THE EFFECT OF THREE-STEP INTERVIEW TECHNIQUE ON · most demanding skill from other skills. As...

THE EFFECT OF THREE-STEP INTERVIEW TECHNIQUE ON

STUDENTS’ SPEAKING SKILL

(A Quasi-Experimental Study at the Eighth-Grade students of SMPN 3 Tangerang

Selatan in Academic Year 2017/2018)

A Skripsi

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the

Requirements for the Degree of S.Pd. (Strata-1) in English Education

By:

Rahma Deni

1114014000001

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2018

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ABSTRACT

Rahma Deni (1114014000001). The Effect of Trhree-Steps Interview

Technique on Students’ Speaking Skill (A Quasi-Experimental Study at the

Eighth Grade of SMPN 3 Tangerang Selatan in the Academic Year

2017/2018). A skripsi of Department of English Education, Faculty of

Educational Sciences of Syarif Hidayatullah State Islamic University, Jakarta,

2018.

Advisor I : Dr. Fahriany, M.Pd.

Advisor II : Dadan Nugraha, M.Pd.

Keywords : Speaking, Three-step Interview

The study was quasi-experimental design which was intended to get the

empirical evidence of the effect of three-step interview technique on students’

speaking skill. The population was the eight grade students of SMPN 3 Tangerang

Selatan. The sample was 78 students chosen through purposive sampling

technique and classified into two classes, experimental and controlled class. The

instruments were speaking test and interview. The test was given at the beginning

and at the end of the treatment by using three-step interview technique. The data

of pre-test and post-test were analyzed by using t-test. The result of pre-test score

from both classes showed that the mean score of controlled class was higher than

experimental class. Meanwhile, the result of post-test score revealed that the score

of experimental class was significantly higher than controlled class. The result

showed that the sig 2 tailed was p (0.024). Meanwhile the alpha (α) was 0.05,

which was 0,024< 0.05, and it was also supported by the result of effect size that

was 0.51 in moderate level (significance). It clearly proved that applying three-

step interview technique was effective in improving students’ speaking skill at

eight grade students of SMPN 3 Tangerang Selatan in academic year 2017/2018.

vi

ABSTRAK

Rahma Deni (1114014000001). Pengaruh Teknik Three-step Interview

Terhadap Kemampuan Berbicara Siswa (Penelitian Kuasi eksperimental

pada Kelas Delapan SMPN 3 Kota Tangerang Selatan Tahun Ajaran

2017/2018). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah

dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2018.

Dosen Pembimbing I : Dr. Fahriany, M.Pd.

Dosen Pembimbing II: Dadan Nugraha, M.Pd.

Kata Kunci : Berbicara, Three-step Interview

Penelitian ini menggunakan quasi-experimental design yang bertujuan untuk

mendapatkan bukti empiris tentang efek dari three-step interview technique

terhadap keterampilan berbicara siswa. Populasi penelitian ini adalah siswa kelas

delapan SMPN 3 Tangerang Selatan. Sempel berejumlah 78 siswa yang dipilih

dengan menggunakan tekinik sample purposive dan kemudian diklasifikasikan

menjadi dua kelas, yakni kelas eksperimen dan kelas control. Instrumen yang

digunakan adalah tes kemampuan berbicara dan interview. Tes dilaksanakan pada

awal dan akhir penerapan teknik three-step interview. Data dari nilai awal dan

nilai akhir dianalisa menggunakan formula t-test. Hasil nilai awal siswa dari

kedua kelas menunjukkan bahwa nilai rata-rata kelas kontrol lebih tinggi daripada

kelas eksperimen sedangkan hasil nilai akhir menunjukkan bahwa nilai kelas

eksperimen secara signifikan lebih tinggi. Hasil menjukkan bahwa nilai nilai

signifikansi (sig 2 tailed) 0.024 sedangkan signifikan alpha (α) 0.05 atau 0,024 <

0.05 dan didukung juga oleh tingkat kesingnifikanan yang berada pada angka 0.51

atau tingkat signifikan yang moderate. hal itu dengan jelas membuktikan bahwa

pengaplikasian three-step interview technique efektif dalam meningkatkan

kemampuan berbicara siswa kelas delapan di SMPN 3 Tangerang Selatan Tahun

Ajaran 2017/2018

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful.

All praise be to Allah, the Lord of the worlds, who has been giving and

blessing until the reseracher can finish this research entitled “The Effect of Three-

step Interview Technique on Students’ Speaking Skill (A Quasi-experimental

Study at Eight Grade Students of SMPN 3 in Academic Year 2017/2018)” Peace

and salutation be upon to our Prophet Muhammad who has brought from the

darkness into the lightness.

The researcher would like to express her deepest honour and gratitude to her

beloved parents, H, Zamrita and Yusmaniar, who always support the reseracher to

finish this research and give their love and patiently guide to give the best result.

And, thank also to her brother and sister, Devi Oktorina, Amd. Keb, and Brigadir

Padrianto, who always motivate her to finish this research.

The researcher realizes that she would never finish this research without the

help of some people around her. Therefore, he would like to express his gratitude

to the advisors and examiners, Ms. Dr, Fahriany M.Pd., Mr. Dadan Nugraha,

M.Pd., Dr. Alek, M.Pd., and Zaharil Anasy, M. Hum., for the valuable advice,

suggestion, guidance, comments and support in completing this research paper.

Furthermore, the reseracher would like to express his gratitude appreciation

to:

1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Educational

Sciences.

2. Dr. Alek, M.Pd., as the Head of the Department of English Education.

3. Zaharil Anasy, M. Hum., as the Secretary of the Department of English

Education.

4. All lecturers especially those of in the Department of English Education for

the knowledge, motivation, and support for the reseracher during his study.

5. H. Maryono, S.E, M.Pd, as the Headmaster of SMPN 3Tangerang Selatan for

the permission and help to conduct this research.

vii

6. Hj. Eti Hernawati, S.Pd, as the English teacher at the eight grade of SMPN 3

Tangerang Selatan for his guidance during this research.

7. The students of 8.9 and 8.7 of SMPN 3 Tangerang Selatan for the willingness

to be the participants in this research.

8. Her big family who has supported her in finishing this research.

9. All beloved friends of the Department of English Education A 2014 for the

friendship and support during this study.

