improving speaking skill by using interview...perpustakaan.uns.ac.id digilib.uns.ac.id commit to...

perpustakaan.uns.ac.id digilib.uns.ac.id

commit to user

IMPROVING SPEAKING SKILL

BY USING INTERVIEW

OLEH :

KRISTIN RAHAYU

K.2206005

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS SEBELAS MARET

SURAKARTA

2010


commit to user

1

CHAPTER I

INTRODUCTION

A. Background of the Study

English speaking is an important thing to be mastered nowadays. The

departure of foreign people to Indonesia is a phenomenon that cannot be avoided.

Then, students’ exchange is a common case that often happens in our daily life.

Moreover, the activity of travelling abroad, from Indonesia to foreign country and

vice versa, is not a special thing too. These facts emerge a demand for us to be

able to speak English. Here, speaking English is very useful for helping us in

communicating with people from another country. In this case, speaking becomes

a need that must be mastered in order to be able to share our ideas with them.

As an effort to make the students able to speak English, Indonesian

government declared that English becomes the first foreign language in Indonesia.

It implies that English should be taught as a compulsory subject for the students in

Junior High School up to the University. In Permendiknas article 22 KTSP

curriculum of Senior High School (2006: 308), it is stated that:

Mata Pelajaran Bahasa Inggris di SMA/MA bertujuan agar peserta didik memiliki kemampuan sebagai berikut.

1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulis untuk mencapai tingkat literasi informational

2. Memiliki kesadaran tentang hakikat dan pentingnya bahasa Inggris untuk meningkatkan daya saing bangsa dalam masyarakat global

3. Mengembangkan pemahaman peserta didik tentang keterkaitan antara bahasa dengan budaya.

1


commit to user

2

Based on this article especially point no 1, it can be said that mastering

English includes two abilities; ability in oral and non-oral communication.

Because of that reason, English has an objective to develop four language skills in

order to make the students able to communicate in English. It means that learning

English deals with ability to communicate. Communication itself is the

collaborative exchange of thoughts, feelings, or ideas. So, one who masters

English should have an ability to understand and produce oral and non-oral text

which is realized in four language skills such as listening, speaking, reading, and

writing. So, it is clear that the goal of learning a foreign language is sited on

reaching of the communicative ability. In this case, students are not only expected

to express their ideas, feelings, and opinion in a written form, but also in oral

speaking form.

As stated above, teaching English covers four skills: reading, listening,

speaking, and writing. All of the skills are taught in order to achieve integrated

skill. Among the four skills, speaking is believed as the most difficult skill to be

learned. Brown and Yule in Sari (2007: 1) state that learning to talk in the foreign

language is often considered being one of the most difficult aspects of language

learning for the teacher to help the students. Helping the students develop the

speaking skill not merely so that they can pass examination but also for more

general use when they want to use the English in the outside world. Nunan in

Brown (1994: 255) also notes a further complication in interactive discourse is a

thing what he calls the “interlocutor effect”, or the difficulty of a speaking task as


commit to user

3

gauged by the skills of one’s interlocutor. In other words, a learner’s performance

is always colored by that of the person (interlocutor) he or she is talking with.

Related to speaking skill, there are some problems appearing when

students learn to master English. Based on the interview to the teacher and some

students and observation, it is found that the students’ ability in speaking in SMA

Negeri 1 Surakarta is still low. There is strong interference of the students’ mother

tongue in the way they speak. In addition, students are afraid in making mistakes

in speaking. Their motivation in speaking English is not good too. In sum, it can

be said that their motivation and performance in speaking are still low.

The first indicator is that the students’ speaking fluency is low. It can be

seen from the use of too much filler in their speech. When they speak, they often

mention utterance like “umm, e”. There are also too long silence period, and also

unfinished statements they make. This condition implies that they have lack

mastery of vocabulary.

There are also many grammatical inaccuracies in their sentence. From the

observation, it can be seen that the students’ grammar is not good. As they make a

speech, their structure of sentence is false. When they are asked to tell a story,

they often make a wrong structure in making sentences. Then, from the interview

conducted in English with the students, it can also be concluded that their

grammar mastery must be improved. They often use the wrong verb in making

sentences. For example, when the researcher asks “Do you have a willingness to

be able to speak in English?”, he answers “Yes, I have”. In reality, he has to


commit to user

4

answer “Yes, I do”. It means that their knowledge in grammar is less.

The third indicator is that there is a strong interference for the students to

say some sentences in the form of mother tongue. Actually English has the

different system in uttering sentences. For example when the students state noun

phrases, they often say the noun first, and then it is followed with the adjectives.

This way of speaking is actually false because when a learner says English noun

phrase, he or she must state the adjectives first, and the noun must be placed in the

last part of phrases.

The fourth indicator is that there is a tendency of the students to be afraid

of making mistakes. In other words, it can be said that the students are lack of

confidence in speaking English. They will only answer teacher’s question after

they are pointed. This situation can be seen when a teacher ask a question to the

students. In this situation, some students just keep silent and avoid teacher’s sight.

They never answer his question until he points toward one of them. Besides, when

the researcher asks one of the students in the class XI IA 4 of SMA 1 Surakarta

about the reason why they are only keep silent when they are asked some

questions by their teacher, she answers “Takut salah, mbak. Kan malu sama

teman-teman. Takut dimarahi Pak Guru juga.”. Actually, the teacher will not

angry if the students make mistakes. This assumption is also strengthened by

teacher’s statement “Kalau kemampuan sebenarnya ada, cuma kurang pede dan

takut salah saja”. This fear gives a big influence in their speaking skill. If the

condition continuously occurs in a class, it will be only few students who can

increase their speaking ability since there is no practice as the effort to lift up their


commit to user

5

ability.

The next indicator is a students’ opinion considering English is a difficult

thing to be studied. This assumption is based on the interview between the

researcher and one of students. She says:

“Bagaimana ya mbak… berbicara pakai bahasa Inggris itu kan memang susah. Kita ini kan orang asli Indonesia, jadi susah bagi kita untuk bicara pakai bahasa Inggris. Kita kan juga tidak punya pengalaman pernah tinggal di luar negeri. Teman-teman kita pun pakai bahasa Indonesia dan Jawa. Intinya kalau kita bukan orang luar negeri ya sulit buat kita untuk ngomong pakai bahasa mereka. Belajar struktur kalimatnya saja sudah susah, apalagi bicara.”

From the interview above, it can be concluded that some students have an

argument that the problem causing the lack ability to master English is the

influence of Indonesian organ of speech. She thinks that Indonesian people cannot

speak as well as native speaker because both have different system in organ of

speech.

The last indicator is that the students’ motivation in speaking English is

low. This belief is taken from the interview with one of students. He said “Temen-

temen pada gak mau diajak ngomong pakai Inggris. Kalau gak ada teman yang

diajak ngomong kan jadi males. Mau ngomong Inggris sama siapa”. From,this

sentence, it can be concluded that, actually, there are two terms that influence the

students’ speech: interlocutor and motivation. Interlocutor is a person who

becomes a conversational partner. The absence of interlocutor may decrease

students’ willingness to speak. In fact, motivation is very essential in learning a

field of study. Ur (1996: 120) states that one of the characteristics of the


commit to user

6

successful speaking is the high motivation of the students. It means that they are

eager to speak because they are interested in the topic and have something new to

say about it, or because they want to contribute in achieving an objective of task.

So, motivation is a crucial factor that determines students’ willingness to engage

in the process of learning. Motivation also becomes the determinant factor that

explains the success and the failure of learning. Harmer (1998: 4) states that

“There can be no doubt that motivation plays a vital part in most students’ success

or failure as language learners”. This statement is supported by Brown’s opinion

(1994: 152) stating that motivation is probably the most frequently used catch all

of them for explaining the success and the failure of any complex task. It means

that one’s achievement is also determined by his motivation. A person who has a

high motivation will get a good achievement because she or he will do many

things to reach his or her intentions.

After observing and interviewing, it can be said that the factors causing the

problem in speaking ability come from the students themselves. It is found that

students are lack in motivation and performance in speaking. Their focus of their

teaching and learning process is only ability on the written form. In other words, it

can be said that they often neglect that mastering English is not only ability in

grammar, but also ability in communicating.

There are many techniques that can be applied in the classroom.

According to Brown (1994: 48), techniques are the specific activities manifested

in the classroom that are consisted with a method and therefore in harmony with

an approach as well. In other words, techniques include all task and activities.


commit to user

7

They are almost always planned and deliberate. They are the product of a choice

made by the teacher. Klippel in Brown (1994: 279) mentions that there are some

techniques categorized as an interactive techniques believed have a strong

capability in solving students’ problem related to speaking. These are interview,

guessing games, jigsaw task, ranking exercise, discussion, values clarification,

problem-solving activities, role play, and simulation.

In order to overcome the problems related to speaking skill as stated

above, the researcher believes that there must be a new technique implemented by

the teacher in order to increase the lack motivation and dismiss the low ability in

speaking. In this study, the researcher focuses on using the technique of interview

as one of the ways in solving some problems related to speaking.

There are some reasons of choosing interview to overcome the problem on

speaking skill. The main reason is because interviews demand the students to

speak actively. It implies that the students are involved in every activity in the

speaking class. In a common teaching and learning process, it is a teacher who

becomes the only active participant, especially in speaking activity. However, by

having an interview, teacher will invite their intention to speak. It will also useful

for making the learning process becomes more active. Then, interview is not only

considered as a popular activity for work pair, but also appropriate for group

work. Besides, interview is useful at all levels of proficiency. At the lower levels,

interview can be very structured, both in terms of the information that is sought

and the grammatical difficulty and variety. At the higher levels, interview can

probe more complex facts, opinion, ideas, thought, and feelings. When the


commit to user

8

students speak, it is hoped that the topic and technique encourage their interest

and stimulate them to learn enthusiastically. By realizing these situations, the

researcher believes that the motivation of students in learning English will

increase so shat their speaking skill will be improved. As the result, the students

will get satisfying achievement in speaking skill.

B. Formulation of the Problem

The problem of this research can thus be formulated in the three

questions bellow:

1. Does teaching speaking using interview improve students’ English speaking

skill in SMA N 1 Surakarta?

2. What happen in the class when interview is employed in teaching speaking


3. What are the strengths and weaknesses of implementing interview in

improving students’ speaking skill in SMA N 1 Surakarta?

C. The Objectives of the Research

The objectives of this research will be the answers to the questions

stated in the formulation of the problem. The objectives of this research can be

stated as follow:

1. To know whether interviews improve students’ speaking skill of SMA N 1

Surakarta in learning English.


commit to user

9

2. To find out what happens in the class when interview is employed in teaching

speaking skill in SMA N 1 Surakarta.

3. To find out the strengths and weaknesses of implementing interview to

improve speaking skill of the students of SMA N 1 Surakarta.

D. The Benefits of the Research

The result of the research hopefully will be useful for:

1. The students at SMA 1 Surakarta

Through interview, they are expected to have good development in speaking.

The technique of interview used in this research is expected to make the

students to be more active in expressing their ideas and to make their speech

becomes more fluently.

2. The teachers of SMA 1 Surakarta

It is expected that the research can give inspiration to the teachers of SMA 1

Surakarta to have efforts in developing various teaching techniques. It also

expected that the teacher will conduct the same research to improve the

teacher’s professionalism.

3. The principal of SMA 1 Surakarta

It is expected that the principal promotes this research to the teachers and

facilitate them to do the research.

4. The other researchers

This study is one of the ways in improving students’ speaking skill. Hopefully,

this research will give a clear description about speaking. Besides, it is also


commit to user

10

expected that the findings will be used as the development of another research

in order to improve the quality of English Language Teaching.

5. The writer herself

It is expected that this research will give a contribution for improving her

ability in doing a better action research in the future.


commit to user

11

CHAPTER II

LITERATURE REVIEW

This chapter provides theories related to the title of the research which

focuses on improving students’ speaking skill using interview. Review of related

literature provides a theoretical and conceptual frame of thinking that become a

guidance of the research.

A. Speaking

1. Definition of Speaking

Burkart in Alfiantoro (2009: 17) states that speaking is an activity which

involves the areas of knowledge, they are the mechanics (pronunciation, grammar,

and vocabulary); it is the use of the right words in the right order with the right

pronunciation. Lewis and Hill (1993: 54) say that speaking is a process that covers

many things in addition to the pronunciation of individual sounds. It also covers

pronunciation stress and intonation. While according to Nunan (1998: 26),

speaking is a process consisting of short, often fragmentary utterances in a range

of communication.

Bernard (1994: 31) has his own opinion about speaking. He calls speaking

as talking as shown in his below statement:

Talking implies more than using words within a structural framework; it encompasses habits of expression and relationship, interactive procedures, and types of social functioning, which cannot be neglected or ignored when designing a language learning method.

11


commit to user

12

Based on Bernard’s definition above, it can be concluded that speaking

covers the use of words within a structural framework, which is accompanied by

the habits of expression and relationship, interactive procedures, and types of

social functioning. He adds that talking is communication, so it is not an exchange

of linguistic formulae without personal qualities of meaning and value.

Besides, according to Briendley (1995: 19), oral skill can be identified

with speaking skill. His point of view about oral skill is to:

a. express oneself intelligibility

b. convey intended meaning accurately with sufficient command of

vocabulary

c. use language appropriate to context

d. interact with other speakers fluently

He shows that oral skill can be rated into four areas, namely: interactive

communication, which covers fluency or effect on listener, intelligibility, which

covers pronunciation or prosodic features, appropriateness consisting of pragmatic

competence or register, and accuracy including structure and vocabulary

resources. It can be simplified that speaking is a skill, which demands fluency,

intelligibility, appropriateness, and accuracy.

