AN ANALYSIS OF INTERVIEW AS A TECHNIQUE TO ASSESS THE STUDENTS’ SPEAKING ABILITY.

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AN ANALYSIS OF INTERVIEW AS A TECHNIQUE TO ASSESS THE STUDENTS’ SPEAKING ABILITY

A Research Paper

Submitted to the Department of English Education of the Faculty of Language and

Literature Education of Indonesia University of Education as a Partial Fulfillment

of the Requirement for Sarjana Pendidikan Degree

By

Selviani Vidya Lestari 1100061

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND LITERATURE EDUCATION INDONESIA UNIVERSITY OF EDUCATION

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Selviani Vidya Lestari, 2015

An Analysis of Inte ie as a Te hni ue to Assess the Students’ Speaking A ility

Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu LEMBAR HAK CIPTA

AN ANALYSIS OF INTERVIEW AS A TECHNIQUE TO ASSESS THE STUDENTS’ SPEAKING ABILITY

Oleh:

Selviani Vidya Lestari 1100061

Sebuah skripsi yang diajukan untuk memenuhi syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Bahasa dan Sastra

©Selviani Vidya Lestari 2015

Universitas Pendidikan Indonesia

Oktober 2015

Hak cipta dilindungi undang-undang.

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PAGE OF APPROVAL

SELVIANI VIDYA LESTARI

AN ANALYSIS OF INTERVIEW AS A TECHNIQUE TO ASSESS THE STUDENTS’ SPEAKING ABILITY

Approved by:

Main Supervisor Co-Supervisor

Prof. H. Fuad Abdul Hamied, M.A., Ph.D.Muhammad Handi Gunawan, M.Pd NIP. 195008211974121001 NIP. 197301132009121002

Head of Department of English Education Department of Language and Literature Education

Indonesia University of Education

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Selviani Vidya Lestari, 2015

AN ANALYSIS OF INTERVIEW AS A TECHNIQUE TO ASSESS THE STUDENTS’ SPEAKING ABILITY Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

ABSTRACT

Selviani Vidya Lestari (1100061). An Analysis of Interview as a Technique to Assess the Students’ Speaking Ability. Under the supervision of Prof. H. Fuad Abdul Hamied, M.A., Ph.D. and Muhammad Handi Gunawan, M.Pd.The research analyses the implementation and implication of interview as a

technique to assess the students’ speaking ability. Mix methods research design

was used to obtain the data. The data were gathered from 10 eleventh grade students and taken from observation and tests. The tests administered in this research were TOEIC speaking test and interview test. The qualitative data were taken from observation. The observation was conducted during the interview test to see the implementatation of interview. The quantitative data were taken from

the students’ TOEIC speaking test score and interview test score. The speaking

assessment criteria used to score the students’ speaking ability through interview was the combination of IELTS and Adam and Frith speaking assessment criteria.

The students’ TOEIC speaking test score and the interview score were computed

by using Pearson Product Moment Correlation formula to see the implication of interview. The findings showed that the implementation of interview was appropriate based on some steps by Underhill (1987). Besides, the interview had covered the components defined by Harris (1969) in the form of the IELTS-Adam and Frith speaking assessment criteria. In addition, the correlation coefficient

between the students’ TOEIC speaking test score and interview test score was 0,7.

It indicated thatthe correlation was strong and positive.This study brought to a

close that interview is a good and appropriate technique to assess the students’

speaking ability. However, some consideration should be made in the relation of time, setting, and the topic of the interview.

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CHAPTER 1 INTRODUCTION ... 1

1.1Background ... 1

1.2Research Questions ... 3

1.3Aim of the Study ... 4

1.4Scope of the Study ... 4

1.5Significance of the Study ... 4

1.6Research Methodology... 5

1.6.1 Research Design ... 5

1.6.2 Site and Participants ... 5

1.6.3 Data Collection ... 5

1.6.4 Data Analysis ... 6

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1.8Organization of the Paper... 7

