The ELESP practice teachers` possible solutions to students` problems of speaking during PPL in Junior High Schools.

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ABSTRACT

Isworo, Chezia Eufresia. (2016). The ELESP Practice Teachers’ Possible Solutions to Students’ Problems of Speaking during PPL in Junior High Schools. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Program Pengalaman Lapangan (PPL) or School-based practicum is one of the compulsory courses that must be taken by all English Language Education Study Program (ELESP) Sanata Dharma University students. School-based practicum requires the students, who are called practice teachers, to do teachers’ job at school. As English practice teachers, there is a possibility that they might face a lot of problems related to the condition and situation in the school, either from the students’ side, the teachers’ side, or other factors.

This research attempted to answer two research questions, namely 1) what were the students’ problems of speaking during PPL?; and 2) what were the possible solutions for the students’ problems of speaking during PPL?

To answer the research questions, this research employed mixed method. Mixed method is combination of qualitative and quantitative research method. In this research, there were quantitative and qualitative data. The researcher got both data by distributing questionnaire and conducting interview. The researcher distributed questionnaire sheets and conducted interview to five participants who had experiences in facing students’ problems of speaking during PPL in semester seven batch 2012. The questionnaire consisted of ten close-ended questions and one open-ended question in order to answer the first research question. Meanwhile, the interview was conducted to verify and clarify the questionnaire results and to answer the second research question.

The results of the research showed that there were four problems of speaking faced by students, namely students’ incompetence in learning English, students’ low participation and low motivation in speaking activity, the use of mother tongue, and the distractions from others and their relation with their classmates. The possible solutions to the four problems are written respectively as follows: respecting by translating from English into Indonesian and vice versa, distributing the chance to speak in English fairly to the students, creating games which can develop students’ speaking skill and having well-built communication between teacher and students. The research results are useful for readers to get better understanding of junior high school students’ problems of speaking and the possible solutions to the problems.

Keywords: PPL, practice teacher, students’ problems of speaking, possible solutions to the problems

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ABSTRAK

Isworo, Chezia Eufresia. (2016). The ELESP Practice Teachers’ Possible Solutions to Students’ Problems of Speaking during PPL in Junior High Schools. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Program Pengalaman Lapangan (PPL) merupakan salah satu mata kuliah wajib bagi mahasiswa Pendidikan Bahasa Inggris (PBI), Universitas Sanata Dharma. Program tersebut mewajibkan mahasiswanya, yang disebut praktikan, untuk melakukan pekerjaan guru di sekolah tingkat menengah dan atas. Sebagai praktikan Bahasa Inggris, ada kemungkinan jika praktikan akan menghadapi masalah-masalah yang berkaitan dengan kondisi dan situasi di sekolah, baik dari murid, guru, maupun dari faktor-faktor lainnya.

Penilitian ini bertujuan untuk menjawab dua rumusan masalah, yaitu, 1) masalah berbicara bahasa Inggris apa saja yang dialami oleh murid-murid dalam proses belajar ketika praktikan sedang menjalani Program Pengalaman Lapangan? dan 2) Solusi apa yang memungkinkan dari praktikan untuk masalah-masalah yang terjadi selama praktikan menjalani Program Pengalaman Lapangan?

Untuk menjawab dua rumusan masalah tersebut peneliti menggunakan metode campuran. Metode campuran adalah kombinasi datri metode kuantitatif dan kualitatif. Dalam penelitian ini, terdapat data kuantitatif dan kualitatif. Peneliti menggunakan kuisioner dan wawancara untuk mendapatkan kedua data tersebut. Peneliti membagikan kuisioner dan melakuan wawancara kepada lima mahasiswa yang memiliki pengalaman dalam menghadapi masalah yang dimiliki murid-murid saat PPL di semester tujuh angkatan 2012. Kuisioner penelitian terdiri dari sepuluh pertanyaan tertutup dan satu pertanyan terbuka yang bertujuan untuk menjawab pertanyaan penelitian yang pertama. Sedangkan, wawancara dilakukan untuk memastikan hasil kuisioner dan mendapatkan data kebih jauh untuk menjawab pertanyaan penelitian yang kedua.

Hasil penelitian menunjukkan bahwa terdapat empat masalah berbicara bahasa Inggris yang dialami oleh murid-murid ketika praktikan sedang menjalankan PPL. Empat masalah tersebut adalah kurangnya kemampuan murid dalam belajar bahasa Inggris, kurangnya keikutsertaan dan motivasi murid dalam belajar bahasa Inggris, penggunaan bahasa ibu dan adanya gangguan serta hubungan antar murid. Solusi yang memungkinkan untuk empat masalah diatas ditulis secara berurut, yaitu, menerjemahkan dari bahasa Indonesia ke bahasa inggris dan sebaliknya, adil dalam memberikan murid kesempatan untuk berbicara dalam bahasa Inggris, membuat permainan yang dapat mengasah kemampuan berbicara murid, serta terjalinnya komunikasi yang baik antara guru dan murid.

Keywords: PPL, practice teacher, students’ problems of speaking, possible solutions to the problems

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THE ELESP

PRACTICE TEACHERS’ POSSIBLE SOLUTIONS

TO

STUDENTS’

PROBLEMS OF SPEAKING DURING PPL IN

JUNIOR HIGH SCHOOLS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Chezia Eufresia Isworo 121214045

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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THE ELESP

PRACTICE TEACHERS’ POSSIBLE SOLUTIONS

TO

STUDENTS’

PROBLEMS OF SPEAKING DURING PPL IN

JUNIOR HIGH SCHOOLS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Chezia Eufresia Isworo 121214045

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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“Trust in the Lord with all your heart and lean not on

your own understanding; in all your ways submit to

Him, and He will make your paths straight”

–

Proverbs 3:5-6

I dedicate this thesis to My Lord Jesus Christ My beloved parents And everyone from whom I learn many things

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vii ABSTRACT

Isworo, Chezia Eufresia. (2016). The ELESP Practice Teachers’ Possible Solutions to Students’ Problems of Speaking during PPL in Junior High Schools. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

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viii ABSTRAK

Untuk menjawab dua rumusan masalah tersebut peneliti menggunakan metode campuran. Metode campuran adalah kombinasi datri metode kuantitatif dan kualitatif. Dalam penelitian ini, terdapat data kuantitatif dan kualitatif. Peneliti menggunakan kuisioner dan wawancara untuk mendapatkan kedua data tersebut. Peneliti membagikan kuisioner dan melakuan wawancara kepada lima mahasiswa yang memiliki pengalaman dalam menghadapi masalah yang dimiliki murid-murid sudah saat PPL di semester tujuh angkatan 2012. Kuisioner penelitian terdiri dari sepuluh pertanyaan tertutup dan satu pertanyan terbuka yang bertujuan untuk menjawab pertanyaan penelitian yang pertama. Sedangkan, wawancara dilakukan untuk memastikan hasil kuisioner dan mendapatkan data kebih jauh untuk menjawab pertanyaan penelitian yang kedua.

Keywords: PPL, practice teacher, students’ problems of speaking, possible solutions to the problems

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ACKNOWLEDGEMENTS

First of all, I would like to thank the one and only Jesus Christ, the most gracious and the most merciful God. I thank God for the blessing, help, and guidance so that I can pass all the processes in Sanata Dharma University Yogyakarta, including finishing my thesis.

