Professional Documents
Culture Documents
Kristin Rahayu
Kristin Rahayu
id
OLEH :
KRISTIN RAHAYU
K.2206005
SURAKARTA
2010
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CHAPTER I
INTRODUCTION
Then, students’ exchange is a common case that often happens in our daily life.
Moreover, the activity of travelling abroad, from Indonesia to foreign country and
vice versa, is not a special thing too. These facts emerge a demand for us to be
able to speak English. Here, speaking English is very useful for helping us in
communicating with people from another country. In this case, speaking becomes
a need that must be mastered in order to be able to share our ideas with them.
government declared that English becomes the first foreign language in Indonesia.
It implies that English should be taught as a compulsory subject for the students in
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Because of that reason, English has an objective to develop four language skills in
order to make the students able to communicate in English. It means that learning
English should have an ability to understand and produce oral and non-oral text
which is realized in four language skills such as listening, speaking, reading, and
writing. So, it is clear that the goal of learning a foreign language is sited on
reaching of the communicative ability. In this case, students are not only expected
to express their ideas, feelings, and opinion in a written form, but also in oral
speaking form.
speaking, and writing. All of the skills are taught in order to achieve integrated
skill. Among the four skills, speaking is believed as the most difficult skill to be
learned. Brown and Yule in Sari (2007: 1) state that learning to talk in the foreign
language is often considered being one of the most difficult aspects of language
learning for the teacher to help the students. Helping the students develop the
speaking skill not merely so that they can pass examination but also for more
general use when they want to use the English in the outside world. Nunan in
thing what he calls the “interlocutor effect”, or the difficulty of a speaking task as
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students learn to master English. Based on the interview to the teacher and some
students and observation, it is found that the students’ ability in speaking in SMA
Negeri 1 Surakarta is still low. There is strong interference of the students’ mother
tongue in the way they speak. In addition, students are afraid in making mistakes
in speaking. Their motivation in speaking English is not good too. In sum, it can
be said that their motivation and performance in speaking are still low.
The first indicator is that the students’ speaking fluency is low. It can be
seen from the use of too much filler in their speech. When they speak, they often
mention utterance like “umm, e”. There are also too long silence period, and also
unfinished statements they make. This condition implies that they have lack
mastery of vocabulary.
There are also many grammatical inaccuracies in their sentence. From the
observation, it can be seen that the students’ grammar is not good. As they make a
speech, their structure of sentence is false. When they are asked to tell a story,
they often make a wrong structure in making sentences. Then, from the interview
conducted in English with the students, it can also be concluded that their
grammar mastery must be improved. They often use the wrong verb in making
sentences. For example, when the researcher asks “Do you have a willingness to
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The third indicator is that there is a strong interference for the students to
say some sentences in the form of mother tongue. Actually English has the
different system in uttering sentences. For example when the students state noun
phrases, they often say the noun first, and then it is followed with the adjectives.
This way of speaking is actually false because when a learner says English noun
phrase, he or she must state the adjectives first, and the noun must be placed in the
of making mistakes. In other words, it can be said that the students are lack of
confidence in speaking English. They will only answer teacher’s question after
they are pointed. This situation can be seen when a teacher ask a question to the
students. In this situation, some students just keep silent and avoid teacher’s sight.
They never answer his question until he points toward one of them. Besides, when
the researcher asks one of the students in the class XI IA 4 of SMA 1 Surakarta
about the reason why they are only keep silent when they are asked some
questions by their teacher, she answers “Takut salah, mbak. Kan malu sama
teman-teman. Takut dimarahi Pak Guru juga.”. Actually, the teacher will not
teacher’s statement “Kalau kemampuan sebenarnya ada, cuma kurang pede dan
takut salah saja”. This fear gives a big influence in their speaking skill. If the
condition continuously occurs in a class, it will be only few students who can
increase their speaking ability since there is no practice as the effort to lift up their
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ability.
argument that the problem causing the lack ability to master English is the
influence of Indonesian organ of speech. She thinks that Indonesian people cannot
speak as well as native speaker because both have different system in organ of
speech.
low. This belief is taken from the interview with one of students. He said “Temen-
temen pada gak mau diajak ngomong pakai Inggris. Kalau gak ada teman yang
diajak ngomong kan jadi males. Mau ngomong Inggris sama siapa”. From,this
sentence, it can be concluded that, actually, there are two terms that influence the
field of study. Ur (1996: 120) states that one of the characteristics of the
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successful speaking is the high motivation of the students. It means that they are
eager to speak because they are interested in the topic and have something new to
say about it, or because they want to contribute in achieving an objective of task.
in the process of learning. Motivation also becomes the determinant factor that
explains the success and the failure of learning. Harmer (1998: 4) states that
“There can be no doubt that motivation plays a vital part in most students’ success
(1994: 152) stating that motivation is probably the most frequently used catch all
of them for explaining the success and the failure of any complex task. It means
that one’s achievement is also determined by his motivation. A person who has a
high motivation will get a good achievement because she or he will do many
After observing and interviewing, it can be said that the factors causing the
problem in speaking ability come from the students themselves. It is found that
students are lack in motivation and performance in speaking. Their focus of their
teaching and learning process is only ability on the written form. In other words, it
can be said that they often neglect that mastering English is not only ability in
According to Brown (1994: 48), techniques are the specific activities manifested
in the classroom that are consisted with a method and therefore in harmony with
an approach as well. In other words, techniques include all task and activities.
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They are almost always planned and deliberate. They are the product of a choice
made by the teacher. Klippel in Brown (1994: 279) mentions that there are some
above, the researcher believes that there must be a new technique implemented by
the teacher in order to increase the lack motivation and dismiss the low ability in
speaking. In this study, the researcher focuses on using the technique of interview
speaking skill. The main reason is because interviews demand the students to
speak actively. It implies that the students are involved in every activity in the
having an interview, teacher will invite their intention to speak. It will also useful
for making the learning process becomes more active. Then, interview is not only
considered as a popular activity for work pair, but also appropriate for group
work. Besides, interview is useful at all levels of proficiency. At the lower levels,
interview can be very structured, both in terms of the information that is sought
and the grammatical difficulty and variety. At the higher levels, interview can
probe more complex facts, opinion, ideas, thought, and feelings. When the
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students speak, it is hoped that the topic and technique encourage their interest
increase so shat their speaking skill will be improved. As the result, the students
questions bellow:
stated in the formulation of the problem. The objectives of this research can be
stated as follow:
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2. To find out what happens in the class when interview is employed in teaching
students to be more active in expressing their ideas and to make their speech
It is expected that the research can give inspiration to the teachers of SMA 1
expected that the teacher will conduct the same research to improve the
teacher’s professionalism.