CHAPTER II LITERATURE REVIEW ... 8

2.1 Speaking ... 8

2.2 Assessment in Speaking ... 11

2.3 Interview ... 13

2.4 Criteria of Assessing Speaking ... 17

2.5 TOEIC Speaking Test ... 27

CHAPTER III RESEARCH METHODOLOGY ... 37

3.1 Research Design ... 37

3.2 Site and Participants ... 39

3.3 Data Collection Techniques ... 39

3.3.1 Observation ... 39

3.3.2 Tests ... 40

3.4 Data Analysis ... 40

CHAPTER IV FINDINGS AND DISCUSSION ... 42

4.1 Implementation of Interview ... 42

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4.3 Interview Test Result ... 63

4.4 The Implication of Interview ... 58

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 63

5.1 Conclusions ... 63

5.2 Suggestions ... 64

REFERENCES ... xiii

APPENDICES ... xvi

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LIST OF TABLES

Table 2.1 The Weighting Table ... 19

Table 2.2 IELTS Assessment Criteria: Speaking ... 21

Table 2.3 IELTS-Adam and Frith Speaking Assessment Criteria ... 25

Table 2.4 The Organization of TOEIC Task and Evaluation Criteria ... 32

Table 2.5 TOEIC Converting Table ... 33

Table 2.6 TOEIC Speaking Proficiency Level Descriptors ... 34

Table 4.1 TOEIC Speaking Test Scores ... 49

Table 4.2 TOEIC Speaking Test Proficiency Level Descriptors ... 50

Table 4.3 Interview Test Score ... 54

Table 4.4 Students’ Speaking Test Scores ... 58

Table 4.5 Calculation of Correlation Coefficient ... 59

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LIST OF FIGURES

Figure 3.1 Embedded Design Procedures ... 38

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LIST OF GRAPH

Graph 4.1 The Relationship between TOEIC Speaking Test Score and

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CHAPTER I INTRODUCTION

This chapter provides a brief description of the whole content of the

research. It covers background of the research, research questions, aims of study,

scope of the study, significance of the study, research methodology, and

clarification of terms. The organization of paper is also enlightened in this

chapter.

1.1 Background

There are four essential skills of language; listening, speaking, reading,

and writing. Students must have a great mastery in all skills. Nowadays, school

and institution are only focusing on the students’ writing skill. They always

administer an assessment that can only assess the students’ writing ability and

neglect the students’ speaking ability. Whereas the speaking skill plays an important role in students’ mastery of language.

Speaking is arguably used for education and business field. Someone’s

mastery of language can also be seen from the speaking ability. The teaching and

learning process often forget the urgency of speaking skill. Regarding that, the

speaking assessment is always neglected. Teaching, learning, and testing speaking

are rarely focusing on the production of spoken discourse because it was easier for

teachers, methodologists, applied linguists and linguists to focus on written

language than spoken language (Carter and Nunan, 2001). Egan (1999) argued

that speaking is at the heart of second language learning but has been somewhat

ignored in teaching and testing for a number of logistical reasons. It is in line with

Clifford’s argument (as cited in Egan, 1999) that speaking is also absent from testing because of the difficulty in evaluating it objectively and the time it takes to

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Students’ speaking ability is rarely assessed because there are some difficulties in administering the spoken test. Speaking is probably the most

difficult skill to assess—even with the aid of recording technology—given its

real-time and typically interactive nature (Thornbury in Burns and Richards,

2012).The most common difficulties in administering the spoken test are the time

management and the technique used. The spoken test will take longer time than a

written test. For that matter, teachers tend to hold a written test which is easier to

administer than the spoken test.

Teachers need a special technique to assess students’ speaking ability

properly and objectively. Several techniques can be used to assess students’

speaking ability such as interview, pictures, role play, interpreting, prepared

monologue, reading aloud, and discussion (Hughes, 2003). In the relation to

choosing the relevant technique to assess students’ speaking ability, teachers also

need to plan and structure the testing carefully. These are the guidelines, adopted

from Hughes (2003), for teacher to conduct the speaking assessment, (1) make

oral test as long as feasible; (2) plan the test carefully; (3) give the candidates as

many “fresh start” as possible; (4) use a second tester for interview; (5) set only

tasks and topics that would be expected to cause candidates no difficulty in their

own language; (6) carry out the interview in a quiet room with good acoustics; (7)

put candidates at their ease so that they can show what they are capable of; (8)

collect enough relevant information; (9) do not talk too much; (10) select

interviews carefully and train them.