My deepest gratitude goes to my beloved parents Nathanael Bambang Isworo and Yusni Priscilla Yap, and my younger brother Rafa Renaldio Isworo for their unending support and affection. I would like to let them know that they are everything for me. They are my biggest motivators and I really love them.

My greatest gratitude is also addressed to my advisor, Paulus Kuswandono, Ph.D. I thank him for all his time, guidance, support, and patience to help me complete my thesis in the best way. Moreover, I thank my academic advisor, Veronica Triprihatmini, S.Pd., M.Hum., M.A. for the time and the advice given to me. I would also thank to all the ELESP lecturers who have helped me to get precious knowledge, values, and experiences during my study time at the ELESP Sanata Dharma University Yogyakarta. In addition, I would like to thank the ELESP secretariat staff and the Sanata Dharma University Yogyakarta library staff.

I thank my craziest partners: Giovani Agnes, Roosefine Shierly, Uli Sihombing, Joy Simanjuntak and Anselmus Apri for always cheering me up and giving me support when I was down. I thank my childhood squad, Ong’z Family (Janong, Lindong, Kingkong, Handong, Braiyong), for the support given to me.

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I thank my friends from M11 People of Passion for the beautiful memories and support given to me. I would also like to thank my friends from class B and all my colleagues in Sanata University Yogyakarta for all the support, the advice, and unforgettable experiences that we have shared and experienced together. Last, I would like to express my gratitude to anybody whom I cannot mention one by one that supports me in completion of my thesis.

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TABLE OF CONTENTS

TITLE PAGE……….i

APPROVAL PAGE.……….ii

DEDICATION PAGE………..iv

STATEMENT OF WORK’S ORIGINALITY……….v

PERNYATAAN PERSETUJUAN PUBLIKASI………...vi

ABSTRACT……...………...vii

ABSTRAK………...viii

ACKNOWLEDGEMENTS………...ix

TABLE OF CONTENTS……….xi

LIST OF TABLES………..xiv

CHAPTER I. INTRODUCTION………..1

A. Research Background………1

B. Research Problems………....4

C. Problem Limitation………5

D. Research Objectives………..5

E. Research Benefits………..5

F. Definition of Terms………....…...7

CHAPTER II. REVIEW OF RELATED LITERATURE……….9

A. Theoretical Description……….9

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xii

2. The Principles of Teaching Speaking..……….10

3. The Characteristics of Successful Speaking Activity…….………..11

4. The Strategies to Improve Speaking Skill….…….………...11

5. Problems of Learning Speaking………..………..…13

6. The Ways to Solve Learning Speaking Problems….………15

7. Teaching Speaking……….16

B. Theoretical Framework………...18

CHAPTER III. METHODOLOGY……….20

A. Research Method……….20

B. Research Setting………..22

C. Research Participants………..22

D. Research Instruments and Data Gathering Technique………...23

E. Data Analysis Technique………....27

F. Research Procedures………...29

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION……….31

A. Speaking Problems Faced by the Students according to Practice Teachers………...31

1. Students’ competence in learning English………....…32

2. Students’ low participation and low motivation in speaking activities..………...………34

3. The use of mother tongue in speaking activities………...35

4. Distractions by the students and their relationship with their classmate(s)………37

B. The Possible Solution to the Students’ Problems of Speaking………..………40 1. Possible solution to the students’ competence in learning English….….40

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xiii

2. Possible solution to the students’ low participation and low motivation

in speaking activities………..41

3. Possible solution to the use of mother tongue by the students in speaking activities.……….………43

4. Possible solution to distractions by the students and their relationship with their classmate(s)………...44

CHAPTER V. CONCLUSIONS AND SUGGESTIONS………...49

A. Conclusions……….49

B. Suggestions……….……….52

REFERENCES………55

APPENDICES……….57

Appendix 1: Questionnaire blueprint……..………..…………...……..59

Appendix 2: Questionnaire Form………...……….………..60

Appendix 3: Raw Data of the Close-ended Questionnaire………61

Appendix 4: Raw Data of the Open-ended Questionnaire………...63

Appendix 5: Sample of the Interview Transcript………...65

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xiv

LIST OF TABLES Tables

3.1 Example of the Questionnaire (blank)………...…………24 3.2 Blueprint of the Questionnaire………...….…...24 4.1 Summary of the Problems and the Possible Solutions………..…………47

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CHAPTER I

INTRODUCTION

Chapter I consists of six parts, namely research background, research problems, problem limitation, research objectives, research benefits and definition of terms to be described and analyzed.

A.Research Background

The research is about practice teachers’ possible solutions to students’ problems of speaking during PPL in junior high schools. The practice teachers are the students from English Language Education Study Program or the ELESP of Sanata Dharma University who have taken their Program Pengalaman Lapangan (PPL) or School-based practicum. The students are expected and educated to be English teachers even though they might have other options after they graduate from Sanata Dharma University. In the ELESP, since the first semester, the students are taught and get knowledge that are related to the ELESP so they can improve their language skills (listening, speaking, reading and writing skill) more than what they have before. The lecturers do not only teach the knowledge and materials related to the ELESP to improve the students’ language skills, but also to improve their teaching skill. There are two courses that the ELESP students need to practice as English

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teachers. The first course is Micro Teaching. Based on the ELESP Academic Guidelines book (2011, p. 43):

The main objective of Micro Teaching course is “to provide the learners with an environment for practice-based teaching to encourage self-evaluative skills on their teaching competence and performance. Self-evaluative skills involve thinking about teaching styles as well as content mastery and provide learners with specific suggestions regarding how their teaching styles and content mastery are perceived by others.

In Micro Teaching course, students learn about classroom managements, learning and teaching strategies that are used in classroom. Students also perform as English teachers in the Micro Teaching class and in lower semester class. After the ELESP students have passed Micro Teaching course, they have the second course named Program Pengalaman Lapangan (PPL) or School-based practicum. Based on the ELESP Academic Guidelines book (2011, p.43), PPL is designed to train teacher candidates so they can develop integrated and complete teaching skills. In PPL, the ELESP students are expected to be able to understand the concepts and the procedures of a teaching process and to apply them in a real classroom teaching in a high school (junior high school or senior high school). Students who take PPL will do teachers’ jobs such as planning, developing, and organizing lessons, managing classroom, presenting subject materials, assessing students’ learning process and results. Students who are doing PPL are called practice teachers.

Doing PPL is one of the requirements for Teacher Training and Education Faculty students to graduate from Sanata Dharma University. Before the ELESP students do their PPL, they need to pass Micro Teaching course in the sixth semester.

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It is helpful for students to experience problem that might happen in class and to find out possible solutions in any circumstances, especially when they do PPL. When the ELESP students were doing PPL, there will be a big possibility that they might have a lot of problems related to conditions and situations in school, either from students’ side, teachers’ side, or from other factors.

