THE EFFECTIVENESS OF THREE STEP
INTERVIEW TO STUDENTS’ ENGLISH SPEAKING PERFORMANCE
CHAPTER I
INTRODUCTION
This chapter will present about
background of the study, research problems, objective of the study, research
hypothesis, assumption, significant of the study, scope and limitation, and
definition of key terms.
1.1
Background
of the study
Language is the arrangement of words
which used to utter our feeling, thought, and ideas. According to Brown (2002).
“Language is used for communication” (p.60). Speaking is one way to communicate
with other to tell our thought and know their thought as well.
In English learning there are four eminent
skill that should be mastered by students, they are; speaking, writing,
listening, and reading. But here researcher focus on speaking skill which is
one of the productive skill, which plays the main role in showing how high they
can mastering the target language. Dawson (1975) as cited in saptriari stated
that, “speaking is truly basic in language learning.” It is clear that speaking
is the crucial part in learning target language. Saifuddin (2013) pointed out that
the most crucial part in learning target language is speaking because the
capability to convey through English is the principal aim in learning foreign
language.
Students
sometimes have difficulties to express their thought and ideas because they
lack of motivation and chances to speak. Harmer (2007) assumed that students
often unwilling to share their thought because they have no motivation to
contribute themselves among people. Therefore, researcher tries to implement
Three-Step Interview to grab students interest in speaking and build their
motivation and more chances to speak. Three-Step Interview is an activity that
can enhance students motivation to speak. Since the students will have the
eagerness and feel confident if they talk to their friend than their teacher,
Three-Step Interview technique can train the students to speak with their
friend and have the motivation and confident to speak to the whole class and in
front of their teacher.The activities of Three-Step interview are; first,
teacher grouping the students, the group consist of 4 students each (student 1,
2, 3, and 4). Next, after the students are grouped, each student starts to talk
each other to get information from one another in pair first. Student 1 questioning
student 2, and they take turn, student 2 questioning student 1; student 3
questioning student 4, then student 4 questioning student 3. After they finish
questioning each other, they continue telling the information they get from the
conversation to other students in their group. For instance, student 1 tells
about 2 to student 3 and 4 (Jacob, Lee, and Ball, 1997).
The last activity is RoundRobbin technique. From the statements above, it shows that each students will have
same chance to speak. Besides, Three-Step Interview is an activity that can
motivate the students to speak what they want to say. Therefore, this technique
perhaps an effective way in teaching speaking.
Speaking is the
crucial part in communication, that is why teacher should train student to have
good ability in speaking so that the students can communicate well with others.
Saifuddin (2013) find out whether
Three-Steps Interview technique can improve student speaking skill on first
grade students, and it consists of 31 students. This study uses collaborative
action research design which consists of four steps. Those are planning,
implementing, observing, and reflecting. The data was collected by giving the
test to the students. The data are obtained from the implementation of
Three-Steps Interview technique in improving students’ speaking ability. Her
object is the students of the first grade students of SMA Sunan Kalijogo Jabung
Malang, which was located on Jl. Ahmad Yani Kemantren Kec. Jabung Kab. Malang. Based
on her research, she concluded that Three-Step Interview technique was able to
improve the students’ speaking ability, and Three-Step Interview technique
could stimulate students to express their ideas, made them confident when they
speak English.
Another study is
from Fitrianingrum (2013) entitled “THE USE OF THREE STEPS INTERVIEW TECHNIQUE
TO IMPROVE SPEAKING ABILITY (A Classroom Action Research of the Ten Grade
Students of SMK Informatika NU Ungaran in the Academic Year of 2012/2013)” she
analyzed that there is improvement of students’ interest on speaking. She found
that the students involved actively in teaching learning processes, they more
encourage and were confident to speak English than before. The result of her
research is there is an improvement of students’ speaking ability by using
“Three Step Interview” technique.
Some studies above have proved that
using Three-Step Interview can improve students’ speaking performance, increase
students’ motivation to speak, and able to express their ideas. But those
studies are using Classroom Action Method, so researcher will try this
technique using Experimental design to know whether students’ who are thought
using Three-Step Interview have better speaking performance than students who
are not. Besides, both the object of studies above is senior high school, so
researcher will try this technique to university students of Unisma in the
third semester. The researcher wants to conduct a study entitled “ The Effectiveness of Three-Step Interview
on Students’ English Speaking Performance”
1.2
research
problems
Based
on the background of study above, the researcher conclude the problem is: Do
students who are taught through Three-Step Interview have better speaking
performance than students who are not ?
