IMPROVING SPEAKING SKILL BY USING INTERVIEW

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS SEBELAS MARET SURAKARTA 2010

INTRODUCTION

A. Background of the Study

English speaking is an important thing to be mastered nowadays. The departure of foreign people to Indonesia is a phenomenon that cannot be avoided. 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.

As an effort to make the students able to speak English, Indonesian 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 Junior High School up to the University. In Permendiknas article 22 KTSP curriculum of Senior High School (2006: 308), it is stated that:

Mata Pelajaran Bahasa Inggris di SMA/MA bertujuan agar peserta didik memiliki kemampuan sebagai berikut.

1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulis untuk mencapai tingkat literasi informational

2. Memiliki kesadaran tentang hakikat dan pentingnya bahasa Inggris untuk meningkatkan daya saing bangsa dalam masyarakat global

3. Mengembangkan pemahaman peserta didik tentang keterkaitan antara bahasa dengan budaya.

English includes two abilities; ability in oral and non-oral communication. 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 deals with ability to communicate. Communication itself is the collaborative exchange of thoughts, feelings, or ideas. So, one who masters 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.

As stated above, teaching English covers four skills: reading, listening, 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 Brown (1994: 255) also notes a further complication in interactive discourse is a thing what he calls the “interlocutor effect”, or the difficulty of a speaking task as As stated above, teaching English covers four skills: reading, listening, 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 Brown (1994: 255) also notes a further complication in interactive discourse is a thing what he calls the “interlocutor effect”, or the difficulty of a speaking task as

Related to speaking skill, there are some problems appearing when 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

be able to speak in English?”, he answers “Yes, I have”. In reality, he has to

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 last part of phrases.

The fourth indicator is that there is a tendency of the students to be afraid 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 angry if the students make mistakes. This assumption is also strengthened by 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

The next indicator is a students’ opinion considering English is a difficult thing to be studied. This assumption is based on the interview between the researcher and one of students. She says:

“Bagaimana ya mbak… berbicara pakai bahasa Inggris itu kan memang susah. Kita ini kan orang asli Indonesia, jadi susah bagi kita untuk bicara pakai bahasa Inggris. Kita kan juga tidak punya pengalaman pernah tinggal di luar negeri. Teman-teman kita pun pakai bahasa Indonesia dan Jawa. Intinya kalau kita bukan orang luar negeri ya sulit buat kita untuk ngomong pakai bahasa mereka. Belajar struktur kalimatnya saja sudah susah, apalagi bicara.”

From the interview above, it can be concluded that some students have an 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.

The last indicator is that the students’ motivation in speaking English is 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 students’ speech: interlocutor and motivation. Interlocutor is a person who becomes a conversational partner. The absence of interlocutor may decrease students’ willingness to speak. In fact, motivation is very essential in learning a field of study. Ur (1996: 120) states that one of the characteristics of the

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. So, motivation is a crucial factor that determines students’ willingness to engage 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 or failure as language learners”. This statement is supported by Brown’s opinion (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 things to reach his or her intentions.

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 grammar, but also ability in communicating.

There are many techniques that can be applied in the classroom. 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 There are many techniques that can be applied in the classroom. 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

In order to overcome the problems related to speaking skill as stated 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 as one of the ways in solving some problems related to speaking.

There are some reasons of choosing interview to overcome the problem on 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 speaking class. In a common teaching and learning process, it is a teacher who becomes the only active participant, especially in speaking activity. However, by 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 There are some reasons of choosing interview to overcome the problem on 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 speaking class. In a common teaching and learning process, it is a teacher who becomes the only active participant, especially in speaking activity. However, by 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

B. Formulation of the Problem

The problem of this research can thus be formulated in the three questions bellow:

1. Does teaching speaking using interview improve students’ English speaking skill in SMA N 1 Surakarta?

2. What happen in the class when interview is employed in teaching speaking skill in SMA N 1 Surakarta?

3. What are the strengths and weaknesses of implementing interview in improving students’ speaking skill in SMA N 1 Surakarta?

C. The Objectives of the Research

The objectives of this research will be the answers to the questions stated in the formulation of the problem. The objectives of this research can be stated as follow:

1. To know whether interviews improve students’ speaking skill of SMA N 1 Surakarta in learning English.

speaking skill in SMA N 1 Surakarta.