10. All her beloved friends of Darma Siswa Chervron Riau 2014, for the support

and help during this study.

11. All her beloved partners at NGFI 2014 for the powerful support and

moodbooster during completing this research.

12. All the people who the names can not be mentioned one by one for the

constribution in finishing this research.

Finally, the reseracher realizes that this research still has some weakness and

mistakes. Therefore, the reseracher would mind accepting any constructive

suggestions and critics to make this research better.

Jakarta, April 29th 2018

Rahma Deni

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TABLE OF CONTENTS

TABLE OF CONTENT .................................................................................... viii

LIST OF TABLES ............................................................................................ x

LIST OF FIGURES .......................................................................................... xi

LIST OF APPENDICES................................................................................... xiii

CHAPTER I: INTRODUCTION .................................................................. 1

A. The Background of the Study ............................................. 1

B. Identification of the Problem .............................................. 4

C. Limitation of the Problem ................................................... 4

D. The Formulation of the Problem ......................................... 4

E. The Objective of the Study .................................................. 4

F. Significance of the Study ..................................................... 5

CHAPTER II: THEORETICAL FRAMEWORK ....................................... 6

A. Speaking .............................................................................. 6

1. The Nature of Speaking ................................................ 6

2. Purpose of Speaking ..................................................... 7

3. The Types of Speaking .................................................. 8

4. Classroom Speaking Activities ...................................... 9

B. Three-Step Interview Technique ......................................... 10

1. The General Definition of Three-step Interview .......... 11

2. The Advantages of Three-Step Interview Technique .... 12

3. The Procedures of Three-Step Interview Technique ..... 12

C. Previous Studies ................................................................. 13

D. Thinking Framework .......................................................... 14

E. Research Hypothesis .......................................................... 15

CHAPTER III: RESEARCH METHODOLOGY ......................................... 16

A. The Place and Time of the Study ....................................... 16

B. Method and Design of the Research ................................. 16

C. Population and Sample ...................................................... 17

D. Instrument ......................................................................... 18

ix

E. Validity and Reliability of the Intrument ........................... 18

F. Collecting Data Technique ................................................. 19

G. Data Analysis Technique ................................................... 22

H. Formulation of the Effect Size ......................................... . 24

I. Statistical Hypothesis ......................................................... 25

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION.................... 26

A. Research Findings ............................................................... 26

1. Data Description ............................................................ 26

2. Data Analysis ................................................................ 33

B. Discussion ........................................................................... 40

CHAPTER V: CONCLUSION AND SUGGESTION ................................. 43

A. Conclusion .......................................................................... 43

B. Suggestion ........................................................................... 43

REFERENCES .................................................................................................. 45

APPENDICES .................................................................................................. 47

x

LIST OF TABLES

Table 3.1 The Research Design .......................................................................... 16

Table 3.2 Scoring Rubric of Speaking ................................................................ 19

Table 4.1 Pre-test Result of Experimental Class and Controlled Class .............. 26

Table 4.2 Post-test Result of Experimental Class and Controlled Class............. 29

Table 4.3 Gained Scores of Experimental and Controlled Class ........................ 31

Table 4.4 Normality Test of Pre-test ................................................................... 34

Table 4.5 Normality Test of Post-test ................................................................. 35

Table 4.6 Homogeneity Test of Pre-test ............................................................. 36

Table 4.7 Homogeneity Test of Post-test ............................................................ 36

Table 4.8 Group Statistic of Post-test Scores ...................................................... 37

Table 4.9 The Table of Independent Sample test ................................................ 37

Table 4.10 Group Statistic of Gained Scores ...................................................... 39

Table 4.11 The Table of Independent Sample test .............................................. 39

xii

LIST OF APPENDICES

Appendix 1 Syllabus ........................................................................................... 46

Appendix 2 RPP of the Experimental Class ....................................................... 60

Appendix 3 RPP of the Control Class ................................................................. 69

Appendix 4 Instrument of Pre-Test in Experimental and Control Class ............ 77

Appendix 5 Instrument of Post-Test in Experimental and Control Class ........... 78

Appendix 6 The transcript of Interview .............................................................. 79

Appendix 7 Surat Pengesahan Proposal Skripsi ................................................. 81

Appendix 8 Surat Bimbingan Skripsi ................................................................. 82

Appendix 9 Surat Izin Penelitian ........................................................................ 84

Appendix 10 surat keterangan penelitian dari sekolah ....................................... 85

Appendix 11 References Examination Paper ...................................................... 86

Appendix 12 Pictures .......................................................................................... 90

xi

LIST OF FIGURES

Figure 4.1 Diagram of Pre-test and Post-test Score of Experimental class and

Controlled Class ................................................................................ 31

Figure 4.2 Diagram of Students’ Gained Score in Experimental and Controlled

Class .................................................................................................. 33

1

CHAPTER I

INTRODUCTION

A. The Background of the Study

Speaking English holds a vital role as a mean of communication since it

becomes common foreign language used for communication by many people

around the world. As communication is the essential need for human being in

order to express meaning and to get information, speaking English is needed for

students to be able to communicate with other people in this world in so many

aspects of life such as business, entertainment, science, and information. So that,

they will be able to compete with people from where English become first or

second language.

Based on the reason above, speaking English has often been viewed as the

most demanding skill from other skills. As Richard states that learners often

evaluate their success in language learning as well as they felt that they have

improved in their spoken language proficiency1. It implies that speaking is the

essential need for students and having a good speaking skill is priority for students

nowadays.

In line with this, the government of Indonesia has also stated in the 2013

curriculum about the importance of having a good speaking skill for Indonesian

students2. In this curriculum, English subject is compulsory starting from the level

of junior high school to the college level. To be specific, speaking skill is included

as one of the objectives of learning English in Junior high school. In this school

level, students are intended to state meaning in several short functional spoken

texts, and one of them is recount text. In this topic, students are required to be able

to tell their personal experiences to the others based on their daily life orally.3

1Jack, C Richards, Teaching Listening and Speaking from Theory to Practice, New York:

Cambridge University Press, 2008, p. 19. 2 Silabus Mata Pelajaran Bahasa Inggris Sekolah Menengah Pertama/ Madrasah

Tsanawiyah, Kementrian Pendidikan dan Kebudayaan Jakarta, 2016, p. 4. 3 Ibid.

