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THESIS
TEACHING SPEAKING SKILL THROUGH
INTERVIEW TO THE EIGHTH GRADE STUDENTS
OF SMP PGRI 9 DENPASAR IN ACADEMIC YEAR
2013/2014
LISTRIYANA
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
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HESIS
TEACHING SPEAKING SKILL THROUGH
INTERVIEW TO THE EIGHTH GRADE STUDENTS
OF SMP PGRI 9 DENPASAR IN ACADEMIC YEAR
2013/2014
LISTRIYANA
NPM. 10.8.03.51.31.2.5.3702
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
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PRE-REQUISITE TITLE
TEACHING SPEAKING SKILL THROUGH INTERVIEW
TO THE EIGHTH GRADE STUDENTS OF SMP PGRI 9
DENPASAR IN ACADEMIC YEAR 2013/2014
Thesis
As Partial Fulfillment of the Requirements for the
Sarjana Pendidikan Degree in English Education Study Program
Faculty of Teacher Training and Education
Mahasaraswati Denpasar University
LISTRIYANA
NPM. 10.8.03.51.31.2.5.3702
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
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APPROVAL SHEET
1
This thesis entitled “Teaching Speaking Skill through Interview to the
Eighth Grade Students of SMP PGRI 9 Denpasar in Academic Year 2013/2014”
has been approved and accepted as partial fulfillment for the Sarjana Pendidikan
degree in English Education Study Program, Faculty of Teacher Training and
Education, Mahasaraswati Denpasar University.
Approved By
Advisor I Advisor II
Dr. Drs. I Made Sukamerta, M. Pd. Ni Made Wersi Murtini, S.Pd., M.Pd.
NIP. 19550507 198203 1003 NPK. 82 8810 336
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APPROVAL SHEET
2
This thesis has been examined and assessed by the examiner committee of
English Education Study Program, Faculty of Teacher Training and Education,
Mahasaraswati Denpasar University in the oral examination on 14th
February
2014.
Chief Examiner
I Komang Budiarta, S.Pd., M. Hum.
NPK. 82 8208 306
Examiner I Examiner II
Dr. Drs. I Made Sukamerta, M.Pd. Ni Made Wersi Murtini, S.Pd., M.Pd.
NIP. 19550507 198203 1003 NPK. 82 8810 336
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STATEMENT OF AUTHENTICITY
The researcher hereby declares that this thesis is her own writing, and it is
true and correct that there is no other’s work or statement, except the work or
statement that is referred in the references. All cited works were quoted in
accordance with the ethical code of academic writing.
ACKNOWLEDGMENT
First of all, the researcher would like to express her great-sincere gratitude
to the Almighty God, Allah SWT, His everlasting blessing and mercies so that this
thesis could finally be completed on the due date.
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His tremendous gratitude further goes to his first and second advisor, Dr.
Drs. I Made Sukamerta, M.Pd. and Ni Made Wersi Murtini, S.Pd., M.Pd. who
have already guided her and shared their briliant ideas for the improvement of the
for thesis. In addition, she would like to thank their helpful guidance and
correction during the writing of the thesis.
In addition, she also wishes to share out her gratefulness to the
Headmaster of SMP PGRI 9 Denpasar for his permission and of course the eighth
grade students of SMP PGRI 9 Denpasar for their kind assistance during the
process of gathering the data needed for the present study.
Next, she is also deeply indebted to her parents, beloved sisters, Sri Azryah
and my twin sister, Listriyani and bestfriends for their love and support so that she
is able to complete her study succesfully. They furthermore share their moral
support during the process of writing the thesis.
Finally, she would like to dedicate this thesis to the love of her life, my
beloved mother, Murniyani, who have given her prayer, love, affection, fidelity,
devotion and tremendous support during the process of writing the thesis.
Moreover, They are the “heart” that makes the researcher can stand and face
toward every obstacle of life.
Denpasar, 15th
February 2014
The Researcher,
Listriyana
ABSTRACT
Listriyana. (2014). Teaching Speaking Skill Through Interview to The Eighth
Grade Students of SMP PGRI 9 Denpasar in Academic Year
2013/2014. The First advisor: Dr. Drs. I Made Sukamerta, M.Pd. and
the Second Advisor: Ni Made Wersi Murtini, S.Pd., M.Pd.
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One of language skill aspects which is very important in yielding creative,
critical and smart future generation is speaking skill. This skill should be taken
into account in the teaching learning process. However, the phenomenon existing
in schools clearly shows that speaking becomes one of the subjects which is not
really interesting for sudents because they felt speaking English is quite difficult.
The undertaking of the present classroom action research was mainly intended to
figure out whether interview technique can improve the subjects’ speaking skill.
The subjects of the present study was the eighth grade students of SMP PGRI 9
Denpasar in academic year 2103/21014. The subjects of the study consisted of 48
students; 22 females and 26 males. Based on the result of the pre-test which was
carried out in the pre-cycle, it pointed out that the subjects’ ability in speaking
was categorized as insufficient. The present classroom action research was then
carried out through interview technique in two cycles. The result of the post-test
in each cycle obviously showed that there was significant improvement
concerning the subjects’ ability in speaking skill in which it improved from the
level of insufficient to good. This research furthermore showed that there was
changing learning behavior as the result of the positive responses concerning the
technique applied in improving the subjects’ speaking skill. To sum up, the
present classroom action study proved that interview technique could improve
speaking skill of the eighth grade students of SMP PGRI 9 Denpasar in academic
year 2013/2014; in addiction, the subjects also responded positively the
implementation of interview technique.
Keywords: teaching, interview, speaking Skill.
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TABLE OF CONTENTS
COVER ..................................................................................................... i
INSIDE COVER ....................................................................................... ii
PRE-REQUISITE TITLE .......................................................................... iii
APPROVAL SHEET 1 ............................................................................... iv
APPROVAL SHEET 2 .............................................................................. v
STATEMENT OF AUTHENTICITY........................................................ vi
ACKNOWLEDGMENT ............................................................................ vii
ABSTRACT ............................................................................................. viii
TABLE OF CONTENTS ...... ..................................................................... ix
LIST OF TABLES .... ................................................................................. xi
LIST OF GRAPHS ... ................................................................................. xii
LIST OF APPENDICES ....... ..................................................................... xiii
CHAPTER I INTRODUCTION ............................................................. 1
1.1 Background of the Study ............................................. 1
1.2 Research Problem .......................................................... 2
1.3 Objective of the Study .... ............................................. 3
1.4 Limitation of the Study ... ............................................. 3
1.5 Significance of the Study ............................................. 4
1.6 Definition of Key Term ............................................... 4
CHAPTER II THEORITICAL AND EMPIRICAL REVIEW .............. 6
2.1 Theoritical Review ........................................................ 6
2.1.1 Speaking Skill ..................................................... 6
2.1.2 Interview ............................................................. 9
2.1.3 Assessing Speaking ............................................. 11
2.2 Empirical Review ......................................................... 17
2.3 Hypothesis .................................................................... 18
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CHAPTER III Research Method ............................................................... 19
3.1 Subject of the Study ........ ............................................. 19
3.2 Research Design ........................................................... 19
3.3 Research Procedure ...................................................... 21
3.3.1 Planning .............................................................. 21
3.3.2 Action ................................................................. 22
3.3.3 Observation ........................................................ 23
3.3.4 Reflection ............................................................ 23
3.4 Research Instrument ...................................................... 23
3.5 Data Collection .............................................................. 24
3.6 Data Analysis ................................................................. 25
3.7 Success Indicator ........................................................... 28
CHAPTER IV FINDING AND DISCUSSION ....................................... 29
4.1 Finding .......................................................................... 29
4.1.1 Pre-Cycle ............................................................. 29
4.1.2 Cycle I ................................................................. 31
4.1.3 Cycle II ............................................................... 32
4.2 Discussion ..................................................................... 41
CHAPTER V CONCLUSION AND SUGGESTION ............................ 45
5.1 Conclusion ................................................................... 45
5.2 Suggestion ................................................................... 47
REFERENCES .................................................................................... 49
APPENDICES
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LIST OF TABLES
Table 2.1 The Assessment of Speaking Skill ............................................... 15
Table 3.1 The Scoring Rubric to Assessment the Students’ Performance ... 25
Table 4.1 Tabulation of Data Indicated the Students’ Improvement in
Speaking Skill through Interview Technique ............................... 35
Table 4.2 Summary of the Research Findings Showing the Mean of Each
Test and the Grand Mean for Cycle I and Cycle II .................... 37
Table 4.3 Tabulation of Data that Showed the Subject’s Motivation in
learning speaking through Interview Technique .......................... 38
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LIST OF GRAPHS
Graph 4.4 Depicting the Subjects Progressing Ability in Speaking Skill
through Interview Technique ....................................................... 43
Graph 4.5 Graph Showing the Subjects’ changing Behavior, Interest, and
Motivation in Speaking Skill through Interview Technique in Cycle
II .................................................................................................. 44
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LIST OF APPENDICES
Appendix 1 Name List of the Subjects VIII.5 Class ......................... 50
Appendix 2 Pre-test ............................................................................. 52
Appendix 3 Lesson Plan Session 1 ....................................................... 53
Appendix 4 Lesson Plan Session 2 ....................................................... 60
Appendix 5 Lesson Plan Session 3 ....................................................... 66
Appendix 6 Lesson Plan Session 4 ....................................................... 72
Appendix 7 Post Test 1 ........................................................................ 78
Appendix 8 Post Test 2 ........................................................................ 79
Appendix 9 Kuesioner ........................................................................ 80
Appendix 10 Biography ....................................................................... 83
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CHAPTER I
INTRODUCTION
1.1 Background of the Study
One of language skill aspects which is very important in yielding creative,
critical and smart future generation is speaking skill. By mastering speaking skill
the students will be able to express their thought and feeling intelligently based on
the situation and context when they speak about the language.
Speaking is one of skills in English. Speaking is very important for people
in looking for jobs because spoken English is one of qualification if we want to
find the job. Speaking in front of the people is very important so that we can
communicate each other. Speaking English is one of the most important things in
communication and it is used as a tool of communication among the nations in all
over the world. As an international language, English is very important and has
many interrelationships with various aspects of life owned by human being. In
Indonesia, English considered as the first foreign language and taught formally
from elementary school up to the university level.
In modern era speaking English is very universal thing so that it can make
people to be able to interact and communicate easier eventhough we come from
different countries in the world. Many people have ability to speak in front of
other people. By speaking with the people from different countries, people are
able to know what happens in the world. People in the world use English to
communicate each other and use speaking to interact each other too. So
communication and speaking cannot be seperated because they are connected
each other. People are be able to communicate in English after they have learned
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it. It can be learned especially in the school where the students can focus their
study to learn it. The aim to study English at school is not only for achieving good
marks.
Meanwhile, the empirical study on the field shows almost same
phenomena. This case shows that the speaking skill of junior high school students
is still low; moreover, the diction is still poor. In interviewing some students in the
classroom, they talked with variation languages based on their mother tongue and
combined with Indonesian language in teaching and learning process was running
well. The last problem is students are not provided with complete and good
facility in their school. So, it will be difficult for them to learn speaking skill.
In school curriculum, many subjects about speaking can be taught by using
speech, conversation etc. But today in junior high school, interview, is a subject
that has been learnt by students because the interview is an interactional
relationship, both informant and interviewer are engaged in an ongoing process of
making meaning (Kvale, 1996:357). Interview was done by two or more people to
know the fact about some cases. We can teach students in junior high school to be
more confident in speaking in front of the people by using interview strategy. We
can support them to improve their skill in speaking so that when they work
somewhere they know how to speak well especially when they have an interview.
1.2 Research Problem
Speaking skill of junior high school students is still low; moreover, the
diction is still poor. In interviewing some students in the classroom, they talked
with variation languages based on their mother tongue and combined with
Indonesian language in teaching and learning process was running well. The last
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problem is students are not provided with complete and good facility in their
school. So, it will be difficult for them to learn speaking skill.
Based on the background of the study that has been described above, the
research question can be formulated as follows: to what extent can speaking skill
of the eighth grade students of SMP PGRI 9 Denpasar in academic year
2013/2014 be improved through interview?
1.3 Objective of the Study
One of language skill aspects which is very important in yielding creative,
critical and smart future generation is speaking skill. Nowdays, students must
master speaking skill because by mastering speaking skill the students will be able
to express their thought and feeling intelligently based on the situation and context
when they speak about the language.
In view of formulating problem, this study is intended to answer the
research question that has been previously formulated and determined. In line
with this rationale, the present study intended to find out whether or not the
speaking of the eight grade students of SMP PGRI 9 Denpasar can be improved
through interview.
