THE EFFECTIVENESS OF THREE-STEP INTERVIEW TECHNIQUE FOR TEACHING SPEAKING An Experimental Study at Second Grade Students of SMA Muhammadiyah Tambak in Academic Year 20152016
THE EFFECTIVENESS OF THREE-STEP INTERVIEW TECHNIQUE FOR TEACHING SPEAKING An Experimental Study at Second Grade Students of SMA Muhammadiyah Tambak in Academic Year 2015/2016 A THESIS Submitted to the English Department as a Partial Fulfillment of the Requirement for S.Pd Degree BY: LEILA LISTYA IMANGGIASIH 1201050011 ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOKERTO 2016
APPROVAL
TITLE : THE EFFECTIVENESS OF THREE-STEP INTERVIEW FOR TEACHING SPEAKING.
NAME : LEILA LISTYA IMANGGIASIH NIM : 1201050011 FACULTY : TEACHER TRAINING AND EDUCATION DEPARTMENT : ENGLISH SUPERVISOR : Drs. BAMBANG SUROSO. M.Hum.
Approved by: Consultant
Drs. BambangSuroso.M.Hum NIK. 2160102
ACKNOWLEDGEMENT
Assalamu’alaikumWr.WbAlhamdulillahiRabbil’alamin. Thanks to Allah SWT who has given blessing and mercies so that thesis as a partial fulfillment for requirement of S.Pd Degree of English Department, Teacher Training and Education Faculty, University Muhammadiyah of Purwokerto could be finished well. Secondly, thanks to Mr. BambangSuroso, M.Hum. as the conselor who has guided, given suggestion, and corrected my thesis to be better patiently.
Furthermore, for Mr. MuchsinRifa’i, S.Pd as the English teacher at the second grade students in SMA MuhammadiyahTambak, who helped me in
collecting the data for the research. The lecturers in the English Departement such as : Mr. Furqanul Aziz, Mr. Suwartono, Mr. Pudiyono, Mr. Jangkep, Mr. Agus, Mr. Tukiran, Mr. Ambar, Mr. Saefurrohman, Mr. Faizal, Mr. Feizal Aziz, Mr. Dody, Mrs. Rina, Mrs. Rini, Mrs. Novi, Mrs. Nisa, Mrs. Lutfi, Mrs. Diah, Mrs. Listiyani, Mrs. Lina, Mrs. Restuti, and Mrs. Titi, for the dedication in giving the knowledge to me. Furthermore, for Mr. Ahmad Syahid, S.Pd I as the head master of SmaMuhammadiyahTambak that had allowed me to conduct the research, all the second grade students, particularly students of class XI- 1 and class XI- 2 who had participated in the research. Next, for may beloved parents Mr. Pawito, AMd and Mrs. Suratmi who had given me motivation for finishing my study in the University and also for my great person AlamDilliSetyawan who had given me support and motivation patiently in finishing my thesis. The last, i thanks to my friends PBI A 2012 especially for my best friend Leni, Galuh, Fina, Febri, Yayah,Sekar and Diana Eka T who had given support each other and always make me happy.
In writting this thesis, there are still many weaknesses, so any criticism and suggestions from the readers are needed to make it better. It is expected that this thesis will give valuable things particularly for educational field and also those who are interested.
Wassalamu’alaikumWr.Wb
Purwokerto, April 2015 Leila ListyaImanggiasih
ABSTRACT
THE EFFECTIVENESS OF THREE-STEP INTERVIEW TECHNIQUE FOR TEACHING SPEAKING
By LEILA LISTYA IMANGGIASIH
1201050011 The aim of the research was to find out the effectiveness of Three-Step interview technique for teaching speaking. This research used quasi experiment method in which the population of the research was the students of the second grade in SMA MuhammadiyahTambak. The total sample of the research was 33 students, and they were from XI 1 as the experimental group which consisted of the 17 students and XI 2 as the control group which consisted 16 students. Three-step interview technique was implemented in experimental group, while the control group was treated with conventional technique of teaching. In collecting data, the researcher used test, namely pre-test and post-test. The test focused on the language expression of hopes and dreams in this year and after graduating from the school. After the data were obtained, it was then analyzed using t-test. The result of the t- test was 3.387, and it was higher than t- table (2.0395) at α 0.05 with df= 31. Next the analysis was also done in every aspect of speaking and showed that the result of all aspects in experiment group was higher than that in control group. So, it can be concluded that Three-step interview was effective for teaching speaking.