It is expected that the principal promotes this research to the teachers and
This study is one of the ways in improving students’ speaking skill. Hopefully,
this research will give a clear description about speaking. Besides, it is also
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expected that the findings will be used as the development of another research
It is expected that this research will give a contribution for improving her
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CHAPTER II
LITERATURE REVIEW
This chapter provides theories related to the title of the research which
A. Speaking
1. Definition of Speaking
involves the areas of knowledge, they are the mechanics (pronunciation, grammar,
and vocabulary); it is the use of the right words in the right order with the right
pronunciation. Lewis and Hill (1993: 54) say that speaking is a process that covers
of communication.
Bernard (1994: 31) has his own opinion about speaking. He calls speaking
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with speaking skill. His point of view about oral skill is to:
vocabulary
He shows that oral skill can be rated into four areas, namely: interactive
which the language system is manifested through the use of the organ of speech.
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Another definition comes from Underwood (1997: 11) who says that
the position of formulating what they are saying as they go along and adjusting
what they are saying as a result of the behavior of the listeners or as a result of
added thought of their own. It can be said that speaking constitutes a creative
process which is done by speakers in formulating what they are saying and
adjusting it as the response to the listeners’ behavior toward what the speakers are
turns. It implies that speaking is an interactive activity where the speakers have to
be able to manage the speaking turns, when to speak and when to stop, for
instance.
in which the speakers express their idea to the listeners. It is a complex skill,
and adequacy of content, and fluency in its process. When the speakers speak,
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activity which involves three areas of knowledge, and they are the area of
2. Speaking Skill
our species (Levelt 1995: 1). It is the skill by which learners are frequently judge,
as a success learner or not. Thus, being able to use the language becomes the aim
McLaughlin (in O’Malley and Chamot, 1990: 66) states that speaking is an
hierarchical sub skills, some of which might require controlled processing while
part of reciprocal exchange in which both reception and production play part. In
this sense, the skill of speaking involves both receptive and productive
participation.
Bygate (1997: 4) believes that speaking is a skill, which people are most
frequently judged, and through this they may make or lose friends. It is a vehicle
business. It is also a medium through which much language is learned, and which
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for many is particularly conducive for learning. He also states that there is a
fundamental difference between knowledge and skill. Both can be understood and
clarifies that there are two basic ways in which something we do can be seen as a
skill (1997: 5). The first is motor-perceptive skills that involve perceiving,
recalling, and articulating in the correct order sounds and structures of the
language. The second is interaction skills that involve making decisions about
communication, such as: what to say, how to say it, and whether to develop it, in
accordance with one’s intention while maintaining the desired relations with
others. The notions of what is right or wrong now depend on such things as what
we have decided to say, how successful we have been so far, whether it is useful
to continue the point, what our intentions are, and what sorts of relations we
Based on the definitions above, it can be said that speaking skill involves
Speaking skill in this study is a creative process in which both receptive and
carries out the activity for using his speech organs successfully, while it is
receptive because it needs someone else to listen to what has been said in order to
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3. Teaching Speaking
communicate effectively in the target language. Therefore, this becomes the main
that speaking is any kind of bridge for learners between classroom and the outside
world. In order to build the bridge, in the speaking activities the teacher must give
should give learners practice and oral exams to actualize their speaking skill.
(2005: 39), the difficulties, which the learner-speaker faces, can be classified in to
a. Knowledge factors: the learner doesn’t yet know aspects of the language that
enable production.
fluency.
Thornbury adds that the lack of the two factors can result in the lack of
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strategies can close down the language system development of the learners,
speaking, and ways that can make the knowledge become available for use.
a. a core of grammar,
inviting), and
The speaker should also take into account context factors, including the
and
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the most difficult aspects of language learning for the teacher to help the students
with. Besides, many teachers have come across students who do not seem want to
talk in class. There is also an assumption stating that some students find speaking
students prefer not to speak at all, and are consequently deny opportunities for
practice.
a. Desire to communicate
As well having something to say, the student must have the desire to
may do not have interest in joining speaking activity for their teacher who does
not show sympathy and their classmates are uncongenial. Others may realize
that they have limitations in the new language and do not want to ridicule.
Students may have acquired skill in expressing themselves in the new language
code, but have had little practice in understanding the language when it is
c. Personality factors
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d. Limitations of expression
Students may feel frustrated when they know that their choice of expression is
e. Correction of errors
In several societies, people will keep their ideas if expressing them could
cause embarrassment for themselves or for the people with whom they are
Psychological factor is not the only factors that can make speaking
a. Clustering
not produce speech word by word but in phrasal. Students, therefore, must
have the ability to organize their output both cognitively and physically
b. Redundancy
redundancy of language.
c. Reduced forms
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d. Performance variables
native speaker insert certain fillers such as uh, um, well, you know, I mean,
like, etc. in their “thinking time”. One of differences between native and
e. Colloquial language
Students should get acquaintance with words and idiom and phrases of
f. Rate of delivery
h. Interaction
of conversational negotiation.
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From Tsui’s statement above, it can be said that one of the causes of
perform in the target language. Furthermore, Tsui states that the anxiety is
further exacerbated by the fact that in the language classroom the teacher often
but also in terms of form (1995: 87). We can see how teachers sometimes are
very persistent in getting students to speak that are correct in both form and
content, perhaps without realizing that by doing this they could be publicly
save time so that more can be covered in a lesson, since brighter students are
more likely to provide the right answer and therefore less time will be
‘wasted’ in waiting for the answer, in guiding the student toward the right
could be due to the teacher’s ego. The consequence of this is that the weaker
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students will feel ignored, their confidence will be further undermined and
whereas the latter refers to anxiety that is specific to a situation, for example
The problem may also come from the teacher. He may give a little
not learn to speak merely by hearing speech in class. Rivers says that teacher
will need to give them many opportunities to practice speaking (1968: 188).
They will need to use their imagination in particular situations which provoke
lessons with appropriate materials video, computer games, etc that would
students along with other subjects in everyday school life, there are no
supportive materials that teachers could use in the classroom. The only
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material is the ones provided by the publisher of the course book to support
the lessons.
The effect of the mother tongue also becomes one of the main
learning. They make up a sentence first in their mother tongue, and then they
Though tests and exams are applied at school, speaking test is not envisaged
listening and speaking skills are not evaluated. In connection with this, neither
students nor teachers see the need in focusing on speaking and developing this
life and the opportunity of creating relaxed and stress-free atmosphere which
decreases learners’ affective filter and gives the chance to use the target
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Several roles are assumed for teachers in oral lesson. The roles are teacher
language the teacher is, whatever technical virtues a teacher possesses, without
motivation, students will never learn. The teacher should provide students’
conductor means the teacher is a person who conducts the lesson. This role is
concerned with the practical things a teacher needs to run the lesson well.
Teacher must also encourage the students. The encouragement involves all
aspects of the teacher’s role. A sympathetic attitude, not demanding beyond the
students’ capabilities, not overcorrecting, and praising what has been well done,
In teaching oral lesson, the teacher should know what their roles are.
