insufficient abilities in grammar and vocabulary
mastery. was not complete and the opportunities
to use the language were rarely given.
4. The teaching and learning of
speaking was monotonous and boring.
T, Md The interesting teaching media were insufficiently used during the teaching
and learning process. 5.
The teacher did not provide appropriate models to learn
the target language. T
Appropriate materials were hardly provided during the speaking teaching
and learning process.
S : Students
Md : Media
T : Teacher
TT : Teaching Techniques
3. Determining Actions to Solve the Feasible Problems
Based on the feasible problems to solve and the possible causes mentioned before, in collaboration with the English teacher and the collaborator, the researcher
designed some actions to overcome the problems. First, video would be used to support the teaching and learning process and to give the students appropriate models
of the target language. Second, in line with the use of video, some communicative speaking activities
such as discussions and story retelling would be applied to make the teaching and learning process more enjoyable and to give the students enough opportunities to
speak. To support the main actions mentioned above, the researcher and the collaborators would apply some supportive actions which had to be covered in the
teaching and learning process. They were giving feedback on students’ work including pronunciation, vocabulary and grammar, giving guiding questions to help
them in remembering the order of the story, and giving handouts of the materials as brief guidelines. The relation between the solvable problems and the actions that
would be implemented can be seen as follows.
Table 11 : the Feasible Problems to Solve and the Solutions
No Field Problems to solve
Solutions
1. The students lacked
confidence and had low motivation in learning
speaking. a. Using video consisting appropriate
models of English as teaching and learning media.
b. Applying some communicative speaking activities.
2. The students found
difficulties in pronunciation. Using video consisting appropriate models of
English as teaching and learning media. 3.
The students had insufficient abilities in
grammar and vocabulary mastery.
a. Using video consisting appropriate models of English as teaching and
learning media. b. Explaining the materials and giving
them tasks. c. Giving feedback on students’ works.
4. The teaching and learning of
speaking was monotonous and boring.
a. Using video consisting appropriate models of English as teaching and
learning media. b. Applying some communicative
speaking activities.
5. The teacher did not provide
appropriate models to learn the target language.
Using classroom English optimally during the teaching and learning process.
To implement the actions, the researcher and the collaborators did some preparations and plans to make the actions successful. They were:
a. Developing the Research Instruments The research instruments developed by the researcher were the
observation checklists, interview guidelines, speaking tests and speaking scoring rubric. The observation would be conducted during the
implementation of the actions and reflection. The interviews were carried out during the planning stage, the implementation of the actions, and the
reflection stage. It was aimed to get some input related to the problems faced by the research participants and also their suggestions concerned with the
implementation of the actions and the reflections. Meanwhile, the speaking tests would be used to measure the students’
speaking improvements and the speaking scoring rubric would be used to assess and evaluate the students’ speaking skills in the pre-test, progress test,
post-test and also the speaking practices during the implementation. b. Selecting the materials
The selection of materials used in the teaching and learning process was based in the Basic Competency and Standard Competency of the junior
high school students grade VIII in the curriculum. The materials were decided together by the researcher and the English teacher to meet requirements of the
curriculum. The materials would cover the practice of spoken language in the form of monologue which should be mastered by the students. The topic that
would be given was narrative text. c. Selecting the teaching media
Video would be used as the main teaching media during the implementation. The selection of the media was based on the consideration
that by watching the video, the students would be able to see appropriate models of English and could get adequate input and examples of the target
language. They also could learn how to apply the language in real life context. To meet the students’ needs, the researcher actually made a questionnaire
about what kind of video they prefer to be watch during the lesson. The questionnaire covered five questions.
1. Jika menggunakan video untuk media belajar speaking, berapa durasi video tersebut sebaiknya? How long does the video should be to be used
as speaking learning media? 15 menit 15 minutes
10 menit 10 minutes 5 menit Five minutes