Several researches on the topic of speaking assessment have been

conducted. Kormos (1999) employed a conversation analysis of role plays and

non-scripted interviews in language exams. The result showed that certain control

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proficiency reliably, but they do not provide candidates with adequate

opportunities to display their conversational competence.

Most recently, a study by Plough, Briggs, and Bonn (2010) provides

insight into a multi-method analysis of evaluation criteria used to assess the

speaking proficiency. There are several methods used to assess the speaking

proficiency on this research; the general interview, the lesson, the office hour role

play, and the video questions. The focus on the general interview lasts

approximately 5 minutes and the prospective GSI candidate is asked a few general

questions about his or her background and educational interests. The result on the

general interview shows that the focus of the general interview are on listening

comprehension, pronunciation, and responding to questions which are significant

and appropiate with the evaluation criteria to assess speaking proficiency.

Thus, this study analysed the appropriateness of interview as the

assessment technique to measure the students’ speaking ability considering the result, objectivity of the assessment and time consumed to administer the test.

1.2 Research Questions

This study is conducted to answer the following questions:

1. How is the implementation of interview to assess the students’

speaking ability?

2. What is the implication of interview as a technique to assess the

students’ speaking ability?

1.3 Aims of the Study

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1. Analysing the implementation of interview to assess the students’

speaking ability.

2. Analysing the implication of interview as a technique to assess the

students’ speaking ability. 1.4 Scope of the Study

This study focuses on the analysis of interview as a technique in assessing

students’ speaking ability. Futhermore, the study investigates the use of interview

to assess students’ speaking ability in senior high school.

1.5 Significance of the Study

The findings of this study are expected to contribute and give some

informative inputs in assessing students’ speaking abillity in terms of theory, profession and practice.

From the theoretical perspective, the result of this study can enrich theories

related to speaking assessment for senior high school students. Thus, this study

will be a reference of study which investigates the similar variables.

Professionally, the result of this study is expected to inspire English

teachers about techniques in assessing senior high school students’ speaking

ability. Therefore, teachers will improve their professionalism.

Moreover, from the practical perspective, this study can motivate English

teachers to use the proper technique in assessing students’ speaking ability. As a

result, students can improve their speaking ability based on the assessment made

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1.6 Research Methodology 1.6.1 Research Design

This study is in form of mixed methods research because this study is

aimed at describing the analysis of speaking assessment techniques, interview.

Creswell (as cited in Heigham and Croker, 2009) defined mixed methods as a

procedure for collecting, analyzing, and mixing quantitative and qualitative data at

some stage of the research process within a single study in order to understand a

research problem more completely. The embedded design is used in this research.

In line with Creswell, this present research will observe the students’

behaviour on speaking assessment and analysing the students’ speaking ability

through the result of interview.

1.6.2 Site and Participants

Research participants in this present study are students of a senior high

school in Cimahi. This is because the students who are taking a study in the senior

high school are expected to have a good ability in speaking. The students who

became the participants of this research had accomplished the first grade of senior

high school.

1.6.3 Data Collection

The data of this study are gathered through observation and interview.

a. Observation. Records the students’ interview and transcribes it into a

written form.

b. Interview. The interview is conducted to participants who related to the

study in order to support the data collection. The interview is

administered along with the spoken test. Structured interview is used

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1.6.4 Data Analysis

The data obtain from the observation and interview are presented in the

form of transcription. The systems of transcription seek to capture every aspect of

speech that might indicate something about the way verbal interaction operates

and what it achieved (Horrocks and King, 2010).

1.7 Clarification of Terms

In order to avoid misunderstanding, some terms are clarified as follows:

1. Assessment

Assessment is the process of the data analysis that teacher uses to get

evidence about their learners’ performance and progress in English (Pinter, 2006).

2. Speaking

Speaking is physically situated face-to-face interaction; usually

speakers can see each other and so can refer to the physical context and

use a number of physical signals to indicate attention to interaction,

their attention to contribute and their attitute towards what is being said

(Bygate in Carter and Nunan, 2001).

3. Interview

Interview is unequal social encounters in which the interviewer retains

most of the rights in the interaction and in which turns are

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1.8 Organization of the Paper

This paper is presented into five chapters. The chapters are divided into

subtopics that elaborate the given issues.