Knowing the roles will help the class to minimize the problem arisen. This also
makes the teaching learning process run as well as what has been planned.
According to Byrne (1997: 2), the teachers have specific roles at different stages,
as follows:
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b. In the practice stage (when the teachers allow the learners to work under their
c. In the production stage (when the teachers give the learners opportunity to
work on their own). At this stage the learners must work independently in
Brown (1994: 268-270) says that there are principles, which teachers
and fluency
to the environmental crises. However, they should make sure that their
tasks include techniques designed to help students perceive and use the
building blocks of language. At the same time, they should not make their
students bored by giving the repetitious drills, but teachers should make
activity.
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and interest, to their need for knowledge, for status, for achieving
competence, autonomy, and for ‘being all that they can be’.
contexts
feedback and correction, because the feedback and correction, which are
language.
through comprehension.
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language students are aware of. Students can be aware of the oral
Hm)
f) Appealing for assistance from the interlocutor (to get a word or phrase,
for example)
Brown (1994: 266-268) states that there are six types of classroom
speaking performance:
1) Imitative Type
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certain vowel sound, etc. intonation of this kind is carried out not the
2) Intensive Type
3) Responsive Type
in dialogue.
4) Transactional (dialogue)
It is not just limited to give the short respond but it can convey or
5) Interpersonal (dialogue)
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a) A causal register
b) Colloquial language
d) Slang
e) Ellipsis
f) Sarcasm
g) A covert agenda
6) Extensive (monologue)
1) Use pair works (group work). It will help to provoke quiet students to talk.
When they are with one or two or three other students, they are not under
material given;
3) Use acting out and reading aloud. Getting students to act out dialogue is
one of encouraging quiet students. However, acting out does not just mean
reading aloud;
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4) Use ‘role play’. Many students speak more freely when they are playing a
5) Use the tape recorder. The teachers can tell the students to record what
they would like to say, outside the lesson. The teacher then listens to the
teachers. They should consider some factors. The problems arisen in the class and
B. Interview
1. Definition of Interview
and qualifications clearly and accurately. Adhisupo (2005: 12-15) also states that
Samin in http://syamsulbahrisamin.blogspot.com/2008/05/teknik-
wawancara.html states:
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that is used to collect information that can be done face to face, or through
the commoner and more informal encounters of everyday life. In this definition,
that:
In this definition, Rasyid says that interview can be classified into two kinds. They
dilakukan oleh dua pihak yaitu interviewer yang mengajukan pertanyaan dan
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parties, at least one whom has a predetermined and serious purpose, that involve
the asking and answering questions (Steward, 2006: 9). This definition
person to person interaction. Interviewing is learned, not an inherited skill and art,
and perhaps the first hurdle to overcome is the assumption that the people do it
technique that is used to gain information from the interviewee. The interview is
provides the vehicle which allows one individual to express views and opinions to
enable the exchange of information so that both parties are able to find the
2. Parties in Interview
more than two parties that are interviewer party and interviewee party. If more
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that two parties, this is no longer called as interview but a small group interaction.
Both parties speak and listen from time to time, are likely to ask and answer
questions, and take on the roles and responsibilities if interviewer and interviewee.
Neither party can sit back and expect the other to make the interview a success
Participants' roles are specified, in that one person is the interviewer and
the other is the interviewee (although in practice more than two people may be
involved) and each has a fairly clear idea of the type of behavior which is
expected. The objective for the interviewer is to obtain and interpret information
from the interviewee in order to make a decision or take some action. On the other
hand, the interviewee has a duty to give the required information to the
interviewer.
3. Kinds of Interview
Wallace (1998: 146) classifies interview into three terms. They are:
a. Structured Interview
In this case, interview has a very tight structure, and in which the
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b. Unstructured Interview
know that he or she is taking part in an interview, and should preferably also
this type of interview may seem more casual, the interviewer must still be well
prepared and know the points he wants. This open-ended approach may
c. Semi-structured Interview
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interview into:
eye contact, listen and respond once a question has been asked.
b. Panel/Committee Interview
ten members of a panel may conduct this part of the selection process. This is
the interviewer chance to put his or her group management and group
maintain primary eye contact with the panel member who asked the question.
c. Behavioral Interview
looking for results, not just an activity list. They are listening for names, dates,
places, the outcome and especially what your role was in achieving that
outcome. This type of question generally starts with the words “Give me an
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d. Case Interview
with a case study and ask him to formulate a plan that deals with the problem.
This is the only interview where it is fine, even encouraged, to bring a pad and
e. Telephone Interview
interview for candidates who live far away from the job site.
f. Group Interview
start off the discussion. The goal of the group interview is to see how the
interviewees interact with others and how they use their knowledge and
g. Lunch/Dinner Interview
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h. Stress Interview
sales positions and is rare today. The stress interview is usually a deliberate
attempt to see how the interviewee handles himself under pressure. The
waiting. The interviewer may also lapse into silence at some point during the
1) Sticky situation: "If you caught a colleague cheating on his expenses, what
2) Putting you on the spot: "How do you feel this interview is going?"
3) Popping the balloon: "(deep sigh) Well, if that's the best answer you can
give ... (shakes head) Okay, what about this one ...?"
4) Oddball question: "What would you change about the design of the hockey
stick?"
5) Doubting your veracity: "I don't feel like we're getting to the heart of the
matter here. Start again - tell me what really makes you tick."
Based on the total amount of the participants, Dale (1997: 27) proposes
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b. Panel interview
interviewers.
c. Small group
staff and key others in the process without giving them direct influence on the
appointment decision.
d. Sequential interview
Several interviews are held, one following the other, and each is conducted by
a. Teachers or students can identify possible jobs using want ads or government
publications. With a partner, student list questions that they anticipate may be
asked in a particular job interview. They write answers to the questions, and
then take turns role playing the interview. After each interview, they should
review their performance. Students can be chosen to role play good interview
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interview the person and, with that information, introduce their partner to the
(e.g., most likely to succeed in the hockey world, the next Oscar-winning
actor, the top engineering graduate). Props, such as home made trophies, can
be presented.
c. Students can role play characters from literature and the media. For example,
Hamlet, or Jay Leno interviews Jem Finch ten years after To Kill a
Mockingbird ends.
d. With a partner, students can prepare and conduct a mock telephone interview
Brown (1994: 178) states that interview for pair work enables the students
logistical problems. It means that interview invites the students to speak actively
because there is an interesting atmosphere among them. They can share their idea
freely without any pressure from the teacher or any fear of making mistakes.
considered as a popular activity for work pair, but also appropriate for group
work. Beside that, interview is useful at all levels of proficiency. At the lower
levels, interview can be very structured, both in terms of the information that is
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sought and the grammatical difficulty and variety. At the higher levels, interview
can probe more complex facts, opinion, ideas, and feelings. People use interview
to compare views with others. It provides a means for sharing experiences and
solving problems.
