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IMPROVING SPEAKING SKILL
BY USING INTERVIEW
OLEH :
KRISTIN RAHAYU
K.2206005
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS SEBELAS MARET
SURAKARTA
2010
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CHAPTER I
INTRODUCTION
A. Background of the Study
English speaking is an important thing to be mastered nowadays. The
departure of foreign people to Indonesia is a phenomenon that cannot be avoided.
Then, students’ exchange is a common case that often happens in our daily life.
Moreover, the activity of travelling abroad, from Indonesia to foreign country and
vice versa, is not a special thing too. These facts emerge a demand for us to be
able to speak English. Here, speaking English is very useful for helping us in
communicating with people from another country. In this case, speaking becomes
a need that must be mastered in order to be able to share our ideas with them.
As an effort to make the students able to speak English, Indonesian
government declared that English becomes the first foreign language in Indonesia.
It implies that English should be taught as a compulsory subject for the students in
Junior High School up to the University. In Permendiknas article 22 KTSP
curriculum of Senior High School (2006: 308), it is stated that:
Mata Pelajaran Bahasa Inggris di SMA/MA bertujuan agar peserta didik memiliki kemampuan sebagai berikut.
1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulis untuk mencapai tingkat literasi informational
2. Memiliki kesadaran tentang hakikat dan pentingnya bahasa Inggris untuk meningkatkan daya saing bangsa dalam masyarakat global
3. Mengembangkan pemahaman peserta didik tentang keterkaitan antara bahasa dengan budaya.
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Based on this article especially point no 1, it can be said that mastering
English includes two abilities; ability in oral and non-oral communication.
Because of that reason, English has an objective to develop four language skills in
order to make the students able to communicate in English. It means that learning
English deals with ability to communicate. Communication itself is the
collaborative exchange of thoughts, feelings, or ideas. So, one who masters
English should have an ability to understand and produce oral and non-oral text
which is realized in four language skills such as listening, speaking, reading, and
writing. So, it is clear that the goal of learning a foreign language is sited on
reaching of the communicative ability. In this case, students are not only expected
to express their ideas, feelings, and opinion in a written form, but also in oral
speaking form.
As stated above, teaching English covers four skills: reading, listening,
speaking, and writing. All of the skills are taught in order to achieve integrated
skill. Among the four skills, speaking is believed as the most difficult skill to be
learned. Brown and Yule in Sari (2007: 1) state that learning to talk in the foreign
language is often considered being one of the most difficult aspects of language
learning for the teacher to help the students. Helping the students develop the
speaking skill not merely so that they can pass examination but also for more
general use when they want to use the English in the outside world. Nunan in
Brown (1994: 255) also notes a further complication in interactive discourse is a
thing what he calls the “interlocutor effect”, or the difficulty of a speaking task as
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gauged by the skills of one’s interlocutor. In other words, a learner’s performance
is always colored by that of the person (interlocutor) he or she is talking with.
Related to speaking skill, there are some problems appearing when
students learn to master English. Based on the interview to the teacher and some
students and observation, it is found that the students’ ability in speaking in SMA
Negeri 1 Surakarta is still low. There is strong interference of the students’ mother
tongue in the way they speak. In addition, students are afraid in making mistakes
in speaking. Their motivation in speaking English is not good too. In sum, it can
be said that their motivation and performance in speaking are still low.
The first indicator is that the students’ speaking fluency is low. It can be
seen from the use of too much filler in their speech. When they speak, they often
mention utterance like “umm, e”. There are also too long silence period, and also
unfinished statements they make. This condition implies that they have lack
mastery of vocabulary.
There are also many grammatical inaccuracies in their sentence. From the
observation, it can be seen that the students’ grammar is not good. As they make a
speech, their structure of sentence is false. When they are asked to tell a story,
they often make a wrong structure in making sentences. Then, from the interview
conducted in English with the students, it can also be concluded that their
grammar mastery must be improved. They often use the wrong verb in making
sentences. For example, when the researcher asks “Do you have a willingness to
be able to speak in English?”, he answers “Yes, I have”. In reality, he has to
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answer “Yes, I do”. It means that their knowledge in grammar is less.
The third indicator is that there is a strong interference for the students to
say some sentences in the form of mother tongue. Actually English has the
different system in uttering sentences. For example when the students state noun
phrases, they often say the noun first, and then it is followed with the adjectives.
This way of speaking is actually false because when a learner says English noun
phrase, he or she must state the adjectives first, and the noun must be placed in the
last part of phrases.
The fourth indicator is that there is a tendency of the students to be afraid
of making mistakes. In other words, it can be said that the students are lack of
confidence in speaking English. They will only answer teacher’s question after
they are pointed. This situation can be seen when a teacher ask a question to the
students. In this situation, some students just keep silent and avoid teacher’s sight.
They never answer his question until he points toward one of them. Besides, when
the researcher asks one of the students in the class XI IA 4 of SMA 1 Surakarta
about the reason why they are only keep silent when they are asked some
questions by their teacher, she answers “Takut salah, mbak. Kan malu sama
teman-teman. Takut dimarahi Pak Guru juga.”. Actually, the teacher will not
angry if the students make mistakes. This assumption is also strengthened by
teacher’s statement “Kalau kemampuan sebenarnya ada, cuma kurang pede dan
takut salah saja”. This fear gives a big influence in their speaking skill. If the
condition continuously occurs in a class, it will be only few students who can
increase their speaking ability since there is no practice as the effort to lift up their
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ability.
The next indicator is a students’ opinion considering English is a difficult
thing to be studied. This assumption is based on the interview between the
researcher and one of students. She says:
“Bagaimana ya mbak… berbicara pakai bahasa Inggris itu kan memang susah. Kita ini kan orang asli Indonesia, jadi susah bagi kita untuk bicara pakai bahasa Inggris. Kita kan juga tidak punya pengalaman pernah tinggal di luar negeri. Teman-teman kita pun pakai bahasa Indonesia dan Jawa. Intinya kalau kita bukan orang luar negeri ya sulit buat kita untuk ngomong pakai bahasa mereka. Belajar struktur kalimatnya saja sudah susah, apalagi bicara.”
From the interview above, it can be concluded that some students have an
argument that the problem causing the lack ability to master English is the
influence of Indonesian organ of speech. She thinks that Indonesian people cannot
speak as well as native speaker because both have different system in organ of
speech.
The last indicator is that the students’ motivation in speaking English is
low. This belief is taken from the interview with one of students. He said “Temen-
temen pada gak mau diajak ngomong pakai Inggris. Kalau gak ada teman yang
diajak ngomong kan jadi males. Mau ngomong Inggris sama siapa”. From,this
sentence, it can be concluded that, actually, there are two terms that influence the
students’ speech: interlocutor and motivation. Interlocutor is a person who
becomes a conversational partner. The absence of interlocutor may decrease
students’ willingness to speak. In fact, motivation is very essential in learning a
field of study. Ur (1996: 120) states that one of the characteristics of the
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successful speaking is the high motivation of the students. It means that they are
eager to speak because they are interested in the topic and have something new to
say about it, or because they want to contribute in achieving an objective of task.
So, motivation is a crucial factor that determines students’ willingness to engage
in the process of learning. Motivation also becomes the determinant factor that
explains the success and the failure of learning. Harmer (1998: 4) states that
“There can be no doubt that motivation plays a vital part in most students’ success
or failure as language learners”. This statement is supported by Brown’s opinion
(1994: 152) stating that motivation is probably the most frequently used catch all
of them for explaining the success and the failure of any complex task. It means
that one’s achievement is also determined by his motivation. A person who has a
high motivation will get a good achievement because she or he will do many
things to reach his or her intentions.
After observing and interviewing, it can be said that the factors causing the
problem in speaking ability come from the students themselves. It is found that
students are lack in motivation and performance in speaking. Their focus of their
teaching and learning process is only ability on the written form. In other words, it
can be said that they often neglect that mastering English is not only ability in
grammar, but also ability in communicating.
There are many techniques that can be applied in the classroom.
According to Brown (1994: 48), techniques are the specific activities manifested
in the classroom that are consisted with a method and therefore in harmony with
an approach as well. In other words, techniques include all task and activities.
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They are almost always planned and deliberate. They are the product of a choice
made by the teacher. Klippel in Brown (1994: 279) mentions that there are some
techniques categorized as an interactive techniques believed have a strong
capability in solving students’ problem related to speaking. These are interview,
guessing games, jigsaw task, ranking exercise, discussion, values clarification,
problem-solving activities, role play, and simulation.
In order to overcome the problems related to speaking skill as stated
above, the researcher believes that there must be a new technique implemented by
the teacher in order to increase the lack motivation and dismiss the low ability in
speaking. In this study, the researcher focuses on using the technique of interview
as one of the ways in solving some problems related to speaking.
There are some reasons of choosing interview to overcome the problem on
speaking skill. The main reason is because interviews demand the students to
speak actively. It implies that the students are involved in every activity in the
speaking class. In a common teaching and learning process, it is a teacher who
becomes the only active participant, especially in speaking activity. However, by
having an interview, teacher will invite their intention to speak. It will also useful
for making the learning process becomes more active. Then, interview is not only
considered as a popular activity for work pair, but also appropriate for group
work. Besides, interview is useful at all levels of proficiency. At the lower levels,
interview can be very structured, both in terms of the information that is sought
and the grammatical difficulty and variety. At the higher levels, interview can
probe more complex facts, opinion, ideas, thought, and feelings. When the
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students speak, it is hoped that the topic and technique encourage their interest
and stimulate them to learn enthusiastically. By realizing these situations, the
researcher believes that the motivation of students in learning English will
increase so shat their speaking skill will be improved. As the result, the students
will get satisfying achievement in speaking skill.
B. Formulation of the Problem
The problem of this research can thus be formulated in the three
questions bellow:
1. Does teaching speaking using interview improve students’ English speaking
skill in SMA N 1 Surakarta?
2. What happen in the class when interview is employed in teaching speaking
skill in SMA N 1 Surakarta?
3. What are the strengths and weaknesses of implementing interview in
improving students’ speaking skill in SMA N 1 Surakarta?
C. The Objectives of the Research
The objectives of this research will be the answers to the questions
stated in the formulation of the problem. The objectives of this research can be
stated as follow:
1. To know whether interviews improve students’ speaking skill of SMA N 1
Surakarta in learning English.
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2. To find out what happens in the class when interview is employed in teaching
speaking skill in SMA N 1 Surakarta.
3. To find out the strengths and weaknesses of implementing interview to
improve speaking skill of the students of SMA N 1 Surakarta.
D. The Benefits of the Research
The result of the research hopefully will be useful for:
1. The students at SMA 1 Surakarta
Through interview, they are expected to have good development in speaking.
The technique of interview used in this research is expected to make the
students to be more active in expressing their ideas and to make their speech
becomes more fluently.
2. The teachers of SMA 1 Surakarta
It is expected that the research can give inspiration to the teachers of SMA 1
Surakarta to have efforts in developing various teaching techniques. It also
expected that the teacher will conduct the same research to improve the
teacher’s professionalism.
3. The principal of SMA 1 Surakarta
It is expected that the principal promotes this research to the teachers and
facilitate them to do the research.
4. The other researchers
This study is one of the ways in improving students’ speaking skill. Hopefully,
this research will give a clear description about speaking. Besides, it is also
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expected that the findings will be used as the development of another research
in order to improve the quality of English Language Teaching.
5. The writer herself
It is expected that this research will give a contribution for improving her
ability in doing a better action research in the future.
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CHAPTER II
LITERATURE REVIEW
This chapter provides theories related to the title of the research which
focuses on improving students’ speaking skill using interview. Review of related
literature provides a theoretical and conceptual frame of thinking that become a
guidance of the research.
A. Speaking
1. Definition of Speaking
Burkart in Alfiantoro (2009: 17) states that speaking is an activity which
involves the areas of knowledge, they are the mechanics (pronunciation, grammar,
and vocabulary); it is the use of the right words in the right order with the right
pronunciation. Lewis and Hill (1993: 54) say that speaking is a process that covers
many things in addition to the pronunciation of individual sounds. It also covers
pronunciation stress and intonation. While according to Nunan (1998: 26),
speaking is a process consisting of short, often fragmentary utterances in a range
of communication.
Bernard (1994: 31) has his own opinion about speaking. He calls speaking
as talking as shown in his below statement:
Talking implies more than using words within a structural framework; it encompasses habits of expression and relationship, interactive procedures, and types of social functioning, which cannot be neglected or ignored when designing a language learning method.
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Based on Bernard’s definition above, it can be concluded that speaking
covers the use of words within a structural framework, which is accompanied by
the habits of expression and relationship, interactive procedures, and types of
social functioning. He adds that talking is communication, so it is not an exchange
of linguistic formulae without personal qualities of meaning and value.
Besides, according to Briendley (1995: 19), oral skill can be identified
with speaking skill. His point of view about oral skill is to:
a. express oneself intelligibility
b. convey intended meaning accurately with sufficient command of
vocabulary
c. use language appropriate to context
d. interact with other speakers fluently
He shows that oral skill can be rated into four areas, namely: interactive
communication, which covers fluency or effect on listener, intelligibility, which
covers pronunciation or prosodic features, appropriateness consisting of pragmatic
competence or register, and accuracy including structure and vocabulary
resources. It can be simplified that speaking is a skill, which demands fluency,
intelligibility, appropriateness, and accuracy.