1.4 Limitation of the Study
On account of this fact, challenges related to speaking conversation faced
by the subjects of this study are definitely too broad and complex to be dealt
within a single study. Accordingly, in the present class action study the
researcher, limited investigation in improve the speaking skill through interview
with the topic such as: travelling and holidays, personal life and finding job and
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researcher limited the subjects which is to the eight grade students of SMP PGRI
9 Denpasar in academic year 2013/2014.
1.5 Significance of the Study
The findings of the present research study are expected to have both
theoritical and practical importance to the teaching and learning process in
English especially in teaching speaking and also the result of this study is
expected to be valuable for the teacher and students.
1. Theoretically
The result of the study may give the information in acquiring English; this
research also informs the readers that there are many ways of students in
teaching speaking skill.
2. Practically the result of the study is expected to be as follows:
a. For the teacher, this study can be used to improve the students speaking
skill in the classroom or out of the classroom.
b. For the students, this study can be used to improve their speaking skill in
practically because they need great effort to build the communicative
competence. In improving their speaking skill they shoul practice it either
in the classroom or out of the classroom.
1.6 Definition of Key Term
To avoid problem misunderstanding and misinterpretation of the research
finding, the researcher would like to explain and define the key terms used.
1. Speaking skill is the interactive process of constructing meaning that involves
producing, receiving and processing information.
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2. Interview strategy is an interactional relationship between both informant and
interviewer which are engaged in an ongoing process of making meaning
(Kvale, 1996:357). Students do interview activity with three friends, who is the
first as an interviewer, the second one as an interviewee, and the last one as a
reporter who summarizes the interview.
3. SMP PGRI 9 Denpasar is a junior high school which is located in Jalan Gatot
Subroto VI J Denpasar Dauh Puri Kaja, Denpasar Utara.
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CHAPTER II
THEORETICAL AND EMPIRICAL REVIEW
2.1 Theoretical Review
In theoretical review, the researcher want to explain about interview,
speaking skill, and assessing speaking.
2.1.1 Speaking Skill
Speaking skill is the interactive process of constructing meaning that
involves producing, receiving and processing information. When someone speaks,
he or she interacts and uses the language to express his or her idea, feeling and
thought. He or she also shares about the information to other through
communication.
Classroom activities develop learners skill to express themselves through
speaking, it seems is an important component of language skill. The students face
many problems in learning this skill so that the teacher should help the students to
solve this, such as giving students some instructions by using easy language,
avoid using beyond language than your students and keeping the students use the
target language. Students should learn to speak the second language by interacting
to others. In this case, students should master several speaking components such
as: comprehension, pronunciation, grammar, vocabulary, and fluency. In brief,
English teacher should be creative in developing their teaching learning process to
create good atmosphere, improve the students speaking skill, give attention to the
speaking components and make the English lesson more interesting.
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It is now very clear that fluency and accuracy are important goals to pursue
in CLT (Communicative Language Teaching) while fluency may in many
communicative language course be an initial goal in language teaching, accuracy
is achieved to some extents by allowing the students to focus on the elements of
phonology, grammar, and discourse in their oral circle output. Communicative
language teaching makes use of real-life situations that necessitate
communication. The teacher sets up a situation that students are likely to
encounter in real life. The communicative approach can leave students in suspense
as to the outcome of a class exercise, which will vary according to their reactions
and responses. The real-life simulations change from day to day. Students'
motivation to learn comes from their desire to communicate in meaningful ways
about meaningful topics.
2.1.1 Goals and Techniques of Teaching Speaking
The goal of teaching speaking skills is communicative efficiency. To help
students develop communicative efficiency in speaking, researcher can use a
communicative output. Learners should be able to make themselves understood,
using their current proficiency to the fullest. They should try to avoid confusion in
the message due to faulty pronunciation, grammar, or vocabulary, and to observe
the social and cultural rules that is applied in each communication situation.
Teaching speaking is a very important part of second language learning.
The ability to communicate in a second language clearly and efficiently
contributes to the success of the learner in school and success later in every phase
of life. Therefore, it is essential that language teachers pay great attention to
teaching speaking rather than leading students to pure memorization, providing a
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rich environment where meaningful communication takes place is desired.
Students often think that the ability to speak a language is the product of language
learning, but speaking is also a crucial part of the language learning process.
Communicative output activities allow students to practice using all of the
language they know in situations that resemble real settings. In these activities,
students must work together to develop a plan, resolve a problem, or complete a
task. The most common types of communicative output activity are role plays and
discussions.
a. Role Play
One other way of getting students to speak is role-playing. Role play
has appeal for students because it allows the students to be creative and to put
themselves in another person’s place for a while 50 Students pretend they are
in various social contexts and have a variety of social roles. In role-play
activities, the teacher gives information to the learners such as who they are
and what they think or feel. While simulation is very similar to role-play but
here students can bring items to the class to create a realistic environment.
For instance, if a student is acting as a singer, he or she can bring a
microphone to sing and so on.
b. Discussion
The students may aim to arrive at a conclusion, share ideas about an
event, or find solutions in their discussion groups. Here the teacher can form
groups of students and each group works on their topic for a given time
period, and present their opinions to the class. The main aim of group
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Topic interviews second interviews summarize
discussion is to improve fluency, grammar in probably best allowed to
function as a naturally communicative context.
Through this case, between the researcher and students will be easier
to do this activity.
2.1.2 Interview
Interview is an interactional relationship, both informant and interviewer are
engaged in an ongoing process of making meaning (Kvale, 1996:357). Different
interviewing strategies facilitate this process. The goals are to give a novice
interviewer an overview of the kinds of meaning that researchers from different
disciplinary perspectives hope to gain from the interview process, the
interviewing strategies that elicit different kinds of meaning, and an introduction
to the issues that are typically addressed in designing a high-quality interview
project. Although some people approach interviewing simply as a conversation
with a purpose (Kvale, 1996:357), in fact there are interview techniques with
different theoretical assumptions that derive from a variety of disciplines. Each of
these disciplines makes different assumptions about the nature of knowledge and
therefore what can be learned through the interview process.
1. The Role Play of Teaching Interview
(Barkley, 2005:307)
The design of the action study could be described as the following. Before
started the interview, researcher must divide the students into several groups
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which consist of three students each groups. The teacher gave the name and the
topic for each group. One as the interviewer and second students gave their
opinion, and the last students gave summary about their friends’ opinions. If any
groups get difficulty to share about their opinion the teacher can help the students
by giving clue. If the students are able to answer the questions the students would
get the points, but if they students are unable to answer the questions their friends
would gave another questions.
Students can conduct interviews on selected topics with various people. It
is a good idea that the teacher provides a rubric to students so that they know what
type of questions they can ask or what path to follow, but students should prepare
their own interview questions. Conducting interviews with people gives students a
chance to practice their speaking ability not only in class but also outside and
helps them becoming socialized. After interviews, each student can present his or
her study to the class. Moreover, students can interview each other and
"introduce" his or her partner to the class.
2. Types of interviews
a. Informal conversational interview
No predetermined questions are asked, in order to remain as open and
adaptable as possible to the interviewee’s nature and priorities; during the
interview the interviewer “goes with the flow”.
b. General interview guide approach
Intended to ensure that the same general areas of information are collected
from each interviewee; this provides more focus than the conversational
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approach, but still allows a degree of freedom and adaptability in getting
the information from the interviewee.
c. Standardized, open-ended interview
The same open-ended questions are asked to all interviewees; this
approach facilitates faster interviews that can be more easily analyzed and
compared.
d. Closed, fixed-response interview
All interviewees are asked the same questions and asked to choose
answers from among the same set of alternatives. This format is useful for
those not practiced in interviewing.
2.1.3 Assessing Speaking
Assessment is a process of collecting and analyzing the data to measure
the result of students’ achievement. The assessment activities is applied to
achieve, to analyze, and to interpret data about the result of students’ progress in
teaching learning process systematically and continuously.
The interpretation is based upon the evidence that the scores actually
reflect the students’ mastery on English speaking. The purpose of classroom
interaction is to help the students achieve a set of intended learning outcomes. The
students learning progress is periodically evaluated by test and other evaluation
devices. The final step in the intructional process is to determine the extent to
which the eighth grade students of SMP PGRI 9 Denpasar learn english speaking.
The students’ evaluation is often regarded as principally benefit the teachers and
administrators an attitude that overlooks to direct contribution of evaluation as
feedback to the teachers, it especially deals with the teaching learning process.
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Assessment can be administered by carrying out a series of test. Test may be
constructed primarily as devices to reinforce learning and to motivate the student
or primarily as a means of assessing the students’ performance in the languange
(Heaton, 1988:5).
If we talk about assessment, it must be related to measurement. Moreover,
the tool that is used in measurement is test. Relating to this study, the assessment
focuses on students’ speaking performance. In this study, the students’ speaking
performance is tested in form of oral test using the observation sheets. An oral test
is defined as a test in which a person is encouraged to speak, and is then assessed
on the basis of that speech (Underhill, 2004:1). If the students have good
achievement in the school subjects, they can be regarded as having achieved the
instructional objective, but if they get very bad achievement in the school subject,
it means that they fail to achieve it. The instructional objective tests are the most
common means used to measure the degree of the students’ achievement. Test
should be designed and prepared directly related to the instructional objective to
be measured or a classroom test should be closely related to the ground covered in
the class teaching.
There are the factors and descriptors in checklist of conversation
performance and there are five levels in conversational English proficiency rating.
The five levels are:
Level 1: Able to satisfy minimum courtesy requirements.
Level 2: Able to deal with routine social exchanges.
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Level 3: Able to speak with sufficient structural accuracy and appropriateness
and vocabulary to participate effectively in most informal conversations on
practical and social topics.
Level 4: Able to use the language fluency, accurately, and appropriately on all
levels normally pertinent to conversational needs.
Level 5: Conversational proficiency equivalent to that of an educated native
speaker.
In assessing speaking there are some components that influenced the
conversation performance. Based on Fulcher and Davidson (2006: 94), there are 5
proficiency rating in scoring students’ performance, they are accent, grammar,
vocabulary, fluency and comprehension. The explanations of those proficiency
rating as follows:
1. Accent
Accent is the part of pronunciation that can influence the sound of the
speaker. In speaking, accent of foreign learner must follow the native
pronunciation. According to Broughton (2003: 199), pronunciation is infinitely
more valuable to turn one’s attention to stress, rhythm and intonation. Besides,
based on Burns and Claire (2003: 6), linking, intonation and stress are important
features for effective pronunciation at the supra segmental level. Thus, the
components are in the pronunciation that relates with accent are linking,
intonation and stress.
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2. Grammar
According to Downing and Locke (2006: 3), a functional grammar aims to
match forms to function and meaning in context. Besides, the grammar of a
language is the description of the ways in which words can change their forms and
can be combined into sentences in that language (Harmer, 2001:12). So from both
of them, in speaking, grammar has important role in create a good context.
Grammar will help the learners to differentiate the polite expressions and impolite
expression or formal and informal expressions. In the other hand, grammar also
helps the learners to know the way to combine the words to be a sentence
correctly.
3. Vocabulary
Vocabulary is one of the elements that important in speaking because
without vocabulary somebody cannot say something. Based on Pollard (2008: 13),
vocabulary is a basic building block of language learning. In this case, vocabulary
is the base of language that will help the learners to make a sentence or context
that they want to say.
4. Fluency
In oral communication, fluency is needed to make a natural conversation.
Broughton (2003: 219) states that fluency is the ability to speak or write as
naturally and easily—but not necessarily as accurately—as the native speaker can.
Besides, in learning speaking, students need practice in both accuracy and fluency
if they are to speak proficiently (Pollard, 2008: 16). It means the accuracy and
fluency has interconnect to create a natural conversation. So from both statements,
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fluency is the ability to make a natural conversation in the oral communication
with the real expression not memorizes expression like a native speaker.
5. Comprehension
In learning English, the learners should be understood what they say and
hear because it is very important to avoid the mistakes in communication. Brown
(2007:226) writes that comprehension is an ability to perceive and process
stretches of discourse, to formulate representations the meaning of sentences. In
the other hand, Comprehension is the ability to know or grasp ideas with the mind
(Brassell and Rasinski, 2008:16). Based on of these statements, comprehension
can be meant the ability to understand the message or information that is received
or delivered orally in communication.
Adapted from two sources and are combined be one form, they are King
Tsang and Wong in Richard and Renandya (2008) and Fulcher and Davidson
(2006: 94), the assessment of speaking skill can be showed below:
Table 2.1 The Assessment of Speaking Skill
Accents 1 Pronunciation frequently unintelligible.
2
Frequent gross errors and a very heavy accent make
understanding difficult, require frequent repetition.
3
'Foreign accent'' requires concentrated listening, and
mispronunciations lead to occasional mispronunciations.
4
Marked ''foreign accent'' and occasional mispronunciations
which do not interfere with understanding.
5
No conspicuous mispronunciations, but would not be taken for a
native speaker.
Grammar 1 Grammar almost entirely inaccurate phrases.
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2
Constant errors showing control of very few major patterns and
frequently preventing communication.
3
Frequent errors showing some major patterns uncontrolled and
causing occasional irritation and misunderstanding.