2

However, in the real condition, there are so many problems faced by

students when they try to speak English with others. In previous research by

Syukri Agung Hasibuan4, he finds that some students are difficult to speak

English since they have lack of self-confident, interest, and times to practice.

Moreover, some problems above are also faced by eight grade students of SMPN3

Tangerang Selatan as what has been observed by the researcher:

First, students have lack motivation and interest to practice speaking

English since many people around them are not using English as daily

communication language. In addition, English language is also rarely used by

their English teacher in teaching and learning process in the class. Therefore, they

are not able to express their opinion well in English and, their speaking English

achievement still in the low level.

Second, the students do not have sufficient vocabularies since they are

rarely practice English. It is caused by teacher’s teaching method that is not

arranges students to have speaking practice in the class. Hence, students difficult

to express their feeling in English directly, and it is the common problem faced by

students in speaking English.

Third, the students do not have self-confident because they are afraid of

getting mistake and shy of getting negative response from their friends, and it

makes them become passively speak English in the class.

The last is the teacher has monotonous way in teaching speaking, and the

teacher still uses lecturing method in teaching English, and it almost makes no

chance for students to speak because the portion of teacher’s talk in the class is

bigger than students. In short, there are many barriers faced by students in

learning speaking that becomes the teacher’s obligation to decrease these factors.

Regarding to those problems, there have been some studies conducted in

English Language Teaching. Most of the studies offer some alternative media,

materials, and techniques to enhance students’ speaking ability. Among those

studies, a study dealing with technique is interesting to be examined since there

4 Syukri Agung Hasibuan, “The Effectiveness of Bingo Game on Students’ Speaking

Ability”, Skripsi, Syarif Hidayatullah State Islamic University of Jakarta, 2017, p. i.

3

are many English teachers still use lecturing technique in teaching and learning

activity. One of techniques that can be used is three -step interview technique.

Three-step interview technique is one of Kagan’s cooperative learning

techniques that allow students to have interaction each other in a team.

Furthermore, there have been some studies dealing with this technique, those are

case study conducted by Vera Rahmadani5 that investigate the effectiveness of

three-step interview technique to teach speaking viewed, and a study conducted

by Ni Komang Ayu Citraningsih6 that investigate the implementation of three-step

interview technique in improving speaking skill. In addition, the researcher has

also chosen three-step interview technique since Kagan stated that it is able to

build up students’ communication and give students chance to ask, answer

question, and to listen well.7 So that, students might be able to develop their

speaking and listening skill since they have to listen to their partner well and

represent their partner’s idea to their team orally.

In addition, Kagan stated that three-step interview technique also develops

students’ personal and social skill including understanding, and responsibility.8 It

implies that this technique is able to make students take responsibility not only for

their own outcome but also for their team contribution, and it also able to make

students get the point of the topic that they are talking about. Therefore, by using

this technique students are expected to be easy in increasing their speaking ability.

Regarding to the explanation above the researcher is encouraged to

conduct a research entitled “The Effect of Three-step Interview Technique on

Students’ Speaking skill at Eight Grade Students’ of SMPN 3 Tangerang Selatan

Academic years 2017/2018”

5 Vera Rahmadani, “The Effect of Using Three-step Interview Strategy toward Students’

Speaking Ability” Thesis, Sultan Syarif Kasim State Islamic University of Pekanbaru, 2013, p. vi. 6 Ni Komang Ayu Citra Ningsih, “The Implementation of Three-step Interview in

Improving Speaking Skill”, Thesis, Mahasaraswati Denpasar University, 2014, p. viii. 7 Kagan, Spencer & Kagan, Miguel, Kagan Cooperative Learning. San Clamente: Kagan

Publishing, 2009, p. 6.9. 8Ibid.

4

B. Identification of the Problem

From the background of the study, the problems are highlighted on some

points:

1) Students have lack motivation in speaking activity because many people

around them do not use English as daily language.

2) Students have lack of vocabulary because they rarely use and practice English.

3) Students are not confident and afraid of making mistake in speaking because

they are shy of getting negative response from their friend

4) Teacher uses conventional method for example lecturing method that make

students bored during the class activity

C. Limitation of the Problem

To make the study more focus, the problem which is going to be discussed in

this study is limited to investigate the effect of three-step interview technique on

students’ speaking skill at Eight Grade Students of SMPN 3 Tangerang Selatan.

D. The Formulation of the Study

The formulation of this study is in the following question: “Is there any effect

of Three-step Interview Technique on students’ Speaking Skill?”

E. The Objective of the Study

The objective of this study is to find out whether or not there is significantly

different achievement of students’ speaking skill after being taught by using

Three-step Interview technique to the Eight-grade students of SMPN 3 Tangerang

Selatan Academic Year 2017/2018.

F. Significance of the Study

This study hopefully can give contributions to the researcher, students,

teachers, and to other researchers. They are described as follow:

5

1. For The Researcher

By conducting this study, the researcher is able to fulfill the requirement of

the degree of “S.Pd” and this study can also give a practice in developing her

knowledge and skill in problem-solving processes.

2. For Teacher

The English teacher will have knowledge about three-step interview technique

that can effect students’ speaking ability and they are able to apply this new

technique that is more interesting so that they will get positive impact to their

students.

3. For Students

After the students have been taught by using three-step interview technique,

they will be motivated to learn speaking, and they will able to express their

opinion or idea fluently and appropriately in English.

4. Other Researcher

By conducting this research, it will support other researcher who wants to do

the related research, and it can be used to show that three-step interview technique

is able to effect students’ speaking ability.

6

CHAPTER II

LITERATURE REVIEW

A. Speaking

1. The Nature of Speaking

Speaking is an activity which is able to make people share information,

though, idea, and feeling to others through oral communication. Mostly by

speaking, people are engaged to discuss, criticize, and negotiate meaning. The

important thing in speaking is how to deliver idea well and make the listener

understand to what the speaker says. In order to carry out information correctly to

listeners, speakers can involve gesture to support message or information which

speakers want to deliver. It is also stated by Fridanna and friends that gesture

could have essential role in conveying and delivering information to listeners.1 It

implies that speaker needs to understand that sub-skill so that they are able to

communicate well with others.

