i
STUDENTS’ PERCEPTION
S ON THE EFFECTS OF AN
ENGLISH HOUR AS A TEACHING STRATEGY TO
IMPROVE STUDENTS’ SPEAKING SKILL IN
SMK MARSUDI
LUHUR II
YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree in English Language Education
TITLE
PAGEBy
Paulina Purwaningsih
Student Number: 091214011
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
ii
A Sarjana Pendidikan Thesis on
STUDENTS’ PERCEPTION
S ON THE EFFECTS OF AN
ENGLISH HOUR AS A TEACHING STRATEGY TO
IMPROVE STUDENTS’ SPEAKING SKILL IN
SMK MARSUDI
LUHUR II
YOGYAKARTA
By
Paulina Purwaningsih Student Number: 091214011
APPROVAL PAGES
Approved by
Sponsor
iii
A Sarjana Pendidikan Thesis on
STUDENTS’ PERCEPTION
S ON THE EEFECTS OF AN
ENGLISH HOUR AS A TEACHING STRATEGY TO
IMPROVE STUDENTS
’ SPEAKING SKILL IN
SMK MARSUDI
LUHUR II
YOGYAKARTA
By
Paulina Purwaningsih Student Number: 091214011
Defended before the Board of Examiners on December 5, 2013
and Declared Acceptable
Board of Examiners
Chairperson : C. Tutyandari, S.Pd., M.Pd. __________
Secretary : Drs. Barli Bram, M.Ed., Ph.D. __________
Member : Christina Kristiyani, S.Pd., M.Pd. __________
Member : C. Tutyandari, S.Pd., M.Pd. __________
Member : F.X. Ouda Teda Ena, S.Pd., M.Ed., Ed.D. __________
Yogyakarta, December 5, 2013
Faculty of Teachers Training and Education Sanata Dharma University
iv
DEDICATION PAGE
I dedicate this thesis to:
1. Jesus Christ
2. My beloved parents, Fransiscus Sarman and Theresia Purwanti 3. My sisters and brother, Lia, Ire, and Bernhard
v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, execpt those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, December 5, 2013
The Writer
vi
PERNYATAAN PERSETUJUAN PUBLIKASI
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Paulina Purwaningsih
Nomor Mahasiswa : 091214011
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTIONS ON THE EEFECTS OF ENGLISH HOUR AS A TEACHING STRATEGY TO IMPROVE STUDENTS’ SPEAKING
SKILL IN SMK MARSUDI LUHUR II YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan
kepada Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam
bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan
secara terbatas, dan mempublikasikannya di Internet atau media lain untuk
kepentingan akademis tanpa perlu minta ijin dari saya maupun memberikan
royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 5 Desember 2013
vii
ABSTRACT
Purwaningsih, Paulina. (2013). Students’ Perceptions on The Effects of an English Hour as a Teaching Strategy to Improve Students Speaking Skill in SMK Marsudi Luhur II Yogyakarta. Yogyakarta: Sanata Dharma University.
English hour, as a monolingual instruction in language teaching, was created by the English teacher in SMK Marsudi Luhur II Yogyakarta. It was done once a week. This strategy was created by the English teacher in order to encourage or motivate the students to speak English. In this teaching strategy, the students were expected to improve their speaking skill in the communication context, such asking permission, asking and answering questions in the discussion, and communicating with the teacher and the students during the teaching-learning activities. Since the English hour is the teaching strategy which was used to improve the students’ speaking skill, the English hour teaching strategy were expected to affect the students’ speaking skill.
In this research, there were two research problems: 1. How is the English hour teaching strategy applied during the teaching-learning activities? 2. What are the perceptions of the students on the English hour teaching strategy applied during the teaching-learning activities?
This research used mixed method. The participants of this research were 52 students grade X of SMK Marsudi Luhur II Yogyakarta and an English teacher who applied the English hour teaching strategy. This research used three instruments: an observation, a questionnaire, and an interview. The observation was done by observing the teaching-learning activities, the questionnaire was distributed to 52 students, and the interview was done by interviewing the English teacher.
For the first research problem, it could be concluded that the English hour was applied starting from listening to the teacher’s explanation about the materials up to practicing to speak English. Moreover,there were some aspects which were given attention in applying the English hour teaching strategy: the grammatical and pronunciation mistakes, the use of Bahasa Indonesia, and the correction which were given by the teacher. Furthermore, the students could also follow the teaching strategy well. Therefore, for the second research problem, it could be concluded that the English hour affected the students’ speaking skill in terms of
(1) students’ improvement in speaking English, (2) students’ willingness to speak
English, and (3) students’ confidence to speak English.
viii ABSTRAK
Purwaningsih, Paulina. (2013). Students’ Perceptions on The Effects of an English Hour as a Teaching Strategy to Improve Students Speaking Skill in SMK Marsudi Luhur Yogyakarta. Yogyakarta: Universitas sanata Dharma
English hour merupakan sebuah strategi pengajaran yang dibuat oleh guru Bahasa Inggris SMK Marsudi Luhur II Yogyakarta dan dilaksanakan selama satu jam pelajaran setiap minggunya. Strategi pengajaran ini dibuat oleh guru dengan tujuan mendorong atau memotivasi siswa untuk berbicara bahasa Inggris. Dalam strategi pengajaran ini, siswa diharapkan mampu berbicara bahasa Inggris dalam konteks komunikasi seperti meminta izin, bertanya dan menjawab pertanyaan pada diskusi, dan komunikasi dengan guru dan teman sekelas selama kegiatan belajar mengajar. Karena strategi pengajaran English hour diciptakan untuk mengembangkan kemampuan berbicara siswa, English hour diharapkan mempengauhi kemampuan berbicara siswa.
Pada penelitian ini, ada dua rumusan masalah: 1. Bagaimana English hour
diterapkan selama kegiatan belajar mengajar? 2. Apa pendapat siswa terhadap strategi pengjaran English hour yang diterapkan dalam kegiatan belajar mengajar?
