Based on the result of all tests, the researcher decided not to conduct the next cycle of this classroom action research.
4.2 Analysis of Questionnaire
Questionnaire was used as an instrument to gain more information about students’
responses. In order to get the information from the respondents, there were fifteen questions which were asked in the questionnaire see appendix 31 on page 171. The
students’ answers then were classified into two categories see appendix 32 on page 173 so it can be analyzed easier.
The result summary of the questionnaire was as follows:
Table 4.6 The Result of the Questionnaire
Question Total Answer
Yes No
Q1 26
10 Q2
11 25
Q3 36
Q4 36
Q5 6
30 Q6
13 23
Q7 36
Q8 29
7 Q9
36 Q10
36 Q11
25 11
Q12 27
9 Q13
31 5
Q14 32
4 Q15
36
The result above gives the information that is explained below: 1
78 of the students liked to learn English lesson. 2
31 of the students liked to learn speaking English. 3
All of the students had difficulties in speaking English. 4
All of the students admitted that the difficulty came because they rarely trained themselves to speak in English.
5 83 of the students didn’t do special treatment for themselves to improve their
speaking skill since they learnt English, only 17 did. 6
36 students had already got a treatment from their teacher to improve speaking skill since they learnt English in Elemnetary school
7 All students never used Three Steps Interview Technique as a method to help them
practice in speaking English before the treatment. 8
19 students were not interested in using Three Steps Interview Technique to help them improve their speaking skill.
9 Although several students were not interested in using Three Steps Interview
Technique, all of the students agreed that it could help them to learn speaking English.
10 All of the students felt their speaking ability improved because of Three Steps
Interview Technique. 11
69 of the students agrred that their self confidence improved. 12
75 of the students felt more motivated after using Three Steps Interview Technique.
13
By the strategy that was applied, there were 86 of the students who became more interested to learn English.
14 For about 11 of the students still got the difficulties in speaking English
although they used Three Steps Interview Technique. 15
All of the students agreed that this technique could be applied in the English classroom for any material.
From the result of the questionnaire, the information showed that most of the students thought that speaking English was difficult for them and
they didn’t like to learn it. They admitted that the reason why they couldn’t speak English well was
because they rarely trained themselves to speak in English. Futhermore, their teacher did not use special treatment and technique to tecah them how to speak English well.
Three Steps Interview Technique was a new model of teaching technique that they never got before. Some of the students enjoyed the process when the teacher
drilled them to speak in English by using Three Steps Interview Technique. Moreover, all of them agreed that this technique could help them to improve their
speaking skill. It could lead them to a condusive environment so they could practices in speaking English delicately.
The students were interested in the strategy that had been applied, and they were also motivated to learn speaking English.
The students’ motivation in learning English as a foreign language increased after they were taught by using Three Steps
Interview Technique . The students’ interest to learn English also increased. It was
very good. It showed a positive response from the students, so that Three Steps Interview Technique could be applied in teaching speaking.
Overall, from the respondents’ answers, it was concluded that the application
of Three Steps Interview Technique in teaching speaking to the students of vocational school worked well. It showed that the students’ answers were equivalent to the
students’ score in the cycle 1 test and cycle 2 test. The students’ positive responses and good scores towards the strategy used showed that the strategy was effective to
improve the students’ speaking skill, then it can be said that the strategy is useful to be applied in teaching speaking English.
4.3 Analysis of Observation Checklist and Observation List