In addition, speaking skill is necessary for people to communicate with other

in term of sharing and getting information. Speaking as an act of communication

should involve two or more people that have interaction each other to share their

opinion and to make conversation. As Richard stated that speaking is an oral

interaction,2 It means that speaker should communicate with his partner orally

whether in small or in big group. Furthermore, speaking is a mean of

communication that brings the speaker though in direct interaction between two or

more people in it.

Speaking is a productive skill that can be directly observed. Students

produce their speech in order to communicate with others when students produce

their speech there are some aspects that can be measured such as pronunciation,

grammar, fluency, and comprehension. It can be measured by using some scales

of assessing speaking, and it can be interpreted in form of empirical data

1 Marrichiolo Fridanna and Bonaiuto Marino, Hand gesture in speech: studies of their

rules in social interaction (Italy: University of Rome, 2005), p. 2. 2 Jack, C Richard, Teaching Listening and Speaking from theory to practice, (New York:

Cambridge University Press, 2008), p. 19.

7

. Observing students’ speech can be done directly by having face to face

conversation with them. As additional tool, the observer is also able to use tape

recorder to record students’ speech during the assessment. This recording is used

to make sure whether or not the students’ scoring is effective. It shows that

besides productive skill speaking is also a skill that can be directly observed. It is

supported by the statement of Brown that speaking is one of productive skills

which is able to be observed directly and empirically.3

Referring to the definitions above, it can be summarized that speaking is an

oral communication that can be used for sharing information, idea, though, and

feeling. It involves more than one person in communicative interaction which is

the speaker who delivers the message and the listener who receives and responds

it. Speaking can be measured empirically when the process of transferring

information is effectively done.

2. Purpose of Speaking

In order to organize a good speech, it is important to know the purposes of

speaking. It is related to the reasons why people want to speak. In line with

Wrench, he explains that different people can produce different purpose of

speaking. He summarizes that there are three purposes of speaking as follow, to

inform, to persuade, and to entertain.4

a. To inform

To inform means that, people need information that they want to hear. They

are fully satisfied when they understand the information. In short, the information

is called informative speaking. The goal of informative speaking is to make the

listener understand about the topic that the speaker deliver by helping others or

the listeners obtain information and use it to gain their understanding.

b. To persuade,

In this speaking is aimed to convince people. The speaker should give the

speech which is designed to change or reinforce the audience’s belief or actions. It

3 H. Douglas Brown, Language Assessment: Principles and Classroom Practice, (New

York: Pearson Education, Inc., 2004), p. 140. 4Wrench, et. al., Public Speaking: Practice and Ethnics v. 1.0., a Creative Commons by-

nc-sa 3.0, 2012, pp. 138-144.

8

can be said as persuasive speaking that influence people attitude, behavior, value,

and beliefs. Speaker should have evidence to convince people to change their

point of views.

c. To entertain.

This speaking is aimed to entertain people who listen to the speaker. The

speaker focuses on the content of the massage that entertain the listeners. In line

with that the context of the speech requires speaker to think about how to make

the listener enjoy during the speech.

3. The Types of Speaking

Speaking is an activity which enable the speaker to share information, idea

though, and express feeling orally. According to Brown there two types of

Speaking they are monolog speaking and dialog speaking5.

a. Monolog

In monolog type, speaker uses spoken language for any length of time, such

as lectures, speeches, news broadcasts, etc. in this type of speaking, the listeners

must process the information given in the presentation without interruption.

There are two kinds of monolog speaking such as planned and unplanned

monologs. Planned monologs (speech and pre-written material) are quite difficult

to be understood since they manifest little redundancy. Meanwhile, unplanned

(long stories and lectures) are easier to be understood because it showed more

redundancy.

b. Dialogue

Dialogue consists of two speakers and it can be classified into interpersonal

and transactional conversation. Interpersonal conversation is purposed to

maintain the social relationship among the participants, and transactional

conversation is aimed to share factual information. If the participants know each

other so it is easy to create assumptions and meanings to understand the

conversation. However, if the participants do not know each other, they have to

5 H. Douglas Brown, Teaching by Principles: An Interactive Approach to language

Pedagogy, (New York: Pearson Education co, 2001), Second Edition, p. 251.

9

explain explicitly to make sure there is no misunderstanding during the

conversation.

4. Classroom Speaking Activities

Creating and adapting a technique to develop students’ speaking skill are part

of classroom management strategies. A teacher needs to know the speaking

activities in order to make them able to apply the appropriate way and technique

during the teaching and learning activities. There some speaking activities as

Hayrie Kayi inferred such as: discussion, role plays/simulation, information gap

storytelling, and Interview6.

a. Discussion

In this activity students are able to share idea about event or find solution

with their teammate in the group discussion. This activity is aimed to make

students speak up and share their thinking with others. Before doing the

discussion, it is essential that the purpose of the discussion activity is set by the

teacher. In this way, the discussion points are relevant to this purpose, so that

students do not spend their time chatting with each other about irrelevant things.

b. Role plays/ simulation

It involves students to take a role and carrying out a discussion who played

the role. In this activity the teacher will give information about who they are and

how they should feel for instance, if the students is act like a singer they should

bring a microphone and so on. This is one of the ways to make students speak in

the different social context and to assume varied social roles.

c. Information gap

Students must be organized in pairs. One student will have the information

that other partner does not have, and students do not know what others are going

to say and it likes real life conversation. Each partner plays an important role

because the task cannot be completed if the partners do not provide the

information the others need. These activities are effective because everybody has

the opportunity to talk extensively in the target language.

6HayrieKayi, Teaching Speaking: activities to promote Speaking in a Second Language,

Internet TESL Journal, Vol. XII, No. 11, 2006, p. 1.

10

d. Storytelling

In storytelling, students are able to foster creative thinking since it can

explore their idea through story. It is also help students express their ideas in the

format of beginning, development, and ending. By using this technique in the

class students may able to create their own stories and tell it to their classmates.

e. Interview

It involves students in active speaking activity where they should ask and

answer questions from their friends. Before conducting this activity, it is better

for teacher to provide the rubric to students. Therefore, they will understand

types of question that they are going to make and ask. After having the interview

activities students should presents his or her study to the class. Moreover, it can

give them more time to practice their target language in the class.

B. Three-Step Interview Technique

Cooperative learning technique is considered as one of techniques that

enable students to have more time to practice English with their teammate.

According to Vanna and Sonthara cooperative learning acquires students to work

together in groups, and they have to cooperate with the member of group to get

succeed.7 From that statement, we can understand that students will work

together in a group and they have responsibility not only for themselves but also

for their team member.

