THE EFFECT
Submitted to th
TEACHE MUHAMM
CTIVENESS OF THREE - STEP INTERVIE TEACHING SPEAKING
A THESIS
the English Department as a Partial Fulfillm Requirement for S.Pd Degree
BY:
AULIA RISALATI 0901050114
ENGLISH DEPARTMENT
ER TRAINING AND EDUCATION FACUL MADIYAH UNIVERSITY OF PURWOKE
2013
VIEW FOR
llment of the
TITLE
: THE EFFECTIVENSS OF THREE INTERVIEW FOR TEACHING SP
: AULIA RISALATI
: 0901050114
: Teacher Training and Education
: English
SOR : Rina Agustina, S.S., M. ApplLing TES
: Faisal, S.S, M.Pd
Approved by:
upervisor Co. Supe
, MApplLing TESOL Faisal, S.S
STATEMENT OF AUTHORSHIP
Hereby, I state that this is my original work to the best of my knowledge, except
as acknowledged in the text, and this material has not been submitted either
partially or wholly, for a degree at this or any other university.
Purwokerto, August 2013
Aulia Risalati
ACKNOWLEDGEMENTS
Asslamu’alaikum Wr.Wb
Alhamdulillahi Rabbil ‘alamin. Thanks to Allah SWT who has given
blessing and mercy so that the thesis as a partial fulfillment for requirements of
S.Pd. Degree of English Department, Teacher Training and Education Faculty,
Muhammadiyah University of Purwokerto could be finished. Secondly, thanks to
Mrs. Rina Agustina, S.S,. MApplLing, TESOL, as the first supervisor who has
guided, given suggestion, and corrected my thesis to be better and Mr. Faisal, S.S,
M.Pd, as the second supervisor who has guided, given suggestion, and corrected
my thesis patiently.
Furthermore, for the English teachers at second grade students in one of
the senior high schools in Bumiayu, that helped me in collecting the data for the
research. The lecturers in The English Department such as: Mr. Bambang, Mr.
Pudiyono, Mr. Jangkep, Mr. Dodi, Mr. Agus ,Mr. Ambar, Mr. Ibnu, Mr. Tukiran,
Mr. Suwartono, Mr. Saefur, Mr. Azis and Mr. Joni, Mrs. Lely, Mrs. Tutut, Mrs.
Listiyani, Mrs. Rini, Mrs. Widya, Mrs. Titi, and Mrs. Lutfi, for the dedication in
giving the knowledge to me. Furthermore, for the Headmaster in one of the senior
high schools that has allowed permission to conduct the research, all the second
grade students, particularly XI- Language Class and XI-1 Social Science Class
who had participated in the research. The last, for my beloved parent who had
gave me motivation and inspiration for finishing this thesis.
In writing this thesis, there are still many weaknesses, so any criticism and
suggestions from the readers are needed to make it better. It is expected that this
thesis will give valuable things particularly for educational field and also those
who are interested.
Wassalamu’alaikum Wr. Wb
Purwokerto, August 2013
Aulia Risalati
ABSTRACT
THE EFFECTIVENESS OF THREE-STEP INTERVIEW FOR TEACHING SPEAKING
By
AULIA RISALATI 09010150114
The aim of the research was to find out the effectiveness of Three-Step Interview for teaching speaking. This research used quasi experimental research in which the population of this research was students of the second grade in one of the senior high schools in Bumiayu. The total sample of the research was 78 students, and the samples were XI- Language Class as the experiment class which consisted of 38 students and XI-I Social Science Class as the control class which consisted of 40 students. The implementation of Three-Step Interview was used in the experimental class, while in the control class was not given any special treatment. The test was used in collecting data, namely pre-test and post-test. The test focused on the language expression of asking for and giving opinion. After the data were obtained, they were analyzed by using t-test. The result was 3.378, and it was higher than t-table (1.665) at α 0.05 with df =76. Then, the calculation of t-obtained with t-table was concluded that t-t-obtained was higher than t-table (3.378 > 1.665). Based on the pre-test to post-test result, it was shown that all of the aspects in speaking had significant difference at p<0.05. The students could develop their fluency and comprehension because in Three-Step Interview they had to take part in interviewing activity, and they had limited time to give the information. Therefore, the students had to speak fluently and comprehend the questions well. Furthermore, it was effective for grammar, vocabulary, and pronunciation. During the activity, the students had to provide the information with good grammar, adequate vocabulary, and good pronunciation, so that the process of delivering information could run well. Based on the description mentioned previously, it could be concluded that Three-Step Interview was effective for teaching speaking.
