teaching speaking skill through interview...

THESIS

TEACHING SPEAKING SKILL THROUGH

INTERVIEW TO THE EIGHTH GRADE STUDENTS

OF SMP PGRI 9 DENPASAR IN ACADEMIC YEAR

2013/2014

LISTRIYANA

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2014

ii

HESIS

TEACHING SPEAKING SKILL THROUGH

INTERVIEW TO THE EIGHTH GRADE STUDENTS

OF SMP PGRI 9 DENPASAR IN ACADEMIC YEAR

2013/2014

LISTRIYANA

NPM. 10.8.03.51.31.2.5.3702




DENPASAR

2014

iii

PRE-REQUISITE TITLE

TEACHING SPEAKING SKILL THROUGH INTERVIEW

TO THE EIGHTH GRADE STUDENTS OF SMP PGRI 9

DENPASAR IN ACADEMIC YEAR 2013/2014

Thesis

As Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree in English Education Study Program

Faculty of Teacher Training and Education

Mahasaraswati Denpasar University

LISTRIYANA

NPM. 10.8.03.51.31.2.5.3702




DENPASAR

2014

iv

APPROVAL SHEET

1

This thesis entitled “Teaching Speaking Skill through Interview to the

Eighth Grade Students of SMP PGRI 9 Denpasar in Academic Year 2013/2014”

has been approved and accepted as partial fulfillment for the Sarjana Pendidikan

degree in English Education Study Program, Faculty of Teacher Training and

Education, Mahasaraswati Denpasar University.

Approved By

Advisor I Advisor II

Dr. Drs. I Made Sukamerta, M. Pd. Ni Made Wersi Murtini, S.Pd., M.Pd.

NIP. 19550507 198203 1003 NPK. 82 8810 336

v

APPROVAL SHEET

2

This thesis has been examined and assessed by the examiner committee of

English Education Study Program, Faculty of Teacher Training and Education,

Mahasaraswati Denpasar University in the oral examination on 14th

February

2014.

Chief Examiner

I Komang Budiarta, S.Pd., M. Hum.

NPK. 82 8208 306

Examiner I Examiner II

Dr. Drs. I Made Sukamerta, M.Pd. Ni Made Wersi Murtini, S.Pd., M.Pd.

NIP. 19550507 198203 1003 NPK. 82 8810 336

vi

STATEMENT OF AUTHENTICITY

The researcher hereby declares that this thesis is her own writing, and it is

true and correct that there is no other’s work or statement, except the work or

statement that is referred in the references. All cited works were quoted in

accordance with the ethical code of academic writing.

ACKNOWLEDGMENT

First of all, the researcher would like to express her great-sincere gratitude

to the Almighty God, Allah SWT, His everlasting blessing and mercies so that this

thesis could finally be completed on the due date.

vii

His tremendous gratitude further goes to his first and second advisor, Dr.

Drs. I Made Sukamerta, M.Pd. and Ni Made Wersi Murtini, S.Pd., M.Pd. who

have already guided her and shared their briliant ideas for the improvement of the

for thesis. In addition, she would like to thank their helpful guidance and

correction during the writing of the thesis.

In addition, she also wishes to share out her gratefulness to the

Headmaster of SMP PGRI 9 Denpasar for his permission and of course the eighth

grade students of SMP PGRI 9 Denpasar for their kind assistance during the

process of gathering the data needed for the present study.

Next, she is also deeply indebted to her parents, beloved sisters, Sri Azryah

and my twin sister, Listriyani and bestfriends for their love and support so that she

is able to complete her study succesfully. They furthermore share their moral

support during the process of writing the thesis.

Finally, she would like to dedicate this thesis to the love of her life, my

beloved mother, Murniyani, who have given her prayer, love, affection, fidelity,

devotion and tremendous support during the process of writing the thesis.

Moreover, They are the “heart” that makes the researcher can stand and face

toward every obstacle of life.

Denpasar, 15th

February 2014

The Researcher,

Listriyana

ABSTRACT

Listriyana. (2014). Teaching Speaking Skill Through Interview to The Eighth

Grade Students of SMP PGRI 9 Denpasar in Academic Year

2013/2014. The First advisor: Dr. Drs. I Made Sukamerta, M.Pd. and

the Second Advisor: Ni Made Wersi Murtini, S.Pd., M.Pd.

viii

One of language skill aspects which is very important in yielding creative,

critical and smart future generation is speaking skill. This skill should be taken

into account in the teaching learning process. However, the phenomenon existing

in schools clearly shows that speaking becomes one of the subjects which is not

really interesting for sudents because they felt speaking English is quite difficult.

The undertaking of the present classroom action research was mainly intended to

figure out whether interview technique can improve the subjects’ speaking skill.

The subjects of the present study was the eighth grade students of SMP PGRI 9

Denpasar in academic year 2103/21014. The subjects of the study consisted of 48

students; 22 females and 26 males. Based on the result of the pre-test which was

carried out in the pre-cycle, it pointed out that the subjects’ ability in speaking

was categorized as insufficient. The present classroom action research was then

carried out through interview technique in two cycles. The result of the post-test

in each cycle obviously showed that there was significant improvement

concerning the subjects’ ability in speaking skill in which it improved from the

level of insufficient to good. This research furthermore showed that there was

changing learning behavior as the result of the positive responses concerning the

technique applied in improving the subjects’ speaking skill. To sum up, the

present classroom action study proved that interview technique could improve

speaking skill of the eighth grade students of SMP PGRI 9 Denpasar in academic

year 2013/2014; in addiction, the subjects also responded positively the

implementation of interview technique.

Keywords: teaching, interview, speaking Skill.

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TABLE OF CONTENTS

COVER ..................................................................................................... i

INSIDE COVER ....................................................................................... ii

PRE-REQUISITE TITLE .......................................................................... iii

APPROVAL SHEET 1 ............................................................................... iv

APPROVAL SHEET 2 .............................................................................. v

STATEMENT OF AUTHENTICITY........................................................ vi

ACKNOWLEDGMENT ............................................................................ vii

ABSTRACT ............................................................................................. viii

TABLE OF CONTENTS ...... ..................................................................... ix

LIST OF TABLES .... ................................................................................. xi

LIST OF GRAPHS ... ................................................................................. xii

LIST OF APPENDICES ....... ..................................................................... xiii

CHAPTER I INTRODUCTION ............................................................. 1

1.1 Background of the Study ............................................. 1

1.2 Research Problem .......................................................... 2

1.3 Objective of the Study .... ............................................. 3

1.4 Limitation of the Study ... ............................................. 3

1.5 Significance of the Study ............................................. 4

1.6 Definition of Key Term ............................................... 4

CHAPTER II THEORITICAL AND EMPIRICAL REVIEW .............. 6

2.1 Theoritical Review ........................................................ 6

2.1.1 Speaking Skill ..................................................... 6

2.1.2 Interview ............................................................. 9

2.1.3 Assessing Speaking ............................................. 11

2.2 Empirical Review ......................................................... 17

2.3 Hypothesis .................................................................... 18

x

CHAPTER III Research Method ............................................................... 19

3.1 Subject of the Study ........ ............................................. 19

3.2 Research Design ........................................................... 19

3.3 Research Procedure ...................................................... 21

3.3.1 Planning .............................................................. 21

3.3.2 Action ................................................................. 22

3.3.3 Observation ........................................................ 23

3.3.4 Reflection ............................................................ 23

3.4 Research Instrument ...................................................... 23

3.5 Data Collection .............................................................. 24

3.6 Data Analysis ................................................................. 25

3.7 Success Indicator ........................................................... 28

CHAPTER IV FINDING AND DISCUSSION ....................................... 29

4.1 Finding .......................................................................... 29

4.1.1 Pre-Cycle ............................................................. 29

4.1.2 Cycle I ................................................................. 31

4.1.3 Cycle II ............................................................... 32

4.2 Discussion ..................................................................... 41

CHAPTER V CONCLUSION AND SUGGESTION ............................ 45

5.1 Conclusion ................................................................... 45

5.2 Suggestion ................................................................... 47

REFERENCES .................................................................................... 49

APPENDICES

xi

LIST OF TABLES

Table 2.1 The Assessment of Speaking Skill ............................................... 15

Table 3.1 The Scoring Rubric to Assessment the Students’ Performance ... 25

Table 4.1 Tabulation of Data Indicated the Students’ Improvement in

Speaking Skill through Interview Technique ............................... 35

Table 4.2 Summary of the Research Findings Showing the Mean of Each

Test and the Grand Mean for Cycle I and Cycle II .................... 37

Table 4.3 Tabulation of Data that Showed the Subject’s Motivation in

learning speaking through Interview Technique .......................... 38

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LIST OF GRAPHS

Graph 4.4 Depicting the Subjects Progressing Ability in Speaking Skill

through Interview Technique ....................................................... 43

Graph 4.5 Graph Showing the Subjects’ changing Behavior, Interest, and

Motivation in Speaking Skill through Interview Technique in Cycle

II .................................................................................................. 44

xiii

LIST OF APPENDICES

Appendix 1 Name List of the Subjects VIII.5 Class ......................... 50

Appendix 2 Pre-test ............................................................................. 52

Appendix 3 Lesson Plan Session 1 ....................................................... 53




Appendix 7 Post Test 1 ........................................................................ 78

Appendix 8 Post Test 2 ........................................................................ 79

Appendix 9 Kuesioner ........................................................................ 80

Appendix 10 Biography ....................................................................... 83

1

CHAPTER I

INTRODUCTION

1.1 Background of the Study


critical and smart future generation is speaking skill. By mastering speaking skill

the students will be able to express their thought and feeling intelligently based on

the situation and context when they speak about the language.

Speaking is one of skills in English. Speaking is very important for people

in looking for jobs because spoken English is one of qualification if we want to

find the job. Speaking in front of the people is very important so that we can

communicate each other. Speaking English is one of the most important things in

communication and it is used as a tool of communication among the nations in all

over the world. As an international language, English is very important and has

many interrelationships with various aspects of life owned by human being. In

Indonesia, English considered as the first foreign language and taught formally

from elementary school up to the university level.

In modern era speaking English is very universal thing so that it can make

people to be able to interact and communicate easier eventhough we come from

different countries in the world. Many people have ability to speak in front of

other people. By speaking with the people from different countries, people are

able to know what happens in the world. People in the world use English to

communicate each other and use speaking to interact each other too. So

communication and speaking cannot be seperated because they are connected

each other. People are be able to communicate in English after they have learned

2

it. It can be learned especially in the school where the students can focus their

study to learn it. The aim to study English at school is not only for achieving good

marks.

Meanwhile, the empirical study on the field shows almost same

phenomena. This case shows that the speaking skill of junior high school students

is still low; moreover, the diction is still poor. In interviewing some students in the

classroom, they talked with variation languages based on their mother tongue and

combined with Indonesian language in teaching and learning process was running

well. The last problem is students are not provided with complete and good

facility in their school. So, it will be difficult for them to learn speaking skill.

In school curriculum, many subjects about speaking can be taught by using

speech, conversation etc. But today in junior high school, interview, is a subject

that has been learnt by students because the interview is an interactional

relationship, both informant and interviewer are engaged in an ongoing process of

making meaning (Kvale, 1996:357). Interview was done by two or more people to

know the fact about some cases. We can teach students in junior high school to be

more confident in speaking in front of the people by using interview strategy. We

can support them to improve their skill in speaking so that when they work

somewhere they know how to speak well especially when they have an interview.

1.2 Research Problem

Speaking skill of junior high school students is still low; moreover, the

diction is still poor. In interviewing some students in the classroom, they talked

with variation languages based on their mother tongue and combined with

Indonesian language in teaching and learning process was running well. The last

3

problem is students are not provided with complete and good facility in their

school. So, it will be difficult for them to learn speaking skill.

Based on the background of the study that has been described above, the

research question can be formulated as follows: to what extent can speaking skill

of the eighth grade students of SMP PGRI 9 Denpasar in academic year

2013/2014 be improved through interview?

1.3 Objective of the Study


critical and smart future generation is speaking skill. Nowdays, students must

master speaking skill because by mastering speaking skill the students will be able

to express their thought and feeling intelligently based on the situation and context

when they speak about the language.

