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

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

A Research Paper

Submitted to the Department of English Education of the Faculty of Language and Literature Education of Indonesia University of Education as a Partial Fulfillment

of the Requirement for Sarjana Pendidikan Degree

Selviani Vidya Lestari 1100061

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND LITERATURE EDUCATION INDONESIA UNIVERSITY OF EDUCATION

BANDUNG 2015

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Selviani Vidya Lestari, 2015

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

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

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

Oleh:

Selviani Vidya Lestari 1100061

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

©Selviani Vidya Lestari 2015 Universitas Pendidikan Indonesia

Oktober 2015

Hak cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa izin dari penulis.

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PAGE OF APPROVAL

SELVIANI VIDYA LESTARI

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

Approved by:

Main Supervisor Co-Supervisor

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

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

Indonesia University of Education

Dr. Rd. Safrina Noorman, M.A. NIP. 196211011987121001

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ABSTRACT

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

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

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

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

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

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

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

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

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

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

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

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TABLE OF CONTENTS

PAGE OF APPROVAL ... i

STATEMENT OF AUTHORIZATION ... ii

PREFACE ... iii

ACKNOWLEDGEMENT ... iv

ABSTRACT ... vi

TABLE OF CONTENTS ... vii

LIST OF TABLES ... x

LIST OF FIGURES ... xi

LIST OF GRAPH ... xii

CHAPTER 1 INTRODUCTION ... 1

1.1Background ... 1

1.2Research Questions ... 3

1.3Aim of the Study ... 4

1.4Scope of the Study ... 4

1.5Significance of the Study ... 4

1.6Research Methodology... 5

1.6.1 Research Design ... 5

1.6.2 Site and Participants ... 5

1.6.3 Data Collection ... 5

1.6.4 Data Analysis ... 6

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1.8Organization of the Paper... 7

CHAPTER II LITERATURE REVIEW ... 8

2.1 Speaking ... 8

2.2 Assessment in Speaking ... 11

2.3 Interview ... 13

2.4 Criteria of Assessing Speaking ... 17

2.5 TOEIC Speaking Test ... 27

CHAPTER III RESEARCH METHODOLOGY ... 37

3.1 Research Design ... 37

3.2 Site and Participants ... 39

3.3 Data Collection Techniques ... 39

3.3.1 Observation ... 39

3.3.2 Tests ... 40

3.4 Data Analysis ... 40

CHAPTER IV FINDINGS AND DISCUSSION ... 42

4.1 Implementation of Interview ... 42

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4.3 Interview Test Result ... 63

4.4 The Implication of Interview ... 58

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 63

5.1 Conclusions ... 63

5.2 Suggestions ... 64

REFERENCES ... xiii

APPENDICES ... xvi

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LIST OF TABLES

Table 2.1 The Weighting Table ... 19

Table 2.2 IELTS Assessment Criteria: Speaking ... 21

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

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

Table 2.5 TOEIC Converting Table ... 33

Table 2.6 TOEIC Speaking Proficiency Level Descriptors ... 34

Table 4.1 TOEIC Speaking Test Scores ... 49

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

Table 4.3 Interview Test Score ... 54

Table 4.4 Students’ Speaking Test Scores ... 58

Table 4.5 Calculation of Correlation Coefficient ... 59

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LIST OF FIGURES

Figure 3.1 Embedded Design Procedures ... 38 Figure 3.2 Pearson Product Moment Correlation Formula ... 38

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LIST OF GRAPH

Graph 4.1 The Relationship between TOEIC Speaking Test Score and

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CHAPTER I INTRODUCTION

This chapter provides a brief description of the whole content of the research. It covers background of the research, research questions, aims of study, scope of the study, significance of the study, research methodology, and clarification of terms. The organization of paper is also enlightened in this chapter.

1.1 Background

There are four essential skills of language; listening, speaking, reading, and writing. Students must have a great mastery in all skills. Nowadays, school and institution are only focusing on the students’ writing skill. They always administer an assessment that can only assess the students’ writing ability and

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

Speaking is arguably used for education and business field. Someone’s mastery of language can also be seen from the speaking ability. The teaching and learning process often forget the urgency of speaking skill. Regarding that, the speaking assessment is always neglected. Teaching, learning, and testing speaking are rarely focusing on the production of spoken discourse because it was easier for teachers, methodologists, applied linguists and linguists to focus on written language than spoken language (Carter and Nunan, 2001). Egan (1999) argued that speaking is at the heart of second language learning but has been somewhat ignored in teaching and testing for a number of logistical reasons. It is in line with

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

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Students’ speaking ability is rarely assessed because there are some difficulties in administering the spoken test. Speaking is probably the most difficult skill to assess—even with the aid of recording technology—given its real-time and typically interactive nature (Thornbury in Burns and Richards, 2012).The most common difficulties in administering the spoken test are the time management and the technique used. The spoken test will take longer time than a written test. For that matter, teachers tend to hold a written test which is easier to administer than the spoken test.