TABLE OF CONTENT
APPROVAL .................................................................................................. ii
ACKNOWLEDGEMENT ............................................................................. iii
ABSTRACT .................................................................................................... v
TABLE OF CONTENT ................................................................................. viLIST OF TABLE ........................................................................................... ix
LIST OF FIGURE ......................................................................................... x
LIST OF APPENDICES ............................................................................... xi CHAPTER 1 INTRODUCTION ..................................................................1 A. Background of Study ........................................................................
1 B. Reason for Choosing the Topic ........................................................
4 C. Statement of the Problem .................................................................
5 D. The Aim of the Study .......................................................................
5 CHAPTER II THEORITICAL REVIEW ...................................................
6 A. Speaking ..........................................................................................
6 1. Definition of Speaking................................................................
6 2. Elements of Speaking .................................................................
6 3. Speaking Problems .....................................................................
8 4. Speaking Ability .........................................................................
10 5. Teaching Speaking .....................................................................
11 6. Classroom Speaking Activities ...................................................
13 7. Types of Classroom Speaking Performance ...............................
17
8. Teaching Speaking in Senior High School .................................
18 9. Speaking Assessment .................................................................
19 B. Three-Step Interview ........................................................................
21 1. The Definition of Three-Step Interview ....................................
21 2. The Purpose of Three-Step Interview .........................................
22 3. Strategies in Three-Step Interview .............................................
23 4. Implementing of Three-Step Interview ......................................
23 5. The Advantages of Three-Step Interview ...................................
24 6. Relevant Study of Three-Step Interview ....................................
25 C. Basic Assumption .............................................................................
26 D. Hypothesis ........................................................................................
27 CHAPTER III RESEARCH METHODOLOGY .......................................
28 A. Method of Study .............................................................................
28 B. Place and Time of Study ................................................................
29 1. Place of the Research ..............................................................
29 2. Time of the Research...............................................................
29 C. Participant of the Study ..................................................................
30 1. Population ...............................................................................
30 2. Sample .....................................................................................
30 D. Technique of Collecting Data ........................................................
30 E. Technique of Analyzing Data ........................................................
34
CHAPTER IV RESULT AND DISCUSSION .............................................
38 A. Result .............................................................................................
38 1. Result of the Experimental Group ...........................................
38 2. Result of the Control Group .....................................................
40 3. Improvement Result of Each Aspect........................................
41 4. Class Mean Result ....................................................................
43 5. t
- – Test Result .......................................................................... 43 B. Discussion ....................................................................................
44 CHAPTER V CONCLUSSION AND IMPLICATIONS ...........................
45 A. Conclussion ....................................................................................
45 B. Implications ....................................................................................
45 REFERENCES ...............................................................................................
46 APPENDICES ................................................................................................
48
LIST OF TABLE
Table 3.1 Time Table of the Research ...........................................................29 Table 3.2 Proficiency Description Guide .......................................................
32 Table 3.3 Weighting Table .............................................................................
34 Table 4.1 Result of the Experimental Group .................................................
39 Table 4.2 Result of the Control Group ...........................................................
40 Table 4.3 Result of t-Test ...............................................................................
43
LIST OF FIGURE
Figure 4.1 Result of the Experimental Group .................................................38 Figure 4.2 Result of the Control Group ...........................................................
40 Figure 4.3 Improvement Result of Each Aspect..............................................
41 Figure 4.4 Class Mean Result of Pre-test and Post test of Experimental Group and Control Group ..............................................................
43
LIST OF APPENDICES
Appendix 1 Lesson Plan ..............................................................................48 Appendix 2 Open-ended Questions .............................................................
71 Appendix 3 Table of Questions ...................................................................
73 Appendix 4 Recorded Sheet ........................................................................
77 Appendix 5 Dialogue ...................................................................................
81 Appendix 6 Pre-test and Post-test Instruction ..............................................
84 Appendix 7 Proficiency Description Guide and Weighting Table ..............
85 Appendix 8 Result of Control Group ...........................................................
88 Appendix 9 Result of Experimental Group .................................................
95 Appendix 10 T-value ..................................................................................... 102 Appendix 11 Improvement result .................................................................. 104 Appendix 12 Class Mean Result .................................................................... 105