4
Occasional errors showing imperfect control of some patterns
but or weakness that causes misunderstanding.
5 Few errors, with no patterns or failure.
Vocabulary 1 Vocabulary inadequate for even the simplest conversation.
2
Vocabulary limited to basic personal and survival areas ( time,
food, transportation, family, etc.).
3
Choice of words sometimes inaccurate, limitation of vocabulary
prevent discussion of some common professional and social
topics.
4
Professional vocabulary adequate to discuss special interest;
general vocabulary permits discussion of many non-technical
subject with some circumlocutions.
5
Professional vocabulary broad and precise; general vocabulary
adequate to cope with complex practical problems and varied
social situations.
Fluency 1
Speech is so halting and fragmentary that conversation is
virtually impossible.
2
Speech is very slow and uneven except for short or routine
sentences.
3
Speech is frequently hesitant and jerky; sentences may be left
uncompleted.
4
Speech is occasionally hesitant, with some unevenness caused by
rephrasing and groping for words.
5
Speech is effortless and smooth, but perceptibly non-native in
speech and evenness.
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comprehension 1 Understands too little for the simplest type of conversation.
2
Understand only slow, very simple speech on common special
and touristic topics; requires constant repetition and rephrasing.
3
Understand careful, somewhat simplified speech when engaged
in a dialogue, but may require considerable repetition and
rephrasing.
4
Understand quite well normal educated speech when engaged in
a dialogue, but requires occasional repetition or rephrasing.
5
Understands everything in normal educated conversation except
for very colloquial or low frequency items, or exceptionally
rapid or slurred speech.
From all descriptions of assessment in pair conversation performance, they
are 5 proficiencies rating that important to assessing speaking and there are 5
levels that suitable to assessing the students’ performance in a conversation or role
play.
2.2 Empirical Review
Ariyantini (2012), conducted a similar research with the title “Teaching
Speaking Skill through Three Steps Interview Technique to the Tenth Grade
Students of SMKN 4 Denpasar in Academic Year 2012/2013.” The result of the
study was concluded that the application of the three steps interview technique
could improve the tenth grade students’ speaking skill of SMKN 4 Denpasar in
academic year 2012/2013. The objective of study was intended to figure out
whether or not interview is effective to create an interesting atmosphere in the
classroom such as that the students would enjoy the lesson because they could
involve themselves in expressing their feeling through communication between
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the students. Interviews are useful in promoting academic achievement. This is
due to the fact that interview could increase the students’ enthusiasm in learning
languange and also helps them establish and maintain social relationship. The
technique is remarkable quick for students to improve their speaking ability.
Muliati (2012), conducted a similar research with the title “Teaching
Speaking Skill through Role Play to the Tenth Grade Students of SMKN 2
Sukawati in Academic Year 2012/2013.” The objective of study was intended to
figure out whether or not role play can improve speaking skill of the tenth grade
students of SMKN 2 Sukawati. She concluded that role play is an appropriate
activity in teaching speaking. So it could be applied to teach the tenth grade
students of SMKN 2 Sukawati and the teaching learning process could be very
active.
2.3 Hypothesis
On attempting to give a tentative solution to the problem, the hypothesis is
stated as the following: the students’ speaking skill can be improved through the
interview.
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CHAPTER III
RESEARCH METHOD
In this chapter, the researcher presents about subject of the study, research
design, research procedure, research instrument, data collection, data analysis, and
success indicator.
3.1 Subject of the Study
The subject of this classroom action study was the eighth grade students of
SMP PGRI 9 Denpasar in academic year 2013/2014. The students of class VIII 5
were selected as the subjects of the study which consisted of 26 males and 22
females students. This group of students were selected as the subject of the study
because they had crucial problem in speaking skill. This result based on the
preliminary research which was taken by asking some questions to the English
teacher of the eighth grade students to figure out the students’ abilities in speaking
skill. In order to measure the students’ pre-existing knowledge in speaking, pre-
test was administered to the subjects.
3.2 Research Design
The classroom study used classroom action research (CAR) design.
Classroom action research is learning by doing which focuses to the problems in
order to find out the solution of the problem (Setyosari, 2010:42). Moreover,
Ferrance (2000:1) states that action is a process in which participants examine
their own educational practice systematically and carefully, using the technique of
research. Typically, action research was undertaken in a school setting. It is
reflective process that allows for inquiry and discussion as components of the
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“research”. Often, action research is a collaborative activity among colleagues
searching for solutions to everyday, real problems experienced in school, or
looking for ways to improve instruction and increase students achievement. In
short, it can be defined as a research was conducted by the teacher to find out the
problems and to choose the approach, method and teaching technique to solve the
problems. The significance of classroom action research is changing learning
behaviour, improving profesional competency, upgrading self-confidence, and
developing knowledge.
In this classroom action study, the teaching and learning processes are
divided into two cycles where each cycle consists of four sessions. Each session
consists of four steps such as planning (P), action (A), observation (O), and
reflection (R). It is necessary to note that IR is a term commonly used in a
classroom action study, which refers to a pre-test in speaking skill. The IR is
intended to assess the pre-existing speaking mastery. In order to measure the real
pre-existing speaking ability of the subjects. The mean scores of the IR was
compared to the corresponding mean scores of the R administered at the end of
each session for the sake of establishing the degree of the increasing reading
speaking ability of the subjects.
This classroom action investigation makes use of a collection of pre-test
post-test research design. Hence, this classroom action study is concerned with
teaching speaking by using two kinds of tests, that is, initial reflection or pre-test
and reflection or post-test. Initial reflection (IR) is intended to evaluate the pre-
existing speaking ability while reflection (R) which is administered at the end of
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each session, is meant to reveal the expected increase in the students’ speaking
achievement after they have been taught speaking through interview.
3.3 Research Procedure
In research procedure, an action research as process in four steps such as
planning, action, observation, and reflecting or evaluation of the action. Planning
refers to determining the subject, steps of action, and intruments used for
collecting data. Action refers to what the researcher would do in the classroom
and how the class would be managed based on the previous lesson plan.
Observation refers to the activity to observe the classroom situation and to learn
of the student’s behaviour during the process of teaching learning in order to
know the student’s problem and to know the student’s improvement during the
action given. Reflection refers to the activity where the researcher can decide
wheather the study will be continued or stopped.
3.3.1 Planning
In this step, the researcher also prepared the instruments such as materials,
lesson plan, worksheet, learning scenario, technique and the instrument to observe
and evaluate the teaching and learning process.
a. Lesson Plan
Lesson plan is adopted from syllabus as it aims at teaching and learning
process to reach basic competence. It is arranged in every based competence
in one meeting even more. The components are the same as syllabus.
However, lesson plan is completed with subject identity, method and steps in
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teaching and learning activity. In each meeting, the topic of the interviews
related to the junior high school syllabus.
b. Students’ Worksheet
It is given to know students’ achievement of the materials being taught. It
consisted of competence standard, based competence, summary of material,
instrument to observe and some questions.
c. Providing interesting topic for the activities and preparing the test and media
that were used in teaching learning process.
3.3.2 Action
After knowing the problem faced by the eighth grade students of SMP PGRI
9 Denpasar who had low achievement in speaking, the researcher conducted the
action that had been planned. The action aimed at solving the problem that had
been made-up. In teaching learning process, the actions of the activities are
divided into three, which is structured as the following:
1. Pre-activities. This stage shows the activities were started from greeting,
checking attendance list to building knowledge of field.
2. While-activities. In this stage, the teacher explored the students’ knowledge
about the material that would be taught by asking some questions. Then, the
teacher gave the material, explained the material to them and gave a model of
some expressions in related to students’ real-life. Finally, the teacher gave
some exercises to measure the students’ comprehension about the material.
3. Post-activities. It was the last stage where the students were given feedback
about the material. In addtion, there were also a discussion of the difficulties
faced by the students in teaching and learning process.
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3.3.3 Observation
Observing is the time of collecting data to supervise to what extent the result
of acting achieves the objective after being taught through interview. The data of
students’ achievement were taken in form of quantitative and the data was gotten
from the result of speaking tests in answer scores.
3.3.4 Reflection
This activity is evaluating about the change of students’ success in learning
situation and teacher. The data gained from the test and the result of observation
which were interpreted and analyzed whether the action activity results on
progress was successfull. The analysis is to know the weakness of the cycle I. The
writer could make the clear and accurate conclusion. Then the result of reflection
was used to determine the second cycle to get the improvement of the action.
3.4 Research Instrument
Research instruments were the instrument used to collect the data. There
were two instrument used in this study namely test, and questionnaire. The
instruments were descibed as follow:
1. Test
Test used in this study was spoken test through interview. There were two
kinds of tests administered in this study. Those tests were pre-test and post-test.
The pre-test was used to know prior knowledge of the students in speaking
skill. The post-test was administered at the end of the cycle to measure the
students’ achievement upon the lesson being presented through interviews.
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2. Questionnaire
Questionnaire was conducted to measure quantitatively the changing learning
behavior of the subject in learning speaking through oral presentation. In this
study, the questionnare which was given to the subjects had ten questions with
four option items (A, B, C, and D) in each question. The questionnaire was
administered to the students after completing all sessions of each cycle in this
study.
3.5 Data Collection
The were two kinds of data collection gathered in this study, quantitative
and qualitative data. The quantitative data showed the finding of students’ ability
in speaking in the form of mean score taken from pre-test and post-test while the
qualitative data is the data taken from questionnaires. The process in collecting
data were collected by using initial reflection (pre-test), reflection (post-test), and
questionnaires. Firstly, before teaching was carried out, the students were given
pre-test. This was conducted in order to find the Initial Reflection as well as to
measure the pre-existing students’ speaking mastery. Secondly, in the post-test or
Reflection the students were given spoken test in the end of each cycle after the
technique was applied to measure the students’ achivement. In order to get the
students’ responses about the application of the interviews technique, the
feedback form or questionnare was used. The sudents were asked to choose their
own answer based on their opinions.
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3.6 Data Analysis
The most important data required to answer the research question under
study was collected through administering IR and post-tests, some supporting
additional data were gathered through administering questionnaires to the subjects
of the study, that were, the eight grade students of SMP PGRI 9 Denpasar. Thus,
there were considerably three kinds of raw scores obtained for the present class
action study, such as the following:
(1) Scores indicating the subjects’ pre-existing speaking skill ability,
(2) Scores showing the subjects’ progress achievement in speaking skill; and
(3) Scores showing the subjects’ changing learning behaviours.
The scoring rubric to assessment the students’ performance in speaking
skill that adapted from two sources and was combined be one form, they are King
Tsang and Wong in Richard and Renandya (2008) and Fulcher and Davidson
(2006: 94).
Table 3.1 The Scoring Rubric to Assessment the Students’ Performance
Accents 1 Pronunciation frequently unintelligible.
2
Frequent gross errors and a very heavy accent make
understanding difficult, require frequent repetition.
3
'Foreign accent'' requires concentrated listening, and
mispronunciations lead to occasional mispronunciations.
4
Marked ''foreign accent'' and occasional mispronunciations
which do not interfere with understanding.
5
No conspicuous mispronunciations, but would not be taken for a
native speaker.
Grammar 1 Grammar almost entirely inaccurate phrases.
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2
Constant errors showing control of very few major patterns and
frequently preventing communication.
3
Frequent errors showing some major patterns uncontrolled and
causing occasional irritation and misunderstanding.
4
Occasional errors showing imperfect control of some patterns
but or weakness that causes misunderstanding.
5 Few errors, with no patterns or failure.
Vocabulary 1 Vocabulary inadequate for even the simplest conversation.
2
Vocabulary limited to basic personal and survival areas ( time,
food, transportation, family, etc.)
3
Choice of the words sometimes inaccurate, limitation of
vocabulary prevents discussion of some common professional
and social topics.
4
Professional vocabulary adequate to discuss special interest;
general vocabulary permits discussion of many non-technical
subjects with some circumlocutions.
5
Professional vocabulary broad and precise; general vocabulary
adequate to cope with complex practical problems and varied
social situations.
Fluency 1
Speech is so halting and fragmentary that conversation is
virtually impossible.
2
Speech is very slow and uneven except for short or routine
sentences.
3
Speech is frequently hesitant and jerky; sentences may be left
uncompleted.
4
Speech is occasionally hesitant, with some unevenness caused
by rephrasing and groping for words.
5
Speech is effortless and smooth, but perceptibly non-native in
speech and evenness.
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Comprehension 1 Understands too little for the simplest type of conversation.
2
Understand only slow, very simple speech on common special
and touristic topics; requires constant repetition and rephrasing.
3
Understand careful, somewhat simplified speech when engaged
in a dialogue, but may require considerable repetition and
rephrasing.
4
Understand quite well normal educated speech when engaged in
a dialogue, but requires occasional repetition or rephrasing.
5
Understands everything in normal educated conversation except
for very colloquial or low frequency items, or exceptionally
rapid or slurred speech.