The three-step interview technique is one of the cooperative learning

techniques, and the writer chooses this technique in order to teach speaking

English in the class since this technique able to give students more chance to

communicate with others. Moreover in this part, the researcher presents

information about three-step interview technique which is the chosen cooperative

learning technique applied in this study. The information consists of definition,

benefit, and procedures.

7 Kong Sonthara, and Sao Vanna, Cooperative Learning: Theory & Practice, (Cambodia:

USAID from the American People, 2009), p. 2.

11

1. The General Definition of Three-step Interview technique

Three- step interview technique is cooperative learning technique. It is one of

Kagan’s cooperative learning techniques, and it is considered as an effective way

to change the teaching and learning speaking condition in the class. It is able to

give students more chance to practice their English, to respond to their partner and

sharing with their teammates. As Kagan states that tree-steps interview technique

can be used for making interaction in a teammate.8 Moreover, three-step interview

technique is teaching speaking technique which is enable students to practice their

speaking in asking question, express feeling, and sharing idea with others.

Three-step interview technique is a simple technique that is useful. In this

technique students will be divided into several groups that consist of three

students. The students will be given the topic that they need to discuss and give

them time to make the question that they will ask to their friends as an

interviewer. According to Mendal, she states that by applying three-step interview

technique students will have interaction with each member of the team as the

interviewer and interviewee and in the last step of this technique student will

share their partner’s response with member of the team.9 It implies that three-step

interview technique can be used for teaching speaking in the class because in the

whole steps in this technique students mostly speak up with their partner either in

interview process or in sharing the response to others.

Based on the definition above Three-step interview technique refers to

cooperative learning technique that sets students in a group. Each group consists

of three students. The students have to make questions that they are going to ask

and the other will write the result of each interview. The students’ role will be

changed in each interview as interviewer, interviewee, and reporter.

8 Kagan, Spencer & Kagan, Miguel, Kagan Cooperative Learning. (San Clamente: Kagan

Publishing, 2009), p. 6.11. 9Rita Rani Mandal, Cooperative learning strategy to enhance students’ writing skill,

(Chennai: MJAL,2009), p. 99.

12

2. The Advantages of Three-Step Interview Technique

There are several advantages from the use of Three-step Interview Technique

in teaching English, which can be listed as follows:

a. It engages students to work and share their work with the member of the

team. Since this activity relies on group, it give every member of the group

chances to produce their though and share their idea in form of interview

activity.

b. It is able to build up students’ responsibility since they should think about

their teammate outcome and try to deliver the idea well to their partner. As

Kagan describe that three-step interview technique is also developed personal

and social skill including listening, understanding, and responsibility.10

c. This kind of activity is designed to enhance students’ communication skill

since this activity acquires students to pay attention to the response given by

their teammates. So that they are able to write on the conclusion of each

interview and share it orally with other members. As Liang said that three-

step interview can help students to gain competence in listening, speaking

and summarizing11.

d. It is able to decrease students’ nervousness since they speak up in a group not

individually speaks up in front of the class.

3. The Procedures of Three-Step Interview Technique

Kagan described on their book that there are several steps in applying tree-

step interview technique such as12:

a. First, the teacher will divide students into several groups that consist of 2

students and the teacher will give the topic that students need to discuss.

b. Then each students will get the different role for example, student A as an

interviewer, and student B as an interviewee

10Kagan Op.Cit, p. 6.9. 11Tsailing Liang, “Implementing Cooperative Learning in EFL Teaching: Process and

Effects”, a Thesis, National Taiwan Normal University, 2002, p. 36. 12 Kagan, Spencer & Kagan, Miguel, Kagan Cooperative Learning. (San Clamente:

Kagan Publishing, 2009), p. 6.38.

13

c. The teacher will give instruction to the students that the students need to

switch the role after each interview and summarize the result of each

interview.

d. Before starting the activity the teacher will ask each students to draw

something related to the topic given

e. Then the teacher will give the students time to make a question according to

the picture drawn by their friend

f. In the final activity they will share what they get from the interview activity

with another team. So that, they make group of four then sharing what they

have gotten from interview session.

C. Previous Studies

Many researchers that have been conducted to find out the effectiveness of

Three-step interview technique in teaching speaking skill, However, there only

two previous study which are used for this study.

The First, previous study was conducted by Vera Rahmadani, the student of

English Education Department of UIN SUSKA Riau the title of this reserch is “

The Effect of Using Three-Step Interview Strategy toward Students’ Speaking

Ability” the resercg took place at SMA Muhammadiyah Pekanbaru . This research

used quantitative method with quasi-experimental design. The aim of this

research is to find out whether speaking students’ speaking ability has improved

after being taught using three-step interview technique or not. The researcher gave

treatment to 20 students. After giving the treatment, the researcher tried to

examine the result of this study. The result of the research showed that (1) the

score of the experimental class was better than the controlled class. (2) the

students were intersted in learning English by using Three-steps Inerview

Technique (3)Three-Steps Interview technique was an effective way to in

improving students’ speaking ability. The different of this reserch with the

writer’s research is focussed to know the effect of three-steps interview technique

on students speaking skill especially in telling their self experience and the writer

will conduct the reseach at SMPN3 Tangerang Selatan

14

The second, previous study was conducted by conducted Arista Fitria Nigrum,

the student of STAIN of Salatiga. The tittle of the research is “The Use of Three-

Steps Interview Technique towards Students’ Speaking Ability” the research took

place at SMK Informatika Ungaran. This research is qualitative research which

used classroom action research design. The result of this research showed that (1)

there was a positive impact in using three-steps interview technique, (2) students

have motivation in learning speaking and they interest in speaking by using three-

steps interview technique, (3) the score of post-test in the first and the second

cycle was better than pre-test. The difference of this research to the writer

research is to obtain the empirical data about the effect of three-steps interview

technique on students’ speaking ability. Also, the research design of the writer’s

reaserch is quasi-experimental design not classroom action research.