3. To find out the strengths and weaknesses of implementing interview to improve speaking skill of the students of SMA N 1 Surakarta.

D. The Benefits of the Research The result of the research hopefully will be useful for:

1. The students at SMA 1 Surakarta Through interview, they are expected to have good development in speaking. The technique of interview used in this research is expected to make the students to be more active in expressing their ideas and to make their speech becomes more fluently.

2. The teachers of SMA 1 Surakarta It is expected that the research can give inspiration to the teachers of SMA 1 Surakarta to have efforts in developing various teaching techniques. It also expected that the teacher will conduct the same research to improve the teacher’s professionalism.

3. The principal of SMA 1 Surakarta It is expected that the principal promotes this research to the teachers and facilitate them to do the research.

4. The other researchers 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 4. The other researchers 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

5. The writer herself It is expected that this research will give a contribution for improving her ability in doing a better action research in the future.

LITERATURE REVIEW

This chapter provides theories related to the title of the research which focuses on improving students’ speaking skill using interview. Review of related literature provides a theoretical and conceptual frame of thinking that become a guidance of the research.

A. Speaking

1. Definition of Speaking

Burkart in Alfiantoro (2009: 17) states that speaking is an activity which 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 many things in addition to the pronunciation of individual sounds. It also covers pronunciation stress and intonation. While according to Nunan (1998: 26), speaking is a process consisting of short, often fragmentary utterances in a range of communication.

Bernard (1994: 31) has his own opinion about speaking. He calls speaking as talking as shown in his below statement: Talking implies more than using words within a structural

framework; it encompasses habits of expression and relationship, interactive procedures, and types of social functioning, which cannot

be neglected or ignored when designing a language learning method.

covers the use of words within a structural framework, which is accompanied by the habits of expression and relationship, interactive procedures, and types of social functioning. He adds that talking is communication, so it is not an exchange of linguistic formulae without personal qualities of meaning and value.

Besides, according to Briendley (1995: 19), oral skill can be identified with speaking skill. His point of view about oral skill is to:

a. express oneself intelligibility

b. convey intended meaning accurately with sufficient command of vocabulary

c. use language appropriate to context

d. interact with other speakers fluently He shows that oral skill can be rated into four areas, namely: interactive communication, which covers fluency or effect on listener, intelligibility, which covers pronunciation or prosodic features, appropriateness consisting of pragmatic competence or register, and accuracy including structure and vocabulary resources. It can be simplified that speaking is a skill, which demands fluency, intelligibility, appropriateness, and accuracy.

Speaking is productive rather than receptive skill because it is a way in which the language system is manifested through the use of the organ of speech. Speaking is called as productive and receptive skill because it is used in communicative activity. People use it both as listeners or speakers. This is explained clearly by Widdowson (1978: 64) as follows:

“…talking is reciprocal because it takes the form of an exchange between two or more participant with each participant taking turn to say something. Any misunderstandings which arise can be cleared up in the process of the interaction and the participants rely on the ‘feedback’ provided by reaction of the other interlocutors.”

Another definition comes from Underwood (1997: 11) who says that speaking is perceived as a creative process where speakers are almost always in 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 saying or as a result of their own additional thought.

Other perception comes from Thornbury (2005: iv), that speaking is interactive and requires the ability to cooperate in the management of speaking 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. From the definitions above, it can be concluded that speaking is a process in which the speakers express their idea to the listeners. It is a complex skill, which requires a creative process of the speaker in formulating what he is saying in a reciprocal exchange involving reception, and production skill in which requires adequate vocabulary, intelligibility, accuracy, appropriateness, relevance and adequacy of content, and fluency in its process. When the speakers speak, be able to manage the speaking turns, when to speak and when to stop, for instance. From the definitions above, it can be concluded that speaking is a process in which the speakers express their idea to the listeners. It is a complex skill, which requires a creative process of the speaker in formulating what he is saying in a reciprocal exchange involving reception, and production skill in which requires adequate vocabulary, intelligibility, accuracy, appropriateness, relevance and adequacy of content, and fluency in its process. When the speakers speak,

2. Speaking Skill

Speaking is one of the most complex skills. It is a skill which is unique to 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 of foreign language teaching.

