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.
44 them to practice it.
c. The language used was
not introduced at first. 5
The students were bored, had low
motivation and not interested with the
English material. d.
There are no interesting teaching and learning
activities. e.
. f.
f. Implementing role play
activities with different theme and different
given situation in each language used.
6 The learning
activities were monotonous.
g. The teacher did not
provide the attracting activities.
g. Implementing role play
activities with different theme and different
given situation in each language used.
Furthermore, the next sub-chapter explains about the activities and the results of the research that was conducted in Cycle 1 and Cycle 2. The process in
each cycle was discussed below.
2. The Implementations of the Actions
After identifying the problems, the researcher and the English teacher formulated some actions to solve the problems. In this process, the researcher
implemented some actions in two cycles. There were three procedures implemented in this action, planning the action, action and observing, and doing
reflection. The procedure of the action in each cycle was described below.
a. The Report of Cycle 1
1 Plan
In this phase, a series of plans were made. The researcher and the collaborator decided to use PPP approach. According to the approach, the
teaching and learning process includes Presentation, Practice and Production. Then, they also determined to use of role play as the teaching technique. It was
45 selected because role play was believed to effectively improve the students’
speaking skill. Later, they decided the schedule of the action which were conducted on Mei 11st and Mei 15th. The time allocation for each meeting was 45
minutes x 2. The meetings were different in terms of topics and materials. a
Meeting 1 At the Travel Agency The researcher and the collaborator planned to present material asking for
and giving information about tourism. At the end of the course, the students should be able to make use English expressions conveyed in asking for and giving
information accurately and fluently according to the situation given. To achieve the learning objective, they had to fulfill the achievement indicators. First,
students are able to pronounce words related to the class with correct stress. Second, s
tudents are able to utter expressions of “asking for and giving i
nformation about tourism”. Third, students are able to use the expressions of “asking for and giving information about tourism” in the class fluently. Fourth,
s tudents are able to use the expressions of “asking for and giving information
about tourism” in the class through pair work activities with intelligible pronunciation, grammar and good choice of vocabularies.
The detailed information of the lesson plan and the handouts are in the Appendix F. The researcher planned to use a laptop, a speaker and handouts as the
learning kits. b
Meeting 2 The researcher and the collaborator planned to present materials about asking
for and giving information again. At the end of the class, they should be able to
46 make use of the English expressions conveyed in asking for and giving
information accurately and fluently according to the situation. To achieve the learning objective, the students have to fulfill the following indicators. First,
students are able to pronounce words related to the class with correct stress. Second, students are able to utter
expressions of “asking for and giving information about tourism”. Third, students are able to use the expressions of
“asking for and giving information about tourism” in the class fluently. Fourth, students are able to use the expressions of “asking for and giving information
about tourism” in the class through pair work activities with intelligible pronunciation, grammar and good choice of vocabularies. Fifth, students are able
to use pattern of “yes-no questions”, “WH questions” and “Questions with modals
” in the daily contexts. The students’ performance in the last activity was utilized as the evaluation of Cycle 1 progress test. Their speaking performances
were scored by using scoring rubric, the detail scoring rubric in the Appendix H. The researcher determined to use a laptop, a speaker, and handouts as the learning
kits. 2
Actions and Observation a
Meeting 1 At the Travel Agency : Asking and Giving Information About Tourism
The first meeting was held on Mei 11st, 2015. The researcher acted as the English teacher and the real teacher acted as the collaborator. Meanwhile, there
was an observer to observe the teaching and learning process and took some pictures. At 13.30, the researcher, the collaborator and the observer entered the
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