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the results of the questionnaire, the English hour teaching strategy affected the students’ speaking skill in terms of enriching students’ vocabulary, knowing the
correct pronunciation of a word, and knowing the correct grammar of a sentence. From the results of the interview with the teacher and the results of the
questionnaire, the English hour teaching strategy improved the students’ speaking
skill. The students could enrich their vocabulary, know the correct pronunciation of the words, and know the correct grammar of the sentence. Figure 1.3 shows the
results of the questionnaire related to the teaching strategy towards the students’
improvement.
Figure 1.3 The s tudents’ improvement in speaking skill
Notes: a. The
English hour teaching strategy improved students’ speaking skill b. The English hour teaching strategy gave many advantages
b. The Students’ Willingness to Speak English
The next question related to the students’ willingness to speak English, the
result of the questionnaire showed that the English hour teaching strategy encouraged the students to speak English. As the results of the interview with the
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English teacher, the teacher said that the English hour was created to encourage the students to speak English. The teacher created this strategy to improve and
increase the students ’ speaking skill in which the students had a low ability in
speaking English. There were 98 of the respondents that answered yes, 2 respondents who answered no, meaning that they want to speak English during the
teaching-learning activities in the English hour teaching strategy. Based on the result of the interview with the teacher, most of the students wanted to try for
speaking English during the application of the English hour teaching strategy because they got much new knowledge.
c. The Students’ Confidence to Speak English
There were two questions of the questionnaire related to the students’
confidence to use English in the case of communication. For the result of the first question, there were 77 respondents who said yes and 23 who said no,
meaning that they were more confident to communicate with others in English. Based on the interview with the teacher, the students, who were not confident to
speak English, did not follow the teaching-learning activities seriously. The students were passive in the classroom or they did what they wanted to do.
As stated previously that the teacher’s correction can affect the students’
interest. It means that the teacher’s correction can affect the students in improving
their speaking skill. There were 98 of the respondents who answered that the teac
her’s correction really helped the students in increasing their speaking skill and 2 of the respondents who answered that the English hour did not help the
students to increase the students’ speaking skill. Based on the interview, the
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English hour did not help them to increase their speaking skill because the English hour was applied only one meeting hour every week. The students needed more
practice. From the results of the interview with the teacher and the results of the
questionnaire, the English hour teaching strategy encouraged them to be more confident to speak English. Furthermore, the
teacher’s correction did not decrease students’ self confidence.
When the students were asked to answer the last number of the questionnaire related to the kinds of teaching strategy that they need to improve
the students’ speaking skill, the students chose the options and added some teaching strategies that they need such as drama, mini role, storytelling, and group
discussion. The following figure figure 1.4 shows the results of the English hour teaching strategy towards the
students’ confidence:
Figure 1.4 The s tudents’ confidence to speak English
Note: a. The students were more confident to speak English b. The
Teacher’s correction helped the students to be more confident to speak English
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B. Discussion 1. The Application of the English Hour Teaching Strategy
