i
THE EFFECT OF USING THREE-STEP-INTERVIEW TECHNIQUE ON SPEAKING ACHIEVEMENT FOR THE TENTH GRADE OF
SMK MANBA’UL HIKMAH PULO-TEMPEH-LUMAJANG
UNDERGRADUATE THESIS
Submitted to the State Islamic University of Kiai Haji. Achmad Shiddiq Jember In partial fulfillment of the requirement to obtain
a Bachelor’s Degree of Sarjana Pendidikan (S. Pd) Faculty of Tarbiyah and Teacher Training
Islamic Education Language Department
By:
FIKI ANJANI SRN: T20186091
STATE ISLAMIC UNVERSITY OF KIAI HAJI ACHMAD SIDDIQ JEMBER FACULTY OF TARBIYAH AND TEACHER TRAINING
ISLAMIC STUDIES AND LANGUAGE DEPARTEMENT ENGLISH EDUCATION PROGRAM
DECEMBER 2022
ii
THE EFFECT OF USING THREE-STEP-INTERVIEW TECHNIQUE ON SPEAKING ACHIEVEMENT FOR THE TENTH GRADE OF
SMK MANBA’UL HIKMAH PULO-TEMPEH-LUMAJANG
UNDERGRADUATE THESIS
Submitted to the State Islamic University of Kiai Haji. Achmad Shiddiq Jember In partial fulfillment of the requirement to obtain
a Bachelor’s Degree of Sarjana Pendidikan (S. Pd) Faculty of Tarbiyah and Teacher Training
Islamic Education Language Department
By:
FIKI ANJANI SRN: T20186091
Approval by Advisor
Praptika Septi Femilia, M. Pd NUP. 20160390
iii
THE EFFECT OF USING THREE-STEP-INTERVIEW TECHNIQUE ON SPEAKING ACHIEVEMENT FOR THE TENTH GRADE OF
SMK MANBA’UL HIKMAH PULO-TEMPEH-LUMAJANG
UNDERGRADUATE THESIS Has been examined and approved in Partial
Fulfillment of the Requirement of a Bachelor’s Degree (S. Pd) Faculty of Tarbiyah and Teacher Training
Islamic Education Language Department English Education Department
English Education Program Thesis Examination
Day: Thursday Date: December, 22 2022
The Board of Examiners
Chairman Secretary
As’ari, M.Pd. I Moh. Rofid Fikroni, M. Pd NIP. 1976091512005011004 NIP.-
Members:
1. Sofkhatin Humaidah, M.Pd., M.Ed., Ph.D. ( ) NIP. 196507201991032001
2. Praptika Septi Femilia, M.Pd ( )
NUP. 20160390
Has been approved by
Dean of Faculty of Tarbiyah and Teacher Training
Prof. Dr. Hj. Mukni’ah, M.Pd.I., NIP. 196405111999032001
iv
MOTTO
“And my brother, Haroun, he is more eloquent of tongue than me, therefore send him with me as an aider, verifying me: surely I fear that they would reject me”.
(Q.S AL QASAS [28]: 34)1
1https://ayatalquran.net/2015/01/surah-al-qashash
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DEDICATION
I proudly decide this underrated thesis to those several people who were very helpful in preparing it.
1. I am very grateful to myself who has tried the best to complete the thesis. I never stop struggling and being patient it is completing this task.
2. To my beloved parents Solikhin and Eni who never stop supporting,giving motivation, encouraging, and wishing the best for me.
Last but not least, I would like to thank all of you who have contributed to this task. This underated thesis would never have been completed without you.
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ACKNOWLEDGEMENT
الله الرحمن الرحيم مسب
Alhamdulillahi robbil álamin, may praise and gratitude to Allah Subhanahu wa ta’ ala for blessing, and mercy to complete this undergratuated thesis, entitled “The Effect of Using Three-Step-Interview Technique on Speaking Achievement for The Tenth Grade of SMK Manba’ul Hikmah Pulo-Tempeh- Lumajang” is submitted as the final requirement in accomplishing undergraduate degree at English Education Department, State Islamic University of Kiai Haji Achmad Siddiq Jember.
The researcher realized that this thesis would no finish without help and guidance from the other people. Therefore, the writer would like to express her emphatic thanks and appreciation to:
1. Prof. Dr. Babun Soeharto, S.E., M.M., as the rector of state Islamic University of Kiai Haji. Achmad Siddiq Jember.
2. Prof. Dr. Hj. Mukni’ah, M. Pd. I., as the dean of faculty of Tarbiyah and Teacher Training.
3. Dr. Rif’an Humaidi, M. Pd. I., as head of the Islamic and Education Language Departement of Faculty of Tarbiyah and Teacher Training.
4. As’ari, M. Pd., as the head of English Education Program who has provided motivation and supported each student.
5. Praptika Septi Femilia, M. Pd., as the supervisor of this thesis who has already guided very patiently to give valuable consultation, feedback, suggestion, motivation, reinforcement to do this thesis until entirely finished.
6. All lectures of State Islamic University Kiai Haji. Achmad Siddiq Jember, especially to the lecturers of the English Education Department who have already given knowledge, experiences, motivation, advices,, and support while pursuing my degree at the English Education Department.
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7. Fathur Taufik, S. Pd. I., as the headmaster of SMK Manba’ul Hikmah Pulo- Tempeh-Lumajang, has allowed the writer to conduct this research in SMK Manba’ul Hikmah Pulo-Tempeh-Lumajang.
8. Ita Cory N, S.S., as the English teacher at the the Tenth grade of SMK Manba’ul Hikmah Pulo-Tempeh-Lumajang, who has given her ideas, guidance, feedback, and support the wroter in the process of doing the research.
9. The the Tenth grade student of SMK Manba’ul Hikmah are willing to contribute their effort and enthusiasm during research.
The writer fully realizes that this thesis is still far from perfect. Hence, the writer really welcomes to get any critics, opinions, and suggestions to make this paper quietly much better then. Hopefully, this research would give a positive contribution and will be beneficial not only for the writer but also for the readers and the next researchers who need this as a reference.
Jember, December 22th 2022
Fiki Anjani
viii
ABSTRACT
Fiki Anjani, 2022: The Effect of Using Three-Step-Interview Technique on Speaking Achievement for The Tenth Grade of SMK Manba’ul Hikmah Pulo- Tempeh-Lumajang.