Speaking is productive rather than receptive skill because it is a way in

which the language system is manifested through the use of the organ of speech.

Speaking is called as productive and receptive skill because it is used in

communicative activity. People use it both as listeners or speakers. This is

explained clearly by Widdowson (1978: 64) as follows:


commit to user

13

“…talking is reciprocal because it takes the form of an exchange between two or more participant with each participant taking turn to say something. Any misunderstandings which arise can be cleared up in the process of the interaction and the participants rely on the ‘feedback’ provided by reaction of the other interlocutors.”

Another definition comes from Underwood (1997: 11) who says that

speaking is perceived as a creative process where speakers are almost always in

the position of formulating what they are saying as they go along and adjusting

what they are saying as a result of the behavior of the listeners or as a result of

added thought of their own. It can be said that speaking constitutes a creative

process which is done by speakers in formulating what they are saying and

adjusting it as the response to the listeners’ behavior toward what the speakers are

saying or as a result of their own additional thought.

Other perception comes from Thornbury (2005: iv), that speaking is

interactive and requires the ability to cooperate in the management of speaking

turns. It implies that speaking is an interactive activity where the speakers have to

be able to manage the speaking turns, when to speak and when to stop, for

instance.

From the definitions above, it can be concluded that speaking is a process

in which the speakers express their idea to the listeners. It is a complex skill,

which requires a creative process of the speaker in formulating what he is saying

in a reciprocal exchange involving reception, and production skill in which

requires adequate vocabulary, intelligibility, accuracy, appropriateness, relevance

and adequacy of content, and fluency in its process. When the speakers speak,


commit to user

14

they produce utterances with specific pronunciation of individual sounds. Thus, it

can be concluded that speaking is more than just producing sounds; it is an

activity which involves three areas of knowledge, and they are the area of

mechanics, functions, and social and cultural rules and norms.

2. Speaking Skill

Speaking is one of the most complex skills. It is a skill which is unique to

our species (Levelt 1995: 1). It is the skill by which learners are frequently judge,

as a success learner or not. Thus, being able to use the language becomes the aim

of foreign language teaching.

McLaughlin (in O’Malley and Chamot, 1990: 66) states that speaking is an

example of a complex cognitive skill that can be differentiated into various

hierarchical sub skills, some of which might require controlled processing while

others could be processed automatically. It means that speaking involves several

skills require processing.

Widdowson (1996: 59) defines speaking as an instance of use, therefore, is

part of reciprocal exchange in which both reception and production play part. In

this sense, the skill of speaking involves both receptive and productive

participation.

Bygate (1997: 4) believes that speaking is a skill, which people are most

frequently judged, and through this they may make or lose friends. It is a vehicle

par excellence of social solidarity, social ranking, professional advancement, and

business. It is also a medium through which much language is learned, and which


commit to user

15

for many is particularly conducive for learning. He also states that there is a

fundamental difference between knowledge and skill. Both can be understood and

memorized, while only a skill can be imitated and practiced. Furthermore he

clarifies that there are two basic ways in which something we do can be seen as a

skill (1997: 5). The first is motor-perceptive skills that involve perceiving,

recalling, and articulating in the correct order sounds and structures of the

language. The second is interaction skills that involve making decisions about

communication, such as: what to say, how to say it, and whether to develop it, in

accordance with one’s intention while maintaining the desired relations with

others. The notions of what is right or wrong now depend on such things as what

we have decided to say, how successful we have been so far, whether it is useful

to continue the point, what our intentions are, and what sorts of relations we

intend to establish or maintain with our interlocutors.

Based on the definitions above, it can be said that speaking skill involves

the ability in understanding and using the utterances in real communication.

Speaking skill in this study is a creative process in which both receptive and

productive competence taking a part. Speaking skill is productive because one

carries out the activity for using his speech organs successfully, while it is

receptive because it needs someone else to listen to what has been said in order to

react what have been heard before successfully.


commit to user

16

3. Teaching Speaking

Students’ language learning is considered successful if the students can

communicate effectively in the target language. Therefore, this becomes the main

goal of language learning, especially in speaking class. Hadfield (1999: 7) says

that speaking is any kind of bridge for learners between classroom and the outside

world. In order to build the bridge, in the speaking activities the teacher must give

them practice opportunities for purposeful communication in meaningful

situation. It means learning to speak in a second language will be facilitated when

learners are actively engaged in attempting to communicate. Thus, the teacher

should give learners practice and oral exams to actualize their speaking skill.

In teaching speaking skill, the teacher should also recognize the

difficulties, which are encountered by their students. As stated by Thornbury

(2005: 39), the difficulties, which the learner-speaker faces, can be classified in to

two main areas:

a. Knowledge factors: the learner doesn’t yet know aspects of the language that

enable production.

b. Skills factors: the learner’s knowledge is not sufficiently automated to ensure

fluency.

Thornbury adds that the lack of the two factors can result in the lack of

affective factors, such as lack of confidence or self-consciousness, which might

inhibit fluency. Learners can compensate their insufficient knowledge of language

system by using communication strategies, and they compensate for lack of

fluency through discourse strategies. However those strategies could lead to


commit to user

17

premature fossilization of the learner’s inter language. It means that those

strategies can close down the language system development of the learners,

although there can be conversational ‘foothold’ for learners.

Thus, there should be balance between knowledge, which is required for

speaking, and ways that can make the knowledge become available for use.

In terms of knowledge base that enables speech, learners need:

a. a core of grammar,

b. a core vocabulary of at least 1000 high frequency items,

c. Some common discourse markets,

d. a core phrase book of multi word (or chunks),

e. formulate ways of performing common speech acts (such as requesting or

inviting), and

f. mastery of those features of pronunciation that inhibit intelligibility.

The speaker should also take into account context factors, including the

cultural context and the context of immediate situation.

In order to activate these knowledge areas, learners need:

a. to be aware of features of the target knowledge base (awareness),

b. to integrate these features into their existing knowledge base (appropriation),

and

c. to develop the capacity to mobilize these features under real-time conditions

and unassisted (autonomy).


commit to user

18

4. The Problems in Speaking Activity

Learning to talk in the foreign language is often considered to be one of

the most difficult aspects of language learning for the teacher to help the students

with. Besides, many teachers have come across students who do not seem want to

talk in class. There is also an assumption stating that some students find speaking

in the classroom situation is a threat, because there is always an audience. Some

students prefer not to speak at all, and are consequently deny opportunities for

practice.

Moreover, Rivers in Alfiantoro (2009: 22) adds that there are

psychological factors in communication which include:

a. Desire to communicate

As well having something to say, the student must have the desire to

communicate the message to some person or group of persons. Some students

may do not have interest in joining speaking activity for their teacher who does

not show sympathy and their classmates are uncongenial. Others may realize

that they have limitations in the new language and do not want to ridicule.

b. Comprehension as well as expression

Students may have acquired skill in expressing themselves in the new language

code, but have had little practice in understanding the language when it is

spoken at a normal conversational situation.

c. Personality factors

Some students are talkative, others are shy or embarrassed if found to be in

error. These characteristics affect student performance in speaking activity.


commit to user

19

d. Limitations of expression

Students may feel frustrated when they know that their choice of expression is

limited. They can not demonstrate the maturity of their thought.

e. Correction of errors

In several societies, people will keep their ideas if expressing them could

cause embarrassment for themselves or for the people with whom they are

conversing. Continual correction sometimes can be very irritating.

Psychological factor is not the only factors that can make speaking

difficult. Brown (1994: 256) mentions characteristics of spoken language that

can make oral performance difficult for students.

a. Clustering

It is important for the students to know that being a fluent speaker is

not produce speech word by word but in phrasal. Students, therefore, must

have the ability to organize their output both cognitively and physically

through such clustering.

b. Redundancy

The speaker has an opportunity to make meaning clearer trough the

redundancy of language.

c. Reduced forms

Contractions, elisions, reduced vowels, etc. all form special problems

in teaching spoken English. Students who don’t learn colloquial contractions

can sometimes develop a bookish speech.


commit to user

20

d. Performance variables

Pausing and hesitation can be ignored in the spoken language. English

native speaker insert certain fillers such as uh, um, well, you know, I mean,

like, etc. in their “thinking time”. One of differences between native and

nonnative speakers of English is in their hesitation phenomena.

e. Colloquial language

Students should get acquaintance with words and idiom and phrases of

colloquial language and practice to produce the forms.

f. Rate of delivery

It is teacher responsibility to help learners to achieve an acceptable

speed along with other attributes of fluency.

g. Stress, rhythm, and intonation

Stress, rhythm, and intonation are parts of pronunciation. The patterns

convey important messages.

h. Interaction

It is a must for the teacher to help learners in developing the creativity

of conversational negotiation.

We can point out that much of students’ reluctance to speak in

speaking class has to do with apprehension, fear, nervousness, and worry.

Amy B.M. Tsui points out the following:


commit to user

21

“Classroom anxiety is a phenomenon that is found in all classrooms. However, this anxiety generated by second- language learning is unique. In learning a language, the student has to master the target language and perform in that language at the same time. This is very unsettling process since they have to perform in a language that they are not competence in and perhaps are struggling very hard to master. This will inevitably make students feel that they are unable to represent themselves fully. This has a tremendous impact on students’ self- perception and self- confidence.” (1995: 87)

From Tsui’s statement above, it can be said that one of the causes of

students’ reluctance to speak in speaking class is their feeling of inability to

perform in the target language. Furthermore, Tsui states that the anxiety is

further exacerbated by the fact that in the language classroom the teacher often

focuses not only on the correctness of student performance in terms of content

but also in terms of form (1995: 87). We can see how teachers sometimes are

very persistent in getting students to speak that are correct in both form and

content, perhaps without realizing that by doing this they could be publicly

humiliating the students.

Another important factor in students’ low skill in the speaking class

given by Tsui is the teacher’s subconscious choice to allocate speaking turns

to brighter students. (1995: 86). The uneven allocation could be in order to

save time so that more can be covered in a lesson, since brighter students are

more likely to provide the right answer and therefore less time will be

‘wasted’ in waiting for the answer, in guiding the student toward the right

answer, or in explaining why their answer is wrong. The uneven allocation

could be due to the teacher’s ego. The consequence of this is that the weaker


commit to user

22

students will feel ignored, their confidence will be further undermined and

they could become even more reluctant to speak.

Research on anxiety, as quoted by Tsui, makes a distinction between

‘trait-anxiety’ and ‘state-anxiety’. The former refers to a personality

characteristic, for example a person who is generally nervous and tense,

whereas the latter refers to anxiety that is specific to a situation, for example

stage fright (1995: 87-88). Foreign-language classroom anxiety is a kind of

state anxiety that is specific to the foreign-language classroom.

The problem may also come from the teacher. He may give a little

exercise to develop students’ speaking skill. Students of a new language will

not learn to speak merely by hearing speech in class. Rivers says that teacher

will need to give them many opportunities to practice speaking (1968: 188).

They will need to use their imagination in particular situations which provoke

the use of language in the expression of the student’s own meaning.

Another problem of speaking is the lack of material. Materials are one

of the five important components of language instruction: students, teachers,

teaching methods, materials and evaluation. In order to stimulate speaking of

the students, it is necessary to plan motivating, challenging and interesting

lessons with appropriate materials video, computer games, etc that would

stimulate and create a base for the students’ speaking.

Since speaking is not taught as a skill and usually acquired by the

students along with other subjects in everyday school life, there are no

supportive materials that teachers could use in the classroom. The only


commit to user

23

material is the ones provided by the publisher of the course book to support

the lessons.

The effect of the mother tongue also becomes one of the main

problems in the language classroom. It heavily affects their foreign language

learning. They make up a sentence first in their mother tongue, and then they

translate it into English. For example: Instead of “I like white rabbit”, an

Indonesian student says “I like rabbit white”.

Another problem in teaching speaking is the lack of speaking tests.

Though tests and exams are applied at school, speaking test is not envisaged

within the assessment package. Evaluation of the students’ language

knowledge is limited by grammar and vocabulary which do not reflect

students’ complete language knowledge that is to say, reading, writing,

listening and speaking skills are not evaluated. In connection with this, neither

students nor teachers see the need in focusing on speaking and developing this

very vital skill.

There are various techniques that can be used in a communicative

classroom to foster children’s speaking skills and give them confidence in

speaking in the target language. One of them is interview. Interview is always

popular in a language classroom thanks to its overlap with everyday natural

life and the opportunity of creating relaxed and stress-free atmosphere which

decreases learners’ affective filter and gives the chance to use the target

language more naturally and fluently.


commit to user

24

5. The Roles of Teachers

Several roles are assumed for teachers in oral lesson. The roles are teacher

as motivator, informant, conductor, corrector, and encourager.

The teacher as a motivator is the most important role. However good at

language the teacher is, whatever technical virtues a teacher possesses, without

motivation, students will never learn. The teacher should provide students’

interests in terms of topic, variety of language points, skill practiced, interaction,

humor, and interesting task.

As an informant, the teacher must give clear explanations of the material

or instructions and remind students of forgotten points. While teacher as a

conductor means the teacher is a person who conducts the lesson. This role is

concerned with the practical things a teacher needs to run the lesson well.

Teacher must also encourage the students. The encouragement involves all

aspects of the teacher’s role. A sympathetic attitude, not demanding beyond the

students’ capabilities, not overcorrecting, and praising what has been well done,

are necessary to be done.