Third, previous study was conducted by conducted by Rani Candrakirana

Permanasari. The student of Semarang State University. The title of the research

is “ Improving Students’ Speaking Ability through Three Steps Interview

Technique”. this research took place at SMKN 9 Semarang This research used

qualitative method with classroom action reserach design. This research is aimed

to iknow in what aspects three steps interview technique improve students’

speaking skill. This study is also tried to find out the studets’ response to the

technique. The result of this research showed that (1) there was a positive impact

in using three-steps interview technique, (2) students have motivation in learning

speaking and they interest in speaking by using three-steps interview technique,

(3) the score of post-test in the first and the second cycle was better than pre-test.

The difference of this research to the writer research is to obtain the empirical data

about the effect of three-steps interview technique on students’ speaking ability.

Also, the research design of the writer’s reaserch is quasi-experimental design not

classroom action research.

D. Thinking Framework

Speaking is an important skill that should be mastered by students. The

students should have many opportunities to speak by using a target language. In

practicing to speak English in the class, students are able to use Three-step

15

interview technique. It is cooperative learning technique which is enable students

to have interview session in a team. This technique is able to give students more

chance and opportunities to speak up in the class since it is require students to ask

question, answer question, and sharing with others about the result of the

interview. In addition, this technique is able to build up students’ responsibility

since they should think about their teammate outcome and try to deliver the idea

well to their partner.

Moreover this technique is considered to be an effective way to enhance

students’ communication skill since this technique acquires students to speak up,

listen well to the partner, and write on others response. Therefore, three-step

interview technique will be applied to improve students speaking skill and this

technique will be enjoyable for students since they will be arranged in a

teammate. By working in a team, it will give positive impact to the students and

enhance their self-confidence also they have chance to practice with their partner

that give them interesting experience while speaking activity.

Therefore, the researcher would like to performance a research on the effect of

three-step interview technique on students’ speaking skill. In short, the three-step

interview technique will be applied to see whether or not it is significantly

effective to enhance students’ speaking skill.

E. Research Hypothesis

Regarding to the theories, discussion of the previous studies, and the

explanation of thinking framework above, the researcher assumed that in the

result of the study there is significant effect of three-step interview technique on

students’ speaking skill.

16

CHAPTER III

RESEARCH METHODOLOGY

A. The Place and Time of the Study

This research conducted at SMPN 3 Tangerang Selatan located at Jl. H.

Juanda No.01, Cempaka putih, Ciputat Timur, Kota Tangerang Selatan in

academic year 2017/2018.

B. Method and Design of the Research

This research was classified into quantitative method with quasi-experimental

design since the researcher wanted to know the effect of Three-step Interview

Technique on students’ speaking skill. In this research, the researcher needed to

choose a control group as a comparison of experimental group.1

Table 3.1

The Research Design

Intact Groups Measurement Application of

Independent

Variable*

Measurement

Experimental

Group

Pre-test Experimental

treatment (Using

Three-step Interview

Technique)

Post-test

Control Group Post-test Without experimental

treatment (using

lecturing-

presentation, and

drilling repetition

method)

Post-test

1Daniel Mujis, Doing Quantitative Research in Education, (London: SAGE Publications,

2004), p. 27.

17

This research involves two classes, the first class as an experimental class

and the second class as the controlled class. The experimental group means that

the students were given the treatment by using three-step Interview technique.

However, the control group means that students were not given the treatment by

using three-step Interview technique

C. Population and Sample

The population of this study was second grade students of SMPN3

Tangerang Selatan that consist of 424 students divided into 10 classes. The

researcher chose this population because students were expected to have adequate

speaking of their own experiences and the material match with the research topic

which focused on recount text material.

The writer used purposive sampling technique for choosing the sample for

this study. There were 2 classes, one as experimental class and other as controlled

class. Those classes were chosen based on the information given by English

teacher about the average scores of students’ speaking skill. For that reason, the

researcher took the sample based on the situation of the class and prior

information.2

Furthermore, there were two classes as the sample of this research namely

8.9 and 8.7. Based on interview with the English teacher, the researcher knew that

8.7 is non-active speaking class so that they had lower speaking score than 8.9.

Therefore, the researcher decided 8.7 as the experimental class, to know their

ability after having treatment using Three-step interview technique, and 8.9 as

control class.

2 Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in

Education, (New York: McGraw-Hill, 2009), p. 9.

18

D. Instrument

1. Conceptual Definition of the Instrument

The instrument for this study was test. As Brown stated that a test can be

used to measure someone’s ability.3 The researcher used speaking test as the

instrument of this research. The test was given twice, pre-test and post-test. The

pre-test was intended to know initial speaking skill of the sample and the post-

test was intended to check whether the Three-step interview technique gave an

effect or not toward students’ speaking skill.

The topics of pre-test and post-test were different. In the pre-test, students

were asked to explain their personal experience such as birthday experience,

school experience, and etc. However in the post-test students were asked to

explain their personal experience such as my pleasing childhood story, my

amazing farewell party story, and etc.

Beside the test, the researcher also used interview as additional instrument to

gather students’ opinion about the implementation of Three-step interview

technique in teaching speaking skill in the classroom. the result can be seen in

(appendix 6).

2. Operational Definition of the Instrument

The instrument was constructed by Douglas Brown’s book. Brown stated that

there are several criteria that should be noticed in assessing speaking test such as

Grammar, vocabulary, comprehension, fluency, pronunciation, and task.4

E. Validity and Reliability of the Instrument

To know the validity of the instrument, the researcher used content validity.

According to Hughes, he states that a test is said to be valid if it measures

accurately what is intended to measure.5 The writer used recount text which is

suitable with the syllabus.

3 H. Douglas Brown, Language Assessment: Principles and Classroom Practices, (New

York: Pearson Education, 2004), p. 4. 4H. Douglas Brown, Language Assessment: Principles and Classroom Practice, (New York:

Pearson Educatiom, 2004), p. 172. 5 Arthur Hughes, Testing for Language Teachers Second Edition, (United Kingdom:

Cambridge University Press, 2000), p. 26.

19

Meanwhile, reliability was used in assessing students speaking both in pre-

test and post-test. According to Frankel and Wallen, the reliability then refers to

the consistence of the scores attained.6 In order to attain the reliability of the

instrument, there are some aspects that need to be considered as follows:

pronunciation, grammar, fluency, vocabulary, comprehension, and task

F. Collecting Data Technique

The data of this research was collected by giving speaking test to the

students. The test consists of pre-test and post-test. Those tests were given to the

experimental class and control class. The pre-test was given in the beginning of

the meeting meanwhile the post-test was given in the end of the meeting after 4

times treatment. The pre-test was conducted in order to know students’ beginning

in comprehending the lesson however post-test was conducted in order to know

students speaking skill after having a test. Furthermore, the sores of experimental

class and control class in pre-test and post-test were compared. Afterwards, the

scores were used as the numerical data to measure students’ speaking skill.