The technique of interview can also be used as one of the type of cooperative
types of interaction
b. Possibility for development or use of the first language in ways that support
emphasizing communication
f. Opportunities for students to act as resources for each other, thus assuming a
they are:
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b. Addressing content area learning and language development needs within the
c. The variety of ways to structure student practice with lesson material increases
clarifications
From the explanation of the theories above, it is clearly stated that the
researcher uses interview to improve students’ speaking skill. The researcher uses
Then, the students who pretend as the interviewer must ask questions as much as
possible in order to find required information related to the topic. At that time, the
interviewees have to answer the question. After that, they have to change their
C. Rationale
fluency in its process. However, the results of teaching and learning speaking are
not satisfactory yet. The pre-research shows that the students’ achievement and
motivation in speaking is still low. As the result, the researcher proposes interview
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gathering data about one individual by another or others. It provides the vehicle
which allows one individual to express views and opinions to others in structured
so that both parties are able to find the information conveyed in their
conversation.
students’ speaking skill. There are several reasons how interview can improve
understand ideas. Thus, by giving them a wide chance in the form of interview, it
by the situation in this learning since they are demanded to share the idea and
information with each other in order to complete the assignment. Thus, although
students work together, each is individually accountable to the group and the
teacher for completion of his/her own assignment or portion of it and for helping
others.
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offers a highly interactive learning experience, the interview strategy supports the
material with a specific purpose of mind: to be able to teach or tell to the others in
the group the main points and important details of his or her own piece of
D. Action Hyphothesis
the researcher proposes an action hypothesis: interview can improve the speaking
year.
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Setting
Surakarta. This senior high school is located at Jl. Monginsidi No. 40 Phone
(0271) 652975 Fax (0271) 635227. The location of the class is in a quiet
crowded. It is also a strategic place and easy to be reach since it is near from
highway. Actually, some buildings border SMA Negeri 1 Surakarta. There is SMP
Kristen 3 Surakarta in the north side, Universitas Kristen Surakarta on the east
side, residents’ houses on the south side and SMA Negeri 2 Surakarta on the west
side.
SMA Negeri 1 Surakarta has three grades of class. They are the tenth
grade, the eleventh grade and the twelfth grade. The tenth grade consists of 10
The eleventh grade consists of three classes of social classes, seven classes of
science classes, and three classes of SBI classes. The twelfth grade consists of
three social classes and seven science classes. Each regular class consists of 36 up
Therefore there are many classrooms in SMA Negeri 1 Surakarta. Beside the
classrooms, there are many buildings in SMA Negeri 1 Surakarta. They are
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Instructional processes are done in six days from Monday up to Saturday. The
students start to learn from 07.00 a.m. and they finish the lesson at 13.45 p.m. on
The research was carried out since April 2009 – January 2010. This
research was conducted from the time the writer did pre-research, did the
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The subject of the research was the eleventh grade students of SMA
Negeri 1 Surakarta. The second grade students of SMA Negeri 1 Surakarta are
divided into seven science classes, three social classes, and three SBI classes.
Each of science classes consists of 36up to 40 students, while social and SBI
IA 4 as the subject of the research. This class consists of 37 students: 20 boys and
17 girls.
Economically, they are classified into medium to high level. Most of their parents
from under pressured condition. They are cheerful and free from threatening
situation, even though there are some students who are shy to actively participate
on a fact that several of the students were clever and very active while the others
were very passive in teaching learning process. It means that the students’
motivation in learning was still low because they had low desire in studying
English. Besides, there was evidence from the pre-test that their achievement in
speaking was not too good. The researcher conducted the study through teaching
research, the researcher was as the teacher and the real English teacher there was
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The research method used in this study is Action Research (AR). Mills
and subsequently improve the ways their particular school operates, how they
reflection upon the effect of those action. The fundamental objective of action
follows:
2. It gives opportunity for the teacher to adapt the theory which they
classroom
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problems.
problems that appear in teaching English during the teaching and learning process
motivation and achievement in learning English and can give the best solution
from the problem that appears during the teaching and learning process on the
This class Action Research is carried out by the teacher herself as researcher.
Kemmis and McTaggart in Burns (1999: 32) state that the procedure of
as follows:
a. Pre observation
The aim of the interview was to know what problems faced by the
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c. Pre- Test
After knowing the problems and the cause of it, the next step is
a. Deciding the topic or the material. The topic used in this research
b. Making lesson plan and designing the steps in doing the action
e. Preparing camera (to take the pictures of the teaching and learning
process)
speaking skill)
the students.
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g. The researcher the students’ feeling and their comment dealing with
The classroom action research was carried out by the researcher herself
as the teacher of English class. The researcher used test, observation, and
investigation towards what she had observed in order to find out the strengths
and weaknesses of the teaching activity that had been carried out.
Based on the weaknesses of the activities that have been carried out
using interview in teaching speaking, the researcher revised the plan for the
next cycle. The results of this reflection were used to revise the general plan of
the next cycle. By doing the reflection, the researcher would find a new plan
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using qualitative and quantitative method. The quantitative data was collected
follows:
1. Test
researcher tested the students by oral test consisting of pre test and post
by telling their favorite story (in pre-research), telling the story of video
given (in the post-test 1), and by telling their favorite movie (in post test 2)
and oral interview test. The oral interview test was given after they
five questions containing questions about the characters of the story, the
reason why he or she liked it, the most favorite character in the story
completed with the reason, and some questions related to the story. The
2. Observation
interactions and events, as they actually occur rather than as we think they
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observation itself was done five times. The result of the observation was
written in the form of field notes. Field notes are descriptions and accounts
of events in the research context that are written in relatively factual and
objective style. The researcher made note to all activities during the
lesson, and noted the students’ reaction and response to the learning.
3. Interview
The researcher made interview to the teacher and the students. In the
once in the library. The researcher also interviewed two students in the
classroom three times. The first interview was done in the multimedia
room, while the second and the last interviews were done in the classroom.
The first interview was done in the pre-research in order to know the
students’ problem in speaking skill, while the second and the third
interviews were done in the process of teaching and learning process and
speaking skill.
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4. Document Analysis
Documents can also give insight into the theoretical and practical values
The data were analyzed to get conclusion of each cycle. There are two
kinds of data. They are qualitative data and quantitative data. The qualitative data
were analyzed by using interactive model analysis, while the quantitative data
In analyzing the data in the form of qualitative method, the researcher used
collecting the data, reducing the data, presenting the data and drawing conclusion
(Miles and Huberman in Slamet, 2006: 140). After the writer collected the data,
she reduced and presented the data. When reducing the data, the writer rejected
the meaningless data. It was followed by presenting the data; it means that the
writer presents about the data systematically and logically, so the meaning of
every event is clear. In the end of collecting the data, the researcher tried to verify
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Data Collection
Data Display
Data Reduction
Conclusion
Meanwhile the quantitative data were presented in the form of mean score.