Penelitian ini menggunakan metode campuran, kualitatif dan kuantitatif. Subyek penelitian adalah 52 siswa kelas X SMK Marsudi Luhur II Yogyakarta dan satu guru Bahasa Inggris yang menerapkan strategi pengajaran English hour. Dalam penelitian ini ada tiga instrumen yang digunakan, observasi, kuisioner, dan wawancara. Observasi dilakukan dengan mengamati kegiatan belajar mengajar, kuisioner disebarkan ke 52 siswa, dan wawancara dilakukan dengan mewawancarai guru bahasa Inggris.
Untuk rumusan masalah yang pertama dapat disimpulkan bahwa strategi pengajaran English hour dilaksanakan mulai dari siswa mendengarkan penjelasan guru mengenai materi pelajaran sampai praktek berbicara bahasa Inggris. Selain itu, pada penerapan strategi pengajaran English hour, ada beberapa aspek yang diperhatikan: kesalahan grammar dan pelafalan, penggunaan bahasa Indonesia, dan perbaikan dari guru. Kemudian, siswa juga dapat mengikuti pelajaran dengan baik melalui strategi pengajaran English hour.
Untuk rumusan masalah yang kedua dapat disimpulkan bahwa English hour
mempengaruhi kemampuan berbicara siswa. Ada tiga efek yang diperoleh dari penggunaan English hour (1) Perkembangan siswa pada kemampuan berbicara, (2) keinginan siswa untuk berbicara Bahasa Inggris, dan (3) Kepercayaan diri siswa untuk berbicara Bahasa Inggris.
ix
ACKNOWLEDGEMENTS
First of all, I would like to thank my Jesus Christ for His blessing to me,
so I could finish my thesis. His blessing always gives me health, spirit, and
inspiration in writing my thesis.
I would also like to thank my thesis advisor Christina Kristiyani, S.Pd.,
M.Pd. for her guidance, feedback, and advice during the process of writing my
thesis. I could learn so many things from her feedback and advice to complete my
thesis. My appreciation also goes to all of PBI lecturers and PBI staff in Sanata
Dharma University
I would also like to deeply thank Argo Budi Rahayu, S.Pd. as an English
teacher of SMK Marsudi Luhur II Yogyakarta for the opportunity given to me, so I could conduct the research in SMK Marsudi Luhur II Yogyakarta. I also thank the students grade X of SMK Marsudi Luhur II Yogyakarta as for being the participants of this research.
I would like to thank my parents, my beloved father, Fransiscus Sarman,
and my beloved mother, Theresia Purwanti, for their support, prayer, and love to
me. I also thank my sister, Mirella Tri Ratnasari, for supporting and
accompanying me to do my thesis, my older sister and brother, Laurensia Mike
Kusumawati and Bernhard Tjahyono, for their support, love, help, and prayer
to me. I also thank all my aunts and uncles for their support and prayer.
I would also like to thank my friends Deta, Anggi, Mira, Galih, Bayu,
Helen, Yudith, Dian, Awang, Vivi for their support, their time to me when I
found the difficulties in the process of writing my thesis, and their patience to
listen to my difficulties. I also thank all of my friends batch 2009
I also thank my friends, Bangdong, Christina Wienda Asrini, Audris
Evan Utomo, Fr Daniel Ortega, mas Puguh, for their help as the proof readers
x
I also thank my friends in my boarding house, Hilda, kak Venny, Ina,
Citra, Aul, for supporting me when I was getting bored in writing my thesis. I
thank them for their joke, support, and help to me.
xi
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGES ... 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 FIGURES ... xiii
LIST OF APPENDICES ... xiv
CHAPTER I ... 1
INTRODUCTION ... 1
A. Research Background ... 1
B. Research Problem ... 5
C. Problem Limitation ... 5
D. Research Objectives ... 5
E. Research Benefits ... 6
xii
CHAPTER II ... 11
REVIEW OF RELATED LITERATURE ... 11
A. Theoretical Description ... 11
B. Theoretical Framework ... 22
CHAPTER III ... 25
RESEARCH METHODOLOGY ... 25
A. Research Method ... 25
B. Research Setting ... 26
C. Research Participants ... 26
D. Instruments and Data Gathering Technique ... 26
E. Data Analysis Technique ... 28
F. Research Procedure ... 30
CHAPTER IV ... 31
RESEARCH RESULTS AND DISCUSSION ... 31
A. Research Results ... 31
B. Discussion ... 42
CHAPTER V ... 48
CONCLUSIONS AND SUGGESTIONS ... 48
A. Conclusions ... 48
B. Suggestions... 49
xiii
LIST OF FIGURES
Figure
1.1 Aspects of Production ... 18
1.2 Maslow’s hirarcy of needs ... 21
1.3 Students’ Improvement in Speaking Skill ... 39
xiv
LIST OF APPENDICES
Appendix A. Letter of Permission ……… 53
Appendix B. Research Instruments ………...55
Questionnaire………...57
Teacher’s interview………....61
1
CHAPTER I
INTRODUCTION
In this research, the writer would like to investigate the effects of applying
the English hour as a teaching strategy on monolingual instruction to improve the
students’ speaking skill. This chapter is divided into five parts, namely research
background, research problem, problem limitation, research objectives, research
benefits, and definition of terms. In the research background, the writer will
discuss the topic of the research and the reasons why the writer chose this topic. In
the research problem part, there are two research problems that will be discussed
in this research. The first one is the way of applying the English hour in the
teaching- learning activities and the second one is about the students’ perceptions on the use of the English hour teaching strategy in the teaching-learning activities.
The next part will discuss the limitation of the problems. Furthermore, this chapter
also provides the benefits of the research for English teachers and vocational
schools; and the definition of terms used in this research.
A. Research Background
In Indonesian education field, English is one of compulsory subjects that
has been taught to students. The government has set English as the compulsory
subject because the government prepared the students to be able to use English as
an international language (2006 Curriculum). As the international language,
use English in terms of communication. Barbara (2001) defines that as the result
of being an international language, many countries set English as a second
language and foreign language. In Indonesia, English belongs to the foreign
language in which English is used only in a formal level; school, university, and
accupation field.