Key Word: three-step-interview technique, speaking achievement.
Speaking is a productive language skill and interactive process of constructing meaning that involves producing and receiving, and processing information orally. Beside on 2016 data in Revitalisasi SMK books that the English student skill of SMK was generally still below the demand of the working world. Besides that, the students speaking ability of SMK Manba’ul Hikmah still lacked, because students were afraid to make mistake in learning English. Thus, students speaking tried only depends on dialogue from books, and they felt bored.
They had low motivation to speak. Students have good speaking skills are very important, because it can improve self-confidence to convey an idea so that students can show how their quality is themselves. From several existing journals and books, the researcher found that the three-step interview technique could be applied for students to have good speaking skills. It can be assumed that Three- Step-Interview Technique is an effective learning technique.
This research was conducted in SMK Manba’ul Hikmah Pulo-Tempeh- Lumajang. There was one problem in this research: “Is there any significant effect of using Three-Step-Interview Technique on speaking achievement for the Tenth grade of SMK Manba’ul Hikmah?”. This research aims to examine and find out whether or not there is a significant effect of using a Three-Step-Interview Technique on speaking achievement for the Tenth grade of SMK Manba’ul Hikmah.
This research was quantitative. It was conducted by using Quasi- Experimental research: Non-equivalent comparison group design. The population in this research was class X SMK Manba’ul Hikmah, which consists of 65 students. The researcher used cluster random sampling technique to select the sample and class X2 as the Experimental class, which consists of 33 students, and the class X1 as the Control class, which consists of 32 students. The data collected for this research was from scores of pre-test and post-test. The data were analyzed using the formula of Analysis of Covariance (ANCOVA) with IBM SPSS 26 version to calculate the data.
Based on the sample result and hypothesis testing, the score calculated showed the Sig. 0.000 < 0.05, which was interpreted that Ha was accepted while Ho was rejected. The partial eta squared showed 0.448, which means that the mean score obtained by students in the experimental class was 44,8% higher than the control class. It was concluded that there was significant effect of using Three- Step-Interview Technique on speaking achievement of SMK Manba’ul Hikmah Pulo-Tempeh-Lumajang.
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TABLE OF CONTENT
COVER ... i
APPROVAL SHEET ... ii
AGREMENT PAGE ... iii
MOTTO ... iv
DEDICATION ... v
ACKNOWLEDGEMENT ... vi
ABSTRACT ... viii
TABLE OF CONTENT ... ix
LIST OF TABLES ... xi
LIST OF APPENDICES ... xii
CHAPTER I: INTRODUCTION ... 1
A. Research Background... 1
B. Research Problem... 6
C. Research Objective... 7
D. Research Significance ... 7
E. Research Scope ... 7
F. Definition of Key Term ... 8
G. Research Assumption ... 9
H. Hypothesis ... 9
CHAPTER II: LITERATURE REVIEW ... 10
A. Previous Research ... 10
B. Theoretical Review ... 16
x
CHAPTER III: RESEARCH METHODS... 24
A. Research Design ... 24
B. Population and Sample ... 25
C. Research Instrument and Data Collection Method ... 25
D. Data Analysis ... 30
CHAPTER IV: DATA PRESENTATION AND ANALYSIS ... 32
A. Data Description... 32
B. Data Presentation ... 34
C. Analysis and Hypothesis Testing ... 40
D. Discussion ... 44
CHAPTER V: CONCLUSION AND DISCUSSION ... 47
A. Conclusion ... 47
B. Suggestion ... 47
REFERENCES ... 49
xi
LIST OF TABLES
2.1 The Similarities and Differences of Previous Research ... 14
3.1 The Research Design ... 24
3.2 Sample of The Tenth Grade of SMK Manba’ul Hikmah ... 25
3.3 Interpretation of Cohen’s Kappa ... 28
3.4 The Result of Pre-test Tryout ... 29
3.5 The Result of Post-test Tryout ... 29
4.1 Activities Treatment ... 32
4.2 Scoring Rubric of the Pre-test in the Experimental Class ... 35
4.3 Scoring Rubric of the Post-test in the Experimental Class ... 35
4.4 Scoring Rubric of the Pre-test in the Control Class ... 38
4.5 Scoring Rubric of the Post-test in the Control Class ... 39
4.6 The Normality Test ... 41
4.7 The Homogeneity Test ... 42
4.8 Analysis of Covariance (ANCOVA) Test... 43
xii
LIST OF EPPENDICES
No. Appendix
Appendix 1: Matrix of Research ... 52
Appendix 2: Blueprint ... 53
Appendix 3: Research Permission ... 54
Appendix 4: Research Completion Letters ... 55
Appendix 5: Research Journal Activities ... 56
Appendix 6: Pre-test ... 57
Appendix 7: Post-test ... 58
Appendix 8: Expert Judgement Pre-test and Post-test ... 59
Appendix 9: Rating Sheet Score ... 61
Appendix 10: Pre-test before Validation... 63
Appendix 11: Post-test before Validation ... 64
Appendix 12: Tryout Instrument Pretest (Rater 1) ... 65
Appendix 13: Tryout Instrument Pretest (Rater 2) ... 66
Appendix 14: Tryout Instrument Posttest (Rater 2) ... 67
Appendix 15: RPP ... 68
Appendix 16: Documentation ... 108
Appendix 17: Declaration of Authorship ... 111
Appendix 18: Authobiography ... 112
1 CHAPTER I INTRODUCTION A. Research Background
Language is used to make communication with other people, Brown said that language is more than a system of communication, which involves the whole person, culture, and education development in the communicative process..2 Persons must use the same language so that their speech is understood. While an international language is English where in 2016, 400 million people were using English as a first language, and 1.1 billion people were using English as a second.3 In Indonesia, English is usually taught or studied as a foreign language for communication with foreigners who speak different languages.4 Therefore English becomes important for the students as explained in the Qur'an Surah Ibrahim verse 4:
Meaning: "We did not send a messenger, but in the language of his people, so that he could explain clearly to them. So Allah misleads whom He wills, and guides whom He wills Wise".5 From the verse, it can be explained
2 Douglas Brown, Teaching by principle An Interactive Approach to Language Pedagogy (2nd Ed) ( San Fransisco, Longman, 2001) p.70
3 Jenny lee, Syaeful Wahidiat, and Arie Wibowo Khurniawan, Strategi Implementasi Revetalisasi SMK Melalui Bilingual Learning Ecosystem, (Jakarta: Direktorat Pembinaan SMK, 2017), 3
4 Gaya Tridinanti, “The Correlation Between Speaking Anxiety, Self-Confidence, and Speaking Achievement of Undergraduate EFL Students of Private University in Palembang”, IJELS (International Journal of Education and Literacy Studies), (31 October 2018), 1
5 Department Agama Indonesia, “ALQURANULKARIM Special For Woman”, Bandung:
PT Sygma Examedia Arkanleema (2009), 255
2
that learning a foreign language is very important because it builds socio- cultural, economic, and even political interactions to integrate worldly interests, maintain unity and integrity, brotherhood, and the continuity of the needs of the world and the hereafter. That way, understanding a foreign language is the initial capital for interacting, knowing, and establishing harmony between nations, especially languages that are widely accessed and studied in the world, for now at least the means to penetrate the horizons of knowledge and experience is mastery of the English language. Four skills that must be learned in English that is listening, speaking, reading, and writing.