Speaking is productive rather than receptive skill because it is a way in
which the language system is manifested through the use of the organ of speech.
Speaking is called as productive and receptive skill because it is used in
communicative activity. People use it both as listeners or speakers. This is
explained clearly by Widdowson (1978: 64) as follows:
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“…talking is reciprocal because it takes the form of an exchange between two or more participant with each participant taking turn to say something. Any misunderstandings which arise can be cleared up in the process of the interaction and the participants rely on the ‘feedback’ provided by reaction of the other interlocutors.”
Another definition comes from Underwood (1997: 11) who says that
speaking is perceived as a creative process where speakers are almost always in
the position of formulating what they are saying as they go along and adjusting
what they are saying as a result of the behavior of the listeners or as a result of
added thought of their own. It can be said that speaking constitutes a creative
process which is done by speakers in formulating what they are saying and
adjusting it as the response to the listeners’ behavior toward what the speakers are
saying or as a result of their own additional thought.
Other perception comes from Thornbury (2005: iv), that speaking is
interactive and requires the ability to cooperate in the management of speaking
turns. It implies that speaking is an interactive activity where the speakers have to
be able to manage the speaking turns, when to speak and when to stop, for
instance.
From the definitions above, it can be concluded that speaking is a process
in which the speakers express their idea to the listeners. It is a complex skill,
which requires a creative process of the speaker in formulating what he is saying
in a reciprocal exchange involving reception, and production skill in which
requires adequate vocabulary, intelligibility, accuracy, appropriateness, relevance
and adequacy of content, and fluency in its process. When the speakers speak,
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they produce utterances with specific pronunciation of individual sounds. Thus, it
can be concluded that speaking is more than just producing sounds; it is an
activity which involves three areas of knowledge, and they are the area of
mechanics, functions, and social and cultural rules and norms.
2. Speaking Skill
Speaking is one of the most complex skills. It is a skill which is unique to
our species (Levelt 1995: 1). It is the skill by which learners are frequently judge,
as a success learner or not. Thus, being able to use the language becomes the aim
of foreign language teaching.
McLaughlin (in O’Malley and Chamot, 1990: 66) states that speaking is an
example of a complex cognitive skill that can be differentiated into various
hierarchical sub skills, some of which might require controlled processing while
others could be processed automatically. It means that speaking involves several
skills require processing.
Widdowson (1996: 59) defines speaking as an instance of use, therefore, is
part of reciprocal exchange in which both reception and production play part. In
this sense, the skill of speaking involves both receptive and productive
participation.
Bygate (1997: 4) believes that speaking is a skill, which people are most
frequently judged, and through this they may make or lose friends. It is a vehicle
par excellence of social solidarity, social ranking, professional advancement, and
business. It is also a medium through which much language is learned, and which
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for many is particularly conducive for learning. He also states that there is a
fundamental difference between knowledge and skill. Both can be understood and
memorized, while only a skill can be imitated and practiced. Furthermore he
clarifies that there are two basic ways in which something we do can be seen as a
skill (1997: 5). The first is motor-perceptive skills that involve perceiving,
recalling, and articulating in the correct order sounds and structures of the
language. The second is interaction skills that involve making decisions about
communication, such as: what to say, how to say it, and whether to develop it, in
accordance with one’s intention while maintaining the desired relations with
others. The notions of what is right or wrong now depend on such things as what
we have decided to say, how successful we have been so far, whether it is useful
to continue the point, what our intentions are, and what sorts of relations we
intend to establish or maintain with our interlocutors.
Based on the definitions above, it can be said that speaking skill involves
the ability in understanding and using the utterances in real communication.
Speaking skill in this study is a creative process in which both receptive and
productive competence taking a part. Speaking skill is productive because one
carries out the activity for using his speech organs successfully, while it is
receptive because it needs someone else to listen to what has been said in order to
react what have been heard before successfully.
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3. Teaching Speaking
Students’ language learning is considered successful if the students can
communicate effectively in the target language. Therefore, this becomes the main
goal of language learning, especially in speaking class. Hadfield (1999: 7) says
that speaking is any kind of bridge for learners between classroom and the outside
world. In order to build the bridge, in the speaking activities the teacher must give
them practice opportunities for purposeful communication in meaningful
situation. It means learning to speak in a second language will be facilitated when
learners are actively engaged in attempting to communicate. Thus, the teacher
should give learners practice and oral exams to actualize their speaking skill.
In teaching speaking skill, the teacher should also recognize the
difficulties, which are encountered by their students. As stated by Thornbury
(2005: 39), the difficulties, which the learner-speaker faces, can be classified in to
two main areas:
a. Knowledge factors: the learner doesn’t yet know aspects of the language that
enable production.
b. Skills factors: the learner’s knowledge is not sufficiently automated to ensure
fluency.
Thornbury adds that the lack of the two factors can result in the lack of
affective factors, such as lack of confidence or self-consciousness, which might
inhibit fluency. Learners can compensate their insufficient knowledge of language
system by using communication strategies, and they compensate for lack of
fluency through discourse strategies. However those strategies could lead to
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premature fossilization of the learner’s inter language. It means that those
strategies can close down the language system development of the learners,
although there can be conversational ‘foothold’ for learners.
Thus, there should be balance between knowledge, which is required for
speaking, and ways that can make the knowledge become available for use.
In terms of knowledge base that enables speech, learners need:
a. a core of grammar,
b. a core vocabulary of at least 1000 high frequency items,
c. Some common discourse markets,
d. a core phrase book of multi word (or chunks),
e. formulate ways of performing common speech acts (such as requesting or
inviting), and
f. mastery of those features of pronunciation that inhibit intelligibility.
The speaker should also take into account context factors, including the
cultural context and the context of immediate situation.
In order to activate these knowledge areas, learners need:
a. to be aware of features of the target knowledge base (awareness),
b. to integrate these features into their existing knowledge base (appropriation),
and
c. to develop the capacity to mobilize these features under real-time conditions
and unassisted (autonomy).
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4. The Problems in Speaking Activity
Learning to talk in the foreign language is often considered to be one of
the most difficult aspects of language learning for the teacher to help the students
with. Besides, many teachers have come across students who do not seem want to
talk in class. There is also an assumption stating that some students find speaking
in the classroom situation is a threat, because there is always an audience. Some
students prefer not to speak at all, and are consequently deny opportunities for
practice.
Moreover, Rivers in Alfiantoro (2009: 22) adds that there are
psychological factors in communication which include:
a. Desire to communicate
As well having something to say, the student must have the desire to
communicate the message to some person or group of persons. Some students
may do not have interest in joining speaking activity for their teacher who does
not show sympathy and their classmates are uncongenial. Others may realize
that they have limitations in the new language and do not want to ridicule.
b. Comprehension as well as expression
Students may have acquired skill in expressing themselves in the new language
code, but have had little practice in understanding the language when it is
spoken at a normal conversational situation.
c. Personality factors
Some students are talkative, others are shy or embarrassed if found to be in
error. These characteristics affect student performance in speaking activity.
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d. Limitations of expression
Students may feel frustrated when they know that their choice of expression is
limited. They can not demonstrate the maturity of their thought.
e. Correction of errors
In several societies, people will keep their ideas if expressing them could
cause embarrassment for themselves or for the people with whom they are
conversing. Continual correction sometimes can be very irritating.
Psychological factor is not the only factors that can make speaking
difficult. Brown (1994: 256) mentions characteristics of spoken language that
can make oral performance difficult for students.
a. Clustering
It is important for the students to know that being a fluent speaker is
not produce speech word by word but in phrasal. Students, therefore, must
have the ability to organize their output both cognitively and physically
through such clustering.
b. Redundancy
The speaker has an opportunity to make meaning clearer trough the
redundancy of language.
c. Reduced forms
Contractions, elisions, reduced vowels, etc. all form special problems
in teaching spoken English. Students who don’t learn colloquial contractions
can sometimes develop a bookish speech.
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d. Performance variables
Pausing and hesitation can be ignored in the spoken language. English
native speaker insert certain fillers such as uh, um, well, you know, I mean,
like, etc. in their “thinking time”. One of differences between native and
nonnative speakers of English is in their hesitation phenomena.
e. Colloquial language
Students should get acquaintance with words and idiom and phrases of
colloquial language and practice to produce the forms.
f. Rate of delivery
It is teacher responsibility to help learners to achieve an acceptable
speed along with other attributes of fluency.
g. Stress, rhythm, and intonation
Stress, rhythm, and intonation are parts of pronunciation. The patterns
convey important messages.
h. Interaction
It is a must for the teacher to help learners in developing the creativity
of conversational negotiation.
We can point out that much of students’ reluctance to speak in
speaking class has to do with apprehension, fear, nervousness, and worry.
Amy B.M. Tsui points out the following:
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“Classroom anxiety is a phenomenon that is found in all classrooms. However, this anxiety generated by second- language learning is unique. In learning a language, the student has to master the target language and perform in that language at the same time. This is very unsettling process since they have to perform in a language that they are not competence in and perhaps are struggling very hard to master. This will inevitably make students feel that they are unable to represent themselves fully. This has a tremendous impact on students’ self- perception and self- confidence.” (1995: 87)
From Tsui’s statement above, it can be said that one of the causes of
students’ reluctance to speak in speaking class is their feeling of inability to
perform in the target language. Furthermore, Tsui states that the anxiety is
further exacerbated by the fact that in the language classroom the teacher often
focuses not only on the correctness of student performance in terms of content
but also in terms of form (1995: 87). We can see how teachers sometimes are
very persistent in getting students to speak that are correct in both form and
content, perhaps without realizing that by doing this they could be publicly
humiliating the students.
Another important factor in students’ low skill in the speaking class
given by Tsui is the teacher’s subconscious choice to allocate speaking turns
to brighter students. (1995: 86). The uneven allocation could be in order to
save time so that more can be covered in a lesson, since brighter students are
more likely to provide the right answer and therefore less time will be
‘wasted’ in waiting for the answer, in guiding the student toward the right
answer, or in explaining why their answer is wrong. The uneven allocation
could be due to the teacher’s ego. The consequence of this is that the weaker
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students will feel ignored, their confidence will be further undermined and
they could become even more reluctant to speak.
Research on anxiety, as quoted by Tsui, makes a distinction between
‘trait-anxiety’ and ‘state-anxiety’. The former refers to a personality
characteristic, for example a person who is generally nervous and tense,
whereas the latter refers to anxiety that is specific to a situation, for example
stage fright (1995: 87-88). Foreign-language classroom anxiety is a kind of
state anxiety that is specific to the foreign-language classroom.
The problem may also come from the teacher. He may give a little
exercise to develop students’ speaking skill. Students of a new language will
not learn to speak merely by hearing speech in class. Rivers says that teacher
will need to give them many opportunities to practice speaking (1968: 188).
They will need to use their imagination in particular situations which provoke
the use of language in the expression of the student’s own meaning.
Another problem of speaking is the lack of material. Materials are one
of the five important components of language instruction: students, teachers,
teaching methods, materials and evaluation. In order to stimulate speaking of
the students, it is necessary to plan motivating, challenging and interesting
lessons with appropriate materials video, computer games, etc that would
stimulate and create a base for the students’ speaking.
Since speaking is not taught as a skill and usually acquired by the
students along with other subjects in everyday school life, there are no
supportive materials that teachers could use in the classroom. The only
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material is the ones provided by the publisher of the course book to support
the lessons.
The effect of the mother tongue also becomes one of the main
problems in the language classroom. It heavily affects their foreign language
learning. They make up a sentence first in their mother tongue, and then they
translate it into English. For example: Instead of “I like white rabbit”, an
Indonesian student says “I like rabbit white”.
Another problem in teaching speaking is the lack of speaking tests.
Though tests and exams are applied at school, speaking test is not envisaged
within the assessment package. Evaluation of the students’ language
knowledge is limited by grammar and vocabulary which do not reflect
students’ complete language knowledge that is to say, reading, writing,
listening and speaking skills are not evaluated. In connection with this, neither
students nor teachers see the need in focusing on speaking and developing this
very vital skill.
There are various techniques that can be used in a communicative
classroom to foster children’s speaking skills and give them confidence in
speaking in the target language. One of them is interview. Interview is always
popular in a language classroom thanks to its overlap with everyday natural
life and the opportunity of creating relaxed and stress-free atmosphere which
decreases learners’ affective filter and gives the chance to use the target
language more naturally and fluently.
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5. The Roles of Teachers
Several roles are assumed for teachers in oral lesson. The roles are teacher
as motivator, informant, conductor, corrector, and encourager.
The teacher as a motivator is the most important role. However good at
language the teacher is, whatever technical virtues a teacher possesses, without
motivation, students will never learn. The teacher should provide students’
interests in terms of topic, variety of language points, skill practiced, interaction,
humor, and interesting task.
As an informant, the teacher must give clear explanations of the material
or instructions and remind students of forgotten points. While teacher as a
conductor means the teacher is a person who conducts the lesson. This role is
concerned with the practical things a teacher needs to run the lesson well.
Teacher must also encourage the students. The encouragement involves all
aspects of the teacher’s role. A sympathetic attitude, not demanding beyond the
students’ capabilities, not overcorrecting, and praising what has been well done,
are necessary to be done.
In teaching oral lesson, the teacher should know what their roles are.
Knowing the roles will help the class to minimize the problem arisen. This also
makes the teaching learning process run as well as what has been planned.
