INTRODUCTION Table 5: Students’ Speaking Performance Scores

3 Based on the limited interview on February 29, 2012, the students stated that if they wanted to say or ask something to their teacher in English, they cancelled or, at least, postponed it. It was because they did not know exactly what expression should be used in order to ask their teacher. Date : February 28, 2012 Time : 09.15-11.00 The teacher came to the class and said “Good morning” to the students. Just after that, he directly reminded students of the last material they had learnt. He said to the students that in this day, students would continue the last materials that were active and passive voice. Then, the teacher asked the students to open their books to have homework evaluation. However, he did not ask the difficulties or barriers that students met when they did the homework. Next, the teacher sat down in his own seat next to the blackboard and let his students talk with their friends out of classroom context. The class became a little bit noisy without any control from the teacher. During the time, some students came to the front of the class to write down their work. Meanwhile the teacher took the roles of the students to fulfil daily presence. When some students wrote their work in front of the class, the rest of the class did not do something meaningful related to the English lesson. The result was that they ignored the materials and even they were able to walk around in the class without any clear purpose. When the evaluation time was coming, together with the students and jointly the teacher assessed the works on the blackboard. However, the teacher’s voice was not really clear neither was his explanation. The explanation was not deep too. Therefore, although the students paid attention to the teacher’s explanation, most of them still looked confused but some students got the point the teacher delivered to. After finishing the homework evaluation, the students were asked to continue their practice to do active and passive voice in the LKS. In addition, the teacher rarely wrote down his explanation on the blackboard in order to make students easier to understand the materials. In the second session, there was drilling activity. However, although the teacher actually wanted to teach speaking to the students about some expressions, he tended to teach reading instead of speaking. There was no short-dialogue practice and role-play. But, he looked pay more attention to the students’ utterance accuracy but forgetting the fluency and the meaningful learning. After that drilling-activity-like, the students were asked one more to do some tasks from the LKS and the teacher left them to do the work by their selves without observing students’ progress when they were doing the tasks.