1. The score of students’ performance would be counted using this formula:
Value = x
x = Obtain score x 100
Maximum score
The data then are analyzed in percentage as follows:
2. The average score of each student would be counted using this formula:
Mean :
Mean = X
∑x
Mean = N
Notes:
X = the average of the student’s achievement in speaking test
∑x = the sum of total score
N = the total subject under study
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The mean score would show the improvement was made by the students.
If the mean score was 75, it meant that the students have reached the criteria of
success; furthermore, the action in this cycle would be finally stopped. In
addition, the main score indicated the percentage of subject’s pre-existing ability
in speaking skill. Score that was showed of the subject’s progressing achievement
was composite from cycle I and cycle II.
Finally, the data which resulted from the questionnaire would also be
descriptively analyzed through the following formula:
Percentage = The sum of the chosen an item x 100%
The sum of the chosen all items
3.7 Success Indicator
The success indicator in this research is when the students already fulfill
the minimum criteria of mastering English lesson in SMP PGRI 9 Denpasar that is
75. On the other hand, according to Mahasaraswati Denpasar University English
Study Program’s role, the time in conducting this research is limited; therefore,
this research is expected to fulfill at least 80% students who are able to fulfill the
minimum criteria of mastering English lesson in SMP PGRI 9 Denpasar.
(Sumber: RPP SMP PGRI 9 Denpasar)
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CHAPTER IV
FINDING AND DISCUSSION
4.1 Findings
The data were taken from SMP PGRI 9 Denpasar and administered to the
eighth grade students that have been presented through classroom action research.
Furthermore, the data were collected by using three kinds of instruments, they
were pre-test, post-test and questionnaire. The tests that had been administered in
pre-test and post-test was using practice dialogue for getting the data and in
questionnaire used multiple choices. The instruments were used to achieve the
purpose of the research which was formulated in research question.
In classroom action study, the instruments would be explained in every
cycle; they were pre-cycle, cycle I and cycle II. Pre-cycle would explain about the
activities that had been done and the way to collect the data. in the other hand,
cycle I and II explained about the activities that had been done in every session.
There were 2 sessions included in every cycle; first session for teaching the
materials through interview technique and second session for giving post-test. So
there were four sessions that consisted of two post-tests in this classroom action
study. Furthermore, questionnaire was done in the end of cycle II.
4.1.1 Pre- Cycle
In classroom action study, firstly was doing the pre-test or initial reflection
that was administered to the subjects under study to obtain their pre-existing
ability in speaking. The kind of the test that was used in pre-test was role play.
The students asked to perform in front of the class in expressing asking and giving
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suggestions and instructions expression. There were two themes that could be
chosen by students. The way to score the students’ performance was by using
table and the way to get score was made based on scoring rubric. The score of
students in doing pre-test or IR were counted to find the mean figure.
The finding of the present classroom action study showed that mean of
pre-test or IR (X0) obtained by the subject under study in speaking skill showed
out mean figure of 53.33. This mean score was gotten by the formula. The mean
figure clearly showed that the speaking skill of subjects under study was low. The
score could be formulated as follow:
x X0 =
N
2560 X0 =
48
X0 = 53.33
The mean figure of pre-test was said low because the success indicator of
the pre-test did not achieve 80%. There was not students who got scores of
minimum competences criteria of the English subject was 75 score. Therefore, the
success indicator of pre-cycle was 0% of 100% from the total of students. It meant
the students in the class had problems in learning speaking skill. For it, the teacher
tried to improve speaking skill through interview technique. The percentage of the
success indicator in pre-cycle would be formulated as followed:
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nx Percentage = x 100%
N
0 = x 100%
48
= 0%
4.1.2 Cycle I
After obtaining the data of pre-test, surely, the researcher planned and
prepared all necessaries for teaching in session 1 and giving the test in session 2.
First session was teaching about express of asking and giving suggestions and
instructions expression through interview technique. The first reaction of students
when they were taught speaking skill through interview technique was enthusiasm
but just half students of the class. It was seen when the students were doing
exercises in group works. After the activities in session one was done, the next
session was doing the post-test.
In the first post-test, the students were asked to make short dialogue that
suitable with the theme of the form. After that, they were asked to perform one by
one in front of the class with their partner. After scoring students’ performance,
all scores of students were counted to find the mean figure (X1) of post-test 1. The
formula was same as in the pre-test. The mean figure in post-test 1 was 69.5. This
mean figure meant that there was degree of students in learning speaking skill
because the mean figure in cycle I was higher than in pre-cycle. After getting the
mean figure of the post-test, the next was counting the grand mean of cycle I. The
grand mean (XI) was 69.5 because in cycle I there was only one post-test. The
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mean figure clearly showed that the speaking skill of subjects was increased. The
score could be formulated as follow:
x
X I = N
3336
X I = 48
X I = 69.5
In post-test I, there was not students who got the minimum competences
criteria of the English subject which was 75. So the success indicator of cycle I
was 0% of 100% from the total of students. It meant the speaking skill of the
students in the class could not be improved yet through interview technique.
Nevertheless, it should be repeated in cycle II to get the accurate data because the
problem in cycle I should be done. The problem in cycle I would be revised in
cycle II. The formula of success indicator in cycle I as follows:
nx
Percentage = x 100% N
0
= x 100% 48
= 0%
4.1.3 Cycle II
The finding in Cycle II was started with planning which already been
revised from the previous meeting. This meeting was made based on the result of
the post-test II and questionnaires. This cycle would revise the problem found in
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cycle I. The problem in cycle I was the motivation of the students in learning
speaking skill through interview technique. There were some students did not
follow the exercises in their group. Thus the way to motivated all students in
learning speaking skill through interview technique was the researcher who acted
as a teacher created a leader in every group. The problem was revised in third
session.
The teacher taught the expression of asking and giving suggestions and
instructions expression and supported all groups to make a good team work in
doing exercises for getting high scores. in the other hand, the reward for the good
team works was more creative than in cycle 1. For it, the students were more
active in learning speaking in cycle II than in cycle I. The leader also helped and
supported their friends in every group to get high scores because it would be
influential to the score in their group. After the activities in third session were
done, the next session was doing the post-test 2.
In this post-test, the students were asked to make short dialogue and use
the theme of the form with their partner. After that, they were asked to perform
with their partner one by one in front of the class. After finished scoring the
students’ performance, all scores of the students were counted to get the mean
figure (X2) of post-test 2. The formula was same as in the post-test 1. The mean
figure in post-test 2 was 77.58. This mean figure meant that there was degree of
improvement of students in learning speaking skill because the mean figure in
cycle II was higher than in cycle I.
After getting the mean figure of the post-test, the next was counting the
grand mean of cycle II. The grand mean in cycle II (XII) was 77.58 because it
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only had one post-test. The mean figure clearly showed that the speaking skill of
subjects was more increasing than cycle I. The score could be formulated as
follow:
x
X2 = N
3724
X2 = 48
X2 = 77.58
In post-test 2, there were 6 students who got under the minimum
competences criteria of the English subject. So the success indicator of cycle II
was 87.5% of 100% from the total of students. The formula of success indicator in
cycle II as follows:
nx
Percentage = x 100% N
42
= x 100% 48
= 87.5%
It meant the speaking skill of the students in the class had been increased
and could be improved through interview technique. The grand mean of cycle II
was also significantly higher than the grand mean of cycle 1. Based on the result
in every cycle, the finding of the present classroom action study showed that the
ability of the eighth grade students of SMP PGRI 9 Denpasar in speaking was
improved from session to session after they had been taught through interview
technique. In the result, the percentage of cycle I and cycle II have achieved
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success indicator, surely this classroom action study could be ended. The decision
was made because the target means score by the researcher had been achieved.
The tabulation of data could be seen in table 4.1 below. Besides, the summaries of
the analysis above that were taken from as the finding of the present classroom
action study could be seen in table 4.2 below.
After carrying out the process into practice, the findings of the present
classroom action research can be briefly elaborated as the following.
Table 4.1
Tabulation of Data Indicated the Students’ Improvement in Speaking
Skill through Interview Technique
Subject IR R1 R2
1 44 72 76
2 40 64 76
3 60 72 84
4 52 72 80
5 52 64 76
6 48 72 80
7 52 72 80
8 56 72 80
9 56 72 84
10 60 68 80
11 52 72 76
12 52 72 80
13 52 72 80
14 48 68 84
15 52 72 80
16 52 72 76
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17 48 64 76
18 52 68 76
19 48 64 76
20 60 72 80
21 52 68 76
22 64 64 76
23 56 68 76
24 64 68 72
25 56 72 76
26 60 64 76
27 60 72 84
28 64 72 76
29 64 64 76
30 60 68 76
31 60 72 80
32 60 72 84
33 52 68 72
34 52 68 72
35 52 72 76
36 52 72 76
37 56 72 80
38 48 72 84
39 52 72 72
40 48 68 72
41 60 68 76
42 48 64 72
43 52 72 76
44 48 68 80
45 48 68 76
46 48 72 76
47 44 68 80
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48 44 72 76
Total 2560 3336 3724
The result of the above analyze were considered as the findings of the
present classroom action study which was summarized as the following.
Table 4.2
Summary of the Research Findings Showing the Mean of Each Test and the
Grand Mean for Cycle I and Cycle II
Besides, the additional data was required for the present classroom action
study that was collected through administering questionnaire to the subject under
study at the end of cycle II. The students were asked to answer ten questions in
the questionnaire about their responses to the technique that was used to teach
speaking skill. The results of questionnaire were quantitatively scored using scale
3-0 so that the point A = 3, B = 2, C = 1 and D = 0. The score gathered from
questionnaire showed the students motivation in speaking skill especially through
interview technique. From students’ answer, the percentage of the subject’s
motivation in learning speaking can be counted by the formula. After counting the
data of questionnaire, finally the result of questionnaire was mainly of students
chose option B. Based on the result of questionnaire, the percentage of the
Initial
Reflection/Cycle
Test Total raw score Grand Mean Students
Achievements
Pre-cycle Pre-test 2560 53.33 Good
Cycle I Post-test I 3336 69.5 Good
Cycle II Post Test II 3724 77.58 Excellent
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questionnaire could be divided into three levels. Those are up, middle and down
levels. The percentage of the option A was 48.36 %, and then for option B was
51.63% and option C was 14.16% and the last option D was 0%. Thus, the
percentage of up level was 51.63%, and then the middle level was 48.36%, and
the down level was 14.16%. The students’ answer of the options would be showed
in table 4.3 below.
Table 4.3
Tabulation of Data that Showed the Subject’s Motivation in Learning
Speaking through Interview Technique
SUBJECT
QUESTIONNAIRE ITEMS
A (3) B (2) C (1) D (0)
1 15 8 1 0
2 9 12 1 0
3 6 14 1 0
4 12 12 0 0
5 12 8 2 0
6 12 8 2 0
7 9 12 1 0
8 3 18 0 0
9 18 8 0 0
10 6 12 2 0
11 3 14 2 0
12 3 12 1 0
13 3 12 1 0
14 15 8 1 0
15 15 6 2 0
16 15 6 2 0
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17 15 6 2 0
18 9 12 1 0
19 12 10 1 0
20 3 12 3 0
21 18 6 1 0
22 6 6 5 0
23 9 12 1 0
24 9 14 0 0
25 12 4 4 0
26 9 6 4 0
27 9 14 0 0
28 15 10 0 0
29 18 8 0 0
30 18 8 0 0
31 9 14 0 0
32 3 16 1 0
33 9 14 0 0
34 6 14 1 0
35 12 10 1 0
36 15 6 2 0
37 12 8 2 0
38 6 16 0 0
39 27 2 0 0
40 6 14 1 0
41 15 10 0 0
42 6 12 2 0
43 6 12 2 0
44 3 14 2 0
45 6 12 2 0
46 6 14 1 0
47 3 6 6 0
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48 6 14 1 0
Total 474 506 66 0
TOTAL = A + B + C + D 980
The data that was collected through the administration of questionnaire
was considered as additional supporting data that showed the Students’
Motivation in learning speaking through interview technique. It was same with the
results of test, the data obtained from administering the questionnaire should be
computed and then discussed in order to know how much the interest of students
and make class action research was clear. The computation of the comparative
percentages for scores of the each item of questionnaire showing the subjects total
responses for perspective of A, B, C, D was shown by this formula:
474
1. The percentage of item A = 980 x 100% = 48.36%
506
2. The percentage of item B = 980 x 100% = 51.63%
66
3. The percentage of item C = 980 x 100% = 14.16%
4. The percentage of item D = 0%
From the result of the options above, the finding of questionnaire
suggested that almost students interested and got motivation in learning speaking
through interview technique.
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4.2 Discussion
The result of data analysis which were established as the findings of the
present classroom action study showed the increase of the interview technique in
improving the students’ speaking skill of eighth grade students in academic year
2013/2014. The mean of the pre-test or initial reflection scores (X0) obtained by
the subjects under study in speaking skill pointed out the mean figure of 53.33.