CHAPTER I Introduction

This chapter introduces the present study. It includes the background of the

study, research question, aims of the study, scope of the study, significance of the

study, research design, clarification terms, and organization of the paper.

CHAPTER II Literature Review

This chapter provides the theoretical foundation of the topic related to

assessment, speaking, speaking technique assessment, and criteria of assessing

speaking.

CHAPTER III Research Methodology

This chapter consists of research procedures which explain how the

research is conducted. It includes research design, site and participants, data

collection, and data analysis.

CHAPTER IV Findings and Discussion

This chapter will explain findings and discussion. This chapter describes

the result of the instrument analysis such as the result of observation and

interview. This chapter will also explain the interpretation of the findings from the

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CHAPTER V Conclusions and Suggestions

This chapter draws conclusion which describes the result of the study as

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CHAPTER III

RESEARCH METHODOLOGY

This chapter deals with aspects of methodology used to guide the present

study. Some points to discuss are the explanation of the research design, site and

participants, data collection technique, and data analysis.

3.1 Research Design

This research deals with analysing the technique of speaking assessment,

that is, interview. Besides, this research will also analyse the implication of

interview as a technique to assess the students’ speaking ability. In conducting the

research, the researcher applies mixed methods research as the research methodology. This is in line with Creswell’s explanation, in Heigham and Croker (2009), that mixed method is defined as a procedure for collecting, analysing, and

mixing quantitative and qualitative data at some stage of the research process

within a single study in order to understand a research problem more completely.

Johnson defined mixed method in Kumar (2014) as the type of research in which

a researcher or team of researchers combine elements of qualitative and

quantitative research approaches (e.g., use of qualitative and quantitative

viewpoints, data collection, analysis, inference techniques) for the purposes,

breadth, depth of understanding, and corroboration. In mixed method research, a researcher collects both numeric information and text to better answer a study’s research questions (Heigham and Croker, 2009).

In conducting the mixed method research, the researcher applies the

embedded design. Heigham and Croker (2009) argued that the embedded design

is used when a researcher needs to answer a secondary research question that

requires the use of different types of data within a traditional quantitative or

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the use of the embedded design. The data were collected qualitatively through

interviews, classroom observations, and teacher narratives. Meanwhile, the

quantitative data were taken in the form of test scores. Figure 3.1 presents the

visual diagram of the Embedded Design procedures in this research.

Figure 3.1 Embedded Design Procedures

In this research, the researcher obtained the qualitative data from

interviews and observation. Meanwhile, the quantitative data were obtained from the students’ TOEIC speaking test score and interview score. The scores from the tests mentioned were produced by using Pearson Product Moment Correlation

formula to see the correlation between the scores, whether the correlation was

positive or negative. The Pearson Product Moment Correlation formula, adapted

from Susanti (2010), is presented as follows.

� = � �

�2 . _�2

� = �− ; � = � −

Figure 3.2Pearson Product Moment Correlation Formula

QUAL

Observation Interpret

Interpretation based on QUAL and Quan results Quan

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In this research, there was no cause-effect relationship between the TOEIC

speaking test score and the interview score. Douglas (2010) believed that in

language performance, correlation is based on the assumption that when people

perform similarly on two different tasks, similar abilities must be required for the

performance. In this research, the correlation coefficient only showed the degree

of relationship of TOEIC speaking test score and the interview score. The range of

correlation coefficient would vary from -1 to 0 to +1. Hatch and Farhady (1982)

argued that A +1 correlation coefficient indicates a perfect positive correlation, a

-1 correlation coefficient indicates a perfect negative correlation, and a 0

correlation indicates no relationship between the variables.

Therefore, this research used mixed methods reasearch method by

applying the embedded design, because it generated data both qualitative and

quantitative. The data were obtained in the form of observation, and students’

speaking test score.

3.2 Site and Participants

The eleventh grade students of a public senior high school in Cimahi were

selected as sample of this study. This was because students’ speaking proficiency

was considered adequate, as presented on students’ speaking score in the tenth

grade, and the materials covered in the eleventh grade of senior high school were

comprehensive. The sample were choosen randomly. The students taken as

sample are 10 students.