According to Byrne (1997: 2), the teachers have specific roles at different stages,
as follows:
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a. In the presentation stage (when the teachers introduce something new to be
learned), the teachers play a role as informant.
b. In the practice stage (when the teachers allow the learners to work under their
direction), the teachers have a role as conductor and monitor.
c. In the production stage (when the teachers give the learners opportunity to
work on their own). At this stage the learners must work independently in
performing the speaking skill they have.
6. Various Techniques in Teaching Speaking
a. The Principles of Teaching Speaking Technique
Brown (1994: 268-270) says that there are principles, which teachers
must know before deciding technique in teaching speaking, as follows:
1) Technique should cover the spectrum of learner needs, from language-
based focus on accuracy to massage-based focus on interaction, meaning,
and fluency
Teachers can use many kinds of attractive language teaching
technique like a jigsaw group technique, play a game, or discuss solutions
to the environmental crises. However, they should make sure that their
tasks include techniques designed to help students perceive and use the
building blocks of language. At the same time, they should not make their
students bored by giving the repetitious drills, but teachers should make
any drilling as meaningful as possible, so students will be interested to the
activity.
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2) Technique should be intrinsically motivating
Teacher should try at all times to appeal to students’ ultimate goals
and interest, to their need for knowledge, for status, for achieving
competence, autonomy, and for ‘being all that they can be’.
3) Technique should encourage the use of authentic language in meaningful
contexts
Teachers should provide authentic contexts and meaningful
interaction in the classroom creatively.
4) Provide appropriate feedback and correction
In most EFL situation, students are totally dependent on teacher’s
feedback and correction, because the feedback and correction, which are
given by teachers, will be useful for students’ development in learning
language.
5) Capitalize on the natural link between speaking and listening
Teachers should integrate these two skills because they can
reinforce each other. Skills in producing language are often initiated
through comprehension.
6) Give students opportunities to initiate oral communication
Teachers should provide the conditions, which support students to
initiate oral communication, for example: teachers ask questions, give
directions, and provide information. This technique is expected to be able
to lead the students to increase the oral communicative competence that
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includes the ability to initiate conversation, to nominate topics, to ask
questions, to control conversation, and to change the subject.
7) Encourage the development of speaking strategies
The concept of strategic competence is one that few beginning
language students are aware of. Students can be aware of the oral
communicative purposes by practicing such strategies:
a) Asking for clarification (What?)
b) Asking someone to repeat something (Huh? Excuse me? Pardon me?)
c) Using conversation maintenance cues (Uh huh, Right, Yeah, Okay,
Hm)
d) Getting some attention (Hey, Say, So)
e) Using paraphrases for structures one can’t produce
f) Appealing for assistance from the interlocutor (to get a word or phrase,
for example)
g) Using formulaic expressions (at the survival stage) (How much
does__cost? How do you get to the__?)
h) Using mime and nonverbal expressions to convey meaning.
b. Types of Classroom Speaking Performance
Brown (1994: 266-268) states that there are six types of classroom
speaking performance:
1) Imitative Type
In imitative types, learners spend their time to initiate speech, for
example, they are practicing an intonation contour, trying to pinpoint a
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certain vowel sound, etc. intonation of this kind is carried out not the
purpose of meaningful interaction, but for focusing on some particular
element of language form. A type that can be concluded in this type
and can be classified in the communicative language classroom is
drilling. Drills offer students an opportunity to listen and to repeat
certain string of language that may pose some linguistic difficulty –
either phonological or grammatical.
2) Intensive Type
Intensive type is designed to practice some phonological or
grammatical aspect of language. Intensive speaking can be self-
initiated or it can be even form part of some pair work activity.
3) Responsive Type
Responsive is short replies to teacher or students initiated
questions or comments which are usually sufficient and do not extend
in dialogue.
4) Transactional (dialogue)
Transactional (dialogue) is extended form of responsive language.
It is not just limited to give the short respond but it can convey or
exchange specific information.
5) Interpersonal (dialogue)
Interpersonal dialogue is designed for the purpose of maintaining
social relationship than for the transmission of fact or information.
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This conversation involves some or all the following factors:
a) A causal register
b) Colloquial language
c) Emotionally charge language
d) Slang
e) Ellipsis
f) Sarcasm
g) A covert agenda
6) Extensive (monologue)
The forms of monologues are oral reports, summaries, or perhaps,
short speeches. These monologues can be planned or impromptu. This
speech is designed for the students at intermediate to advanced levels.
c. Methods in Speaking Activity
Harmer (1998: 131) offers some methods in speaking activity,
1) Use pair works (group work). It will help to provoke quiet students to talk.
When they are with one or two or three other students, they are not under
so much pressure as they speak in front of the whole class;
2) Allow the students to speak in a controlled way. Teacher should give
opportunities to quit students by asking them questions related to the
material given;
3) Use acting out and reading aloud. Getting students to act out dialogue is
one of encouraging quiet students. However, acting out does not just mean
reading aloud;
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4) Use ‘role play’. Many students speak more freely when they are playing a
role or when they do not have to be themselves;
5) Use the tape recorder. The teachers can tell the students to record what
they would like to say, outside the lesson. The teacher then listens to the
tape and points out possible errors.
Selecting appropriate techniques in speaking is not an easy task for the
teachers. They should consider some factors. The problems arisen in the class and
the aim of the teaching learning process should be regarded.
B. Interview
1. Definition of Interview
According to Heilke in www.uwrf.edu/ccs, interview is a mutual exchange
of information that has a main objective to communicate information about skills
and qualifications clearly and accurately. Adhisupo (2005: 12-15) also states that
interview is always has an intention to gain news, information, or opinion related
to one’s authority.. Related to this definition, the interviewer should have a
purpose in conducting the interview.
Samin in http://syamsulbahrisamin.blogspot.com/2008/05/teknik-
wawancara.html states:
“Wawancara merupakan suatu metode pengumpulan berita, data, atau fakta di lapangan. Prosesnya bisa dilakukan secara langsung dengan bertatap muka langsung (face to face) dengan narasumber, tetapi bisa juga dilakukan dengan tidak langsung seperti melalui telepon, internet atau surat (wawancara tertulis)”.
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Based on this definition, it can be concluded that interview is a technique
that is used to collect information that can be done face to face, or through
medium. This medium can be in the form of phone, internet, or letter.
Farr in Dale (1997: 9) states that interview is a social encounter between
two or more individuals with words as the medium of exchange. It is a peculiar
form of conversation in which the ritual of turn-taking is more formalized than in
the commoner and more informal encounters of everyday life. In this definition,
Farr differentiates conversation and interview. He regards that interview is more
formal than conversation.
Rasyid in http://lgsp.wordpress.com/2006/09/29/teknik-wawancara/ states
that:
Interview atau wawancara adalah salah satu cara mendapatkan informasi bahan berita. Biasanya dilakukan oleh satu atau dua orang wartawan dengan seseorang atau sekelompok orang yang menjadi sumber berita. Lazimnya dilakukan atas permintaan atau keinginan wartawan yang bersangkutan. Berbeda dengan Jumpa pers atau konverensi pers yang dilaksanakan atas kehendak sumber berita.
In this definition, Rasyid says that interview can be classified into two kinds. They
are one to one interview and group interview.
Moleong (2007: 186) states “Wawancara adalah percakapan yang
dilakukan oleh dua pihak yaitu interviewer yang mengajukan pertanyaan dan
interviewee yang memberikan jawaban atas pertanyaan itu dengan maksud
tertentu”. While Iskandar Norman in http://www.acehforum.or.id/teknik-
wawancara-t22798.html says “Wawancara adalah tanya jawab dengan seseorang
untuk mendapatkan keterangan atau pendapatnya tentang suatu hal atau
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masalah”. From these two definition, it can be drawn a conclusion that a
conversation can be called as an interview if there is a purpose in conducting it.
Interviewing is an interactional communication process between two
parties, at least one whom has a predetermined and serious purpose, that involve
the asking and answering questions (Steward, 2006: 9). This definition
encompasses a wide variety of interview settings that require training, preparation,
interpersonal skill, flexibility, and willingness to face risks involved in intimate,
person to person interaction. Interviewing is learned, not an inherited skill and art,
and perhaps the first hurdle to overcome is the assumption that the people do it
well because they do it so often.
From the definition above, it can be concluded that interview is a
technique that is used to gain information from the interviewee. The interview is
an important means of gathering data about one individual by another or others. It
provides the vehicle which allows one individual to express views and opinions to
others in structured or unstructured ways. This views or opinions here can be in
the form of news, opinion, or comment. The main purpose of an interview is to
enable the exchange of information so that both parties are able to find the
information conveyed in their conversation. As a technique, it is clear that
interview needs an ability to speak fluently and accurately.
2. Parties in Interview
Interview may involve two or more people. However, it never involves
more than two parties that are interviewer party and interviewee party. If more
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that two parties, this is no longer called as interview but a small group interaction.
Both parties speak and listen from time to time, are likely to ask and answer
questions, and take on the roles and responsibilities if interviewer and interviewee.
Neither party can sit back and expect the other to make the interview a success
single-handedly. As a result, each communicator has the opportunity to change
how things are going at any time in the process.
Participants' roles are specified, in that one person is the interviewer and
the other is the interviewee (although in practice more than two people may be
involved) and each has a fairly clear idea of the type of behavior which is
expected. The objective for the interviewer is to obtain and interpret information
from the interviewee in order to make a decision or take some action. On the other
hand, the interviewee has a duty to give the required information to the
interviewer.
3. Kinds of Interview
Wallace (1998: 146) classifies interview into three terms. They are:
a. Structured Interview
In this case, interview has a very tight structure, and in which the
questions will probably be read from a carefully prepared interview schedule,
similar to questionnaire but used orally. Structured interviews have therefore
most of the advantages and disadvantages of questionnaires. The main
disadvantage is that it obviously takes much longer to implement
questionnaires orally than in writing. The main advantage of this kind of
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interview is that misunderstanding, or lack of understanding, can be
immediately sorted out during the exchange.
b. Unstructured Interview
In this format of interview, an interview must have some kind of
structure otherwise it would simply be a conversation. It means that the
interviewer must have a research purpose in mind when initiating the
interview. Another necessary element of structure is that the interviewee must
know that he or she is taking part in an interview, and should preferably also
know what the purpose of an interview is. An unstructured interview can be
quite free-wheeling, without losing sight of the research purpose. Although
this type of interview may seem more casual, the interviewer must still be well
prepared and know the points he wants. This open-ended approach may
engender a relaxed atmosphere where personal data can be revealed which
might otherwise be withheld in a more formal setting.
c. Semi-structured Interview
This type of interview is a blend of the structured and unstructured
formats. There will almost certainly be a prepared interview schedule, but
most of the questions will probably be open questions. Semi structure
interviews therefore combine a certain degree of control with a certain amount
of freedom to develop the interview.
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USC Career Planning & Placement Center (http://careers.usc.edu) classifies
interview into:
a. Traditional Face-to-Face Interview
Most interviews are face-to-face. The most traditional is a one-on-one
conversation. The focus should be on the person asking questions. Maintain
eye contact, listen and respond once a question has been asked.
b. Panel/Committee Interview
In this situation, there is more than one interviewer. Typically, three to
ten members of a panel may conduct this part of the selection process. This is
the interviewer chance to put his or her group management and group
presentation skills on display. In panel interview, the interviewer should
maintain primary eye contact with the panel member who asked the question.
c. Behavioral Interview
The basic purpose of this type of interview is to find past behavior as
the predictor of interviewee’s future actions. It is usually used in job
interview. These types of questions may be asked in any interview format—
telephone, panel or one-on-one. With a behavioral question, the interviewer is
looking for results, not just an activity list. They are listening for names, dates,
places, the outcome and especially what your role was in achieving that
outcome. This type of question generally starts with the words “Give me an
example when...” or “Tell me about a time when…”
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d. Case Interview
In some type of interview, the interviewee is asked to demonstrate his
problem-solving skills. The interviewer will outline a situation or provide him
with a case study and ask him to formulate a plan that deals with the problem.
This is the only interview where it is fine, even encouraged, to bring a pad and
pencil. Most interviewers will allow the interviewee to take notes.
e. Telephone Interview
This is an interview which is conducted by telephone. It is usually used
in by organization in recruiting employee. It may be used as a preliminary
interview for candidates who live far away from the job site.
f. Group Interview
A group interview is usually designed to uncover the leadership
potential of prospective managers and employees who will be dealing with
customers. The front-runner candidates are gathered together in an informal,
discussion type interview. A subject is introduced and the interviewer will
start off the discussion. The goal of the group interview is to see how the
interviewees interact with others and how they use their knowledge and
reasoning to influence others.
g. Lunch/Dinner Interview
Lunch/dinner interview is conducted in the meal time. The same rules
apply at a meal as those in an office. The setting may be more casual.
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h. Stress Interview
This form of interview is usually used in job interview, especially in
sales positions and is rare today. The stress interview is usually a deliberate
attempt to see how the interviewee handles himself under pressure. The
interviewer may be sarcastic or argumentative, or may keep interviewee
waiting. The interviewer may also lapse into silence at some point during the
questioning. This may be an attempt to unnerve him.
Example stress interview questions:
1) Sticky situation: "If you caught a colleague cheating on his expenses, what
would you do?"