There are two main reasons why the researcher conducts the research and chooses ELESP students’ possible solutions to speaking problems of junior high school students in learning process during PPL as her topic in this research. The first reason is that speaking skill is one of the important language skills. Speaking is also the skill that is used to communicate with other people. Speaking is an interactive process of constructing meaning that involves: producing, receiving and processing information (Brown, 1994; Burns & Joyce, 1997). In learning speaking English, practices are needed. In learning and teaching process, one of the ways practice teachers help students to understand English and materials delivered is by speaking English. If a practice teacher has difficulties in that area, the students’ understanding of the materials can be distracted and the goal of the learning English might be hard to reach. By knowing the problems that are related to speaking learning, future practice teachers will anticipate the problems. The second reason is the researcher got a story from a teacher of one of the elementary schools, his name is Mr. X (pseudonym). He said that most of his students were good in doing their written tests – they knew how to write down English words, how to spell English words, but when

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it came to practice speaking, they did not seem to perform well. This case is related to the research topic because in junior high school, the students are still in the transition mode from the elementary school. Their habits of learning English when they were in elementary school might affect the ways they learn and develop their language skills. In this case, the focus is on the speaking skill.

B.Research Problems

In order to find out the practice teachers’ possible solutions to students’ problems of speaking in learning process during the teaching practice in junior high schools, two research questions are raised in this research:

1. What were the students’ problems of speaking during PPL?

2. What were the possible solutions for the students’ problems of speaking during PPL?

The problems on the students’ problems of speaking are based on the practice teachers’ experiences on how to overcome the problems during the PPL.

C.Problem Limitation

In conducting this research, the researcher focuses on the ELESP practice teachers’ possible solutions to students’ problems of speaking during PPL in junior high schools. This research also focuses on answering two research questions stated in the research problem. Moreover, the researcher also limits the research by only

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choosing the ELESP students batch 2012 who have taken PPL as the subjects of the research. There were five participants that have already taught English as practice teachers in different junior high schools.

D.Research Objectives

There are two objectives in conducting this research based on the research questions. The first objective is to find out junior high school students’ problems of speaking problems during teaching and learning process during PPL. The second objective is to find out the possible solutions to the students’ problems of speaking during PPL. Those objectives are based on the ELESP practice teachers’ experiences.

E.Research Benefits

There are three benefits which can be obtained from this research. Since this research is conducted in the educational area, the researcher expects that this research can give contribution to English language teaching, especially for:

1. ELESP Students

The researcher expects that this research gives positive contribution to ELESP students who have not taken the PPL yet. By presenting the ELESP practice teachers’ possible solutions to junior high school students’ problems of speaking during PPL, it is expected that ELESP students can anticipate the problems when they face the similar problems in the school when they do the PPL. For the ELESP students who

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have taken or have been taking the PPL, this is also beneficial for them. They might have difficulties in teaching speaking and they might also have different solutions about how to overcome the problems. From this research, it is expected that they can learn and apply it later when they become English teachers and work in schools. 2. ELESP Lecturers

This research is expected to give contribution to the ELESP lecturers. The ELESP students’ possible solutions to the problems related might be various. The lecturers may consider this so that they can share experiences with the ELESP students about problems and possible solutions that are related to speaking learning. It is expected that from the research, the ELESP students can understand problems occurring in class and know what to do later if they do the PPL.

3. Future Researchers

Future researchers who have the same interest as the researcher may find this research as an empirical source for them. Besides giving the description of the ELESP practice teachers’ problems in the learning and teaching process focusing on the speaking skill, this research also gives some suggestions for future researchers so that the future researchers can have some more detailed research. It is expected that this research, which can be used a reference, can be useful for future researchers to finish their research.

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F. Definition of Terms

The researcher gives the definition of terms used in this research to help the readers understand the meaning of the terms used. Therefore, the readers can understand the ideas of the research well.

1. Program Pengalaman Lapangan (School-based practicum)

PPL or School-based practicum is one of the obligatory subjects to be taken by the students of the Teachers Training and Education Faculty, Sanata Dharma University. This includes the students of the English Language Education Study Program. Based on the ELESP Academic Guidelines book (2011, p.43), this subject aims to help the students, who are teacher candidates, to prepare their readiness to work at school as real teachers in the future. In this research, the term School-based practicum refers to the school program that needs to be taken by the English by the English Language Education Study Program students.

2. ELESP Practice Teachers

The term ELESP practice teachers in this research refers to the English Language Education Study Program students of Sanata Dharma University batch 2012, who have taken School-based practicum. Based on the course outline of the ELESP of Sanata Dharma University, the School-based practicum course is offered in the seventh semester and eighth semester.

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3. Students’ Problems of Speaking

The students’ problems of speaking refer to the problems faced by junior high school students based on the practice teachers’ experiences when they were doing their PPL. Munjayanah (2004) states the problems of speaking skill that usually happen in classroom. They are inhibition, low participation, the use of mother tongue and so on. The researcher also included two common classroom problems found while teaching and learning English (Davis, 2011). The detailed theories are described in Chapter two.

4. Possible Solutions to the Problems

The possible solutions to the problems refer to the possible solutions to the students’ problems of speaking based on the practice teachers’ experiences when they were doing their PPL. The detailed theories are described in Chapter two.

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9 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter provides the theories related to this research. There are two major points explained in this chapter. The first point is theoretical description and the second point is theoretical framework. The theoretical description contains a review of some relevant theories which are related to speaking skill. The theoretical framework is about the summary of how those theories are implemented in answering the research questions.

A.Theoretical Description

The researcher uses theories that are related to speaking skill, such as the nature of speaking skill, the principles of speaking skill, the characteristics of successful speaking activity, the aspects to improve speaking skill, problems of learning speaking, the ways to solve speaking learning problems, and also teaching speaking. Those related theories help the researcher to analyze the data gathered focusing on the ELESP practice teachers’ possible solutions to students’ problems of speaking during PPL in junior high schools.

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1. The Nature of Speaking Skill

Speaking is a basic skill that has a very complicated process. It is because learners need a long time to be competent speakers (Luoma, 2004, p. 1). The students need more experiences and practices to make their speaking ability fluently and naturally. Besides, in speaking learning, the students need to receive and convey the message through oral form and verbal expression (Khadidja, 2010, p. 40). For those students who are studying English as a foreign language, the students can activate their speaking through the dialogues or conversation since the speaking skill requires the practice and experience to be developed.

2. The Principles of Teaching Speaking

A teacher should concern about the principles of the teaching speaking in order to improve the speaking skill. Nunan (2003, p. 54) notes five principles of teaching speaking. First, students should understand the function of the second language and foreign language learning contexts. Second, students have opportunities to practice English accurately and fluently. Third, students have opportunities to be centered. Therefore, a teacher has limited time to talk and the students have more opportunities to talk in a group or pair work. Fourth, the material in the speaking tasks involves he negotiation for meaning. Fifth, the students obtain a design of the classroom activities that involve the guidance and practice in both transactional and interactional speaking.