1.3
objective
of the study
based on the research problem above,
the purpose of this study is to know whether the students who are taught using
Three-Step Interview have better speaking performance than students who are
not.
1.4
research
hypothesis
in this study,
researcher makes two hypothesis as follow:
1.4.1
Substantive
hyphothesis
Students
who are taught using Three-Step Interview have better English speaking
performance than students who are not.
1.4.2
Null
Hypothesis
Students who are taught using
Three-Step Interview have not better English speaking performance than students
who are not.
1.5
assumption
The assumption of this study is the
use of Three-Step Interview is the effective way to enhance students English
speaking performance because students have opportunities to speak English in
group in turn.
1.6
significant
of the study
This study is aimed to provide both
theoritical and practical contribution to enhance students’ English speaking
performance especially for English as Foreign Language learners.
Theoritically, this study
potentially improves the students’ speaking performance, it can motivate the
students to have eagerness to speak in front of people, because they are
trained to share their thought orally. Moreover, this study can be reference of
how to enhance students’ English speaking performance by applying Three-Step
Interview technique.
Practically, it is usefull for the
lecturer who teaches speaking skill in a university to be implemented in class
as the interesting activity for students by applying Three-Step Interview
technique. Therefore, students have high motivation to speak with others.
1.7
scope
and limitation
In conducting this study, the
researcher focuses only on the use of Three-Step Interview to university
students of Unisma in the third semester to know whether the university
students of Unisma in the third semester have the enhancement of English
speaking performance after being taught using Three-Step Interview technique.
The limitation of this study is the
researcher itself. Ideally, the assesment for speaking is done by two
researchers, but this study only done by one researcher. And another primary thing is the students’ activeness. Because
Three-Step Interview emphasizes to students’ activity in groups, it will serve
some interferences in group when one of the member is passive.
1.8
definition
of key terms
To avoid misunderstanding about the
meaning of the variable, the researcher gives the specific meaning of key terms
of this study as follows :
The
effectiveness : The effect that
causing the changing of students’ performance.
Three step
interview : A teaching technique in cooperative
learning which teammates interview each other to discuss a particular topic.
And then share the information to the
other members in
group in order to motivate and train students to speak.
Speaking Performance:
The ability of students to express their idea into dialogue orally.
CHAPTER II
REVIEW OF RELATED LITERATURE
This
chapter will presents about the nature of speaking, problems with speaking
Performance, concept of Three-Step Interview, and previous studies.
2.1
Nature of speaking
This
section will discuss about the definition of speaking, elements of speaking,
and functional language, adjacency pairs and fixed phrases.
2.1.1
Definition of speaking
Speaking
is a crucial skill to perfom daily activities. People can communicate to other
and utter ideas, thought, adn feeling through spoken. Speaking is an activity to express what is in
our mind orally, and this is the easiest way to make people understand what we
want to deliver. Speaking involve at least two person, person one as the
speaker and the another as the listener. Moreover, speaking is the foundation
of alllearning, when students express their ideas, they clarify their
thingking. It means that the students can make their ideas, thought and feeling
can be understood by others easily. “Speaking is defined as an interative
process of constructing meaning that involves producing, receiving and
processing information. Its form and meaning are dependent on the context which
it occurs, the participants, and the purposes of speaking” (Burn & Joyce,
1997, as cited in Torky 2006).
2.1.2
Elements of speaking
This
part will present about differents speaking events and conversational
strategies.
2.1.2.1
Different Speaking Events
In
the different speaking events there are some various of speaking genre. Based
on harmer (2007) we can classify speaking based on the function such as
transactional function and interpersonal function. Transactional function is to
extand the information or facilitating the alteration of goods or service.
While interpersonal function is about handling and build a good relation among
people. Speaking also can be characterized as interactive or non-interactive.