2) Putting you on the spot: "How do you feel this interview is going?"
3) Popping the balloon: "(deep sigh) Well, if that's the best answer you can
give ... (shakes head) Okay, what about this one ...?"
4) Oddball question: "What would you change about the design of the hockey
stick?"
5) Doubting your veracity: "I don't feel like we're getting to the heart of the
matter here. Start again - tell me what really makes you tick."
Based on the total amount of the participants, Dale (1997: 27) proposes
three types of interview:
a. One to one interview
The interview is conducted between an interviewer and an interviewee.
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b. Panel interview
The interview is conducted among an interviewee and some
interviewers.
c. Small group
Small group of interviewers can be used to conduct in-depth or
technical discussions with candidates. They also provide a means of involving
staff and key others in the process without giving them direct influence on the
appointment decision.
d. Sequential interview
Sequential interviews are very similar to small group interviews.
Several interviews are held, one following the other, and each is conducted by
one person who explores particular aspects, such as experience, technical
knowledge, managerial approaches, attitudes to quality, etc.
4. Some Activities for Practicing Interviews
According to Heilke in http://www.sasked.gov.sk.ca/docs/mla/assess, there
are some activities in practicing interview:
a. Teachers or students can identify possible jobs using want ads or government
publications. With a partner, student list questions that they anticipate may be
asked in a particular job interview. They write answers to the questions, and
then take turns role playing the interview. After each interview, they should
review their performance. Students can be chosen to role play good interview
technique for the entire class.
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b. At the beginning of a course, students prepare questions to ask a peer. They
interview the person and, with that information, introduce their partner to the
class. A variation would have students presenting an award to their partner
(e.g., most likely to succeed in the hockey world, the next Oscar-winning
actor, the top engineering graduate). Props, such as home made trophies, can
be presented.
c. Students can role play characters from literature and the media. For example,
Oprah interviews Polonius concerning the relationship between Ophelia and
Hamlet, or Jay Leno interviews Jem Finch ten years after To Kill a
Mockingbird ends.
d. With a partner, students can prepare and conduct a mock telephone interview
with a well-known author, sports figure, or literary character.
5. The benefit of Using Interview
Brown (1994: 178) states that interview for pair work enables the students
engaged in interactive communication for a short period of time with minimum
logistical problems. It means that interview invites the students to speak actively
because there is an interesting atmosphere among them. They can share their idea
freely without any pressure from the teacher or any fear of making mistakes.
Interview itself forces the students to speak actively. Interview is
considered as a popular activity for work pair, but also appropriate for group
work. Beside that, interview is useful at all levels of proficiency. At the lower
levels, interview can be very structured, both in terms of the information that is
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sought and the grammatical difficulty and variety. At the higher levels, interview
can probe more complex facts, opinion, ideas, and feelings. People use interview
to establish relationships through personal expression, to find out information, and
to compare views with others. It provides a means for sharing experiences and
solving problems.
The technique of interview can also be used as one of the type of cooperative
learning. McGroarty in Kessler (1992: 2) identifies six primaries benefits of
interview as one technique of cooperative learning for students. They are:
a. Increased frequency and variety of second language practice through different
types of interaction
b. Possibility for development or use of the first language in ways that support
cognitive development and increased second language skill
c. Opportunities to integrate language with content-based instruction
d. Opportunities to include a greater variety of curricular materials to stimulate
language as well as concept learning
e. Freedom for teachers to master new professional skills, particularly those
emphasizing communication
f. Opportunities for students to act as resources for each other, thus assuming a
more active role in their learning.
Kagan and Olsen in Kessler (1992: 7) also summarize the benefits of
interview as one of the type of cooperative learning in three major benefits,
they are:
a. Providing a richness of alternatives to structure interactions between students
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b. Addressing content area learning and language development needs within the
same organizational frame work
c. The variety of ways to structure student practice with lesson material increases
opportunities for individualized instruction, such as peer-provided
clarifications
From the explanation of the theories above, it is clearly stated that the
researcher uses interview to improve students’ speaking skill. The researcher uses
this technique by asking the students to be an interviewer and an interviewee.
Then, the students who pretend as the interviewer must ask questions as much as
possible in order to find required information related to the topic. At that time, the
interviewees have to answer the question. After that, they have to change their
position. Here, interview that is implemented is used to measure the students’
speaking skill in appropriateness, vocabulary, grammatical accuracy,
intelligibility, fluency, and relevance and adequacy of content.
C. Rationale
Speaking is a process in which the speakers express their idea to the
listeners. It is a complex skill, which requires a creative process of the speaker in
formulating what he is saying in a reciprocal exchange involving reception, and
production skill in which requires intelligibility, accuracy, appropriateness, and
fluency in its process. However, the results of teaching and learning speaking are
not satisfactory yet. The pre-research shows that the students’ achievement and
motivation in speaking is still low. As the result, the researcher proposes interview
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as a technique in classroom action research that is used to improve the students’
speaking skill. Interview itself is defined as a technique that is used to gain
information from the interviewee. The interview is an important means of
gathering data about one individual by another or others. It provides the vehicle
which allows one individual to express views and opinions to others in structured
ways. The main purpose of an interview is to enable the exchange of information
so that both parties are able to find the information conveyed in their
conversation.
Interview is believed as an effective technique that can improve
students’ speaking skill. There are several reasons how interview can improve
students’ speaking ability. Firstly, one of the characteristics of interview is
purposeful talk. It means that it is through language that learners come to
understand ideas. Thus, by giving them a wide chance in the form of interview, it
can improve the students’ speaking skill.
Secondly, in interview learning, students’ accountability is demanded.
Therefore, although a student doesn’t have willing to speak, he will be encouraged
by the situation in this learning since they are demanded to share the idea and
information with each other in order to complete the assignment. Thus, although
students work together, each is individually accountable to the group and the
teacher for completion of his/her own assignment or portion of it and for helping
others.
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In interview learning, there are a lot of interactions happened. Because it
offers a highly interactive learning experience, the interview strategy supports the
communicative approach in language teaching. Each student studies and rehearses
material with a specific purpose of mind: to be able to teach or tell to the others in
the group the main points and important details of his or her own piece of
information and then evaluate and synthesize it in order to learn or complete a
task. Thus speaking ability of the students can be improved.
D. Action Hyphothesis
Considering carefully the theory underlying speaking skill and interview,
the researcher proposes an action hypothesis: interview can improve the speaking
skill of the eleventh year students of SMA N 1 Surakarta in 2009/2010 academic
year.
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Setting
1. The Place of the Research
This classroom action research was carried out in SMA Negeri 1
Surakarta. This senior high school is located at Jl. Monginsidi No. 40 Phone
(0271) 652975 Fax (0271) 635227. The location of the class is in a quiet
settlement environment so it is conducive enough to study since it is not so
crowded. It is also a strategic place and easy to be reach since it is near from
highway. Actually, some buildings border SMA Negeri 1 Surakarta. There is SMP
Kristen 3 Surakarta in the north side, Universitas Kristen Surakarta on the east
side, residents’ houses on the south side and SMA Negeri 2 Surakarta on the west
side.
SMA Negeri 1 Surakarta has three grades of class. They are the tenth
grade, the eleventh grade and the twelfth grade. The tenth grade consists of 10
classes of SBI (Sekolah Bertaraf Internasional) and two classes of Acceleration.
The eleventh grade consists of three classes of social classes, seven classes of
science classes, and three classes of SBI classes. The twelfth grade consists of
three social classes and seven science classes. Each regular class consists of 36 up
to 40 students, while SBI an Acceleration classes consist of 26 up to 35 students.
Therefore there are many classrooms in SMA Negeri 1 Surakarta. Beside the
classrooms, there are many buildings in SMA Negeri 1 Surakarta. They are
44
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teacher office, headmaster office, administration office, library, computer rooms,
language rooms, laboratories, hall, cafeterias, and mosque.
SMA Negeri 1 Surakarta uses KTSP (Kurikulum Tingkat Satuan
Pendidikan) curriculum as the basis of teaching and learning processes.
Instructional processes are done in six days from Monday up to Saturday. The
students start to learn from 07.00 a.m. and they finish the lesson at 13.45 p.m. on
Monday, Tuesday, Wednesday, Thursday and Saturday. While on Friday, they
finish it at 11.00.a.m. SMA Negeri 1 Surakarta has a good accreditation and
achievement because it is regarded as the best school in Surakarta.
2. Time of the Research
The research was carried out since April 2009 – January 2010. This
research was conducted from the time the writer did pre-research, did the
research, and up to the time when she wrote the thesis.
The complete schedule of the research is provided in the table below:
No. Activity Time of Research
1.
2.
3.
4.
5.
6.
Preparation of the research
Pre Observation
Taking the data of the research
Writing report
Preparation of examination
Examination
April-June 2009
August-September 2009
Sept - Nov 2009
Dec 2009 - Januari 2010
January 2010
28 January 2010
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B. The Subject of the Research
The subject of the research was the eleventh grade students of SMA
Negeri 1 Surakarta. The second grade students of SMA Negeri 1 Surakarta are
divided into seven science classes, three social classes, and three SBI classes.
Each of science classes consists of 36up to 40 students, while social and SBI
classes consist of 26 up to 35 students. In this research, the writer chose class XI
IA 4 as the subject of the research. This class consists of 37 students: 20 boys and
17 girls.
The students of XI IA 4 come from different social backgrounds.
Economically, they are classified into medium to high level. Most of their parents
work in institution and business. Psychologically, the students of XI IA 4 are far
from under pressured condition. They are cheerful and free from threatening
situation, even though there are some students who are shy to actively participate
in teaching and learning process.
The researcher chose class XI IA 4 as the subject of the research based
on a fact that several of the students were clever and very active while the others
were very passive in teaching learning process. It means that the students’
motivation in learning was still low because they had low desire in studying
English. Besides, there was evidence from the pre-test that their achievement in
speaking was not too good. The researcher conducted the study through teaching
and learning process by employing interview in teaching speaking. In this
research, the researcher was as the teacher and the real English teacher there was
the observer in the research process.
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C. The Method Of The Research
The research method used in this study is Action Research (AR). Mills
(2000: 5) proposes action research as systematic inquiry done by the teachers or
other individuals in teaching or learning environment to gather information about
and subsequently improve the ways their particular school operates, how they
teach, and how well the students learn.
Based on the above statements, it can be concluded that action research
is an attempt to improve something in which participants examine their own social
or educational practices systematically and carefully using the technique done by
the teachers or in collaboration of teachers and researchers by means of their own
reflection upon the effect of those action. The fundamental objective of action
research is to improve practice rather than to produce knowledge. It is carried out
to feed practical judgment in concrete situations.
There are many advantages of conducting action research. They are as
follows:
1. The teacher will be more challenged to solve the problem
2. It gives opportunity for the teacher to adapt the theory which they
get in the practices.
3. The result of the study is more significant.
4. It brings the research (research finding) that is really needed in the
classroom
5. It gives opportunity for the teacher to do the professional practices.
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6. It gives scientific process in practices needed to solve daily
problems.
In this research, action research was undertaken in order to solve the
problems that appear in teaching English during the teaching and learning process
in the classroom. The purpose of the research is to improve the students’
motivation and achievement in learning English and can give the best solution
from the problem that appears during the teaching and learning process on the
eleventh grade of IA 4 of SMA Negeri 1 Surakarta, especially in speaking skill.
This class Action Research is carried out by the teacher herself as researcher.
D. Procedure of Action Research
Kemmis and McTaggart in Burns (1999: 32) state that the procedure of
each step in this research can be explained as follows:
1. Identify a Problem Area
In this research, the problems were identified by using three techniques
as follows:
a. Pre observation
The observation aimed to know the model of class, management and
students’ behavior during the teaching and learning process faced
during teaching and learning process.
b. Interviewing the teacher and the students
The aim of the interview was to know what problems faced by the
teacher and the students.
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c. Pre- Test
The students were given pre-test to know their speaking skill.
2. Planning the Actions
After knowing the problems and the cause of it, the next step is
planning the action. It is stated as follows:
a. Deciding the topic or the material. The topic used in this research
was narrative text.
b. Making lesson plan and designing the steps in doing the action
c. Preparing sheets for classroom observation (to know the situation of
teaching-learning process when the technique is applied).
d. Preparing teaching-aids (pictures, games, etc.)
e. Preparing camera (to take the pictures of the teaching and learning
process)
f. Preparing post-test (to know the improvement of the students’
speaking skill)
3. Implementing the Action
The real implementations were generally presented as follows:
a. The researcher prepared materials containing some exercises and
practices taken and adapted from the books source.
b. The researcher distributed copied material according to the number of
the students.
c. The researcher gave short explanation and guided the students to
understand, practice and do the exercise of interview technique.
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d. The researcher gave examples of interview that would be performed
for other students in the class.
e. After ensuring that all students had understood, interview could be
played in pair or in a group.
f. The researcher and the students made a discussion, reviewed materials
and gave some evaluation.
g. The researcher the students’ feeling and their comment dealing with
interview technique that had been performed.
4. Observing/ Monitoring the Action
The classroom action research was carried out by the researcher herself
as the teacher of English class. The researcher used test, observation, and
interviews to the students as the consideration to make a decision dealing with
the next steps.
5. Reflecting the Result of the Observation
In this step, the researcher as teacher made an evaluation and
investigation towards what she had observed in order to find out the strengths
and weaknesses of the teaching activity that had been carried out.