The quantitative data were analyzed by calculating the mean of pre-test and post-
test. Pre-test refers to a measure or test given to the subject prior to the
experimental treatment, while a post-test is a measure taken after the treatment has
been applied. Then, the hypothesis of this research was tested by comparing the
mean score of pre-test and post-test. It is done to compare the students’ speaking
skill before and after each cycle or the result of pre-test and post-test showing
whether or not there is improvement in speaking skill. The mean of the pre-test
x=
∑x y=
∑y
N N
in which:
x = means of pre-test scores
y = means of post-test scores
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CHAPTER IV
The objectives of this research are to get the information in some terms.
Secondly, the research is to observe the phenomenon that takes place when the
teacher teaches speaking through interview. The third, the research is to evaluate
the strengths and the weaknesses of interview in teaching speaking. The research
steps, namely identifying the problems, planning the action, implementing the
action, observing or monitoring the action, evaluating and reflecting the result of
A. Introduction
faced by the students was the lack of performance in speaking English. Motivation
in speaking English is still low too. Consequently, their low motivation would
drawn a conclusion that the result or achievement in learning English itself is low
too.
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Based on the interview to the teacher and some students and observation, it is
found that the students’ ability in speaking in SMA Negeri 1 Surakarta is still low
because there is strong interference of the students’ mother tongue in the way they
causes came from the students. They are lack motivation in speaking English. One
of the reasons making learning speaking failed was that the students’ assumption
that English is a difficult subject to be mastered. They had an argument that the
problem causing the lack ability to master English are the influence of Indonesian
organ of speech. They thought that Indonesian people cannot speak as well as
native speaker because both have the different system in organ of speech. Then,
they also regarded vocabulary and grammar as the other difficult things in
had ever tried to speak with his mates in order to increase his fluency in speaking.
However, the environment did not support him because their friends did not give a
good feedback in speaking English. Although he had spoken using English, his
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technique to overcome the problems in speaking English. Interview can solve the
Interviews demand the students to speak actively. It implies that the students are
invite students’ intention to speak. It will also useful for making the teaching and
activity for work pair, but also appropriate for group work. Beside that, interview
is useful at all levels of proficiency. At the lower levels, interview can be very
structured, both in terms of the information that is sought and the grammatical
difficulty and variety. At the higher levels, interview can probe more complex
conducting the action for the improvement of students’ speaking skill. Firstly, the
active and to participate in all teaching activities. Thirdly, the researcher wanted
Based on the problems arouse and the targets that the researcher
expected to achieve, the writer decided to carry out a new technique; that is
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students’ speaking skill can be improved and their behavior during the teaching
learning process can be changed. The implementation of this research was held in
two cycles. Each cycle included two meetings. The writer could not extend the
time provided.
B. Research Implementation
The research was done in two cycles. The first cycle was held in three
meetings while the second meeting was held in two meetings. Each meeting took
90 minutes. All meetings in the first cycle discussed narrative text. The first
meeting in the second cycle discussed narrative text too, but the second meeting
of the second cycle discussed hortatory exposition. The timetable of the research
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1.Cycle 1
the technique. She believed that teaching English trough interview will
Then the researcher designed the Lesson Plan, students’ worksheet which is
suitable with the syllabus. She also prepared the materials supporting the
action like observation sheet and camera. The instructional was implemented
a) Opening
until 11.00. In this meeting, the topic was narrative text. At the beginning
because this room is supported with the best teaching and learning aids.
Before the teaching and learning activities began, she told that they would
use multimedia lab. So, when she arrived at that room, all students had set
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calmly in their own chair. Then, she greeted the students. After that, she
day. After checking the attendance, she asked the students about some
stories that had ever been heard by them. First, she asked Danar. Danar
continued to ask another student. She asked the volunteer to mention, but
no one answered. Then, she asked Ali. Ali answered “Apa ya Bu? Final
sendiri saja.” The researcher asked another student to tell the movie of
went back to the previous topic that was the examples of narrative. One
of the student named Rinda mentioned Joko Tarub and Sleeping Beauty.
“Could you tell us about the story of Sleeping Beauty?” asked the
researcher. Rinda answered “Kalau Snow White aja boleh gak Mbak?
Then, Rinda told a story titled Snow White in front of the class. She spoke
her story because she did not know the appropriate words for telling the
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story. After hearing the story of the Snow White told by Rinda, the
researcher asked the students to give applause. Then, she told them the
b) Main Activity
After stating the topic that would be studied that day, the
students observed pictures provided on the LCD projector. “Do you know
the title of the story of the pictures above? What does the story tell
about?” Some students answered the question together so that they made
researcher gave another question “How many characters are in the story
answered “Six.” Then, the researcher asked the students to mention the
Then, she chose Lis Murtini who answered that the characters of
Cinderella story were Cinderella, her step mother, her two step sisters,
played the video song of Cinderella. While it was played, the students
paid attention to it. They were very interested on it. Sometimes, they
made a voice such as “hu…” while the video showed a romantic scene
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between Cinderella and the prince. After that, the researcher interviewed
some students about what the story tell about. One of the students
interviewed was Afiah. The transcript of interview between Afiah and the
Afiah : “Six.”
Afiah : “No.”
Then, the researcher asked the rest of the class about the word
for “ibu peri” in English. They answered “fairy god mother”. After that,
the researcher asked a student named Fajar Bayu about the characteristics
and kind, but her stepmother is cruel and evil.” After that, she asked him
“Is there any character in the story? He answered “Yes. I like fairy god-
mother.” She gave feedback “Why do you love her?” Fajar replied
“Because she always helps Cinderella in her time of need.” She asked
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again “ Are you sure that the fairy god-mother always help Cinderella in
her time of need?” Fajar answered hesitantly “Yes. She helps Cinderella
when that girl will go to the ball.” The researcher commented “However,
she did not help her in doing a lot of works given by the cruel
uncompleted sentences. The students’ job was to find the suitable word
based on what they would hear in the video. Then, she played the video.
The class activity was continued with the discussion about the
questions to the students sitting on the left side and 5 questions to the
students sitting on the right side. Their job was to interview their mates
about the answer of the questions given to him/her. So, their job was not
too difficult since each of them only answered 5 answers in order to find
the overall questions (10 questions). The main aim of this activity was to
interview their mates in order to find the complete questions and answers
of the story. In this stage, students had to interview his or her mate in
order to find the answer of the provided questions. They had to cooperate
with their partners by doing the interview well. However, some students
did not do the task and just talked in bahasa Indonesia. The researcher
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reminded them to talk in English and they began to speak in English. This
activity made the condition of the class to be crowded. After finishing this
task, the students and the researcher began to discuss the answer.