McLaughlin (in O’Malley and Chamot, 1990: 66) states that speaking is an example of a complex cognitive skill that can be differentiated into various hierarchical sub skills, some of which might require controlled processing while others could be processed automatically. It means that speaking involves several skills require processing.

Widdowson (1996: 59) defines speaking as an instance of use, therefore, is 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 par excellence of social solidarity, social ranking, professional advancement, and business. It is also a medium through which much language is learned, and which

fundamental difference between knowledge and skill. Both can be understood and memorized, while only a skill can be imitated and practiced. Furthermore he 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 intend to establish or maintain with our interlocutors.

Based on the definitions above, it can be said that speaking skill involves the ability in understanding and using the utterances in real communication. Speaking skill in this study is a creative process in which both receptive and productive competence taking a part. Speaking skill is productive because one 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 react what have been heard before successfully.

Students’ language learning is considered successful if the students can communicate effectively in the target language. Therefore, this becomes the main goal of language learning, especially in speaking class. Hadfield (1999: 7) says 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 them practice opportunities for purposeful communication in meaningful situation. It means learning to speak in a second language will be facilitated when learners are actively engaged in attempting to communicate. Thus, the teacher should give learners practice and oral exams to actualize their speaking skill.

In teaching speaking skill, the teacher should also recognize the difficulties, which are encountered by their students. As stated by Thornbury (2005: 39), the difficulties, which the learner-speaker faces, can be classified in to two main areas:

a. Knowledge factors: the learner doesn’t yet know aspects of the language that enable production.

b. Skills factors: the learner’s knowledge is not sufficiently automated to ensure fluency. Thornbury adds that the lack of the two factors can result in the lack of affective factors, such as lack of confidence or self-consciousness, which might inhibit fluency. Learners can compensate their insufficient knowledge of language system by using communication strategies, and they compensate for lack of fluency through discourse strategies. However those strategies could lead to b. Skills factors: the learner’s knowledge is not sufficiently automated to ensure fluency. Thornbury adds that the lack of the two factors can result in the lack of affective factors, such as lack of confidence or self-consciousness, which might inhibit fluency. Learners can compensate their insufficient knowledge of language system by using communication strategies, and they compensate for lack of fluency through discourse strategies. However those strategies could lead to

Thus, there should be balance between knowledge, which is required for speaking, and ways that can make the knowledge become available for use. In terms of knowledge base that enables speech, learners need:

a. a core of grammar,

b. a core vocabulary of at least 1000 high frequency items,

c. Some common discourse markets,

d. a core phrase book of multi word (or chunks),

e. formulate ways of performing common speech acts (such as requesting or inviting), and

f. mastery of those features of pronunciation that inhibit intelligibility.

The speaker should also take into account context factors, including the cultural context and the context of immediate situation.

In order to activate these knowledge areas, learners need:

a. to be aware of features of the target knowledge base (awareness),

b. to integrate these features into their existing knowledge base (appropriation), and

c. to develop the capacity to mobilize these features under real-time conditions and unassisted (autonomy).

Learning to talk in the foreign language is often considered to be one of 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 in the classroom situation is a threat, because there is always an audience. Some students prefer not to speak at all, and are consequently deny opportunities for practice.

Moreover, Rivers in Alfiantoro (2009: 22) adds that there are psychological factors in communication which include:

a. Desire to communicate As well having something to say, the student must have the desire to communicate the message to some person or group of persons. Some students 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.

b. Comprehension as well as expression 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 spoken at a normal conversational situation.

c. Personality factors Some students are talkative, others are shy or embarrassed if found to be in error. These characteristics affect student performance in speaking activity.

Students may feel frustrated when they know that their choice of expression is limited. They can not demonstrate the maturity of their thought.

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 conversing. Continual correction sometimes can be very irritating.

Psychological factor is not the only factors that can make speaking difficult. Brown (1994: 256) mentions characteristics of spoken language that can make oral performance difficult for students.

a. Clustering It is important for the students to know that being a fluent speaker is not produce speech word by word but in phrasal. Students, therefore, must have the ability to organize their output both cognitively and physically through such clustering.

b. Redundancy The speaker has an opportunity to make meaning clearer trough the redundancy of language.

c. Reduced forms Contractions, elisions, reduced vowels, etc. all form special problems in teaching spoken English. Students who don’t learn colloquial contractions can sometimes develop a bookish speech.