As the result of being English as the foreign language, Indonesian
government has set English for junior high school students and senior high school
students in order to prepare the students having a good English ability. In learning
English, the students should master four skills: speaking, listening, reading, and
writing.
In this research, the writer will discuss the English hour teaching strategy
in improving students’ speaking skill. The focuses of this study are the application
of the English hour teaching strategy and the effects of the English hour toward
the students’ speaking skill based on the students’ perception. The purpose of this research is to investigate the effects of the English hour as the teaching strategy in
improving the students’ speaking skill.
Speaking skill is one of four skills that should be mastered by the students
in learning English. However, in learning English as the foreign language, the
students of SMK Marsudi Luhur II found that speaking English was not easy to
do. Based on the result of the interview with an English teacher, it could be
concluded that the students’ input were low. It was based on the English subject grade of national examination, mid term test 1, and mid term test 2 of tenth grade
Based on that case, the students were not really confident to speak English
because they were not accustomed to speak English in their daily life and they
were afraid of making mistakes. However, the students have to be able to speak
English to fulfill standar isi 2006 of English for vocational school which stated
“Mata pelajaran Bahasa Inggris bertujuan agar peserta didik memiliki kemampuanmenerapkan penguasaan kemampuan dan keterampilan Bahasa
Inggris untuk berkomunikasi baik lisan maupun tertulis pada level intermediate.”
To be able to speak English, the English teacher of SMK Marsudi Luhur II creates
a strategy called “English hour” as a motivation to encourage the students to speak
English so that the students can improve their speaking skill. According to Rivers
(1983: 112), giving motivation to the students is an important thing in order to
encourage individual students building up their self-confidence and increasing
their motivation. Communicative English hour as the goal of the teaching strategy
is expected to encourage and give motivation to the students to speak English.
According to the English teacher of SMK Marsudi Luhur II, communicative goal
means that the students are expected to be able to speak English actively without
considering their grammar and pronunciation. From the previous explanation, it
can be concluded that the English hour teaching strategy is used to build students’ self-confidence and increase students’ motivation to speak English. If the students are confident to speak English, they will be able to speak English.
The English hour teaching strategy in teaching English is important to be
discussed because it will give inspiration for the English teachers and vocational
difficulties in learning the foreign language such as English so that the English
hour teaching strategy can help the students to improve their speaking skill. In
addition, the English hour teaching strategy in SMK Marsudi Luhur II Yogyakarta
is needed to be discussed in order to know the application of the English hour in
the teaching-learning activities. As stated before that the English learning
achievement of the students of SMK Marsudi Luhur II Yogyakarta were low,
knowing the application of English hour teaching strategy in SMK Marsudi Luhur
II Yogyakarta is needed because it can be a model to create other strategies for the
English teachers. The second one is to know the perceptions of the students on the
use of the English hour teaching in improving students’ speaking skill. It is based on standar isi of BNSP 2006 (Badan Nasional Satuan Pendidikan). In standar isi
2006 of English for vocational school it is stated that “Mata pelajaran Bahasa Inggris bertujuan agar peserta didik memiliki kemampuan menerapkan
penguasaan kemampuan dan keterampilan Bahasa Inggris untuk berkomunikasi
baik lisan maupun tertulis pada level intermediate”. Based on the previous
statement, it means that the vocational school students are expected to be able to
communicate with others by using English. To achieve that goal, the English
teacher of SMK Marsudi Luhur II Yogyakartacreates a strategy “English hour” in
order to encourage or give motivation to speak English. It is a good strategy to be
applied in the teaching-learning process because the students have an opportunity
B. Research Problem
In this research, there are two research problems, they are:
1. How is the English hour teaching strategy applied during the
teaching-learning activities in SMK Marsudi Luhur II?
2. What are the perceptions of the students on the English hour teaching
strategy applied during the teaching-learning activities??
C. Problem Limitation
The scope of this research is the use of the English hour teaching strategy
in the English subject during the teaching-learning activities. This research will
focus on the use of the English hour teaching strategy for the students of SMK
Marsudi Luhur II. As stated previously, this research focused on the application of
the English hour during the teaching-learning activities and the effects of the
English hour teaching strategy towards students’ speaking skill based on students perception. The researcher chose students grade X of SMK Marsudi Luhur II as
the subjects of the research.
D. Research Objectives
There are two objectives of this research. The first objective of this
research is to know the application or the procedure of the English hour in the
effects of the English hour toward the students’ speaking skill based on the students perception.
E. Research Benefits
This section deals with the benefits of the study for the English teachers
and the vocational schools. The English teachers can use this study as a new
strategy in teaching speaking of the English subject. In addition, the school can
use this research to create a new program which can be used for the school to
improve the speaking skill in larger situation.
1. The English teacher
This research can give inspiration to the English teachers in creating
other strategies that can be used to help the students in improving the students’ speaking skill. Speaking is not easy for the students to do because English is not
their first language; English is used as the foreign language. However, the
students have to be able to speak English to fulfill the curriculum. Because of that
reason, the English teacher should create the strategy as interesting as possible to
grab students’ attention and give motivation to the students to speak English. The English hour teaching strategy can give motivation to the students because the
students are given the opportunity to speak English during the teaching-learning
activities without considering the language errors in speaking English such as
grammar and pronunciation. The objective of the English hour is communicative
others in English without considering on the grammar and pronunciation. Based
on the previous explanation, it can be said that the English teachers can use the
English hour teaching strategy to help the students building up their
self-confidence and increasing the students’ motivation in speaking English.
2. Vocational schools
This research can be used by the schools to create a new program which
can be used for the school to improve speaking skill of school members. It means
that the English hour is not only used as the teaching strategy in teaching English,
but also can be used as the program in improving speaking skill for the whole
members of the schools (principal, teachers, and students). The students will be
accustomed to use English when the students use English in daily life. In other
words, the students do not only use English in the classroom, but also use English
outside the classroom. In addition, the schools can change the English hour
strategy into “English day” so that the whole members of school should speak
English in a day. In addition, the schools can decide what day will be the English
day.