Teachers need a special technique to assess students’ speaking ability

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

speaking ability such as interview, pictures, role play, interpreting, prepared monologue, reading aloud, and discussion (Hughes, 2003). In the relation to

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

need to plan and structure the testing carefully. These are the guidelines, adopted from Hughes (2003), for teacher to conduct the speaking assessment, (1) make oral test as long as feasible; (2) plan the test carefully; (3) give the candidates as

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

tasks and topics that would be expected to cause candidates no difficulty in their own language; (6) carry out the interview in a quiet room with good acoustics; (7) put candidates at their ease so that they can show what they are capable of; (8) collect enough relevant information; (9) do not talk too much; (10) select interviews carefully and train them.

Several researches on the topic of speaking assessment have been conducted. Kormos (1999) employed a conversation analysis of role plays and non-scripted interviews in language exams. The result showed that certain control

of topic initiation is essential on the examiners’ part to be able to make an accurate judgement of the candidate’s linguistic competence. Non-scripted oral proficiency interviews may measure certain components of oral language

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proficiency reliably, but they do not provide candidates with adequate opportunities to display their conversational competence.

Most recently, a study by Plough, Briggs, and Bonn (2010) provides insight into a multi-method analysis of evaluation criteria used to assess the speaking proficiency. There are several methods used to assess the speaking proficiency on this research; the general interview, the lesson, the office hour role play, and the video questions. The focus on the general interview lasts approximately 5 minutes and the prospective GSI candidate is asked a few general questions about his or her background and educational interests. The result on the general interview shows that the focus of the general interview are on listening comprehension, pronunciation, and responding to questions which are significant and appropiate with the evaluation criteria to assess speaking proficiency.

Thus, this study analysed the appropriateness of interview as the

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

1.2 Research Questions

This study is conducted to answer the following questions:

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

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

students’ speaking ability?

1.3 Aims of the Study

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

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

students’ speaking ability. 1.4 Scope of the Study

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

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

to assess students’ speaking ability in senior high school.

1.5 Significance of the Study

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

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

From the theoretical perspective, the result of this study can enrich theories related to speaking assessment for senior high school students. Thus, this study will be a reference of study which investigates the similar variables.

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

teachers about techniques in assessing senior high school students’ speaking

ability. Therefore, teachers will improve their professionalism.

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

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

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

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1.6 Research Methodology 1.6.1 Research Design

This study is in form of mixed methods research because this study is aimed at describing the analysis of speaking assessment techniques, interview. Creswell (as cited in Heigham and Croker, 2009) defined mixed methods as a procedure for collecting, analyzing, and mixing quantitative and qualitative data at some stage of the research process within a single study in order to understand a research problem more completely. The embedded design is used in this research.

In line with Creswell, this present research will observe the students’ behaviour on speaking assessment and analysing the students’ speaking ability through the result of interview.

1.6.2 Site and Participants

Research participants in this present study are students of a senior high school in Cimahi. This is because the students who are taking a study in the senior high school are expected to have a good ability in speaking. The students who became the participants of this research had accomplished the first grade of senior high school.

1.6.3 Data Collection

The data of this study are gathered through observation and interview. a. Observation. Records the students’ interview and transcribes it into a

written form.

b. Interview. The interview is conducted to participants who related to the study in order to support the data collection. The interview is administered along with the spoken test. Structured interview is used

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1.6.4 Data Analysis

The data obtain from the observation and interview are presented in the form of transcription. The systems of transcription seek to capture every aspect of speech that might indicate something about the way verbal interaction operates and what it achieved (Horrocks and King, 2010).

1.7 Clarification of Terms

In order to avoid misunderstanding, some terms are clarified as follows: 1. Assessment

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

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

2. Speaking

Speaking is physically situated face-to-face interaction; usually speakers can see each other and so can refer to the physical context and use a number of physical signals to indicate attention to interaction, their attention to contribute and their attitute towards what is being said (Bygate in Carter and Nunan, 2001).

3. Interview

Interview is unequal social encounters in which the interviewer retains most of the rights in the interaction and in which turns are asymmetrically contingent upon each other (Kormos, 1999).

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1.8 Organization of the Paper

This paper is presented into five chapters. The chapters are divided into subtopics that elaborate the given issues.