Interactive speaking is the conversation that happen in a face to face
situation, while non-interactive speaking
is the conversation happens via media, like cellphone. For example, when we
leave message on an answer phone. Eventually, speaking can be differenciated
between planned and unplanned speaking. Planned speaking is the speaking which
has been planned before, lecture and wedding speech are the example of planned
speaking. While unplanned speaking is the speaking that happen spontaneously in
everywhere, for example, when we meet someone on the street and say hallo to
him/her.
2.1.2.2
conversational strategies
Conversational
strategies devided into 3 types, they are:
2.1.2.2.1 Conversational rules and structure.
Zoltan
Dornyei and Sarah Thurrell (1994), in Harmer (2007), add further categories of
discourse, such as conversational opening (How
are you? That’s a nice dog! At last some sunshine!), interrupting (Sorry to interrupt, but...), topic
shift (Oh, by the way, that reminds me...
) and closings (it’s been nice to
talking to you... well, I don’t want to keep you from your work... we must get
together sometimes).
2.1.2.2.2
Survival and repair strategies
Students
need to be able to use repair strategies when listening in interactive
situations. In other words, students need to be able to ask for repetition by
using formulaic speech expressions, repeating up to the point of conversation
breakdown and so on if the students want to have a successfull face-to-face
conversation. To these repair strategies the teacher might add such abilities
as being able to paraphrase, being able to use an all-purpose phrase to get
round the problem of not knowing a word, and being able to appeal for help.
2.1.2.2.3 Real talk
If
students are to be involved in spontanous face-to-face conversation outside the
classroom with competent English language speakers, they probably need to be
exposed to more than just the kind of questions that are commonly found in
coursebooks. Based on Helen Basturkmen which found in Harmer (2007), she found
that the masters-level students using questioning reformulation,
multifunctional question forms which functions as both suggestion and critism,
for example: Did you consider the possibility of an aliance with other
organisations?, and the pilling up of question one after the other, for
example: how much technology? Who does it? Is it the suppliers?.
Here,
the teacher expected the students to enhance their conversational skills and
improve their English, therefore teacher need to help the students to use some
phrase which is important to be uttered, besides, make the students aware of
what real conversation looks like.
2.1.3
functional language, adjacency pairs and fixed phrases.
Harmer
(2007) assumed that a lot of speaking is made of up of fixed phrases (or
lexical chunks) such as Catch you later,
Back in a sec, Can I call you back an a couple of minute? etc.
Fixed
and semi-fixed phrases crop up a lot of functional exchange. Thus, for example,
we can offer people things, such as a drink, a coffee, etc., by saying Do you fancy a...? Would you like a...?
Shall I get you a...?
Cook
(1989) in Harmer (2007) stated that functional exchange work well because they
obey the rule, one of the rule is adjacency
pair. Where the question and the answer are pair, for example, when someone
come near you and says Nice day isn’t it?
They expect a paired response, such as Yes,
isn’t it. If we say do you fancy a
coffee? The adjacency pair is either Yes,
please or No, thank you.
Harmer
(2007) pointed out that the teacher need to make students understand about
fixed phrases, functional sequences and adjacency pairs when teaching speaking.
2.2
problems with speaking performance
It is undeniable that many students
have problems when they want to express what is on their mind. many students
look like passive but actually the case is not. They are silent not because
they do not have anything in their mind, but sometimes they just unable to
share what they think about orally. Therefore, students’ performance in
speaking decrease.
Hemerka (2009)
assumed that the most common reversal among students of foreign languages is
their considerably lower speaking performance when compared to their passive
knowledge. The students:
·
Are not
able to demonstrate their ideas and thoughts.
·
Geenerally
use a more simplified language which doesnot match their overall acquired level
·
Often make
mistakes and slips
·
Speak
slowly and less fluently, making frequent pauses and thinking of appropriate or
correct words.
·
Are usually
very shy and hesitant when it comes to speaking, try to avoid such situation if
possible, do not cooperate with the teacher or with their peers.
·
Espond
briefly, often using only one word answer, such as “Yes” or “No”.
·
Sometimes
have nothing to say at all.
The poor speaking
performance is a big problem for students because it decrease their ability to
exchange of information, as that is the most important purpose of language.
This leads to a frustation and anxiety, not seldom do such people lose all
interest for the language and get discourage from further studying.