In view of formulating problem, this study is intended to answer the

research question that has been previously formulated and determined. In line

with this rationale, the present study intended to find out whether or not the

speaking of the eight grade students of SMP PGRI 9 Denpasar can be improved

through interview.

1.4 Limitation of the Study

On account of this fact, challenges related to speaking conversation faced

by the subjects of this study are definitely too broad and complex to be dealt

within a single study. Accordingly, in the present class action study the

researcher, limited investigation in improve the speaking skill through interview

with the topic such as: travelling and holidays, personal life and finding job and

4

researcher limited the subjects which is to the eight grade students of SMP PGRI

9 Denpasar in academic year 2013/2014.

1.5 Significance of the Study

The findings of the present research study are expected to have both

theoritical and practical importance to the teaching and learning process in

English especially in teaching speaking and also the result of this study is

expected to be valuable for the teacher and students.

1. Theoretically

The result of the study may give the information in acquiring English; this

research also informs the readers that there are many ways of students in

teaching speaking skill.

2. Practically the result of the study is expected to be as follows:

a. For the teacher, this study can be used to improve the students speaking

skill in the classroom or out of the classroom.

b. For the students, this study can be used to improve their speaking skill in

practically because they need great effort to build the communicative

competence. In improving their speaking skill they shoul practice it either

in the classroom or out of the classroom.

1.6 Definition of Key Term

To avoid problem misunderstanding and misinterpretation of the research

finding, the researcher would like to explain and define the key terms used.

1. Speaking skill is the interactive process of constructing meaning that involves

producing, receiving and processing information.

5

2. Interview strategy is an interactional relationship between both informant and

interviewer which are engaged in an ongoing process of making meaning

(Kvale, 1996:357). Students do interview activity with three friends, who is the

first as an interviewer, the second one as an interviewee, and the last one as a

reporter who summarizes the interview.

3. SMP PGRI 9 Denpasar is a junior high school which is located in Jalan Gatot

Subroto VI J Denpasar Dauh Puri Kaja, Denpasar Utara.

6

CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

In theoretical review, the researcher want to explain about interview,

speaking skill, and assessing speaking.

2.1.1 Speaking Skill

Speaking skill is the interactive process of constructing meaning that

involves producing, receiving and processing information. When someone speaks,

he or she interacts and uses the language to express his or her idea, feeling and

thought. He or she also shares about the information to other through

communication.

Classroom activities develop learners skill to express themselves through

speaking, it seems is an important component of language skill. The students face

many problems in learning this skill so that the teacher should help the students to

solve this, such as giving students some instructions by using easy language,

avoid using beyond language than your students and keeping the students use the

target language. Students should learn to speak the second language by interacting

to others. In this case, students should master several speaking components such

as: comprehension, pronunciation, grammar, vocabulary, and fluency. In brief,

English teacher should be creative in developing their teaching learning process to

create good atmosphere, improve the students speaking skill, give attention to the

speaking components and make the English lesson more interesting.

7

It is now very clear that fluency and accuracy are important goals to pursue

in CLT (Communicative Language Teaching) while fluency may in many

communicative language course be an initial goal in language teaching, accuracy

is achieved to some extents by allowing the students to focus on the elements of

phonology, grammar, and discourse in their oral circle output. Communicative

language teaching makes use of real-life situations that necessitate

communication. The teacher sets up a situation that students are likely to

encounter in real life. The communicative approach can leave students in suspense

as to the outcome of a class exercise, which will vary according to their reactions

and responses. The real-life simulations change from day to day. Students'

motivation to learn comes from their desire to communicate in meaningful ways

about meaningful topics.

2.1.1 Goals and Techniques of Teaching Speaking

The goal of teaching speaking skills is communicative efficiency. To help

students develop communicative efficiency in speaking, researcher can use a

communicative output. Learners should be able to make themselves understood,

using their current proficiency to the fullest. They should try to avoid confusion in

the message due to faulty pronunciation, grammar, or vocabulary, and to observe

the social and cultural rules that is applied in each communication situation.

Teaching speaking is a very important part of second language learning.

The ability to communicate in a second language clearly and efficiently

contributes to the success of the learner in school and success later in every phase

of life. Therefore, it is essential that language teachers pay great attention to

teaching speaking rather than leading students to pure memorization, providing a

8

rich environment where meaningful communication takes place is desired.

Students often think that the ability to speak a language is the product of language

learning, but speaking is also a crucial part of the language learning process.

Communicative output activities allow students to practice using all of the

language they know in situations that resemble real settings. In these activities,

students must work together to develop a plan, resolve a problem, or complete a

task. The most common types of communicative output activity are role plays and

discussions.

a. Role Play

One other way of getting students to speak is role-playing. Role play

has appeal for students because it allows the students to be creative and to put

themselves in another person’s place for a while 50 Students pretend they are

in various social contexts and have a variety of social roles. In role-play

activities, the teacher gives information to the learners such as who they are

and what they think or feel. While simulation is very similar to role-play but

here students can bring items to the class to create a realistic environment.

For instance, if a student is acting as a singer, he or she can bring a

microphone to sing and so on.

b. Discussion

The students may aim to arrive at a conclusion, share ideas about an

event, or find solutions in their discussion groups. Here the teacher can form

groups of students and each group works on their topic for a given time

period, and present their opinions to the class. The main aim of group

9

Topic interviews second interviews summarize

discussion is to improve fluency, grammar in probably best allowed to

function as a naturally communicative context.

Through this case, between the researcher and students will be easier

to do this activity.

2.1.2 Interview

Interview is an interactional relationship, both informant and interviewer are

engaged in an ongoing process of making meaning (Kvale, 1996:357). Different

interviewing strategies facilitate this process. The goals are to give a novice

interviewer an overview of the kinds of meaning that researchers from different

disciplinary perspectives hope to gain from the interview process, the

interviewing strategies that elicit different kinds of meaning, and an introduction

to the issues that are typically addressed in designing a high-quality interview

project. Although some people approach interviewing simply as a conversation

with a purpose (Kvale, 1996:357), in fact there are interview techniques with

different theoretical assumptions that derive from a variety of disciplines. Each of

these disciplines makes different assumptions about the nature of knowledge and

therefore what can be learned through the interview process.

1. The Role Play of Teaching Interview

(Barkley, 2005:307)

The design of the action study could be described as the following. Before

started the interview, researcher must divide the students into several groups

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which consist of three students each groups. The teacher gave the name and the

topic for each group. One as the interviewer and second students gave their

opinion, and the last students gave summary about their friends’ opinions. If any

groups get difficulty to share about their opinion the teacher can help the students

by giving clue. If the students are able to answer the questions the students would

get the points, but if they students are unable to answer the questions their friends

would gave another questions.

Students can conduct interviews on selected topics with various people. It

is a good idea that the teacher provides a rubric to students so that they know what

type of questions they can ask or what path to follow, but students should prepare

their own interview questions. Conducting interviews with people gives students a

chance to practice their speaking ability not only in class but also outside and

helps them becoming socialized. After interviews, each student can present his or

her study to the class. Moreover, students can interview each other and

"introduce" his or her partner to the class.

2. Types of interviews

a. Informal conversational interview

No predetermined questions are asked, in order to remain as open and

adaptable as possible to the interviewee’s nature and priorities; during the

interview the interviewer “goes with the flow”.

b. General interview guide approach

Intended to ensure that the same general areas of information are collected

from each interviewee; this provides more focus than the conversational

11

approach, but still allows a degree of freedom and adaptability in getting

the information from the interviewee.

c. Standardized, open-ended interview

The same open-ended questions are asked to all interviewees; this

approach facilitates faster interviews that can be more easily analyzed and

compared.

d. Closed, fixed-response interview

All interviewees are asked the same questions and asked to choose

answers from among the same set of alternatives. This format is useful for

those not practiced in interviewing.

2.1.3 Assessing Speaking

Assessment is a process of collecting and analyzing the data to measure

the result of students’ achievement. The assessment activities is applied to

achieve, to analyze, and to interpret data about the result of students’ progress in

teaching learning process systematically and continuously.

The interpretation is based upon the evidence that the scores actually

reflect the students’ mastery on English speaking. The purpose of classroom

interaction is to help the students achieve a set of intended learning outcomes. The

students learning progress is periodically evaluated by test and other evaluation

devices. The final step in the intructional process is to determine the extent to

which the eighth grade students of SMP PGRI 9 Denpasar learn english speaking.

The students’ evaluation is often regarded as principally benefit the teachers and

administrators an attitude that overlooks to direct contribution of evaluation as

feedback to the teachers, it especially deals with the teaching learning process.

12

Assessment can be administered by carrying out a series of test. Test may be

constructed primarily as devices to reinforce learning and to motivate the student

or primarily as a means of assessing the students’ performance in the languange

(Heaton, 1988:5).

If we talk about assessment, it must be related to measurement. Moreover,

the tool that is used in measurement is test. Relating to this study, the assessment

focuses on students’ speaking performance. In this study, the students’ speaking

performance is tested in form of oral test using the observation sheets. An oral test

is defined as a test in which a person is encouraged to speak, and is then assessed

on the basis of that speech (Underhill, 2004:1). If the students have good

achievement in the school subjects, they can be regarded as having achieved the

instructional objective, but if they get very bad achievement in the school subject,

it means that they fail to achieve it. The instructional objective tests are the most

common means used to measure the degree of the students’ achievement. Test

should be designed and prepared directly related to the instructional objective to

be measured or a classroom test should be closely related to the ground covered in

the class teaching.

There are the factors and descriptors in checklist of conversation

performance and there are five levels in conversational English proficiency rating.

The five levels are:

Level 1: Able to satisfy minimum courtesy requirements.

Level 2: Able to deal with routine social exchanges.

13

Level 3: Able to speak with sufficient structural accuracy and appropriateness

and vocabulary to participate effectively in most informal conversations on

practical and social topics.

Level 4: Able to use the language fluency, accurately, and appropriately on all

levels normally pertinent to conversational needs.

Level 5: Conversational proficiency equivalent to that of an educated native

speaker.

In assessing speaking there are some components that influenced the

conversation performance. Based on Fulcher and Davidson (2006: 94), there are 5

proficiency rating in scoring students’ performance, they are accent, grammar,

vocabulary, fluency and comprehension. The explanations of those proficiency

rating as follows:

1. Accent

Accent is the part of pronunciation that can influence the sound of the

speaker. In speaking, accent of foreign learner must follow the native

pronunciation. According to Broughton (2003: 199), pronunciation is infinitely

more valuable to turn one’s attention to stress, rhythm and intonation. Besides,

based on Burns and Claire (2003: 6), linking, intonation and stress are important

features for effective pronunciation at the supra segmental level. Thus, the

components are in the pronunciation that relates with accent are linking,

intonation and stress.

14

2. Grammar

According to Downing and Locke (2006: 3), a functional grammar aims to

match forms to function and meaning in context. Besides, the grammar of a

language is the description of the ways in which words can change their forms and

can be combined into sentences in that language (Harmer, 2001:12). So from both

of them, in speaking, grammar has important role in create a good context.

Grammar will help the learners to differentiate the polite expressions and impolite

expression or formal and informal expressions. In the other hand, grammar also

helps the learners to know the way to combine the words to be a sentence

correctly.

3. Vocabulary

Vocabulary is one of the elements that important in speaking because

without vocabulary somebody cannot say something. Based on Pollard (2008: 13),

vocabulary is a basic building block of language learning. In this case, vocabulary

is the base of language that will help the learners to make a sentence or context

that they want to say.

4. Fluency

In oral communication, fluency is needed to make a natural conversation.

Broughton (2003: 219) states that fluency is the ability to speak or write as

naturally and easily—but not necessarily as accurately—as the native speaker can.

Besides, in learning speaking, students need practice in both accuracy and fluency

if they are to speak proficiently (Pollard, 2008: 16). It means the accuracy and

fluency has interconnect to create a natural conversation. So from both statements,

15

fluency is the ability to make a natural conversation in the oral communication

with the real expression not memorizes expression like a native speaker.

