36 than bahasa Indonesia during learni
ng process in the classroom”, one person agreed and four people disagreed. This was because they taught English in different schools.
The characteristics of the students were exactly different, so the participants also had different ways in teaching and learning process. The researcher asked them
to percentage the time in speaking English, the one who agreed said that 70 of time was used for speaking English and 30 of time was used for bahasa Indonesia. On
the other hand, four people who disagreed said the opposite. They also said that Javanese was used besides bahasa Indonesia.
In statement 4, “My students use English when they are in a group discussion or pair work during learning process in the classroom.
” Five participants showed disagreement toward the statement. They said that most of their students talked with
their friends using bahasa Indonesia and Javanese. Even when they gave instruction and also rule for the students, e.g. “try to use English please” the students gave
response, but no longer after that they again spoke in bahasa Indonesia and Javanese. Participant 1 said:
They have willingness to try speaking English because I always tell them “try to use English” so they can adapt the situation. Where there was a group
discussion, they respon d by saying “yes” as agreement to speak in English,
but after they work together with their friends, they started to use bahasa or Javanese.
Hetrakul 1995 states that one of the causes why the students have difficulties in speaking English is that the environment does not support the students to speak in
37 English frequently. It was easier for the students to use their mother tongue in their
class because they use it every day. This could affect their speaking skill development. It was supported by the statement of participant 2. She said that there
were some students who still thought that English is difficult so they had difficulties in learning English especially when there were speaking activities in classroom.
4. Distractions by the students and their relationship with their classmates
Based on the participants’ experiences as English practice teacher, there were some students who were easily distracted by others when the practice teacher
was teaching English in classroom. There were some students who were not in a good relationship with their classmates and it influenced their speaking skill
development. This problem was supported by the data and the clarification from questionnaire results and interview.
In statement 6, “My students are easily having chit-chat with their classmates when I am teaching English and it influences their speaking skill.
” four people agreed and one person disagreed. Those who agreed said that having
chit-chat with their classmates influenced their speaking skill. The material would not be delivered well and they could not focus on the instruction or what to
do during the classroom activity. Participant 5 said that she taught seventh grade students. She said that in her class, even the clever students often had conversation
with their friends and it might affect students who were not really clever. It showed that the students still needed to control their focus in the learning process.
38 On the other hand, participant 2 disagreed because even the students were having
chit-chat with their friend, it did not really affect their speaking skill, especially their vocabulary and pronunciation.
In statement 10, “My students are easily distracted by others when I am teaching English in the classroom and it influences their speaking English skill.
” Four people agreed and one person disagreed. The distraction was not only from inside the
class but from outside class. Participant 1 said that one day when she was teaching speaking, suddenly a student from other class came to borrow a book from her
students. The learning activity stopped for a while, and then when she wanted to continue, the students and she forgot the last part of material explained. Sometimes
the students were not focusing on the materials because of the distraction happened. According to Davis 2010, personalities between students clash and also
distraction from the students are the common classroom problems that are found while teaching and learning processes. Environment had roles in students’ difficulties
in speaking English. The problems of speaking might happen when the environment does not support the students to speak in English frequently Hetrakul, 1995.
I n statement 7, “There are some of my students who are not in a good
relationship with their classmates and it influences their speaking English skill. ”
Three people agreed and two people disagreed. They agreed because it influenced their speaking skill. For example, participant 1 said that there were two students who
fought each other out because of mocking, they were angry and it affected the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