Clearly, this mean figure showed that the pre-existing speaking skill of the
subjects under study was still low. The problems of subjects in speaking skill were
found when the students performed in front of the class.
Besides, the reason of the speaking skill of students was low in pre-test;
actually, they needed the motivation to increase their ability. From the result of
students’ scores, there were 14 students got under scores of minimum score and
the percentage was 79% of 100%. So this pre-test did not achieve the success
indicator of this research yet which was 80%. Thus, these problems were solved
by the researcher through interview technique in improving speaking skill.
Furthermore, the result of the data analysis of the post-test or reflection
scores in cycle I (X1) showed the increasing mean figures 69.5. The mean figure
obtained by the subject under study for the test in cycle I was obviously higher
than the mean score of the initial reflection or pre-test score. So the grand mean
figure of the reflection or post-test scores obtained by the subjects under study in
cycle I was 69.5. It was same as with mean figure because the times for doing
post-test in cycle I was only 1 time.
The degree of improvement between cycle I and pre-cycle was 16.17. It
could be meant that there was the increase of cycle I and also showed that the
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speaking skill of the students under study got an improvement after they had been
taught through interview technique. in the other hand, the percentage of cycle I
was 84%, it meant that this cycle has achieved the success indicator. Thus, it
could be said that the problems of speaking skill of the subjects under study could
be solved by using interview technique.
In addition, the result of the data analysis of the post-test or reflection
scores obtained by the subjects under study in cycle II (X2) pointed out the
increasing mean figures of 77.58. It meant the grand mean of cycle II was higher
than cycle I. Thus, the increasing of cycle II got difference of 8.08 with cycle I.
The degree of improvement gotten from difference between cycle II and I could
be concluded that teaching speaking skill through interview technique could be
improved and more effective and conducive after be revised with new planning.
Besides, it is also seen from the percentage of cycle II was 90%. So the result of
cycle II could show that the speaking skill of the students under study improved
significantly after they had been taught speaking skill through interview
technique.
To make it understandable, the main findings of the present classroom
action study which was discussed here that showed the comparative increasing
mean figures of the initial reflection or pre-test score and the reflection or post-test
scores obtained by the eighth grade students of SMP PGRI 9 Denpasar for cycle I
and cycle II could be graphically presented as the following :
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43
Graph 4.4 : Depicting the Subjects Progressing Ability in Speaking Skill
through Interview Technique
Regarding to the regular improvement on the students’ mean score
obtained from post-test in cycle I and cycle II, the researcher though the final
consideration to stop the action up to session two in cycle II. The decision was
made because the target means score by the researcher had been achieved.
Furthermore, the result of the data analysis from the administration of
questionnaire was considered as additional supporting data. The proportional
percentage figures of the total response of the questionnaire for item A, B, C, and
D were 48.36%, 51.63%, 14.16% and 0%. These findings clearly supported the
major findings of the present study. The obtained comparative percentages of the
questionnaire items indicated the students’ motivation in learning speaking skill
through interview technique.
0
10
20
30
40
50
60
70
80
XO XI XII
53.33
69.5
77.58
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44
Graph 4.5: Graph Showing the Subjects’ changing Behavior, Interest, and
Motivation in Speaking Skill through Interview Technique in
Cycle II
-10.00%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
A B C D
48.36%51.63%
14,16%
0%
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45
CHAPTER V
CONCLUSION AND SUGGESTION
The whole process of classroom action study that concerned to the
application of Interview Technique to improve the speaking skill of the eighth
grade students of SMP PGRI 9 Denpasar finally be concluded in this chapter and
some practical suggestions were also recommended for the English teacher, the
students, and the institution of SMP PGRI 9 Denpasar.
5.1 Conclusion
The main objective of this classroom action study was improving the
speaking skill through interview technique to the eighth grade students of SMP
PGRI 9 Denpasar. To fulfill the objective of the study the classroom action
research (CAR) was conducted by teaching the students directly in the classroom.
In this study, there were two cycles, which each cycle consisted of two sessions.
Before the cycle was conducted, the students were given pre-test or Initial
Reflection to assess the pre-existing speaking mastery. After each cycle or two
sessions, the reflection was given to the students in order to measure their
progression in speaking skill.
The data obtained for the study which were in forms of score showed the
students progress in speaking skill to the eighth grade students of SMP PGRI 9
Denpasar were descriptively analyzed that was the mean scores obtained to the
subjects in pre-test or initial reflection scores (X0) was compared with their
corresponding means scores in the pre-test or initial reflection. The score of
students in pre-test was low because it seen of the mean figure in the pre-test. The
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46
mean figure was 53.33 and there was not students who got scores of minimum
score was 75.
In post-test I, there was not students who got the minimum competences
criteria of the English subject which was 75. So the success indicator of cycle I
was 0% of 100% from the total of students. It meant the speaking skill of the
students in the class could not be improved yet through interview technique.
Nevertheless, it should be repeated in cycle II to get the accurate data because the
problem in cycle I should be done. The problem in cycle I would be revised in
cycle II.
Nevertheless, some students were not enthusiasm in doing exercises with
their groups. Therefore, the cycle II should be done for revising the cycle I and
solving the students’ problem. In cycle II the way to make students more actively
was creating the leaders in every group and giving more creative reward. So the
students would get more motivations besides from the teacher and more active in
doing the exercises especially in learning speaking. The grand mean of cycle II
was 77.58 and the success indicator was 87.5%. Therefore, this classroom action
study could be ended because the results of every cycle have been increased and
the success indicators also have been achieved. From this result, it could answer
the research question that teaching speaking skill through Interview Technique
could be improved.
The result of the analysis of the questionnaire scores clearly showed the
comparative percentage figure was 48.36 %, 51.63%, 14.16, and 0% for the total
response of the items A, B, C, and D. These finding significantly showed that
their attitudes and the motivations in learning speaking were changed and
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47
heightened positively. The researcher who has acted be a teacher in the classroom
observed; moreover, involved herself in managed them in teaching speaking skill
through Interview Technique.
Based on the result above, the researcher concluded that teaching speaking
skill especially in expressing of asking and giving suggestion and instruction was
able to overcome the low students’ ability; moreover, moved positively their
behavior to participate and worked in the group to be a good team work.
Therefore, this technique has given significant improve in learning speaking skill
because of they could share their knowledge or opinion and give motivation for
their friends in creating good team work.
5.2 Suggestion
According to the conclusion above, some suggestions can be given to the
English Teacher, to the students, to the institution, and to other researcher.
1. The English teacher of the eighth grade students of SMP PGRI 9 Denpasar
are suggested to be more creative and innovative in planning the activities in
the class, preparing media, and arranging the material for the speaking skill.
In planning the activities in the class, the teacher can use interview technique
since it could improve the students speaking skill. Some media that can be
used in teaching speaking skill are postcard, pictures, video, and songs. Using
the appropriate media, the students can have their own experience in learning
language. Not only activities and media, which must be considered, but also
the material for the speaking skill. The material will be more interesting if the
teacher give the students the real topics of their daily life. All of them will
help students in forming their habits.
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2. The students were suggested to improve their speaking skill gradually
because they need great effort to build the communicative competence. In
improving their speaking skill, they should practice it either in the classroom
or outside the classroom. They also can use interview technique in practicing
their speaking skill, for example interviewing native speaker which near with
their environment. In addition, they need to use dictionary in finding the
meaning of new words and arrange them to be good sentence in utterances.
3. The institution was suggested to complete the accomodation to support the
teaching learning process. In completing the accomodation, they can provide
the suitable media their students such as computer, LCD, projector, and
English books because these media can help the students get closer to the
developments of the technology and the new world outside. In addition, they
can enjoy the teaching learning process using the interesting media.
4. The other researchers were suggested to give more innovative technique and
activities in improving the speaking skill or the other skills. More activities
can be applied in the classroom, more the students can have their own
experiences in practicing their speaking skill.
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49
REFERENCES
Ariyantini, Ni P. (2013). Teaching Speaking Skill Through Three Steps Interview
Technique to the Tenth Grade Students of SMKN 4 Denpasar in Academic
Year 2012/2013. Unpublished:Thesis Mahasaraswati Denpasar, University
Denpasar.
Brenner, M. E. (2006). Interviewing in Educational Research. Santa Barbara:
University of California.
Brown, H. D. (2004). Language Assessment Principles And Classroom Practices.
San Fransisco: State University.
Ferrance, E. (2000). Action Research. USA: Brown University.
Flowerdew, J. (2005). Second Language Listening.USA: Cambridge University
Press.
Harmer, J. (2002). The Practice of English Language Teaching. England:
Longman.
Heaton, L.B. (1988). Writing English Language Test. USA: Longman.
Luoma, S. (2004). Assessing Speaking. USA: Cambridge University Press.
Muliati, Ni K. (2013). Teaching Speaking Skill Through Role Play to the Tenth
Grade Students of SMKN 2 Sukawati in Academic Year 2012/2013.
Unpublished:Thesis Mahasaraswati Denpasar, University Denpasar.
O’Rourke, J. (2008). The Truth About Confident Presenting. New Jersey: Pearson
Education.
Richards, J. C. (2006). Communicative Language Teaching Today. USA:
Cambridge University Press.
Richards, J.C. (2008). Teaching Listening and Speaking. USA: Cambridge
University Press.
Rolheiser, C. (2001). Three - Step Interview. Toronto: Ontario.
Setyosari, P. Prof. Dr. H. (2010). Metode Penelitian Pendidikan Dan
Pengembangan. Jakarta: Kencana Prenada Media Group.
Underhill, N. (2004). Testing Spoken Language. Cambridge: Cambridge
University Press.
Page 63
TEACHING SPEAKING SKILL THROUGH INTERVIEW TO
THE EIGHTH GRADE STUDENTS OF SMP PGRI 9 DENPASAR
IN ACADEMIC YEAR 2013/2014
LISTRIYANA
Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Mahasaraswati Denpasar
ABSTRACT
One of language skill aspects which is very important in yielding creative,
critical and smart future generation is speaking skill. This skill should be taken into
account in the teaching learning process. However, the phenomenon existing in
schools clearly shows that speaking becomes one of the subjects which is not really
interesting for sudents because they felt speaking English is quite difficult. The
undertaking of the present classroom action research was mainly intended to figure
out whether interview technique can improve the subjects’ speaking skill. The
subjects of the present study was the eighth grade students of SMP PGRI 9 Denpasar
in academic year 2103/21014. The subjects of the study consisted of 48 students; 22
females and 26 males. Based on the result of the pre-test which was carried out in the
pre-cycle, it pointed out that the subjects’ ability in speaking was categorized as
insufficient. The present classroom action research was then carried out through
interview technique in two cycles. The result of the post-test in each cycle obviously
showed that there was significant improvement concerning the subjects’ ability in
speaking skill in which it improved from the level of insufficient to good. This
research furthermore showed that there was changing learning behavior as the result
of the positive responses concerning the technique applied in improving the subjects’
speaking skill. To sum up, the present classroom action study proved that interview
technique could improve speaking skill of the eighth grade students of SMP PGRI 9
Denpasar in academic year 2013/2014; in addiction, the subjects also responded
positively the implementation of interview technique.
Keywords: teaching, interview, speaking Skill.
Page 64
INTRODUCTION
One of language skill aspects which is very important in yielding creative,
critical and smart future generation is speaking skill. By mastering speaking skill the
students will be able to express their thought and feeling intelligently based on the
situation and context when they speak about the language.
Speaking is one of skills in English. Speaking is very important for people in
looking for jobs because spoken English is one of qualification if we want to find the
job. Speaking in front of the people is very important so that we can communicate
each other. Speaking English is one of the most important things in communication
and it is used as a tool of communication among the nations in all over the world. As
an international language, English is very important and has many interrelationships
with various aspects of life owned by human being. In Indonesia, English considered
as the first foreign language and taught formally from elementary school up to the
university level.
In modern era speaking English is very universal thing so that it can make
people to be able to interact and communicate easier eventhough we come from
different countries in the world. Many people have ability to speak in front of other
people. By speaking with the people from different countries, people are able to
know what happens in the world. People in the world use English to communicate
each other and use speaking to interact each other too. So communication and
speaking cannot be seperated because they are connected each other. People are be
able to communicate in English after they have learned it. It can be learned especially
in the school where the students can focus their study to learn it. The aim to study
English at school is not only for achieving good marks.
Meanwhile, the empirical study on the field shows almost same phenomena.
This case shows that the speaking skill of junior high school students is still low;
moreover, the diction is still poor. In interviewing some students in the classroom,
they talked with variation languages based on their mother tongue and combined
with Indonesian language in teaching and learning process was running well. The last
problem is students are not provided with complete and good facility in their school.
So, it will be difficult for them to learn speaking skill.