F. Definition of Terms
In this part the writer explains the terms that are used in the research.
There are four definitions will be explained in this part: perception, teaching
strategy, English hour, and speaking skill.
Huffman, Mark, and vernoy (2000) say that perception deals with making
sense of stimuli input. Perception is the process of selecting, organizing, and
interpreting the stimuli which is sent to the brain (p.88). In 1982, Gibson,
Ivancevich, Donnelly define perception as the process of the stimulus in giving
meaning to an object through different ways. It means that everyone has their own
perception which is affected by the process of stimulus (p. 53). In addition,
Gibson et al. (1982) state that perception deals with receiving the stimulus,
organizing the stimulus, and interpreting the stimulus organized. This process
influences attitudes and personality (p.54).
In this research, the meaning of perception is the students’ point view which is based on the results of selecting, organizing, and interpreting the use of
the English hour strategy. It will present the perceived improvement of the
students on their speaking skill.
2. English hour
Based on interview with an English teacher in SMK Marsudi Luhur II
Yogyakarta, the English hour is the strategy of the teacher to help and encourage
or motivate the students to speak English as the main language. The English hour
can also be called as the teaching strategy that is used as a monolingual
instruction, English is the only language used in the teaching-learning process.
There are three meeting hours of English subject in a week. One meeting hour out
of three meeting hours of the English subject is allocated for the English hour. In
the English hour, the teacher and the students use English for the whole of the
question, discussion, etc. For the students who are not really fluent in speaking
English, they have to speak English so the students will not be afraid to make
mistakes anymore or the students will be more confident to speak English.
3. Teaching strategy
According to Byers, Dee, Kershner, Rouse et al. (2004), teaching strategy
is an effective strategy that is used to develop students’ skill of social interaction. Social interaction is making conversation with others in order to show social
behavior.
In this research, the teaching strategy means the way of teaching English
by using a strategy that is created by the English teacher in order to help the
students to achieve the goal of the subject based on 2006 curriculum. One of the
goals of the English subject based on 2006 curriculum is that the students should
be able to apply mastery of oral and written English in intermediate level.
4. Speaking skill
According to Nunan as cited by Nazara (2011: 31) speaking is a
communication in an oral way for interactional purposes, to make social relation,
and transactional purposes, is used in service encounter. As cited by Widiyati and
Cahyono, Byrne argue that (1980: 271) speaking skill is a communicative ability
between members of a community in order to show social behavior and express
In this research, speaking skill means the ability of the students to speak
English especially in communicating with their friends and the teacher during the
teaching-learning activities. In this case, the students are expected to be able to
understand the teacher’s explanation, to ask permission, and to get information from others by using English. In addition, speaking skill can be said as the ability
of the students to show their social behavior and express their opinion during the
11
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses some theories used in this research and each theory
will be explained deeper. The theories are used to solve the research problems of
this research. This chapter will be divided into two parts, namely the theoretical
description and the theoretical framework. In the theoretical description will be
discussed: (1) The definition of the teaching strategy, the definition of the English
hour as the teaching strategy, (2) The definition of Communicative Language
Teaching, the principles of communicative language teaching to support the
characteristics of the English hour, (3) Curriculum for vocational school, and (4)
the definition of speaking skill.
A. Theoretical Description
In this chapter, there are five parts to be discussed. The first part of the
theoretical description is the definition of the teaching strategy and the definition
and the characteristics of the English hour related to the teaching strategy. Then,
the second part of the theoretical description discusses the definition of
Communicative Language Teaching. The third part is about curriculum used for
vocational school. The fourth part is about the nature of the speaking skill. The
1. Perception
Everyone has their own way in interpreting and facing everything in this
life. Szilagyi and Wallace (1980: 70) state that perception is a process of
interpreting stimuli which influences behaviour. The process of interpreting is
started from organizing an incoming stimuli. The different perception is
influenced by some factors. According to Szilagyi and Marc (1980: 70), there are
three factors influencing perceptions:
a. Attributes of the object
There are three things deal with the object’s attribute: intensity of stimulus, motion, and physical size. The intensity of the stimulus is related
to sound. The sound can attract someone’s attention through the level of the sound. The high sound will be more effective to attract someone’s attention and it affects person’s perceptions. The motion is also the stimulus characteristic that can attract someone’s attention. The most important thing that is related to the object’s attribute is interpersonal perceptions.
b. Attributes of the situation
Attributes of the situation means an environment or a work situation
which can influence someone’s interpretation and attention. It happens in predictable ways in the process of working. Someone’s interpretation and attention influence their own perceptions
c. Attributes of the person
Characteristics of the person are the most important source in
influencing perception. Those are namely motive, habit, and personality.
According to Huffman et al. (2000: 107), there are three stages of
perceptions: selection, organization, and interpretation.
a. Selection: choosing the stimuli that we will pay attention.
b. Organization: organizing the incoming information into patterns that
will help them to understand the information.
c. Interpretation: the use of the information in explaining and giving
judgment about the stimuli we pay attention. Some factors which
influence interpretation are experiences, perceptual expectations,
cultural factors, and personal motivations and frame of reference.
2. Teaching Strategy
Teaching strategy as a matter of delivering materials to the students is
really important because it has an essential effect for students’ understanding.
Cited in Widiati an Yudi, Fraenkel (1980) defines teaching strategy as a
combination of “a procedure or operation, grouped and ordered” in a certain place that can be used in the classroom to achieve the learning objectives. The
procedure is often called “the position of a technique is at the implementation
phase”. Moreover, Procedure is a tactic and strategy used by the teachers and the students in which the methods are used (Richards & Rodgers, 2001, p. 17).
techniques which are created by the teacher. Based on the previous explanation,
teaching strategy is a matter of developing and applying a technique that can be
used in the classroom to achieve the learning objectives.
The English hour as the teaching strategy of language teaching has a goal.