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3. The Characteristics of Successful Speaking Activity

Ur (1996, p. 120) emphasizes that “classroom activities that develop learners’ ability to express themselves through speech would therefore seem an important component of a language course”. The students might feel bored with the activities run in the classroom. Most of them felt sleepy when the activities running and it might decrease their motivation to learn speaking. Therefore he provides some characteristics of successful speaking activity. First, students talk a lot. As much as possible of the period of time provided to the activity so that the students can talk more. Second, participation is needed. All of the students have to participate in the classroom discussion. They all need to get chance to speak, whether the students are talkative or not. Teacher as contributor has to distribute the chance fairly. Third, high motivation supports the speaking activity to be successful. Students have willingness to speak English because they are interested in the topic and have something new to say about it, or because they want to get a good mark in English course. Fourth, language is in acceptable level. Students who learn to speak English can express what they want to say related to the material and they can understand what their friends say.

4. The Strategies to Improve Speaking Skill

According to Grugeon (2005, p. 84), there are three aspects to improve students speaking skill:

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a. Taking opportunities to use talk in the classroom

Talking in the classroom is crucial to learning. It is where answers to puzzling questions can be found. It is where thoughtful argument and a discussion make ways for the understanding of new skills and difficult concepts. It is where students listen to and respect the view of each other and where everyone’s learning is by talking about what they have learned. It is where students can be supported in raising their own questions about their learning.

b. Questioning

When a teacher talks to students about their works, asking questions is one of used strategies to assess their learning and progress. Teachers can challenge students’ thought by asking questions, guiding them into other areas of discussion and further question. Asking questions is useful to encourage students to think independently or individually in an interesting way and to question their learning.

c. Talk Partners

This is one of the most successful and easily organized ways for the students to clarify and develop their ideas. Students can easily turn to their friends next to them or work with a prearranged partner and talk through their ideas or response to a teacher’s question. This is particularly effective as part of whole-class discussion and it helps quieter students to feel that their ideas are valued.

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5. Problems of Learning Speaking

Students have their own difficulties in learning language. Munjayanah (2004) states the problems of speaking skill that usually happen in classroom. Here are the brief explanations of the problems of speaking skill:

a. Inhibition

Munjayanah (2004) states that students are often inhibited about trying to say something in foreign language in the classroom. They worried to make mistakes and they feel shy when they speak in foreign language.

b. Nothing to say

For this part, students cannot speak English because they do not know what kind of words of sentences that will be appropriate to say. They have no idea about what things that they want to say. They have no idea to express themselves beyond the guilty feeling that they should be speaking.

c. Low or uneven participation

There are some students who are really active in the class so that they can express what is on their minds by speaking English. They have much time to talk rather than others. Meanwhile others who are inhibited to say some things or ideas by speaking English, they have only less talking time.

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d. The use of mother tongue

It is easier for students to use their mother tongue in their class because they use it every day. Therefore, most of the students are not disciplined in using the target language in the learning process. This can affect their speaking skill development.

In addition, according to Hetrakul (1995), there are two causes why students have difficulties in speaking English. The first cause that makes students difficult in speaking English is that the environment does not support the students to speak English frequently. The environment means people outside class. Those people may think that students just want to show off when they speak English for daily conversation. The response that students get makes them loose their self-confidence to improve their speaking. Since students do not want to be rejected by people around them, they use native language in daily conversation.

The second cause is grammar. English always deals with reference of time while Indonesian does not have one. Moreover, there are singular and plural forms that students have to distinguish and still many forms that have to be learned. Most students are very easy to get confused with English grammar, while grammar is very needed to form a right sentence. If students do not have grammar mastery, of course they will not be able to produce sentences that are grammatically right. Because the students’ grammar is very weak, they feel embarrassed when they want to produce English sentences orally. In this case, the researcher’s topic is about junior high school students’ problem in learning speaking English, there is a possibility if the cause is not only about the grammar but also about the lack of vocabulary or dictions.

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Furthermore, Davis (2011) states that there are ten common classroom problems found while teaching and learning English. The researcher includes some problems that related to learning speaking. They are:

1) Student is defiant, rowdy, or distracting of others.

In every classroom, the distraction from the students might happen. If the situation in the classroom is not conducive, it may be fault of the teacher, i.e. boring material or poor classroom management. If it is from the students, teachers should take dominant role to adjust the situation.

2) Personalities between students.

Davis states that not every student in classroom will become best friend. If there is a drama arises between certain students, the easiest solution is to separate them away from one another. This situation might affect the delivery of material that related to speaking if there are problems between student – students, and also student – teacher.

6. The Ways to Solve Speaking Learning Problems

Goh & Burns (2012, p.133) state that to teach speaking effectively, teachers need a set of theoretical and principles that can be applied to the planning and delivery of lessons on speaking. Teachers may find students every time they speak their native language. Teachers must be able to convince students to be brave to speak English. It does not matter if they have very bad grammar. Teachers must convince

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students that making errors is normal in learning. This way will raise students’ confidence to try to speak English.

The second solution is for the students themselves. They can have an English conversation club that consists of their own classmates. They can share and talk about anything in English during that time. They can learn together and correct each other without feeling embarrassed. English will become students’ routine by doing that activity (Hetrakul, 1995).

7. Teaching Speaking

Rivers (1968) states that teaching speaking skill is more demanding on the teacher rather than teaching other language skills. A teacher needs to give many opportunities for students to practice their speaking skill. When a teacher provides more complicated matter of foreign speech to be answered, the students’ speaking ability will be more developed too. Some people feel afraid or nervous to speak in front of many people or large group, for example, in front of a class. Davies (2002) states some strategies for teaching speaking. First, teacher can create relaxed atmosphere in the class, so the students will not be frightened to speak in front of the class. At the beginning, by doing speaking activities as many as possible in pairs or in groups, it can build up the students’ confidence before speaking in front of the whole class. Second, teacher can speak in natural pronunciation and add some pronunciation work into the lesson. Third, teacher can guide the students to combine listening and speaking in natural interaction.

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According to Tarigan (1990, p.13), there are three major stages when teachers are teaching speaking. Those are introducing new language, practice and communicative activities. When introducing new language, the teacher should find out genres or texts, which are meaningful. In this stage, teachers can ask students to pronounce unfamiliar words, find out the meaning of expressions used in the text. Other techniques used for teaching speaking are information gap by using pictures, using photographs, using songs, using mysterious things, educational drama which covers miming, role play, the empty chair, and simulation.

There is a previous study related to this research. The study is about problem faced by Thai students in speaking English. Khamkhien (2010) states that English performance of Thai students in teaching and learning speaking is very limited because of some reasons, namely:

First, for Thai students, English speaking or oral communication in English is deemed to be difficult since English is not their native language. second, most of Thai learners need their English to sound as native-like as possible which is a prestige norm of spoken English even though English is widely used in region of South East Asia, creating a great diversity of English e.g., Malaysian English, Singaporean English, etc. this scenario seems to limit their choice of their exposure to English. Next, since English in Thailand is a foreign language, the exposure of English to authentic language input of learners of English in Thailand is limited. Lastly, another dimension which should be taken into account lies into English pronunciation of Thai teachers of English. These serious problems are exclusively important, leading to a large volume of studies focusing on speaking ability of Thai learners.

Another problem is that the method used by English teacher in Thailand is teacher-centered which is signed by translating, copying from the book, and teaching

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grammar through lecturing. It makes the students lack of practicing oral language. They do not have any chances to speak in the target language, so that they easily forget what they learnt. The study helps the researcher to take another angle based on the topic, so that the researcher focuses more on the students’ problems of speaking based on the practice teachers’ experiences during the PPL in junior high schools.