Pausing and hesitation can be ignored in the spoken language. English 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 nonnative speakers of English is in their hesitation phenomena.

e. Colloquial language Students should get acquaintance with words and idiom and phrases of colloquial language and practice to produce the forms.

f. Rate of delivery It is teacher responsibility to help learners to achieve an acceptable speed along with other attributes of fluency.

g. Stress, rhythm, and intonation Stress, rhythm, and intonation are parts of pronunciation. The patterns convey important messages.

h. Interaction It is a must for the teacher to help learners in developing the creativity of conversational negotiation. We can point out that much of students’ reluctance to speak in speaking class has to do with apprehension, fear, nervousness, and worry. Amy B.M. Tsui points out the following: h. Interaction It is a must for the teacher to help learners in developing the creativity of conversational negotiation. We can point out that much of students’ reluctance to speak in speaking class has to do with apprehension, fear, nervousness, and worry. Amy B.M. Tsui points out the following:

From Tsui’s statement above, it can be said that one of the causes of students’ reluctance to speak in speaking class is their feeling of inability to 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 focuses not only on the correctness of student performance in terms of content 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 humiliating the students.

Another important factor in students’ low skill in the speaking class given by Tsui is the teacher’s subconscious choice to allocate speaking turns to brighter students. (1995: 86). The uneven allocation could be in order to 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 answer, or in explaining why their answer is wrong. The uneven allocation could be due to the teacher’s ego. The consequence of this is that the weaker Another important factor in students’ low skill in the speaking class given by Tsui is the teacher’s subconscious choice to allocate speaking turns to brighter students. (1995: 86). The uneven allocation could be in order to 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 answer, or in explaining why their answer is wrong. The uneven allocation could be due to the teacher’s ego. The consequence of this is that the weaker

The problem may also come from the teacher. He may give a little exercise to develop students’ speaking skill. Students of a new language will 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 the use of language in the expression of the student’s own meaning.

Another problem of speaking is the lack of material. Materials are one of the five important components of language instruction: students, teachers, teaching methods, materials and evaluation. In order to stimulate speaking of the students, it is necessary to plan motivating, challenging and interesting lessons with appropriate materials video, computer games, etc that would stimulate and create a base for the students’ speaking.

Since speaking is not taught as a skill and usually acquired by the students along with other subjects in everyday school life, there are no supportive materials that teachers could use in the classroom. The only Since speaking is not taught as a skill and usually acquired by the students along with other subjects in everyday school life, there are no supportive materials that teachers could use in the classroom. The only

Another problem in teaching speaking is the lack of speaking tests. Though tests and exams are applied at school, speaking test is not envisaged within the assessment package. Evaluation of the students’ language knowledge is limited by grammar and vocabulary which do not reflect students’ complete language knowledge that is to say, reading, writing, 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 very vital skill.

There are various techniques that can be used in a communicative classroom to foster children’s speaking skills and give them confidence in speaking in the target language. One of them is interview. Interview is always popular in a language classroom thanks to its overlap with everyday natural life and the opportunity of creating relaxed and stress-free atmosphere which decreases learners’ affective filter and gives the chance to use the target language more naturally and fluently.

Several roles are assumed for teachers in oral lesson. The roles are teacher as motivator, informant, conductor, corrector, and encourager. The teacher as a motivator is the most important role. However good at language the teacher is, whatever technical virtues a teacher possesses, without motivation, students will never learn. The teacher should provide students’ interests in terms of topic, variety of language points, skill practiced, interaction, humor, and interesting task.

As an informant, the teacher must give clear explanations of the material or instructions and remind students of forgotten points. While teacher as a 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, are necessary to be 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: 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:

b. In the practice stage (when the teachers allow the learners to work under their

direction), the teachers have a role as conductor and monitor.

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 performing the speaking skill they have.

6. Various Techniques in Teaching Speaking

a. The Principles of Teaching Speaking Technique

Brown (1994: 268-270) says that there are principles, which teachers must know before deciding technique in teaching speaking, as follows:

1) Technique should cover the spectrum of learner needs, from language- based focus on accuracy to massage-based focus on interaction, meaning, and fluency

Teachers can use many kinds of attractive language teaching technique like a jigsaw group technique, play a game, or discuss solutions 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 any drilling as meaningful as possible, so students will be interested to the activity.