5. Comprehension

In learning English, the learners should be understood what they say and

hear because it is very important to avoid the mistakes in communication. Brown

(2007:226) writes that comprehension is an ability to perceive and process

stretches of discourse, to formulate representations the meaning of sentences. In

the other hand, Comprehension is the ability to know or grasp ideas with the mind

(Brassell and Rasinski, 2008:16). Based on of these statements, comprehension

can be meant the ability to understand the message or information that is received

or delivered orally in communication.

Adapted from two sources and are combined be one form, they are King

Tsang and Wong in Richard and Renandya (2008) and Fulcher and Davidson

(2006: 94), the assessment of speaking skill can be showed below:

Table 2.1 The Assessment of Speaking Skill

Accents 1 Pronunciation frequently unintelligible.

2

Frequent gross errors and a very heavy accent make

understanding difficult, require frequent repetition.

3

'Foreign accent'' requires concentrated listening, and

mispronunciations lead to occasional mispronunciations.

4

Marked ''foreign accent'' and occasional mispronunciations

which do not interfere with understanding.

5

No conspicuous mispronunciations, but would not be taken for a

native speaker.

Grammar 1 Grammar almost entirely inaccurate phrases.

16

2

Constant errors showing control of very few major patterns and

frequently preventing communication.

3

Frequent errors showing some major patterns uncontrolled and

causing occasional irritation and misunderstanding.

4

Occasional errors showing imperfect control of some patterns

but or weakness that causes misunderstanding.

5 Few errors, with no patterns or failure.

Vocabulary 1 Vocabulary inadequate for even the simplest conversation.

2

Vocabulary limited to basic personal and survival areas ( time,

food, transportation, family, etc.).

3

Choice of words sometimes inaccurate, limitation of vocabulary

prevent discussion of some common professional and social

topics.

4

Professional vocabulary adequate to discuss special interest;

general vocabulary permits discussion of many non-technical

subject with some circumlocutions.

5

Professional vocabulary broad and precise; general vocabulary

adequate to cope with complex practical problems and varied

social situations.

Fluency 1

Speech is so halting and fragmentary that conversation is

virtually impossible.

2

Speech is very slow and uneven except for short or routine

sentences.

3

Speech is frequently hesitant and jerky; sentences may be left

uncompleted.

4

Speech is occasionally hesitant, with some unevenness caused by

rephrasing and groping for words.

5

Speech is effortless and smooth, but perceptibly non-native in

speech and evenness.

17

comprehension 1 Understands too little for the simplest type of conversation.

2

Understand only slow, very simple speech on common special

and touristic topics; requires constant repetition and rephrasing.

3

Understand careful, somewhat simplified speech when engaged

in a dialogue, but may require considerable repetition and

rephrasing.

4

Understand quite well normal educated speech when engaged in

a dialogue, but requires occasional repetition or rephrasing.

5

Understands everything in normal educated conversation except

for very colloquial or low frequency items, or exceptionally

rapid or slurred speech.

From all descriptions of assessment in pair conversation performance, they

are 5 proficiencies rating that important to assessing speaking and there are 5

levels that suitable to assessing the students’ performance in a conversation or role

play.

2.2 Empirical Review

Ariyantini (2012), conducted a similar research with the title “Teaching

Speaking Skill through Three Steps Interview Technique to the Tenth Grade

Students of SMKN 4 Denpasar in Academic Year 2012/2013.” The result of the

study was concluded that the application of the three steps interview technique

could improve the tenth grade students’ speaking skill of SMKN 4 Denpasar in

academic year 2012/2013. The objective of study was intended to figure out

whether or not interview is effective to create an interesting atmosphere in the

classroom such as that the students would enjoy the lesson because they could

involve themselves in expressing their feeling through communication between

18

the students. Interviews are useful in promoting academic achievement. This is

due to the fact that interview could increase the students’ enthusiasm in learning

languange and also helps them establish and maintain social relationship. The

technique is remarkable quick for students to improve their speaking ability.

Muliati (2012), conducted a similar research with the title “Teaching

Speaking Skill through Role Play to the Tenth Grade Students of SMKN 2

Sukawati in Academic Year 2012/2013.” The objective of study was intended to

figure out whether or not role play can improve speaking skill of the tenth grade

students of SMKN 2 Sukawati. She concluded that role play is an appropriate

activity in teaching speaking. So it could be applied to teach the tenth grade

students of SMKN 2 Sukawati and the teaching learning process could be very

active.

2.3 Hypothesis

On attempting to give a tentative solution to the problem, the hypothesis is

stated as the following: the students’ speaking skill can be improved through the

interview.

19

CHAPTER III

RESEARCH METHOD

In this chapter, the researcher presents about subject of the study, research

design, research procedure, research instrument, data collection, data analysis, and

success indicator.

3.1 Subject of the Study

The subject of this classroom action study was the eighth grade students of

SMP PGRI 9 Denpasar in academic year 2013/2014. The students of class VIII 5

were selected as the subjects of the study which consisted of 26 males and 22

females students. This group of students were selected as the subject of the study

because they had crucial problem in speaking skill. This result based on the

preliminary research which was taken by asking some questions to the English

teacher of the eighth grade students to figure out the students’ abilities in speaking

skill. In order to measure the students’ pre-existing knowledge in speaking, pre-

test was administered to the subjects.

3.2 Research Design

The classroom study used classroom action research (CAR) design.

Classroom action research is learning by doing which focuses to the problems in

order to find out the solution of the problem (Setyosari, 2010:42). Moreover,

Ferrance (2000:1) states that action is a process in which participants examine

their own educational practice systematically and carefully, using the technique of

research. Typically, action research was undertaken in a school setting. It is

reflective process that allows for inquiry and discussion as components of the

20

“research”. Often, action research is a collaborative activity among colleagues

searching for solutions to everyday, real problems experienced in school, or

looking for ways to improve instruction and increase students achievement. In

short, it can be defined as a research was conducted by the teacher to find out the

problems and to choose the approach, method and teaching technique to solve the

problems. The significance of classroom action research is changing learning

behaviour, improving profesional competency, upgrading self-confidence, and

developing knowledge.

In this classroom action study, the teaching and learning processes are

divided into two cycles where each cycle consists of four sessions. Each session

consists of four steps such as planning (P), action (A), observation (O), and

reflection (R). It is necessary to note that IR is a term commonly used in a

classroom action study, which refers to a pre-test in speaking skill. The IR is

intended to assess the pre-existing speaking mastery. In order to measure the real

pre-existing speaking ability of the subjects. The mean scores of the IR was

compared to the corresponding mean scores of the R administered at the end of

each session for the sake of establishing the degree of the increasing reading

speaking ability of the subjects.

This classroom action investigation makes use of a collection of pre-test

post-test research design. Hence, this classroom action study is concerned with

teaching speaking by using two kinds of tests, that is, initial reflection or pre-test

and reflection or post-test. Initial reflection (IR) is intended to evaluate the pre-

existing speaking ability while reflection (R) which is administered at the end of

21

each session, is meant to reveal the expected increase in the students’ speaking

achievement after they have been taught speaking through interview.

3.3 Research Procedure

In research procedure, an action research as process in four steps such as

planning, action, observation, and reflecting or evaluation of the action. Planning

refers to determining the subject, steps of action, and intruments used for

collecting data. Action refers to what the researcher would do in the classroom

and how the class would be managed based on the previous lesson plan.

Observation refers to the activity to observe the classroom situation and to learn

of the student’s behaviour during the process of teaching learning in order to

know the student’s problem and to know the student’s improvement during the

action given. Reflection refers to the activity where the researcher can decide

wheather the study will be continued or stopped.

3.3.1 Planning

In this step, the researcher also prepared the instruments such as materials,

lesson plan, worksheet, learning scenario, technique and the instrument to observe

and evaluate the teaching and learning process.

a. Lesson Plan

Lesson plan is adopted from syllabus as it aims at teaching and learning

process to reach basic competence. It is arranged in every based competence

in one meeting even more. The components are the same as syllabus.

However, lesson plan is completed with subject identity, method and steps in

22

teaching and learning activity. In each meeting, the topic of the interviews

related to the junior high school syllabus.

b. Students’ Worksheet

It is given to know students’ achievement of the materials being taught. It

consisted of competence standard, based competence, summary of material,

instrument to observe and some questions.

c. Providing interesting topic for the activities and preparing the test and media

that were used in teaching learning process.

3.3.2 Action

After knowing the problem faced by the eighth grade students of SMP PGRI

9 Denpasar who had low achievement in speaking, the researcher conducted the

action that had been planned. The action aimed at solving the problem that had

been made-up. In teaching learning process, the actions of the activities are

divided into three, which is structured as the following:

1. Pre-activities. This stage shows the activities were started from greeting,

checking attendance list to building knowledge of field.

2. While-activities. In this stage, the teacher explored the students’ knowledge

about the material that would be taught by asking some questions. Then, the

teacher gave the material, explained the material to them and gave a model of

some expressions in related to students’ real-life. Finally, the teacher gave

some exercises to measure the students’ comprehension about the material.

3. Post-activities. It was the last stage where the students were given feedback

about the material. In addtion, there were also a discussion of the difficulties

faced by the students in teaching and learning process.

23

3.3.3 Observation

Observing is the time of collecting data to supervise to what extent the result

of acting achieves the objective after being taught through interview. The data of

students’ achievement were taken in form of quantitative and the data was gotten

from the result of speaking tests in answer scores.

3.3.4 Reflection

This activity is evaluating about the change of students’ success in learning

situation and teacher. The data gained from the test and the result of observation

which were interpreted and analyzed whether the action activity results on

progress was successfull. The analysis is to know the weakness of the cycle I. The

writer could make the clear and accurate conclusion. Then the result of reflection

was used to determine the second cycle to get the improvement of the action.

3.4 Research Instrument

Research instruments were the instrument used to collect the data. There

were two instrument used in this study namely test, and questionnaire. The

instruments were descibed as follow:

1. Test

Test used in this study was spoken test through interview. There were two

kinds of tests administered in this study. Those tests were pre-test and post-test.

The pre-test was used to know prior knowledge of the students in speaking

skill. The post-test was administered at the end of the cycle to measure the

students’ achievement upon the lesson being presented through interviews.

24

2. Questionnaire

Questionnaire was conducted to measure quantitatively the changing learning

behavior of the subject in learning speaking through oral presentation. In this

study, the questionnare which was given to the subjects had ten questions with

four option items (A, B, C, and D) in each question. The questionnaire was

administered to the students after completing all sessions of each cycle in this

study.

3.5 Data Collection

The were two kinds of data collection gathered in this study, quantitative

and qualitative data. The quantitative data showed the finding of students’ ability

in speaking in the form of mean score taken from pre-test and post-test while the

qualitative data is the data taken from questionnaires. The process in collecting

data were collected by using initial reflection (pre-test), reflection (post-test), and

questionnaires. Firstly, before teaching was carried out, the students were given

pre-test. This was conducted in order to find the Initial Reflection as well as to

measure the pre-existing students’ speaking mastery. Secondly, in the post-test or

Reflection the students were given spoken test in the end of each cycle after the

technique was applied to measure the students’ achivement. In order to get the

students’ responses about the application of the interviews technique, the

feedback form or questionnare was used. The sudents were asked to choose their

own answer based on their opinions.

25

3.6 Data Analysis

The most important data required to answer the research question under

study was collected through administering IR and post-tests, some supporting

additional data were gathered through administering questionnaires to the subjects

of the study, that were, the eight grade students of SMP PGRI 9 Denpasar. Thus,

there were considerably three kinds of raw scores obtained for the present class

action study, such as the following:

(1) Scores indicating the subjects’ pre-existing speaking skill ability,

(2) Scores showing the subjects’ progress achievement in speaking skill; and

(3) Scores showing the subjects’ changing learning behaviours.

The scoring rubric to assessment the students’ performance in speaking

skill that adapted from two sources and was combined be one form, they are King

Tsang and Wong in Richard and Renandya (2008) and Fulcher and Davidson

(2006: 94).

Table 3.1 The Scoring Rubric to Assessment the Students’ Performance

Accents 1 Pronunciation frequently unintelligible.

2

Frequent gross errors and a very heavy accent make

understanding difficult, require frequent repetition.