The goal of conducting English hour is a communicative goal. It means the
English hour as a language teaching expects the students to be able to
communicate and interact with others in English.
From the previous definition, it can be concluded that the teaching strategy
is a matter of developing and applying a technique of language teaching by the
English teacher in order to help the students to achieve the communicative goal.
The communicative goal means that the students are expected to be able to speak
English in which language errors such as grammar and pronunciation are not
considered. It gives a chance to the students to be able to express themselves and
interact with others, their friends and teacher, by using English. Since the
procedure is called as the implementation of the technique and procedure is a part
of the teaching strategy so that the teaching technique is a part of the teaching
strategy. Furthermore, the English hour belongs to monolingual instruction in
which English is the main language of the teaching-learning activities. As cited in
Cummins (2007: 223), Howatt (1984) defines the monolingual principle as the use
of TL (Target Language) in the instruction without involving the first language. It
will enable the students to think about the TL without considering to the first
3. Communicative Language Teaching
As stated above that the goal of the English hour is the communicative
goal in which the students are expected to be able to communicate with others or
to use language in the communication, the principle of communication should be
clear. As cited in Richards & Rodgers (2001: 161), Johnson (1982) states that the
principle of communication is activities that involve language in the real context
of learning. As cited in Richards and Rodgers (2001: 155), American and British
experts state that Communicative Language Teaching as a teaching approach
which has two purposes. The first purpose is to create a communicative
competence of the language teaching. The second purpose is that Communicative
Language Teaching is used to develop a strategy of the teaching English skills in
which those has a relation to language and communication. Richards and Rodgers
(2001: 172) write some principles of Communicative Language Teaching as a
reflection of a communicative view of a language and language learning. Those
principles are: learners learn a language using that language to communicate, the
goal of classroom activities should be authentic and meaningful, fluency is an
important aspect of communication, communication involves the combination of
language skills, learning is a process of creative construction and involves trial
and error.
As cited in Richards and Rodgers (2001: 155), Howatt (1984) defines the
theory of Communicative Language Teaching by dividing into “strong” and
communication. The learners got a language when they use the language to
communicate with others. It also can be said that the strong version of
Communicative Language Teaching is using language to learn. The weak version
of Communicative Language Teaching is providing opportunities to the learners
to use English for communicative purposes. In another term, the weak version of
Communicative Language Teaching is learning to use English.
Communicative Language Teaching is an approach of a language teaching
which has two main purposes: (1) to create the communicative competence of
teaching English in which the students are expected to use the language for
communication, (2) to develop the strategy of teaching English skills (speaking,
listening, reading, and writing) which has relation to the language and
communication. In this research, Communicative Language Teaching is used to
develop the English hour teaching strategy as the speaking teaching strategy.
When looking at the Howatt’s theory, the English hour belongs to the weak version of Communicative Language Teaching because the English hour provides
a chance for the students to learn how to use the language. The students are
invited to use English in the communication context during the teaching-learning
activities such as asking permission, asking and answering questions, and
communicating with their friends.
4. Curriculum
Language teaching is done based on a curriculum. The curriculum
provides the learning objectives that have to be achieved by the students in
2006 which has two goals. The first goal is that the students are expected to be
able to master English knowledge and skills in order to support the vocational
program. The second goal is that the students are able to apply the English
knowledge and skills in the communication context (oral and written form) at
intermediate level. This is the goals of the curriculum of English 2006 for
vocational school:
1. Menguasai pengetahuan dan keterampilan dasar Bahasa Inggris untuk mendukung pencapaian kompetensi program keahlian
2. Menerapkan penguasaan kemampuan dan keterampilan Bahasa Inggris untuk berkomunikasi baik lisan maupun tertulis pada level intermediate.
Two goals that have been stated in curriculum 2006 should be achieved by
the students step by step. Step by step means that every grade has different
competence standards. Because of that reason, the communicative teaching is
needed in teaching-learning process. The communicative teaching invites the
students to use English in the communication without considering the errors so
that the students are not afraid to make mistakes such as pronunciation and
grammar.
5. Speaking Skill
Hughes (2002: 9) states that a speaking skill is a production aspect like
writing. Productive aspects between spoken and written discourses are different.
Figure 1.1 shows some aspects which are produced by spoken discourse and
Oral/ aural static non-transient
Unplanned visual/ planned
context transient dynamic motoric
dependent decontextualised
Figure 1.1 Aspects of production
From figure 1.1, spoken discourses have five aspects: context dependent,
unplanned, transient, oral and dynamic. It can be said that speaking is a part of
production skill in which the people produce a language orally and unconsciously;
unconsciously means that people speak without any plans.
Byrne (1980: 271) explains that the speaking skill is the communicative
ability between the members of the community in order to show the social
behavior and to express ideas or opinions. When speaking is the focus of the
teaching-learning activities, Hughes (2002: 6) mentions that it has some purposes
such as helping the students to practice of linguistic knowledge (grammar rule), to
improve speaking skill (pronunciation), or to improve students’ awareness of some sociolinguistic or pragmatic (making conversation with others). From the
previous explanation, teaching the speaking skill actually has some purposes in
terms of expressing the ideas, improving the English pronunciation, and making
some conversations with others.
Written
discourse Spoken
6. Motivation
Since the English hour teaching strategy was created by the English
teacher in order to help and motivate the students to speak English, the English
hour should have motivation aspects to grab students’ interest and finally the English hour can help the students to be able to speak English. Woolfolk (2009:
186) says:
Motivasi biasanya didefinisikan sebagai keadaan internal yang membangkitkan, mengarahkan, dan mempertahankan perilaku.
As cited in Brown (2001: 72), a motivation is the extent to which the
people make choices about (a) the goals to pursue and (b) the efforts you will
devote to that pursuit. Brown (2001: 75) states that the motivation refers to the
power of stimulation which is given to motivate people.