TABLE OF CONTENT
B. Cooperative Learning
1. The Definition of Cooperative Learning ... 16
2. The Purpose of Cooperative Learning ... 17
3. Elements of Cooperative Learning... 18
4. Cooperative Learning Activities ... 20
C. Three-Step Interview 1. The Definition of Three-Step Interview ... 22
2. The Purpose of Three-Step Interview ... 23
3. Strategies in Three-Step Interview ... 24
4. Procedure of Using Three-Step Interview... 24
5. The Advantages of Three-Step Interview ... 26
6. The Disadvantages of Three-Step Interview ... 27
7. Teaching Speaking by Three-Step Interview ... 28
8. Relevant Research of Three-Step Interview ... 31
D. Basic Assumption ... 32
E. Hypothesis ... 32
CHAPTER III RESEARCH METHODOLOGY A. Method of Research ... 34
B. Place and Time ... 35
1. Place of the Research ... 35
2. Time of the Research ... 35
C. Participant of the Research 1. Population ... 35
2. Sample ... 36
3. Sampling ... 36
D. The Technique of Collecting Data 1. Pre-Test ... 37
2. Post-Test ... 37
E. Technique of Analyzing Data 1. t-test Computation ... 40
2. Inter-Rater Reliability ... 43
CHAPTER IV RESULT AND DISCUSSION A. Result 1. Control Class ... 45
2. Experiment Class ... 47
3. Class Mean Results ... 50
4. The Results of Students’ Speaking Skills ... 50
5. t-test ... 55
6. Inter-Rater Reliability ... 56
B. Discussion ... 57
CHAPTER V CONCLUSION AND IMPLICATIONS A. Conclusion ... 63
B. Implications ... 65
REFERENCES ... 66
APPENDICES ... 69
LIST OF TABLES
TABLE
3.1Time of the Research ... 35
3.2Analytic Scoring Guide ... 38
3.3A Weighing Table ... 40
4.1 Range Score of Pre-Test and Post-Test in Fluency ... 51
4.2 Range Score of Pre-Test and Post-Test in Comprehension ... 52
4.3 Range Score of Pre-Test and Post-Test in Grammar ... 53
4.4 Range Score of Pre-Test and Post-Test in Vocabulary ... 53
4.5 Range Score of Pre-Test and Post-Test in Pronunciation... 54
4.6 t-Test ... 55
LIST OF FIGURES
FIGURE
4.1Pre-Test and Post-Test Results in the Control Class ... 45
4.2The Students’ Speaking Skill Results in the Control Class ... 47
4.3Pre-Test and Post-Test Results in the Experiment Class ... 48
4.4The Students’ Speaking Skill Results in the Experiment Class ... 49
4.5Class Mean Results of Pre-Test and Post-Test ... 50
LIST OF APPENDICES
Appendix 1. Pre-Test and Post-Test ... 70
Appendix 2. Open-ended Questions for the Experiment Class... 74
Appendix 3. Lesson Plan of the Control Class and Experiment Class ... 77
Appendix 4. List of the Students’ Name ... 139
Appendix 5. Inter-rater Reliability of Pre-Test Score ... 141
Appendix 6. Inter-rater Reliability of Post-Test ... 145
Appendix 7. The Results of Pre-Test and Post-Test ... 149
Appendix 8. Average Score of Individual Students’ Ability in Pre-Test 153
Appendix 9. Average Score of Individual Students’ Ability in Post-Test 157 Appendix 10. t-Test Result ... 161
Appendix 11. List of T-Table ... 163