In teaching oral lesson, the teacher should know what their roles are.

Knowing the roles will help the class to minimize the problem arisen. This also

makes the teaching learning process run as well as what has been planned.

According to Byrne (1997: 2), the teachers have specific roles at different stages,

as follows:


commit to user

25

a. In the presentation stage (when the teachers introduce something new to be

learned), the teachers play a role as informant.

b. In the practice stage (when the teachers allow the learners to work under their

direction), the teachers have a role as conductor and monitor.

c. In the production stage (when the teachers give the learners opportunity to

work on their own). At this stage the learners must work independently in

performing the speaking skill they have.

6. Various Techniques in Teaching Speaking

a. The Principles of Teaching Speaking Technique

Brown (1994: 268-270) says that there are principles, which teachers

must know before deciding technique in teaching speaking, as follows:

1) Technique should cover the spectrum of learner needs, from language-

based focus on accuracy to massage-based focus on interaction, meaning,

and fluency

Teachers can use many kinds of attractive language teaching

technique like a jigsaw group technique, play a game, or discuss solutions

to the environmental crises. However, they should make sure that their

tasks include techniques designed to help students perceive and use the

building blocks of language. At the same time, they should not make their

students bored by giving the repetitious drills, but teachers should make

any drilling as meaningful as possible, so students will be interested to the

activity.


commit to user

26

2) Technique should be intrinsically motivating

Teacher should try at all times to appeal to students’ ultimate goals

and interest, to their need for knowledge, for status, for achieving

competence, autonomy, and for ‘being all that they can be’.

3) Technique should encourage the use of authentic language in meaningful

contexts

Teachers should provide authentic contexts and meaningful

interaction in the classroom creatively.

4) Provide appropriate feedback and correction

In most EFL situation, students are totally dependent on teacher’s

feedback and correction, because the feedback and correction, which are

given by teachers, will be useful for students’ development in learning

language.

5) Capitalize on the natural link between speaking and listening

Teachers should integrate these two skills because they can

reinforce each other. Skills in producing language are often initiated

through comprehension.

6) Give students opportunities to initiate oral communication

Teachers should provide the conditions, which support students to

initiate oral communication, for example: teachers ask questions, give

directions, and provide information. This technique is expected to be able

to lead the students to increase the oral communicative competence that


commit to user

27

includes the ability to initiate conversation, to nominate topics, to ask

questions, to control conversation, and to change the subject.

7) Encourage the development of speaking strategies

The concept of strategic competence is one that few beginning

language students are aware of. Students can be aware of the oral

communicative purposes by practicing such strategies:

a) Asking for clarification (What?)

b) Asking someone to repeat something (Huh? Excuse me? Pardon me?)

c) Using conversation maintenance cues (Uh huh, Right, Yeah, Okay,

Hm)

d) Getting some attention (Hey, Say, So)

e) Using paraphrases for structures one can’t produce

f) Appealing for assistance from the interlocutor (to get a word or phrase,

for example)

g) Using formulaic expressions (at the survival stage) (How much

does__cost? How do you get to the__?)

h) Using mime and nonverbal expressions to convey meaning.

b. Types of Classroom Speaking Performance

Brown (1994: 266-268) states that there are six types of classroom

speaking performance:

1) Imitative Type

In imitative types, learners spend their time to initiate speech, for

example, they are practicing an intonation contour, trying to pinpoint a


commit to user

28

certain vowel sound, etc. intonation of this kind is carried out not the

purpose of meaningful interaction, but for focusing on some particular

element of language form. A type that can be concluded in this type

and can be classified in the communicative language classroom is

drilling. Drills offer students an opportunity to listen and to repeat

certain string of language that may pose some linguistic difficulty –

either phonological or grammatical.

2) Intensive Type

Intensive type is designed to practice some phonological or

grammatical aspect of language. Intensive speaking can be self-

initiated or it can be even form part of some pair work activity.

3) Responsive Type

Responsive is short replies to teacher or students initiated

questions or comments which are usually sufficient and do not extend

in dialogue.

4) Transactional (dialogue)

Transactional (dialogue) is extended form of responsive language.

It is not just limited to give the short respond but it can convey or

exchange specific information.

5) Interpersonal (dialogue)

Interpersonal dialogue is designed for the purpose of maintaining

social relationship than for the transmission of fact or information.


commit to user

29

This conversation involves some or all the following factors:

a) A causal register

b) Colloquial language

c) Emotionally charge language

d) Slang

e) Ellipsis

f) Sarcasm

g) A covert agenda

6) Extensive (monologue)

The forms of monologues are oral reports, summaries, or perhaps,

short speeches. These monologues can be planned or impromptu. This

speech is designed for the students at intermediate to advanced levels.

c. Methods in Speaking Activity

Harmer (1998: 131) offers some methods in speaking activity,

1) Use pair works (group work). It will help to provoke quiet students to talk.

When they are with one or two or three other students, they are not under

so much pressure as they speak in front of the whole class;

2) Allow the students to speak in a controlled way. Teacher should give

opportunities to quit students by asking them questions related to the

material given;

3) Use acting out and reading aloud. Getting students to act out dialogue is

one of encouraging quiet students. However, acting out does not just mean

reading aloud;


commit to user

30

4) Use ‘role play’. Many students speak more freely when they are playing a

role or when they do not have to be themselves;

5) Use the tape recorder. The teachers can tell the students to record what

they would like to say, outside the lesson. The teacher then listens to the

tape and points out possible errors.

Selecting appropriate techniques in speaking is not an easy task for the

teachers. They should consider some factors. The problems arisen in the class and

the aim of the teaching learning process should be regarded.

B. Interview

1. Definition of Interview

According to Heilke in www.uwrf.edu/ccs, interview is a mutual exchange

of information that has a main objective to communicate information about skills

and qualifications clearly and accurately. Adhisupo (2005: 12-15) also states that

interview is always has an intention to gain news, information, or opinion related

to one’s authority.. Related to this definition, the interviewer should have a

purpose in conducting the interview.

Samin in http://syamsulbahrisamin.blogspot.com/2008/05/teknik-

wawancara.html states:

“Wawancara merupakan suatu metode pengumpulan berita, data, atau fakta di lapangan. Prosesnya bisa dilakukan secara langsung dengan bertatap muka langsung (face to face) dengan narasumber, tetapi bisa juga dilakukan dengan tidak langsung seperti melalui telepon, internet atau surat (wawancara tertulis)”.


commit to user

31

Based on this definition, it can be concluded that interview is a technique

that is used to collect information that can be done face to face, or through

medium. This medium can be in the form of phone, internet, or letter.

Farr in Dale (1997: 9) states that interview is a social encounter between

two or more individuals with words as the medium of exchange. It is a peculiar

form of conversation in which the ritual of turn-taking is more formalized than in

the commoner and more informal encounters of everyday life. In this definition,

Farr differentiates conversation and interview. He regards that interview is more

formal than conversation.

Rasyid in http://lgsp.wordpress.com/2006/09/29/teknik-wawancara/ states

that:

Interview atau wawancara adalah salah satu cara mendapatkan informasi bahan berita. Biasanya dilakukan oleh satu atau dua orang wartawan dengan seseorang atau sekelompok orang yang menjadi sumber berita. Lazimnya dilakukan atas permintaan atau keinginan wartawan yang bersangkutan. Berbeda dengan Jumpa pers atau konverensi pers yang dilaksanakan atas kehendak sumber berita.

In this definition, Rasyid says that interview can be classified into two kinds. They

are one to one interview and group interview.

Moleong (2007: 186) states “Wawancara adalah percakapan yang

dilakukan oleh dua pihak yaitu interviewer yang mengajukan pertanyaan dan

interviewee yang memberikan jawaban atas pertanyaan itu dengan maksud

tertentu”. While Iskandar Norman in http://www.acehforum.or.id/teknik-

wawancara-t22798.html says “Wawancara adalah tanya jawab dengan seseorang

untuk mendapatkan keterangan atau pendapatnya tentang suatu hal atau


commit to user

32

masalah”. From these two definition, it can be drawn a conclusion that a

conversation can be called as an interview if there is a purpose in conducting it.

Interviewing is an interactional communication process between two

parties, at least one whom has a predetermined and serious purpose, that involve

the asking and answering questions (Steward, 2006: 9). This definition

encompasses a wide variety of interview settings that require training, preparation,

interpersonal skill, flexibility, and willingness to face risks involved in intimate,

person to person interaction. Interviewing is learned, not an inherited skill and art,

and perhaps the first hurdle to overcome is the assumption that the people do it

well because they do it so often.

From the definition above, it can be concluded that interview is a

technique that is used to gain information from the interviewee. The interview is

an important means of gathering data about one individual by another or others. It

provides the vehicle which allows one individual to express views and opinions to

others in structured or unstructured ways. This views or opinions here can be in

the form of news, opinion, or comment. The main purpose of an interview is to

enable the exchange of information so that both parties are able to find the

information conveyed in their conversation. As a technique, it is clear that

interview needs an ability to speak fluently and accurately.

2. Parties in Interview

Interview may involve two or more people. However, it never involves

more than two parties that are interviewer party and interviewee party. If more


commit to user

33

that two parties, this is no longer called as interview but a small group interaction.

Both parties speak and listen from time to time, are likely to ask and answer

questions, and take on the roles and responsibilities if interviewer and interviewee.

Neither party can sit back and expect the other to make the interview a success

single-handedly. As a result, each communicator has the opportunity to change

how things are going at any time in the process.

Participants' roles are specified, in that one person is the interviewer and

the other is the interviewee (although in practice more than two people may be

involved) and each has a fairly clear idea of the type of behavior which is

expected. The objective for the interviewer is to obtain and interpret information

from the interviewee in order to make a decision or take some action. On the other

hand, the interviewee has a duty to give the required information to the

interviewer.

3. Kinds of Interview

Wallace (1998: 146) classifies interview into three terms. They are:

a. Structured Interview

In this case, interview has a very tight structure, and in which the

questions will probably be read from a carefully prepared interview schedule,

similar to questionnaire but used orally. Structured interviews have therefore

most of the advantages and disadvantages of questionnaires. The main

disadvantage is that it obviously takes much longer to implement

questionnaires orally than in writing. The main advantage of this kind of


commit to user

34

interview is that misunderstanding, or lack of understanding, can be

immediately sorted out during the exchange.

b. Unstructured Interview

In this format of interview, an interview must have some kind of

structure otherwise it would simply be a conversation. It means that the

interviewer must have a research purpose in mind when initiating the

interview. Another necessary element of structure is that the interviewee must

know that he or she is taking part in an interview, and should preferably also

know what the purpose of an interview is. An unstructured interview can be

quite free-wheeling, without losing sight of the research purpose. Although

this type of interview may seem more casual, the interviewer must still be well

prepared and know the points he wants. This open-ended approach may

engender a relaxed atmosphere where personal data can be revealed which

might otherwise be withheld in a more formal setting.

c. Semi-structured Interview

This type of interview is a blend of the structured and unstructured

formats. There will almost certainly be a prepared interview schedule, but

most of the questions will probably be open questions. Semi structure

interviews therefore combine a certain degree of control with a certain amount

of freedom to develop the interview.


commit to user

35

USC Career Planning & Placement Center (http://careers.usc.edu) classifies

interview into:

a. Traditional Face-to-Face Interview

Most interviews are face-to-face. The most traditional is a one-on-one

conversation. The focus should be on the person asking questions. Maintain

eye contact, listen and respond once a question has been asked.

b. Panel/Committee Interview

In this situation, there is more than one interviewer. Typically, three to

ten members of a panel may conduct this part of the selection process. This is

the interviewer chance to put his or her group management and group

presentation skills on display. In panel interview, the interviewer should

maintain primary eye contact with the panel member who asked the question.

c. Behavioral Interview

The basic purpose of this type of interview is to find past behavior as

the predictor of interviewee’s future actions. It is usually used in job

interview. These types of questions may be asked in any interview format—

telephone, panel or one-on-one. With a behavioral question, the interviewer is

looking for results, not just an activity list. They are listening for names, dates,

places, the outcome and especially what your role was in achieving that

outcome. This type of question generally starts with the words “Give me an

example when...” or “Tell me about a time when…”


commit to user

36

d. Case Interview

In some type of interview, the interviewee is asked to demonstrate his

problem-solving skills. The interviewer will outline a situation or provide him

with a case study and ask him to formulate a plan that deals with the problem.

This is the only interview where it is fine, even encouraged, to bring a pad and

pencil. Most interviewers will allow the interviewee to take notes.

e. Telephone Interview

This is an interview which is conducted by telephone. It is usually used

in by organization in recruiting employee. It may be used as a preliminary

interview for candidates who live far away from the job site.

f. Group Interview

A group interview is usually designed to uncover the leadership

potential of prospective managers and employees who will be dealing with

customers. The front-runner candidates are gathered together in an informal,

discussion type interview. A subject is introduced and the interviewer will

start off the discussion. The goal of the group interview is to see how the

interviewees interact with others and how they use their knowledge and

reasoning to influence others.

g. Lunch/Dinner Interview

Lunch/dinner interview is conducted in the meal time. The same rules

apply at a meal as those in an office. The setting may be more casual.


commit to user

37

h. Stress Interview

This form of interview is usually used in job interview, especially in

sales positions and is rare today. The stress interview is usually a deliberate

attempt to see how the interviewee handles himself under pressure. The

interviewer may be sarcastic or argumentative, or may keep interviewee

waiting. The interviewer may also lapse into silence at some point during the

questioning. This may be an attempt to unnerve him.