Wolfolk (2009) divides the motivation into two aspects: intrinsic
motivation and extrinsic motivation. The intrinsic motivation is the motivation
which has reward from the action itself. The extrinsic motivation is the motivation
which is connected to outside factors such as rewards and punishments. It means
that people want to do something because of the rewards and punishments that are
obtained after doing something. In the educational context, teachers should create
the students’ intrinsic motivations in order to encourage the students to do something which comes up from their mind. However, the teachers should also
consider that the extrinsic motivation supports the teaching-learning activities.
Based on the previous explanation, the teachers should give both the intrinsic
motivations and the intrinsic motivations to the students in the teaching-learning
know four factors which influence motivation in order to accomplish the action of
encouraging the intrinsic motivation and giving the extrinsic motivation to the
students. The four factors which influence the students’ motivations are behavioral approach, humanistic approach, cognitive approach, and sociocultural
approach.
1. Behavioristic Approach
Based on the behavioral point of view, the concept of the student’s motivation is started by analyzing the incentive and reward which are given in the
classroom (Woolfolk, 2009: 189). The incentive is an object or a situation which
is given to encourage or attempt behavior. The reward is an object or a situation
which is given to the students as a result or an effect of the behavior. A
behavioristic approach attempts to the extrinsic motivation.
2. Humanistic Approach
As cited in Woolfolk (2009: 190), Interpretation of humanistic motivation
attempts to the sources of the intrinsic motivation of human needs, such as
self-actualization, actualizing tendency, and self-determination. Based on Maslow
theory, human needs begin from the lowest foundation of pyramid and continue
until the highest part of Maslow’s pyramid to get the motivation. A person who
can fulfill the lower part of the foundation will has much motivation rather than a
person who have not yet fufilled the lower part of the foundation. Maslow’s theory about the human needs is one of the theories which influence motivation.
Figure 1.2 Maslow’s hirarchy of needs
The important key of the Maslow’s hierarchy of needs is a person is not satisfied to pursue some of the higher needs until the lower part of the foundation
of human needs have been fulfilled. For the classroom’s activities which are considered as the motivation, Maslow explains that the classroom’s activities do not need to be outstanding obvious, innovative, or inspirational. In addition, based
on Maslow’s theory, the humanistic approach which is need by the students are physical needs, emotional, and intellectual.
3. Cognitive Approach
Based on the cognitive theory, a cognitive approach is attempted to the
intrinsic motivation because human being will do something and look for
information to solve the problems. As cited in Brown (2001: 75), Hunt (1971) as a
cognitive psychologist explains that the human being needs to decide what to
Self-Actualization
Esteem: Status Esteem:
Strength
Love Belongingness Affection
Safety Security Protection Freedom From Fear
think or feel or do. In other words, human being can be said as a decision maker
for themselves. In the classroom, when the learners can make their own decisions
or choices, the extrinsic motivation can wane because the learners know what to
pursue and not to pursue. After that, the students will have their own motivation to
achieve their wishes and commands.
4. Sociocultural Approach
Based on Woolfolk (2009:192), a sociocultural approach is applied to the
participation of the learners or the community of practicing. In this case, a person
participates in many activities in order to defend their identities. In the
teaching-learning activities, the students can motivate themselve when the students
consider themselve as the members of the school. The students learn to be the
better students by learning from the other members of the school, such as teachers
and students. From the explanation above, the sociocultural approach is defined as
the intrinsic motivation in which people are the active participants in order to
defend their identities.
B. Theoretical Framework
Communicative Language Teaching as the approach of the language
teaching underlying the English hour as the teaching strategy. As cited in Richards
and Rodgers (2001) that one of the purpose of Communicative Language
Teaching is to help the English teachers in developing strategy of teaching
English skills. This research emphasizes on the speaking skill which belongs to
teaching strategy is based on the 2006 curriculum. The goals of the 2006
curriculum are the students are expected to be able to master and apply the
knowledge and skills of English in oral and written form at intermediate level.
Therefore, the English teacher used this strategy to achieve that goal. The English
hour as the teaching strategy needs a procedure to make the activities in an order
and group. The procedure can be made by the English teacher referring to the
book. The most important thing in making the procedure is the way of achieving
the Communicative Language Teaching goal. As mentioned previously,
Communicative Language Teaching is based on the five principles: learners learn
a language by using that language to communicate, the goal of the classroom
activities should be authentic and meaningful, fluency is an important aspect of
communication, communication involves the combination of language skills,
learning is a process of creative construction and involves trial and error (Richards
& Rodger, 2001: 172). The theory of Communicative Language Teaching needs
to discuss in this research because of the goal of the English hour teaching
strategy. The English hour teaching strategy is expected to encourage or motivate
the students to be more confident to speak English.
As stated previously that the English hour teaching strategy was created to
encourage or motivate the students to be more confident to speak English, the
theory of motivation is used by the researcher to know some factors which
as how the teacher applied the English hour teaching strategy during the
teaching-learning process.
The English hour is done in the teaching-learning process for one meeting
hour every week. In this strategy, the students are asked to speak in order to
practice the students’ speaking skill in terms of communicating with their friends
and the teacher. Furthermore, the language errors are tolerated. The language
errors are not considered as a false because of the goal of the English hour
teaching strategy. The communicative goal has a purpose to improve the students’ speaking skill. As explained by Hughes (2002), speaking is done in oral form,
25
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the writer discussed how the research was conducted, in
terms of obtaining the data and analyzing the data gathered to answer the research
problems of this research. This chapter consists of six parts, namely research
method, research setting, research participants, instruments and data gathering
technique, data analysis technique, and research procedure. The explanation of
each part will be explained in the following part.
A. Research Method
The method used in this research was mixed method. Cited in Salehi and
Golafshani (2010: 187), according to Hanson et al, Tashakkori & Teddlie, mixed
method is a combination between qualitative and quantitative methodology.