6. Revising the Plan
Based on the weaknesses of the activities that have been carried out
using interview in teaching speaking, the researcher revised the plan for the
next cycle. The results of this reflection were used to revise the general plan of
the next cycle. By doing the reflection, the researcher would find a new plan
to teach the students better.
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E. The Technique of Collecting Data
In this classroom action research, the researcher collected the data
using qualitative and quantitative method. The quantitative data was collected
from the students’ speaking score, while qualitative data consisted of
observations, interviews, and document analysis. They are explained as
follows:
1. Test
A test is a systematic procedure for observing one’s behavior and
describing it with the aid of numerical device or category system. The
researcher tested the students by oral test consisting of pre test and post
test. In this research, the researcher used guided technique of explanation
by telling their favorite story (in pre-research), telling the story of video
given (in the post-test 1), and by telling their favorite movie (in post test 2)
and oral interview test. The oral interview test was given after they
presented their explanation. The questions of this interview consisted of
five questions containing questions about the characters of the story, the
reason why he or she liked it, the most favorite character in the story
completed with the reason, and some questions related to the story. The
items of test were enclosed.
2. Observation
Observation is a kind of activities in action research that enables
researchers to document and reflect systematically upon classroom
interactions and events, as they actually occur rather than as we think they
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occur. During the implementation of interview technique in the teaching
speaking, the researcher was an active participant teacher and also
observer. She observed the process of teaching and learning. The
observation itself was done five times. The result of the observation was
written in the form of field notes. Field notes are descriptions and accounts
of events in the research context that are written in relatively factual and
objective style. The researcher made note to all activities during the
lesson, and noted the students’ reaction and response to the learning.
3. Interview
The researcher made interview to the teacher and the students. In the
pre-research, the researcher made interview to them in order to know what
problems faced especially in speaking. Interview to the teacher was done
once in the library. The researcher also interviewed two students in the
classroom three times. The first interview was done in the multimedia
room, while the second and the last interviews were done in the classroom.
The first interview was done in the pre-research in order to know the
students’ problem in speaking skill, while the second and the third
interviews were done in the process of teaching and learning process and
at the end of the research in order to know the students’ improvement in
speaking skill.
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4. Document Analysis
Examining documents can help researchers to complement other
observations by building a richer profile of the classroom for the research.
Documents can also give insight into the theoretical and practical values
(in Burns, 1999: 140). Documents collected in this research were
photographs, students’ worksheet, lesson plan, and list of students’ pre-test
and post-test results.
F. Technique of Analyzing Data
The data were analyzed to get conclusion of each cycle. There are two
kinds of data. They are qualitative data and quantitative data. The qualitative data
were analyzed by using interactive model analysis, while the quantitative data
were analyzed by comparing the results of the tests.
In analyzing the data in the form of qualitative method, the researcher used
interactive model analysis. The researcher used model of analysis involving
collecting the data, reducing the data, presenting the data and drawing conclusion
(Miles and Huberman in Slamet, 2006: 140). After the writer collected the data,
she reduced and presented the data. When reducing the data, the writer rejected
the meaningless data. It was followed by presenting the data; it means that the
writer presents about the data systematically and logically, so the meaning of
every event is clear. In the end of collecting the data, the researcher tried to verify
the data based on reduction and data presentation.
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Meanwhile the quantitative data were presented in the form of mean score.
The quantitative data were analyzed by calculating the mean of pre-test and post-
test. Pre-test refers to a measure or test given to the subject prior to the
experimental treatment, while a post-test is a measure taken after the treatment has
been applied. Then, the hypothesis of this research was tested by comparing the
mean score of pre-test and post-test. It is done to compare the students’ speaking
skill before and after each cycle or the result of pre-test and post-test showing
whether or not there is improvement in speaking skill. The mean of the pre-test
and the post-test can be calculated with the formulas as follows:
=xN
x∑ N
yy ∑=
in which:
x = means of pre-test scores
y = means of post-test scores
N = the number of students
Data Collection
Data Reduction
Conclusion
Data Display
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CHAPTER IV
RESEARCH FINDING AND DISCUSSION
The objectives of this research are to get the information in some terms.
The first is to find out the effectiveness of interview technique to improve
students’ speaking skill in the eleventh grade of SMA Negeri 1 Surakarta.
Secondly, the research is to observe the phenomenon that takes place when the
teacher teaches speaking through interview. The third, the research is to evaluate
the strengths and the weaknesses of interview in teaching speaking. The research
is conducted in several cycles. Every cycle in this research consists of series of
steps, namely identifying the problems, planning the action, implementing the
action, observing or monitoring the action, evaluating and reflecting the result of
the observation, and revising the plan.
A. Introduction
As elaborated in chapter I, there were some problems found in teaching
English for students of XI IA 4 in SMA Negeri 1 Surakarta. The main problem
faced by the students was the lack of performance in speaking English. Motivation
in speaking English is still low too. Consequently, their low motivation would
affect their speaking performance. If the performance of speaking is low, it can be
drawn a conclusion that the result or achievement in learning English itself is low
too.
55
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The students admitted that there were problems in learning speaking.
Most of students in XI IA 4 said that they found difficulties in learning speaking.
Based on the interview to the teacher and some students and observation, it is
found that the students’ ability in speaking in SMA Negeri 1 Surakarta is still low
because there is strong interference of the students’ mother tongue in the way they
speak. In addition, students are afraid in making mistakes in speaking. Their
motivation in speaking English is not good too.
The difficulties of speaking skill were caused by some reasons. The
causes came from the students. They are lack motivation in speaking English. One
of the reasons making learning speaking failed was that the students’ assumption
that English is a difficult subject to be mastered. They had an argument that the
problem causing the lack ability to master English are the influence of Indonesian
organ of speech. They thought that Indonesian people cannot speak as well as
native speaker because both have the different system in organ of speech. Then,
they also regarded vocabulary and grammar as the other difficult things in
mastering speaking English.
On the other hand, the lack performance of speaking English is also
caused by no practice in speaking. One of the students explained that actually he
had ever tried to speak with his mates in order to increase his fluency in speaking.
However, the environment did not support him because their friends did not give a
good feedback in speaking English. Although he had spoken using English, his
mates replied his speech in Indonesia.
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Considering the facts above, the writer proposed interview as a
technique to overcome the problems in speaking English. Interview can solve the
problems in learning speaking. It provides enjoyable classroom situation.
Interviews demand the students to speak actively. It implies that the students are
involved in every activity in the speaking class. In a common teaching and
learning process, it is a teacher who becomes the only active participant,
especially in speaking activity. However, by having an interview, teacher will
invite students’ intention to speak. It will also useful for making the teaching and
learning process becomes more active. Interview is considered as a popular
activity for work pair, but also appropriate for group work. Beside that, interview
is useful at all levels of proficiency. At the lower levels, interview can be very
structured, both in terms of the information that is sought and the grammatical
difficulty and variety. At the higher levels, interview can probe more complex
facts, opinion, ideas, and feelings.
There were some targets which the researcher expected to achieve by
conducting the action for the improvement of students’ speaking skill. Firstly, the
researcher wanted to create interesting circumstances in the classroom. Secondly,
the researcher hoped to be able to attract students’ curiosity and enthusiasm in
teaching and learning process by developing students’ motivation to be more
active and to participate in all teaching activities. Thirdly, the researcher wanted
to improve students’ speaking skill.
Based on the problems arouse and the targets that the researcher
expected to achieve, the writer decided to carry out a new technique; that is
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interview in discussing material. Through classroom action research, she hopes
students’ speaking skill can be improved and their behavior during the teaching
learning process can be changed. The implementation of this research was held in
two cycles. Each cycle included two meetings. The writer could not extend the
cycles of implementation to be three or more cycles because there was no more
time provided.
B. Research Implementation
The research was done in two cycles. The first cycle was held in three
meetings while the second meeting was held in two meetings. Each meeting took
90 minutes. All meetings in the first cycle discussed narrative text. The first
meeting in the second cycle discussed narrative text too, but the second meeting
of the second cycle discussed hortatory exposition. The timetable of the research
is presented in table below:
Cycles Meeting Date Time of the research
1st cycle
1st meeting 2nd meeting 3rd meeting
Wednesday, October 14th 2009 Wednesday, October 28th 2009 Wednesday, October 4th 2009
90 minutes 90 minutes 90 minutes
2nd cycle 1st meeting 2nd meeting
Wednesday, October 11th 2009 Wednesday, October 18th 2009
90 minutes 90 minutes
Every cycle consisted of a series of steps consisting of making the
overall plan, implementing the action, observing or monitoring the action,
reflecting the action, and revising the overall plan.
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1.Cycle 1
a. Planning the action
After finding the facts that the students’ achievement in speaking
decreased because of their low motivation in learning English, the researcher
planned to improve students’ achievement and motivation in speaking by
choosing a technique to solve the problems. She decided to use interview as
the technique. She believed that teaching English trough interview will
improve the students’ motivation in learning and change their interest in
learning English. Finally it will affect the increase of students’ achievement.
Then the researcher designed the Lesson Plan, students’ worksheet which is
suitable with the syllabus. She also prepared the materials supporting the
action like observation sheet and camera. The instructional was implemented
by the researcher herself.
b. Implementing the Action
1) First Meeting (09.35 a.m – 11.00 a.m)
a) Opening
The first meeting was conducted on October 14th 2009 at 09.30
until 11.00. In this meeting, the topic was narrative text. At the beginning
of the meeting, the researcher came in to the multimedia laboratory
because this room is supported with the best teaching and learning aids.
Before the teaching and learning activities began, she told that they would
use multimedia lab. So, when she arrived at that room, all students had set
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calmly in their own chair. Then, she greeted the students. After that, she
checked students’ attendance in order to know who was absent in that
day. After checking the attendance, she asked the students about some
stories that had ever been heard by them. First, she asked Danar. Danar
mentioned Snow White, Cinderella, and Malin Kundang. The researcher
continued to ask another student. She asked the volunteer to mention, but
no one answered. Then, she asked Ali. Ali answered “Apa ya Bu? Final
Destination.” The researcher gave a feedback based on this answer by
asking a question “Have you watched that movie?” He answered “Yes”.
The researcher replied “Tell me about that!” Ali said hesitantly
“Waduh..saya nggak bisa cerita. Panjang soalnya. Bu guru nonton
sendiri saja.” The researcher asked another student to tell the movie of
Final Destination 4 but no one told.
Because no one had an intention to tell the story, the researcher
went back to the previous topic that was the examples of narrative. One
of the student named Rinda mentioned Joko Tarub and Sleeping Beauty.
“Could you tell us about the story of Sleeping Beauty?” asked the
researcher. Rinda answered “Kalau Snow White aja boleh gak Mbak?
Saya lebih familiar dengan cerita Snow White daripada Sleeping
Beauty.” The researcher answered “OK. Go ahead. Use English, please!”
Then, Rinda told a story titled Snow White in front of the class. She spoke
confidently. However, sometimes she stopped her speech in the middle of
her story because she did not know the appropriate words for telling the
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story. After hearing the story of the Snow White told by Rinda, the
researcher asked the students to give applause. Then, she told them the
topic that day. They would study narrative text.
b) Main Activity
After stating the topic that would be studied that day, the
researcher presented some pictures about Cinderella as the material. The
students observed pictures provided on the LCD projector. “Do you know
the title of the story of the pictures above? What does the story tell
about?” Some students answered the question together so that they made
some noisy. The researcher asked them to answer it individually. No one
answered. Then, she chose Nico to answer the questions. “It is
Cinderella… It tells…the life of Cinderella with her stepmother.” The
researcher gave another question “How many characters are in the story
of Cinderella?” Some students answered “Five, Miss!” Some of them
answered “Six.” Then, the researcher asked the students to mention the
character. She asked the volunteer to answer. However, no one answer.
Then, she chose Lis Murtini who answered that the characters of
Cinderella story were Cinderella, her step mother, her two step sisters,
and the prince.
After discussing the pictures of Cinderella, the researcher
played the video song of Cinderella. While it was played, the students
paid attention to it. They were very interested on it. Sometimes, they
made a voice such as “hu…” while the video showed a romantic scene
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between Cinderella and the prince. After that, the researcher interviewed
some students about what the story tell about. One of the students
interviewed was Afiah. The transcript of interview between Afiah and the
researcher is written below:
Researcher : “How many characters in the video, Afiah?”
Afiah : “Six.”
Researcher : “Who were they?”
Afiah : “Cinderella, 2 stepsisters, a stepmother, the
prince, and the price’ guard.”
Researcher : “Is there any other actor?”
Afiah : “No.”
Researcher : “Then, who helped Cinderella to go to the ball?”
Afiah : “Oh, ya. Ibu peri. Maaf lupa.”
Researcher : “What do you call “ibu peri” in English?”
Afiah : “I don’t know.”
Then, the researcher asked the rest of the class about the word
for “ibu peri” in English. They answered “fairy god mother”. After that,
the researcher asked a student named Fajar Bayu about the characteristics
of Cinderella and her stepmother. He answered “Cinderella is beautiful
and kind, but her stepmother is cruel and evil.” After that, she asked him
“Is there any character in the story? He answered “Yes. I like fairy god-
mother.” She gave feedback “Why do you love her?” Fajar replied
“Because she always helps Cinderella in her time of need.” She asked
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again “ Are you sure that the fairy god-mother always help Cinderella in
her time of need?” Fajar answered hesitantly “Yes. She helps Cinderella
when that girl will go to the ball.” The researcher commented “However,
she did not help her in doing a lot of works given by the cruel
stepmother.” Fajar smiled “Oh, iya ya.”