“video story about Cinderella” as the material. This second material was
more interesting than the first one since students could sing in this
session. This activity was also followed by the interview of each student
c) Closing
they were happy in that meting. They answered “yes”. Then, the
researcher also asked whether they were sleepy. They answered “no”.
listening form. Next, she said goodbye and left the multimedia laboratory
a) Opening
09.30 until 11.00. In this meeting, the topic was narrative text. At the
beginning of the meeting, the researcher came in to the class. Then, she
greeted the students. After that, she checked students’ attendance in order
to know who was absent in that day. Next, the teacher talked about
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“deception” as the topic they would learn. Then, the teacher talked about
interview his or her mates about his or her experience in deception. After
that, the researcher made interview to some students about his or her
few of them could not answer the question fluently. After that, the teacher
began the lesson of that day by asking the students to discuss about the
b) Main Activity
reading a text entitled “Why Does the Cock Eat the Millipede?” Since the
material about narrative text had been studied in the level of tenth grade,
she just asked the students about the generic structure. She also asked one
narrative text?”
resolution, Miss.”
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my horns back.”
The next activity was answering the questions related to the text.
The questions itself was divided into three types. The first type was
discussed the questions and answer together in order to find whether the
statement was true or false. This activity run fast because there just five
questions that must be answered. Although they often argued the best
The second one was an order to find the moral value of the test.
Each student had their own opinion about the moral value or the message
of the text.
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to keep our…friendship.”
relationship?”
the millipedes.”
the answers from the students, the researcher did not only ask the answer
Arafi please…”
Miss.”
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Miss.”
students did not know the English word that they want, they often used
bahasa Indonesia. Next, researcher and the students discussed another text
titled “Miss Mole Catches a Ghost”. She asked one of the students to read
the text first. Then, she read the passage again in order to correct some
mistakes in pronunciation and to explain some part of the text that was
the passage, the text was analyzed in a short time. After that, the students
c) Closing
one asked questions. Next, she said goodbye and left the classroom.
a) Opening
09.30 until 11.00. Like the previous meeting, the topic was still narrative
text. At the beginning of the meeting, the researcher came in to the class.
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Then, she greeted the students. After that, she checked students’
attendance in order to know who was absent in that day. Next, she asked
Wahyuningrum raised her hand and did it. After giving a direction to Dwi
asked the rest of the class to ask many problems faced by them relating to
the narrative text. Because no students had a problem, she asked her why
narrative text used Past Tense. Dwi answered “Because it tells the past
event”. Then, the researcher asked the difference between narrative and
recount. She could not answer it. The researcher asked another student to
answer. Nico raised his hand. He answered that recount told real
between two texts. However, no one answered. Finally she told that the
difference was laid on the social function of the text. Narrative was used
b) Main Activity
Shoemaker and the Elves”. There were 5 students asked to read it. Each
student read 1 paragraph only. As usual, she asked the volunteer to read
the first paragraph. Billy raised his hand. He read the first paragraph.
After finishing it, she asked the volunteer again. Some students propose
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his or herself to read the text. Then, Arafi, Alfiah, Fuad, and Ervin read
the second, the third, the fourth, and the last paragraph. After that, the
researcher repeated reading the text of the Shoemaker and the Elves in
generic structure and language features of the text. She used interview
technique in gaining the information from the students. Then, the activity
So, now please find the synonym or the definition of the words provided.
excited, etc.”
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comprehension about the text. First, she asked the students to discuss in
of the students in each group about their answer. The first group consisted
of Devi, Rinda, Ika, and Citra. The example of the interview was written
below:
appearance!”
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handsome?”
Then, 20 minutes before the class was over, the researcher gave
them a game. The games named “I want to know you more”. First, she
the class. She chose Aditya. The interview happened funnily since there
were some students asking questions about his girlfriend and his personal
life. One of the students asked “Why do you love Anindya?” the students
laughed. Aditya just kept silent and smiled. Then, he said “Because
Vignasari : “Why do you leave SBI class and join this class?”
Ali : “Why does your face seem older than your age?”
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because the bell would ring soon and they had to finish their lesson.
c) Closing
one asked questions. Then, she asked one of the students to re-tell what
they have learnt that day. Next, she said goodbye and left the classroom.
consideration to make a decision dealing with the next steps. The test was
given in the form of post-test one. The observation was done simultaneously
when teaching and learning process happened. The observation was made
based on the field notes that written by the researcher. Then interviews were
taken from the conversation that taken place in teaching and learning process.
from the first posttest’s score. The score of post-test one increased from the
score of pre-test. The mean score of pre-test was 1.23, while the mean score of
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Overall activities in the first cycle were well done. The use of video and
song in the first meeting encouraged students to be active since the materials
were interesting. They did not feel asleep. They seemed happy too. The
activity in the second meeting also demanded them to think creatively to build
the suitable question to get the missing part of the text. This activity actually
had the same concept with the previous one that the students had to exchange
conducting question and answer activity in pairs. Then, the activities in the
third meeting also invited the students to speak actively since the game
In the cycle 1, there were three meetings. In the teaching and learning
process, interviews were used to improve the speaking skills. The aims of this
activity were to provide an opportunity for the students to speak a lot and to
students were given exercises that must be done in pairs and in groups. Based
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on the observing and monitoring, it is known that the students become more
active and motivated in learning English through interview. The students co-
teacher’s question without being pointed too. The second finding is that the
students could apply the question and answer pattern to gain some information
from their friends well. The third finding is that the situation of the class was
also relaxed and fun. Although there were some students who looked confuse
and boring. It happened because some of the students thought that the
information as the guidelines for the questioning and answering activity were
actually usual ones. However, a few students still did an unfair thing, for they
The result in cycle I was not satisfying yet because there were some
weaknesses during the implementation of the action. Some students were still
passive during teaching learning process and some of them made mistakes in
pronouncing the words. They were ashamed and afraid to give their opinions.
which disturbs the other class. This condition caused the students out of
control. Besides, there were some students who used mother tongue in
practicing interview.
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d. Reflection
After observing and analyzing the result of the observation in cycle I, the
writer and the English teacher reflected several positive results and some
a) The Strengths
1.23.
process. The students did the task and assignment actively either
in-group or in-pair.
b) Weaknesses
process.
mother tongues.
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2) Recommendation
Based on the observation results above, the researcher thought that it was
necessary to conduct the second cycle. To solve the problems that appeared in
cycle I, the researcher revised the plan in order to complete the next cycle so
the weaknesses would not occur anymore. The plan in cycle II would be more
from passive to be more active, and decreasing the use of mother tongue in
interview.
2.Cycle 2
a. Revised Plan
In this cycle, the researcher planned to solve the problems in the first
behavior from passive to be more active, and decreasing the use of mother
Before doing the second cycle, she prepared the lesson plans. Post-test also
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a) Opening
The first meeting of the second cycle was conducted on November 11th
2009 at 09.30 until 11.00. In this meeting, the topic was still narrative text. At
the beginning of the meeting, the researcher came in to the class. Then, she
greeted the students. After that, she checked students’ attendance in order to
b) Main Activity
contained direct indirect speech and conditional sentences. She explained the
nature of these two terms. Actually, they had mastered the nature of those two
terms. Thus, she did not need to explain it in detail. At the end of the
speech and conditional sentence, the researcher asked the student to change
based on the fact provided. They had to do it in group. The direct sentences
that would be changed into indirect speech and the fact that would be changed
sentences were really based on the fact about their daily life. The example of
the decision about the sentences that would be changed was provided below:
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agree?”