3.3 Data Collection Techniques

In collecting the data, two techniques were employed: observation and

tests. Each of these data collection techniques will be discussed below.

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Heigham and Croker (2009) stated that observation is the conscious noticing and detalied examination of participants’ behavior in a naturalistic setting. This is in line with Kumar (2014) that observation is a purposeful,

systematic and selective way of watching and listening to an interaction or

phenomenon as it takes place. The emphasis during observation is on

understanding the natural environment as lived by participants, without altering or

manipulating it (Gay, Mills, and Airasian, 2009).

In this research, the observation was used to analyse students’ speaking

ability while being interviewed by the teacher. The steps in interview were also be

the focus on the observation. The type of non-participant observation was used. In

this case, the researcher did not get involved in the activities of the group but

remained a passive observer, watching and listening to its activities and drawing

conclusions from the activity (Kumar, 2014). The observation was only conducted

during the assessment and was purpose to observe the behaviour or personality

traits of each student.

3.3.2 Tests

Brown (2001) defined a test as a set of techniques, procedures, and items

that constitute an instrument of some sort that requires performance or activity on the part of the test taker. Brown (2001) added that a test measures a person’s ability and competence.

The tests conducted in this research were TOEIC speaking test and

interview test. The TOEIC speaking test was conducted by asking students using

TOEIC sample questions to gain students’ speaking proficiency level. Meanwhile,

the interview was conducted after the TOEIC test to see the students’ speaking

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ETS (2012) argued that TOEIC speaking test is a valid assessment of a

person’s ability to speak in English. In the relation with interview, Kvale in

Dörnyei (2007) defined interview as a one-to-one ‘professional conversation’ that

has a structure and a purpose to obtain descriptions of the life world of the

interviewee with respect to interpreting the meaning of the described phenomena.

3.4 Data Analysis

After collecting the data through observation and interview, the data were

analysed to draw the conclusion. The analysis of data was elaborated below.

There were several steps conducted in analysing the data collected in this

research. The analysis was intended to answer the research questions stated in the

previous chapter.

The first data analysis conducted was data analysis from observation. The

observation was conducted during the interview. The analysis was based on what

the researcher had been observed and noted. After that, the conclusion was drawn

to answer the research question on the implementation of interview.

The second data analysis was the data from test. The first test conducted

was TOEIC speaking test. The testwas audio recorded. The students’ answerfrom

the test were transcribed, scored, and interpreted to see the speaking proficiency level of the students. The students’ answers were scored based on the criteria of speaking assessment by ETS. The second test conducted was the interview test.

The students’ answer were also transcribed based on the video recording. Then,

the researcher scored the students’ answer based on the combination ofthe

speaking assessment criteria by Adam and Frith and IELTS.The speaking

assessment criteria included fluency and coherence, lexical resource, grammatical

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After that, the score for each student was obtained based on the result of

TOEIC speaking test and interview test. Then, the correlation between students’

TOEIC speaking test score and the students’ interview score was computed by

using Pearson Product Moment Correlation formula. Finally, the interpretation of

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter is proposed to depict the summary of the study. The

conclusions and suggestions for further studies on the findings and discussions

from the previous chapter will be elaborated in this chapter.

5.1 Conclusions

The aims of this study were to analyse the implementation and implication

of interview as a technique to assess the students’ speaking ability. The findings

and discussions in Chapter IV have elaborated the data related to the study.

The implementation of interview had been proper based on the stages

suggested by Underhill (1987). The interview had followed the stages started from

introduction and warm-up until the feedback and wind-up level. Interview had

also covered the components of speaking as stated by Harris (1969) in the form of

the IELTS-Adam and Frith speaking assessment criteria. The interview lasted for

115 minutes. It covered the time for giving instruction, asking and answering

questions, and giving compliments.

Regarding the result of TOEIC speaking test, it showed that the speaking

proficiency level of students were at the scale of 3 to 6. One student obtained the

score of 3 and two students gained the score of 4 in TOEIC speaking test.

Furthermore, four students obtained the score of 5 in TOEIC speaking test and the

highest score was gained by three students. From the result, it could be stated that

the students’ proficiency level was adequate and the students were able to

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After conducting the interview test, the score of students were obtained.