B.Theoretical Framework

The aims of this research are to find out the problems related to speaking skill of the students during classroom activity and to find the possible solution to those problems during PPL from the practice teachers’ experiences. The researcher gives the explanation of the theoretical framework used in the research as follows in order to show the contribution of each theory in the theoretical description part.

To answer the first research question, what problems are found related to students’ problems of speaking in learning process according to the ELESP practice teachers, the researcher uses some theories that related to speaking skill. The related theories are the nature of speaking skill (Luoma, 2004 and Khadidja, 2010), and the characteristics of successful speaking activity (Ur, 1996) are used to give the readers a view when the students have ability in developing the speaking skill. By using those theories, the researcher can analyze and conclude whether there is a problem or not. The researcher also uses theory related to the problems of learning speaking (Hetrakul, 1995; Munjayanah, 2004; and Davis, 2011) in order to strengthen the research background, which mentions that there is experience of a teacher (and also

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the practice teachers’ experience) that had problems in teaching English focusing on speaking during the learning process.

To answer the second research question, what possible solutions for the students’ problems of speaking during PPL are, the researcher will relate it with some theories of speaking skill. The theories related are the aspects to improve speaking (Grugeon, 2005), the ways to solve the speaking learning problems (Hetrakul, 1995 and Goh & Burns, 2012), the principles of speaking teaching (Nunan, 2003) and theory of teaching speaking (Rivers, 1968; Tarigan, 2003; and Davies 2003). Those theories are used to guide the researcher to relate the practice teachers’ experiences and also to give the readers a view about the possible solutions to solve the problems.

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20 CHAPTER III

METHODOLOGY

This chapter describes the methodology of this research. Furthermore, this chapter is divided into six parts namely research method, research setting, research participants, research instrument, data analysis techniques and research procedure.

A.Research Method

The researcher used mixed methods in this research. According to Ary, Jacobs, and Razavieh (2002), “Mixed methods research combines quantitative and qualitative research methods in different ways, with each approach adding something to the understanding of the phenomenon.” There were three reasons why the researcher used mixed methods in this research. The first reason was that if the researcher used only one method, the detailed findings might not appear. Mixed method research can also provide stronger evidence for conclusion through corroboration of findings. The combination of qualitative and quantitative research method may help the researcher finding more complete understandings of a phenomenon (Ary et al., 2002). The researcher used both methods to complement the results of the research. The second reason was that the researcher could clarify the finding in the second phase from the first phase which was called as complementary

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purpose. In this case, the findings of first phase were from the questionnaire and the findings of the second phase were from interview (Ary et al., 2002). The third reason was by using mixed method, the researcher can develop the finding from one phase to the second phase. Ary et al (2002) states, “developments uses result from one approach to develop or inform the other approach”. In this case, the researcher could develop the data that were gathered from the questionnaire by conducting the interview.

There are six method designs in mixed methods research. The researcher used sequential design for this research. The researcher chose sequential design because the data or findings are collected in two phases by distributing questionnaire and conducting interview in different time. The sequence was quantitative findings collection first and then followed by qualitative findings collection (Ary et al., 2002).

The researcher used questionnaire and interview as the research instrument to obtain the data in this research. First, she distributed the questionnaire sheets and then conducted an interview as a follow up of the questionnaire. The questionnaire was used to frame the answer to the first research question which is about the students’ problems of speaking during PPL. The interview was used to clarify the answer to the first research question and to seek the detailed information as the answer to the second research question. In addition, the researcher used percentage for the data gathered from the questionnaire in order to strengthen the data related to the research questions, but the researcher still used qualitative research method as the dominance in her research.

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B.Research Setting

This research was conducted in the end of the semester, academic year 2015/2016. It took place at the English Language Education Study Program of Sanata Dharma University. The researcher distributed the questionnaire on December, 14th 2015 at the library of Sanata Dharma University in Mrican. The interview was conducted on December, 15th-16th, 2015 in the same place.

C.Research Participants

The participants of this research were the ELESP students of semester seven batch 2012 who had taken PPL. There were five students as the participants for this research. Those five participants came from different schools where they did their PPL. They involved in answering the questionnaire and the interview. From the beginning, the researcher chose five participants for this research. The researcher used non-proportional quota sampling in this research. Trochim (2006) states:

Non-proportional quota sampling is a bit less restrictive. In this method, you can specify the minimum number of sampled units you want in each category. You are not concerned with having numbers that match the proportions in the population. Instead, you simply want to have enough to assure that you will be able to talk about even small groups in the population.

There is a reason why the researcher used non-proportional quota sampling in this research. The reason was because those five participants taught English as practice teachers in different schools with different characteristics of the students. Yet, the participants definitely had experiences in facing the students’ problems of

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speaking and deciding the possible solutions for the problems. Besides, the focus of this research was not emphasizing the numbers of the ELESP practice teachers who had experiences in facing the students’ problems of speaking. Rather, this research aims to find out the rich data gathered from each participant.

D.Research Instruments and Data Gathering Technique

In order to gather data for this research, there were two instruments used namely questionnaire and interview. The questionnaire was used to frame the answer to the first research question which is about the students’ problems of speaking during PPL, while the interview was used to clarify the answer to the first research question and to seek the detailed information as the answer to the second research question.

1. Instruments a. Questionnaire

According to Ary, Jacobs, and Razavieh (2002, p. 566), questionnaire is a research instrument in which the participants provide answer whether in the form of written responses or mark items that indicates their responses. The questionnaire that was used in this research consisted of close-ended and open-ended questions. The questionnaire was divided into two parts, namely part A and part B. The researcher adapted Likert scale for the part A. In Likert scale, the researcher assessed the participants’ answers to the topic by asking whether the participants strongly agree,

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agree, neither agree nor disagree, disagree, and strongly disagree (Ary et al., 2002, p. 224). However, in this research, the researcher omitted the third option of the Likert scale, which was neither agree nor disagree, because this option did not give significant contribution to the research. In addition, as cited in Tsang (2012), Kulas, et al. (2008) claim that the option neither agree nor disagree may not really represent the opinion “neither agree nor disagree”. Therefore, there were only four options in Part A questionnaire used in this research which are SA (Strongly Agree), A (Agree), D (Disagree), and SD (Strongly Disagree).

Table 3.1 Example of the Questionnaire (blank)

NO STATEMENT SA A D SD

1. 2. 3.

Table 3.2 Blueprint of the Questionnaire (Close-ended Question)

Question No.

Aspects of Investigation Underlying Theories Total item 1-5 The participation of the

students in English speaking learning activity in the classroom.

According to Luoma (2004) the students need more experiences and practices to make their speaking

fluently and naturally.

According to Ur (1996, p. 120) there some

characteristics of successful speaking activity, which

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are, the learners talk a lot, they have more time to speak in the target

language, all of the learners have to participate in the classroom discussion, and high motivation support the speaking activity to be successful.

6-10 The students’ problems of speaking during learning process in the classroom

According to Mundjayanah (2004), there are some problems of learning speaking; four of them are Inhibition, Nothing to say, low or uneven

participation, and the use of mother tongue.