The researcher then gave a worksheet for the students. It was a
transcript of the story of Cinderella based on the video that would be
played next. The transcript consisted of some paragraphs with
uncompleted sentences. The students’ job was to find the suitable word
based on what they would hear in the video. Then, she played the video.
It was played three times.
The class activity was continued with the discussion about the
answer of the uncompleted sentences. After that, the researcher gave 5
questions to the students sitting on the left side and 5 questions to the
students sitting on the right side. Their job was to interview their mates
about the answer of the questions given to him/her. So, their job was not
too difficult since each of them only answered 5 answers in order to find
the overall questions (10 questions). The main aim of this activity was to
interview their mates in order to find the complete questions and answers
of the story. In this stage, students had to interview his or her mate in
order to find the answer of the provided questions. They had to cooperate
with their partners by doing the interview well. However, some students
did not do the task and just talked in bahasa Indonesia. The researcher
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reminded them to talk in English and they began to speak in English. This
activity made the condition of the class to be crowded. After finishing this
task, the students and the researcher began to discuss the answer.
The next activity in that meeting was similar to the previous
lesson. However, the researcher used song of “Love Story” instead of
“video story about Cinderella” as the material. This second material was
more interesting than the first one since students could sing in this
session. This activity was also followed by the interview of each student
to his/her mate in order to complete all questions and answers.
c) Closing
In the closing session, the researcher asked the students whether
they were happy in that meting. They answered “yes”. Then, the
researcher also asked whether they were sleepy. They answered “no”.
After that, she gave some tips in catching information provided in
listening form. Next, she said goodbye and left the multimedia laboratory
together with the students.
2) Second Meeting (09.35 a.m – 11.00 a.m)
a) Opening
The second meeting was conducted on October 28th 2009 at
09.30 until 11.00. In this meeting, the topic was narrative text. At the
beginning of the meeting, the researcher came in to the class. Then, she
greeted the students. After that, she checked students’ attendance in order
to know who was absent in that day. Next, the teacher talked about
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“deception” as the topic they would learn. Then, the teacher talked about
the students’ experience about deception. She asked the students to
interview his or her mates about his or her experience in deception. After
that, the researcher made interview to some students about his or her
mate’s experience. When the researcher interviewed several students, a
few of them could not answer the question fluently. After that, the teacher
began the lesson of that day by asking the students to discuss about the
synonym and antonym in pairs.
b) Main Activity
The main activity of this meeting began with the activity of
reading a text entitled “Why Does the Cock Eat the Millipede?” Since the
material about narrative text had been studied in the level of tenth grade,
she just asked the students about the generic structure. She also asked one
of the students to mention the significant lexicogrammatical features.
Researcher : “Do you still remember the generic structure of
narrative text?”
Students : “Yes Miss.”
Researcher : “Can you mention it? Is there any body who
want to answer? Irham please.”
Irham : “It consists of orientation, complication, and
resolution, Miss.”
Researcher : “What is the complication of this passage?”
Irham : “Em…the cock’s horn was stolen by the dragon.”
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Researcher : “Supposing that you are the cock, what would
you do to make the horn back?”
Irham : “I will borrow….the bird’s wings…and go to the
heaven to follow the dragon. Then, I…will….ask
my horns back.”
The next activity was answering the questions related to the text.
The questions itself was divided into three types. The first type was
True/False Question. In this activity, the researcher and the students
discussed the questions and answer together in order to find whether the
statement was true or false. This activity run fast because there just five
questions that must be answered. Although they often argued the best
answer, the discussion was done well.
The second one was an order to find the moral value of the test.
Each student had their own opinion about the moral value or the message
of the text.
Researcher : “What is the moral value of the passage? Is there
any body who want to answer? Fajar please…”
Fajar : “According to me,… the moral value is that we
have to return everything that we borrow.”
Researcher : “How can you say that?”
Fajar : “Umm… If we do not return the thing that we
borrow,…we will make other people lose. Umm…
Like in this story. Because the dragon did not return
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the horn,..umm…he breaks the relationship between
the cock and the millipede.
Researcher : “What about you, Vignasari?”
Vignasari : “The moral value of the story is…umm…we have
to keep our…friendship.”
Researcher : “Can you explain more about keep the
relationship?”
Vignasari : “In my opinion, the dragon…did not keep his
relationship…with the millipedes. He…betrayed
him. It gives bad effect to the millipedes. Because
of that, ….the cock hate millipedes. He started to eat
the millipedes.”
The last questions were given in the form of questions word
containing reading comprehension about the text itself. Then, in finding
the answers from the students, the researcher did not only ask the answer
itself, but also his or her way in finding it.
Researcher : “Let’s answer the question no 1. Why didn’t the
cock have horns on his head? (No one answer).
Arafi please…”
Arafi : “Because the horns were stolen by the dragon,
Miss.”
Researcher : “Where did you find the answer?”
Arafi : “It is stated in the first…and in the last paragraph.”
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Researcher : “According to you, did the dragon steal the the
horns? In the passage, it is stated that he just
borrows the horns.”
Arafi : “Minjam tanpa kembali namanya juga mencuri,
Miss.”
This activity continued to the other questions. When the
students did not know the English word that they want, they often used
bahasa Indonesia. Next, researcher and the students discussed another text
titled “Miss Mole Catches a Ghost”. She asked one of the students to read
the text first. Then, she read the passage again in order to correct some
mistakes in pronunciation and to explain some part of the text that was
difficult to be understood. Because there was not enough time to discuss
the passage, the text was analyzed in a short time. After that, the students
were asked to find the synonyms of words provided.
c) Closing
In the closing session, the researcher asked the students whether
they understood the material about narrative. They answered “yes”. No
one asked questions. Next, she said goodbye and left the classroom.
3) Third Meeting (09.35 a.m – 11.00 a.m)
a) Opening
The third meeting was conducted on November 5th 2009 at
09.30 until 11.00. Like the previous meeting, the topic was still narrative
text. At the beginning of the meeting, the researcher came in to the class.
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Then, she greeted the students. After that, she checked students’
attendance in order to know who was absent in that day. Next, she asked
the students to review the previous lesson. A student named Dwi
Wahyuningrum raised her hand and did it. After giving a direction to Dwi
Wahyu to present her knowledge about narrative text, the researcher
asked the rest of the class to ask many problems faced by them relating to
the narrative text. Because no students had a problem, she asked her why
narrative text used Past Tense. Dwi answered “Because it tells the past
event”. Then, the researcher asked the difference between narrative and
recount. She could not answer it. The researcher asked another student to
answer. Nico raised his hand. He answered that recount told real
experience while narrative told a fictitious event. The researcher asked
another student to add some of their knowledge about the difference
between two texts. However, no one answered. Finally she told that the
difference was laid on the social function of the text. Narrative was used
to amuse the readers, while recount was used to give information
happening in the past.
b) Main Activity
The researcher asked the students to read a text titled “The
Shoemaker and the Elves”. There were 5 students asked to read it. Each
student read 1 paragraph only. As usual, she asked the volunteer to read
the first paragraph. Billy raised his hand. He read the first paragraph.
After finishing it, she asked the volunteer again. Some students propose
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his or herself to read the text. Then, Arafi, Alfiah, Fuad, and Ervin read
the second, the third, the fourth, and the last paragraph. After that, the
researcher repeated reading the text of the Shoemaker and the Elves in
order to correct the students’ pronunciation. Then, they discussed the
generic structure and language features of the text. She used interview
technique in gaining the information from the students. Then, the activity
was continued by discussion about some new words provided.
Researcher : “You have read all the paragraphs in the passage.
So, now please find the synonym or the definition of the words provided.
What is the definition, or synonym, of exclaim here?”
No one raised their hand.
Researcher : “Just answer. Speak please!”
Amanda answered the question.
Amanda : “Berseri, Miss.”
Researcher : “What is berseri in English? We have to find the
synonym or definition, not the meaning.”
Amanda : “Oh iya, lupa. May I open my alfalink?”
Researcher : “Yes, you may.”
Amanda opened her electric dictionary for a while, then
answered the question.
Amanda : “Exclaim means to say something suddenly and
loudly because you are surprised, annoyed,
excited, etc.”
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Researcher : “Good. Can you give an example of sentences
using the word exclaim?”
Amanda : “I am exclaim because he disturbs me.”
Researcher : “What is the part of speech of the word exclaim?”
Amanda : “Maksudnya apa Miss? Part of speech itu apa?”
Researcher : “Jenis kata. ‘Exclaim’ itu kata benda, atau sifat,
atau kerja, atau keterangan?”
Amanda : “Kata kerja?”
Researcher : “Kalau kata kerja berarti….?”
Amanda : “Berarti apa Miss? Oh..berarti my sentence is
wrong. I exclaim because he disturbs me.”
Then, it continued with the discussion of other words. After that,
the researcher gave some questions in order to know the students’
comprehension about the text. First, she asked the students to discuss in
group. Each group consisted of 4 students. Second, she interviewed one
of the students in each group about their answer. The first group consisted
of Devi, Rinda, Ika, and Citra. The example of the interview was written
below:
Researcher : “Based on your own opinion, describe the elves’
appearance!”
Rinda : “Ehm..elves are handsome. They look like
Orlando Bloom in the film Lord of the Ring.”
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Researcher : “How could you know that elves are
handsome?”
Ika : “Of course from that film. Legolas is handsome.
So elves are handsome.”
Researcher : “Who is Legolas?”
Ika : “Orlando Bloom in that film.”
The class activities were continued with the discussion to the
other answers of the questions.
Then, 20 minutes before the class was over, the researcher gave
them a game. The games named “I want to know you more”. First, she
asked one of the students to come forward to be interviewed by the rest of
the class. She chose Aditya. The interview happened funnily since there
were some students asking questions about his girlfriend and his personal
life. One of the students asked “Why do you love Anindya?” the students
laughed. Aditya just kept silent and smiled. Then, he said “Because
Anindya is beautiful and smart.”
After Aditya, the next person who had a chance to be
interviewed was Danar. He was asked by Ali.
Vignasari : “Why do you leave SBI class and join this class?”
Danar : (smiled) “Because I think I am better study here. I
can’t follow the lesson there.”
Ali : “Why does your face seem older than your age?”
All the students in the class laughed.
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Danar : “I don’t think so. But it is true if your face is older
than me…I mean than mine.”
After him, there were no more students as the interviewee
because the bell would ring soon and they had to finish their lesson.
c) Closing
In the closing session, the researcher asked the students whether
they understood the material about narrative. They answered “yes”. No
one asked questions. Then, she asked one of the students to re-tell what
they have learnt that day. Next, she said goodbye and left the classroom.
c. Observing and Monitoring
In monitoring the implementation of interview in teaching speaking, the
researcher used test, observation, and interviews to the students as the
consideration to make a decision dealing with the next steps. The test was
given in the form of post-test one. The observation was done simultaneously
when teaching and learning process happened. The observation was made
based on the field notes that written by the researcher. Then interviews were
taken from the conversation that taken place in teaching and learning process.
Actually, the improvement of speaking aspects could be seen clearly
from the first posttest’s score. The score of post-test one increased from the
score of pre-test. The mean score of pre-test was 1.23, while the mean score of
post-test 1 was 1.49.
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ASSESSMENT CRITERIA FOR PRE-TEST
Appropriateness Adequacy of vocabulary for purpose
Grammar accuracy Intelligibility Fluency
Relevance and adequacy of
content 1,11 1,22 1,32 1,14 1,19 1,39
Mean score = 1.23
Compare with the table of Post Test 1 below:
ASSESSMENT CRITERIA FOR POST-TEST
Appropriateness Adequacy of vocabulary for purpose
Grammar accuracy Intelligibility Fluency
Relevance and adequacy
of content 1,70 1,50 1,45 1,27 1,41 1,58
Mean score = 1.49
Overall activities in the first cycle were well done. The use of video and
song in the first meeting encouraged students to be active since the materials
were interesting. They did not feel asleep. They seemed happy too. The
activity in the second meeting also demanded them to think creatively to build
the suitable question to get the missing part of the text. This activity actually
had the same concept with the previous one that the students had to exchange
information with their friend in order to complete an incomplete text by
conducting question and answer activity in pairs. Then, the activities in the
third meeting also invited the students to speak actively since the game
provided was interesting.
In the cycle 1, there were three meetings. In the teaching and learning
process, interviews were used to improve the speaking skills. The aims of this
activity were to provide an opportunity for the students to speak a lot and to
apply the patterns of questioning and answering in a real conversation. The
students were given exercises that must be done in pairs and in groups. Based
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on the observing and monitoring, it is known that the students become more
active and motivated in learning English through interview. The students co-
operatively corrected their friends’ mistakes. They had intention to answer
teacher’s question without being pointed too. The second finding is that the
students could apply the question and answer pattern to gain some information
from their friends well. The third finding is that the situation of the class was
also relaxed and fun. Although there were some students who looked confuse
and boring. It happened because some of the students thought that the
information as the guidelines for the questioning and answering activity were
actually usual ones. However, a few students still did an unfair thing, for they
often used their L1 in asking and answering questions.