3

'Foreign accent'' requires concentrated listening, and

mispronunciations lead to occasional mispronunciations.

4

Marked ''foreign accent'' and occasional mispronunciations

which do not interfere with understanding.

5

No conspicuous mispronunciations, but would not be taken for a

native speaker.

Grammar 1 Grammar almost entirely inaccurate phrases.

26

2

Constant errors showing control of very few major patterns and

frequently preventing communication.

3

Frequent errors showing some major patterns uncontrolled and

causing occasional irritation and misunderstanding.

4

Occasional errors showing imperfect control of some patterns

but or weakness that causes misunderstanding.

5 Few errors, with no patterns or failure.

Vocabulary 1 Vocabulary inadequate for even the simplest conversation.

2

Vocabulary limited to basic personal and survival areas ( time,

food, transportation, family, etc.)

3

Choice of the words sometimes inaccurate, limitation of

vocabulary prevents discussion of some common professional

and social topics.

4

Professional vocabulary adequate to discuss special interest;

general vocabulary permits discussion of many non-technical

subjects with some circumlocutions.

5

Professional vocabulary broad and precise; general vocabulary

adequate to cope with complex practical problems and varied

social situations.

Fluency 1

Speech is so halting and fragmentary that conversation is

virtually impossible.

2

Speech is very slow and uneven except for short or routine

sentences.

3

Speech is frequently hesitant and jerky; sentences may be left

uncompleted.

4

Speech is occasionally hesitant, with some unevenness caused

by rephrasing and groping for words.

5

Speech is effortless and smooth, but perceptibly non-native in

speech and evenness.

27

Comprehension 1 Understands too little for the simplest type of conversation.

2

Understand only slow, very simple speech on common special

and touristic topics; requires constant repetition and rephrasing.

3

Understand careful, somewhat simplified speech when engaged

in a dialogue, but may require considerable repetition and

rephrasing.

4

Understand quite well normal educated speech when engaged in

a dialogue, but requires occasional repetition or rephrasing.

5

Understands everything in normal educated conversation except

for very colloquial or low frequency items, or exceptionally

rapid or slurred speech.

1. The score of students’ performance would be counted using this formula:

Value = x

x = Obtain score x 100

Maximum score

The data then are analyzed in percentage as follows:

2. The average score of each student would be counted using this formula:

Mean :

Mean = X

∑x

Mean = N

Notes:

X = the average of the student’s achievement in speaking test

∑x = the sum of total score

N = the total subject under study

28

The mean score would show the improvement was made by the students.

If the mean score was 75, it meant that the students have reached the criteria of

success; furthermore, the action in this cycle would be finally stopped. In

addition, the main score indicated the percentage of subject’s pre-existing ability

in speaking skill. Score that was showed of the subject’s progressing achievement

was composite from cycle I and cycle II.

Finally, the data which resulted from the questionnaire would also be

descriptively analyzed through the following formula:

Percentage = The sum of the chosen an item x 100%

The sum of the chosen all items

3.7 Success Indicator

The success indicator in this research is when the students already fulfill

the minimum criteria of mastering English lesson in SMP PGRI 9 Denpasar that is

75. On the other hand, according to Mahasaraswati Denpasar University English

Study Program’s role, the time in conducting this research is limited; therefore,

this research is expected to fulfill at least 80% students who are able to fulfill the

minimum criteria of mastering English lesson in SMP PGRI 9 Denpasar.

(Sumber: RPP SMP PGRI 9 Denpasar)

29

CHAPTER IV

FINDING AND DISCUSSION

4.1 Findings

The data were taken from SMP PGRI 9 Denpasar and administered to the

eighth grade students that have been presented through classroom action research.

Furthermore, the data were collected by using three kinds of instruments, they

were pre-test, post-test and questionnaire. The tests that had been administered in

pre-test and post-test was using practice dialogue for getting the data and in

questionnaire used multiple choices. The instruments were used to achieve the

purpose of the research which was formulated in research question.

In classroom action study, the instruments would be explained in every

cycle; they were pre-cycle, cycle I and cycle II. Pre-cycle would explain about the

activities that had been done and the way to collect the data. in the other hand,

cycle I and II explained about the activities that had been done in every session.

There were 2 sessions included in every cycle; first session for teaching the

materials through interview technique and second session for giving post-test. So

there were four sessions that consisted of two post-tests in this classroom action

study. Furthermore, questionnaire was done in the end of cycle II.

4.1.1 Pre- Cycle

In classroom action study, firstly was doing the pre-test or initial reflection

that was administered to the subjects under study to obtain their pre-existing

ability in speaking. The kind of the test that was used in pre-test was role play.

The students asked to perform in front of the class in expressing asking and giving

30

suggestions and instructions expression. There were two themes that could be

chosen by students. The way to score the students’ performance was by using

table and the way to get score was made based on scoring rubric. The score of

students in doing pre-test or IR were counted to find the mean figure.

The finding of the present classroom action study showed that mean of

pre-test or IR (X0) obtained by the subject under study in speaking skill showed

out mean figure of 53.33. This mean score was gotten by the formula. The mean

figure clearly showed that the speaking skill of subjects under study was low. The

score could be formulated as follow:

x X0 =

N

2560 X0 =

48

X0 = 53.33

The mean figure of pre-test was said low because the success indicator of

the pre-test did not achieve 80%. There was not students who got scores of

minimum competences criteria of the English subject was 75 score. Therefore, the

success indicator of pre-cycle was 0% of 100% from the total of students. It meant

the students in the class had problems in learning speaking skill. For it, the teacher

tried to improve speaking skill through interview technique. The percentage of the

success indicator in pre-cycle would be formulated as followed:

31

nx Percentage = x 100%

N

0 = x 100%

48

= 0%

4.1.2 Cycle I

After obtaining the data of pre-test, surely, the researcher planned and

prepared all necessaries for teaching in session 1 and giving the test in session 2.

First session was teaching about express of asking and giving suggestions and

instructions expression through interview technique. The first reaction of students

when they were taught speaking skill through interview technique was enthusiasm

but just half students of the class. It was seen when the students were doing

exercises in group works. After the activities in session one was done, the next

session was doing the post-test.

In the first post-test, the students were asked to make short dialogue that

suitable with the theme of the form. After that, they were asked to perform one by

one in front of the class with their partner. After scoring students’ performance,

all scores of students were counted to find the mean figure (X1) of post-test 1. The

formula was same as in the pre-test. The mean figure in post-test 1 was 69.5. This

mean figure meant that there was degree of students in learning speaking skill

because the mean figure in cycle I was higher than in pre-cycle. After getting the

mean figure of the post-test, the next was counting the grand mean of cycle I. The

grand mean (XI) was 69.5 because in cycle I there was only one post-test. The

32

mean figure clearly showed that the speaking skill of subjects was increased. The

score could be formulated as follow:

x

X I = N

3336

X I = 48

X I = 69.5

In post-test I, there was not students who got the minimum competences

criteria of the English subject which was 75. So the success indicator of cycle I

was 0% of 100% from the total of students. It meant the speaking skill of the

students in the class could not be improved yet through interview technique.

Nevertheless, it should be repeated in cycle II to get the accurate data because the

problem in cycle I should be done. The problem in cycle I would be revised in

cycle II. The formula of success indicator in cycle I as follows:

nx

Percentage = x 100% N

0

= x 100% 48

= 0%

4.1.3 Cycle II

The finding in Cycle II was started with planning which already been

revised from the previous meeting. This meeting was made based on the result of

the post-test II and questionnaires. This cycle would revise the problem found in

33

cycle I. The problem in cycle I was the motivation of the students in learning

speaking skill through interview technique. There were some students did not

follow the exercises in their group. Thus the way to motivated all students in

learning speaking skill through interview technique was the researcher who acted

as a teacher created a leader in every group. The problem was revised in third

session.

The teacher taught the expression of asking and giving suggestions and

instructions expression and supported all groups to make a good team work in

doing exercises for getting high scores. in the other hand, the reward for the good

team works was more creative than in cycle 1. For it, the students were more

active in learning speaking in cycle II than in cycle I. The leader also helped and

supported their friends in every group to get high scores because it would be

influential to the score in their group. After the activities in third session were

done, the next session was doing the post-test 2.

In this post-test, the students were asked to make short dialogue and use

the theme of the form with their partner. After that, they were asked to perform

with their partner one by one in front of the class. After finished scoring the

students’ performance, all scores of the students were counted to get the mean

figure (X2) of post-test 2. The formula was same as in the post-test 1. The mean

figure in post-test 2 was 77.58. This mean figure meant that there was degree of

improvement of students in learning speaking skill because the mean figure in

cycle II was higher than in cycle I.

After getting the mean figure of the post-test, the next was counting the

grand mean of cycle II. The grand mean in cycle II (XII) was 77.58 because it

34

only had one post-test. The mean figure clearly showed that the speaking skill of

subjects was more increasing than cycle I. The score could be formulated as

follow:

x

X2 = N

3724

X2 = 48

X2 = 77.58

In post-test 2, there were 6 students who got under the minimum

competences criteria of the English subject. So the success indicator of cycle II

was 87.5% of 100% from the total of students. The formula of success indicator in

cycle II as follows:

nx

Percentage = x 100% N

42

= x 100% 48

= 87.5%

It meant the speaking skill of the students in the class had been increased

and could be improved through interview technique. The grand mean of cycle II

was also significantly higher than the grand mean of cycle 1. Based on the result

in every cycle, the finding of the present classroom action study showed that the

ability of the eighth grade students of SMP PGRI 9 Denpasar in speaking was

improved from session to session after they had been taught through interview

technique. In the result, the percentage of cycle I and cycle II have achieved

35

success indicator, surely this classroom action study could be ended. The decision

was made because the target means score by the researcher had been achieved.

The tabulation of data could be seen in table 4.1 below. Besides, the summaries of

the analysis above that were taken from as the finding of the present classroom

action study could be seen in table 4.2 below.

After carrying out the process into practice, the findings of the present

classroom action research can be briefly elaborated as the following.

Table 4.1

Tabulation of Data Indicated the Students’ Improvement in Speaking

Skill through Interview Technique

Subject IR R1 R2

1 44 72 76

2 40 64 76

3 60 72 84

4 52 72 80

5 52 64 76

6 48 72 80

7 52 72 80

8 56 72 80

9 56 72 84

10 60 68 80

11 52 72 76

12 52 72 80

13 52 72 80

14 48 68 84

15 52 72 80

16 52 72 76

36

17 48 64 76

18 52 68 76

19 48 64 76

20 60 72 80

21 52 68 76

22 64 64 76

23 56 68 76

24 64 68 72

25 56 72 76

26 60 64 76

27 60 72 84

28 64 72 76

29 64 64 76

30 60 68 76

31 60 72 80

32 60 72 84

33 52 68 72

34 52 68 72

35 52 72 76

36 52 72 76

37 56 72 80

38 48 72 84

39 52 72 72

40 48 68 72

41 60 68 76

42 48 64 72

43 52 72 76

44 48 68 80

45 48 68 76

46 48 72 76

47 44 68 80

37

48 44 72 76

Total 2560 3336 3724

The result of the above analyze were considered as the findings of the

present classroom action study which was summarized as the following.

Table 4.2

Summary of the Research Findings Showing the Mean of Each Test and the

Grand Mean for Cycle I and Cycle II

Besides, the additional data was required for the present classroom action

study that was collected through administering questionnaire to the subject under

study at the end of cycle II. The students were asked to answer ten questions in

the questionnaire about their responses to the technique that was used to teach

speaking skill. The results of questionnaire were quantitatively scored using scale

3-0 so that the point A = 3, B = 2, C = 1 and D = 0. The score gathered from

questionnaire showed the students motivation in speaking skill especially through

interview technique. From students’ answer, the percentage of the subject’s

motivation in learning speaking can be counted by the formula. After counting the

data of questionnaire, finally the result of questionnaire was mainly of students

chose option B. Based on the result of questionnaire, the percentage of the

Initial

Reflection/Cycle

Test Total raw score Grand Mean Students

Achievements

Pre-cycle Pre-test 2560 53.33 Good

Cycle I Post-test I 3336 69.5 Good

Cycle II Post Test II 3724 77.58 Excellent

38

questionnaire could be divided into three levels. Those are up, middle and down

levels. The percentage of the option A was 48.36 %, and then for option B was

51.63% and option C was 14.16% and the last option D was 0%. Thus, the

percentage of up level was 51.63%, and then the middle level was 48.36%, and

the down level was 14.16%. The students’ answer of the options would be showed

in table 4.3 below.