Example stress interview questions:

1) Sticky situation: "If you caught a colleague cheating on his expenses, what

would you do?"

2) Putting you on the spot: "How do you feel this interview is going?"

3) Popping the balloon: "(deep sigh) Well, if that's the best answer you can

give ... (shakes head) Okay, what about this one ...?"

4) Oddball question: "What would you change about the design of the hockey

stick?"

5) Doubting your veracity: "I don't feel like we're getting to the heart of the

matter here. Start again - tell me what really makes you tick."

Based on the total amount of the participants, Dale (1997: 27) proposes

three types of interview:

a. One to one interview

The interview is conducted between an interviewer and an interviewee.


commit to user

38

b. Panel interview

The interview is conducted among an interviewee and some

interviewers.

c. Small group

Small group of interviewers can be used to conduct in-depth or

technical discussions with candidates. They also provide a means of involving

staff and key others in the process without giving them direct influence on the

appointment decision.

d. Sequential interview

Sequential interviews are very similar to small group interviews.

Several interviews are held, one following the other, and each is conducted by

one person who explores particular aspects, such as experience, technical

knowledge, managerial approaches, attitudes to quality, etc.

4. Some Activities for Practicing Interviews

According to Heilke in http://www.sasked.gov.sk.ca/docs/mla/assess, there

are some activities in practicing interview:

a. Teachers or students can identify possible jobs using want ads or government

publications. With a partner, student list questions that they anticipate may be

asked in a particular job interview. They write answers to the questions, and

then take turns role playing the interview. After each interview, they should

review their performance. Students can be chosen to role play good interview

technique for the entire class.


commit to user

39

b. At the beginning of a course, students prepare questions to ask a peer. They

interview the person and, with that information, introduce their partner to the

class. A variation would have students presenting an award to their partner

(e.g., most likely to succeed in the hockey world, the next Oscar-winning

actor, the top engineering graduate). Props, such as home made trophies, can

be presented.

c. Students can role play characters from literature and the media. For example,

Oprah interviews Polonius concerning the relationship between Ophelia and

Hamlet, or Jay Leno interviews Jem Finch ten years after To Kill a

Mockingbird ends.

d. With a partner, students can prepare and conduct a mock telephone interview

with a well-known author, sports figure, or literary character.

5. The benefit of Using Interview

Brown (1994: 178) states that interview for pair work enables the students

engaged in interactive communication for a short period of time with minimum

logistical problems. It means that interview invites the students to speak actively

because there is an interesting atmosphere among them. They can share their idea

freely without any pressure from the teacher or any fear of making mistakes.

Interview itself forces the students to speak actively. Interview is

considered as a popular activity for work pair, but also appropriate for group

work. Beside that, interview is useful at all levels of proficiency. At the lower

levels, interview can be very structured, both in terms of the information that is


commit to user

40

sought and the grammatical difficulty and variety. At the higher levels, interview

can probe more complex facts, opinion, ideas, and feelings. People use interview

to establish relationships through personal expression, to find out information, and

to compare views with others. It provides a means for sharing experiences and

solving problems.

The technique of interview can also be used as one of the type of cooperative

learning. McGroarty in Kessler (1992: 2) identifies six primaries benefits of

interview as one technique of cooperative learning for students. They are:

a. Increased frequency and variety of second language practice through different

types of interaction

b. Possibility for development or use of the first language in ways that support

cognitive development and increased second language skill

c. Opportunities to integrate language with content-based instruction

d. Opportunities to include a greater variety of curricular materials to stimulate

language as well as concept learning

e. Freedom for teachers to master new professional skills, particularly those

emphasizing communication

f. Opportunities for students to act as resources for each other, thus assuming a

more active role in their learning.

Kagan and Olsen in Kessler (1992: 7) also summarize the benefits of

interview as one of the type of cooperative learning in three major benefits,

they are:

a. Providing a richness of alternatives to structure interactions between students


commit to user

41

b. Addressing content area learning and language development needs within the

same organizational frame work

c. The variety of ways to structure student practice with lesson material increases

opportunities for individualized instruction, such as peer-provided

clarifications

From the explanation of the theories above, it is clearly stated that the

researcher uses interview to improve students’ speaking skill. The researcher uses

this technique by asking the students to be an interviewer and an interviewee.

Then, the students who pretend as the interviewer must ask questions as much as

possible in order to find required information related to the topic. At that time, the

interviewees have to answer the question. After that, they have to change their

position. Here, interview that is implemented is used to measure the students’

speaking skill in appropriateness, vocabulary, grammatical accuracy,

intelligibility, fluency, and relevance and adequacy of content.

C. Rationale

Speaking is a process in which the speakers express their idea to the

listeners. It is a complex skill, which requires a creative process of the speaker in

formulating what he is saying in a reciprocal exchange involving reception, and

production skill in which requires intelligibility, accuracy, appropriateness, and

fluency in its process. However, the results of teaching and learning speaking are

not satisfactory yet. The pre-research shows that the students’ achievement and

motivation in speaking is still low. As the result, the researcher proposes interview


commit to user

42

as a technique in classroom action research that is used to improve the students’

speaking skill. Interview itself is defined as a technique that is used to gain

information from the interviewee. The interview is an important means of

gathering data about one individual by another or others. It provides the vehicle

which allows one individual to express views and opinions to others in structured

ways. The main purpose of an interview is to enable the exchange of information

so that both parties are able to find the information conveyed in their

conversation.

Interview is believed as an effective technique that can improve

students’ speaking skill. There are several reasons how interview can improve

students’ speaking ability. Firstly, one of the characteristics of interview is

purposeful talk. It means that it is through language that learners come to

understand ideas. Thus, by giving them a wide chance in the form of interview, it

can improve the students’ speaking skill.

Secondly, in interview learning, students’ accountability is demanded.

Therefore, although a student doesn’t have willing to speak, he will be encouraged

by the situation in this learning since they are demanded to share the idea and

information with each other in order to complete the assignment. Thus, although

students work together, each is individually accountable to the group and the

teacher for completion of his/her own assignment or portion of it and for helping

others.


commit to user

43

In interview learning, there are a lot of interactions happened. Because it

offers a highly interactive learning experience, the interview strategy supports the

communicative approach in language teaching. Each student studies and rehearses

material with a specific purpose of mind: to be able to teach or tell to the others in

the group the main points and important details of his or her own piece of

information and then evaluate and synthesize it in order to learn or complete a

task. Thus speaking ability of the students can be improved.

D. Action Hyphothesis

Considering carefully the theory underlying speaking skill and interview,

the researcher proposes an action hypothesis: interview can improve the speaking

skill of the eleventh year students of SMA N 1 Surakarta in 2009/2010 academic

year.


commit to user

CHAPTER III

RESEARCH METHODOLOGY

A. Research Setting

1. The Place of the Research

This classroom action research was carried out in SMA Negeri 1

Surakarta. This senior high school is located at Jl. Monginsidi No. 40 Phone

(0271) 652975 Fax (0271) 635227. The location of the class is in a quiet

settlement environment so it is conducive enough to study since it is not so

crowded. It is also a strategic place and easy to be reach since it is near from

highway. Actually, some buildings border SMA Negeri 1 Surakarta. There is SMP

Kristen 3 Surakarta in the north side, Universitas Kristen Surakarta on the east

side, residents’ houses on the south side and SMA Negeri 2 Surakarta on the west

side.

SMA Negeri 1 Surakarta has three grades of class. They are the tenth

grade, the eleventh grade and the twelfth grade. The tenth grade consists of 10

classes of SBI (Sekolah Bertaraf Internasional) and two classes of Acceleration.

The eleventh grade consists of three classes of social classes, seven classes of

science classes, and three classes of SBI classes. The twelfth grade consists of

three social classes and seven science classes. Each regular class consists of 36 up

to 40 students, while SBI an Acceleration classes consist of 26 up to 35 students.

Therefore there are many classrooms in SMA Negeri 1 Surakarta. Beside the

classrooms, there are many buildings in SMA Negeri 1 Surakarta. They are

44


commit to user

45

teacher office, headmaster office, administration office, library, computer rooms,

language rooms, laboratories, hall, cafeterias, and mosque.

SMA Negeri 1 Surakarta uses KTSP (Kurikulum Tingkat Satuan

Pendidikan) curriculum as the basis of teaching and learning processes.

Instructional processes are done in six days from Monday up to Saturday. The

students start to learn from 07.00 a.m. and they finish the lesson at 13.45 p.m. on

Monday, Tuesday, Wednesday, Thursday and Saturday. While on Friday, they

finish it at 11.00.a.m. SMA Negeri 1 Surakarta has a good accreditation and

achievement because it is regarded as the best school in Surakarta.

2. Time of the Research

The research was carried out since April 2009 – January 2010. This

research was conducted from the time the writer did pre-research, did the

research, and up to the time when she wrote the thesis.

The complete schedule of the research is provided in the table below:

No. Activity Time of Research

1.

2.

3.

4.

5.

6.

Preparation of the research

Pre Observation

Taking the data of the research

Writing report

Preparation of examination

Examination

April-June 2009

August-September 2009

Sept - Nov 2009

Dec 2009 - Januari 2010

January 2010

28 January 2010


commit to user

46

B. The Subject of the Research

The subject of the research was the eleventh grade students of SMA

Negeri 1 Surakarta. The second grade students of SMA Negeri 1 Surakarta are

divided into seven science classes, three social classes, and three SBI classes.

Each of science classes consists of 36up to 40 students, while social and SBI

classes consist of 26 up to 35 students. In this research, the writer chose class XI

IA 4 as the subject of the research. This class consists of 37 students: 20 boys and

17 girls.

The students of XI IA 4 come from different social backgrounds.

Economically, they are classified into medium to high level. Most of their parents

work in institution and business. Psychologically, the students of XI IA 4 are far

from under pressured condition. They are cheerful and free from threatening

situation, even though there are some students who are shy to actively participate

in teaching and learning process.

The researcher chose class XI IA 4 as the subject of the research based

on a fact that several of the students were clever and very active while the others

were very passive in teaching learning process. It means that the students’

motivation in learning was still low because they had low desire in studying

English. Besides, there was evidence from the pre-test that their achievement in

speaking was not too good. The researcher conducted the study through teaching

and learning process by employing interview in teaching speaking. In this

research, the researcher was as the teacher and the real English teacher there was

the observer in the research process.


commit to user

47

C. The Method Of The Research

The research method used in this study is Action Research (AR). Mills

(2000: 5) proposes action research as systematic inquiry done by the teachers or

other individuals in teaching or learning environment to gather information about

and subsequently improve the ways their particular school operates, how they

teach, and how well the students learn.

Based on the above statements, it can be concluded that action research

is an attempt to improve something in which participants examine their own social

or educational practices systematically and carefully using the technique done by

the teachers or in collaboration of teachers and researchers by means of their own

reflection upon the effect of those action. The fundamental objective of action

research is to improve practice rather than to produce knowledge. It is carried out

to feed practical judgment in concrete situations.

There are many advantages of conducting action research. They are as

follows:

1. The teacher will be more challenged to solve the problem

2. It gives opportunity for the teacher to adapt the theory which they

get in the practices.

3. The result of the study is more significant.

4. It brings the research (research finding) that is really needed in the

classroom

5. It gives opportunity for the teacher to do the professional practices.


commit to user

48

6. It gives scientific process in practices needed to solve daily

problems.

In this research, action research was undertaken in order to solve the

problems that appear in teaching English during the teaching and learning process

in the classroom. The purpose of the research is to improve the students’

motivation and achievement in learning English and can give the best solution

from the problem that appears during the teaching and learning process on the

eleventh grade of IA 4 of SMA Negeri 1 Surakarta, especially in speaking skill.

This class Action Research is carried out by the teacher herself as researcher.

D. Procedure of Action Research

Kemmis and McTaggart in Burns (1999: 32) state that the procedure of

each step in this research can be explained as follows:

1. Identify a Problem Area

In this research, the problems were identified by using three techniques

as follows:

a. Pre observation

The observation aimed to know the model of class, management and

students’ behavior during the teaching and learning process faced

during teaching and learning process.

b. Interviewing the teacher and the students

The aim of the interview was to know what problems faced by the

teacher and the students.


commit to user

49

c. Pre- Test

The students were given pre-test to know their speaking skill.

2. Planning the Actions

After knowing the problems and the cause of it, the next step is

planning the action. It is stated as follows:

a. Deciding the topic or the material. The topic used in this research

was narrative text.

b. Making lesson plan and designing the steps in doing the action

c. Preparing sheets for classroom observation (to know the situation of

teaching-learning process when the technique is applied).

d. Preparing teaching-aids (pictures, games, etc.)

e. Preparing camera (to take the pictures of the teaching and learning

process)

f. Preparing post-test (to know the improvement of the students’

speaking skill)

3. Implementing the Action

The real implementations were generally presented as follows:

a. The researcher prepared materials containing some exercises and

practices taken and adapted from the books source.

b. The researcher distributed copied material according to the number of

the students.

c. The researcher gave short explanation and guided the students to

understand, practice and do the exercise of interview technique.


commit to user

50

d. The researcher gave examples of interview that would be performed

for other students in the class.

e. After ensuring that all students had understood, interview could be

played in pair or in a group.

f. The researcher and the students made a discussion, reviewed materials

and gave some evaluation.

g. The researcher the students’ feeling and their comment dealing with

interview technique that had been performed.