Speaking skill is one’s important to improve English proficiency. According to Bahadorfar and Omidvar, speaking is a crucial part of a second language or foreign language learning and teaching, it is an art of communications and one of four productive skills that must be mustered in learning a foreign language.6
Speaking is a reproductive skill that cannot be separated from listening in oral production and allows students to use the language productively, Bailey states that Speaking is an interactive process of constructing meaning that involves producing and receiving, and processing information, speaking is a productive language skill.7 According to Marianne Celce Murcia, Speaking is assumed to be the central means for learning new information and gaining
6 Sri Serawati, “The Correlation Between Students’ Interest in Speaking and Their Speaking Achievement”, English Education Research Program FKIP Untan Pontianak, (2018), 1
7 Sisca Aprilyanti, et al, “The Effect of Using Interview Steps Techniques to Improve Students Speaking Skills at The Tenth Grade of SMA Negeri 2 Rantau Utara”, Jurnal of English Language Teachin, and Applied Linguistics (ETANIC), 1 (1 August, 2021).
access to alternative explanations and interpretations.8 Nation and Newton said that the learners’ main goal in speaking is to convey their messages and ideas to someone else accurately and fluently.9 It can conclude that speaking skills are the most important part of a language because by speaking we can convey information clearly, therefore speaking skills must be trained in language classes.
Meanwhile, according to 2016 data, the English language skills of SMK students are generally still below the demands of the world of work.10 As well as based on the results of my informal interview with the English teacher of SMK Manbaul Hikmah Pulo-Tempeh-Lumajang, speaking ability is still lacking because students are afraid to make mistakes in speaking English and students doing speaking exercises only depend on dialogue from books and that is boring, it makes students unmotivated to learn to speak English. Even though according to presidential instructions no. 9 of 2016 English is competitive for vocational high school (SMK) graduates.11 This is very much needed to improve the quality and competitiveness of human resources so that it can produce a skilled workforce and have strong competitiveness both in the national and global scope.12 In English learning, students' have a good speaking skills is very important, because it can improve self-confidence to
8 Wulan Sari, “THE EFFECT OF THREE STEP INTERVIEW TECHNIQUE ON SPEAKING ABILITY OF SMAN 2 PALANGKA RAYA” (Thesis, State Islamic Institute of Palangka Raya, Palangka Raya, 2020), 01
9 Era Nurfitri, and friends, “Using Three Step Interview to Enhance Students’ Speaking of Descriptive Teks”, English Education Research Program, Teacher Training , and Education Faculty, Tanjungpura University (2016)
10 Jenny Lee, Syaeful Wahidiat, and Arie Wibowo Khurniawan, Strategi, 33
11 Jenny, Strategi, 28.
12 Jenny, Strategi, 28.
4
convey an idea or idea so that students can show how the quality is themselves, thus the appropriate learning method is cooperative learning.
According to Stone, The cooperative learning process allows students to interact with each other in better and more active learning in groups during the learning process.13 Cooperative learning involves students helping each other learn and helping each other enjoy and become more skillful in the learning process.14 Barkley, Cross, and Major said that Cooperative learning requires students to work together on a common task, sharing information and supporting one another.15 To create cooperative learning several learning techniques can be applied to make students' have a good speaking skills, one of which is a three-step interview.
According to Kagan Three-Step-Interview Technique strategy student interviews their partner and then each student share with teammates what they learned.16 Kagan also said that students were much more fluent in talking with a partner and when asked to share with a team or with a whole class.17 Besides, According to Maca three-step interviews are considered effective
13 Dhena Usthiana Haryanti, et al, “Enhancing Oral Proficiency Using Three Step Interview Technique for Eleventh Graders”, JOLLT Journal of Language, and Language Teaching, 1, (January, 2021), 2.
14 George M Jacobs, Willy A Ren, Andya, Student-Centered Cooperative Learning:
linking concepts in education to promote student learning (Singapura: SpringerBrief in Education) 7
15 Olyvia Revalita C, andraloka, “Implementing Three-Step-Interview Technique in Teaching Speaking”, Journal Edulingua, 1, (Januari-Juni, 2016), 1.
16 I Made Permadi Utama, “The Effect of Three Step Interview Strategy Toward Students’ Speaking Ability”, Jurnal Paedagogy, 2, (2018), 3.
17 Dr. Spencer Kagan, Kagan Cooperative Learning (San Clemente: Kagan Publishing,1994), 6.22
because students can express their language skills freely and courageously.18 There are three steps in a Three-Step-Interview Technique, the first step is in pairs: member team A, interviews member team B, the second step is in pairs switch: member team B interviews member team A and the last step is round robin: each member goes back to their team and share the information got from the interview.
