The purpose of this research is to investigate the positive and significant influence of the use of three-step interviews on students' speaking performance in the eleventh grade of MAN 1 Metro. This research is quantitative research conducted at the eleventh grade of MAN 1 Metro, involving 40 students as the samples. Based on the result, three-step interview strategy gave positive and significant influence on students' speaking performance at the eleventh grade of MAN 1 Metro.
Background of Study
Speaking is the most important criterion for assessing whether students' English skills are good or deficient. Speeches have been given to the students by teacher based on the curriculum from middle school to high school, but there are still many students in high school, such as the eleventh grade students in MAN 1 Metro, who have problems in speaking. This means that the students who get a grade below 76 did not pass the test.
Identification of The Problems
Based on the above case study, the writer would like to know the influence of using a three-step interview on students' speaking skills.
Limitation of The Problems
The Formulation of Study
The Concept of Speaking Performance 1. Definition of speaking
- Functions of Speaking
- Types of Speaking
- Definition of Speaking Performance
- Types of Speaking Performance
- Speaking Difficulties
- The Measurement of Speaking Performance
- Procedure of Three-Step Interview
- Example Teaching Using Three-Step Interview
- Advantages of Three-Step Interview
- Paradigm
The three-step interview is one of the strategies offered by Kagan in his current book Kagan Cooperative Learning. The writer assumes that if the three-step interview is properly implemented, students' speaking performance will be good. And if the three-step interview is bad, the student's speaking performance will also be bad.
Hypothesis
Hypothesis Formulation a. Alternative Hypothesis (Ha)
Thus, there is a positive and significant influence of using three-step interviews for speaking performance as the basic skills to learn English at the eleventh grade of MAN 1 Metro in the academic year of 2016/2017.
Statistical Hypothesis
Research Design
Sample
A sample was a subgroup of the target population that the author intends to study in order to generalize about the target population.33. Taking as a population the entire eleventh grader of MAN 1 Metro in academic year 2016/2017, the writer chose 10% of the population as the sample of this study which consisted of 40 students.
Sampling Techniques
Operational Definition of Variables
Independent Variable
Dependent Variable
Data Collection Technique 1. Test
Observation
According to Wallace, observation is a data collection technique that refers to some form of observation of learning processes and may include the use of video or audio techniques or checklists or. In this case, the writer used observation to obtain data about the students' activity or participation. In addition, observation was used to obtain information from the relative source of eleventh-grade students of MAN 1 MAN 1 Metro in the academic year 2016/2017.
Documentation
Research Instrument
Instrument Blueprint
Instrument blueprint was a way of obtaining data that helps the writer collect information in the field. The instrument used included the pre-test and post-test speaking skills test. The post-test was used to get the data of the students' speaking performance after giving the treatment.
Then the writer found out if there was an effect of the result between the pre-test and post-test. The form of the treatment was to suggest a topic for an interview and the teacher used a performance test to measure their speaking skills.
Instrument Calibration
Able to use the language fluently, rarely skipping and speaking speed is normal.
Data Analysis Technique
Research Setting
- The Brief History of MAN 1 Metro
- Vision and Mission of MAN 1 Metro
- The Condition of Teacher and Official Employees at MAN 1 Metro Condition of teachers and the official employers in MAN 1 Metro,
- The Quantity of Students of MAN 1 Metro
- The Building of MAN 1 Metro
- The Organization Structure of MAN 1 Metro
- Location Sketch of MAN 1 Metro Figure 3
The situation of teachers and civil servants at MAN 1 Metro in the academic year 2016/2017. 49 Evi Kurniawati, Se Female Sociology Teacher 50 Iwan Saputra S.Pd, M.Kes Male Sports Teacher 51 Miswanto, S.Pd, M.Pd Male Economics Teacher 52 Kartika Dewi, S.Pd Female Geography Teacher 53 Inta Wahidah, S. Pd Female Counselor. 64 Fitri Astuti, S.Pd Female Geography Teacher 65 Novi Candra Dewi, S.Pd Female English Teacher 66 Susi Mayasari, S.Pd Female English Teacher 67 M.
Zulkipli, S.Pd.I, M.Pd.I Male Art and Skill Teacher 71 Risky Suci Prwatiwi, S.Pd Female Art Teacher. 90 Restiani, S.Pd.I female art teacher 91 Imroatun Atika, S.Pd.I female art teacher 92 Novia Mayangsari, S.Pd female English teacher Source: Result of documentation on MAN 1 Metro on March 11, 2017.
Description of Research Data 1. Pre-Test Result
Post–test Result
Post-test was used in the last program of this research after giving some treatments and exercises to the class for a certain period of time. The post-test result of the students' speaking scores at 11th grade in MAN 1 Metro. Source: Post-test of 11th grade in MAN 1 Metro on 22 April 2017 From the above table it can be deduced that the highest score is 88 and the lowest score is 44.
From the table above, it can be seen that there has been an increase in the speaking performance of the students. Based on the above result, it can be concluded that the post-test was categorized in the good category even though some of the students were still weak in speaking performance, but it was good because they had good efforts in speaking.