Table 4.3

Tabulation of Data that Showed the Subject’s Motivation in Learning

Speaking through Interview Technique

SUBJECT

QUESTIONNAIRE ITEMS

A (3) B (2) C (1) D (0)

1 15 8 1 0

2 9 12 1 0

3 6 14 1 0

4 12 12 0 0

5 12 8 2 0

6 12 8 2 0

7 9 12 1 0

8 3 18 0 0

9 18 8 0 0

10 6 12 2 0

11 3 14 2 0

12 3 12 1 0

13 3 12 1 0

14 15 8 1 0

15 15 6 2 0

16 15 6 2 0

39

17 15 6 2 0

18 9 12 1 0

19 12 10 1 0

20 3 12 3 0

21 18 6 1 0

22 6 6 5 0

23 9 12 1 0

24 9 14 0 0

25 12 4 4 0

26 9 6 4 0

27 9 14 0 0

28 15 10 0 0

29 18 8 0 0

30 18 8 0 0

31 9 14 0 0

32 3 16 1 0

33 9 14 0 0

34 6 14 1 0

35 12 10 1 0

36 15 6 2 0

37 12 8 2 0

38 6 16 0 0

39 27 2 0 0

40 6 14 1 0

41 15 10 0 0

42 6 12 2 0

43 6 12 2 0

44 3 14 2 0

45 6 12 2 0

46 6 14 1 0

47 3 6 6 0

40

48 6 14 1 0

Total 474 506 66 0

TOTAL = A + B + C + D 980

The data that was collected through the administration of questionnaire

was considered as additional supporting data that showed the Students’

Motivation in learning speaking through interview technique. It was same with the

results of test, the data obtained from administering the questionnaire should be

computed and then discussed in order to know how much the interest of students

and make class action research was clear. The computation of the comparative

percentages for scores of the each item of questionnaire showing the subjects total

responses for perspective of A, B, C, D was shown by this formula:

474

1. The percentage of item A = 980 x 100% = 48.36%

506

2. The percentage of item B = 980 x 100% = 51.63%

66

3. The percentage of item C = 980 x 100% = 14.16%

4. The percentage of item D = 0%

From the result of the options above, the finding of questionnaire

suggested that almost students interested and got motivation in learning speaking

through interview technique.

41

4.2 Discussion

The result of data analysis which were established as the findings of the

present classroom action study showed the increase of the interview technique in

improving the students’ speaking skill of eighth grade students in academic year

2013/2014. The mean of the pre-test or initial reflection scores (X0) obtained by

the subjects under study in speaking skill pointed out the mean figure of 53.33.

Clearly, this mean figure showed that the pre-existing speaking skill of the

subjects under study was still low. The problems of subjects in speaking skill were

found when the students performed in front of the class.

Besides, the reason of the speaking skill of students was low in pre-test;

actually, they needed the motivation to increase their ability. From the result of

students’ scores, there were 14 students got under scores of minimum score and

the percentage was 79% of 100%. So this pre-test did not achieve the success

indicator of this research yet which was 80%. Thus, these problems were solved

by the researcher through interview technique in improving speaking skill.

Furthermore, the result of the data analysis of the post-test or reflection

scores in cycle I (X1) showed the increasing mean figures 69.5. The mean figure

obtained by the subject under study for the test in cycle I was obviously higher

than the mean score of the initial reflection or pre-test score. So the grand mean

figure of the reflection or post-test scores obtained by the subjects under study in

cycle I was 69.5. It was same as with mean figure because the times for doing

post-test in cycle I was only 1 time.

The degree of improvement between cycle I and pre-cycle was 16.17. It

could be meant that there was the increase of cycle I and also showed that the

42

speaking skill of the students under study got an improvement after they had been

taught through interview technique. in the other hand, the percentage of cycle I

was 84%, it meant that this cycle has achieved the success indicator. Thus, it

could be said that the problems of speaking skill of the subjects under study could

be solved by using interview technique.

In addition, the result of the data analysis of the post-test or reflection

scores obtained by the subjects under study in cycle II (X2) pointed out the

increasing mean figures of 77.58. It meant the grand mean of cycle II was higher

than cycle I. Thus, the increasing of cycle II got difference of 8.08 with cycle I.

The degree of improvement gotten from difference between cycle II and I could

be concluded that teaching speaking skill through interview technique could be

improved and more effective and conducive after be revised with new planning.

Besides, it is also seen from the percentage of cycle II was 90%. So the result of

cycle II could show that the speaking skill of the students under study improved

significantly after they had been taught speaking skill through interview

technique.

To make it understandable, the main findings of the present classroom

action study which was discussed here that showed the comparative increasing

mean figures of the initial reflection or pre-test score and the reflection or post-test

scores obtained by the eighth grade students of SMP PGRI 9 Denpasar for cycle I

and cycle II could be graphically presented as the following :

43

Graph 4.4 : Depicting the Subjects Progressing Ability in Speaking Skill

through Interview Technique

Regarding to the regular improvement on the students’ mean score

obtained from post-test in cycle I and cycle II, the researcher though the final

consideration to stop the action up to session two in cycle II. The decision was

made because the target means score by the researcher had been achieved.

Furthermore, the result of the data analysis from the administration of

questionnaire was considered as additional supporting data. The proportional

percentage figures of the total response of the questionnaire for item A, B, C, and

D were 48.36%, 51.63%, 14.16% and 0%. These findings clearly supported the

major findings of the present study. The obtained comparative percentages of the

questionnaire items indicated the students’ motivation in learning speaking skill

through interview technique.

0

10

20

30

40

50

60

70

80

XO XI XII

53.33

69.5

77.58

44

Graph 4.5: Graph Showing the Subjects’ changing Behavior, Interest, and

Motivation in Speaking Skill through Interview Technique in

Cycle II

-10.00%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

A B C D

48.36%51.63%

14,16%

0%

45

CHAPTER V

CONCLUSION AND SUGGESTION

The whole process of classroom action study that concerned to the

application of Interview Technique to improve the speaking skill of the eighth

grade students of SMP PGRI 9 Denpasar finally be concluded in this chapter and

some practical suggestions were also recommended for the English teacher, the

students, and the institution of SMP PGRI 9 Denpasar.

5.1 Conclusion

The main objective of this classroom action study was improving the

speaking skill through interview technique to the eighth grade students of SMP

PGRI 9 Denpasar. To fulfill the objective of the study the classroom action

research (CAR) was conducted by teaching the students directly in the classroom.

In this study, there were two cycles, which each cycle consisted of two sessions.

Before the cycle was conducted, the students were given pre-test or Initial

Reflection to assess the pre-existing speaking mastery. After each cycle or two

sessions, the reflection was given to the students in order to measure their

progression in speaking skill.

The data obtained for the study which were in forms of score showed the

students progress in speaking skill to the eighth grade students of SMP PGRI 9

Denpasar were descriptively analyzed that was the mean scores obtained to the

subjects in pre-test or initial reflection scores (X0) was compared with their

corresponding means scores in the pre-test or initial reflection. The score of

students in pre-test was low because it seen of the mean figure in the pre-test. The

46

mean figure was 53.33 and there was not students who got scores of minimum

score was 75.


criteria of the English subject which was 75. So the success indicator of cycle I

was 0% of 100% from the total of students. It meant the speaking skill of the

students in the class could not be improved yet through interview technique.

Nevertheless, it should be repeated in cycle II to get the accurate data because the

problem in cycle I should be done. The problem in cycle I would be revised in

cycle II.

Nevertheless, some students were not enthusiasm in doing exercises with

their groups. Therefore, the cycle II should be done for revising the cycle I and

solving the students’ problem. In cycle II the way to make students more actively

was creating the leaders in every group and giving more creative reward. So the

students would get more motivations besides from the teacher and more active in

doing the exercises especially in learning speaking. The grand mean of cycle II

was 77.58 and the success indicator was 87.5%. Therefore, this classroom action

study could be ended because the results of every cycle have been increased and

the success indicators also have been achieved. From this result, it could answer

the research question that teaching speaking skill through Interview Technique

could be improved.

The result of the analysis of the questionnaire scores clearly showed the

comparative percentage figure was 48.36 %, 51.63%, 14.16, and 0% for the total

response of the items A, B, C, and D. These finding significantly showed that

their attitudes and the motivations in learning speaking were changed and

47

heightened positively. The researcher who has acted be a teacher in the classroom

observed; moreover, involved herself in managed them in teaching speaking skill

through Interview Technique.

Based on the result above, the researcher concluded that teaching speaking

skill especially in expressing of asking and giving suggestion and instruction was

able to overcome the low students’ ability; moreover, moved positively their

behavior to participate and worked in the group to be a good team work.

Therefore, this technique has given significant improve in learning speaking skill

because of they could share their knowledge or opinion and give motivation for

their friends in creating good team work.

5.2 Suggestion

According to the conclusion above, some suggestions can be given to the

English Teacher, to the students, to the institution, and to other researcher.

1. The English teacher of the eighth grade students of SMP PGRI 9 Denpasar

are suggested to be more creative and innovative in planning the activities in

the class, preparing media, and arranging the material for the speaking skill.

In planning the activities in the class, the teacher can use interview technique

since it could improve the students speaking skill. Some media that can be

used in teaching speaking skill are postcard, pictures, video, and songs. Using

the appropriate media, the students can have their own experience in learning

language. Not only activities and media, which must be considered, but also

the material for the speaking skill. The material will be more interesting if the

teacher give the students the real topics of their daily life. All of them will

help students in forming their habits.

48

2. The students were suggested to improve their speaking skill gradually

because they need great effort to build the communicative competence. In

improving their speaking skill, they should practice it either in the classroom

or outside the classroom. They also can use interview technique in practicing

their speaking skill, for example interviewing native speaker which near with

their environment. In addition, they need to use dictionary in finding the

meaning of new words and arrange them to be good sentence in utterances.

3. The institution was suggested to complete the accomodation to support the

teaching learning process. In completing the accomodation, they can provide

the suitable media their students such as computer, LCD, projector, and

English books because these media can help the students get closer to the

developments of the technology and the new world outside. In addition, they

can enjoy the teaching learning process using the interesting media.

4. The other researchers were suggested to give more innovative technique and

activities in improving the speaking skill or the other skills. More activities

can be applied in the classroom, more the students can have their own

experiences in practicing their speaking skill.

49

REFERENCES

Ariyantini, Ni P. (2013). Teaching Speaking Skill Through Three Steps Interview

Technique to the Tenth Grade Students of SMKN 4 Denpasar in Academic

Year 2012/2013. Unpublished:Thesis Mahasaraswati Denpasar, University

Denpasar.

Brenner, M. E. (2006). Interviewing in Educational Research. Santa Barbara:

University of California.

Brown, H. D. (2004). Language Assessment Principles And Classroom Practices.

San Fransisco: State University.

Ferrance, E. (2000). Action Research. USA: Brown University.

Flowerdew, J. (2005). Second Language Listening.USA: Cambridge University

Press.

Harmer, J. (2002). The Practice of English Language Teaching. England:

Longman.

Heaton, L.B. (1988). Writing English Language Test. USA: Longman.

Luoma, S. (2004). Assessing Speaking. USA: Cambridge University Press.

Muliati, Ni K. (2013). Teaching Speaking Skill Through Role Play to the Tenth

Grade Students of SMKN 2 Sukawati in Academic Year 2012/2013.

Unpublished:Thesis Mahasaraswati Denpasar, University Denpasar.

O’Rourke, J. (2008). The Truth About Confident Presenting. New Jersey: Pearson

Education.

Richards, J. C. (2006). Communicative Language Teaching Today. USA:

Cambridge University Press.

Richards, J.C. (2008). Teaching Listening and Speaking. USA: Cambridge

University Press.

Rolheiser, C. (2001). Three - Step Interview. Toronto: Ontario.