4. Observing/ Monitoring the Action

The classroom action research was carried out by the researcher herself

as the teacher of English class. The researcher used test, observation, and

interviews to the students as the consideration to make a decision dealing with

the next steps.

5. Reflecting the Result of the Observation

In this step, the researcher as teacher made an evaluation and

investigation towards what she had observed in order to find out the strengths

and weaknesses of the teaching activity that had been carried out.

6. Revising the Plan

Based on the weaknesses of the activities that have been carried out

using interview in teaching speaking, the researcher revised the plan for the

next cycle. The results of this reflection were used to revise the general plan of

the next cycle. By doing the reflection, the researcher would find a new plan

to teach the students better.


commit to user

51

E. The Technique of Collecting Data

In this classroom action research, the researcher collected the data

using qualitative and quantitative method. The quantitative data was collected

from the students’ speaking score, while qualitative data consisted of

observations, interviews, and document analysis. They are explained as

follows:

1. Test

A test is a systematic procedure for observing one’s behavior and

describing it with the aid of numerical device or category system. The

researcher tested the students by oral test consisting of pre test and post

test. In this research, the researcher used guided technique of explanation

by telling their favorite story (in pre-research), telling the story of video

given (in the post-test 1), and by telling their favorite movie (in post test 2)

and oral interview test. The oral interview test was given after they

presented their explanation. The questions of this interview consisted of

five questions containing questions about the characters of the story, the

reason why he or she liked it, the most favorite character in the story

completed with the reason, and some questions related to the story. The

items of test were enclosed.

2. Observation

Observation is a kind of activities in action research that enables

researchers to document and reflect systematically upon classroom

interactions and events, as they actually occur rather than as we think they


commit to user

52

occur. During the implementation of interview technique in the teaching

speaking, the researcher was an active participant teacher and also

observer. She observed the process of teaching and learning. The

observation itself was done five times. The result of the observation was

written in the form of field notes. Field notes are descriptions and accounts

of events in the research context that are written in relatively factual and

objective style. The researcher made note to all activities during the

lesson, and noted the students’ reaction and response to the learning.

3. Interview

The researcher made interview to the teacher and the students. In the

pre-research, the researcher made interview to them in order to know what

problems faced especially in speaking. Interview to the teacher was done

once in the library. The researcher also interviewed two students in the

classroom three times. The first interview was done in the multimedia

room, while the second and the last interviews were done in the classroom.

The first interview was done in the pre-research in order to know the

students’ problem in speaking skill, while the second and the third

interviews were done in the process of teaching and learning process and

at the end of the research in order to know the students’ improvement in

speaking skill.


commit to user

53

4. Document Analysis

Examining documents can help researchers to complement other

observations by building a richer profile of the classroom for the research.

Documents can also give insight into the theoretical and practical values

(in Burns, 1999: 140). Documents collected in this research were

photographs, students’ worksheet, lesson plan, and list of students’ pre-test

and post-test results.

F. Technique of Analyzing Data

The data were analyzed to get conclusion of each cycle. There are two

kinds of data. They are qualitative data and quantitative data. The qualitative data

were analyzed by using interactive model analysis, while the quantitative data

were analyzed by comparing the results of the tests.

In analyzing the data in the form of qualitative method, the researcher used

interactive model analysis. The researcher used model of analysis involving

collecting the data, reducing the data, presenting the data and drawing conclusion

(Miles and Huberman in Slamet, 2006: 140). After the writer collected the data,

she reduced and presented the data. When reducing the data, the writer rejected

the meaningless data. It was followed by presenting the data; it means that the

writer presents about the data systematically and logically, so the meaning of

every event is clear. In the end of collecting the data, the researcher tried to verify

the data based on reduction and data presentation.


commit to user

54

Meanwhile the quantitative data were presented in the form of mean score.

The quantitative data were analyzed by calculating the mean of pre-test and post-

test. Pre-test refers to a measure or test given to the subject prior to the

experimental treatment, while a post-test is a measure taken after the treatment has

been applied. Then, the hypothesis of this research was tested by comparing the

mean score of pre-test and post-test. It is done to compare the students’ speaking

skill before and after each cycle or the result of pre-test and post-test showing

whether or not there is improvement in speaking skill. The mean of the pre-test

and the post-test can be calculated with the formulas as follows:

=xN

x∑ N

yy ∑=

in which:

x = means of pre-test scores

y = means of post-test scores

N = the number of students

Data Collection

Data Reduction

Conclusion

Data Display


commit to user

55

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

The objectives of this research are to get the information in some terms.

The first is to find out the effectiveness of interview technique to improve

students’ speaking skill in the eleventh grade of SMA Negeri 1 Surakarta.

Secondly, the research is to observe the phenomenon that takes place when the

teacher teaches speaking through interview. The third, the research is to evaluate

the strengths and the weaknesses of interview in teaching speaking. The research

is conducted in several cycles. Every cycle in this research consists of series of

steps, namely identifying the problems, planning the action, implementing the

action, observing or monitoring the action, evaluating and reflecting the result of

the observation, and revising the plan.

A. Introduction

As elaborated in chapter I, there were some problems found in teaching

English for students of XI IA 4 in SMA Negeri 1 Surakarta. The main problem

faced by the students was the lack of performance in speaking English. Motivation

in speaking English is still low too. Consequently, their low motivation would

affect their speaking performance. If the performance of speaking is low, it can be

drawn a conclusion that the result or achievement in learning English itself is low

too.

55


commit to user

56

The students admitted that there were problems in learning speaking.

Most of students in XI IA 4 said that they found difficulties in learning speaking.

Based on the interview to the teacher and some students and observation, it is

found that the students’ ability in speaking in SMA Negeri 1 Surakarta is still low

because there is strong interference of the students’ mother tongue in the way they

speak. In addition, students are afraid in making mistakes in speaking. Their

motivation in speaking English is not good too.

The difficulties of speaking skill were caused by some reasons. The

causes came from the students. They are lack motivation in speaking English. One

of the reasons making learning speaking failed was that the students’ assumption

that English is a difficult subject to be mastered. They had an argument that the

problem causing the lack ability to master English are the influence of Indonesian

organ of speech. They thought that Indonesian people cannot speak as well as

native speaker because both have the different system in organ of speech. Then,

they also regarded vocabulary and grammar as the other difficult things in

mastering speaking English.

On the other hand, the lack performance of speaking English is also

caused by no practice in speaking. One of the students explained that actually he

had ever tried to speak with his mates in order to increase his fluency in speaking.

However, the environment did not support him because their friends did not give a

good feedback in speaking English. Although he had spoken using English, his

mates replied his speech in Indonesia.


commit to user

57

Considering the facts above, the writer proposed interview as a

technique to overcome the problems in speaking English. Interview can solve the

problems in learning speaking. It provides enjoyable classroom situation.

Interviews demand the students to speak actively. It implies that the students are

involved in every activity in the speaking class. In a common teaching and

learning process, it is a teacher who becomes the only active participant,

especially in speaking activity. However, by having an interview, teacher will

invite students’ intention to speak. It will also useful for making the teaching and

learning process becomes more active. Interview is considered as a popular

activity for work pair, but also appropriate for group work. Beside that, interview

is useful at all levels of proficiency. At the lower levels, interview can be very

structured, both in terms of the information that is sought and the grammatical

difficulty and variety. At the higher levels, interview can probe more complex

facts, opinion, ideas, and feelings.

There were some targets which the researcher expected to achieve by

conducting the action for the improvement of students’ speaking skill. Firstly, the

researcher wanted to create interesting circumstances in the classroom. Secondly,

the researcher hoped to be able to attract students’ curiosity and enthusiasm in

teaching and learning process by developing students’ motivation to be more

active and to participate in all teaching activities. Thirdly, the researcher wanted

to improve students’ speaking skill.

Based on the problems arouse and the targets that the researcher

expected to achieve, the writer decided to carry out a new technique; that is


commit to user

58

interview in discussing material. Through classroom action research, she hopes

students’ speaking skill can be improved and their behavior during the teaching

learning process can be changed. The implementation of this research was held in

two cycles. Each cycle included two meetings. The writer could not extend the

cycles of implementation to be three or more cycles because there was no more

time provided.

B. Research Implementation

The research was done in two cycles. The first cycle was held in three

meetings while the second meeting was held in two meetings. Each meeting took

90 minutes. All meetings in the first cycle discussed narrative text. The first

meeting in the second cycle discussed narrative text too, but the second meeting

of the second cycle discussed hortatory exposition. The timetable of the research

is presented in table below:

Cycles Meeting Date Time of the research

1st cycle

1st meeting 2nd meeting 3rd meeting

Wednesday, October 14th 2009 Wednesday, October 28th 2009 Wednesday, October 4th 2009

90 minutes 90 minutes 90 minutes

2nd cycle 1st meeting 2nd meeting

Wednesday, October 11th 2009 Wednesday, October 18th 2009

90 minutes 90 minutes

Every cycle consisted of a series of steps consisting of making the

overall plan, implementing the action, observing or monitoring the action,

reflecting the action, and revising the overall plan.


commit to user

59

1.Cycle 1

a. Planning the action

After finding the facts that the students’ achievement in speaking

decreased because of their low motivation in learning English, the researcher

planned to improve students’ achievement and motivation in speaking by

choosing a technique to solve the problems. She decided to use interview as

the technique. She believed that teaching English trough interview will

improve the students’ motivation in learning and change their interest in

learning English. Finally it will affect the increase of students’ achievement.

Then the researcher designed the Lesson Plan, students’ worksheet which is

suitable with the syllabus. She also prepared the materials supporting the

action like observation sheet and camera. The instructional was implemented

by the researcher herself.

b. Implementing the Action

1) First Meeting (09.35 a.m – 11.00 a.m)

a) Opening

The first meeting was conducted on October 14th 2009 at 09.30

until 11.00. In this meeting, the topic was narrative text. At the beginning

of the meeting, the researcher came in to the multimedia laboratory

because this room is supported with the best teaching and learning aids.

Before the teaching and learning activities began, she told that they would

use multimedia lab. So, when she arrived at that room, all students had set


commit to user

60

calmly in their own chair. Then, she greeted the students. After that, she

checked students’ attendance in order to know who was absent in that

day. After checking the attendance, she asked the students about some

stories that had ever been heard by them. First, she asked Danar. Danar

mentioned Snow White, Cinderella, and Malin Kundang. The researcher

continued to ask another student. She asked the volunteer to mention, but

no one answered. Then, she asked Ali. Ali answered “Apa ya Bu? Final

Destination.” The researcher gave a feedback based on this answer by

asking a question “Have you watched that movie?” He answered “Yes”.

The researcher replied “Tell me about that!” Ali said hesitantly

“Waduh..saya nggak bisa cerita. Panjang soalnya. Bu guru nonton

sendiri saja.” The researcher asked another student to tell the movie of

Final Destination 4 but no one told.

Because no one had an intention to tell the story, the researcher

went back to the previous topic that was the examples of narrative. One

of the student named Rinda mentioned Joko Tarub and Sleeping Beauty.

“Could you tell us about the story of Sleeping Beauty?” asked the

researcher. Rinda answered “Kalau Snow White aja boleh gak Mbak?

Saya lebih familiar dengan cerita Snow White daripada Sleeping

Beauty.” The researcher answered “OK. Go ahead. Use English, please!”

Then, Rinda told a story titled Snow White in front of the class. She spoke

confidently. However, sometimes she stopped her speech in the middle of

her story because she did not know the appropriate words for telling the


commit to user

61

story. After hearing the story of the Snow White told by Rinda, the

researcher asked the students to give applause. Then, she told them the

topic that day. They would study narrative text.

b) Main Activity

After stating the topic that would be studied that day, the

researcher presented some pictures about Cinderella as the material. The

students observed pictures provided on the LCD projector. “Do you know

the title of the story of the pictures above? What does the story tell

about?” Some students answered the question together so that they made

some noisy. The researcher asked them to answer it individually. No one

answered. Then, she chose Nico to answer the questions. “It is

Cinderella… It tells…the life of Cinderella with her stepmother.” The

researcher gave another question “How many characters are in the story

of Cinderella?” Some students answered “Five, Miss!” Some of them

answered “Six.” Then, the researcher asked the students to mention the

character. She asked the volunteer to answer. However, no one answer.

Then, she chose Lis Murtini who answered that the characters of

Cinderella story were Cinderella, her step mother, her two step sisters,

and the prince.

After discussing the pictures of Cinderella, the researcher

played the video song of Cinderella. While it was played, the students

paid attention to it. They were very interested on it. Sometimes, they

made a voice such as “hu…” while the video showed a romantic scene


commit to user

62

between Cinderella and the prince. After that, the researcher interviewed

some students about what the story tell about. One of the students

interviewed was Afiah. The transcript of interview between Afiah and the

researcher is written below:

Researcher : “How many characters in the video, Afiah?”

Afiah : “Six.”

Researcher : “Who were they?”

Afiah : “Cinderella, 2 stepsisters, a stepmother, the

prince, and the price’ guard.”

Researcher : “Is there any other actor?”

Afiah : “No.”

Researcher : “Then, who helped Cinderella to go to the ball?”

Afiah : “Oh, ya. Ibu peri. Maaf lupa.”

Researcher : “What do you call “ibu peri” in English?”

Afiah : “I don’t know.”