According to Lipton and Wellman, there are several advantages to applying this learning technique that as developing students' oral proficiency through verbal communication and increasing students' enthusiasm and interest during the learning process due to a fun and effective learning atmosphere.19 Kagan also state that Three-Step-Interview Technique can develop personal and social skills, including, listening, understanding, and responsibility.20
Furthermore, there are two research was conducted on the Three-Step- Interview Technique technique, the first research entitled “The Influence of Using Three-Step-Interview Technique Toward Students’ Speaking Ability at The First Semester of the Eleventh Grade of SMAN 1 Way Serdang Mesuji in Academic Year of 2017/2018” by Ari Milasari, based on the result of her research it shows that there is a significant influence of using Three-Step-
1818
Dhena, et al, “Enhancing Oral Proficiency Using Three Step Interview Technique for Eleventh Graders”, 2.
19 Dhena, et al, “Enhancing Oral Proficiency Using Three Step Interview Technique for Eleventh Graders”, 2
20 Kagan, Cooperative Learning, 6.9
6
Interview Technique towards students’ speaking ability.21 The second research entitle “The Use of Three-Step-Interview Technique Technique to Improve Students Speaking Skills for The The Tenth Grade of SMK Muhammadiyah Salatiga in The Academic Year 2019/2020” by Mahliyatul Umami, based on the result of her research shows that the implementation of the Three-step interview technique was successful.22 Based on the results of previous research, the three-step interview is a very effective technique to improve students' speaking skills where this technique can provide opportunities for students to convey their information or ideas without being afraid to speak. It can assume that the three-step interview is an effective learning technique.
Based on the explanation above the researcher decided to conduct a research entitled “The Effect of Using Three-Step-Interview Technique on Speaking Achievement for The Tenth Grade of SMK Manba’ul Hikmah Pulo-Tempeh-Lumajang”.
B. Research Problem
Is there any significant effect of using the Three-Step-Interview Technique on speaking achievement for the the Tenth grade of SMK Manba’ul Hikmah?
21 Ari Milasari, “The Influence of Using Three-Step-Interview Technique Towards Students’ Speaking Ability at The First Semester of the Eleventh Grade of SMAN 1 Way Serdang Mesuji in Academic Year of 2017/2018”, (Tesis, Raden Intan State Islamic University, Lampung, 2018), 116
22 Mahliyatul Umami, “The Use of Three-Step-Interview Technique Technique to Improve Students Speaking Skills for The The Tenth Grade of SMK Muhammadiyah Salatiga in The Academic Year 2019/2020”, (Tesis, Islamic Studied IAIN Salatiga, Salatiga, 2019), 107
C. Research Objective
The objective of this research is to find out whether or not there is a significant effect of using a Three-Step-Interview Technique on speaking achievement for the the Tenth grade of SMK Manba’ul Hikmah.
D. Research Significant 1. Theoretical Significant
The finding of this research is expected to support the theoretical base of the use of the Three-Step-Interview Technique technique for the speaking learning process.
2. Practical Significant a. Teacher
English teachers are expected to know about the three-step interview technique that can affect students' speaking skills so they can apply this new technique in their speaking class.
b. Other Researchers
The result of this research is expected to be a reference or a source of information to similar of research topics with the use of Three Step Interview for the speaking learning process.
E. Research Scope 1. Variable
There are two variables in this research, which are the independent variable and the dependent variable, where the independent variable is the
8
use of three-step interview and the dependent variable is students’ speaking achievement.
2. Indicators
Each variable has several indicators, the indicators of the use Three- Step-Interview Technique are the steps to implement it, namely: is In pairs:
member team A interview member team B, next Pairs switch: member team B interviews member team A, and then Round Robin: each member goes back to their team and shares the information got from the interview.
Then the indicators for students’ Speaking Achievement indicators are vocabulary, grammar, pronunciation, fluency, and comprehension.
F. Definition of Key Term
1. Students’ Speaking Achievement
Students’ Speaking Achievement is students’ achievement through speak by using English to be able to communicate effectively, after being trained by using Three-Step-Interview Technique. To find out how the achievement of speaking is, several things must be considered such as pronunciation, fluency, vocabulary, grammar, and comprehension.
2. The Use of Three-Step-Interview Technique
The use of three-step interviews in this research focuses on helping students express speaking and respecting other people's ideas and thoughts, involving two or three students in one group and the teacher acting as a supervisor and directing students to be more active in learning activities. There are several steps in the three-step interview activity,
namely, each team member conducts interviews in pairs with other team members such as team A members interviewing team B members, then switching team B members to interview team A members, after each member returns to their team, and share information got from the interviews.
G. Research Assumption
The three-step interview is one of the learning techniques that is proven effective to improve speaking skills, so the researcher assumes for this research that the three-step interview is also effective for speaking achievement in this population.
H. Hypothesis
In this research, the researcher propose a hypothesis to be tested, namely the alternative hypothesis (Ha), and the opposite hypothesis is the null hypothesis (Ho), as follows:
Ha: There is a significant effect of using the Three-Step-Interview Technique on speaking achievement.
Ho: There is no significant effect of using the Three-Step-Interview Technique on speaking achievement.
10 CHAPTER II LITERATURE REVIEW A. Previous Research
There are three previous research that relevant to this research, they are:
1. Mahliyatul Umami a thesis in 2019 entitled “The Use of Three-Step- Interview Technique Technique to Improve Students Speaking Skills for the The Tenth Grade of SMK Muhammadiyah Salatiga in the Academic Year 2019/2020”.23 This research used classroom action research (CAR), which involved two cycles, and two kinds of data namely qualitative and quantitative. The researcher mention two research objectives, which are to find out the result of the implementation of the three-step interview technique to enhance students speaking skills for the the Tenth-grade students of SMK Muhammadiyah Salatiga in the academic year 2019/2020, and to analyze the result of improving speaking skills after using three-step interview technique to enhance the students’ speaking for the Tenth-grade students of SMK Muhammadiyah Salatiga in the academic year 2019/2020. The researcher concludes that 1) The implementation of Three-Step-Interview Technique technique was successful 2) There was a significant improvement in speaking skills by using Three-Step-Interview Technique technique.
23 Mahliyatul Umami, “The Use of Three-Step-Interview Technique Technique to Improve Students Speaking Skills for the The Tenth Grade of SMK Muhammadiyah Salatiga in the Academic Year 2019/2020”, (Thesis, Institute for Islamic Studies (IAIN) Salatiga, salatiga, 2019),
2. Nanang Sugianto an article in 2020 “The Use of Three Step Interview to Increase Students’ Self Confidence at Speaking Skill”.24 The setting of the research is MA Hadil Islah Central Lombok NTB, and this research used classroom action research (CAR), the data were collected by using a questionnaire and observation checklist, and the researcher used one class consisting of 20 students. The researcher concludes that Three-Step- Interview Technique can increase students’ self-confidence in speaking skills, because in the result the students average score were 83,15 and the students’ score percentage were 90%.