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In school curriculum, many subjects about speaking can be taught by using
speech, conversation etc. But today in junior high school, interview, is a subject that
has been learnt by students because the interview is an interactional relationship,
both informant and interviewer are engaged in an ongoing process of making
meaning (Kvale, 1996:357). Interview was done by two or more people to know the
fact about some cases. We can teach students in junior high school to be more
confident in speaking in front of the people by using interview strategy. We can
support them to improve their skill in speaking so that when they work somewhere
they know how to speak well especially when they have an interview.
RESEARCH PROCEDURE
In research procedure, an action research as process in four steps such as
planning, action, observation, and reflecting or evaluation of the action. Planning
refers to determining the subject, steps of action, and intruments used for collecting
data. Action refers to what the researcher would do in the classroom and how the
class would be managed based on the previous lesson plan. Observation refers to the
activity to observe the classroom situation and to learn of the student’s behaviour
during the process of teaching learning in order to know the student’s problem and to
know the student’s improvement during the action given. Reflection refers to the
activity where the researcher can decide wheather the study will be continued or
stopped.
Planning
In this step, the researcher also prepared the instruments such as materials,
lesson plan, worksheet, learning scenario, technique and the instrument to observe
and evaluate the teaching and learning process.
a. Lesson Plan
Lesson plan is adopted from syllabus as it aims at teaching and learning process
to reach basic competence. It is arranged in every based competence in one
meeting even more. The components are the same as syllabus. However, lesson
plan is completed with subject identity, method and steps in teaching and
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learning activity. In each meeting, the topic of the interviews related to the junior
high school syllabus.
b. Students’ Worksheet
It is given to know students’ achievement of the materials being taught. It
consisted of competence standard, based competence, summary of material,
instrument to observe and some questions.
c. Providing interesting topic for the activities and preparing the test and media that
were used in teaching learning process.
Action
After knowing the problem faced by the eighth grade students of SMP PGRI 9
Denpasar who had low achievement in speaking, the researcher conducted the action
that had been planned. The action aimed at solving the problem that had been made-
up. In teaching learning process, the actions of the activities are divided into three,
which is structured as the following:
1. Pre-activities. This stage shows the activities were started from greeting, checking
attendance list to building knowledge of field.
2. While-activities. In this stage, the teacher explored the students’ knowledge about
the material that would be taught by asking some questions. Then, the teacher
gave the material, explained the material to them and gave a model of some
expressions in related to students’ real-life. Finally, the teacher gave some
exercises to measure the students’ comprehension about the material.
3. Post-activities. It was the last stage where the students were given feedback about
the material. In addtion, there were also a discussion of the difficulties faced by
the students in teaching and learning process.
Observation
Observing is the time of collecting data to supervise to what extent the result of
acting achieves the objective after being taught through interview. The data of
students’ achievement were taken in form of quantitative and the data was gotten
from the result of speaking tests in answer scores.
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Reflection
This activity is evaluating about the change of students’ success in learning
situation and teacher. The data gained from the test and the result of observation
which were interpreted and analyzed whether the action activity results on progress
was successfull. The analysis is to know the weakness of the cycle I. The writer
could make the clear and accurate conclusion. Then the result of reflection was used
to determine the second cycle to get the improvement of the action.
FINDING AND DISCUSSION
Findings
The data were taken from SMP PGRI 9 Denpasar and administered to the
eighth grade students that have been presented through classroom action research.
Furthermore, the data were collected by using three kinds of instruments, they were
pre-test, post-test and questionnaire. The tests that had been administered in pre-test
and post-test was using practice dialogue for getting the data and in questionnaire
used multiple choices. The instruments were used to achieve the purpose of the
research which was formulated in research question.
In classroom action study, the instruments would be explained in every cycle; they
were pre-cycle, cycle I and cycle II. Pre-cycle would explain about the activities that had
been done and the way to collect the data. in the other hand, cycle I and II explained about
the activities that had been done in every session. There were 2 sessions included in every
cycle; first session for teaching the materials through interview technique and second session
for giving post-test. So there were four sessions that consisted of two post-tests in this
classroom action study. Furthermore, questionnaire was done in the end of cycle II.
Pre- Cycle
In classroom action study, firstly was doing the pre-test or initial reflection
that was administered to the subjects under study to obtain their pre-existing ability
in speaking. The kind of the test that was used in pre-test was role play. The students
asked to perform in front of the class in expressing asking and giving suggestions
and instructions expression. There were two themes that could be chosen by students.
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The way to score the students’ performance was by using table and the way to get
score was made based on scoring rubric. The score of students in doing pre-test or IR
were counted to find the mean figure.
The finding of the present classroom action study showed that mean of pre-test or IR
(X0) obtained by the subject under study in speaking skill showed out mean figure of
53.33.
This mean score was gotten by the formula. The mean figure clearly showed
that the speaking skill of subjects under study was low. The score could be
formulated as follow:
x
X0 =
N
2560
X0 =
48
X0 = 53.33
The mean figure of pre-test was said low because the success indicator of the
pre-test did not achieve 80%. There was not students who got scores of minimum
competences criteria of the English subject was 75 score. So the success indicator of
pre-cycle was 0% of 100% from the total of students. It meant the students in the
class had problems in learning speaking skill. For it, the teacher tried to improve
speaking skill through interview technique. The percentage of the success indicator
in pre-cycle would be formulated as followed:
nx
Percentage = x 100%
N
0
= x 100%
48
= 0%
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Cycle I
After obtaining the data of pre-test, surely, the researcher planned and
prepared all necessaries for teaching in session 1 and giving the test in session 2.
First session was teaching about express of asking and giving suggestions and
instructions expression through interview technique. The first reaction of students
when they were taught speaking skill through interview technique was enthusiasm
but just half students of the class. It was seen when the students were doing exercises
in group works. After the activities in session one was done, the next session was
doing the post-test.
In the first post-test, the students were asked to make short dialogue that
suitable with the theme of the form. After that, they were asked to perform one by
one in front of the class with their partner. After scoring students’ performance, all
scores of students were counted to find the mean figure (X1) of post-test 1. The
formula was same as in the pre-test. The mean figure in post-test 1 was 69.5. This
mean figure meant that there was degree of students in learning speaking skill
because the mean figure in cycle I was higher than in pre-cycle. After getting the
mean figure of the post-test, the next was counting the grand mean of cycle I. The
grand mean (XI) was 69.5 because in cycle I there was only one post-test. The mean
figure clearly showed that the speaking skill of subjects was increased. The score
could be formulated as follow:
x
X I =
N
3336
X I =
48
X I = 69.5
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In post-test I, there was not students who got the minimum competences
criteria of the English subject which was 75. So the success indicator of cycle I was
0% of 100% from the total of students. It meant the speaking skill of the students in
the class could not be improved yet through interview technique. Nevertheless, it
should be repeated in cycle II to get the accurate data because the problem in cycle I
should be done. The problem in cycle I would be revised in cycle II. The formula of
success indicator in cycle I as follows:
nx
Percentage = x 100%
N
0
= x 100%
48
= 0%
Cycle II
The finding in Cycle II was started with planning which already been revised
from the previous meeting. This meeting was made based on the result of the post-
test II and questionnaires. This cycle would revise the problem found in cycle I. The
problem in cycle I was the motivation of the students in learning speaking skill
through interview technique. There were some students did not follow the exercises
in their group. Thus the way to motivated all students in learning speaking skill
through interview technique was the researcher who acted as a teacher created a
leader in every group. The problem was revised in third session.
The teacher taught the expression of asking and giving suggestions and
instructions expression and supported all groups to make a good team work in doing
exercises for getting high scores. in the other hand, the reward for the good team
works was more creative than in cycle 1. For it, the students were more active in
learning speaking in cycle II than in cycle I. The leader also helped and supported
their friends in every group to get high scores because it would be influential to the
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score in their group. After the activities in third session were done, the next session
was doing the post-test 2.
In this post-test, the students were asked to make short dialogue and use the
theme of the form with their partner. After that, they were asked to perform with
their partner one by one in front of the class. After finished scoring the students’
performance, all scores of the students were counted to get the mean figure (X2) of
post-test 2. The formula was same as in the post-test 1. The mean figure in post-test 2
was 77.58. This mean figure meant that there was degree of improvement of students
in learning speaking skill because the mean figure in cycle II was higher than in
cycle I.
After getting the mean figure of the post-test, the next was counting the grand
mean of cycle II. The grand mean in cycle II (XII) was 77.58 because it only had one
post-test. The mean figure clearly showed that the speaking skill of subjects was
more increasing than cycle I. The score could be formulated as follow:
x
X2 =
N
3724
X2 =
48
X2 = 77.58
In post-test 2, there were 6 students who got under the minimum competences
criteria of the English subject. So the success indicator of cycle II was 87.5% of
100% from the total of students. The formula of success indicator in cycle II as
follows:
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nx
Percentage = x 100%
N
42
= x 100%
48
= 87.5%
It meant the speaking skill of the students in the class had been increased and
could be improved through interview technique. The grand mean of cycle II was also
significantly higher than the grand mean of cycle 1. Based on the result in every
cycle, the finding of the present classroom action study showed that the ability of the
eighth grade students of SMP PGRI 9 Denpasar in speaking was improved from
session to session after they had been taught through interview technique. In the
result, the percentage of cycle I and cycle II have achieved success indicator, surely
this classroom action study could be ended. The decision was made because the
target means score by the researcher had been achieved.
Besides, the additional data was required for the present classroom action
study that was collected through administering questionnaire to the subject under
study at the end of cycle II. The students were asked to answer ten questions in the
questionnaire about their responses to the technique that was used to teach speaking
skill. The results of questionnaire were quantitatively scored using scale 3-0 so that
the point A = 3, B = 2, C = 1 and D = 0. The score gathered from questionnaire
showed the students motivation in speaking skill especially through interview
technique. From students’ answer, the percentage of the subject’s motivation in
learning speaking can be counted by the formula. After counting the data of
questionnaire, finally the result of questionnaire was mainly of students chose option
B. Based on the result of questionnaire, the percentage of the questionnaire could be
divided into three levels. Those are up, middle and down levels. The percentage of
the option A was 48.36 %, and then for option B was 51.63% and option C was
14.16% and the last option D was 0%. Thus, the percentage of up level was 51.63%,
and then the middle level was 48.36%, and the down level was 14.16%.
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The data that was collected through the administration of questionnaire was
considered as additional supporting data that showed the Students’ Motivation in
learning speaking through interview technique. It was same with the results of test,
the data obtained from administering the questionnaire should be computed and then
discussed in order to know how much the interest of students and make class action
research was clear. The computation of the comparative percentages for scores of the
each item of questionnaire showing the subjects total responses for perspective of A,
B, C, D was shown by this formula:
474
1. The percentage of item A = 980 x 100% = 48.36%
506
2. The percentage of item B = 980 x 100% = 51.63%
66
3. The percentage of item C = 980 x 100% = 14.16%
4. The percentage of item D = 0%
From the result of the options above, the finding of questionnaire suggested
that almost students interested and got motivation in learning speaking through
interview technique.
Discussion
The result of data analysis which were established as the findings of the
present classroom action study showed the increase of the interview technique in
improving the students’ speaking skill of eighth grade students in academic year
2013/2014. The mean of the pre-test or initial reflection scores (X0) obtained by the
subjects under study in speaking skill pointed out the mean figure of 53.33. Clearly,
this mean figure showed that the pre-existing speaking skill of the subjects under
study was still low. The problems of subjects in speaking skill were found when the
students performed in front of the class.
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Besides, the reason of the speaking skill of students was low in pre-test;
actually, they needed the motivation to increase their ability. From the result of
students’ scores, there were 14 students got under scores of minimum score and the
percentage was 79% of 100%. So this pre-test did not achieve the success indicator
of this research yet which was 80%. Thus, these problems were solved by the
researcher through interview technique in improving speaking skill.
Furthermore, the result of the data analysis of the post-test or reflection scores
in cycle I (X1) showed the increasing mean figures 69.5. The mean figure obtained
by the subject under study for the test in cycle I was obviously higher than the mean
score of the initial reflection or pre-test score. So the grand mean figure of the
reflection or post-test scores obtained by the subjects under study in cycle I was 69.5.
It was same as with mean figure because the times for doing post-test in cycle I was
only 1 time.
The degree of improvement between cycle I and pre-cycle was 16.17. It could
be meant that there was the increase of cycle I and also showed that the speaking
skill of the students under study got an improvement after they had been taught
through interview technique. in the other hand, the percentage of cycle I was 84%, it
meant that this cycle has achieved the success indicator. Thus, it could be said that
the problems of speaking skill of the subjects under study could be solved by using
interview technique.
In addition, the result of the data analysis of the post-test or reflection scores
obtained by the subjects under study in cycle II (X2) pointed out the increasing mean figures
of 77.58. It meant the grand mean of cycle II was higher than cycle I. Thus, the increasing of
cycle II got difference of 8.08 with cycle I. The degree of improvement gotten from
difference between cycle II and I could be concluded that teaching speaking skill through
interview technique could be improved and more effective and conducive after be revised
with new planning. Besides, it is also seen from the percentage of cycle II was 90%. So the
result of cycle II could show that the speaking skill of the students under study improved
significantly after they had been taught speaking skill through interview technique.