Then, the researcher asked the rest of the class about the word

for “ibu peri” in English. They answered “fairy god mother”. After that,

the researcher asked a student named Fajar Bayu about the characteristics

of Cinderella and her stepmother. He answered “Cinderella is beautiful

and kind, but her stepmother is cruel and evil.” After that, she asked him

“Is there any character in the story? He answered “Yes. I like fairy god-

mother.” She gave feedback “Why do you love her?” Fajar replied

“Because she always helps Cinderella in her time of need.” She asked


commit to user

63

again “ Are you sure that the fairy god-mother always help Cinderella in

her time of need?” Fajar answered hesitantly “Yes. She helps Cinderella

when that girl will go to the ball.” The researcher commented “However,

she did not help her in doing a lot of works given by the cruel

stepmother.” Fajar smiled “Oh, iya ya.”

The researcher then gave a worksheet for the students. It was a

transcript of the story of Cinderella based on the video that would be

played next. The transcript consisted of some paragraphs with

uncompleted sentences. The students’ job was to find the suitable word

based on what they would hear in the video. Then, she played the video.

It was played three times.

The class activity was continued with the discussion about the

answer of the uncompleted sentences. After that, the researcher gave 5

questions to the students sitting on the left side and 5 questions to the

students sitting on the right side. Their job was to interview their mates

about the answer of the questions given to him/her. So, their job was not

too difficult since each of them only answered 5 answers in order to find

the overall questions (10 questions). The main aim of this activity was to

interview their mates in order to find the complete questions and answers

of the story. In this stage, students had to interview his or her mate in

order to find the answer of the provided questions. They had to cooperate

with their partners by doing the interview well. However, some students

did not do the task and just talked in bahasa Indonesia. The researcher


commit to user

64

reminded them to talk in English and they began to speak in English. This

activity made the condition of the class to be crowded. After finishing this

task, the students and the researcher began to discuss the answer.

The next activity in that meeting was similar to the previous

lesson. However, the researcher used song of “Love Story” instead of

“video story about Cinderella” as the material. This second material was

more interesting than the first one since students could sing in this

session. This activity was also followed by the interview of each student

to his/her mate in order to complete all questions and answers.

c) Closing

In the closing session, the researcher asked the students whether

they were happy in that meting. They answered “yes”. Then, the

researcher also asked whether they were sleepy. They answered “no”.

After that, she gave some tips in catching information provided in

listening form. Next, she said goodbye and left the multimedia laboratory

together with the students.

2) Second Meeting (09.35 a.m – 11.00 a.m)

a) Opening

The second meeting was conducted on October 28th 2009 at

09.30 until 11.00. In this meeting, the topic was narrative text. At the

beginning of the meeting, the researcher came in to the class. Then, she

greeted the students. After that, she checked students’ attendance in order

to know who was absent in that day. Next, the teacher talked about


commit to user

65

“deception” as the topic they would learn. Then, the teacher talked about

the students’ experience about deception. She asked the students to

interview his or her mates about his or her experience in deception. After

that, the researcher made interview to some students about his or her

mate’s experience. When the researcher interviewed several students, a

few of them could not answer the question fluently. After that, the teacher

began the lesson of that day by asking the students to discuss about the

synonym and antonym in pairs.

b) Main Activity

The main activity of this meeting began with the activity of

reading a text entitled “Why Does the Cock Eat the Millipede?” Since the

material about narrative text had been studied in the level of tenth grade,

she just asked the students about the generic structure. She also asked one

of the students to mention the significant lexicogrammatical features.

Researcher : “Do you still remember the generic structure of

narrative text?”

Students : “Yes Miss.”

Researcher : “Can you mention it? Is there any body who

want to answer? Irham please.”

Irham : “It consists of orientation, complication, and

resolution, Miss.”

Researcher : “What is the complication of this passage?”

Irham : “Em…the cock’s horn was stolen by the dragon.”


commit to user

66

Researcher : “Supposing that you are the cock, what would

you do to make the horn back?”

Irham : “I will borrow….the bird’s wings…and go to the

heaven to follow the dragon. Then, I…will….ask

my horns back.”

The next activity was answering the questions related to the text.

The questions itself was divided into three types. The first type was

True/False Question. In this activity, the researcher and the students

discussed the questions and answer together in order to find whether the

statement was true or false. This activity run fast because there just five

questions that must be answered. Although they often argued the best

answer, the discussion was done well.

The second one was an order to find the moral value of the test.

Each student had their own opinion about the moral value or the message

of the text.

Researcher : “What is the moral value of the passage? Is there

any body who want to answer? Fajar please…”

Fajar : “According to me,… the moral value is that we

have to return everything that we borrow.”

Researcher : “How can you say that?”

Fajar : “Umm… If we do not return the thing that we

borrow,…we will make other people lose. Umm…

Like in this story. Because the dragon did not return


commit to user

67

the horn,..umm…he breaks the relationship between

the cock and the millipede.

Researcher : “What about you, Vignasari?”

Vignasari : “The moral value of the story is…umm…we have

to keep our…friendship.”

Researcher : “Can you explain more about keep the

relationship?”

Vignasari : “In my opinion, the dragon…did not keep his

relationship…with the millipedes. He…betrayed

him. It gives bad effect to the millipedes. Because

of that, ….the cock hate millipedes. He started to eat

the millipedes.”

The last questions were given in the form of questions word

containing reading comprehension about the text itself. Then, in finding

the answers from the students, the researcher did not only ask the answer

itself, but also his or her way in finding it.

Researcher : “Let’s answer the question no 1. Why didn’t the

cock have horns on his head? (No one answer).

Arafi please…”

Arafi : “Because the horns were stolen by the dragon,

Miss.”

Researcher : “Where did you find the answer?”

Arafi : “It is stated in the first…and in the last paragraph.”


commit to user

68

Researcher : “According to you, did the dragon steal the the

horns? In the passage, it is stated that he just

borrows the horns.”

Arafi : “Minjam tanpa kembali namanya juga mencuri,

Miss.”

This activity continued to the other questions. When the

students did not know the English word that they want, they often used

bahasa Indonesia. Next, researcher and the students discussed another text

titled “Miss Mole Catches a Ghost”. She asked one of the students to read

the text first. Then, she read the passage again in order to correct some

mistakes in pronunciation and to explain some part of the text that was

difficult to be understood. Because there was not enough time to discuss

the passage, the text was analyzed in a short time. After that, the students

were asked to find the synonyms of words provided.

c) Closing


they understood the material about narrative. They answered “yes”. No

one asked questions. Next, she said goodbye and left the classroom.

3) Third Meeting (09.35 a.m – 11.00 a.m)

a) Opening

The third meeting was conducted on November 5th 2009 at

09.30 until 11.00. Like the previous meeting, the topic was still narrative

text. At the beginning of the meeting, the researcher came in to the class.


commit to user

69

Then, she greeted the students. After that, she checked students’

attendance in order to know who was absent in that day. Next, she asked

the students to review the previous lesson. A student named Dwi

Wahyuningrum raised her hand and did it. After giving a direction to Dwi

Wahyu to present her knowledge about narrative text, the researcher

asked the rest of the class to ask many problems faced by them relating to

the narrative text. Because no students had a problem, she asked her why

narrative text used Past Tense. Dwi answered “Because it tells the past

event”. Then, the researcher asked the difference between narrative and

recount. She could not answer it. The researcher asked another student to

answer. Nico raised his hand. He answered that recount told real

experience while narrative told a fictitious event. The researcher asked

another student to add some of their knowledge about the difference

between two texts. However, no one answered. Finally she told that the

difference was laid on the social function of the text. Narrative was used

to amuse the readers, while recount was used to give information

happening in the past.

b) Main Activity

The researcher asked the students to read a text titled “The

Shoemaker and the Elves”. There were 5 students asked to read it. Each

student read 1 paragraph only. As usual, she asked the volunteer to read

the first paragraph. Billy raised his hand. He read the first paragraph.

After finishing it, she asked the volunteer again. Some students propose


commit to user

70

his or herself to read the text. Then, Arafi, Alfiah, Fuad, and Ervin read

the second, the third, the fourth, and the last paragraph. After that, the

researcher repeated reading the text of the Shoemaker and the Elves in

order to correct the students’ pronunciation. Then, they discussed the

generic structure and language features of the text. She used interview

technique in gaining the information from the students. Then, the activity

was continued by discussion about some new words provided.

Researcher : “You have read all the paragraphs in the passage.

So, now please find the synonym or the definition of the words provided.

What is the definition, or synonym, of exclaim here?”

No one raised their hand.

Researcher : “Just answer. Speak please!”

Amanda answered the question.

Amanda : “Berseri, Miss.”

Researcher : “What is berseri in English? We have to find the

synonym or definition, not the meaning.”

Amanda : “Oh iya, lupa. May I open my alfalink?”

Researcher : “Yes, you may.”

Amanda opened her electric dictionary for a while, then

answered the question.

Amanda : “Exclaim means to say something suddenly and

loudly because you are surprised, annoyed,

excited, etc.”


commit to user

71

Researcher : “Good. Can you give an example of sentences

using the word exclaim?”

Amanda : “I am exclaim because he disturbs me.”

Researcher : “What is the part of speech of the word exclaim?”

Amanda : “Maksudnya apa Miss? Part of speech itu apa?”

Researcher : “Jenis kata. ‘Exclaim’ itu kata benda, atau sifat,

atau kerja, atau keterangan?”

Amanda : “Kata kerja?”

Researcher : “Kalau kata kerja berarti….?”

Amanda : “Berarti apa Miss? Oh..berarti my sentence is

wrong. I exclaim because he disturbs me.”

Then, it continued with the discussion of other words. After that,

the researcher gave some questions in order to know the students’

comprehension about the text. First, she asked the students to discuss in

group. Each group consisted of 4 students. Second, she interviewed one

of the students in each group about their answer. The first group consisted

of Devi, Rinda, Ika, and Citra. The example of the interview was written

below:

Researcher : “Based on your own opinion, describe the elves’

appearance!”

Rinda : “Ehm..elves are handsome. They look like

Orlando Bloom in the film Lord of the Ring.”


commit to user

72

Researcher : “How could you know that elves are

handsome?”

Ika : “Of course from that film. Legolas is handsome.

So elves are handsome.”

Researcher : “Who is Legolas?”

Ika : “Orlando Bloom in that film.”

The class activities were continued with the discussion to the

other answers of the questions.

Then, 20 minutes before the class was over, the researcher gave

them a game. The games named “I want to know you more”. First, she

asked one of the students to come forward to be interviewed by the rest of

the class. She chose Aditya. The interview happened funnily since there

were some students asking questions about his girlfriend and his personal

life. One of the students asked “Why do you love Anindya?” the students

laughed. Aditya just kept silent and smiled. Then, he said “Because

Anindya is beautiful and smart.”

After Aditya, the next person who had a chance to be

interviewed was Danar. He was asked by Ali.

Vignasari : “Why do you leave SBI class and join this class?”

Danar : (smiled) “Because I think I am better study here. I

can’t follow the lesson there.”

Ali : “Why does your face seem older than your age?”

All the students in the class laughed.


commit to user

73

Danar : “I don’t think so. But it is true if your face is older

than me…I mean than mine.”

After him, there were no more students as the interviewee

because the bell would ring soon and they had to finish their lesson.

c) Closing


they understood the material about narrative. They answered “yes”. No

one asked questions. Then, she asked one of the students to re-tell what

they have learnt that day. Next, she said goodbye and left the classroom.

c. Observing and Monitoring

In monitoring the implementation of interview in teaching speaking, the

researcher used test, observation, and interviews to the students as the

consideration to make a decision dealing with the next steps. The test was

given in the form of post-test one. The observation was done simultaneously

when teaching and learning process happened. The observation was made

based on the field notes that written by the researcher. Then interviews were

taken from the conversation that taken place in teaching and learning process.

Actually, the improvement of speaking aspects could be seen clearly

from the first posttest’s score. The score of post-test one increased from the

score of pre-test. The mean score of pre-test was 1.23, while the mean score of

post-test 1 was 1.49.


commit to user

74

ASSESSMENT CRITERIA FOR PRE-TEST

Appropriateness Adequacy of vocabulary for purpose

Grammar accuracy Intelligibility Fluency

Relevance and adequacy of

content 1,11 1,22 1,32 1,14 1,19 1,39

Mean score = 1.23

Compare with the table of Post Test 1 below:

ASSESSMENT CRITERIA FOR POST-TEST



Relevance and adequacy

of content 1,70 1,50 1,45 1,27 1,41 1,58

Mean score = 1.49

Overall activities in the first cycle were well done. The use of video and

song in the first meeting encouraged students to be active since the materials

were interesting. They did not feel asleep. They seemed happy too. The

activity in the second meeting also demanded them to think creatively to build

the suitable question to get the missing part of the text. This activity actually

had the same concept with the previous one that the students had to exchange

information with their friend in order to complete an incomplete text by

conducting question and answer activity in pairs. Then, the activities in the

third meeting also invited the students to speak actively since the game

provided was interesting.

In the cycle 1, there were three meetings. In the teaching and learning

process, interviews were used to improve the speaking skills. The aims of this

activity were to provide an opportunity for the students to speak a lot and to

apply the patterns of questioning and answering in a real conversation. The

students were given exercises that must be done in pairs and in groups. Based


commit to user

75

on the observing and monitoring, it is known that the students become more

active and motivated in learning English through interview. The students co-

operatively corrected their friends’ mistakes. They had intention to answer

teacher’s question without being pointed too. The second finding is that the

students could apply the question and answer pattern to gain some information

from their friends well. The third finding is that the situation of the class was

also relaxed and fun. Although there were some students who looked confuse

and boring. It happened because some of the students thought that the

information as the guidelines for the questioning and answering activity were

actually usual ones. However, a few students still did an unfair thing, for they

often used their L1 in asking and answering questions.