After doing the exercises, the students asked the researcher to make a
game in order to reduce their tiredness. After ensuring that the students had
by asking their difficultness of those two terms, the researcher gave a game.
The name of the game was “If I were you”. In this game, she asked the
students to find friends who had similar face with Valentino Rossi, Sule,
Cinta Laura, and Mr. Bean. The students chosen had to pretend as the person
stated above. After arguing about who would be the actors, finally they chose
Ali Ridho as Valentino Rossi, Danar Wijanarko as Sule, Rian Adi Negoro as
Shahrukh Khan, Dwi Wahyuningrum as Cinta Laura, and Dibyo as Mr. Bean.
However, Ika Wahyu and Dwi Wahyuningrum would not come in to the front
of the class. So, Ali, Danar, Rian, Yudhistiro, Billy, and Dibyo acted as the
actors mentioned before in a talk show while the rest of the class acted as the
audience of it. They were free to ask many questions related to the actor’s life.
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The actors themselves were free to answer the questions based on their own
opinion.
The first question came from Anggita to Ali as Valentino Rossi. She
asked why he joined Yahama. Ali answered “because Yahama selalu terdepan.
I like this jargon. It brings a winning for me because Yamaha make me selalu
di depan in every competition.” One of the students set behind asked him “But
question. Ali replied “I have a lot of motorcycle in my house. I will ride the
newest edition of Yamaha 500cc tomorrow.” The class laughed again because
of his answer.
among Rian Adi Negoro as Susilo Bambang Yudhoyono and the audience.
Rian : “Emm… I will give 50% from our 20% of educational fee
abroad.”
universities here.”
Researcher : “So, you think that their educational system is better that
us?”
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Rian Yudhoyono?”
The class laughed. One of the students said “Hu.. Itu bukan cita-cita Pak
SBY, cita-cita Rian sendiri.” There still more interviews happened. All of
speak actively. The interviews itself flew smoothly. Some funny questions and
happily.
c) Closing
direct indirect speech and conditional sentences again. Then, she said goodbye
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a) Opening
18th 2009 at 09.30 until 11.00. In this meeting, the topic was hortatory
exposition text. At the beginning of the meeting, the researcher came in to the
class. Then, she greeted the students. After that, she checked students’
attendance in order to know who was absent in that day. At that day, the
researcher took the genre of hortatory exposition because the teacher asked her
to do so.
b) Main Activity
In this meeting, she asked the students to make a text containing an idea
provided in group. Since there were seven topics and 37 students, the class
students. With others member of the group, they had to make an explanatory
text based on their opinion about the topic. The topics were:
Topics
a) Smoking is bad.
d) Television is bad.
f) Internet is good.
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The discussions were rather noisy because each member of the group
had his or her opinion. The discussion itself consumed almost 30 minutes.
After making text containing students’ opinion based on their own topic,
the students were asked to present their result of discussion in front of the
class. The first group was Anindya’s group. Her group consisted of Bita,
Anindya, Nike, Devi, Lis Murtini, and Ayu. They presented about the topic
“Smoking is bad”. The leader of the group, Anindya, presented the text. She
was quite good in presenting the material. Although she read almost all the
After the presentation, there was a discussion about it. Some students
gave an opinion that smoking was good for our financial since it yielded much
profit. However, this group still believed that smoking is bad in the name of
Audience 1 : “What is your main reason so that you say that smoking is
bad?”
Presenters : “Cigarettes are not good for our health. We know that it
payment.”
Audience 2 : “Can you give the example of activities that you mean?”
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The discussions of the first presentation run for almost 15 minutes. After
finishing the presentation, all members of the first group come back to their
own chair. The rest of the class gave applause to them. Then, it continued with
the second topic that was discussed by Dipta’s group. They presented the topic
Presenters : “We still have many others source, for example radio,
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There was a long “huu…” after the presenters saying their opinion. One
of the students in the corner said “Aku ora meh ngangkat kowe dadi pejabat
nak gitu ya. Ra bakat dadi wali kota. Moso TV karo internet dilarang” The
students in the class laughed because of hearing that comment. Then the
researcher asked “Who speaks?” Boys in the corners pointed Ali as the person
who said the statement. The researcher asked him to express his feeling
internet and TV should not be banned because they give important information
for us.” The researcher asked “What should you do if the government does
The presentation still finished 5 minutes later. They still argued the
importance of TV for our life. The presenters said that television was not good
since it gave a bad effect for the audience, especially students. However, the
rest of the class agreed that television is good since it provided much
information for us. News, knowledge, and new technology were presented
through TV.
c) Closing
After these presentation and discussion, the bell rang. The researcher,
then, explained that the two of text were exposition. She also explained that
debate is the example of exposition. Before left the class, she evaluated the
presentation. At this stage, the researcher evaluated the overall project. First of
all, she complimented the students’ work, especially about their efforts in
interviewing the sources. Then, she gave her comments toward the students’
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work. It included the product and also the language. This activity was very
important because through this activity the students could know the strength
and weaknesses of their works. As the result, they could do the better works in
the future. Finally, she said goodbye to the students and left the class.
used tests, the observation, and interviews to see the effect of conducting the
second cycle. There was a second post test held in order to know the
improvement of their speaking skill. The observation was taken from field
learning process.
result of the post-test 2 score. The score of the post-test 2 increased from the
score of the post-test 1. From the six aspects of speaking that had been
explained in this research, most of them were improve in their score. The
improvement of six aspects and their reflection of the teaching and learning
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There are some findings found from observing and monitoring this
cycle. The first is that the instructional process of the meetings in the cycle 2
ran better than in the first cycle. The researcher could do the job better. She
could manage the class well. In the first meeting of the second cycle, she gave
second meeting of the cycle 2, the teacher then divided the students into some
groups and gave them a challenge to make and presented their feelings and
opinion of a topic given. The groups that did not present their text were
opinion. It ran like a debate or talk show with a lot of participants; the
The second finding is that all of the students got a turn to speak. The
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cycle and the second cycle. Many more students actively participated in the
interview session. Relax and fun situation gave a big contribution in making
them become active. Besides, they answer question directly without being
pointed. In addition, interesting topics in the first meeting and question and
answer session after each presentation in the second meeting could make the
class climate more alive. They had proposed themselves to ask and answer
question. They had been brave too give objection too. Besides, the use of l1
was decrease.