2.3
Definition of Three Step Interview
Three-Step Interview is a technique
in cooperative learning. According to Bennet, Berrie & Rolheiser (2001) as
cited in Aenonisa, Three-Step Interview technique is an activity that make each
student has the same opportunity to speak in a group. So, each students will
have same chance to be a speaker. They also claimed that Three-Step Interview
is an effective ways to motivate students express their thinking, ask question,
and taking some notes. Moreover, Lipton
& Wellman (1998) as cited in Aenonisa (2013)
commented that, “the
Three-Step Interview is a cooperative structure that helps students personalize
their learning and listen to and appreciate the ideas and thinking of others.”
2.4
previous studies
There
are some previous study that endorse this research. The first one is from Utami (2010) found out whether the use of Three-Step
Interview can improve the speaking skill of the first grade students of SMA
Negeri 1 Ngawi in the academic year of 2009/2010 and to found out the
advantages of applying Three-Step Interview in the taching speaking of the
first grade students of SMA Ngawi in the academic year of 2009/2010. The data
are analyzed using the constant comparative method and descriptive statistics.
The research proved that Three-Step Interview can improve the students’ speaking
skil and there are more advantages when Three-Step Interview is applied in the
teaching and learning process. The improvement of the students’ speaking skill
includes 1) the students’ speaking difficulty in using grammar decreased, 2)
the students’ vocabulary mastery increased, 3) the students’ speaking
difficulty in pronouncing words decrease, 4) the students’ fluency improved.
Besides, the improvement of students’ speaking skill can be seen from the
improvement of the mean score of the pre-test and the second post-test, that is
from 8.68 to 14.06. the advantages of applying Three-Step Interview include: 1)
the students got adequate opportunities to practice speaking, 2) all of the
students got chances to practice speaking in the class, 3) all of the students
were more active and more cooperative during speaking class, and 4) the teacher
taught speaking in real situation.
The second study is done by
Saifuddin under a tittle “Improving Students’ Speaking Ability through Three-Step
Interview Technique”. Saifuddin has applied Three-Step Interview
technique at first grade students of SMA Sunan Kalijogo Jabung Malang. The
study of the research was CAR (Classroom Action Research). According to Saifuddin (2013), Three-Step
Interview technique can enhance students’ ability in delivering their thought
about the content of the text that has given. Besides, students also can have
the willingness to participate in group discussion, and it could be seen when
they interviewee. As a result, students are able to make better their speaking
ability through three-Step Interview. In this research, researcher only gives
an exercise. The ability of student’s speaking increase after researcher
applied this technique in teaching English especially in teaching speaking. The
students’ average score of early test was only 45.64, and no one students got
70, while after researcher applied Three-Step Interview technique, the
students’ average score 73.35. Three of thirty one students failed the
examination. It means that applying Three-Step Interview in teaching speaking
contributes many advantages and students could increase their speaking skill.
Analizing the previous studies above, it can be concluded
that Three-Step Interview is an effective way to enhace students’ speaking performance.
It is a technique which is appropriate to teach sepaking for the students. The
students feel enjoy in speaking class. So that the students score will be
increase. Thus, Three-Step Interview can be an alternative technique instead of
conventional teaching model.
CHAPTER III.
This
chapter will present the research method, research design, population and
sample, research instrument, data collection, and data analysis.
3.1
Research Design
Experimental
design will use in this study. It focuses on measuring the effectiveness of
Three-Step Interview to students’ speaking performance of university students
of UNISMA in the third semester. “Experimental design refers to the conceptual
framework within which the experiment is conducted” (Ary, Jacobs, Razavieh,
1979, p.237). Ary, Jacobs and Razavieh (1979) pointed out that there are three
types of designs in experimental design, they are pre experimental, true
experimental, and quasi experimental.
Form
the types of experimental design above, researcher will take the quasi
experimental design in this study using Nonrandomized Control-Group,
Pretest-Posttest Design. Therefore, researcher will take two classes in
conducting this research. One as the experimental group and the another as the
control group. Each group will be given a pretest and posttest. According to Ary, Jacobs, and Razavieh (1979),
quasi experimental design is a design
which does not give complete control, so the awareness of researcher on knowing
which variables that may be in enough controlled is very crucial. For that
reason, researcher will control the subject as much as possible.
