IMPROVING STUDENTS’ SPEAKING SKILLS THROUGH

INTERVIEW TECHNIQUE OF CLASS VII SMPN 1 PUJUT IN THE ACADEMIC

YEAR 2014/2015

By:
TANTI NURLIANA
(E1D116068)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MATARAM
2019
 CHAPTER 1

INTRODUCTION

A. Backround of Study

Speaking is oral communication that play essential role in human communication and
interaction. There are some definitions are given by experts about speaking, such as: According
to Widdowson (1985: 57) speaking is an oral communication that gives information involves two
elements, they are: speaker who gives the message and the listener who receipt the message.

Bygate in Nunan (1991:41) suggests that oral interaction can be characterized in terms of
routines, which are conventional ways of presenting information, which can either focus on
information or interaction. Speaking is an interactive process of constructing that involves
producing and receiving information, (Brown, 1994: Burns and Joyce, 1997).

In improving speaking skill, the students have to be able to fill their oral expression with a
bright thought, and feeling talk or conversation in English. The students must think of ideas they
wish to express, either in initiating a conversation or responding to a previous speaker. They
should be sensitive to any change in the register by the person to whom they are speaking and the
situation in which the conversation is taking place. Then the students must have ability to change
the direct one of their thought on the basis of the order person’s response, in order to make
conversation become spontaneously, simultaneously, and run smoothly as described by Webster
(2000:177).

In reality, based on the writer observation in pre-research at SMP Negeri 1 Pujut, especially
in class A of the second grade students, the writer found some problems that happened in
speaking class. Most of the students thought that English is always being difficult subject. They
could not enrich their speaking and sometimes got confused to start speaking in class. When the
teacher asked them to speak, they were not able to express their opinion, ideas, thought, or share
information to the teacher or other students, the class tended to be silent, only few of them
actively involved in the speaking activity.

Besides that, in discussion activity, they tend to respond question in short and sometimes
they respond by using Indonesian if the answer needs long statement. They were not confident
when they delivered opinion in speaking class. They were shy to share their ideas. They were
also known to say but they get difficulty how to say it.

Therefore, to support these conditions, it is very important to apply different and interesting
technique to teach the students speaking. The writer introduced interview technique in the class
situation to improve the students’ speaking skill. Tehudi and Mitchell (1999) say that interview
is the dialogue or question-answer exchange which is considered as the primary learning.

Interview can be effective technique in obtaining information, to motivate the students to

speak, it can make the students confident to express their ideas in English, give the opportunity
to the students to demonstrate that they communicate freely in English. There are various reasons
to apply this technique. Firstly, the students have time to express their ides and then practice their
speaking skill in interview. By this technique, students can improve their conversation by such
expression as asking opinion, giving opinion, agreeing opinion, and disagreeing opinion. An
interview can often be an effective technique of obtaining information.

According to Dandoli and Haning (2001:23), interview is a teaching technique that

encourages the students to express their ideas, emotions or feeling, and problem. The teacher
found that it is of suitable ways in improving students’ speaking skills. They are given the
opportunity to speak freely and communicatively, although it isn’t like the native speaker. In this
research, the writer wants to describe the interview as teacher’s technique in teaching speaking.
Interview is a teaching technique in teaching speaking. Interview is a teaching technique that
encourages the students to express student’s ideas, emotions or feeling and problem. On the other
hand, placing too much performance pressure on learners too soon may have the risk-taking that
is necessary if their competence is to be extended, one way to ease pressure on learners is to give
them sufficient time to rehearse before asking them to perform in front of class (Thornbury,
2005:73).

Those problems and the class condition above, the researcher intends to help the English
teacher by introducing one of Collaborative Teaching Learning model namely, Three-Step
Interview to improve students speaking ability. Barkley, et al (2005:4) stated that, practice of
Collaborative learning technique has come to mean students working pairs or small groups to
achieve shared learning goals. It is learning through group work rather than learning by working
alone. Supported by Kayi (2006), agreed that working in groups could create a classroom
environment where students have real-life communication, authentic activities, and meaningful
tasks that promote oral language. Based on the statement, the researcher chooses one of
Collaborative learning technique namely Three-Step Interview. The researcher decides that
Three-Step Interview is the suitable technique. This technique is chosen because it needs all
students’ participation each group. It helps students’ network and improve communication skills.
Based on Underhill (1987:54), the interview is the most common of all oral tests, for many
people, it is the only kind of oral test. It is a direct, face-to-face exchange between learner and
interviewer.