The result in cycle I was not satisfying yet because there were some

weaknesses during the implementation of the action. Some students were still

passive during teaching learning process and some of them made mistakes in

pronouncing the words. They were ashamed and afraid to give their opinions.

Moreover, interview is a technique that requires more participation from the

participants. In practicing this technique, the students usually made a noise

which disturbs the other class. This condition caused the students out of

control. Besides, there were some students who used mother tongue in

practicing interview.


commit to user

76

d. Reflection

1) Analyzing the strengths and the weaknesses

After observing and analyzing the result of the observation in cycle I, the

writer and the English teacher reflected several positive results and some

weaknesses in the first cycle. They were described as follows:

a) The Strengths

(1) There was an improvement of students’ speaking skill. It was

proven by the improvement of the post-test result. The students’

mean score in post-test 1 was 149. It increased 0.28 point from

1.23.

(2) Students tended to be more active in speaking English. When

they were given a question, they answered it without a necessity

to be pointed anymore. So, it can be concluded that there was an

improvement of students’ behavior in teaching and learning

process. The students did the task and assignment actively either

in-group or in-pair.

b) Weaknesses

(1) Some students were still passive in teaching and learning

process.

(2) Some students tended to interview their friends by using their

mother tongues.

(3) In practicing interview, the students tended to be noisy. The

students tended to make noisy when discussing the answer of the


commit to user

77

task. Therefore, it was needed to give warning to the students

who were noisy.

2) Recommendation

Based on the observation results above, the researcher thought that it was

necessary to conduct the second cycle. To solve the problems that appeared in

cycle I, the researcher revised the plan in order to complete the next cycle so

the weaknesses would not occur anymore. The plan in cycle II would be more

focus on students’ participation in interviewing, improving students’ behavior

from passive to be more active, and decreasing the use of mother tongue in

interview.

2.Cycle 2

a. Revised Plan

In this cycle, the researcher planned to solve the problems in the first

cycle by focusing students’ participation in interviewing, improving students’

behavior from passive to be more active, and decreasing the use of mother

tongue in interview. The researcher expected the students’ motivation and

achievement increased; therefore, the objectives of the study can be achieved.

Before doing the second cycle, she prepared the lesson plans. Post-test also

would be given in the end of the cycle.


commit to user

78

b. Implementing the action

1) The first meeting (09.30 am-11.00 am)

a) Opening

The first meeting of the second cycle was conducted on November 11th

2009 at 09.30 until 11.00. In this meeting, the topic was still narrative text. At

the beginning of the meeting, the researcher came in to the class. Then, she

greeted the students. After that, she checked students’ attendance in order to

know who was absent in that day.

b) Main Activity

In this meeting, the researcher explained that some of narrative text

contained direct indirect speech and conditional sentences. She explained the

nature of these two terms. Actually, they had mastered the nature of those two

terms. Thus, she did not need to explain it in detail. At the end of the

explanation, she gave some exercises related to the materials.

To give a further comprehension about the nature of direct indirect

speech and conditional sentence, the researcher asked the student to change

sentences from direct to indirect speech and to compose conditional sentences

based on the fact provided. They had to do it in group. The direct sentences

that would be changed into indirect speech and the fact that would be changed

into conditional sentences were made by the students themselves. The

sentences were really based on the fact about their daily life. The example of

the decision about the sentences that would be changed was provided below:

Dibyo : “Apa yang mau ditulis ini? Conditional dulu ya.”


commit to user

79

Danar : “What is the topic?”

Dibyo : “About our hobby.”

Danar : “What is your hobby?”

Dibyo : “My hobby is playing football.”

Danar : “Ok. That’s for no 1. Ehm… I do not go to the movie

because I have no money. That’s for no 2. Do you

agree?”

After doing the exercises, the students asked the researcher to make a

game in order to reduce their tiredness. After ensuring that the students had

understood the concept of Direct Indirect Speech and Conditional Sentences

by asking their difficultness of those two terms, the researcher gave a game.

The name of the game was “If I were you”. In this game, she asked the

students to find friends who had similar face with Valentino Rossi, Sule,

Susilo Bambang Yudhoyono, Zainuddin MZ, Dewi Persik, Shahrukh Khan,

Cinta Laura, and Mr. Bean. The students chosen had to pretend as the person

stated above. After arguing about who would be the actors, finally they chose

Ali Ridho as Valentino Rossi, Danar Wijanarko as Sule, Rian Adi Negoro as

SBY, Yudhistiro as Zainuddin MZ, Ika Wahyu as Dewi Persik, Billy as

Shahrukh Khan, Dwi Wahyuningrum as Cinta Laura, and Dibyo as Mr. Bean.

However, Ika Wahyu and Dwi Wahyuningrum would not come in to the front

of the class. So, Ali, Danar, Rian, Yudhistiro, Billy, and Dibyo acted as the

actors mentioned before in a talk show while the rest of the class acted as the

audience of it. They were free to ask many questions related to the actor’s life.


commit to user

80

The actors themselves were free to answer the questions based on their own

opinion.

The first question came from Anggita to Ali as Valentino Rossi. She

asked why he joined Yahama. Ali answered “because Yahama selalu terdepan.

I like this jargon. It brings a winning for me because Yamaha make me selalu

di depan in every competition.” One of the students set behind asked him “But

your motorcycle is not Yamaha.” Many students laughed because of this

question. Ali replied “I have a lot of motorcycle in my house. I will ride the

newest edition of Yamaha 500cc tomorrow.” The class laughed again because

of his answer.

It was continued with other interviews among the students. It happened

among Rian Adi Negoro as Susilo Bambang Yudhoyono and the audience.

Nike : “What will you do as the principal in this country to solve

our educational problem?”

Rian : “Emm… I will give 50% from our 20% of educational fee

to make the school free and to send some students to study

abroad.”

Teguh : “Why should we study abroad? We have some good

universities here.”

Rian : “Of course to improve our knowledge.”

Researcher : “So, you think that their educational system is better that

us?”


commit to user

81

Rian : “I do not mention it. By studying abroad, we can

exchange our knowledge so that we can improve it.”

Researcher : “Oh, I see. Is there any feedback for our principal, Mr

Rian Yudhoyono?”

One of the students named Bita raised her hand.

Bita : “May I ask personnel question, Miss?”

Researcher : “Go ahead.”

Bita : “Mr Yudhoyono, what is your intention in the future when

you were in the elementary school?”

Rain : “I want to be a doctor.”

The class laughed. One of the students said “Hu.. Itu bukan cita-cita Pak

SBY, cita-cita Rian sendiri.” There still more interviews happened. All of

these activities of interviewing among the students with interesting topics

provided an unstressed situation so that every student was encouraged to

speak actively. The interviews itself flew smoothly. Some funny questions and

answers provoked them to laugh sometimes. In sum, the techniques run

happily.

c) Closing

In the closing section, the researcher explained again the concept of

direct indirect speech and conditional sentences again. Then, she said goodbye

and left the class.


commit to user

82

2) The second meeting (09.30 am- 11.00 am)

a) Opening

The second meeting of the second cycle was conducted on November

18th 2009 at 09.30 until 11.00. In this meeting, the topic was hortatory

exposition text. At the beginning of the meeting, the researcher came in to the

class. Then, she greeted the students. After that, she checked students’

attendance in order to know who was absent in that day. At that day, the

researcher took the genre of hortatory exposition because the teacher asked her

to do so.

b) Main Activity

In this meeting, she asked the students to make a text containing an idea

provided in group. Since there were seven topics and 37 students, the class

was divided into 5 groups consisting of 6 students and a group consisting of 7

students. With others member of the group, they had to make an explanatory

text based on their opinion about the topic. The topics were:

Topics

a) Smoking is bad.

b) The school must be started at 06.30.

c) Police in Indonesia must be revised.

d) Television is bad.

e) Uniform is not needed in Senior High School.

f) Internet is good.

g) Hand phone should be banned for Senior High School.


commit to user

83

The discussions were rather noisy because each member of the group

had his or her opinion. The discussion itself consumed almost 30 minutes.

After making text containing students’ opinion based on their own topic,

the students were asked to present their result of discussion in front of the

class. The first group was Anindya’s group. Her group consisted of Bita,

Anindya, Nike, Devi, Lis Murtini, and Ayu. They presented about the topic

“Smoking is bad”. The leader of the group, Anindya, presented the text. She

was quite good in presenting the material. Although she read almost all the

text, she had a good rhythm and pronunciation in reading it.

After the presentation, there was a discussion about it. Some students

gave an opinion that smoking was good for our financial since it yielded much

profit. However, this group still believed that smoking is bad in the name of

health’s sake. The conversation happened were written as follow:

Audience 1 : “What is your main reason so that you say that smoking is

bad?”

Presenters : “Cigarettes are not good for our health. We know that it

hurts our lungs. It may cause cancer too.”

Audience 2 : “But it gives a lot of income to our country. Indonesia is a

poor country. And we get a lot of profits from the cigarette

payment.”

Presenters : “Indonesian people have to change their habit from doing

smoking to another activity.”

Audience 2 : “Can you give the example of activities that you mean?”


commit to user

84

Presenters : “For example chewing candy.”

The discussions of the first presentation run for almost 15 minutes. After

finishing the presentation, all members of the first group come back to their

own chair. The rest of the class gave applause to them. Then, it continued with

the second topic that was discussed by Dipta’s group. They presented the topic

“Television is bad”. His group believed that television is bad.

Audience 1 : “I do not agree with your result discussion. According to

me, TV is very important because it provides news from all

over the world for us.”

Presenters : “Yes, we agree with your statement that television also

provides news for us. However, it most of TV program just

broadcast unimportant program such as sinetron. It does not

give benefits for us.”

Audience 2 : “So, how can we get news if television is banned?”

Presenters : “We still have many others source, for example radio,

daily newspaper, or internet.”

Audience 2 : “May I give my objection?”

Presenters : “Yes please.”

Audience 2 : “According to me, television is similar to internet. So, it is

not fair of the government prohibit the TV program but

internet is still free.”

Presenter : “So, television and internet should be banned.”


commit to user

85

There was a long “huu…” after the presenters saying their opinion. One

of the students in the corner said “Aku ora meh ngangkat kowe dadi pejabat

nak gitu ya. Ra bakat dadi wali kota. Moso TV karo internet dilarang” The

students in the class laughed because of hearing that comment. Then the

researcher asked “Who speaks?” Boys in the corners pointed Ali as the person

who said the statement. The researcher asked him to express his feeling

toward presenters’ statement in English. He answered “According to me, the

internet and TV should not be banned because they give important information

for us.” The researcher asked “What should you do if the government does

that?” He smiled and said “Demo nu!”

The presentation still finished 5 minutes later. They still argued the

importance of TV for our life. The presenters said that television was not good

since it gave a bad effect for the audience, especially students. However, the

rest of the class agreed that television is good since it provided much

information for us. News, knowledge, and new technology were presented

through TV.

c) Closing

After these presentation and discussion, the bell rang. The researcher,

then, explained that the two of text were exposition. She also explained that

debate is the example of exposition. Before left the class, she evaluated the

presentation. At this stage, the researcher evaluated the overall project. First of

all, she complimented the students’ work, especially about their efforts in

interviewing the sources. Then, she gave her comments toward the students’


commit to user

86

work. It included the product and also the language. This activity was very

important because through this activity the students could know the strength

and weaknesses of their works. As the result, they could do the better works in

the future. Finally, she said goodbye to the students and left the class.

c. Observing and Monitoring the Action

In monitoring the implementation of the second cycle, the researcher still

used tests, the observation, and interviews to see the effect of conducting the

second cycle. There was a second post test held in order to know the

improvement of their speaking skill. The observation was taken from field

notes of implementing the action. Then, interviews were based on the

conversation between students and the researcher in conducting teaching and

learning process.

Generally, the improvement of speaking aspects could be seen from the

result of the post-test 2 score. The score of the post-test 2 increased from the

score of the post-test 1. From the six aspects of speaking that had been

explained in this research, most of them were improve in their score. The

improvement of six aspects and their reflection of the teaching and learning

process can be explained as follows:

ASSESSMENT CRITERIA FOR PRE-TEST



Relevance and

adequacy of content

1,11 1,22 1,32 1,14 1,19 1,39 Mean score = 7.37/6 = 1.23


commit to user

87

ASSESSMENT CRITERIA FOR POST-TEST 1

Appropriateness

Adequacy of

vocabularyfor

purpose


Relevance and

adequacy of content

1,70 1,50 1,45 1,27 1,41 1,58 Mean score = 8.26/6 = 1.49

Compare with the table of Post Test 2 below:

ASSESSMENT CRITERIA FOR POST-TEST 2

Appropriateness

Adequacy of

vocabularyfor

purpose


Relevance and

adequacy of content

1,89 1,60 1,49 1,32 2,14 2,19 Mean score = 10.62/6 = 1.77

There are some findings found from observing and monitoring this

cycle. The first is that the instructional process of the meetings in the cycle 2

ran better than in the first cycle. The researcher could do the job better. She

could manage the class well. In the first meeting of the second cycle, she gave

an interesting game that provokes every student to speak actively. In the

second meeting of the cycle 2, the teacher then divided the students into some

groups and gave them a challenge to make and presented their feelings and

opinion of a topic given. The groups that did not present their text were

required to give questions, suggestions, or objections to the presenters’

opinion. It ran like a debate or talk show with a lot of participants; the

presenter as the interviewee, and the audiences as the interviewers.