According to Davis (2011) there are ten common classroom problems found while teaching and learning English, some of them are the problem related to learning speaking, such as, the students’ different characters that can influence the English speaking learning. According to Hetrakul (1995), there are two causes why the students have difficulties in speaking English, such as, because of the environment and the problem with grammar.

In Part B, it was a type of open-ended questions in which the participants were free to write their ideas and experiences about other students’ problems of speaking that happened in learning process during the PPL which had not been mentioned yet in the part A.

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b. Interview

According to Ary et al. (2002, p.434), interview is used to gather data on subjects’ opinions, beliefs, and feelings about the situation in their own words. The interview was purposive interview. The researcher chose the participants who had experienced the problems related to the English speaking learning of the junior high school students while teaching English during PPL. In this research, the interview was a follow up to the questionnaire. The use of interview in this research was to verify and to clarify the result from the questionnaire and to answer the second research question, which was related to the possible solutions to the students’ problems of speaking during PPL found in the first research question.

In this research, the researcher used Focus Group Discussion or FGD in conducting interview. FGD is a good way to gather together people from similar backgrounds or experiences to discuss a specific topic of interest (Krueger, 1988). The reason why the researcher used FGD was to get more detailed information related to the research topic by discussing it together with the participants. There were some examples of the questions given during interview, namely 1) can you tell me the detailed situation when you face the problem?, 2) you chose “agree” for this statement (in the questionnaire), can you explain it?, 3) what did you do when you face this problem?, and so on.

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2. Data Gathering Technique

To find out the ELESP practice teachers’ possible solutions to students’ problems of speaking occurring in learning process during PPL in junior high school, the researcher used questionnaire and interview as the research instruments. The researcher distributed the questionnaire sheets to the five ELESP students who had already taken PPL and they were also interviewed by the researcher. The interview was purposive interview, which means that the researcher chose the participants who had experienced the problems related to the English speaking learning of the junior high school students during PPL. The questionnaire was aimed to frame the answer of the first research question which is about the students’ problems of speaking during PPL. The interview was used to clarify the answer to the first research question and to seek the detailed information as the answer to the second research question. Furthermore, all of the data collected were explained and described clearly in the Chapter 4.

E.Data Analysis Technique

To answer the first research question, the researcher distributed the questionnaires sheets to five ELESP students in the academic 2015, who had taken the School-based practicum. The distributed questionnaire sheets were consisted of two parts, which were Part A and Part B. In Part A, which is close-ended question, there were four degrees of participants’ responses to the statements in the

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questionnaire. Those four degrees are: SA (Strongly Agree), A (Agree), D (Disagree), and SD (Strongly Disagree).

In this research, the researcher counted the average score to find major response of each statement. The formula used to calculate the average score as follow:

x: number of the participants who chose the degree for each statements. n: the total numbers of the participants.

Meanwhile, in Part B, the participants were free to write down their ideas and experiences about other Students’ problems of speaking occurred in learning process during the School-based practicum which had not been mentioned yet in the part A. After getting the data from the questionnaire, the researcher counted the percentage of each answer, presented the data in tables, and gave description about the findings to make it more understandable.

To answer the second research question, the researcher conducted an interview. The researcher used an audio recorder in cell phone. In order to gain the information from the interview, the researcher listened to the recording and made a transcript of the interview. After that, the researcher identified the information gathered from the interview. The interview was also used for clarifying and verifying the answers of the first research question.

�

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F. Research Procedure

In this research, the researcher passed several steps. They were: 1. Preparing the research Instruments

In this research, the researcher used two research instruments. They were questionnaire and interview. The researcher designed a set of questionnaire to answer the first research question and questions for the interview to answer the second research problem.

2. Collecting the data

In collecting the data, the researcher distributed questionnaire sheets to five ELESP students batch 2012 who had taken PPL. After distributing the questionnaire sheets and getting the results from the questionnaire sheets, the researcher then conducted an interview to gather the data needed. The interview was used to verify and to clarify the result from the questionnaire and to answer the second research question, which was related to the possible solutions to the students’ problems of speaking during PPL found in the first research question. When conducting an interview, the researcher used bahasa Indonesia in order to avoid misunderstanding and make the participants felt more comfortable to answer the questions.

3. Analyzing the data

The researcher analyzed the data which was gathered from the questionnaire and the interview. When conducting an interview, the researcher tried to get information from the questionnaire more depth.

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4. Reporting the result.

The researcher reported the results of data analysis in the research findings and discussion after completing all procedures.

5. Making conclusion

The researcher made a conclusion from the results of data analysis. That was used to see whether the research questions were answered or not.

To conclude this chapter, the researcher would like to emphasize that the procedure to collect the rich data from the participants was completely arranged. The procedure above clarifies how the stages of the research were carried out.

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31 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents and discusses the research findings obtained from the questionnaire and interview. This chapter also answers the two formulated questions of this research. There are two parts in this chapter. Part A is about the answer to the first research question which is about what the students’ problems of speaking during PPL in junior high schools based on the ELESP practice teachers’ experiences were. Part B is about the answer to the second research question which is about what the possible solutions to the students’ problems of speaking during PPL were.

A.Problems of Speaking Faced by the Students according to Practice Teachers

Speaking is a basic skill that has a very complicated process. It is because leaners need a long time to be competent speakers (Luoma, 2004, p. 1). The students, consequently, need more experiences and practices to make their speaking fluently and naturally. Besides, in the speaking, the students need to receive and convey the message through using oral form and verbal expression (Khadidja, 2010, p. 40). For those students who are studying English as a foreign language, students can activate their speaking through the dialogues or conversation since the speaking skill requires

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the practice and experience to be developed. In fact, based on the participants’ experiences as English practice teacher, there are some problems of the students in developing their speaking skill. The researcher divided those problems into four problems. Those problems were:

1. Students’ competence in learning English

Based on the participants’ experiences as English practice teachers, there were some students who did not understand English at all. They had lack of vocabulary and grammar. Some of them also did not know how to pronounce certain words. Their competence in learning English affected their ability in developing their speaking skill.

This problem was supported by the data and the clarification from questionnaire results and interview. In statement 1, “My students give response when I try to have conversation with them using English during learning process in classroom in order to improve their speaking English skill”, five participants agreed in the questionnaire. The detailed information of questionnaire results can be seen in Appendix 3. Based on their experiences, when they asked questions using English during the learning process, their students gave different responses.

There were some students who gave fast responses by answering the questions whether using English or bahasa Indonesia; it means that they understood the meaning of the questions. There were several times when the students wanted their teacher to repeat the questions, some of them asked their friends first to know the

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meaning of the question given. If their friends also did not know the meaning, then they asked their teacher to give question using bahasa Indonesia. For example, they asked “Miss, ngomongnya bisa pake bahasa Indonesia aja?” (Miss, would you like to speak in Indonesia?). There were also some students who wanted to answer the question but they did not understand English at all, so they kept silent because they were confused how to answer the question using English.