3. Sandya Nurfitma Aidy a thesis in 2018 entitled “The Implementation of Three-Step-Interview Technique in Teaching Speaking at the Seventh Grade SMPN 1 Sambit”.25 This research mentioned four objectives, they are 1) To know the implementation of a three-step interview in teaching speaking. 2) To know the factors that influence the successful implementation of a three-step interview in teaching speaking. 3) To know the problem faced during the implementation of the three-step interview in teaching speaking. 4) To know the solution to solve the problems during the implementation of the three-step interview. This research used a qualitative descriptive, research design this research used a case research, and data sources for primary data and secondary data. The primary data which is got from the observation, transcript interview, and audio record.
24 Nanang Sugianto, “The Use of Three Step Interview to Increase Students’ Self Confidence at Speaking Skill”, Cordova Journal, 1 (2020).
25 Sandya Nurfitma Aidy, “The Implementation of Three-Step-Interview Technique in Teaching Speaking at the Seventh Grade SMPN 1 Sambit”, (Thesis, State Institute of Islamic Studies Ponorogo, 2018).
12
While, the secondary data got from teacher lesson plan, students absent, students value, books, articles, and journal. The researcher concluded that 1) The implementation of three-step interview in teaching speaking at the seventh grade SMPN 1 Sambit are supported by three additional stages namely preparation and evaluation. 2) The factors that influence the success of implementation Three-Step-Interview Technique in teaching speaking at the seventh grade SMPN 1 Sambit were appropriate subject material, teacher’s role, teacher readiness, teacher material comprehension, teacher’s classroom management, students’ physical and psychological condition, students learn pretension, students comprehension, students language skill, and the learning environment condition. 3) The problems faced during the implementation of Three-Step-Interview Technique in teaching speaking at the seventh grade SMPN 1 Sambit experienced by teachers and students. The teacher got some problem when divided the class into some group, and difficult to control all students in the same time.
The students’ problem was their language competence. 4) The solution to solve the problems during the implementation of Three-Step-Interview Technique in teaching speaking at the seventh grade SMPN 1 Sambit were teacher ideas. The teacher divided the by students sex and combined the group with heterogenous group, and the other solution the teacher gave the needed vocabulary to learn and used pictures as the media to teach it.
4. Ismi Aristy an article in 2019 entitled “Using Three-Step-Interview to Improve Students’ Speaking Ability”.26 This research used Classroom Action Research (CAR), the respondent of this research were the seventh grade students of SMP Putra Juang Cianjur. The data collected through observation, interview, and test. From the students avarge score Cycle 1 was 51,60 and Cycle 2 was 60,26. It can be conclude that the three-step- interview technique can improve students’ speaking interest, and three- step-interview technique can improve speaking classroom into a better situation.
5. Azizah Izzaty a thesis in 2019 entitled “The Implementation of Three- Step-Interview to Increase the Students’ Speaking Ability at SMP Al Farabi Medan”.27 This research used classroom action research (CAR).
The subject of this research was VIII-3 SMP Al Farabi Medan. The result of this research showed that there was increase of students ability. It can be seen from the mean of pre-test was 62.77 and the students who got point
>75 were 10 students (28%). The mean of post-test I was 71,52 and the students who got point ≥75 were 15 students (40%). The mean of post-test II was 80.55 and the students who got point ≥75 were 30 students (85%).
Based on qualitative data, it was found that the students were active, enthusiastic, and interested in teaching learning process. It can be concluded there was significant increase of the students ability in speaking
26
27
14
through three steps interview strategy at the eight grade of SMP Al Farabi Medan.
Table 2.1
The Similarities and Differences of Previous Research No Researcher’s Name and
Title Similarities Differences
1 2 3
1 Mahliyatul Umami “The Use of Three-Step- Interview Technique Technique to Improve Students Speaking Skills for the The Tenth Grade of SMK Muhammadiyah Salatiga in the Academic Year 2019/2020”
a. Both researchers use the Three- Step-Interview Technique technique b. Both researchers
focus on students speaking skills
a. Previous research used classroom action research (CAR) while this research used Quantitative Experiment b. Previous research
used descriptive text while this research used Expressing Intention
2
Nanang Sugianto “The Use of Three Step Interview to Increase Students’ Self Confidence at Speaking Skill”.
Both researchers use the Three-Step- Interview Technique technique
a. Previous research used classroom action research (CAR) while this research used Quantitative Experiment b. Previous research
focuses on self- confidence in
speaking skills while this research is just
No Researcher’s Name and
Title Similarities Differences
1 2 3
on speaking achievement
3
Sandya Nurfitma Aidy
“The Implementation of Three-Step-Interview Technique in Teaching Speaking at the Seventh Grade SMPN 1 Sambit”
Both researchers use the Three-Step- Interview Technique technique to teach speaking
Previous research used Qualitative Descriptive while this research used Quantitative
Experiment
4
Ismi Aristy “Using Three- Step-Interview to Improve Students’ Speaking
Ability”
Both researchers use the Three-Step- Interview Technique technique to teach speaking
Previous research used classroom action research (CAR) while this research used Quantitative Experiment
5
Azizah Izzaty “The Implementation of Three- Step-Interview to Increase the Students’ Speaking Ability at SMP Al Farabi Medan”
Both researchers use the Three-Step- Interview Technique technique to teach speaking
a. Previous research used classroom action research (CAR) while this research used Quantitative Experiment b. Previous research
used describing person while this research used
Expressing Intention
16
The conclusion of the related previous studies above, many studies have examined the use of the Three-Step-Interview Technique on speaking skills.
The previous research explained that Three-Step-Interview Technique has many advantages in learning to speak. The similarity between this research and the previous research above is using a three-step interview on speaking skills. But the previous research used classroom action research and qualitative while this research used Quantitative. In addition, the location of this research is different from the locations of previous studies, and the previous research used descriptive text material in applying the three-step interview technique. Meanwhile, in this study, the researcher used expression intention material.