Hypothesis Testing
- Putting the data into the formula Chi-Square (χ 2 )
And (Ho) "there is no positive and significant effect of using the three-step interview strategy on students' speaking performance in MAN 1 Metro eleventh graders". The result of students' speaking performance in the pre-test and post-test according to the categories. Contingency table of the expected frequency (Fe) on the students' speaking performance score in the pre-test and post-test.
The researcher took the data from the above data source to determine the chi-square (χ2) value with the frequency orientation described above. Based on the table above, it can be concluded that the chi-square value (χ2) was 12.054. To investigate whether the use of a three-step interview strategy had a positive and significant effect on students' speaking performance in MAN 1 eleventh graders.
On the research of language and social science, it is used the degree of significant 0.05 or 5%. From the explanation above, it can be concluded that the alternative hypothesis (Ha) which explains that "there is a positive and significant influence of the use of three-step interview strategy towards students speaking performance at the eleventh grade of MAN 1 Metro ". This means that the three-step interview gives any positive and significant influence on the students' speaking performance at the eleventh grade of MAN 1 Metro.
This meant that there was a positive and significant impact of using the three-step interview strategy on the performance of speaking students in the eleventh grade of MAN 1 Metro in the academic year 2016/2017.
Discussions
The researcher hypothesized that their speaking performance could be better if they had practiced communicating with English and enriched their vocabulary and learned how to pronounce the words. The researcher also hypothesized that teaching and learning by using three-step interview strategy could help students in the learning process, especially speaking performance. By using three-step interview strategy, students could be more motivated and active in learning English, especially in speaking.
Students would interact with others which could help them improve their speaking ability. After the researcher used the strategy in the classroom, it is proven from the test conducted by the researcher that the three-step interview strategy can positively and significantly affect the students' speaking performance result, especially for the eleventh grade students of MAN 1 Metro. . The results of this research showed that the use of the three-step interview strategy had a positive and significant effect on the students' speaking performance.
Only two students passed the KKM and after the treatment there are 13 students who passed the KKM. Therefore, it could be concluded that the applied strategy had a positive influence on the speaking performance score of the students.
Limitation
Conclusion
Students are suggested to be more confident and competitive in exploring their speaking performance. The teachers are suggested to use three-step interview strategy in teaching English, especially in teaching speech performance with topic and more modifications to become more interesting. The principal is suggested to prepare facilitation for the school to support the English learning processes.
Effectiveness between the three-step Interview toward students' speaking ability for seventh grade in MT. Dian Karyani Astuti, “The Gap Between English Competence And Performance (Performance: The Learners' Speaking Ability)”, presented at the ongoing FLLT Conference on March 15-16, 2013. Widya Arum Wicaksani, “Using Digital Discussion Commenting Blog for improving students Ability to write an analytical expository text.
Research Picture Documentation
SILABUS SMA/MA
Dengan bimbingan dan bimbingan guru, siswa mengajukan pertanyaan antara lain tentang perbedaan teks naratif dalam bahasa Inggris, tentang perbedaan teks dalam bahasa Inggris dan teks dalam bahasa Indonesia. Siswa merekonstruksi teks legenda sederhana yang dibacanya dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaannya. Kumpulan karya siswa yang mendukung proses penulisan teks naratif berupa: draf, koreksi, redaksi hingga penerbitan hasil terbaik.
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
- Kompetensi inti
- Kompetensi dasar
- Indikator Pencapaian Kompetensi (IPK) Pertemuan 1
- Tujuan Pembelajaran
- Materi pembelajaran Narrative Text (Folktales)
- Metode pembelajaran
- Pendekatan : Scientific approach
- Strategi : Three-step Interview
- Metode : Small group discussion
- Media, alat dan sumber pembelajaran 1. Media
- Sumber belajar
- Kegiatan pembelajaran Pertemuan 1
- Teknik penilaian (scoring rubrics) 1. Penilaian sikap
- Bentuk instrument 1. Tes isian
Analisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks naratif sederhana berbentuk cerita rakyat, sesuai dengan konteks penggunaannya. Di bawah bimbingan guru, siswa mempertanyakan, antara lain, perbedaan berbagai teks naratif dalam bahasa Inggris, terutama dalam hal fungsi sosial, struktur teks, dan unsur kebahasaan. Siswa menulis/menyalin teks naratif secara berkelompok dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan secara koheren.
Secara berkelompok, siswa bertukar cerita tentang teks naratif, dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaannya. Timun Emas tumbuh menjadi gadis yang cantik dan mbok Sarni sangat gembira karena rumahnya tidak lagi sepi. Jangka waktu dua tahun bukanlah waktu yang lama, maka setiap hari mbok Sarni mencari cara agar raksasa itu tidak membawa Timun Emas.
Because don't stop seeing mbok Sarni crying, then Timun Emas comes out of hiding. And then the giant pursued her, and Timun Emas began to take the contents in bags of golden cucumber seeds and throw them at the giant. But in the end the giant also managed to free, and the giant started chasing Timun Emas again.
The latter finally sprinkled Timun Emas shrimp paste, immediately formed a sea of boiling mud, and the giant fell into it.
OBSERVATION GUIDANCE
DOCUMENTATION GUIDANCE
Students' Speaking Score on Pre-test
Students' Speaking Score on Post-test
CURRICULUM VITAE
