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For me, I like using books and writing on the whiteboard. Actually in the 4th grade their speaking skills are still limited in simple sentences.
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Interview07042014
From the interview, the researcher made notes to gather some problems found in the class as presented in Table 6.
Table 6: The Field Problems in the English Teaching and Learning Process in IV Class for SD N Adisucipto II Yogyakarta
No. Field Problems
Code
1. The students had low motivation in learning English, especially in speaking
activities. S
2. The students were ashamed and unconfident to speak in English
S 3.
Some students were passive during the teaching and learning process S
4. The students lacked vocabularies.
S 5.
Many students used their mother tongue to have interaction during the lesson. S
6. Many students did not pay attention to the teachers’ explanation.
TL 7.
The teacher did not give the students a speaking activity T
8. The activities that the teacher gave were less varied.
T 9.
The teacher only used whiteboard for explaining the material T
10. The tasks given by the teacher were not interesting enough.
MT 11.
The material made by the teacher is sometimes inappropriate. MT
12. The students had inadequate time to practice speaking during the lesson.
TL
S: Students T: Teacher
TL: Teaching and Learning Process MT: Materials From the identified problems above, the researcher then decided some crucial
problems that were feasible to solve as presented in Table 7.
Table 7: The Feasible Field Problems to Solve
No. Field Problems
Code
1. The students had low motivation in learning English, especially in speaking
activities. S
2. The students were ashamed and unconfident to speak in English
3. Some students were passive during the teaching and learning process.
S 4.
The students lacked of vocabularies. S
5. The tasks given by the teacher were not interesting enough.
T
S: Students T: Teacher
2. Identification of the field problems to solve
As stated in the beginning of Chapter I, the research only focused on improving the students’ speaking skills through English songs and puppets.
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Therefore, the research would only concern on solving the problems related to the students’ speaking skill.
The researcher and the English teacher discussed the crucial problems to be solved. The students of Grade IV had lack of opportunities to learn speaking. This
could be seen from the fact that they seldom had the opportunity to speak. It made them feel afraid and not confident to speak. Moreover, they had limited vocabulary.
Also, they often got wrong in pronouncing some English words. Because of those existing problems, the English teaching and learning processes did not run effectively
and successfully so that the researcher needed to solve them. From the observations and the pre-test, the researcher noted that the students
did not talk much. They were also shy to speak and afraid of making mistakes. Moreover, most students were still lack of vocabularies.
3. Determining the actions to overcome the selected problems
After the researcher and English teacher discussed the crucial problems that needed to be solved, they agreed that those problems were related to the speaking
skill. Then, the researcher and the English teacher agreed to do the following actions to improve the students’ speaking skill.
a. First of all, to get students’ attention to the lesson, the researcher and the
English teacher agreed to use puppets in explaining the material since the puppets were assumed to be interesting enough for the students.
b. Next, in order to make the students familiar with English sounds and spelling,
the researcher agreed to use English songs in every meeting.
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c. Then, to drill the students’ vocabularies, the researcher and the English
teacher agreed to use more classroom English and English songs in every meeting.
d. In the relation to the teaching and learning process of speaking, the researcher
and the English teacher agreed to use some kinds of appropriate speaking games for the students’ speaking ability.
e. Next, to make the students have more opportunities to speak English, the
researcher and the English teacher agreed to use games and speaking performance related to the material.
f. Finally, to make students more interested in the speaking class, they agreed to
use an interesting topic for the speaking class and also interesting songs. The researcher hoped that by applying English songs and puppets, the
students of IV class of SD N Adisucipto II Yogyakarta in the academic year of 2013 2014 would be able to improve their English speaking skill and achieve the score of
their English speaking skills at least 6.5 as the minimum passing criteria or Kriteria Ketuntasan Minimal KKM.
4. Action Plans
