehending tenses. It was because they seldom have
repetition and task related to tenses. Further maybe they underwent a
situation previously where tenses were being taught by emphasizing the aspect
of time, not meaning.
8. The students used their first
language most of the time. It might be caused by the activity
chosen during the ELT process. There was no urgent need for them to speak
English, or it might be caused by the
teacher’s classroom management where the opportunity and the need of
speaking English were not provided sufficiently.
9. Some students used their gadget
outside the ELT context. This might happen as the solution for
them to escape their boredom. Rather
81 No
Field Problems Main Causes
than disturbing the ELT to have some chat with friends overtly, they used
their gadget and got connected to the social media they have. It was more
secure for them. Moreover, their gadgets might be far more interesting
than the ELT process in the classroom.
10. The materials used were the same
amongst the groups. It was because they just needed the
same information to cover. The standard made was blurring for them.
There was no certain demand made. The teacher gave them the chance to be
creative towards the materials widely, but the students did not grasp the
characteristic.
11. The students’ involvement in the
ELT process is missing. It was because the activity is less
meaningful for them. 12.
The students’ participation in the answer question activities is very
low. It was because there was no
information gap needed to fulfil.
13. The students did not engage to the
ELT process. It was because the activity was less
interactive. 14.
The students have less meaningful opportunity to speak.
It was because the topic did not relate to them, and it did not connect to their
real life world.
15. The students were bored during
the presentation. The activity never changed.
16. The students only interact with the
same people in the same group. It was because the grouping was fixed.
17. The activities conducted have not
met students’ expectations. It was
because the students’ aspiration was not taken into account during the
planning of the lesson and the students themselves did not express their
opinion about that.
The selective field problems to solve would be the basis to construct the plan to achieve the objectives of this research. In short the field problems to solve
implied that the action later on should deal with those five aspects. First, the ELT processes s
hould be well tailored to improve the teacher’s role as the prompter and the facilitator in the ELT processes with considering the standards from the
82 government, the concept from the experts, the situational context in the field, as
well as the students’ aspiration and expectation. Secondly, the delivery of the materials should be made clear. Thirdly, ample feedback should be given to the
students’ performance and work. Fourthly, there should be actions aimed to develop students’ confidence and courage, and to reduce their anxiety. Fifth, the
activity conducted should be meaningful, communicative, interactive, giving wide opportunities to speak with English and interact with English materials. The topic
should be started from the familiar to the less familiar for them. Sixth, there should be varied ways of grouping to make the students mingle with each other.
Eight, the media should be integrated into the ELT processes, both which were provided by the school and which were owned and brought by the students.
B. The Report of Cycle 1 1. Planning