Setyosari, P. Prof. Dr. H. (2010). Metode Penelitian Pendidikan Dan

Pengembangan. Jakarta: Kencana Prenada Media Group.

Underhill, N. (2004). Testing Spoken Language. Cambridge: Cambridge

University Press.

TEACHING SPEAKING SKILL THROUGH INTERVIEW TO

THE EIGHTH GRADE STUDENTS OF SMP PGRI 9 DENPASAR

IN ACADEMIC YEAR 2013/2014

LISTRIYANA

Program Studi Pendidikan Bahasa Inggris

Fakultas Keguruan dan Ilmu Pendidikan

Universitas Mahasaraswati Denpasar

ABSTRACT


critical and smart future generation is speaking skill. This skill should be taken into

account in the teaching learning process. However, the phenomenon existing in

schools clearly shows that speaking becomes one of the subjects which is not really

interesting for sudents because they felt speaking English is quite difficult. The

undertaking of the present classroom action research was mainly intended to figure

out whether interview technique can improve the subjects’ speaking skill. The

subjects of the present study was the eighth grade students of SMP PGRI 9 Denpasar

in academic year 2103/21014. The subjects of the study consisted of 48 students; 22

females and 26 males. Based on the result of the pre-test which was carried out in the

pre-cycle, it pointed out that the subjects’ ability in speaking was categorized as

insufficient. The present classroom action research was then carried out through

interview technique in two cycles. The result of the post-test in each cycle obviously

showed that there was significant improvement concerning the subjects’ ability in

speaking skill in which it improved from the level of insufficient to good. This

research furthermore showed that there was changing learning behavior as the result

of the positive responses concerning the technique applied in improving the subjects’

speaking skill. To sum up, the present classroom action study proved that interview

technique could improve speaking skill of the eighth grade students of SMP PGRI 9

Denpasar in academic year 2013/2014; in addiction, the subjects also responded

positively the implementation of interview technique.

Keywords: teaching, interview, speaking Skill.

INTRODUCTION


critical and smart future generation is speaking skill. By mastering speaking skill the

students will be able to express their thought and feeling intelligently based on the

situation and context when they speak about the language.

Speaking is one of skills in English. Speaking is very important for people in

looking for jobs because spoken English is one of qualification if we want to find the

job. Speaking in front of the people is very important so that we can communicate

each other. Speaking English is one of the most important things in communication

and it is used as a tool of communication among the nations in all over the world. As

an international language, English is very important and has many interrelationships

with various aspects of life owned by human being. In Indonesia, English considered

as the first foreign language and taught formally from elementary school up to the

university level.

In modern era speaking English is very universal thing so that it can make

people to be able to interact and communicate easier eventhough we come from

different countries in the world. Many people have ability to speak in front of other

people. By speaking with the people from different countries, people are able to

know what happens in the world. People in the world use English to communicate

each other and use speaking to interact each other too. So communication and

speaking cannot be seperated because they are connected each other. People are be

able to communicate in English after they have learned it. It can be learned especially

in the school where the students can focus their study to learn it. The aim to study

English at school is not only for achieving good marks.

Meanwhile, the empirical study on the field shows almost same phenomena.

This case shows that the speaking skill of junior high school students is still low;

moreover, the diction is still poor. In interviewing some students in the classroom,

they talked with variation languages based on their mother tongue and combined

with Indonesian language in teaching and learning process was running well. The last

problem is students are not provided with complete and good facility in their school.

So, it will be difficult for them to learn speaking skill.

In school curriculum, many subjects about speaking can be taught by using

speech, conversation etc. But today in junior high school, interview, is a subject that

has been learnt by students because the interview is an interactional relationship,

both informant and interviewer are engaged in an ongoing process of making

meaning (Kvale, 1996:357). Interview was done by two or more people to know the

fact about some cases. We can teach students in junior high school to be more

confident in speaking in front of the people by using interview strategy. We can

support them to improve their skill in speaking so that when they work somewhere

they know how to speak well especially when they have an interview.

RESEARCH PROCEDURE

In research procedure, an action research as process in four steps such as

planning, action, observation, and reflecting or evaluation of the action. Planning

refers to determining the subject, steps of action, and intruments used for collecting

data. Action refers to what the researcher would do in the classroom and how the

class would be managed based on the previous lesson plan. Observation refers to the

activity to observe the classroom situation and to learn of the student’s behaviour

during the process of teaching learning in order to know the student’s problem and to

know the student’s improvement during the action given. Reflection refers to the

activity where the researcher can decide wheather the study will be continued or

stopped.

Planning

In this step, the researcher also prepared the instruments such as materials,

lesson plan, worksheet, learning scenario, technique and the instrument to observe

and evaluate the teaching and learning process.

a. Lesson Plan

Lesson plan is adopted from syllabus as it aims at teaching and learning process

to reach basic competence. It is arranged in every based competence in one

meeting even more. The components are the same as syllabus. However, lesson

plan is completed with subject identity, method and steps in teaching and

learning activity. In each meeting, the topic of the interviews related to the junior

high school syllabus.

b. Students’ Worksheet

It is given to know students’ achievement of the materials being taught. It

consisted of competence standard, based competence, summary of material,

instrument to observe and some questions.

c. Providing interesting topic for the activities and preparing the test and media that

were used in teaching learning process.

Action

After knowing the problem faced by the eighth grade students of SMP PGRI 9

Denpasar who had low achievement in speaking, the researcher conducted the action

that had been planned. The action aimed at solving the problem that had been made-

up. In teaching learning process, the actions of the activities are divided into three,

which is structured as the following:

1. Pre-activities. This stage shows the activities were started from greeting, checking

attendance list to building knowledge of field.

2. While-activities. In this stage, the teacher explored the students’ knowledge about

the material that would be taught by asking some questions. Then, the teacher

gave the material, explained the material to them and gave a model of some

expressions in related to students’ real-life. Finally, the teacher gave some

exercises to measure the students’ comprehension about the material.

3. Post-activities. It was the last stage where the students were given feedback about

the material. In addtion, there were also a discussion of the difficulties faced by

the students in teaching and learning process.

Observation

Observing is the time of collecting data to supervise to what extent the result of

acting achieves the objective after being taught through interview. The data of

students’ achievement were taken in form of quantitative and the data was gotten

from the result of speaking tests in answer scores.

Reflection

This activity is evaluating about the change of students’ success in learning

situation and teacher. The data gained from the test and the result of observation

which were interpreted and analyzed whether the action activity results on progress

was successfull. The analysis is to know the weakness of the cycle I. The writer

could make the clear and accurate conclusion. Then the result of reflection was used

to determine the second cycle to get the improvement of the action.

FINDING AND DISCUSSION

Findings

The data were taken from SMP PGRI 9 Denpasar and administered to the

eighth grade students that have been presented through classroom action research.

Furthermore, the data were collected by using three kinds of instruments, they were

pre-test, post-test and questionnaire. The tests that had been administered in pre-test

and post-test was using practice dialogue for getting the data and in questionnaire

used multiple choices. The instruments were used to achieve the purpose of the

research which was formulated in research question.

In classroom action study, the instruments would be explained in every cycle; they

were pre-cycle, cycle I and cycle II. Pre-cycle would explain about the activities that had

been done and the way to collect the data. in the other hand, cycle I and II explained about

the activities that had been done in every session. There were 2 sessions included in every

cycle; first session for teaching the materials through interview technique and second session

for giving post-test. So there were four sessions that consisted of two post-tests in this

classroom action study. Furthermore, questionnaire was done in the end of cycle II.

Pre- Cycle

In classroom action study, firstly was doing the pre-test or initial reflection

that was administered to the subjects under study to obtain their pre-existing ability

in speaking. The kind of the test that was used in pre-test was role play. The students

asked to perform in front of the class in expressing asking and giving suggestions

and instructions expression. There were two themes that could be chosen by students.

The way to score the students’ performance was by using table and the way to get

score was made based on scoring rubric. The score of students in doing pre-test or IR

were counted to find the mean figure.

The finding of the present classroom action study showed that mean of pre-test or IR

(X0) obtained by the subject under study in speaking skill showed out mean figure of

53.33.

This mean score was gotten by the formula. The mean figure clearly showed

that the speaking skill of subjects under study was low. The score could be

formulated as follow:

x

X0 =

N

2560

X0 =

48

X0 = 53.33

The mean figure of pre-test was said low because the success indicator of the

pre-test did not achieve 80%. There was not students who got scores of minimum

competences criteria of the English subject was 75 score. So the success indicator of

pre-cycle was 0% of 100% from the total of students. It meant the students in the

class had problems in learning speaking skill. For it, the teacher tried to improve

speaking skill through interview technique. The percentage of the success indicator

in pre-cycle would be formulated as followed:

nx

Percentage = x 100%

N

0

= x 100%

48

= 0%

Cycle I

After obtaining the data of pre-test, surely, the researcher planned and

prepared all necessaries for teaching in session 1 and giving the test in session 2.

First session was teaching about express of asking and giving suggestions and

instructions expression through interview technique. The first reaction of students

when they were taught speaking skill through interview technique was enthusiasm

but just half students of the class. It was seen when the students were doing exercises

in group works. After the activities in session one was done, the next session was

doing the post-test.

In the first post-test, the students were asked to make short dialogue that

suitable with the theme of the form. After that, they were asked to perform one by

one in front of the class with their partner. After scoring students’ performance, all

scores of students were counted to find the mean figure (X1) of post-test 1. The

formula was same as in the pre-test. The mean figure in post-test 1 was 69.5. This

mean figure meant that there was degree of students in learning speaking skill

because the mean figure in cycle I was higher than in pre-cycle. After getting the

mean figure of the post-test, the next was counting the grand mean of cycle I. The

grand mean (XI) was 69.5 because in cycle I there was only one post-test. The mean

figure clearly showed that the speaking skill of subjects was increased. The score

could be formulated as follow:

x

X I =

N

3336

X I =

48

X I = 69.5


criteria of the English subject which was 75. So the success indicator of cycle I was

0% of 100% from the total of students. It meant the speaking skill of the students in

the class could not be improved yet through interview technique. Nevertheless, it

should be repeated in cycle II to get the accurate data because the problem in cycle I

should be done. The problem in cycle I would be revised in cycle II. The formula of

success indicator in cycle I as follows:

nx

Percentage = x 100%

N

0

= x 100%

48

= 0%

Cycle II

The finding in Cycle II was started with planning which already been revised

from the previous meeting. This meeting was made based on the result of the post-

test II and questionnaires. This cycle would revise the problem found in cycle I. The

problem in cycle I was the motivation of the students in learning speaking skill

through interview technique. There were some students did not follow the exercises

in their group. Thus the way to motivated all students in learning speaking skill

through interview technique was the researcher who acted as a teacher created a

leader in every group. The problem was revised in third session.

The teacher taught the expression of asking and giving suggestions and

instructions expression and supported all groups to make a good team work in doing

exercises for getting high scores. in the other hand, the reward for the good team

works was more creative than in cycle 1. For it, the students were more active in

learning speaking in cycle II than in cycle I. The leader also helped and supported

their friends in every group to get high scores because it would be influential to the

score in their group. After the activities in third session were done, the next session

was doing the post-test 2.

In this post-test, the students were asked to make short dialogue and use the

theme of the form with their partner. After that, they were asked to perform with

their partner one by one in front of the class. After finished scoring the students’

performance, all scores of the students were counted to get the mean figure (X2) of

post-test 2. The formula was same as in the post-test 1. The mean figure in post-test 2

was 77.58. This mean figure meant that there was degree of improvement of students

in learning speaking skill because the mean figure in cycle II was higher than in

cycle I.