Teacher should try at all times to appeal to students’ ultimate goals and interest, to their need for knowledge, for status, for achieving competence, autonomy, and for ‘being all that they can be’.

3) Technique should encourage the use of authentic language in meaningful contexts

Teachers should provide authentic contexts and meaningful interaction in the classroom creatively.

4) Provide appropriate feedback and correction In most EFL situation, students are totally dependent on teacher’s feedback and correction, because the feedback and correction, which are given by teachers, will be useful for students’ development in learning language.

5) Capitalize on the natural link between speaking and listening

Teachers should integrate these two skills because they can reinforce each other. Skills in producing language are often initiated through comprehension.

6) Give students opportunities to initiate oral communication

Teachers should provide the conditions, which support students to initiate oral communication, for example: teachers ask questions, give directions, and provide information. This technique is expected to be able to lead the students to increase the oral communicative competence that Teachers should provide the conditions, which support students to initiate oral communication, for example: teachers ask questions, give directions, and provide information. This technique is expected to be able to lead the students to increase the oral communicative competence that

7) Encourage the development of speaking strategies The concept of strategic competence is one that few beginning language students are aware of. Students can be aware of the oral communicative purposes by practicing such strategies:

a) Asking for clarification (What?)

b) Asking someone to repeat something (Huh? Excuse me? Pardon me?)

c) Using conversation maintenance cues (Uh huh, Right, Yeah, Okay, Hm)

d) Getting some attention (Hey, Say, So)

e) Using paraphrases for structures one can’t produce

f) Appealing for assistance from the interlocutor (to get a word or phrase, for example)

g) Using formulaic expressions (at the survival stage) (How much does__cost? How do you get to the__?)

h) Using mime and nonverbal expressions to convey meaning.

b. Types of Classroom Speaking Performance

Brown (1994: 266-268) states that there are six types of classroom speaking performance:

1) Imitative Type

In imitative types, learners spend their time to initiate speech, for example, they are practicing an intonation contour, trying to pinpoint a In imitative types, learners spend their time to initiate speech, for example, they are practicing an intonation contour, trying to pinpoint a

2) Intensive Type

Intensive type is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self- initiated or it can be even form part of some pair work activity.

3) Responsive Type

Responsive is short replies to teacher or students initiated questions or comments which are usually sufficient and do not extend in dialogue.

4) Transactional (dialogue)

Transactional (dialogue) is extended form of responsive language. It is not just limited to give the short respond but it can convey or exchange specific information.

5) Interpersonal (dialogue)

Interpersonal dialogue is designed for the purpose of maintaining social relationship than for the transmission of fact or information.

a) A causal register

b) Colloquial language

c) Emotionally charge language

d) Slang

e) Ellipsis

f) Sarcasm

g) A covert agenda

6) Extensive (monologue)

The forms of monologues are oral reports, summaries, or perhaps, short speeches. These monologues can be planned or impromptu. This speech is designed for the students at intermediate to advanced levels.

c. Methods in Speaking Activity

Harmer (1998: 131) offers some methods in speaking activity,

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 so much pressure as they speak in front of the whole class;

2) Allow the students to speak in a controlled way. Teacher should give opportunities to quit students by asking them questions related to the 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; 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;

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 tape and points out possible errors. Selecting appropriate techniques in speaking is not an easy task for the

teachers. They should consider some factors. The problems arisen in the class and the aim of the teaching learning process should be regarded.

B. Interview

1. Definition of Interview

According to Heilke in www.uwrf.edu/ccs, interview is a mutual exchange of information that has a main objective to communicate information about skills and qualifications clearly and accurately. Adhisupo (2005: 12-15) also states that interview is always has an intention to gain news, information, or opinion related to one’s authority.. Related to this definition, the interviewer should have a purpose in conducting the interview.

Samin in http://syamsulbahrisamin.blogspot.com/2008/05/teknik- wawancara.html states: “Wawancara merupakan suatu metode pengumpulan berita, data, atau

fakta di lapangan. Prosesnya bisa dilakukan secara langsung dengan bertatap muka langsung (face to face) dengan narasumber, tetapi bisa juga dilakukan dengan tidak langsung seperti melalui telepon, internet atau surat (wawancara tertulis)”.

that is used to collect information that can be done face to face, or through medium. This medium can be in the form of phone, internet, or letter.