CHAPTER I Introduction

This chapter introduces the present study. It includes the background of the study, research question, aims of the study, scope of the study, significance of the study, research design, clarification terms, and organization of the paper.

CHAPTER II Literature Review

This chapter provides the theoretical foundation of the topic related to assessment, speaking, speaking technique assessment, and criteria of assessing speaking.

CHAPTER III Research Methodology

This chapter consists of research procedures which explain how the research is conducted. It includes research design, site and participants, data collection, and data analysis.

CHAPTER IV Findings and Discussion

This chapter will explain findings and discussion. This chapter describes the result of the instrument analysis such as the result of observation and interview. This chapter will also explain the interpretation of the findings from the study.

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CHAPTER V Conclusions and Suggestions

This chapter draws conclusion which describes the result of the study as well as the suggestion given for future research.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter deals with aspects of methodology used to guide the present study. Some points to discuss are the explanation of the research design, site and participants, data collection technique, and data analysis.

3.1 Research Design

This research deals with analysing the technique of speaking assessment, that is, interview. Besides, this research will also analyse the implication of interview as a technique to assess the students’ speaking ability. In conducting the research, the researcher applies mixed methods research as the research methodology. This is in line with Creswell’s explanation, in Heigham and Croker (2009), that mixed method is defined as a procedure for collecting, analysing, and mixing quantitative and qualitative data at some stage of the research process within a single study in order to understand a research problem more completely. Johnson defined mixed method in Kumar (2014) as the type of research in which a researcher or team of researchers combine elements of qualitative and quantitative research approaches (e.g., use of qualitative and quantitative viewpoints, data collection, analysis, inference techniques) for the purposes, breadth, depth of understanding, and corroboration. In mixed method research, a researcher collects both numeric information and text to better answer a study’s research questions (Heigham and Croker, 2009).

In conducting the mixed method research, the researcher applies the embedded design. Heigham and Croker (2009) argued that the embedded design is used when a researcher needs to answer a secondary research question that requires the use of different types of data within a traditional quantitative or qualitative design. The study by Andrews in Heigham and Croker (2009) showed

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the use of the embedded design. The data were collected qualitatively through interviews, classroom observations, and teacher narratives. Meanwhile, the quantitative data were taken in the form of test scores. Figure 3.1 presents the visual diagram of the Embedded Design procedures in this research.

Figure 3.1 Embedded Design Procedures

In this research, the researcher obtained the qualitative data from interviews and observation. Meanwhile, the quantitative data were obtained from the students’ TOEIC speaking test score and interview score. The scores from the tests mentioned were produced by using Pearson Product Moment Correlation formula to see the correlation between the scores, whether the correlation was positive or negative. The Pearson Product Moment Correlation formula, adapted from Susanti (2010), is presented as follows.

� = � �

�2 . _�2 � = �− ; � = � −

Figure 3.2Pearson Product Moment Correlation Formula

QUAL

Observation Interpret

Interpretation based on QUAL and Quan results Quan

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In this research, there was no cause-effect relationship between the TOEIC speaking test score and the interview score. Douglas (2010) believed that in language performance, correlation is based on the assumption that when people perform similarly on two different tasks, similar abilities must be required for the performance. In this research, the correlation coefficient only showed the degree of relationship of TOEIC speaking test score and the interview score. The range of correlation coefficient would vary from -1 to 0 to +1. Hatch and Farhady (1982) argued that A +1 correlation coefficient indicates a perfect positive correlation, a -1 correlation coefficient indicates a perfect negative correlation, and a 0 correlation indicates no relationship between the variables.

Therefore, this research used mixed methods reasearch method by applying the embedded design, because it generated data both qualitative and quantitative. The data were obtained in the form of observation, and students’ speaking test score.

3.2 Site and Participants

The eleventh grade students of a public senior high school in Cimahi were selected as sample of this study. This was because students’ speaking proficiency

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

grade, and the materials covered in the eleventh grade of senior high school were comprehensive. The sample were choosen randomly. The students taken as sample are 10 students.

3.3 Data Collection Techniques

In collecting the data, two techniques were employed: observation and tests. Each of these data collection techniques will be discussed below.

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Heigham and Croker (2009) stated that observation is the conscious noticing and detalied examination of participants’ behavior in a naturalistic setting. This is in line with Kumar (2014) that observation is a purposeful, systematic and selective way of watching and listening to an interaction or phenomenon as it takes place. The emphasis during observation is on understanding the natural environment as lived by participants, without altering or manipulating it (Gay, Mills, and Airasian, 2009).