Page 75
Conclusion
The main objective of this classroom action study was improving the
speaking skill through interview technique to the eighth grade students of SMP PGRI
9 Denpasar. To fulfill the objective of the study the classroom action research (CAR)
was conducted by teaching the students directly in the classroom. In this study, there
were two cycles, which each cycle consisted of two sessions. Before the cycle was
conducted, the students were given pre-test or Initial Reflection to assess the pre-
existing speaking mastery. After each cycle or two sessions, the reflection was given
to the students in order to measure their progression in speaking skill.
Based on the result above, the researcher concluded that teaching speaking
skill especially in expressing of asking and giving suggestion and instruction was
able to overcome the low students’ ability; moreover, moved positively their
behavior to participate and worked in the group to be a good team work. Therefore,
this technique has given significant improve in learning speaking skill because of
they could share their knowledge or opinion and give motivation for their friends in
creating good team work.
REFERENCES
Brenner, M. E. (2006). Interviewing in Educational Research. Santa Barbara:
University of California. Harmer, J. (2002). The Practice of English Language Teaching. England: Longman.
Richards, J.C. (2008). Teaching Listening and Speaking. USA: Cambridge University Press.
Page 77
50
Appendix 1
Number Name
1 Ade Lia Dian Pratiwi
2 Apriyan Dwi Darmawan
3 Yoga Widjaya Kusuma
4 Agus Kusuma Jaya
5 Agus Someyasa
6 Andi Sastrawan
7 Andika Jaya
8 Angga Saputra
9 Apriantini
10 Arya Suta Wijaya
11 Austin Leo Setiawan
12 Ayu Darmayanti
13 Ayu Nitasari
14 Ayu Melinia Dewi
15 Ayu Puji Diantari
16 Bagus Indra Kumara
17 Candra Purwadinata
18 Cika Karindra Sukma Diputri
19 Diah Yuniantari
20 Dwi Wahyu Saputra
21 Eri Pranata
22 Febry Hariri
23 Geofani Setiawan
24 Ika Ristiana Putri
25 Indah Septiani
26 Intan Cahya Dewi
27 Khrisnayasa
28 Lalu Adi Sianturi
Page 78
51
29 Mahendra
30 Nata Mahendra
31 Nur Ahmad Andriyanto
32 Okta Suairni
33 Panji Surya Jaya
34 Pravastya Atristi Dalena
35 Rahayu Murniyati
36 Rama Permana Putra
37 Ramli Usman
38 Rafli Afrizal
39 Ratih Liana Dwi Yanti
40 Roberto Januar Theopilus
41 Ayu Apriliani
42 Santika Dewi
43 Shintya Aryantika Dewi
44 Suriantari
45 Tea Vebianagata
46 Tri Agustina
47 Utari Wahyuni
48 Willy Gautama
Page 79
53
Appendix 3
LESSON PLAN
School : SMP PGRI 9 Denpasar
Subject : English
Class/Semester : VIII.5/II
Standard Competence : Expressing the meaning in simple short spoken
transactional and interpersonal conversation to
interact with the nearest environment.
Basic Competence : Understanding and responding meaning in simple
transactional (to get things done) and interpersonal
conversations by using spoken language accurately,
fluently, and acceptable to interact with the nearest
environment using the speech act: giving and
responding suggestions and instructions.
Text : Transactional / Interpersonal
Theme : Job Activities
Skill : Speaking
Time Allotment : 2 x 40 menit
1. Indicators
Ask and answer about giving and responding suggestions and
instructions expression.
Ask and answer the simple expression of giving and responding
suggestions and instructions.
Page 80
54
2. Teaching Learning Objectives
In the end of the learning process students are able to respond to the
expression of giving and responding suggestions and instructions.
In the end of the learning process students are able to make a good
dialogues by using of giving and responding suggestions and
instructions.
In the end of the learning process students are able to speak aloud to
improve the pronunciation by using giving and responding suggestions
and instructions.
3. Expected Characters
Communicative
Discipline
Respect
Diligence
Active
4. Teaching Learning Material
A. Explanation and example of giving and responding suggestions and
intructions
a) Explanation about giving and responding suggestions such as :
Giving Suggestion :
• I’d like to suggest that ...
• I suggest that ...
• Why don’t you ...
• How about ...
• Maybe you could ..
• What about going to ...
Responding to Suggestion :
• Yes, you are right.
• That sounds like a good suggestion.
• That’s good idea.
Page 81
55
• As you wish, sir.
b) Explanation about giving and responding instructions such as :
Giving Instruction :
• Could you do this ...
• Do this ...
• You must ...
• Can you ...
• Don’t ...
Responding to Instruction :
• Yes, sir.
• Ok, I will.
• Not at all.
B. Example :
Giving suggestion : I suggest that you have to join with our
company because our company is
urgently needed some employer.
Responding suggestion : That’s a good idea. I will try and send
my CV soon.
5. Teaching Learning Methods
Approach : Communicative approach
Method : Cooperative Learrning
6. Teaching Learning Procedures
No Learning activities Time
allotment Teacher Action Student Reaction
1 Opening
5 Minutes
- Greeting - Response the
greeting
- Checking the students
attendance
- The students
answer when their
name are called
Page 82
56
- Apperception ;
teacher gives brain
storming about the
job activities by using
some questions.
- The students
answer the
question.
2 EEC
a. Exploration
- Teacher tells the
purpose of learning
the material (giving
and responding
suggestions and
instructions) and
gives motivation.
- Pay attention and
listen the teacher’s
explanation
carefully 5 minutes
- Teacher explain the
material (giving and
responding
suggestions and
instructions)
- Students ask a
question if they
don’t understand. 10 minutes
b. Elaboration
- Teacher divides the
students to be some
groups that consist
with 3 students based
on heterogeneous
grouping.
- Students form
groups quickly
5 minutes
- Teacher gives the
task of giving and
responding
suggestions and
instructions for
discussion by using
- Students answer in
group
20 minutes
Page 83
57
interview technique
then be a facilitator
and motivator when
students do it in the
group.
- Teacher gives a test
to evaluation the
students
- Students practice in
front of the class 25 minutes
3. Confirmation
- Teacher summarizes
the material
- Students listen to
the teacher 5 minutes
3 Post activities
- Teacher tells the best
performance of
students and gives
appreciation.
- Students give
applause for their
friends who does
the best
performance
5 minutes
- Saying Good bye and
thank you
- Saying Good bye
too
7. Teaching Learning Source
Books :
Doddy, Achmad.2008. Developing English Competencies Grade 2.
Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional
Page 84
58
8. Assessment
Indicators Assesment
Technique Form
Ask and answer about giving and
responding suggestions and
instructions expression.
Ask and answer the simple expression
of giving and responding suggestions
and instructions.
Spoken/oral Performance test
9. Instrument
With your partner, make dialogues based on the situations below. Use
expression of giving suggestions and instructions including the responses.
Then, role-play the dialogues.
1. Jack’s condition is not well. He is sick. Suggest him to see a
doctor.
2. Rudy is looking for a new flat. Suggest that he find a cheap and
comfortable flat, and tell him what he should do to rent it.
10. Assessment Rubric
Name:
Number:
No Student's Performance Scoring
1 2 3 4 5
1 Accents
2 Grammar
3 Vocabulary
Page 85
59
1
1 = Very bad and a lot of mistakes and very difficult to understand
2 = Very bad but there are some mistakes that can be understood
3 = Good but there are some mistakes that can be understood
4 = Good and the mistakes are less and indiscernible/ no conspicuous
5 = Very good and the mistakes no conspicuous or almost perfect
Note: the complete scoring of speaking can be seen in appendix.
Denpasar, 2 Januari 2013
English Teacher,
Listriyana
NPM. 10.8.03.51.31.2.5.3702
4 Fluency
5 Comprehension
Total
total scoring
Keterangan :
Page 86
60
Appendix 4
LESSON PLAN
School : SMP PGRI 9 Denpasar
Subject : English
Class/Semester : VIII.5/II
Standard Competence : Expressing the meaning in simple short spoken
transactional and interpersonal conversation to
interact with the nearest environment.
Basic Competence : Understanding and responding meaning in simple
transactional (to get things done) and interpersonal
conversations by using spoken language accurately,
fluently, and acceptable to interact with the nearest
environment using the speech act: asking plans and
hopes.
Text : Transactional / Interpersonal
Theme : Personal Life
Skill : Speaking
Time Allotment : 2 x 40 menit
1. Indicators
Ask and answer about asking plans and hopes expression.
Ask and answer the simple expression of asking plans and hopes.
2. Teaching Learning Objectives
In the end of the learning process students are able to respond to the
expression of asking plans and hopes.
Page 87
61
In the end of the learning process students are able to make a good
dialogues by using of asking plans and hopes.
In the end of the learning process students are able to speak aloud to
improve the pronunciation by using asking plans and hopes.
3. Expected Characters
Communicative
Discipline
Respect
Diligence
Active
4. Teaching Learning Material
A. Explanation and example of asking plans and hopes
Everyone has something to project in the future. From the very
beginning, people have prepared everything they need in connection
with their ideals or expectations. To find out what someone is hoping as
well as his future plans, below are several possible expressions to open
the mood.
Asking plans and hopes:
What’s the plan?
What is your plan?
What do you hope?
What do you expect to have?
Expressing hope
I really hope that ....
I do hope ......
I really wish ....
It’s done in the hope that ....
B. Example :
Asking plans : what is your plan when you finish the shoolarship
program?
Page 88
62
Responding : I hope I can get further grant to take graduate
program in business administration. If I finish soon I
will to run a business.
5. Teaching Learning Methods
Approach : Communicative approach
Method : Cooperative Learrning
6. Teaching Learning Procedures
No Learning activities Time
allotment Teacher Action Student Reaction
1 Opening
5 Minutes
- Greeting - Response the
greeting
- Checking the students
attendance
- The students
answer when their
name are called
- Apperception ;
teacher gives brain
storming about the
personal life by using
some questions.
- The students
answer the
question.
2 EEC
a. Exploration
- Teacher tells the
purpose of learning
the material (asking
plans and hopes) and
gives motivation.
- Pay attention and
listen the teacher’s
explanation
carefully
5 minutes
- Teacher explain the
material (asking plans
and hopes)
- Students ask a
question if they
don’t understand.
10 minutes
Page 89
63
b. Elaboration
- Teacher divides the
students to be some
groups that consist
with 3 students based
on heterogeneous
grouping.
- Students form
groups quickly
5 minutes
- Teacher gives the
task of giving and
responding
suggestions and
instructions for
discussion by using
interview technique
then be a facilitator
and motivator when
students do it in the
group.
- Students answer in
group
20 minutes
- Teacher gives a test
to evaluation the
students
- Students practice in
front of the class 25 minutes
3. Confirmation
- Teacher summarizes
the material
- Students listen to
the teacher 5 minutes
3 Post activities
- Teacher tells the best
performance of
students and gives
appreciation.
- Students give
applause for their
friends who does
the best
performance
5 minutes
- Saying Good bye and
thank you
- Saying Good bye
too
Page 90
64
7. Teaching Learning Source
Books :
Doddy, Achmad.2008. Developing English Competencies Grade 2.
Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional
8. Assessment
Indicators Assesment
Technique Form
Ask and answer about asking plans
and hopes expression.
Ask and answer the simple expression
of asking plans and hopes.
Spoken/oral Performance test
9. Instrument
Make your own dialogues using asking plans and hope based on the
following questions with your friends and tell the answer in front of the
class!
What is your friend’s plan after the graduation?
What is your friend’s hope to get in the future?
10. Assessment Rubric
Name:
Number:
No Student's Performance Scoring
1 2 3 4 5
1 Accents
Page 91
65
1 = Very bad and a lot of mistakes and very difficult to understand
2 = Very bad but there are some mistakes that can be understood
3 = Good but there are some mistakes that can be understood
4 = Good and the mistakes are less and indiscernible/ no conspicuous
5 = Very good and the mistakes no conspicuous or almost perfect
Note: the complete scoring of speaking can be seen in appendix.
Denpasar, 3 Januari 2013
English Teacher,
Listriyana
NPM. 10.8.03.51.31.2.5.3702
2 Grammar
3 Vocabulary
4 Fluency
5 Comprehension
Total
total scoring
Keterangan :
Page 92
66
Appendix 5
LESSON PLAN
School : SMP PGRI 9 Denpasar
Subject : English
Class/Semester : VIII.5/II
Standard Competence : Expressing the meaning in simple short spoken
transactional and interpersonal conversation to
interact with the nearest environment.
Basic Competence : Understanding and responding meaning in simple
transactional (to get things done) and interpersonal
conversations by using spoken language accurately,
fluently, and acceptable to interact with the nearest
environment using the speech act: asking and giving
for opinion.