The second finding is that all of the students got a turn to speak. The

researcher actually found differences on students’ enthusiasm between the first


commit to user

88

cycle and the second cycle. Many more students actively participated in the

interview session. Relax and fun situation gave a big contribution in making

them become active. Besides, they answer question directly without being

pointed. In addition, interesting topics in the first meeting and question and

answer session after each presentation in the second meeting could make the

class climate more alive. They had proposed themselves to ask and answer

question. They had been brave too give objection too. Besides, the use of l1

was decrease.

Next, it is also found that some negative points happened in the second

meeting. Some students read their text when they presented it. It made their

speaking unnatural and boring. However, from overall observation, it can be

sum that they have been active in the teaching and learning active. Their

achievement in speaking is improved too. The phenomenon of reading

material in the presentation held in the second meeting in the second cycle is

only caused by the lack mastery of the material that must be presented.

d. Reflecting the Result of the Observation

Based on the observation results that were gathered in field notes and

post-tests, the researcher reflected the result of the action in the second cycle.

There were some positive results reflected in the second cycle. Some positive

results were as follow:

1) The students who were passive getting more active when they were

interviewing. They brave to answer the task confidently. Moreover, they


commit to user

89

did not feel shame to speak anymore. They actively participated in

learning process.

2) Most of the students were able to increase their speaking skill.

3) The teacher could manage the class better than the first cycle. Although

some students were noisy and disturbed the other students, but the number

of them was decrease in the second cycle. In the other hand, most students

made noise in the class because they had discussion of the task given by

the teacher. The teacher asked the students not to speak loudly.

4) The use of mother tongue in interview was decrease.

5) There was an improvement on students’ speaking score. Thus, it can be

concluded that teaching speaking by using interview encouraged and

attracted the students to be more active in teaching and learning process.

Through interview, the students could get a chance to practice their

English in real communication. The students showed more improvement

on speaking and behavior. There was also an improvement in achieving

each aspect of speaking in the final posttest.

Considering about the facts of some improvement dealing with teaching

speaking through interview above and no time to conduct more cycle, finally

the researcher decided not to revise the next plan and stopped the cycle.


commit to user

90

C. Discussion

Teaching English in senior high school has the objective to develop

communicative competence. It means that the students are able to understand and

produce oral and written text which is realized in four language skills namely

listening, speaking, reading and writing. Therefore, English is directed to improve

students’ language skills so they can communicate in certain level of literacy.

However, teaching speaking English in senior high school faces some

difficulties. The difficulties will cause some failure in teaching and learning

process. One of the reasons making the failure is that the technique used by the

teacher is not effective for the students. Besides, there must be enough time to

practice the conversation in order to fulfill the requirement of communicative

competence. Considering about the problem, the teacher needs the appropriate

technique to enhance the students’ interest in teaching and learning process. So it

will improve their speaking skill.

One of the appropriate techniques in teaching English for senior high

school students is interview. Interviewing between and among the students can

provide an unstressed classroom. Brown (1994: 178) states that interview for pair

work enables the students engaged in interactive communication for a short period

of time with minimum logistical problems. It means that interview invites the

students to speak actively because there is an interesting atmosphere among them.

They can share their idea freely without any pressure from the teacher or any fear

of making mistakes. Interview itself is not only considered as a popular activity

for work in pair, but also appropriate for group work. Besides, interview is useful


commit to user

91

at all levels of proficiency. At the lower levels, interview can be very structured,

both in terms of the information that is sought and the grammatical difficulty and

variety. At the higher levels, interview can probe more complex facts, opinion,

ideas, and feelings. People use interview to establish relationships through

personal expression, to find out information, and to compare views with others. It

provides a means for sharing experiences and solving problems.

Based on the theories above, there are some advantages and contributions

using interview in teaching and learning English. Interview can be effective

technique to teach English. They enhance students’ interest and motivation. As the

result, their achievement is improved too. The observation results of field notes

supported by interview with students and photograph show that there is

differences students’ interest before and after the teacher implements the action.

There are two findings to the research questions. The first is the

improvement on the students’ speaking skill, including the appropriateness,

adequacy of vocabulary for purpose, grammar accuracy, intelligibility, fluency,

and the relevance and adequacy of content.

On the appropriateness aspect, the students achieve the improvement for

they have to find and learn the material for each topic before coming to the class.

They had exercised their conversation with their friends. They also had known the

way in presenting and speaking in front of the class. For example, they had known

the strategy to make it more polite; by greeting and apologizing first before

asking.


commit to user

92

On the adequacy of vocabulary for purpose aspect, the students also

achieve the improvement. Actually, at first vocabulary became a serious problem

for the students who obstructed them in speaking. It is because they have very low

vocabulary mastery. But, through interview, they can solve the problem. It

happens because every time the students are obstructed by a certain word, their

friends will directly help them, so they can feel secure during their speaking

performance. Beside that, interview demanded them to learn many vocabularies

outside the class. If they would not feel ashamed in their speech they had to learn

many vocabularies as much as they can.

Grammar accuracy also becomes a serious problem for the students; since

they have poor grammar mastery. It is even harder to be solved because the

students do not have any willingness to learn by themselves outside the class. But,

during the interview, the students can solve the problem together. For example,

when one of the students makes a wrong sentence, the other will help her

correcting the sentence. So, she can notice her mistakes.

The students’ speaking fluency also can be improved through interview.

Interview creates a condition that requires the students to speak actively. They had

to answer questions given. They also had to give a feedback to their friends’

answer. This made them become familiar in speaking English. It makes their

speech much more fluent. The second factor is because their problems dealing

with grammar and vocabulary have been solved, so they can speak more fluently.

The next is the improvement on the intelligibility aspect. As the other

aspects of speaking have been improved, covering the vocabulary mastery,


commit to user

93

grammar mastery, appropriateness, and fluency aspects; the students can speak

much more intelligible. It is indicated by the utterance they produce that can be

accepted by the rest of the class. So, the class can be interactive and fun.

The relevance and adequacy of content of the students’ speech is also

improved. It is because they often trained their conversation with other friends.

They had used to speak English everyday. Therefore, the content of their speaking

are really relevance and adequate since they had been familiar with such

conversation.

The other indicator of the improvement of the students’ speaking skill is

their score of the speaking test. The mean score of pre-test 1 is 1.23; it increased

on post-test 1 that it becomes 1.49. Then, it increased again in the mean score of

pre-test 2 that is 1.77. It means that their score increase.

The second finding is the improvement of the students’ motivation in

speaking. They are encouraged to speak English since they had enough time to

practice. Interview demanded them to speak actively. They made a conclusion that

it is improper to answer English question in the form on bahasa Indonesia. So,

they always try to answer each question in English. It is indicated by the

interactive activity in some sessions of the class, the students’ willingness to

speak every time they get turns to speak, and even they raise their hands before

the researcher pointed them. Another change is on the students’ feeling. Providing

fun activity and secure class condition, in fact, can reduce the feeling of

nervousness of the students when joining the speaking class.


commit to user

94

Then, many events happened when interview was implemented in teaching

speaking. Most of them supported the effectiveness of interview in enhancing

students’ speaking skill. It can be seen from the evidence that the students’ role in

learning process was increase. Interview makes the students to be active in

speaking English since it forced the students to speak. Interview between and

among the students can create an interesting atmosphere in the classroom too. The

conversation happened was natural since the students are familiar with

communicating using English.

From the over all explanation, it can be said that employing interview in

teaching speaking brought many advantages. When employing interview, students

showed many positive behaviors that can help the process of achieving speaking

skill. The advantages that can be taken from employing interview were:

1. Interviews are motivating, therefore they can motivate the students to be

better,

2. Interviews invite the students to speak actively,

3. Interviews involve equal participation from both slow and fast learners,

4. Interviews in pairs or in groups contribute to an atmosphere of healthy

competition in a non-stressful situation,

5. Interviews can be used in any language teaching situation and with any skill

area whether reading, writing, speaking or listening,

6. Interviews provide immediate feedback for the teacher,

There were also disadvantages in employing interview in teaching

speaking. Sometimes, interview resulted noisiness that can make the students out


commit to user

95

of control and disturb other classes. However, this noisiness can be reduced by

managing the class well. Besides, interview conducted between two students or

among the students in group also has a tendency to be done in the mother tongue.

Generally, employing interview was useful in teaching speaking. The

students’ mean score in doing tests was one of proofs that interview can improve

students’ speaking skill. The great students’ involvement in joining the class also

supported the activeness of employing interview. There were also many

advantages than disadvantages in employing interview. Therefore, it is not

necessary to put interview in doubt to improve students’ speaking skill. It is

proven that interview can improve students’ speaking skill, especially for the

students of XI IA 4 in SMA N 1 Surakarta.


commit to user

96

CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

This chapter discusses the conclusion of the research, the implication, the

suggestion for the English teachers, the institutions of education, the students and

to the other researchers. The research is about improving speaking skill by using

interview.

A. Conclusion

Based on the discussion in the previous chapter, a conclusion can be

drawn that interview can improve students’ speaking skill. It is viewed from the

conclusion of answering research questions. Research questions are covering the

questions:

1. Does teaching speaking using interview improve students’ English speaking


2. What happen in the class when interview is employed in teaching speaking


3. What are the strengths and weaknesses of implementing interview in

improving students’ speaking skill in SMA N 1 Surakarta?

The first is “Does teaching speaking using interview improve students’

English speaking skill in SMA N 1 Surakarta?” After the researcher analyzed the

result of action research which has been conducted, it can be concluded that the

implementation of interview can improve students’ speaking skill. The

96


commit to user

97

improvement of students’ speaking skill is supported by the result of the test

score. The mean of pre-test score is 1.23 and it improves to 1.49 in post-test 1. It

increases up to 1.77 in final post-test. From the test result, it shows that there is an

improvement of students’ speaking skill after the researcher conducted the

research.

The second is “What happens in the class when interview is employed in

teaching speaking skill in SMA N 1 Surakarta?” The researcher draws conclusions

from the students’ roles. The students’ roles are more focused on the involvement

of some certain activities. The students’ activities are discussing the task with

their group, answering the questions enthusiastically, opening up the dictionary

voluntarily, practicing interview enthusiastically, and giving comment on

interview. Besides, based on the observation, interview makes the students to be

active in speaking English. Moreover, interview between and among the students

can create an interesting atmosphere in the classroom. The conversation was

natural since the students are familiar with communicating using English.

Through interview, the students give more participation in responding or even

answering the teacher’s questions in teaching and learning process because they

often practice their English with their friends.

The third is “What are the strengths and weaknesses of implementing

interview in improving students’ speaking skill in SMA N 1 Surakarta?” From the

explanation and also based on the theory above, it can be concluded that there are

some advantages and contributions of using interview in teaching speaking.


commit to user

98

Interview can be an effective technique to teach speaking English. The strengths

are:

1. Interviews are motivating, therefore they can motivate the students to be

better,

2. Interviews invite the students to speak actively,

3. Interviews involve equal participation from both slow and fast learners,

4. Interviews in pairs or in groups contribute to an atmosphere of healthy

competition in a non-stressful situation,

5. Interviews can be used in any language teaching situation and with any skill

area whether reading, writing, speaking or listening,

6. Interviews provide immediate feedback for the teacher,

However, there were also disadvantages in employing interview in

teaching speaking. Sometimes, interview resulted noisiness that can make the

students out of control and disturb other classes, but, this noisiness can be reduced

by managing the class well. Besides, interview conducted between two students or

among the students in group also has a tendency to be done in the mother tongue.

B. Implication

It is necessary for English teachers to choose appropriate techniques in

teaching speaking. The use of interview is very effective to improve students’

speaking skill. Practically, interviews are a suitable technique to use in teaching

and learning process. Through interviews, the students become learners that are

more active.


commit to user

99

Based on the data analyzed of the research, there is an improvement in

teaching speaking by using interviews. It implies that interviews can be called as

an effective technique in teaching speaking in the level of second grade of senior

high school.

C. Suggestion

The results of the study show that interview can improve students’

speaking skill. Based on the result above, the researcher hopes that this study will

provide benefits in English teaching and learning process. Dealing with the study

that has been conducted by implementing interview in teaching speaking, the

writer would like to propose some suggestions. Hopefully, the suggestions will be

useful for teachers, students, other researchers and educational institutions.

1. English teachers

Teaching speaking is not an easy work since lots of students think

that speaking is the most difficult skill to be learned. Consequently, teachers

will face many obstacles during the teaching and learning process. Therefore,

they should be clever in choosing the appropriate techniques that can both

change their students’ attitude towards writing and improve their students’

writing skill. One of the ways they can use is by implementing interview

technique in teaching speaking. In implementing this technique, teachers

should give the simple examples of good practices of interview. Teachers can

also use many types of interview so that the students can practice this

technique in pair or in group.


commit to user

100

2. Students

The most important factor in implementing certain technique is

students’ participation. The students have to be more active and motivated to

learn English. The students not only can study English in the class but also can

study everywhere and every time. They can practice English in their daily life.

3. Other researchers

This study is just one of the efforts in increasing the students’

motivation and achievement, therefore; the researcher hopes that the finding of

this study will be used as a starting point of the future research on similar

problems for the other researchers.

4. Schools or educational institutions

The schools or the educational institutions should provide some

activities like teacher training that can improve the quality of the teachers in

teaching English. Besides, it is suggested that schools should motivate the

teachers to do an action research in order to solve the problems faced by them.