After getting the mean figure of the post-test, the next was counting the grand

mean of cycle II. The grand mean in cycle II (XII) was 77.58 because it only had one

post-test. The mean figure clearly showed that the speaking skill of subjects was

more increasing than cycle I. The score could be formulated as follow:

x

X2 =

N

3724

X2 =

48

X2 = 77.58

In post-test 2, there were 6 students who got under the minimum competences

criteria of the English subject. So the success indicator of cycle II was 87.5% of

100% from the total of students. The formula of success indicator in cycle II as

follows:

nx

Percentage = x 100%

N

42

= x 100%

48

= 87.5%

It meant the speaking skill of the students in the class had been increased and

could be improved through interview technique. The grand mean of cycle II was also

significantly higher than the grand mean of cycle 1. Based on the result in every

cycle, the finding of the present classroom action study showed that the ability of the

eighth grade students of SMP PGRI 9 Denpasar in speaking was improved from

session to session after they had been taught through interview technique. In the

result, the percentage of cycle I and cycle II have achieved success indicator, surely

this classroom action study could be ended. The decision was made because the

target means score by the researcher had been achieved.

Besides, the additional data was required for the present classroom action

study that was collected through administering questionnaire to the subject under

study at the end of cycle II. The students were asked to answer ten questions in the

questionnaire about their responses to the technique that was used to teach speaking

skill. The results of questionnaire were quantitatively scored using scale 3-0 so that

the point A = 3, B = 2, C = 1 and D = 0. The score gathered from questionnaire

showed the students motivation in speaking skill especially through interview

technique. From students’ answer, the percentage of the subject’s motivation in

learning speaking can be counted by the formula. After counting the data of

questionnaire, finally the result of questionnaire was mainly of students chose option

B. Based on the result of questionnaire, the percentage of the questionnaire could be

divided into three levels. Those are up, middle and down levels. The percentage of

the option A was 48.36 %, and then for option B was 51.63% and option C was

14.16% and the last option D was 0%. Thus, the percentage of up level was 51.63%,

and then the middle level was 48.36%, and the down level was 14.16%.

The data that was collected through the administration of questionnaire was

considered as additional supporting data that showed the Students’ Motivation in

learning speaking through interview technique. It was same with the results of test,

the data obtained from administering the questionnaire should be computed and then

discussed in order to know how much the interest of students and make class action

research was clear. The computation of the comparative percentages for scores of the

each item of questionnaire showing the subjects total responses for perspective of A,

B, C, D was shown by this formula:

474

1. The percentage of item A = 980 x 100% = 48.36%

506

2. The percentage of item B = 980 x 100% = 51.63%

66

3. The percentage of item C = 980 x 100% = 14.16%

4. The percentage of item D = 0%

From the result of the options above, the finding of questionnaire suggested

that almost students interested and got motivation in learning speaking through

interview technique.

Discussion

The result of data analysis which were established as the findings of the

present classroom action study showed the increase of the interview technique in

improving the students’ speaking skill of eighth grade students in academic year

2013/2014. The mean of the pre-test or initial reflection scores (X0) obtained by the

subjects under study in speaking skill pointed out the mean figure of 53.33. Clearly,

this mean figure showed that the pre-existing speaking skill of the subjects under

study was still low. The problems of subjects in speaking skill were found when the

students performed in front of the class.

Besides, the reason of the speaking skill of students was low in pre-test;

actually, they needed the motivation to increase their ability. From the result of

students’ scores, there were 14 students got under scores of minimum score and the

percentage was 79% of 100%. So this pre-test did not achieve the success indicator

of this research yet which was 80%. Thus, these problems were solved by the

researcher through interview technique in improving speaking skill.

Furthermore, the result of the data analysis of the post-test or reflection scores

in cycle I (X1) showed the increasing mean figures 69.5. The mean figure obtained

by the subject under study for the test in cycle I was obviously higher than the mean

score of the initial reflection or pre-test score. So the grand mean figure of the

reflection or post-test scores obtained by the subjects under study in cycle I was 69.5.

It was same as with mean figure because the times for doing post-test in cycle I was

only 1 time.

The degree of improvement between cycle I and pre-cycle was 16.17. It could

be meant that there was the increase of cycle I and also showed that the speaking

skill of the students under study got an improvement after they had been taught

through interview technique. in the other hand, the percentage of cycle I was 84%, it

meant that this cycle has achieved the success indicator. Thus, it could be said that

the problems of speaking skill of the subjects under study could be solved by using

interview technique.

In addition, the result of the data analysis of the post-test or reflection scores

obtained by the subjects under study in cycle II (X2) pointed out the increasing mean figures

of 77.58. It meant the grand mean of cycle II was higher than cycle I. Thus, the increasing of

cycle II got difference of 8.08 with cycle I. The degree of improvement gotten from

difference between cycle II and I could be concluded that teaching speaking skill through

interview technique could be improved and more effective and conducive after be revised

with new planning. Besides, it is also seen from the percentage of cycle II was 90%. So the

result of cycle II could show that the speaking skill of the students under study improved

significantly after they had been taught speaking skill through interview technique.

Conclusion

The main objective of this classroom action study was improving the

speaking skill through interview technique to the eighth grade students of SMP PGRI

9 Denpasar. To fulfill the objective of the study the classroom action research (CAR)

was conducted by teaching the students directly in the classroom. In this study, there

were two cycles, which each cycle consisted of two sessions. Before the cycle was

conducted, the students were given pre-test or Initial Reflection to assess the pre-

existing speaking mastery. After each cycle or two sessions, the reflection was given

to the students in order to measure their progression in speaking skill.

Based on the result above, the researcher concluded that teaching speaking

skill especially in expressing of asking and giving suggestion and instruction was

able to overcome the low students’ ability; moreover, moved positively their

behavior to participate and worked in the group to be a good team work. Therefore,

this technique has given significant improve in learning speaking skill because of

they could share their knowledge or opinion and give motivation for their friends in

creating good team work.

REFERENCES

Brenner, M. E. (2006). Interviewing in Educational Research. Santa Barbara:

University of California. Harmer, J. (2002). The Practice of English Language Teaching. England: Longman.

Richards, J.C. (2008). Teaching Listening and Speaking. USA: Cambridge University Press.

50

Appendix 1

Number Name

1 Ade Lia Dian Pratiwi

2 Apriyan Dwi Darmawan

3 Yoga Widjaya Kusuma

4 Agus Kusuma Jaya

5 Agus Someyasa

6 Andi Sastrawan

7 Andika Jaya

8 Angga Saputra

9 Apriantini

10 Arya Suta Wijaya

11 Austin Leo Setiawan

12 Ayu Darmayanti

13 Ayu Nitasari

14 Ayu Melinia Dewi

15 Ayu Puji Diantari

16 Bagus Indra Kumara

17 Candra Purwadinata

18 Cika Karindra Sukma Diputri

19 Diah Yuniantari

20 Dwi Wahyu Saputra

21 Eri Pranata

22 Febry Hariri

23 Geofani Setiawan

24 Ika Ristiana Putri

25 Indah Septiani

26 Intan Cahya Dewi

27 Khrisnayasa

28 Lalu Adi Sianturi

51

29 Mahendra

30 Nata Mahendra

31 Nur Ahmad Andriyanto

32 Okta Suairni

33 Panji Surya Jaya

34 Pravastya Atristi Dalena

35 Rahayu Murniyati

36 Rama Permana Putra

37 Ramli Usman

38 Rafli Afrizal

39 Ratih Liana Dwi Yanti

40 Roberto Januar Theopilus

41 Ayu Apriliani

42 Santika Dewi

43 Shintya Aryantika Dewi

44 Suriantari

45 Tea Vebianagata

46 Tri Agustina

47 Utari Wahyuni

48 Willy Gautama

53

Appendix 3

LESSON PLAN

School : SMP PGRI 9 Denpasar

Subject : English

Class/Semester : VIII.5/II

Standard Competence : Expressing the meaning in simple short spoken

transactional and interpersonal conversation to

interact with the nearest environment.

Basic Competence : Understanding and responding meaning in simple

transactional (to get things done) and interpersonal

conversations by using spoken language accurately,

fluently, and acceptable to interact with the nearest

environment using the speech act: giving and

responding suggestions and instructions.

Text : Transactional / Interpersonal

Theme : Job Activities

Skill : Speaking

Time Allotment : 2 x 40 menit

1. Indicators

Ask and answer about giving and responding suggestions and

instructions expression.

Ask and answer the simple expression of giving and responding

suggestions and instructions.

54

2. Teaching Learning Objectives

In the end of the learning process students are able to respond to the

expression of giving and responding suggestions and instructions.

In the end of the learning process students are able to make a good

dialogues by using of giving and responding suggestions and

instructions.

In the end of the learning process students are able to speak aloud to

improve the pronunciation by using giving and responding suggestions

and instructions.

3. Expected Characters

Communicative

Discipline

Respect

Diligence

Active

4. Teaching Learning Material

A. Explanation and example of giving and responding suggestions and

intructions

a) Explanation about giving and responding suggestions such as :

Giving Suggestion :

• I’d like to suggest that ...

• I suggest that ...

• Why don’t you ...

• How about ...

• Maybe you could ..

• What about going to ...

Responding to Suggestion :

• Yes, you are right.

• That sounds like a good suggestion.

• That’s good idea.

55

• As you wish, sir.

b) Explanation about giving and responding instructions such as :

Giving Instruction :

• Could you do this ...

• Do this ...

• You must ...

• Can you ...

• Don’t ...

Responding to Instruction :

• Yes, sir.

• Ok, I will.

• Not at all.

B. Example :

Giving suggestion : I suggest that you have to join with our

company because our company is

urgently needed some employer.

Responding suggestion : That’s a good idea. I will try and send

my CV soon.

5. Teaching Learning Methods

Approach : Communicative approach

Method : Cooperative Learrning

6. Teaching Learning Procedures

No Learning activities Time

allotment Teacher Action Student Reaction

1 Opening

5 Minutes

- Greeting - Response the

greeting

- Checking the students

attendance

- The students

answer when their

name are called

56

- Apperception ;

teacher gives brain

storming about the

job activities by using

some questions.

- The students

answer the

question.

2 EEC

a. Exploration

- Teacher tells the

purpose of learning

the material (giving

and responding

suggestions and

instructions) and

gives motivation.

- Pay attention and

listen the teacher’s

explanation

carefully 5 minutes

- Teacher explain the

material (giving and

responding

suggestions and

instructions)

- Students ask a

question if they

don’t understand. 10 minutes

b. Elaboration

- Teacher divides the

students to be some

groups that consist

with 3 students based

on heterogeneous

grouping.

- Students form

groups quickly

5 minutes

- Teacher gives the

task of giving and

responding

suggestions and

instructions for

discussion by using

- Students answer in

group

20 minutes

57

interview technique

then be a facilitator

and motivator when

students do it in the

group.

- Teacher gives a test

to evaluation the

students

- Students practice in

front of the class 25 minutes

3. Confirmation

- Teacher summarizes

the material

- Students listen to

the teacher 5 minutes

3 Post activities

- Teacher tells the best

performance of

students and gives

appreciation.

- Students give

applause for their

friends who does

the best

performance

5 minutes

- Saying Good bye and

thank you

- Saying Good bye

too

7. Teaching Learning Source

Books :

Doddy, Achmad.2008. Developing English Competencies Grade 2.

Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional

58

8. Assessment

Indicators Assesment

Technique Form

Ask and answer about giving and

responding suggestions and

instructions expression.

Ask and answer the simple expression

of giving and responding suggestions

and instructions.

Spoken/oral Performance test

9. Instrument

With your partner, make dialogues based on the situations below. Use

expression of giving suggestions and instructions including the responses.

Then, role-play the dialogues.

1. Jack’s condition is not well. He is sick. Suggest him to see a

doctor.

2. Rudy is looking for a new flat. Suggest that he find a cheap and

comfortable flat, and tell him what he should do to rent it.

10. Assessment Rubric

Name:

Number:

No Student's Performance Scoring

1 2 3 4 5

1 Accents

2 Grammar

3 Vocabulary

59

1

1 = Very bad and a lot of mistakes and very difficult to understand

2 = Very bad but there are some mistakes that can be understood

3 = Good but there are some mistakes that can be understood

4 = Good and the mistakes are less and indiscernible/ no conspicuous

5 = Very good and the mistakes no conspicuous or almost perfect

Note: the complete scoring of speaking can be seen in appendix.

Denpasar, 2 Januari 2013

English Teacher,

Listriyana

NPM. 10.8.03.51.31.2.5.3702

4 Fluency

5 Comprehension

Total

total scoring

Keterangan :

60

Appendix 4

LESSON PLAN


Subject : English









environment using the speech act: asking plans and

hopes.