In conclusion, by doing interview technique in teaching speaking skill, the researcher

expected that the students’ skill in speaking would be improved. On the other the writer was
interested to conduct Classroom Action Research in improving students’ skill in speaking
through interview technique in second grade students of SMP Negeri 1 Pujut in academic year
2014/2015

.
B. Formulation of the Research Problems
Based on the background of the study above the problem of this research is, How can
Interview be used to improve the students’ speaking skills of the students of SMPN I PUJUT in
the academic year 2014/2015?.

C. The Purpose of the Study

Based on the formulation of the research problem above, the objective of this research is, to
find out how Interview can improve the Speaking skills of the Students at SMPN 1 PUJUT in the
academic year 2014/2015.

D. Significance of the Study

The result of the research is expected to give some contributions for students and
teachers.
1. For students, it helped students to increase speaking ability and their interest to be more active
in teaching learning process.
2. For teacher, the result of the study can be used as an alternative teaching technique to improve
students’ speaking ability.

3. For further researcher, this study can be used to be reference for the other researcher who
interest in this study.
E. Definition of Key Terms
In this part, there is explanation from the title and research questions mentioned in the
previous items. The definition of key terms is as follow :
1. Collaborative Learning
Collaborative learning is students working pairs or small groups to achieve shared
learning goals.Based on Barkley et al. (2005:63)
2. Three-Step Interview
Three-Step Interview students’ pairs take turns interviewing each other, asking questions
that require a student to assess the value of competing claims, and then make a judgment as to
the best. This technique needs all students’ participations. Johnson, Johnson, and Holubec
(2010:4)

3. Speaking ability
Speaking ability is a skill which is chosen as an object to be improved in this research. Carter
and Nunan (2001:14)
 CHAPTER II
REVIEW OF RELATED LITERATURE
A. General concepts of speaking
1. Defintion of Speaking

Speaking is a skill which is chosen as an object to be improved in this research. Carter and
Nunan (2001:14) stated that, speaking in a second language involves the development of a
particular type of communication skill. Generally, through speaking the students want to extend
something to their ideas, thought, and feeling to their opponent. The researcher hopes the
students could explore their ideas and imagination through speaking. The researcher thought that
speaking lesson should not be formed as a formal lesson. But speaking can be taught in every
method. Based on Richards (2008:19), learners often evaluate their success in language learning
as well as the effectiveness of their English course on the basis of how much they feel they have
improved in their spoken language proficiency. In this case, the researcher wanted to shows that
speaking English is exciting and interesting for them.

This implies that speaking will brings the speakers to get the message or goal what they
want to express. That is why, speaking is very important to get some purposes which intended by
the speakers.

2. Kinds of Speaking
There are some kinds of speaking performance, which have different function and objective.
Brown (2004:141) explained the kinds of speaking performance :
a. Imitative, at one end of a continuum of types of speaking performance is the ability to simply
parrot back (imitative) a word or phrase or possibly a sentence. While this is a purely phonetic
level of oral production, a number of prosodic, lexical, and grammatical properties of language
may be included in the criterion performance.

b. Intensive, a second type of speaking frequently employed in assessment contexts is the

production of short stretches of oral language designed to demonstrate competence in a narrow
band of grammatical, phrasal, lexical, or phonological relationships.
c. Responsive, responsive assessment tasks include interaction and test comprehension but the
somewhat limited level of very short conversations, standard greetings and small talks, simple
request and comments, and the like.

d. Interactive. The difference between responsive and interactive speaking is in the length and
complexity of the interaction, which sometimes includes multiple exchanges and/or multiple
participants.

e. Extensive (monologue). Extensive oral production tasks include speeches, oral presentations,
and story-telling, during which the opportunity for oral interaction from listeners is either highly
limited or ruled out together.
3. The Function of Speaking
Generally, speaking is an activity which requires all students’ participation. In speaking
lesson students can explore their mind and idea to be spoken in front of the class. Speaking
involves them to be active in class activities. Richard (2008:22) stated that speaking has three
functions:
a. Talk as interaction
It refers to what we normally mean by conversation and describes interaction that serves
a primarily social function. When people meet, they exchange greetings, engage in small talk,
recount recent experiences and so, on because they wish to be friendly and to establish a
comfortable zone of interaction with others.
b. Talk as transaction
It refers to situations where the focus is on what is said or done. The message and making
oneself understood clearly and accurately is the central focus, rather than the participants and
how they interact socially each other.
c. Talk as performance
The third type of talk can be usefully be distinguish has been called talk as performance. This
refers to public talk, that is, talk that transmits information before an audience, such as classroom
presentations, public announcements, and speeches.
Those functions indicated that speaking is very important to transfer our ideas and
thought to the other. Even, it is a kind of simple socially media whether the speakers can join to
their circle.
 4. Technique of Teaching Speaking
Technique is implementation of strategies done by the teacher and students in classroom
which is suitable with the method that is used. In teaching speaking, teacher should use
technique to make the lesson more exciting, and can easy to be understood. Underhill (1987:31),
explained that there are some technique which can be used to teaching speaking, namely :
a. Oral Report.