In order to determine students’ speaking score in the pre-test and post-test

the researcher used rating scale by Brown7 in Table 3.2

Table 3.2

Scoring Rubric of Speaking

No Categories Rating Scores Criteria

1 Grammar 5 95-100 Students are able to use grammar very

well in speaking

4 85-94 Students are able to use grammar well

in speaking and students’ errors are

quite rare

3 75-84 Students have good grammar and they

are able to speak with sufficient

6 Frankel and Wallen, op.cit., p. 154. 7H. Douglas Brown, Language Assessment: Principles and Classroom Practice, (New York:

Pearson Educatiom, 2004), p. 172.

20

structural

2 65-74 The students’ grammar structure is

quite accurate but they do not have

confidence control

1 Below 65 Student have many errors in grammar

and word order, but they understand

the content

2 Vocabulary 5 95-100 The Students have board vocabulary

4 85-94 The Students have satisfactory

vocabulary

3 75-84 The Students have sufficient

vocabulary

2 65-74 The Students have definite vocabulary

1 Below 65 The Students have very definite

vocabulary

3 Comprehension 5 95-100 The student understand the dialogue

and the content clearly

4 85-94 The Students understand the words

although there is repeating in certain

part

3 75-84 The students understand the dialogue

but there are some repetition

2 65-74 The students understand enough about

the dialogue but they difficult to give

feed back to their partner

21

1 Below 65 The Students can understand even in

the simple dialogue

4 Fluency 5 95-100 The Students are able to speak without

too much hesitation

4 85-94 The Students fluency is having a little

disruption by language problem

3 75-84 Students make so much mistake in

language problem

2 65-74 The students often doubt and stop

because of limited language

1 Below 65 The students often break off and stop

while conveying dialogue

5 Pronunciation 5 95-100 The students are able to pronounce the

words very well

4 85-94 The students are able to pronounce the

words well


words good enough


words but continually un-

comprehendible

1 Below 65 The students are able to pronounce the

word badly

22

6 Task 5 95-100 The students’ have speaking

proficiency that equivalent with

educated native speaker.

4 85-94 The students are able to give respond

appropriately even in unfamiliar

situation

3 75-84 The students are able to participate

effectively in formal and informal

conversation

2 65-74 The students are able to handle their

social demand with others’ help

1 Below 65 The students are to answer question

that familiar with them

(*The Scale of assessing speaking test was adapted from Brown, 2004, p. 172)

G. Data Analysis Technique

The data in this study were analyzed by using statistical analysis then, the

researcher compared the score of pre-test and post-test in experimental class and

control class. In analyzing the data, the t-test formula was used to know the effect

of Three-step interview technique on students’ speaking skill. Before analyzing the

data by using t-test, the normality and homogenity must be measured first.

1. Preliminary Test

Preliminary analysis was the first step that should be done after collecting all

of the data of the research. It was useful to know whether the data were qualified or

not. In this step, the normality test and the homogeneity test were analyzed

a. Normality Test

Normality test was one of the important requirements that might be followed

in analyzing the data of the research. It was done to examine if the distribution of

data collected was normal or not. The analysis of normality test in this research

used Kolmogorov Smirnov by using SPSS version 22 software. Then, if the

23

normality score was more than 0.05, it could be said that the data distribution

were normal. On the contrary, if the score of normality test showed less than 0.05,

it could be said that the data distributions were not normal. The steps to check the

normality test as follows:8

1. Open SPSS version 22 software program

2. Click variable view and complete these columns :

a. Name: write class in the first row. This is to indicate and differenciate

between the experimental class and the controlled class. Write score in

the second row

b. Type column is numeric

c. Width column is filled with 8

d. Decimal is changed from 2 to 0

e. Label column is left blankValue coloumn is none

f. Missing column is none

g. Column is filled with 8

h. Align column is right

i. Measure column is unknown

j. Role column is filled with input

3. Click data view, in score column, compute”1” as representing experimental

class and “2” representing the controlled class.

4. In score column, compute score of each class

5. Click analyze >> Descriptive Statistcs >> Explore

6. Fill in the dependent list with pre-test score and then fill in the factor list of

class.

7. Click plots >> checklist normality plot with test, histograms, power

estimation >> Continue

b. Homogenity Test

Homogeneity test was used to test whether the data from the two groups had

the same variant. Like normality test, this kind of test also used SPSS version 22

8https://statistics.laerd.com/spss-tutorials/testing-for-normality-using-spssstatistics.php

Accessed on Tuesday, march 11st 2018 10.00 PM.

https://statistics.laerd.com/spss-tutorials/testing-for-normality-using-spssstatistics.php

24

software. This research used Kolmogorov Smirnov with α= 0.05. the data can be

said homogenous if the homogeneity score was more than 0.05. The steps are:

1. Open the SPSS file of the entered data.

2. Click Analyse>> Descriptive Statistcs>> Explore on the top menu.

3. In the Explore dialogue box, fill in the dependent list with the variable to

be tested for normality (pre-test score, post-test score) by either drag-and-

dropping or using the button.

4. Then, fill in the factor list with the sample groups (control, experimental)

to see if its normally distributed in each group or class by either drag-and-

dropping or using the button.

5. Click plots, then checklist >> normality plot with test, histograms and

power estimation. Click Continue and OK to see the normality test result.