According to Creswell (2003: 140), mix method involves quantitative research
and qualititative reseaerch. Based on Sherman and Webb (1988: 7), qualitative is
used to discovery a new understanding. According to Salehi and Golafshani
(2010), qualitative method deals with a new understanding which is used by a
researcher to describe social phenomenon (p. 187). Quantitative method includes
numerical data (Salehi & Golafshani, 2010, p. 187). While qualitative method
B. Research Setting
The research was conducted in SMK Marsudi Luhur II Yogyakarta. This
school is located in Bintaran Kidul, Yogyakarta. SMK Marsudi Luhur II as a
vocational school offers automotive and electronic programs. The research was
conducted in three days in April.
C. Research Participants
According to Backstrom and Cesar (1981), purposive sampling is a
strategy of choosing the sample the the research by knowing the characteristic of
the people. Sampling used in this research was purposive sampling. This research
used purposive sampling because the sample was taken based on the participants
who had an experience in applying the English hour teaching strategy. The
participants of the research were the tenth grade students of automotive and
electronic class of SMK Marsudi Luhur II. There were 52 students as the
participants of the research to answer the questionnaire and one English teacher as
the participant of the interview. The students are between 15-17 years old.
D. Instruments and Data Gathering Technique
The instruments used in this research are an observation, a questionnaire,
and an interview. The explanation of the instruments would be discussed in the
1. Observation
Observation was done by observing the application of the English hour in
the teaching-learning activities. The purpose of conducting the observation was to
know the procedure or the application of the English hour during the
teaching-learning process. The observation was done once before distributing the
questionnaire and interviewing the English teacher. To obtain the data from the
observation, the researcher took a field note of the English hour application.
2. Questionnaire
The type of questionnaire was directly administered questionnaire.
According to Fraenkel & Wallen (2006), directly administered questionnaire was
the way of distributing the questionnaire by asking the teacher to administer the
questionnaire. This research used administered questionnaire in order to obtain the
high response rate. The purpose of distributing questionnaire was to know
students’ opinions and attitudes toward the use of English hour as the teaching strategy in the teaching English, to know the process of conducting English hour
teaching strategy, to know the perceived effects of the English hour teaching
strategy toward students’ speaking skill, and to give the inspiration to the teacher for creating other strategies.
The researcher provided 15 closed-ended questions. Closed-ended
questions are the questions which are created by providing some choices
(multiple-choice). The participants just answered the questions by choosing the
best answer based on their perception. The aim of using closed-ended questions in
closed-ended questions, those questions were divided into two categories: the
process of conducting English hour teaching strategy and the effects of English
hour teaching strategy in students’ speaking improvement based on the students’
perception. Seven questions out of 15 questions (questions number 2, 3, 8, 9, 10,
11, 12) belong to the first category. Questions number 4, 5, 6, 13, 14 belong to the
second category. Question number 1 asked about the nature of English hour
teaching strategy.
3. Interview
The interview was conducted as a personal interview. According to
Fraenkel (2006), personal interview is the interview which was conducted
face-to-face with the respondent. In this research, the English teacher was interviewed
directly or face-to-face. There were six question in the interview with the English
teacher. The aim of interviewing the teacher was to know the process and the
schedule of applying English hour teaching strategy and to know the effects of
English hour in teaching English, especially to improve students’ speaking skill.
E. Data Analysis Technique
In this section, there are three parts to be analyzed. They are observation,
questionnaire, and interview.The questionnaire analysis was used to know the
perceived improvement of the students’ speaking skill and the use of the English hour in the teaching-learning activities. The questionnaire analysis was done by
questionnaire analysis was in the form of percentage. The percentage of
questionnaire analysis was calculated as the following formula:
Percentage = ∑X
∑X = Sum of respondent’s answer for each statement
N = Number of respondent
After calculating the result of the data analysis of the questionnaire, the
researcher analyzed the questionnaire results of the effects of the English hour
toward students’ perceived improvement in speaking skill and the use of the English hour during the teaching-learning activities.
The analysis of the observation was done by analyzing of the field note.
The field note determined the steps or procedure of the application of the English
hour teaching strategy during the teaching-learning activities. The steps were
arranged sequentially starting from the first activities until the last activities of the
teaching-learning activities by using English hour. The results of the observation
analysis was in the form of words.
After analyzing the observation field note, the researcher analyzed the
interview. The result of the interview was about further information of the
application of the English hour and the effects of the English hour toward the
students’ speaking skill. The result of the interview in the form of words.
N
F. Research Procedure
This part shows the procedure of conducting the research starting from the
beginning of conducting the research until reporting the data gathered. The steps
are explained in the point form and will be explained more on each point:
1. The researcher met the English teacher to have an informal interview
related to the topic of the research on the use of the English hour
teaching strategy in teaching English.
2. The researcher prepared an official letter from the faculty and sent the
official letter to SMK Marsudi Luhur II Yogyakarta. The official letter
was sent to ask permission for conducting the research.
3. The researcher prepared the instruments that were used to collect the
data. The data was used to answer the research problems.
4. The researcher conducted the research. The research was done for
three days. After conducting the research, the researcher calculated the
31
CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter discusses the results of the research and the discussion of the
findings. There are two sections to be discussed in this chapter. The first section
discusses the results of the observation, the questionnaire and the interview. The
second section focuses on the discussion of the application of the English hour to
answer the first research problem and the effects of the English hour toward the
students’ perceived improvement to answer the second research problem.
A. Research Results
This part consists of the results of the observation, the questionnaire and
the results of the interview. The results of the questionnaire were based on the
students’ experience; and the results of the interview were based on the teacher’s
experience and perceptions during the application of the English hour teaching
strategy.
1. The Application of the English Hour
The English hour teaching strategy was applied in every meeting which
has two meeting hours or 90 minutes. Based on the teacher’s interview, this strategy was applied one meeting hour because the teacher used the second
meeting hour to make the lesson clearer or to make the teacher’s explanation for a certain material clearer. The teacher said that the English hour teaching strategy
really have a good ability in English such as vocabulary and grammar. Because of
that reason, the students were afraid of speaking English or interacting with others
in English.