The result in cycle I was not satisfying yet because there were some
weaknesses during the implementation of the action. Some students were still
passive during teaching learning process and some of them made mistakes in
pronouncing the words. They were ashamed and afraid to give their opinions.
Moreover, interview is a technique that requires more participation from the
participants. In practicing this technique, the students usually made a noise
which disturbs the other class. This condition caused the students out of
control. Besides, there were some students who used mother tongue in
practicing interview.
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d. Reflection
1) Analyzing the strengths and the weaknesses
After observing and analyzing the result of the observation in cycle I, the
writer and the English teacher reflected several positive results and some
weaknesses in the first cycle. They were described as follows:
a) The Strengths
(1) There was an improvement of students’ speaking skill. It was
proven by the improvement of the post-test result. The students’
mean score in post-test 1 was 149. It increased 0.28 point from
1.23.
(2) Students tended to be more active in speaking English. When
they were given a question, they answered it without a necessity
to be pointed anymore. So, it can be concluded that there was an
improvement of students’ behavior in teaching and learning
process. The students did the task and assignment actively either
in-group or in-pair.
b) Weaknesses
(1) Some students were still passive in teaching and learning
process.
(2) Some students tended to interview their friends by using their
mother tongues.
(3) In practicing interview, the students tended to be noisy. The
students tended to make noisy when discussing the answer of the
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task. Therefore, it was needed to give warning to the students
who were noisy.
2) Recommendation
Based on the observation results above, the researcher thought that it was
necessary to conduct the second cycle. To solve the problems that appeared in
cycle I, the researcher revised the plan in order to complete the next cycle so
the weaknesses would not occur anymore. The plan in cycle II would be more
focus on students’ participation in interviewing, improving students’ behavior
from passive to be more active, and decreasing the use of mother tongue in
interview.
2.Cycle 2
a. Revised Plan
In this cycle, the researcher planned to solve the problems in the first
cycle by focusing students’ participation in interviewing, improving students’
behavior from passive to be more active, and decreasing the use of mother
tongue in interview. The researcher expected the students’ motivation and
achievement increased; therefore, the objectives of the study can be achieved.
Before doing the second cycle, she prepared the lesson plans. Post-test also
would be given in the end of the cycle.
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b. Implementing the action
1) The first meeting (09.30 am-11.00 am)
a) Opening
The first meeting of the second cycle was conducted on November 11th
2009 at 09.30 until 11.00. In this meeting, the topic was still narrative text. At
the beginning of the meeting, the researcher came in to the class. Then, she
greeted the students. After that, she checked students’ attendance in order to
know who was absent in that day.
b) Main Activity
In this meeting, the researcher explained that some of narrative text
contained direct indirect speech and conditional sentences. She explained the
nature of these two terms. Actually, they had mastered the nature of those two
terms. Thus, she did not need to explain it in detail. At the end of the
explanation, she gave some exercises related to the materials.
To give a further comprehension about the nature of direct indirect
speech and conditional sentence, the researcher asked the student to change
sentences from direct to indirect speech and to compose conditional sentences
based on the fact provided. They had to do it in group. The direct sentences
that would be changed into indirect speech and the fact that would be changed
into conditional sentences were made by the students themselves. The
sentences were really based on the fact about their daily life. The example of
the decision about the sentences that would be changed was provided below:
Dibyo : “Apa yang mau ditulis ini? Conditional dulu ya.”
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Danar : “What is the topic?”
Dibyo : “About our hobby.”
Danar : “What is your hobby?”
Dibyo : “My hobby is playing football.”
Danar : “Ok. That’s for no 1. Ehm… I do not go to the movie
because I have no money. That’s for no 2. Do you
agree?”
After doing the exercises, the students asked the researcher to make a
game in order to reduce their tiredness. After ensuring that the students had
understood the concept of Direct Indirect Speech and Conditional Sentences
by asking their difficultness of those two terms, the researcher gave a game.
The name of the game was “If I were you”. In this game, she asked the
students to find friends who had similar face with Valentino Rossi, Sule,
Susilo Bambang Yudhoyono, Zainuddin MZ, Dewi Persik, Shahrukh Khan,
Cinta Laura, and Mr. Bean. The students chosen had to pretend as the person
stated above. After arguing about who would be the actors, finally they chose
Ali Ridho as Valentino Rossi, Danar Wijanarko as Sule, Rian Adi Negoro as
SBY, Yudhistiro as Zainuddin MZ, Ika Wahyu as Dewi Persik, Billy as
Shahrukh Khan, Dwi Wahyuningrum as Cinta Laura, and Dibyo as Mr. Bean.
However, Ika Wahyu and Dwi Wahyuningrum would not come in to the front
of the class. So, Ali, Danar, Rian, Yudhistiro, Billy, and Dibyo acted as the
actors mentioned before in a talk show while the rest of the class acted as the
audience of it. They were free to ask many questions related to the actor’s life.
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The actors themselves were free to answer the questions based on their own
opinion.
The first question came from Anggita to Ali as Valentino Rossi. She
asked why he joined Yahama. Ali answered “because Yahama selalu terdepan.
I like this jargon. It brings a winning for me because Yamaha make me selalu
di depan in every competition.” One of the students set behind asked him “But
your motorcycle is not Yamaha.” Many students laughed because of this
question. Ali replied “I have a lot of motorcycle in my house. I will ride the
newest edition of Yamaha 500cc tomorrow.” The class laughed again because
of his answer.
It was continued with other interviews among the students. It happened
among Rian Adi Negoro as Susilo Bambang Yudhoyono and the audience.
Nike : “What will you do as the principal in this country to solve
our educational problem?”
Rian : “Emm… I will give 50% from our 20% of educational fee
to make the school free and to send some students to study
abroad.”
Teguh : “Why should we study abroad? We have some good
universities here.”
Rian : “Of course to improve our knowledge.”
Researcher : “So, you think that their educational system is better that
us?”
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Rian : “I do not mention it. By studying abroad, we can
exchange our knowledge so that we can improve it.”
Researcher : “Oh, I see. Is there any feedback for our principal, Mr
Rian Yudhoyono?”
One of the students named Bita raised her hand.
Bita : “May I ask personnel question, Miss?”
Researcher : “Go ahead.”
Bita : “Mr Yudhoyono, what is your intention in the future when
you were in the elementary school?”
Rain : “I want to be a doctor.”
The class laughed. One of the students said “Hu.. Itu bukan cita-cita Pak
SBY, cita-cita Rian sendiri.” There still more interviews happened. All of
these activities of interviewing among the students with interesting topics
provided an unstressed situation so that every student was encouraged to
speak actively. The interviews itself flew smoothly. Some funny questions and
answers provoked them to laugh sometimes. In sum, the techniques run
happily.
c) Closing
In the closing section, the researcher explained again the concept of
direct indirect speech and conditional sentences again. Then, she said goodbye
and left the class.
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2) The second meeting (09.30 am- 11.00 am)
a) Opening
The second meeting of the second cycle was conducted on November
18th 2009 at 09.30 until 11.00. In this meeting, the topic was hortatory
exposition text. At the beginning of the meeting, the researcher came in to the
class. Then, she greeted the students. After that, she checked students’
attendance in order to know who was absent in that day. At that day, the
researcher took the genre of hortatory exposition because the teacher asked her
to do so.
b) Main Activity
In this meeting, she asked the students to make a text containing an idea
provided in group. Since there were seven topics and 37 students, the class
was divided into 5 groups consisting of 6 students and a group consisting of 7
students. With others member of the group, they had to make an explanatory
text based on their opinion about the topic. The topics were:
Topics
a) Smoking is bad.
b) The school must be started at 06.30.
c) Police in Indonesia must be revised.
d) Television is bad.
e) Uniform is not needed in Senior High School.
f) Internet is good.
g) Hand phone should be banned for Senior High School.
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The discussions were rather noisy because each member of the group
had his or her opinion. The discussion itself consumed almost 30 minutes.
After making text containing students’ opinion based on their own topic,
the students were asked to present their result of discussion in front of the
class. The first group was Anindya’s group. Her group consisted of Bita,
Anindya, Nike, Devi, Lis Murtini, and Ayu. They presented about the topic
“Smoking is bad”. The leader of the group, Anindya, presented the text. She
was quite good in presenting the material. Although she read almost all the
text, she had a good rhythm and pronunciation in reading it.
After the presentation, there was a discussion about it. Some students
gave an opinion that smoking was good for our financial since it yielded much
profit. However, this group still believed that smoking is bad in the name of
health’s sake. The conversation happened were written as follow:
Audience 1 : “What is your main reason so that you say that smoking is
bad?”
Presenters : “Cigarettes are not good for our health. We know that it
hurts our lungs. It may cause cancer too.”
Audience 2 : “But it gives a lot of income to our country. Indonesia is a
poor country. And we get a lot of profits from the cigarette
payment.”
Presenters : “Indonesian people have to change their habit from doing
smoking to another activity.”
Audience 2 : “Can you give the example of activities that you mean?”
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Presenters : “For example chewing candy.”
The discussions of the first presentation run for almost 15 minutes. After
finishing the presentation, all members of the first group come back to their
own chair. The rest of the class gave applause to them. Then, it continued with
the second topic that was discussed by Dipta’s group. They presented the topic
“Television is bad”. His group believed that television is bad.
Audience 1 : “I do not agree with your result discussion. According to
me, TV is very important because it provides news from all
over the world for us.”
Presenters : “Yes, we agree with your statement that television also
provides news for us. However, it most of TV program just
broadcast unimportant program such as sinetron. It does not
give benefits for us.”
Audience 2 : “So, how can we get news if television is banned?”
Presenters : “We still have many others source, for example radio,
daily newspaper, or internet.”
Audience 2 : “May I give my objection?”
Presenters : “Yes please.”
Audience 2 : “According to me, television is similar to internet. So, it is
not fair of the government prohibit the TV program but
internet is still free.”
Presenter : “So, television and internet should be banned.”
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There was a long “huu…” after the presenters saying their opinion. One
of the students in the corner said “Aku ora meh ngangkat kowe dadi pejabat
nak gitu ya. Ra bakat dadi wali kota. Moso TV karo internet dilarang” The
students in the class laughed because of hearing that comment. Then the
researcher asked “Who speaks?” Boys in the corners pointed Ali as the person
who said the statement. The researcher asked him to express his feeling
toward presenters’ statement in English. He answered “According to me, the
internet and TV should not be banned because they give important information
for us.” The researcher asked “What should you do if the government does
that?” He smiled and said “Demo nu!”
The presentation still finished 5 minutes later. They still argued the
importance of TV for our life. The presenters said that television was not good
since it gave a bad effect for the audience, especially students. However, the
rest of the class agreed that television is good since it provided much
information for us. News, knowledge, and new technology were presented
through TV.
c) Closing
After these presentation and discussion, the bell rang. The researcher,
then, explained that the two of text were exposition. She also explained that
debate is the example of exposition. Before left the class, she evaluated the
presentation. At this stage, the researcher evaluated the overall project. First of
all, she complimented the students’ work, especially about their efforts in
interviewing the sources. Then, she gave her comments toward the students’
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work. It included the product and also the language. This activity was very
important because through this activity the students could know the strength
and weaknesses of their works. As the result, they could do the better works in
the future. Finally, she said goodbye to the students and left the class.
c. Observing and Monitoring the Action
In monitoring the implementation of the second cycle, the researcher still
used tests, the observation, and interviews to see the effect of conducting the
second cycle. There was a second post test held in order to know the
improvement of their speaking skill. The observation was taken from field
notes of implementing the action. Then, interviews were based on the
conversation between students and the researcher in conducting teaching and
learning process.
Generally, the improvement of speaking aspects could be seen from the
result of the post-test 2 score. The score of the post-test 2 increased from the
score of the post-test 1. From the six aspects of speaking that had been
explained in this research, most of them were improve in their score. The
improvement of six aspects and their reflection of the teaching and learning
process can be explained as follows:
ASSESSMENT CRITERIA FOR PRE-TEST
Appropriateness Adequacy of vocabulary for purpose
Grammar accuracy Intelligibility Fluency
Relevance and
adequacy of content
1,11 1,22 1,32 1,14 1,19 1,39 Mean score = 7.37/6 = 1.23
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ASSESSMENT CRITERIA FOR POST-TEST 1
Appropriateness
Adequacy of
vocabularyfor
purpose
Grammar accuracy Intelligibility Fluency
Relevance and
adequacy of content
1,70 1,50 1,45 1,27 1,41 1,58 Mean score = 8.26/6 = 1.49
Compare with the table of Post Test 2 below:
ASSESSMENT CRITERIA FOR POST-TEST 2
Appropriateness
Adequacy of
vocabularyfor
purpose
Grammar accuracy Intelligibility Fluency
Relevance and
adequacy of content
1,89 1,60 1,49 1,32 2,14 2,19 Mean score = 10.62/6 = 1.77
There are some findings found from observing and monitoring this
cycle. The first is that the instructional process of the meetings in the cycle 2
ran better than in the first cycle. The researcher could do the job better. She
could manage the class well. In the first meeting of the second cycle, she gave
an interesting game that provokes every student to speak actively. In the
second meeting of the cycle 2, the teacher then divided the students into some
groups and gave them a challenge to make and presented their feelings and
opinion of a topic given. The groups that did not present their text were
required to give questions, suggestions, or objections to the presenters’
opinion. It ran like a debate or talk show with a lot of participants; the
presenter as the interviewee, and the audiences as the interviewers.