b. Learner-learner joint discussion/decision making.

c. Role-play.

d. Learner-learner description and re-creation.

e. Using a picture or picture story.

f. Reading aloud.

5. Types of Speaking Test

Test is used to measure the students’ speaking ability. Harmer (2005:124) stated that, testing
both informally and formally, takes place at the beginning and the end of most language courses,
as well as at various times during the course itself. Harmer (2005:125) explained that there are
some types of speaking test :
a. Interviews
These are relatively easy to set up, especially if there is a room apart from the classroom
where learners can be interviewed. Such interviews are not without their problems, though. The
rather formal nature interviews (whether the interviewer is the learner’s teacher or an outside
examiner) means that the situation is hardly conducive to testing more informal, conversational
speaking styles. Not surprisingly, students often underperform in interview type conditions. It is
also difficult to eliminate the effects of the interviewer, his or her questioning style, for example
on the interviewee’s performance.
Finally, if the interviewer is also the assessor, it may be difficult to maintain the flow of
the talk while at the same time making objective judgements about the interviewee’s speaking
ability. Nevertheless, there are ways of circumventing some of these problems. A casual chat at
the beginning can help put candidates at their ease. The use of pictures or a pre-selected topic as
a focus for the interview can help especially if candidates are given one or two minutes to
prepare themselves in advance. If the questions are the same for each interview, the interviewer
effect is at least the same for all candidates. And having a third party present to co-access the
candidate can help ensure a degree of objectivity.

b. Live Monologues
The candidates prepare and present a short talk on a pre-selected topic. This eliminates
the interviewer effect and provides evidence of the candidates’ ability to handle an extended
turn, which is not always possible in interviews. If other students take the role of the audience, a
question and answer stage can be
included, which will provide some evidence of the speaker’s ability to speak interactively and
spontaneously. But giving a talk or presentation is only really a valid test if these are skills that
learners are likely to need.
c. Recorded Monologues
These are perhaps less stressful than a more public performance and for informal testing,
they are also more practicable in a way that live monologues are not. Learners can take turns to
record themselves talking about a favourite sport or past time, for example, in a room adjacent to
the classroom, with minimal disruption to the lesson. The advantage of recorded test is that the
assessment can be done after the event, and results can be triangulated, that is, other examiners
can rate the recording and their ratings can be compared to ensure standardization.

d. Role-Plays
Most students will be used to doing at least simple role-plays in class, so the same format
can be used for testing, the other role can be played either by the tester or another student, but
again, the influence of the interlocutor is hard to control. The role-play should not require
sophisticated performance skills or a lot of imagination. Situations grounded in everyday reality
are best. They might involve using data that has been provided in advance. For example, students
could use the information in a travel brochure to make a booking at a travel agency. This kind of
test is particularly valid if it closely matches the learners’ needs.

e. Collaborative Tasks and Discussions

These are similar to role-plays except that learners are not required to assume a role but
simply to be themselves. For example, two candidates might be
set the task of choosing between a selection of job applicants on the basis of their CV. Or the
learners simply respond with their own opinions to a set of statements relevant to a theme. Of
course, as with role-plays, the performance of one candidate is likely to affect that of the others,
but at least the learner’s interactive skills can be observed in circumstances that closely
approximate real-life language use.
 B. General concept of Interview
1. Definition of Interview
Interview is a technique which used in this research. Underhill (1987:54) said that, the interview
is the common of all oral tests, for many people, it is the only kind of oral test. It is a direct, face
to face exchange between learner and interviewer. It means that, through interview students can
exchange their ideas and though. Underhill (1987:54) also said that, the interviewer sets out to
find out certain things about the learner and to get the answers to certain questions. It means that,
the interviewer gains information from the interviewee through questions.