In statement 9,” My students are inhibited to speak in English in the classroom because they feel shy and it influences their speaking English skill.” Five participants agreed for this statement. They said that the students were not confident to speak in English. It was because they did not have enough vocabulary, they were afraid to make mistakes and some of them did not understand English at all. They felt shy because there was a time when they try to speak in English, their friends made fun of them. Even though all of the participants said that making mistakes are okay, the students were still inhibited to speak in English in classroom when there were speaking activities.

Munjayanah (2004, p.17) states that students might have their own difficulties in learning the language. Particularly improving speaking skill is not easy for the students. Inhibition, low or uneven participation of the students, the use of mother tongue, and lack of vocabulary or grammar are some of the problems of speaking skill when the students learned English.

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2. Students’ low participation and low motivation in speaking activities

The characteristics of successful activity, namely learners talk a lot, participation is needed, learners get chance to speak, high motivation, support the speaking activity to be successful (Ur, 1996, p. 120). Students who learn to speak in English can express what they want to say related to the material. They also can understand what their friend said.

From the questionnaire results and the interview, the researcher found out that there were some students who had low participation in speaking activities. This problem was supported by the data and the clarification from questionnaire results and interview. In statement 3, “My students participate actively when there is a speaking English activity in the classroom”, three people agreed and two people disagreed. There were some students who were really active in the class, while the others were not.

The participants said that they needed to make sure that all of their students participated well in the speaking activities, such as, reading aloud, games and so on. Participant 4 said:

They more active when there was an activity, when there was a speaking activity they participate actively even their grammar are not perfect. For example, they have to make dialogue and then they practice in front of the class, they still want to do it.

One of the participants also said that sometimes the students participated actively whenever it was about reward; for example, they got more points if they joined the speaking activity. On the other hand, participant 2 said that their students prefer to

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write the material rather than to speak in front of the class to present their work. The students only read the material but still did not focus on the speaking skill improvement.

In statement 5, “My students have high motivation to learn English together with their friends in the classroom.” According to Ur (1996, p. 120), “classroom activities that develop students’ ability to express themselves through speech would therefore seem an important component of a language course”. Students might feel bored with the activities run in the classroom, most of them felt sleepy when the activities running and it might decrease their motivation to learn speaking.

In this case, three people agreed and two people disagreed. the participants who agreed said that the students had high motivation only when they had group discussion or other learning processes, there was a tendency that the students had low motivation when they learned individually. Participant 1 said:

If they were speaking English together with their friend in group work, they have high motivation. But when it comes to individual task, they tend to have low motivation. In other words, it does not matter if it is wrong as long as they did not do the task individually.

3. The use of mother tongue in speaking activities

Based on the participants’ experiences as English practice teacher, most of the students used native language when they were in speaking activities. This problem was supported by the data and the clarification from questionnaire results and interview. In statement 2, “My students have more time in speaking English rather

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than bahasa Indonesia during learning 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 respond 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

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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 classmate(s) 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 classmate(s) 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 classmate(s) 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 classmate(s) 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.

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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).

In statement 7, “There are some of my students who are not in a good relationship with their classmate(s) 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

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situation of the classroom. They were not in a good mood so it influenced their willingness to learn and practice English speaking. Another story, there was students who was the captain class and had a crush with his classmate. This class captain was an active student. One day, he looked unmotivated and passive because he was not in a good relationship with his crush. It affected his motivation to learn English because he could not focus on the classroom activity at that time. It did not only influence their speaking skill but also the scores. About two participants who disagreed, it did not mean that their students never in a bad mood, once their students got fight out but it did not really affect their focus on learning English. This was also related to the statement 9 which was about inhibition to speak in English. The students were afraid of making mistakes. The students also afraid of their friends would made fun of the if they made mistakes during speaking activities in classroom.

In Addition, based on the questionnaire and the interview conducted, the researcher found out the other problems which had not been mentioned yet in the open-ended questionnaire. The problem was that the actual English teacher used bahasa Indonesia when she taught English. On the other hand, the ELESP students as practice teacher used English when they had teaching experiences in Micro Teaching course, the lecturers also suggested using English when teaching English. Besides, when the actual English teacher taught English, there were some inaccurate pronunciations. That kind of problem might affect the students’ speaking skill.

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The researcher provided one statement in the open-ended questionnaire which was related to the first question of research. The statement is,” Mention the other problems in speaking learning that have not been mentioned yet in teaching English. Please give a brief explanation about those problems.” there were some different answers from five participants. This is the sample of the open-ended questionnaire result. Participant 1 wrote down her answer,

There are many factors that influence the problem in speaking learning. First, they are not confidence because in my experience, they have the ability, but they are afraid with the pronunciation and grammar. The second is the environment because it does not support them to learn in speaking English and they usually use Javanese when talking to each other. Third, it is about their motivation because some of them still think that English is difficult, so it makes them difficult to learn English and the teacher should have creative learning to motivate them in speaking English.

B. The Possible Solutions to the Students’ Problems of Speaking

There were some possible solutions to the problems in learning speaking based on the participants’ teaching experience. The possible solutions were the ways the participants overcome the problems happened when they were teaching English in the class room. These possible solutions were related to the problems that had been mentioned in part A.

1. Possible solution to the students’ competence in learning English

In statement 1, “My students give response when I try to have conversation with them using English during learning process in classroom in order to improve their speaking English skill”. Based on the participants’ experience, there were some

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students who wanted to answer the question but they did not understand English at all, so they kept silent because they were confused how to answer the question using English. In this case, the participants usually kept asking questions by using English but then they translated it to bahasa Indonesia in order to make the students know the meaning of the questions.

By translating, it helped the students understand the material that is given related to speaking skill and also their vocabularies. Having conversation and giving questions are some ways to develop their speaking skill. Grugeon (2005, p.84) states that when teacher speaks to students about their work, asking questions is the most commonly used strategy to assess their learning and progress. It is also useful to encourage students to think independently or individually in an interesting way to question their learning.

2. Possible solution to students’ low participation and low motivation in speaking activity

In statement 3, “My students participate actively when there is a speaking English activity in the classroom”. Participant 3 said that sometimes the students participated actively whenever it was about reward, for example, got more points if they joined the speaking activity. In the other hand, Participant 2 said that their students preferred to write the material rather than to speak in front of the class presenting their work. The students only read the material but they still were not focusing on the speaking skill improvement. In this case, the solution is as much as

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possible, the students has right or chance to speak. When they were too inhibited to speak in English, the teacher should point out one by one to read aloud or speak. Participant 3 stated, “In my case, all of the students should participate in the class, ready or not, I will choose one by one so that they will get their turn to speak in English.” According to Ur (1996, p.120), participation is needed. All of the students have to participate in the classroom discussion. They all need to get chance to speak, whether the students are talkative or not, so teacher as the contributor have to distributed the chance fairly. It can also encourage students to be more confident in speaking English. Rivers (1968) also emphasizes that a teacher needs to give many opportunities for students to practice their speaking skill.

In statement 5, “My students have high motivation to learn English together with their friends in the classroom.” the participants who agreed said that the students had high motivation only when they had group discussion or other learning processes, there was a tendency that the students has low motivation when they learnt individually. In this case, it depended on the situation and condition of the classroom. The role of teachers was also important because it is related to the students’ motivation. Techniques that can be used for speaking teaching are information gap by using pictures, by using photographs, by using songs, by using mysterious things, educational drama which cover mimic, role play, and simulation (Tarigan, 1990, p. 13).