The second finding is that all of the students got a turn to speak. The
researcher actually found differences on students’ enthusiasm between the first
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cycle and the second cycle. Many more students actively participated in the
interview session. Relax and fun situation gave a big contribution in making
them become active. Besides, they answer question directly without being
pointed. In addition, interesting topics in the first meeting and question and
answer session after each presentation in the second meeting could make the
class climate more alive. They had proposed themselves to ask and answer
question. They had been brave too give objection too. Besides, the use of l1
was decrease.
Next, it is also found that some negative points happened in the second
meeting. Some students read their text when they presented it. It made their
speaking unnatural and boring. However, from overall observation, it can be
sum that they have been active in the teaching and learning active. Their
achievement in speaking is improved too. The phenomenon of reading
material in the presentation held in the second meeting in the second cycle is
only caused by the lack mastery of the material that must be presented.
d. Reflecting the Result of the Observation
Based on the observation results that were gathered in field notes and
post-tests, the researcher reflected the result of the action in the second cycle.
There were some positive results reflected in the second cycle. Some positive
results were as follow:
1) The students who were passive getting more active when they were
interviewing. They brave to answer the task confidently. Moreover, they
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did not feel shame to speak anymore. They actively participated in
learning process.
2) Most of the students were able to increase their speaking skill.
3) The teacher could manage the class better than the first cycle. Although
some students were noisy and disturbed the other students, but the number
of them was decrease in the second cycle. In the other hand, most students
made noise in the class because they had discussion of the task given by
the teacher. The teacher asked the students not to speak loudly.
4) The use of mother tongue in interview was decrease.
5) There was an improvement on students’ speaking score. Thus, it can be
concluded that teaching speaking by using interview encouraged and
attracted the students to be more active in teaching and learning process.
Through interview, the students could get a chance to practice their
English in real communication. The students showed more improvement
on speaking and behavior. There was also an improvement in achieving
each aspect of speaking in the final posttest.
Considering about the facts of some improvement dealing with teaching
speaking through interview above and no time to conduct more cycle, finally
the researcher decided not to revise the next plan and stopped the cycle.
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C. Discussion
Teaching English in senior high school has the objective to develop
communicative competence. It means that the students are able to understand and
produce oral and written text which is realized in four language skills namely
listening, speaking, reading and writing. Therefore, English is directed to improve
students’ language skills so they can communicate in certain level of literacy.
However, teaching speaking English in senior high school faces some
difficulties. The difficulties will cause some failure in teaching and learning
process. One of the reasons making the failure is that the technique used by the
teacher is not effective for the students. Besides, there must be enough time to
practice the conversation in order to fulfill the requirement of communicative
competence. Considering about the problem, the teacher needs the appropriate
technique to enhance the students’ interest in teaching and learning process. So it
will improve their speaking skill.
One of the appropriate techniques in teaching English for senior high
school students is interview. Interviewing between and among the students can
provide an unstressed classroom. Brown (1994: 178) states that interview for pair
work enables the students engaged in interactive communication for a short period
of time with minimum logistical problems. It means that interview invites the
students to speak actively because there is an interesting atmosphere among them.
They can share their idea freely without any pressure from the teacher or any fear
of making mistakes. Interview itself is not only considered as a popular activity
for work in pair, but also appropriate for group work. Besides, interview is useful
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at all levels of proficiency. At the lower levels, interview can be very structured,
both in terms of the information that is sought and the grammatical difficulty and
variety. At the higher levels, interview can probe more complex facts, opinion,
ideas, and feelings. People use interview to establish relationships through
personal expression, to find out information, and to compare views with others. It
provides a means for sharing experiences and solving problems.
Based on the theories above, there are some advantages and contributions
using interview in teaching and learning English. Interview can be effective
technique to teach English. They enhance students’ interest and motivation. As the
result, their achievement is improved too. The observation results of field notes
supported by interview with students and photograph show that there is
differences students’ interest before and after the teacher implements the action.
There are two findings to the research questions. The first is the
improvement on the students’ speaking skill, including the appropriateness,
adequacy of vocabulary for purpose, grammar accuracy, intelligibility, fluency,
and the relevance and adequacy of content.
On the appropriateness aspect, the students achieve the improvement for
they have to find and learn the material for each topic before coming to the class.
They had exercised their conversation with their friends. They also had known the
way in presenting and speaking in front of the class. For example, they had known
the strategy to make it more polite; by greeting and apologizing first before
asking.
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On the adequacy of vocabulary for purpose aspect, the students also
achieve the improvement. Actually, at first vocabulary became a serious problem
for the students who obstructed them in speaking. It is because they have very low
vocabulary mastery. But, through interview, they can solve the problem. It
happens because every time the students are obstructed by a certain word, their
friends will directly help them, so they can feel secure during their speaking
performance. Beside that, interview demanded them to learn many vocabularies
outside the class. If they would not feel ashamed in their speech they had to learn
many vocabularies as much as they can.
Grammar accuracy also becomes a serious problem for the students; since
they have poor grammar mastery. It is even harder to be solved because the
students do not have any willingness to learn by themselves outside the class. But,
during the interview, the students can solve the problem together. For example,
when one of the students makes a wrong sentence, the other will help her
correcting the sentence. So, she can notice her mistakes.
The students’ speaking fluency also can be improved through interview.
Interview creates a condition that requires the students to speak actively. They had
to answer questions given. They also had to give a feedback to their friends’
answer. This made them become familiar in speaking English. It makes their
speech much more fluent. The second factor is because their problems dealing
with grammar and vocabulary have been solved, so they can speak more fluently.
The next is the improvement on the intelligibility aspect. As the other
aspects of speaking have been improved, covering the vocabulary mastery,
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grammar mastery, appropriateness, and fluency aspects; the students can speak
much more intelligible. It is indicated by the utterance they produce that can be
accepted by the rest of the class. So, the class can be interactive and fun.
The relevance and adequacy of content of the students’ speech is also
improved. It is because they often trained their conversation with other friends.
They had used to speak English everyday. Therefore, the content of their speaking
are really relevance and adequate since they had been familiar with such
conversation.
The other indicator of the improvement of the students’ speaking skill is
their score of the speaking test. The mean score of pre-test 1 is 1.23; it increased
on post-test 1 that it becomes 1.49. Then, it increased again in the mean score of
pre-test 2 that is 1.77. It means that their score increase.
The second finding is the improvement of the students’ motivation in
speaking. They are encouraged to speak English since they had enough time to
practice. Interview demanded them to speak actively. They made a conclusion that
it is improper to answer English question in the form on bahasa Indonesia. So,
they always try to answer each question in English. It is indicated by the
interactive activity in some sessions of the class, the students’ willingness to
speak every time they get turns to speak, and even they raise their hands before
the researcher pointed them. Another change is on the students’ feeling. Providing
fun activity and secure class condition, in fact, can reduce the feeling of
nervousness of the students when joining the speaking class.
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Then, many events happened when interview was implemented in teaching
speaking. Most of them supported the effectiveness of interview in enhancing
students’ speaking skill. It can be seen from the evidence that the students’ role in
learning process was increase. Interview makes the students to be active in
speaking English since it forced the students to speak. Interview between and
among the students can create an interesting atmosphere in the classroom too. The
conversation happened was natural since the students are familiar with
communicating using English.
From the over all explanation, it can be said that employing interview in
teaching speaking brought many advantages. When employing interview, students
showed many positive behaviors that can help the process of achieving speaking
skill. The advantages that can be taken from employing interview were:
1. Interviews are motivating, therefore they can motivate the students to be
better,
2. Interviews invite the students to speak actively,
3. Interviews involve equal participation from both slow and fast learners,
4. Interviews in pairs or in groups contribute to an atmosphere of healthy
competition in a non-stressful situation,
5. Interviews can be used in any language teaching situation and with any skill
area whether reading, writing, speaking or listening,
6. Interviews provide immediate feedback for the teacher,
There were also disadvantages in employing interview in teaching
speaking. Sometimes, interview resulted noisiness that can make the students out
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of control and disturb other classes. However, this noisiness can be reduced by
managing the class well. Besides, interview conducted between two students or
among the students in group also has a tendency to be done in the mother tongue.
Generally, employing interview was useful in teaching speaking. The
students’ mean score in doing tests was one of proofs that interview can improve
students’ speaking skill. The great students’ involvement in joining the class also
supported the activeness of employing interview. There were also many
advantages than disadvantages in employing interview. Therefore, it is not
necessary to put interview in doubt to improve students’ speaking skill. It is
proven that interview can improve students’ speaking skill, especially for the
students of XI IA 4 in SMA N 1 Surakarta.
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
This chapter discusses the conclusion of the research, the implication, the
suggestion for the English teachers, the institutions of education, the students and
to the other researchers. The research is about improving speaking skill by using
interview.
A. Conclusion
Based on the discussion in the previous chapter, a conclusion can be
drawn that interview can improve students’ speaking skill. It is viewed from the
conclusion of answering research questions. Research questions are covering the
questions:
1. Does teaching speaking using interview improve students’ English speaking
skill in SMA N 1 Surakarta?
2. What happen in the class when interview is employed in teaching speaking
skill in SMA N 1 Surakarta?
3. What are the strengths and weaknesses of implementing interview in
improving students’ speaking skill in SMA N 1 Surakarta?
The first is “Does teaching speaking using interview improve students’
English speaking skill in SMA N 1 Surakarta?” After the researcher analyzed the
result of action research which has been conducted, it can be concluded that the
implementation of interview can improve students’ speaking skill. The
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improvement of students’ speaking skill is supported by the result of the test
score. The mean of pre-test score is 1.23 and it improves to 1.49 in post-test 1. It
increases up to 1.77 in final post-test. From the test result, it shows that there is an
improvement of students’ speaking skill after the researcher conducted the
research.
The second is “What happens in the class when interview is employed in
teaching speaking skill in SMA N 1 Surakarta?” The researcher draws conclusions
from the students’ roles. The students’ roles are more focused on the involvement
of some certain activities. The students’ activities are discussing the task with
their group, answering the questions enthusiastically, opening up the dictionary
voluntarily, practicing interview enthusiastically, and giving comment on
interview. Besides, based on the observation, interview makes the students to be
active in speaking English. Moreover, interview between and among the students
can create an interesting atmosphere in the classroom. The conversation was
natural since the students are familiar with communicating using English.
Through interview, the students give more participation in responding or even
answering the teacher’s questions in teaching and learning process because they
often practice their English with their friends.
The third is “What are the strengths and weaknesses of implementing
interview in improving students’ speaking skill in SMA N 1 Surakarta?” From the
explanation and also based on the theory above, it can be concluded that there are
some advantages and contributions of using interview in teaching speaking.
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Interview can be an effective technique to teach speaking English. The strengths
are:
1. Interviews are motivating, therefore they can motivate the students to be
better,
2. Interviews invite the students to speak actively,
3. Interviews involve equal participation from both slow and fast learners,
4. Interviews in pairs or in groups contribute to an atmosphere of healthy
competition in a non-stressful situation,
5. Interviews can be used in any language teaching situation and with any skill
area whether reading, writing, speaking or listening,
6. Interviews provide immediate feedback for the teacher,
However, there were also disadvantages in employing interview in
teaching speaking. Sometimes, interview resulted noisiness that can make the
students out of control and disturb other classes, but, this noisiness can be reduced
by managing the class well. Besides, interview conducted between two students or
among the students in group also has a tendency to be done in the mother tongue.
B. Implication
It is necessary for English teachers to choose appropriate techniques in
teaching speaking. The use of interview is very effective to improve students’
speaking skill. Practically, interviews are a suitable technique to use in teaching
and learning process. Through interviews, the students become learners that are
more active.
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Based on the data analyzed of the research, there is an improvement in
teaching speaking by using interviews. It implies that interviews can be called as
an effective technique in teaching speaking in the level of second grade of senior
high school.
C. Suggestion
The results of the study show that interview can improve students’
speaking skill. Based on the result above, the researcher hopes that this study will
provide benefits in English teaching and learning process. Dealing with the study
that has been conducted by implementing interview in teaching speaking, the
writer would like to propose some suggestions. Hopefully, the suggestions will be
useful for teachers, students, other researchers and educational institutions.
1. English teachers
Teaching speaking is not an easy work since lots of students think
that speaking is the most difficult skill to be learned. Consequently, teachers
will face many obstacles during the teaching and learning process. Therefore,
they should be clever in choosing the appropriate techniques that can both
change their students’ attitude towards writing and improve their students’
writing skill. One of the ways they can use is by implementing interview
technique in teaching speaking. In implementing this technique, teachers
should give the simple examples of good practices of interview. Teachers can
also use many types of interview so that the students can practice this
technique in pair or in group.
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2. Students
The most important factor in implementing certain technique is
students’ participation. The students have to be more active and motivated to
learn English. The students not only can study English in the class but also can
study everywhere and every time. They can practice English in their daily life.
3. Other researchers
This study is just one of the efforts in increasing the students’
motivation and achievement, therefore; the researcher hopes that the finding of
this study will be used as a starting point of the future research on similar
problems for the other researchers.
4. Schools or educational institutions
The schools or the educational institutions should provide some
activities like teacher training that can improve the quality of the teachers in
teaching English. Besides, it is suggested that schools should motivate the
teachers to do an action research in order to solve the problems faced by them.