B. Theoretical Review 1. Speaking
a. Definition of Speaking
There are several definitions of speaking used in this research based on some experts. According to brown speaking is a productive skill that can be directly and empirically observed, those observations are invariable colored by the accuracy and effectiveness of a test- taker’s listening skill, which necessarily compromises the reliability and validity of an oral production test.28
While another definition of speaking is stated by Florez speaking is an interactive process of constructing meaning that
28 H Douglas Brown, Language Assessment principles and classroom practice, (New York: Person Education, 2004), 140.
involves producing and receiving and processing information.29 David Nunan stated that speaking is oral interaction where the participants need to negotiate the meaning contained in ideas, and feelings, and manage in terms of who is to say what, to whom, and about what.30
Based on some of the theories above, the researcher concludes that speaking is a person's ability to express ideas or ideas and information they get to others orally.
b. Basic Type of Speaking
According to Brown, there are five types of speaking31: 1) Imitative
The first Type of speaking performance is the ability to simply parrot back (imitate) a word or phrase or possibly a sentence, for example, learners practice an intonation contour or try to pinpoint a certain vowel sound.
2) Intensive
A second type of speaking frequently employed in the assessment contexts is the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or phonological relationships (such as prosodic elements-intonation, stress, rhythm, and juncture), the speaker must be aware of semantic properties to be able to respond,
29 Kathleen Bailey, David Nunan, Practical English Language Teaching Speaking, (McGraw-Hill). 2
30 Wulan Sari, “The Effect of Three Step Interview Technique on Speaking Ability of SMAN 2 Palangka Raya”, (Thesis, State Islamic Institute Palangka Raya, 2020), 18.
31Brown, Language Assessment principles and classroom practice, 141
18
but interaction with an interlocutor or test administrator is minimal at best, examples of intensive assessment tasks include directed response tasks, reading aloud, sentence and dialogue completion, limited picture-cued tasks including simple sequences, and translation up to the simple sentence level.
3) Responsive
Responsive is interaction but at the somewhat limited level of a very short conversation, standard greetings, small talks, simple requests, comments, and the like.
4) Interactive
The Interactive difference with responsive where the difference in the length and complexity of the interaction and interactive include multiple exchanges and multiple participation in interaction. Interaction can take the two forms of transactional language, which has the purpose of exchanging specific information, or interpersonal exchanges, which have the purpose of maintaining social relationships.
5) Extensive
Extensive (monologue) is oral production including speech, oral presentation, and story-telling, in which the interaction is highly limited.
2. Speaking Achievement
a. Definition of Speaking Achievement
According to Alexander speaking achievement is the ability to understand English deal with every subject, and speak at normal speed to answer question use orally.32 Speaking achievement also means the ability to apply grammatically, and discourse to communicate effectively.33 While Flucher state that speaking achievement is observable behaviors that are interested in a particular context.34
Based on the definition above, it can be concluded that speaking achievement is achieving a good language in social interaction, and it can be interpreted as a result of training and experiencing oneself.
b. Speaking Assessment
According to Brown, some scoring categories should be considered in giving students’ speaking achievement score. They are vocabulary, grammar, pronunciation, fluency, and comprehension.35 Oral assessment techniques would therefore be incomplete without some consideration of extensive speaking tasks. Therefore the rules for effective assessment must be invoked: a) specify the criterion, b) set appropriate tasks, c) elicit optimal output, and d) establish practical,
32 Suci Rahmadani, “The Effect of Applying Elicitation Technique on The Students’
Speaking Achievement”, (Thesis, University of Muhammadiyah Sumatera Utara Medan, 2017), 5
33 Rahmadani, “The Effect”, 5
34 Syafrina Raudah, “The Effect of Applying Time Token Technique by Using Documentary Films Amazing Animals as Media on Students’ Speaking Achievement”, (Thesis, University of Muhammadiyah Sumatera Utara Medan, 2018), 18
35 Brown, Language Assessment, 172
20
reliable scoring procedures.36 Likewise, the speaking assesment in this research examined in an oral test.
3. Three-Step-Interview Technique
a. Definition of Three-Step-Interview Technique
Three Step Interview were developed of cooperative learning structures and focused on fostering participation and language development among students limited in English fluency.37 According to Kagan students were much more fluent in talking with a partners and when asked to share with the team or with the whole class.38 Kagan also stated that students could develop their communication skills using the Three Step Interview because students have to listen to their partner well, and represent their partners’ ideas to the team, which is Three Step Interview can develop personal and social skills, including, listening, understanding, and responsibility.39
According to Barkley et al, the Three-Step Interview is a learning technique that provides opportunities to practice alone and also in pairs so that they have more opportunities to share information and improve speaking skills.40 Lenning et al state Three Step Interview is a processing interview that is intended to replace the conventional group discussion where students have the right to assign pairs by
36 Brown, Language Assessment, 179
37 Dr Spencer Kagan, and Miguel Kagan, Kagan Cooperative Learning, (San Clamente:
Kagan Publishing, 2009), 6.22
38 Kagan and Miguel, Cooperative, 6.22
39 Kagan and Miguel, Cooperative, 6.9
40 Olyvia Revalita C, andraloka, “Implementing Three-Step-Interview Technique in Teaching Speaking”, Journal Edulingua, 1, (Januari-Juni, 2016), 2
themselves to interview one another about a limited topic or issue.41 Umami et al also state that Three Step interview can positively impact interest and motivation so that students have high enthusiasm in the learning process to speak. 42
Based on the above definition, the three-step interview is a development of cooperative learning that is useful for developing students' speaking skills, where activities are carried out in groups so that they not only train students' speaking skills but also share their ideas during learning.