In statement 8, “There are some students who are not in a good relationship with me (as their practice teacher) and it influences their speaking English skill.” Five

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Interview 2

R: di pernyataan nomer 1 itu kan “ my students give response when I try to have conversation with them using English during learning process in classroom in order to improve their speaking English skill” pertama kali ketika kalian nyoba ngomong pake bahasa inggris nih, reaksinya mereka gimana?

V: kalo ditempatku sih ada beberapa yang diem ada beberapa ada yang jawab, walopun jawabnya pake bahasa Indonesia.

R: kalo A?

A: sama sih, mereka aa yang mudeng, ada yang enggak. Yang mudeng yaa lansgung jawab, kalo enggak yaa mereka nunggu aku ngartiin ke bahasa Indonesia, biasanya kan kalo instruksinya pake bahasa inggris habis itu kan di artiin ke bahasa Indonesia,yaa kadang mereka “miss pake bahasa indonesiA aja” gitu..

R: terus kamu nurutin mereka?

A: iyaa, jadi tetep ngomong pake bahasa inggris terus diartiin ke bahasa Indonesia. R: terus disini kalian sama-sama njawab disagree untuk statement yang “my students have more time in speaking English rather than bahasa Indonesia during learning process in classroom in order to improve their speaking English skill” berarti memang bahasa Indonesia lebih banyak disitu? Kira kira kalo dipresentase kan berapa persen? Kalo A?

A: 70

R: berarti bahasa Indonesia 70? A: iya

R: kalo V? V: samaa

R: berarti bahasa Indonesia 70 persen bahasa inggris 30 persen ya, berarti masih dominan bahasa Indonesia yaa disitu?

V+A: iyaa

R: terus, nah disini kalian yang nomer tiga itu beda “my students participate actively when there is a speaking English activity in the classroom” A agree?

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U: mereka kalo ijin ke toilet pake bahasa inggris, misalnya mereka membuat kesalahan kecil mereka bilang sorry, tapi sisanya mereka ngomong pake bahasa Indonesia.

R: kalian ada bikin rules nggak dikelas kalian? A: aku nggak ada sih

R: semacam kontrak gitu, atau emang anaknya bisa diajak kerjasama gitu?

A: kalo aku nggak ada aturan sih, jadi kalo mereka rame yaa aku tanyain “can I have your attention?” disenyumin aja ntar mereka diem sendiri.

R: kalo U?

U: kalo aku aturan dikelas tuh ada dua, kalo misal mereka semua berisik, aku bilang “im going to count down dari 10-1” mereka semua harus diam, kalo masih ada yng ngomong, yang rebut itu akan berurusan sama aku. Kalo dari awal pertemuan pas aku lagi menjelaskan, aku udah bilang dari awal “ kalo miss U lagi menjelaskan atau temannya ngomong rebut sendiri, hukumannya / hadiahnya adalah yang rebut itu harus menulis 10 kata dalam bahasa inggris yang sudah dipelajari di kelas, itu untuk satu kali rebut, kalo dua kali ribut ya 20 kata, gitu.. jadi pas awal awal udah ada anak yang kena. Biasanya aku negur sekali, kalo masih rebut aku sururuh nulis 10 kali.. R: terus disini kamu statement 6 ,” my students are easily having chit chat with their classmates when im teaching English and it influences their speaking English skill” jadi tuh ngobrol sendiri ketika kamu lagi ngajar, dan ngefek ke speakingnya mereka, nah itu detailnya gimana/

U: mereka itu kan dikelas, aku kan ngajar kelas 1, dan dari kelas 6 sd, mereka lagi seneng senengnya ngobrol sama temennya kan yaa, nah banyak banget yang mereka itu gampang banget teralihkan fokusnya, yang pinterpun ngobrol sendiri, apalagi yang nggak pinter, itu mempengaruhi nek menurutku, karena bebrapa anak yang nggak terlalu pinter, dan nggak terlalu menguasai bahasa inggris dan mereka ngobrol sendiri, kalo ada yng ribut, aku tunjuk. Dari situ kan bisa tau anak itu bisa atau tidak, contohnya materi memperkenalkan diri, ada memperkenalkan umur dan segala macem, kalo ketika aku njelasin mereka nggak dengerin kan mereka ntar jadi bingung sendiri, jadi itu mempengaruhi vocabulary juga, maka paying attention itu penting juga, yang pinter pun kalo pas rame sendiri terus tiba-tiba aku tunjuk , mereka juga bakalan nggak bisa.. gitu

R: jadi mempengaruhi yaa, ini aku nulisnya “there are some students who are not in a good relationship with their classmates and it influence their speaking English skill”

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The ELESP practice teachers` possible solutions to students` problems of speaking during PPL in Junior High Schools.

THE ELESP

PRACTICE TEACHERS’ POSSIBLE SOLUTIONS

TO

STUDENTS’

PROBLEMS OF SPEAKING DURING PPL IN

JUNIOR HIGH SCHOOLS

THE ELESP

PRACTICE TEACHERS’ POSSIBLE SOLUTIONS

TO

STUDENTS’

PROBLEMS OF SPEAKING DURING PPL IN

JUNIOR HIGH SCHOOLS

“Trust in the Lord with all your heart and lean not on

your own understanding; in all your ways submit to

Him, and He will make your paths straight”

–

Proverbs 3:5-6

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Links

The ELESP practice teachers` possible solutions to students` problems of speaking during PPL in Junior High Schools.

THE ELESP

PRACTICE TEACHERS’ POSSIBLE SOLUTIONS

TO

STUDENTS’

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JUNIOR HIGH SCHOOLS

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PRACTICE TEACHERS’ POSSIBLE SOLUTIONS

TO

STUDENTS’

PROBLEMS OF SPEAKING DURING PPL IN

JUNIOR HIGH SCHOOLS

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your own understanding; in all your ways submit to

Him, and He will make your paths straight”

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Proverbs 3:5-6

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Dokumen yang terkait

An Analysis On Primary School Students’ Ability To Use Personal Pronouns. A Case Study On The Sixth Year Students Of Sdn No. 101878 Tg. Morawa.

An Analysis On High School Students’ Ability To Master Passive Voice A Study Case : The Second Year Students At SMK Negeri 2 Pematangsiantar

The effectiveness of using jigsaw technique in teaching speaking

THE INFLUENCE OF STUDENT ENGAGEMENT AND TEACHERS’ PERFORMANCE TO STUDENTS’ SATISFACTION IN PUBLIC SENIOR HIGH SCHOOLS IN BANDUNG (INDONESIA).

THE USE OF VIDEOS TO IMPROVE STUDENTS’ SPEAKING ABILITY: A Quasi-Experimental Study to the Seventh Grade Students of Junior High School in Bandung).

FROM DESIGN TO IMPLEMENTATION : Looking at the Practice of Speaking Assessment at One Junior High School in Bandung.

ELESP student`s problems in implementing scientific approach during practice teaching program.

English Language Education Study Program practice teachers` problems in managing classrom during school practice program.

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