Next, it is also found that some negative points happened in the second
meeting. Some students read their text when they presented it. It made their
sum that they have been active in the teaching and learning active. Their
material in the presentation held in the second meeting in the second cycle is
only caused by the lack mastery of the material that must be presented.
Based on the observation results that were gathered in field notes and
post-tests, the researcher reflected the result of the action in the second cycle.
There were some positive results reflected in the second cycle. Some positive
1) The students who were passive getting more active when they were
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learning process.
3) The teacher could manage the class better than the first cycle. Although
some students were noisy and disturbed the other students, but the number
of them was decrease in the second cycle. In the other hand, most students
made noise in the class because they had discussion of the task given by
the teacher. The teacher asked the students not to speak loudly.
speaking through interview above and no time to conduct more cycle, finally
the researcher decided not to revise the next plan and stopped the cycle.
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C. Discussion
communicative competence. It means that the students are able to understand and
produce oral and written text which is realized in four language skills namely
difficulties. The difficulties will cause some failure in teaching and learning
process. One of the reasons making the failure is that the technique used by the
teacher is not effective for the students. Besides, there must be enough time to
competence. Considering about the problem, the teacher needs the appropriate
school students is interview. Interviewing between and among the students can
provide an unstressed classroom. Brown (1994: 178) states that interview for pair
work enables the students engaged in interactive communication for a short period
of time with minimum logistical problems. It means that interview invites the
They can share their idea freely without any pressure from the teacher or any fear
for work in pair, but also appropriate for group work. Besides, interview is useful
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at all levels of proficiency. At the lower levels, interview can be very structured,
both in terms of the information that is sought and the grammatical difficulty and
variety. At the higher levels, interview can probe more complex facts, opinion,
personal expression, to find out information, and to compare views with others. It
Based on the theories above, there are some advantages and contributions
technique to teach English. They enhance students’ interest and motivation. As the
result, their achievement is improved too. The observation results of field notes
differences students’ interest before and after the teacher implements the action.
There are two findings to the research questions. The first is the
they have to find and learn the material for each topic before coming to the class.
They had exercised their conversation with their friends. They also had known the
way in presenting and speaking in front of the class. For example, they had known
the strategy to make it more polite; by greeting and apologizing first before
asking.
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for the students who obstructed them in speaking. It is because they have very low
vocabulary mastery. But, through interview, they can solve the problem. It
happens because every time the students are obstructed by a certain word, their
friends will directly help them, so they can feel secure during their speaking
outside the class. If they would not feel ashamed in their speech they had to learn
Grammar accuracy also becomes a serious problem for the students; since
they have poor grammar mastery. It is even harder to be solved because the
students do not have any willingness to learn by themselves outside the class. But,
during the interview, the students can solve the problem together. For example,
when one of the students makes a wrong sentence, the other will help her
Interview creates a condition that requires the students to speak actively. They had
to answer questions given. They also had to give a feedback to their friends’
answer. This made them become familiar in speaking English. It makes their
speech much more fluent. The second factor is because their problems dealing
with grammar and vocabulary have been solved, so they can speak more fluently.
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grammar mastery, appropriateness, and fluency aspects; the students can speak
much more intelligible. It is indicated by the utterance they produce that can be
accepted by the rest of the class. So, the class can be interactive and fun.
improved. It is because they often trained their conversation with other friends.
They had used to speak English everyday. Therefore, the content of their speaking
are really relevance and adequate since they had been familiar with such
conversation.
their score of the speaking test. The mean score of pre-test 1 is 1.23; it increased
on post-test 1 that it becomes 1.49. Then, it increased again in the mean score of
speaking. They are encouraged to speak English since they had enough time to
practice. Interview demanded them to speak actively. They made a conclusion that
speak every time they get turns to speak, and even they raise their hands before
the researcher pointed them. Another change is on the students’ feeling. Providing
fun activity and secure class condition, in fact, can reduce the feeling of
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students’ speaking skill. It can be seen from the evidence that the students’ role in
speaking English since it forced the students to speak. Interview between and
among the students can create an interesting atmosphere in the classroom too. The
conversation happened was natural since the students are familiar with
From the over all explanation, it can be said that employing interview in
showed many positive behaviors that can help the process of achieving speaking
skill. The advantages that can be taken from employing interview were:
better,
3. Interviews involve equal participation from both slow and fast learners,
5. Interviews can be used in any language teaching situation and with any skill
speaking. Sometimes, interview resulted noisiness that can make the students out
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of control and disturb other classes. However, this noisiness can be reduced by
managing the class well. Besides, interview conducted between two students or
among the students in group also has a tendency to be done in the mother tongue.
students’ mean score in doing tests was one of proofs that interview can improve
students’ speaking skill. The great students’ involvement in joining the class also
proven that interview can improve students’ speaking skill, especially for the
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CHAPTER V
This chapter discusses the conclusion of the research, the implication, the
suggestion for the English teachers, the institutions of education, the students and
to the other researchers. The research is about improving speaking skill by using
interview.
A. Conclusion
drawn that interview can improve students’ speaking skill. It is viewed from the
questions:
English speaking skill in SMA N 1 Surakarta?” After the researcher analyzed the
result of action research which has been conducted, it can be concluded that the
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score. The mean of pre-test score is 1.23 and it improves to 1.49 in post-test 1. It
increases up to 1.77 in final post-test. From the test result, it shows that there is an
research.
from the students’ roles. The students’ roles are more focused on the involvement
of some certain activities. The students’ activities are discussing the task with
active in speaking English. Moreover, interview between and among the students
natural since the students are familiar with communicating using English.
answering the teacher’s questions in teaching and learning process because they
explanation and also based on the theory above, it can be concluded that there are
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are:
better,
3. Interviews involve equal participation from both slow and fast learners,
5. Interviews can be used in any language teaching situation and with any skill
teaching speaking. Sometimes, interview resulted noisiness that can make the
students out of control and disturb other classes, but, this noisiness can be reduced
by managing the class well. Besides, interview conducted between two students or
among the students in group also has a tendency to be done in the mother tongue.
B. Implication
and learning process. Through interviews, the students become learners that are
more active.
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high school.
C. Suggestion
The results of the study show that interview can improve students’
speaking skill. Based on the result above, the researcher hopes that this study will
provide benefits in English teaching and learning process. Dealing with the study
writer would like to propose some suggestions. Hopefully, the suggestions will be
1. English teachers
will face many obstacles during the teaching and learning process. Therefore,
they should be clever in choosing the appropriate techniques that can both
change their students’ attitude towards writing and improve their students’
writing skill. One of the ways they can use is by implementing interview
should give the simple examples of good practices of interview. Teachers can
also use many types of interview so that the students can practice this
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2. Students
learn English. The students not only can study English in the class but also can
study everywhere and every time. They can practice English in their daily life.
3. Other researchers
motivation and achievement, therefore; the researcher hopes that the finding of
this study will be used as a starting point of the future research on similar
activities like teacher training that can improve the quality of the teachers in
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