b. The Advantages of Three-Step-Interview Technique
There are several advantages to applying the Three Step Interview including:
1) Developing students' oral proficiency through verbal communication and increasing students' enthusiasm and interest during the learning process due to a fun and effective learning atmosphere (Lipton & Wellman).43
2) Improves student groups' performance, where students are required to be cooperative during the learning process, students will get used to an effective learning process and develop cognitive abilities,
41 As’adi, and Asue’adi, “The Effect of Using Three Step Interview, 6
42 Dhena Usthiana Haryanti et al, “Enhancing Oral Proficiency Using Three Step Interview Technique for Eleventh Graders”, JOLLT Journal of language and Language Teaching”, 1, (January, 2021), 2
43 Haryanti, et al, “Enhancing Oral Proficiency, 3
22
psychomotor, students will be more competent, especially in EFL areas (Kamaliah et al).44
3) Enhancing learners’ interaction, enhancing learners’ motivation, and enhancing learners’ achievement (Tuan, L. T).45
c. The Disadvantages of Three-Step-Interview Technique
Besides the Disadvantages, the three-step interview also has some disadvantages, such as:
1) Students may miss attention during the interview (Ur).46
2) It is sometimes hard to keep the current discussion (Thornbury).47 3) Considering this technique is very slow. So less material can be
covered.48
d. The Procedure of Three-Step-Interview Technique
Kagan explains in his book that several steps that must be done in applying a three-step interview,49 such as:
1) The teacher determines the group, gives the interview topic, then provides rules regarding interview procedures such as the duration of the interview, and time to think.
2) Interview in pairs, such as student A interviewing student B.
3) Pairs switch roles, namely student B interviewing student A.
44 Haryanti, et al, “Enhancing Oral Proficiency, 3
45 Candraloka, “Implementing Three Step Interview, 4
46 As’adi, and Asue’adi, “The Effect of Using Three Step Interview, 7
47 As’adi, and Asue’adi, “The Effect of Using Three Step Interview, 7
48 Dede Aditya Saputra, “The Application of Three Step Interview Technique of 7th Graders’ Speaking Ability of Junior High School”, (Thesis, Muhammadiyah University of Purwokerto, 2019), 15
49 Kagan, and Miguel, Cooperative, 6.38
4) Round-robin, where each pair returns to their respective groups to share what they have learned from the pair interview
4. Teaching Speaking by Using Three-Step-Interview Technique
Teaching speaking is very important and in teaching speaking the teacher must assess several aspects to see the students' speaking ability, namely vocabulary, grammar, fluency, pronunciation, and comprehension.50 Mayor stated that the Three-Step Interview creates the opportunity for the students to network and improve specific communication skills.51 That is, the Three-Step Interview gives students the to speak actively, and to get information from the interviews. Underhill also explained that an interview allows both people a degree of freedom to say what they genuinely think.52
Kagan in Jacobs, et all suggested Three-Steps Interview is used as a technique in teaching speaking because it includes interactive activities that are appropriate in supporting teaching speaking.53 By applying the Three-Steps Interview, students will interact as the interviewer and the interviewee. Automatically learn what to say and how to speak in English.
50 Brown, Language Assessment principle, 140
51 Umami, “The Use of Three-Step-Interview Technique, 53
52 Umami, “The Use of Three-Step-Interview Technique, 54
53 Umami, “The Use of Three-Step-Interview Technique, 54
24 CHAPTER III RESEARCH METHOD A. Approach and Type of Research
In this research, the researcher used experimental quantitative because the researcher wanted to know the cause-and-effect of an experiment that the researcher did. In simple terms, researchers want to know whether a treatment can use as a cause or a factor in individual change. The design of this research was a Quasi-Experimental type with a Non-equivalent Comparison-Group design in which the researcher aimed to determine whether or not there is a significant effect of using Three-Step-Interview Techniques on students' speaking achievement.
In this research, the researchers used two groups, namely the experimental group and the control group, where the experimental group was the group that was treated using a three-step interview, while the control group was the group that was treated other than the three-step interview which is dialogue memorize. The research design can be presented as follows:
Table 3.1 The Research Design
Group Pre-test
Measure Treatment Post-test
Measure
Experimental Group O1 X1 O2
Control Group O1 X2 O2
O1 : Pre-Test X2 : Dialogue Memorize
X1 : Three-Step-Interview Technique O2 : Post-Test
B. Population and Sample
The population in this research was students of X SMK Mambaul Hikmah Pulo-Tempeh-Lumajang, which consisted of 65 students they are divide into two classes, because that only two classes there. The researcher used a cluster random sampling technique to select the sample and class X2 as the Experimental class, which consist of 33 students, and the class X1 as the Control class which consist 32 students.
Table 3.2
Sample of The Tenth Grade of SMK Manbaul Hikmah
No Group Class Students
1 Experimental Group X2 33
2 Control Group X1 32
Total of Sample 65
C. Research Instrument and Data Collection Method
English speaking test was applied as research instrument. The test was implemented for pretest before the treatment, and posttest after the treatment.
The test it was given to both the experimental group and the control group.
The assessment of the speaking test is based on several criteria including vocabulary, grammar, pronunciation, fluency, and comprehension. how to calculate the test score is in the appendix 9. In collecting data, the researcher was used the following procedure:
26
1. Pre-Test
The pre-test is a test given to students before getting treatment.
When conducting the pre-test the researcher give instructions to the experimental class and control class students in doing the test.
2. Post-Test
The pro-test is a test given to students after getting treatment. When conducting the Post-test the researcher given instruction to the experimental class and control class students in doing the test.
A good instrument must have a standard of validity and reliability.
Therefore, researchers must ensure that the instrument is valid and reliable.
To find out, the researchers tested the validity and reliability of the instrument.
1. Validity Test
To analyze the validity instrument, the researcher used two aspects, namely content validity and construct validity. To obtain the content validity of the speaking achievement test, the researcher arranged a test based on the material in the syllabus used for the the Tenth grade of Mamba'ul Hikmah Vocational High School (SMK). The goal is that the test follows the material curriculum received by students. While to get construct validity, the instrument arranges to measure students' speaking achievement based on theory about speaks assessment criteria. Where
Brown said that there are five speaking assessment criteria which is vocabulary, grammar, pronunciation, fluency, and understanding.54
In this research, the researcher gave the instrument to the lecturer to fill out the expert judgment checklist before being tried on the students.
The result of the validity examination was as follows:
a. The content validity of the speaking achievement test had been fulfilled because the material in the curriculum syllabus used for the the Tenth grade of vocational high school (SMK).
b. The speaking achievement assessment test was adapted from the book H Douglas Brown, which means was following the criteria for construct validity.
c. Some Grammar rules need to be fixed
d. The write of Questions should be classified between main questions and probing questions to avoid misunderstandings.