Theme : Personal Life

Skill : Speaking


1. Indicators

Ask and answer about asking plans and hopes expression.

Ask and answer the simple expression of asking plans and hopes.



expression of asking plans and hopes.

61


dialogues by using of asking plans and hopes.


improve the pronunciation by using asking plans and hopes.


Communicative

Discipline

Respect

Diligence

Active


A. Explanation and example of asking plans and hopes

Everyone has something to project in the future. From the very

beginning, people have prepared everything they need in connection

with their ideals or expectations. To find out what someone is hoping as

well as his future plans, below are several possible expressions to open

the mood.

Asking plans and hopes:

What’s the plan?

What is your plan?

What do you hope?

What do you expect to have?

Expressing hope

I really hope that ....

I do hope ......

I really wish ....

It’s done in the hope that ....

B. Example :

Asking plans : what is your plan when you finish the shoolarship

program?

62

Responding : I hope I can get further grant to take graduate

program in business administration. If I finish soon I

will to run a business.







1 Opening

5 Minutes


greeting


attendance

- The students

answer when their

name are called

- Apperception ;

teacher gives brain

storming about the

personal life by using

some questions.

- The students

answer the

question.

2 EEC

a. Exploration

- Teacher tells the

purpose of learning

the material (asking

plans and hopes) and

gives motivation.

- Pay attention and


explanation

carefully

5 minutes


material (asking plans

and hopes)

- Students ask a

question if they

don’t understand.

10 minutes

63

b. Elaboration


students to be some

groups that consist


on heterogeneous

grouping.

- Students form

groups quickly

5 minutes

- Teacher gives the

task of giving and

responding

suggestions and

instructions for

discussion by using

interview technique


and motivator when


group.


group

20 minutes


to evaluation the

students



3. Confirmation


the material



3 Post activities


performance of

students and gives

appreciation.

- Students give

applause for their

friends who does

the best

performance

5 minutes


thank you

- Saying Good bye

too

64


Books :



8. Assessment


Technique Form

Ask and answer about asking plans

and hopes expression.


of asking plans and hopes.


9. Instrument

Make your own dialogues using asking plans and hope based on the

following questions with your friends and tell the answer in front of the

class!

What is your friend’s plan after the graduation?

What is your friend’s hope to get in the future?


Name:

Number:


1 2 3 4 5

1 Accents

65








English Teacher,

Listriyana

NPM. 10.8.03.51.31.2.5.3702

2 Grammar

3 Vocabulary

4 Fluency

5 Comprehension

Total

total scoring

Keterangan :

66

Appendix 5

LESSON PLAN


Subject : English









environment using the speech act: asking and giving

for opinion.


Theme : Traveling and Holidays

Skill : Speaking


1. Indicators

Ask and answer about asking and giving for opinion.

Ask and answer the simple expression of asking and giving for opinion.

67



expression of asking and giving for opinion.


dialogues by using of asking and giving for opinion.


improve the pronunciation by using asking and giving for opinion.


Communicative

Discipline

Respect

Diligence

Active


A. Explanation and example of asking and giving opinion

a) Explanation about asking for opinion such as :

What do you think of .....?

What are your views?

What is your opinion?

Is it right what I’ve done?

What about ...?

How about ...?

b) Explanation about giving opinion such as :

I’m convinced that ....

I reckon ....

I consider that ....

According to the expert, I ....

In my opinion, ....

I think ....

68

B. Example :

Asking opinion : What do you think about view of Tanah Lot ?

Giving opinion : I think view of Tanah Lot is very awesome because

it has a very special temple that located is very

near to the sea and you can see a wonderful sunset

goes down.







1 Opening

5 Minutes


greeting


attendance

- The students

answer when their

name are called

- Apperception ;

teacher gives brain

storming about the

traveling and

holidays by using

some questions.

- The students

answer the

question.

2 EEC

a. Exploration

- Teacher tells the

purpose of learning

the material (asking

and giving for

- Pay attention and


explanation

carefully

5 minutes

69

opinion) and gives

motivation.


material (asking and

giving for opinion)

- Students ask a

question if they

don’t understand.

10 minutes

b. Elaboration


students to be some

groups that consist


on heterogeneous

grouping.

- Students form

groups quickly

5 minutes

- Teacher gives the

task of giving and

responding

suggestions and

instructions for

discussion by using

interview technique


and motivator when


group.


group

20 minutes


to evaluation the

students



3. Confirmation


the material



3 Post activities


performance of

- Students give

applause for their 5 minutes

70

students and gives

appreciation.

friends who does

the best

performance


thank you

- Saying Good bye

too


Books :



8. Assessment


Technique Form

Ask and answer about asking and

giving for opinion.


of asking and giving for opinion.


9. Instrument

With your partner, make dialogues based on the situations below. Use

expression of asking and giving for opinion including the responses. Then,

role-play the dialogues.

1. Nia and Nita are going to Garuda Wisnu Kencana. They talk about

the statue , the view and the ticket.

2. You are student and tou have to interview the foreigner from

England. You want to know his opinion about your island and

culture.

71









English Teacher,

Listriyana

NPM. 10.8.03.51.31.2.5.3702

Name:

Number:


1 2 3 4 5

1 Accents

2 Grammar

3 Vocabulary

4 Fluency

5 Comprehension

Total

total scoring

Keterangan :

72

Appendix 6

LESSON PLAN


Subject : English



transactional and interpersonal conversation to interact

with the nearest environment.





environment using the speech act: asking for, giving and

refusing services.


Theme : Daily Life

Skill : Speaking


1. Indicators

Ask and answer about asking for, giving and refusing services expression.

Ask and answer the simple expression of asking for, giving and refusing

services expression

73



expression of asking for, giving and refusing services expression.


dialogues by using of asking for, giving and refusing services expression.


improve the pronunciation by using asking for, giving and refusing services

expression.


Communicative

Discipline

Respect

Diligence

Active


Explanation and example of asking for, giving and refusing services

expression such as :

what can I do for you? (offering service)

No, thank you.(rejecting service)

Can I have a glass of drink? (requesting something)

Sorry I can’t. (rejecting something)




74




1 Opening

5 Minutes


greeting


attendance

- The students answer

when their name are

called

- Apperception ; teacher

gives brain storming

about the daily life by

using some questions.

- The students

answer the question.

2 EEC

a. Exploration

- Teacher tells the

purpose of learning the

material (asking for,

giving and refusing

services) and gives

motivation.

- Pay attention and


explanation carefully 5 minutes


material (asking for,

giving and refusing

services)

- Students ask a

question if they don’t

understand. 10 minutes

b. Elaboration


students to be some

groups that consist

- Students form groups

quickly 5 minutes

75


on heterogeneous

grouping.

- Teacher gives the task

of giving and

responding suggestions

and instructions for

discussion by using

interview technique


and motivator when


group.


group

20 minutes

- Teacher gives a test to

evaluation the students



3. Confirmation


the material

- Students listen to the

teacher 5 minutes

3 Post activities


performance of

students and gives

appreciation.

- Students give

applause for their

friends who does the

best performance 5 minutes


thank you

- Saying Good bye too

76


Books :



8. Assessment


Technique Form

Ask and answer about asking for,

giving and refusing services

expression.


of asking for, giving and refusing

services expression.


9. Instrument

With your partner, make dialogues based on the topics below. Use expression

of asking for, giving and refusing services expression. Then, role-play the

dialogues.

1. Sports

2. Food and drinks

3. Hobby


Name:

Number:

77








English Teacher,

Listriyana

NPM. 10.8.03.51.31.2.5.3702


1 2 3 4 5

1 Accents

2 Grammar

3 Vocabulary

4 Fluency

5 Comprehension

Total

total scoring

Keterangan :

52

Appendix 2

PRE-TEST

I. With your partner, make dialogues based on the situations below. Use

expression of giving suggestions and instructions including the responses.

Then, role-play the dialogues.

Your friend, Amanda, is a lazy student. Ask her to study hard for the

upcoming test. Suggest that she:

join your study club

go to the library

78

Appendix 7

Post Test 1

I. With your partner, make dialogues based on the situations below. Use

expression of giving suggestions and instructions including the

responses. Then, role-play the dialogues.

1. Jack’s condition is not well. He is sick. Suggest him to see a

doctor.

2. Rudy is looking for a new flat. Suggest that he find a cheap and

comfortable flat, and tell him what he should do to rent it.

79

Appendix 8

POST TEST II

II. Make your own dialogues using asking plans and hope based on the

questions below with your friends and tell the answer in front of the

class!

What is your friend’s planned after the graduation?

What is your friend’s hope to get in the future?

80

Appendix 9

KUISIONER

Petunjuk!

1. Jawablah pertanyaan di bawah ini dengan memberi tanda silang (X) pada

huruf A, B, C, atau D pada jawaban yang menurut anda tepat!

2. Jawablah pertanyaan di bawah ini sesuai dengan pendapat anda sendiri

tanpa melihat pendapat atau jawaban orang lain!

Berilah tanda silang (X) pada jawaban yang anda anggap sesuai!

1. Menurut anda apakah pelajaran berbicara dalam Bahasa Inggris penting

bagi anda dalam mencari perkerjaan?

A. Sangat penting

B. Penting

C. Kurang penting

D. Tidak penting

2. Apakah anda suka berbicara dalam Bahasa Inggris sehari-hari?

A. Suka sekali

B. Suka

C. Kurang suka

D. Tidak suka

3. Apakah dengan sering berbicara dalam Bahasa Inggris mudah bagi anda

untuk menambah kosakata dalam Bahasa Inggris?

A. Mudah sekali

B. Mudah

C. Tidak mudah

D. Sulit

4. Menurut anda apakah interview technique dapat membantu dalam

meningkatkan kemampuan berbicara dalam Bahasa Inggris?

A. Dapat sekali

B. Dapat

81

C. Kurang dapat

D. Tidak dapat

5. Efektifkah bagi anda interview technique dalam proses belajar mengajar?

A. Efektif sekali

B. Efektif

C. Kurang efektif

D. Tidak efektif

6. Setujukah anda apabila guru disekolah menerapkan interview technique

tersebut dalam proses pembelajaran?

A. Setuju sekali

B. Setuju

C. Kurang setuju

D. Tidak setuju

7. Kapan guru Bahasa Inggris sebaiknya menggunakan interview technique

dalam mengajar berbicara?

A. Setiap mengajar

B. Sewaktu-waktu saja

C. Jarang-jarang saja

D. Bila diperlukan

8. Bagaimanakah kemampuan belajar anda setelah menggunakan interview

technique?

A. Sangat meningkat

B. Meningkat

C. Kurang meningkat

D. Tidak meningkat

9. Apakah penggunaan interview technique berpengaruh dalam

mengembangkan kemampuan berbicara anda?

A. Sangat berpengaruh

B. Berpengaruh

C. Kurang berpengaruh

D. Tidak berpengaruh

82

10. Penggunaan interview technique dapat membuat pelajaran berbicara lebih

menarik dan lebih dimengerti. Sikap anda.......

A. Sangat setuju

B. Setuju

C. Kurang setuju

D. Tidak setuju

83

BIOGRAPHY

Listriyana was born and raised in Moslems

family in Tanjung Benoa – Nusa Dua. Her mother is

a house wife and her dad is a water sport employee.

They are 3 children in her family with all females

which she is a second daughter and her older sister

name is Sri Azryah. Her younger sister is her twin

sister, Listriyani. They were born in Denpasar on May, 18th

1992. Listriyana

attended her education in the Elementary school in SDN 1 Tanjung Benoa on

1998 until 2004. She has spent her Junior high school in SMPN 3 Kuta Selatan

for 3 years. Then she continued to Senior high school from 2007 till 2009 at

SMAN 1 Kuta. Presently, she is a student in Universitas Mahasaraswati

Denpasar (UNMAS) from 2010. She had many experiences and friends during

her period being a student. Listriyana has always passionate to study English

because she would like to achieve her goals one day. She hopes that after her

graduated from Universitas Mahasaraswati Denpasar, she can implement her

knowledge for her future. She doesn’t give up easily to achieve her dreams and

successful in the future.

teaching speaking skill through interview...

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