Text : Transactional / Interpersonal
Theme : Traveling and Holidays
Skill : Speaking
Time Allotment : 2 x 40 menit
1. Indicators
Ask and answer about asking and giving for opinion.
Ask and answer the simple expression of asking and giving for opinion.
Page 93
67
2. Teaching Learning Objectives
In the end of the learning process students are able to respond to the
expression of asking and giving for opinion.
In the end of the learning process students are able to make a good
dialogues by using of asking and giving for opinion.
In the end of the learning process students are able to speak aloud to
improve the pronunciation by using asking and giving for opinion.
3. Expected Characters
Communicative
Discipline
Respect
Diligence
Active
4. Teaching Learning Material
A. Explanation and example of asking and giving opinion
a) Explanation about asking for opinion such as :
What do you think of .....?
What are your views?
What is your opinion?
Is it right what I’ve done?
What about ...?
How about ...?
b) Explanation about giving opinion such as :
I’m convinced that ....
I reckon ....
I consider that ....
According to the expert, I ....
In my opinion, ....
I think ....
Page 94
68
B. Example :
Asking opinion : What do you think about view of Tanah Lot ?
Giving opinion : I think view of Tanah Lot is very awesome because
it has a very special temple that located is very
near to the sea and you can see a wonderful sunset
goes down.
5. Teaching Learning Methods
Approach : Communicative approach
Method : Cooperative Learrning
6. Teaching Learning Procedures
No Learning activities Time
allotment Teacher Action Student Reaction
1 Opening
5 Minutes
- Greeting - Response the
greeting
- Checking the students
attendance
- The students
answer when their
name are called
- Apperception ;
teacher gives brain
storming about the
traveling and
holidays by using
some questions.
- The students
answer the
question.
2 EEC
a. Exploration
- Teacher tells the
purpose of learning
the material (asking
and giving for
- Pay attention and
listen the teacher’s
explanation
carefully
5 minutes
Page 95
69
opinion) and gives
motivation.
- Teacher explain the
material (asking and
giving for opinion)
- Students ask a
question if they
don’t understand.
10 minutes
b. Elaboration
- Teacher divides the
students to be some
groups that consist
with 3 students based
on heterogeneous
grouping.
- Students form
groups quickly
5 minutes
- Teacher gives the
task of giving and
responding
suggestions and
instructions for
discussion by using
interview technique
then be a facilitator
and motivator when
students do it in the
group.
- Students answer in
group
20 minutes
- Teacher gives a test
to evaluation the
students
- Students practice in
front of the class 25 minutes
3. Confirmation
- Teacher summarizes
the material
- Students listen to
the teacher 5 minutes
3 Post activities
- Teacher tells the best
performance of
- Students give
applause for their 5 minutes
Page 96
70
students and gives
appreciation.
friends who does
the best
performance
- Saying Good bye and
thank you
- Saying Good bye
too
7. Teaching Learning Source
Books :
Doddy, Achmad.2008. Developing English Competencies Grade 2.
Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional
8. Assessment
Indicators Assesment
Technique Form
Ask and answer about asking and
giving for opinion.
Ask and answer the simple expression
of asking and giving for opinion.
Spoken/oral Performance test
9. Instrument
With your partner, make dialogues based on the situations below. Use
expression of asking and giving for opinion including the responses. Then,
role-play the dialogues.
1. Nia and Nita are going to Garuda Wisnu Kencana. They talk about
the statue , the view and the ticket.
2. You are student and tou have to interview the foreigner from
England. You want to know his opinion about your island and
culture.
Page 97
71
10. Assessment Rubric
1 = Very bad and a lot of mistakes and very difficult to understand
2 = Very bad but there are some mistakes that can be understood
3 = Good but there are some mistakes that can be understood
4 = Good and the mistakes are less and indiscernible/ no conspicuous
5 = Very good and the mistakes no conspicuous or almost perfect
Note: the complete scoring of speaking can be seen in appendix.
Denpasar, 8 Januari 2013
English Teacher,
Listriyana
NPM. 10.8.03.51.31.2.5.3702
Name:
Number:
No Student's Performance Scoring
1 2 3 4 5
1 Accents
2 Grammar
3 Vocabulary
4 Fluency
5 Comprehension
Total
total scoring
Keterangan :
Page 98
72
Appendix 6
LESSON PLAN
School : SMP PGRI 9 Denpasar
Subject : English
Class/Semester : VIII.5/II
Standard Competence : Expressing the meaning in simple short spoken
transactional and interpersonal conversation to interact
with the nearest environment.
Basic Competence : Understanding and responding meaning in simple
transactional (to get things done) and interpersonal
conversations by using spoken language accurately,
fluently, and acceptable to interact with the nearest
environment using the speech act: asking for, giving and
refusing services.
Text : Transactional / Interpersonal
Theme : Daily Life
Skill : Speaking
Time Allotment : 2 x 40 menit
1. Indicators
Ask and answer about asking for, giving and refusing services expression.
Ask and answer the simple expression of asking for, giving and refusing
services expression
Page 99
73
2. Teaching Learning Objectives
In the end of the learning process students are able to respond to the
expression of asking for, giving and refusing services expression.
In the end of the learning process students are able to make a good
dialogues by using of asking for, giving and refusing services expression.
In the end of the learning process students are able to speak aloud to
improve the pronunciation by using asking for, giving and refusing services
expression.
3. Expected Characters
Communicative
Discipline
Respect
Diligence
Active
4. Teaching Learning Material
Explanation and example of asking for, giving and refusing services
expression such as :
what can I do for you? (offering service)
No, thank you.(rejecting service)
Can I have a glass of drink? (requesting something)
Sorry I can’t. (rejecting something)
5. Teaching Learning Methods
Approach : Communicative approach
Method : Cooperative Learrning
Page 100
74
6. Teaching Learning Procedures
No Learning activities Time
allotment Teacher Action Student Reaction
1 Opening
5 Minutes
- Greeting - Response the
greeting
- Checking the students
attendance
- The students answer
when their name are
called
- Apperception ; teacher
gives brain storming
about the daily life by
using some questions.
- The students
answer the question.
2 EEC
a. Exploration
- Teacher tells the
purpose of learning the
material (asking for,
giving and refusing
services) and gives
motivation.
- Pay attention and
listen the teacher’s
explanation carefully 5 minutes
- Teacher explain the
material (asking for,
giving and refusing
services)
- Students ask a
question if they don’t
understand. 10 minutes
b. Elaboration
- Teacher divides the
students to be some
groups that consist
- Students form groups
quickly 5 minutes
Page 101
75
with 3 students based
on heterogeneous
grouping.
- Teacher gives the task
of giving and
responding suggestions
and instructions for
discussion by using
interview technique
then be a facilitator
and motivator when
students do it in the
group.
- Students answer in
group
20 minutes
- Teacher gives a test to
evaluation the students
- Students practice in
front of the class 25 minutes
3. Confirmation
- Teacher summarizes
the material
- Students listen to the
teacher 5 minutes
3 Post activities
- Teacher tells the best
performance of
students and gives
appreciation.
- Students give
applause for their
friends who does the
best performance 5 minutes
- Saying Good bye and
thank you
- Saying Good bye too
Page 102
76
7. Teaching Learning Source
Books :
Doddy, Achmad.2008. Developing English Competencies Grade 2.
Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional
8. Assessment
Indicators Assesment
Technique Form
Ask and answer about asking for,
giving and refusing services
expression.
Ask and answer the simple expression
of asking for, giving and refusing
services expression.
Spoken/oral Performance test
9. Instrument
With your partner, make dialogues based on the topics below. Use expression
of asking for, giving and refusing services expression. Then, role-play the
dialogues.
1. Sports
2. Food and drinks
3. Hobby
10. Assessment Rubric
Name:
Number:
Page 103
77
1 = Very bad and a lot of mistakes and very difficult to understand
2 = Very bad but there are some mistakes that can be understood
3 = Good but there are some mistakes that can be understood
4 = Good and the mistakes are less and indiscernible/ no conspicuous
5 = Very good and the mistakes no conspicuous or almost perfect
Note: the complete scoring of speaking can be seen in appendix.
Denpasar, 9 Januari 2013
English Teacher,
Listriyana
NPM. 10.8.03.51.31.2.5.3702
No Student's Performance Scoring
1 2 3 4 5
1 Accents
2 Grammar
3 Vocabulary
4 Fluency
5 Comprehension
Total
total scoring
Keterangan :
Page 104
52
Appendix 2
PRE-TEST
I. With your partner, make dialogues based on the situations below. Use
expression of giving suggestions and instructions including the responses.
Then, role-play the dialogues.
Your friend, Amanda, is a lazy student. Ask her to study hard for the
upcoming test. Suggest that she:
join your study club
go to the library
Page 105
78
Appendix 7
Post Test 1
I. With your partner, make dialogues based on the situations below. Use
expression of giving suggestions and instructions including the
responses. Then, role-play the dialogues.
1. Jack’s condition is not well. He is sick. Suggest him to see a
doctor.
2. Rudy is looking for a new flat. Suggest that he find a cheap and
comfortable flat, and tell him what he should do to rent it.
Page 106
79
Appendix 8
POST TEST II
II. Make your own dialogues using asking plans and hope based on the
questions below with your friends and tell the answer in front of the
class!
What is your friend’s planned after the graduation?
What is your friend’s hope to get in the future?
Page 107
80
Appendix 9
KUISIONER
Petunjuk!
1. Jawablah pertanyaan di bawah ini dengan memberi tanda silang (X) pada
huruf A, B, C, atau D pada jawaban yang menurut anda tepat!
2. Jawablah pertanyaan di bawah ini sesuai dengan pendapat anda sendiri
tanpa melihat pendapat atau jawaban orang lain!
Berilah tanda silang (X) pada jawaban yang anda anggap sesuai!
1. Menurut anda apakah pelajaran berbicara dalam Bahasa Inggris penting
bagi anda dalam mencari perkerjaan?
A. Sangat penting
B. Penting
C. Kurang penting
D. Tidak penting
2. Apakah anda suka berbicara dalam Bahasa Inggris sehari-hari?
A. Suka sekali
B. Suka
C. Kurang suka
D. Tidak suka
3. Apakah dengan sering berbicara dalam Bahasa Inggris mudah bagi anda
untuk menambah kosakata dalam Bahasa Inggris?
A. Mudah sekali
B. Mudah
C. Tidak mudah
D. Sulit
4. Menurut anda apakah interview technique dapat membantu dalam
meningkatkan kemampuan berbicara dalam Bahasa Inggris?
A. Dapat sekali
B. Dapat
Page 108
81
C. Kurang dapat
D. Tidak dapat
5. Efektifkah bagi anda interview technique dalam proses belajar mengajar?
A. Efektif sekali
B. Efektif
C. Kurang efektif
D. Tidak efektif
6. Setujukah anda apabila guru disekolah menerapkan interview technique
tersebut dalam proses pembelajaran?
A. Setuju sekali
B. Setuju
C. Kurang setuju
D. Tidak setuju
7. Kapan guru Bahasa Inggris sebaiknya menggunakan interview technique
dalam mengajar berbicara?
A. Setiap mengajar
B. Sewaktu-waktu saja
C. Jarang-jarang saja
D. Bila diperlukan
8. Bagaimanakah kemampuan belajar anda setelah menggunakan interview
technique?
A. Sangat meningkat
B. Meningkat
C. Kurang meningkat
D. Tidak meningkat
9. Apakah penggunaan interview technique berpengaruh dalam
mengembangkan kemampuan berbicara anda?
A. Sangat berpengaruh
B. Berpengaruh
C. Kurang berpengaruh
D. Tidak berpengaruh
Page 109
82
10. Penggunaan interview technique dapat membuat pelajaran berbicara lebih
menarik dan lebih dimengerti. Sikap anda.......
A. Sangat setuju
B. Setuju
C. Kurang setuju
D. Tidak setuju
Page 110
83
BIOGRAPHY
Listriyana was born and raised in Moslems
family in Tanjung Benoa – Nusa Dua. Her mother is
a house wife and her dad is a water sport employee.
They are 3 children in her family with all females
which she is a second daughter and her older sister
name is Sri Azryah. Her younger sister is her twin
sister, Listriyani. They were born in Denpasar on May, 18th
1992. Listriyana
attended her education in the Elementary school in SDN 1 Tanjung Benoa on
1998 until 2004. She has spent her Junior high school in SMPN 3 Kuta Selatan
for 3 years. Then she continued to Senior high school from 2007 till 2009 at
SMAN 1 Kuta. Presently, she is a student in Universitas Mahasaraswati
Denpasar (UNMAS) from 2010. She had many experiences and friends during
her period being a student. Listriyana has always passionate to study English
because she would like to achieve her goals one day. She hopes that after her
graduated from Universitas Mahasaraswati Denpasar, she can implement her
knowledge for her future. She doesn’t give up easily to achieve her dreams and
successful in the future.