The researcher directly revised it then resubmitten it to the expert and the expert confirmed that the test instrument was valid. The result of expert validation on appendix 8. From the result of validity, it can be concluded that the test instrument was confirmed as valid and ready to be tried out.
2. Reliability Test
In this research, to know the reliability of the test, the researcher conducted a try out on several the Tenth-grade students of a vocational high school (SMK), because it only had two classes, the researchers only
54 Brown, Language Assessment, 172
28
took ten students from each class this means the researchers conducted a tryout on twenty students. The method used for testing the instrument is an inter-rater in which the rater consists of two people, namely the researcher and the English teacher. A place to test the instrument in the language laboratory. The formula used is Cohen’s Kappa, which is to find out the agreement of each rater. The detail interpretation of Cohen’s Kappa calculation was as follow:
Table 3.3
Interpretation of Cohen’s Kappa55
The measurement of the reliability test in this research uses the IBM SPSS Statistics 26 version application. The result of reliability test was as follow:
a. Pre-Test Tryout
On Monday, 17 October 2022 the researchers conducted a pre- test at 9.30. The scores of Tryout from two rater can see in appendix 12.
The result of SPSS output:
55 Mary L McHugh, “Interrater Reliability: the kappa statistic”, (California: National University), Biochemia Medica, 3 (August, 2012), 279.
Table 3.4
The Result of Pretest Tryout56 Symmetric Measures
Value
Asymptotic
Standard Errora Approximate Tb
Approximate Significance Measure of
Agreement
Kappa .429 .117 5.556 .000
N of Valid Cases 20
a. Not assuming the null hypothesis.
b. Using the asymptotic standard error assuming the null hypothesis.
From the table above, shows that Cohen’s Kappa value generated is 0.429, based on interpretation of Cohen’s Kappa the pre-test was categorized as weak of agreement between two raters. Thus, the result of the pretest are reliable.
b. Post-test Tryout
On Monday, 17 October 2022 the researchers conducted a Post- test at 12.30. The scores of tryout from two rater can see in appendix 14.
The result of SPSS output:
Table 3.5
The Result of Posttest Tryout57 Symmetric Measures
Value
Asymptotic
Standard Errora Approximate Tb
Approximate Significance Measure of
Agreement
Kappa .707 .109 8.096 .000
56 IBM SPSS 26 Version
57 IMB SPSS 26 Version
30
N of Valid Cases 20
a. Not assuming the null hypothesis.
b. Using the asymptotic standard error assuming the null hypothesis.
From the table above, shows that Cohen’s Kappa value generated is 0.707, based on interpretation of Cohen’s Kappa the Post-test was categorized as moderate of agreement between two raters. Thus the result of the posttest are reliable.
D. Data Analysis
In this research, the researcher uses Analysis of Covariance (ANCOVA) to test the significant effect of using Three-Step-Interview Technique on speaking achievement. Before analyzing the data using Ancova, the researcher will first analyze the normality and homogeneity of the population.
1. Normality
The normality test is one of the important requirements for analyzing the data of research because it aims to determine whether the population is normally distributed or not.58 The statistical hypothesis used:
H0: sample is normally distributed
H1: sample data is not normally distributed
In this research, to analyze the normality of the data, the researcher uses Kolmogorov-Smirnov.
58 Yulingga, Nanda hanif, and Wasis Himawanto, Statistik Pendidikan, Sleman:
DEEPUBLISH Group, 2017, 67
2. Homogeneity
A homogeneity test is also one of the important requirements for analyzing the data of a research because it aims to determine whether the sample used by the researcher is homogeneous in the sense that it has the same characteristics.59 In this research, the homogeneity test calculates using the Lavenne test, which calculates using SPSS.
3. ANCOVA (Analysis of Covariance)
To analyze the data in this research, the researcher uses the analysis of covariance (ANCOVA) because the researcher aimed to compare the scores of the pre-test and post-test60 and to find out whether the use of three-step interviews had a significant effect on students' Speaking Achievement. In this research, to test the ANCOVA researcher uses SPSS.
59 Yulingga, and Wasis, Statistik Pendidikan, 58
60 Oakes, J Michael, and Henry A. Feldman, “Statistical Power for Non-Equivalent Pretest-Posttest Designs”, New England Research Institute, 8
32 CHAPTER VI
DATA PRESENTATION AND ANALYSIS A. Data Description
The researcher conducted this research at SMK Manba'ul Hikmah Pulo- Tempeh-Lumajang, where researchers used two classes a control class and an experimental class. The Experiment class consisted of 33 students, while the control class consisted of 32 students. In these two classes, the researcher gave a speaking test in the form of a pre-test and post-test, in which the pre-test was conducted before the two classes received treatment, while the post-test was conducted after the two classes received treatment. However, the researcher gave different treatment to the two classes. In the experimental class, the researcher gave treatment by the three-step interview, while the control class was given treatment by the dialogue memorized.
Table 4.1 Activities Treatment
Day, Date Activities Description
Tuesday, 1st Nov 2022 Pretest
- The Experimental class was held at 07.30, and the Control Class was held at 10.30-11.30.
- The researcher asked students to explain their plans for the weekend, whether they wanted to go somewhere or stay at home and what activities they would do.
- Each students has 2 minutes to answer the question, and it is answered orally
Day, Date Activities Description
Wednesday, 2nd Nov 2022
The first treatment
- The researcher explained the material - Conducted a Three-Step-Interview Technique
- The researcher was divided students into 4 group, which is A, B, C, and D.
- Each group choose one from the 4 pictures of destination, and what their activity plans are in the place.
- Each member conducted interviews in pairs with other group members. A interviewed B, and C interviewed D
Tuesday, 8th Nov 2022 The second treatment
- The researcher explained the material - Conducted a Three-Step-Interview Technique
- The researcher was divided students into 4 group, which is A, B, C, and D.
- Each group choose a destination and what activity plans will they do there.
- Each member conducted interviews in pairs with other group members. A interviewed C, and B interviewed D
Wednesday, 9th Nov 2022
The Third treatment
- The researcher explained the material - Conducted a Three-Step-Interview Technique
- The researcher was divided students into 4 group, which is A, B, C, and D.
- Each group was activity plans for school anniversary celebration.
- Each member conducted interviews in pairs with other group members. A