The English hour was only applied inside the class during the
teaching-learning process. Firstly, the teacher used this strategy to motivate the students to
speak English. The students were accustomed to listen to what the teacher said
and practice to communicate with their friends and the teacher by using English
during the teaching-learning activities. As cited in Richards & Rodgers (2001),
Johnson (1982) states that communication is an activities which involve the
language in the real context of learning. The teacher asked the students to
communicate with others in English such as asking permission before leaving the
class, asking and answering questions, asking and giving something. By practicing
English in the real context of life, the students could enrich their vocabulary so
that the students were more confident to speak English. The process of conducting
the English hour is as follows.
Based on the observation and the teacher’s interview, the process of conducting the English hour was started from listening. Firstly, the students were
asked to listen to the teacher’s explanation for the certain material by using English. After that, the students were given a chance to speak English. In applying
the English hour teaching strategy, the teacher asked the students to use English
when the students discussed the material of the Enlish subject and when the
students interacted with others. The teacher said that the English hour was the
students will have a speaking habit. In addition, the teacher used English as the
main language during the teaching-learning activities by using the English hour
teaching strategy.
The purpose of creating the listening habit as the first step of conducting
the English hour was the students could listen to the correct pronunciation of the
words. The teacher said that sometimes the students knew the vocabulary, but
they did not know the correct pronunciation of the words. Furthermore, the
listening habit was used as the first step of conducting the English hour in order to
enrich students’ vocabulary. The teacher said that by listening to the teacher’s
explanation of the certain topic in the English subject, the students found some
new words that were rarely used by the students. As what the teacher said in the
interview:
Dalam pelaksanaan English hour pertama-tama guru menjelaskan tentang
suatu materi dengan tujuan agar siswa mengetahui pelafalan suatu kata. Selain
itu, agar siswa dapat menambah kosa kata baru yang jarang siswa gunakan.
Setelah mendengarkan penjelasan materi pelajaran, siswa diberikan
kesempatan untuk berbicara bahasa Inggris.
(In the application of the English hour teaching strategy, firstly, the teacher
explained the materials in order to give the true pronunciation of a word to the
students in the teacher’s explanation. Besides, the students could add their
vocabularies which were rarely used by them. After that, the students were
asked to practice speaking in English.)
Moreover, the purpose of practicing English by asking some questions and
Each week, the teacher used one meeting hour or 45 minutes for applying
the English hour teaching strategy and the teacher used about 15 minutes to
explain the materials. For discussing the materials and practicing to use English,
the students were given 30 minutes. Based on the result of the interview to the
teacher, the teacher applied the English hour teaching strategy as interesting as
possible to take students’ interest such as giving the chance to the students for speaking English in the group discussion and interacting with others. Moreover,
the teacher also tolerated students’ grammatical and pronunciation mistakes so that the students were not afraid of trying to speak English.
Dalam pelaksanaan English hour kesalahan grammar dan pronunciation diterima
karena tujuan English hour untuk memotivasi siswa berani berbicara bahasa
Inggris dimana sebelumnya siswa berbicara bahasa Inggris hanya 25% hingga
30% saat proses belajar mengajar berlangsung.Oleh karena itu, kesalahan
grammar dan pronunciation diterima untuk menjaga agar siswa tetap berani
berbicara.
(In the application of the English hour, the grammar and pronunciation mistakes
were accepted because the purpose of the English hour was motivating the
students to speak English. Motivating was given to the students because the
students used English only 25% up to 30% outside the English hour teaching
strategy. Because of that, the grammar and pronunciation mistakes were accepted
to keep students’ confidence.)
However, the teacher also gave correction to the students’ mistakes in
order to improve the students’ English ability. The teacher said that giving correction to the students’ mistakes was important because the students would improve their speaking skill by knowing about the mistakes. However, the teacher
English in the learning process. In addition, the students sometimes used Bahasa
Indonesia for communicating with others; and the students sometimes used
English word by word when they did not know the vocabulary.
In the questionnaire, there were three questions related to the teacher’s statement that the English hour was created and applied as interesting as possible
to take students’ interest such as giving the chance to the students to speak English in terms of discussing and interacting with others in English. There were
98% of the respondents who answered that the English hour teaching strategy was
an interesting teaching strategy and 2% of the respondents who answered that
English hour teaching strategy was not an interesting teaching strategy. The next
question, there were 96% of the respondents who answered that they were given a
chance to speak English and 4% of the respondents who answered that they were
not given the chance to speak in English. The next question, there were 81% of
the respondents that answered yes, 17% of the respondents that answered no, and
2% of the respondents who did not give the answer that the students interacted or
communicated with others in English. From the results of the questionnaire, it
showed that the English hour teaching strategy was an interesting teaching
strategy in which the students were given the chance to practice speaking English
after the teacher explained the material. The students could also have a lot of
practice to communicate and interact with others in English during the
teaching-learning process.
communicating with their friends during the teaching-learning process in the
English hour teaching strategy, there were two questions related to those things.
There were 85% of the respondents that answered yes and 15% of the respondents
who answered no, meaning that the grammatical and pronunciation mistakes were
tolerated during the teaching-learning process in the English hour teaching
strategy. For the next question, there were 73% of the respondents who answered
that they asked to translate Bahasa Indonesia into English when they used Bahasa
Indonesia as language to communicate with others during the English hour
teaching strategy and 23% of the respondents who answered that they did not ask
to translate Bahasa Indonesia into English.
From the results of the questionnaire, the grammatical and pronunciation
mistakes were accepted during the teaching-learning process in the English hour
teaching strategy. Moreover, the students were asked to translate Bahasa
Indonesia into English when the students used Bahasa Indonesia for
communicating with others during the English hour teaching strategy.
Based on the result of the interview to the teacher, the teacher also gave
correction to the students’ mistakes during practicing of speaking English. As stated previously that giving correction was given to improve the students’ English ability. In the interview, the teacher said:
Kesalahan grammar dan pronunciation diterima selama pelaksanaan English
hour agar siswa tidak takut untuk berbicara bahasa Inggris, tetapi guru tetap
memberi koreksi jika perluagar siswa tahu kesalahannya kemudian siswa dapat
