In short, it could be said that the students’ speaking skill in English were still low and should to be improved. Therefore, treatment was needed. The data which the
teacher got in the pre-test was used as the basis to conduct the classroom action research in order to improve students’ speaking skill by using Three Steps Interview
Technique.
4.1.2 Cycle One
Cycle one was conducted in two meetings, there were on August 26
th
2013 and September 2
nd
2013 . The first step in conducting cycle one was planning. In this step, the lesson plan see appendix 4 on page 98 and learning material see appendix
7 on page 112 was made. The teacher also prepared some instruments needed in the research such as an observation list, an observation check list, and test item.
In the first meeting on August 26
th
2013, the teacher started the action step by greeting the students and checking their attendance. The process continued by
explaining about the activities they would do. There was also an explanation about the learning strategy named Three Steps Interview that would be applied along the
learning process. The introduction about the learning strategy was needed in order to
make the students understand what they should do and what its purpose was, so that the learning activities could run well as the teacher expected. It was explained to the
students that the important thing in applying this learning strategy was to work cooperatively with their group.
The next activity was explaining the material about “Introduction”. The teacher did the review about the last activity in the previous week. The students got
the example of how to intoduce themselves and another person. They practiced the dialogue given in pairs. In this session, several students started to be active in class
and gave positive responses to the teacher. Some of them proposed themselves as role model for their friend and it motivated other students to do the same. They were
active in answering the questions from the researcher. It helped other students to understand the material. After the researcher was sure that all of the students
understood the material and the meaning of word by word, the teacher asked them to practice Three Steps Interview to improve their speaking skill. The teacher grouped
the students into the sitting arrangement as follows:
Figure 4.3 The Students Sitting Arrangement
25 A
10 B
17 A
34 B
5 A
11 B
24 A
27 B
32 C
6 D
7 C
14 D
21 C
4 D
8 C
13 D
1 A
3 B
19 A
12 B
31 A
23 B
30 A
20 B
26 C
33 D
18 C
15 D
2 C
9 D
16 C
29 D
22 A
35 B
36 C
28 D
Before the students practiced Three Steps Interview Technique with their group and partner, they got the explanation about the role of each person in applying
Three Steps Interview activities. Student who got label A paired with student B, and student who got label C paired with student D. For each pair A and B, C and D,
there were some questions see appendix 7 on page 112 to be asked and answered. In the first trial, many students still felt confused to understand and do the
activities as the teacher ’s instruction. There were some students who didn’t want to
speak up in English, didn’t understand the turn, and didn’t pay attention to their pair. Because of that condition, she decided to repeat the activity from the very beginning.
She explained the role once again and ascertained that all students understood what their should do step by step.
The second trial ran better then the previous one. When all of the students had already done their part, the teacher explained what they should do next. She asked
five students to come in front of the class to share about the interview result about their friend.
In this first meeting of cycle one, the students did practice Three Steps Interview once. In this session, they cooperated enough, followed the instructions,
and tried to do the instruction as well as the researcher expectated. Overall, in the first meeting of cycle one, the teacher was satisfied enough about the result.
Although, some students still made mistakes in pronouncing the words such as [neim] into [n
I
m] or [homtaun] into [homton], but their performance was better. In this session, the
students’ performance was not assessed, because it was only for their practice.
The second meeting of cycle one was conducted on September 2
nd
2013. In this session, the students worked with the same group and partner as the previous
meeting. They were given two sets of questions see appendix 7 on page 112 to be asked and answered while applying Three Steps Interview Technique.
In this second meeting, the students had already understood about the steps, so the researcher
didn’t need to repeat the instructions to them about the steps. Each student had already known what they had to do. They paid attention to the
intructions, worked at their own, and waited for their turn. They realized that listening to others was important to increase their knowledge and achievement. They
shared their idea with their pair well and actively. In this session, the students’ self
confidence also improved. They didn’t feel afraid to ask what they didn’t understand yet to the teacher. The interaction between the students and the teacher was growing
up during the process. The researcher observed and paid attention to the students discussion result
and added more information related to the material in order to improve the students’ understanding about the material at that day. As a whole, the students were very
active in the discussion because they were happy to work with their classmates. In this step, the teacher also observed the use of Three Steps Interview Technique to
improve students’ speaking skill covering six aspects, they were grammar, vocabulary, pronunciation, comprehension, fluency, and task. From the observation,
the students still made mistake in grammar and pronunciation, however it was less than the previous. It seemed that the students became more cooperative in sharing
and discussing the topic given by the teacher. They also paid more attention and interest to the English lesson.
4.1.3 Cycle One Test
