Possible solution to the use of mother tongue by the students in speaking
47 Table 4.1 demonstrates the summary of the results from the data findings
above. Table 4.1 Summary of the Problems and Possible Solutions
No. Problems
Possible solutions
1 Students’ competence in learning
English, especially when there were speaking activities in classroom.
The practice teachers kept using English in asking questions but then translated it
to bahasa Indonesia in order to make the students know the meaning of the
questions. By translating, it helped students understand the material given
related to speaking skill and also their vocabulary.
2 Students’ low participation and low
motivation when there were speaking activities in the classroom.
Besides giving reward pointscore when the students had willingness to
participate a speaking activity in classroom, practice teacher should make
sure that all of the students get chance to speak in English in classroom. By
choosing one by one, ready or not, the student would get their turn to speak in
English. It helped students to be more confident in speaking English.
3 The use of mother tongue by the
students when there were speaking activities in classroom.
First, the practice teachers often used sentence “try to use English, please”
and “mistakes are okay” to the students. Second, it depended on the
situation and condition of the classroom; if it was not possible for
students to understand the material by using English, then do not force them.
Third, the possible solution for this problem was the teacher must create
games which could develop their speaking skill and their willingness to
speak in English. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48 4
The students were easily distracted by others and their relationship with
their classmates When there were some students who
did not pay attention to the learning process, the possible solution was just
stop the activity and pointed them out. Asking them about material discussed
would make them confused because they did not focus on it. It could be used
in order to make them concentrate on the material given. The other solution
was making rules before it happened. The practice teachers must build a good
relationship with the students as a friend. When the problems influenced
their willingness to learning speaking, the practice teacher could study together
with the students when there was break time before English course was started.
The practice teachers also convinced the students that making errors was normal
in learning process. This way raised the
students’ confidence to try to speak in English.
This chapter has answered the two research questions and has demonstrated that the practice teachers found several problems
from the students’ side in learning speaking English. The practice teachers also give possible solutions during their
school-based practicum. By experiencing the problems and having the possible solutions to the problems, the prac
tice teacher can prevent the factors of the students’ problems in learning speaking.