In this research, the observation was used to analyse students’ speaking ability while being interviewed by the teacher. The steps in interview were also be the focus on the observation. The type of non-participant observation was used. In this case, the researcher did not get involved in the activities of the group but remained a passive observer, watching and listening to its activities and drawing conclusions from the activity (Kumar, 2014). The observation was only conducted during the assessment and was purpose to observe the behaviour or personality traits of each student.

3.3.2 Tests

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

The tests conducted in this research were TOEIC speaking test and interview test. The TOEIC speaking test was conducted by asking students using

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

the interview was conducted after the TOEIC test to see the students’ speaking score using the researcher’s interview design.

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

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

Dörnyei (2007) defined interview as a one-to-one ‘professional conversation’ that has a structure and a purpose to obtain descriptions of the life world of the interviewee with respect to interpreting the meaning of the described phenomena.

3.4 Data Analysis

After collecting the data through observation and interview, the data were analysed to draw the conclusion. The analysis of data was elaborated below.

There were several steps conducted in analysing the data collected in this research. The analysis was intended to answer the research questions stated in the previous chapter.

The first data analysis conducted was data analysis from observation. The observation was conducted during the interview. The analysis was based on what the researcher had been observed and noted. After that, the conclusion was drawn to answer the research question on the implementation of interview.

The second data analysis was the data from test. The first test conducted was TOEIC speaking test. The testwas audio recorded. The students’ answerfrom the test were transcribed, scored, and interpreted to see the speaking proficiency level of the students. The students’ answers were scored based on the criteria of speaking assessment by ETS. The second test conducted was the interview test.

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

the researcher scored the students’ answer based on the combination ofthe speaking assessment criteria by Adam and Frith and IELTS.The speaking assessment criteria included fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation.

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After that, the score for each student was obtained based on the result of TOEIC speaking test and interview test. Then, the correlation between students’

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

using Pearson Product Moment Correlation formula. Finally, the interpretation of the data was elaborated to answer the research questions.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter is proposed to depict the summary of the study. The conclusions and suggestions for further studies on the findings and discussions from the previous chapter will be elaborated in this chapter.

5.1 Conclusions

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

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

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

The implementation of interview had been proper based on the stages suggested by Underhill (1987). The interview had followed the stages started from introduction and warm-up until the feedback and wind-up level. Interview had also covered the components of speaking as stated by Harris (1969) in the form of the IELTS-Adam and Frith speaking assessment criteria. The interview lasted for 115 minutes. It covered the time for giving instruction, asking and answering questions, and giving compliments.

Regarding the result of TOEIC speaking test, it showed that the speaking proficiency level of students were at the scale of 3 to 6. One student obtained the score of 3 and two students gained the score of 4 in TOEIC speaking test. Furthermore, four students obtained the score of 5 in TOEIC speaking test and the highest score was gained by three students. From the result, it could be stated that

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

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After conducting the interview test, the score of students were obtained. The interview test scores were at the scale of 3 to 5. Generally, most of the students obtained the score of 5. Meanwhile one student obtained the score of 3 and two students gained the score of 4 in the interview test.

The implication of interview was based on the computation of the

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

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

Therefore, this study showed that interview is a proper technique to be administered in order to assess the students’ speaking ability. However, some consideration should be made in the relation of time, setting, and the topic of the interview.

5.2 Suggestions

From the findings that have been elaborated, some suggestions are drawn to the teachers in general, as well as to the future researchers who conduct a topic related to the speaking assessment technique. The suggestions are listed in the following.

1. The teachers should prepare the time to administer the spoken test. The teacher must pay attention to not only the time for asking and answering questions, but also the time to give instructions and comments. For that matter, the spoken test will take a longer time than the written test. It means that with the amount of students in Indonesian class, the school should prepare more than a day to conduct the spoken test.

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

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

the teachers have written during the students’ performance.

3. The future researchers can focus on other issues in speaking assessment techniques, such as analysing role-play or presentation to assess the

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

and so on. In addition, the future researchers can also analyse the implementation and implication of interview to assess the students’ speaking ability in depth to get the better result of this research.

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Burns, A., & Richards, J. (2012). The Cambridge guide to pedagogy and practice in second language teaching. Cambridge: Cambridge University Press

Carter, R., & Nunan, D. (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press

Cohen, A. (1994). Assessing language ability in the classroom. Boston: Heinle & Heinle Publishers

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The implication of interview was based on the computation of the

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

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

5.2 Suggestions

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

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

the teachers have written during the students’ performance.

3. The future researchers can focus on other issues in speaking assessment techniques, such as analysing role-play or presentation to assess the

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

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