The interview test scores were at the scale of 3 to 5. Generally, most of the

students obtained the score of 5. Meanwhile one student obtained the score of 3

and two students gained the score of 4 in the interview test.

The implication of interview was based on the computation of the

correlation coefficient between the students’ TOEIC speaking test score and the

interview test score, it was found that the correlation was 0,7. It indicated that the

correlation was strong and positive.

Therefore, this study showed that interview is a proper technique to be

administered in order to assess the students’ speaking ability. However, some

consideration should be made in the relation of time, setting, and the topic of the

interview.

5.2 Suggestions

From the findings that have been elaborated, some suggestions are drawn

to the teachers in general, as well as to the future researchers who conduct a topic

related to the speaking assessment technique. The suggestions are listed in the

following.

1. The teachers should prepare the time to administer the spoken test. The

teacher must pay attention to not only the time for asking and answering

questions, but also the time to give instructions and comments. For that

matter, the spoken test will take a longer time than the written test. It

means that with the amount of students in Indonesian class, the school

should prepare more than a day to conduct the spoken test.

2. The teachers should take notes during the students’ performance instead of

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performance based on what the teachers have felt and witnessed and what

the teachers have written during the students’ performance.

3. The future researchers can focus on other issues in speaking assessment

techniques, such as analysing role-play or presentation to assess the

students’ speaking ability, analyse the discourse of speaking assessment,

and so on. In addition, the future researchers can also analyse the

implementation and implication of interview to assess the students’

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AN ANALYSIS OF INTERVIEW AS A TECHNIQUE TO ASSESS THE STUDENTS’ SPEAKING ABILITY.

AN ANALYSIS OF INTERVIEW AS A TECHNIQUE TO ASSESS THE STUDENTS’ SPEAKING ABILITY

A Research Paper

DEPARTMENT OF ENGLISH EDUCATION

Selviani Vidya Lestari, 2015

AN ANALYSIS OF INTERVIEW AS A TECHNIQUE TO ASSESS THE STUDENTS’ SPEAKING ABILITY

Selviani Vidya Lestari 1100061

PAGE OF APPROVAL

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ABSTRACT

Selviani Vidya Lestari (1100061). An Analysis of Interview as a Technique to Assess the Students’ Speaking Ability. Under the supervision of Prof. H. Fuad Abdul Hamied, M.A., Ph.D. and Muhammad Handi Gunawan, M.Pd.The research analyses the implementation and implication of interview as a

Selviani Vidya Lestari, 2015

TABLE OF CONTENTS

PAGE OF APPROVAL ... i

CHAPTER 1 INTRODUCTION ... 1

Selviani Vidya Lestari, 2015

CHAPTER II LITERATURE REVIEW ... 8

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CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 63

REFERENCES ... xiii

LIST OF TABLES

Selviani Vidya Lestari, 2015

LIST OF FIGURES

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LIST OF GRAPH

Selviani Vidya Lestari, 2015

CHAPTER I INTRODUCTION

1.1 Background

Selviani Vidya Lestari, 2015

Selviani Vidya Lestari, 2015

1.2 Research Questions

1.5 Significance of the Study

Selviani Vidya Lestari, 2015

1.6.2 Site and Participants

1.6.3 Data Collection

Selviani Vidya Lestari, 2015

1.7 Clarification of Terms

Selviani Vidya Lestari, 2015

CHAPTER I Introduction

CHAPTER III Research Methodology

Selviani Vidya Lestari, 2015

CHAPTER III

3.1 Research Design

Selviani Vidya Lestari, 2015

Figure 3.1 Embedded Design Procedures

Figure 3.2Pearson Product Moment Correlation Formula

3.2 Site and Participants

3.3 Data Collection Techniques

3.3.2 Tests

Selviani Vidya Lestari, 2015

3.4 Data Analysis

Selviani Vidya Lestari, 2015

Selviani Vidya Lestari, 2015

CHAPTER V

5.1 Conclusions

Selviani Vidya Lestari, 2015

5.2 Suggestions

Selviani Vidya Lestari, 2015

Selviani Vidya Lestari, 2015

REFERENCES

Selviani Vidya Lestari, 2015

Selviani Vidya Lestari, 2015

Selviani Vidya Lestari, 2015