2. Types of Interview
Interview has some types, Arikunto (1998:231), explained that there are two types of
interview, namely:
a. Unstructured Interview, it is a kind of interview which the interviewer only makes the outline
of questions. It needs the interviewers’ creativity; even the result of interview is based on the
interviewer.

b. Structured Interview, it is a kind of interview which arranged before, so it seems like check
list. The interviewer only gives check for the suitable points.
This technique uses structured interview, which the interviewer makes the questions
before. But it modified, the interviewer not uses check list, but uses questions list.

3. Stages in Interview

Generally, interview session has some stages. Based on Underhill (1987: 55), interview
has three steps, namely :
a. Introduction (polite social questions to put learner at ease).

b. Find level (series of questions and topics to establish level against a specific scale).

c. Check questions (above and below the established level, to confirm that is right).
 It means that the interviewer must prepare the material which will used in every stages
during the interview session. The good preparation will brings the good information gained from
the interview.
 CHAPTER III
RESEARCH METHOD
A. Research Design
This research is to improve students’ speaking skills by using interview technique. The
method used is Classroom Action Research (CAR). Carr and Kemmis (2005:227) defines action
research as a form self-reflective inquiry by participants (teachers, students, managers,
administrators, or even parents), undertaken in order to improve understanding of their practice
in context with a view to maximizing social justice. Ferrace (2000:4) states that action research is
a reflective process done in collaborative activity to find solution to real problems at school and
to improve instruction and increase student achievement. Mcniff and Whitehead (2006:5) stated
action research as the research done by practioners to create new ideas of how to improve
practice, and putting those ideas forward as their personal theories or practice.
The improvements on action research are based on information that is gathered
systematically. Lewin (2005:234) suggested four main stages in doing action research: planning,
acting, observing, and reflecting. Lewin’s concept of action research stage is a series of spiral
and feedback within and between each stages is important and facilating reflection.
The first stage in CAR is planning. Planning involves identification and formulation of
the problems. In this research researcher identifies low achievement in students’ speaking skill.
After identifying and formulating the problem, the writer expects to find out the benefit or the
strength and the weakness of the process.
In this Classroom Action Research (CAR) the researcher used two cycles which in every
cycle will give a test. And then the scores of test are compared with the Criteria of Success. If the
80% students get score exceed ≥ 75, the research will be categorized success and did not
continue to the next cycle.
Researcher implementing this research is to stimulate students’ participation through one
of Collaborative Teaching Learning model namely, Three-Step Interview in teaching speaking.
This study is a collaborative learning which the researcher is helped by the collaborator teacher
to observe the students’ participation during the process of teaching and learning activities.
After knowing the weakness, the writer can decide what action would be treated in the classroom
to improve the teaching learning process.
The quantative data contains of mean score the students’ speaking performance in front of the
class with their friend. The writer was measure it by using the following formula: 𝐌= Σ𝒙𝒊𝑵
(Source: Mertler, 2006)
After having finished calculating the students’ individual score, the researcher then calculates the
students’ mean score by applying the mean formula, as stated above. The result was categorized
as follow:
Table 1
The Qualification Category Qualification
of The Result
Students’ Score
80 – 100 A Good to Excellent
60 – 79 B Average to Good
50 – 59 C Poor to Average
0 – 49 D Poor
Conclusions
Based on the research findings and the discussion of the previous chapter, the writer
describe the conclusion that Interview Technique improves students’ speaking skills as shown by
improvement of students’ score in every cycle. In first cycle the students’ score was 48% which
category was in the poor. Then, in the second cycle, the students’ score was 59% which category
was in the poor to average. Then, the third cycle, the students’ score was 72% which category
was in average to good. The students were improve their speaking because of their effort in
speaking activity. They were participate in practice their interview with their friend. They gave
their opinion to questions from their friend. In conclusions, Interview technique can improve
students’ speaking skills at second grade of SMP Negeri 1 Pujut in the academic year 2014/2015.

References

Haley James, S and Hobson, C. (1999). Interviewing: A Means of Encouraging the Drive to
Communicate. Urbana, IL: National Council of Teachers of English
Barkley, E.F., Cross, K.P., Major, C.H. 2005. Collaborative Learning Techniques. San Fransisco
: Jossey-Bass.Bennett,
Barrie, and Carol Rolheiser. 2001. Beyond Monet: The Artful Science of Instructional
Integration. Toronto, Ontario : Bookation (Online) http;//eworkshop.on.ca.edu/pdf. Accessed on
2ndJanuary 2012.

Harmer (2005:124) ,Harmer (2005:125) Types of Speaking Test

Jacobs, George M. , Gan Siowk Lee, dan Jessica Ball. 1997. Learning Collaborative