Table 3.1 : Nonrandomized
Control-Groups, Pretest and Posttest Design.
|
Subjects
|
Pretest
|
Independent Variable
|
Posttest
|
|
E
|
YI
|
Three-Step Interview
|
Y1
|
|
C
|
Y2
|
conventional
|
Y2
|
Both of the group will be given a
pretest and posttest to know whether there is a significant influence from the
technique which applied or not.
3.1.1
Research Variable
There
are two major variables in this research, they are independent variable and
dependent variable. Since the researcher will use two groups as the object, one
as the experimental group and the control group is the another one, so there
are two independent variables that will used by the researcher. The independent
variables are the technique itself, Three-Step Interview and Conventional. Another variable is dependent variable, that
is students’ speaking performance.
Three
Step Interview will be applied in experimental group which is as the prior
object in this research. Whereas, conventional will be applied in control
group.
Students’
speaking performance will be observed in this research to know whether or not
the independent variables above influence the students’ speaking performance.
3.1.2
Treatment
This
part explains about how researcher will treat the experimental and control
group.
3.1.2.1
Treatment for Experimental Group
In
line with the principles according to Kagan (1997),the researcher modifies the
procedure of teaching speaking through Three-Step Interview technique in the
class as follows:
Pre activity:
·
The teacher greets the
students.
·
The teacher checks the
students’ attendance list.
·
Teacher gives leading
questions or brainstorms the students related to the material that they are
going to learn.
While activity:
·
The teacher grouping
the students consist of 4 students each.
·
The teacher gives the topic
about formulaic speech to the students.
·
Students make in pair
in group.
·
Students discuss with
their partner about the posible word that will be expressed.
·
Students come in front
of the class. Then, interview their partner and they reverse role.
·
Teacher asks the
students to join another pair. Then, in Round Robin Format, introduce the
original partner and interview each pair what they have learned from their
interviews.
·
The teacher examines
from pair to pair in order to observe the process.
Post activity:
·
The teacher gives
evaluation to the students about the material that has given.
·
The teacher close the
meeting.
3.1.2.1 Treatment for control group.
In
control group, the researcher will treat them using convensional technique. The
steps are as follows:
Pre activity:
·
The teacher greets the
students.
·
The teacher checks the
students’ attendance list.
·
Teacher gives leading
questions or brainstorms the students related to the material that they are
going to learn.
While activity:
·
The teacher gives the
topic about formulaic speech to the students.
·
The teacher first
explains the topic that will be given to the students.
·
Students are asked to
make sentence using formulaic speech.
·
Students come in front
of the class. Then, they present their work.
Post activity:
·
The teacher gives
evaluation to the students about the material that has given.
·
The teacher close the
meeting.
3.2 population and sample
This study takes the population in
Unisma, and the sample is the university students of Unisma in the third
semester. nonrandomized sampling is used in this study. The researcher only
take two classes as the subject in the third semester, one as the control group
and another one as the experimental group. And the class consist of 25 students
each.
3.3 research instruments
In this study, researcher will use the test as
the instrument to measure students’ speaking performance for both experimental
group and control group. That is pre test and post test. Pre test is done in
the first meeting before they are taught using the technique to know the first
score from each group. The first score then become the standar of scoring.
whereas the post test will be taken in the last meeting after the students
being taught using the teaching technique. The accumulation of the pre-test and
post-test score are the most consideration by the researcher to know whether
there is any effect which caused by the technique of teaching after the
students being taught using different teaching technique.
The researcher gives the students
pre-test and post-test as the experimental research. The test given by the
researcher was the material that students got in the class. The test focuses on
speaking performance, especially in expresssing their ideas . The test will be
taken by students’ guided book and internet.
3.4 procedure of data collection
Procedure of the collecting data
for both experimental and control group will be conducted for 8 meetings. Each
meeting will take 2 x 45 minutes. And the test is conducted in the classroom. The
researcher will give some formulaic speech to students because the researcher
focuses on students’ speaking performance to make some expression through chunk
and formulaic speech in a general conversation.
The researcher will use the same
sources for both experimental and control group. They are students’ guided book
and internet. The researcher will also give the same material about the formulaic
speech for both experimental and control group.
3.5 data analysis
The data will be analyzed using a
computer program called SPSS (Statistical Package for Social Science) to
compare both the experimental and the control group.