Farr in Dale (1997: 9) states that interview is a social encounter between two or more individuals with words as the medium of exchange. It is a peculiar form of conversation in which the ritual of turn-taking is more formalized than in the commoner and more informal encounters of everyday life. In this definition, Farr differentiates conversation and interview. He regards that interview is more formal than conversation.

Rasyid in http://lgsp.wordpress.com/2006/09/29/teknik-wawancara/ states that: Interview atau wawancara adalah salah satu cara mendapatkan informasi

bahan berita. Biasanya dilakukan oleh satu atau dua orang wartawan dengan seseorang atau sekelompok orang yang menjadi sumber berita. Lazimnya dilakukan atas permintaan atau keinginan wartawan yang bersangkutan. Berbeda dengan Jumpa pers atau konverensi pers yang dilaksanakan atas kehendak sumber berita.

In this definition, Rasyid says that interview can be classified into two kinds. They are one to one interview and group interview.

Moleong (2007: 186) states “Wawancara adalah percakapan yang dilakukan oleh dua pihak yaitu interviewer yang mengajukan pertanyaan dan interviewee yang memberikan jawaban atas pertanyaan itu dengan maksud

tertentu ”. While Iskandar Norman in http://www.acehforum.or.id/teknik-

wawancara-t22798.html says “Wawancara adalah tanya jawab dengan seseorang untuk mendapatkan keterangan atau pendapatnya tentang suatu hal atau wawancara-t22798.html says “Wawancara adalah tanya jawab dengan seseorang untuk mendapatkan keterangan atau pendapatnya tentang suatu hal atau

Interviewing is an interactional communication process between two parties, at least one whom has a predetermined and serious purpose, that involve the asking and answering questions (Steward, 2006: 9). This definition encompasses a wide variety of interview settings that require training, preparation, interpersonal skill, flexibility, and willingness to face risks involved in intimate, 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 well because they do it so often.

From the definition above, it can be concluded that interview is a technique that is used to gain information from the interviewee. The interview is an important means of 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 or unstructured ways. This views or opinions here can be in the form of news, opinion, or comment. The main purpose of an interview is to enable the exchange of information so that both parties are able to find the information conveyed in their conversation. As a technique, it is clear that interview needs an ability to speak fluently and accurately.

2. Parties in Interview

Interview may involve two or more people. However, it never involves more than two parties that are interviewer party and interviewee party. If more

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 single-handedly. As a result, each communicator has the opportunity to change how things are going at any time in the process.

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 questions will probably be read from a carefully prepared interview schedule, similar to questionnaire but used orally. Structured interviews have therefore most of the advantages and disadvantages of questionnaires. The main disadvantage is that it obviously takes much longer to implement questionnaires orally than in writing. The main advantage of this kind of a. Structured Interview In this case, interview has a very tight structure, and in which the questions will probably be read from a carefully prepared interview schedule, similar to questionnaire but used orally. Structured interviews have therefore most of the advantages and disadvantages of questionnaires. The main disadvantage is that it obviously takes much longer to implement questionnaires orally than in writing. The main advantage of this kind of

b. Unstructured Interview In this format of interview, an interview must have some kind of structure otherwise it would simply be a conversation. It means that the interviewer must have a research purpose in mind when initiating the interview. Another necessary element of structure is that the interviewee must know that he or she is taking part in an interview, and should preferably also know what the purpose of an interview is. An unstructured interview can be quite free-wheeling, without losing sight of the research purpose. Although 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 engender a relaxed atmosphere where personal data can be revealed which might otherwise be withheld in a more formal setting.

c. Semi-structured Interview This type of interview is a blend of the structured and unstructured formats. There will almost certainly be a prepared interview schedule, but most of the questions will probably be open questions. Semi structure interviews therefore combine a certain degree of control with a certain amount of freedom to develop the interview.

interview into:

a. Traditional Face-to-Face Interview Most interviews are face-to-face. The most traditional is a one-on-one conversation. The focus should be on the person asking questions. Maintain eye contact, listen and respond once a question has been asked.

b. Panel/Committee Interview In this situation, there is more than one interviewer. Typically, three to 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 presentation skills on display. In panel interview, the interviewer should maintain primary eye contact with the panel member who asked the question.