2. t-test

As mentioned before, t-test was used to know the effect of three-step

interview technique on students’ speaking skill. The researcher used t-test to

determine whether the null hypothesis or alternative hypothesis, is accepted or

rejected. The t-test used in this research specifically is independent-samples T-test

with a two-tailed test of significance. If the result indicates p-value or sig (2-

tailed) higher than the significance level of sig α= 0.05 (5 %), then the null

hypothesis is accepted. On the contrary, if p-value is lower than sig α= 0.05 (5 %),

then the alternative hypothesis is accepted. t-test analyzed by using SPSS version

22 software. It can simply be done by Click analyze >> compare means>>

Independent sample t-test. Then, Fill in the test variable with post-test score, fill in

the group variable with group, and define the group. After that, Click on the

define group, enter 1 into group 1 as experimental class and enter 2 into group 2

as controlled class. finally, Click the continue button, then final step click OK.9

9https://statistics.laerd.com/spss-tutorials/independent-t-test-using-spss-statistics.php

Accessed on Tuesday, march 11st 2018 10.00 PM.

https://statistics.laerd.com/spss-tutorials/independent-t-test-using-spss-statistics.php

25

H. Formulation of the Effect Size

In order to measure whether the effect size of the media or the technique

were strong, therefore, the writer adopted Cohen’s formulation as follows10:

d = (mean of group A −mean of group B)

Pooled Standard Deviation

Pooled Standard Deviation =

(standard deviation of group 1 + standard deviation of group 2)

2

After obtaining the results, then they can be interpreted based on the criteria:

0 - 0.2= weak effect; 0.21 - 0.5= modest effect; 0.51 – 1.00 = moderate effect size;

and >1.00 = strong effect.11

I. Statistical Hypothesis

After calculating the data by using t-test, the researcher uses criteria with

significance degree 0.05 for testing the hypothesis. The calculation of statistical

measurement as follows:

Ha: There is a significant effect of tree-steps interview technique on students’

speaking skill (the mean score of the experimental class post-test is higher

than the mean score of the controlled class, or p < α; sig. 2 tailed is lower

than alpha; there are differences from the score of the classes).)

Ho: There is no significant effect of tree-steps interview technique on students’

speaking skill (the mean score of the experimental class post-test is lower

than the mean score of the controlled class, or p > α; sig. 2 tailed is higher

than alpha; there are no differences from the score of the classes).

10 Daniel Muijs, Doing Quantitatve Research in Education, (London: Sage Publications,

2004), p. 136

11 Ibid., p. 139.

26

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

The chapter presents the result of the test given to the experimental and

controlled class. The result of the test from experimental and controlled class were

described in data description, then it was analyzed statistically in data analysis to

get empirical evidence of the effect of three-step interview technique on students’

speaking skill at eight grade students of SMPN 3 Tangerang Selatan in academic

year 2017/2018.The analyzed data were then interpreted in discussion part.

A. Research Finding

1. Data Description

The data described here were the result of speaking test. As mentioned

before, the study used a quasi-experimental design. The study was mainly

intended to find out whether the three-step interview technique effective or not to

improve students’ speaking skill. In the study, there were two techniques of

collecting the data, namely pre-test and post-test

The resercher conducted the pre-test to the subject of the research. In pre-test

the students were instructed to explain their experience for example holiday

expereience, first day school experience, feast day stoory, and etc. It was used to

measure students’ skill before the treatment given. The data showed as follows:

a. The pre-test result of experimental and controlled class

Table 4.1

Students’ Pre-test Scores of Experimental Class (8.7)

and Controlled Class (8.9)

NO Experimental Class Score Controlled Class Score

1 S1 20

S1 30

2 S2 36

S2 33

3 S3 23

S3 26

4 S4 33

S4 36

27

No Experimental Class Score Controlled Class Score

5 S5 23 S5 40

6 S6 26

S6 33

7 S7 33

S7 20

8 S8 46

S8 33

9 S9 40

S9 30

10 S10 60

S10 46

11 S11 56

S11 66

12 S12 66

S12 70

13 S13 53

S13 76

14 S14 70

S14 80

15 S15 60

S15 76

16 S16 66

S16 56

17 S17 70

S17 50

18 S18 50

S18 66

19 S19 46

S19 70

20 S20 40

S20 50

21 S21 76

S21 60

22 S22 50

S22 66

23 S23 56

S23 56

24 S24 40

S24 53

25 S25 46

S25 70

26 S26 50

S26 63

27 S27 56

S27 56

28 S28 30

S28 60

29 S29 46

S29 53

30 S30 36

S30 50

31 S31 20

S31 40

32 S32 23

S32 20

33 S33 20

S33 36

28


34 S34 26

S34 40

35 S35 33

S35 20

36 S36 23

S36 23

37 S37 20

S37 26

38 S38 30

S38 36

39 S39 26

S39 20

Total Score 1624 1821

Mean Score 41.64 46.69

Based on the data above, the mean score of pre-test in experiemental class

was 41.64 meanwhile the mean score of pre-test score in controlled class was

46.69. it showed that score achieved by the students of controlled class was

higher than experimental class. it means that studens’ speaking skill in the

experimental class needed further improvement.

In the last meeting, the researcher conducted post-test after having four times

treatment and presenting teaching material in both of experimental controlled

class. The data showed as bellow:

29

b. Post-test result of experimental and controlled class

Table 4.2

Students’ Post-test Scores of Experimental Class (8.7)

and Controlled Class (8.9)


1 S1 46 S1 23

2 S2 53 S2 50

3 S3 60

S3 43

4 S4 53

S4 23

5 S5 63

S5 53

6 S6 60

S6 40

7 S7 53

S7 20

8 S8 46

S8 33

9 S9 50

S9 50

10 S10 76

S10 66

11 S11 80

S11 56

12 S12 86

S12 76

13 S13 73

S13 73

14 S14 80

S14 80

15 S15 76

S15 66

16 S16 86

S16 86

17 S17 76

S17 76

18 S18 86

S18 50

19 S19 80

S19 73

20 S20 73

S20 80

21 S21 80

S21 76

22 S22 76

S22 50

23 S23 60

S23 83

24 S24 66

S24 73

30


25 S25 46 S25 76

26 S26 80 S26 66

27 S27 70 S27 76

28 S28 73 S28 70

29 S29 80 S29 56

30 S30 76

S30 60

31 S31 56

S31 46

32 S32 56

S32 53

33 S33 43

S33 20

34 S34 50

S34 23

35 S35 46

S35 33

36 S36 40

S36 23

37 S37 33

S37 36

38 S38 53

S38 40

39 S39 50

S39 53

Total Score 2490 2130


Based on Table 4.2, it showed that the mean score of post-test in

experimental class was 63.85 meanwhile the mean score of post-test in controlled

class was 54.62. it explained that there were signifcance improvement of students

post-test score in both of experimental and controlled class. As what had been

mentioned before, the score of controlled class was higher than experimental class

in pre-test but in post-test the score of experimental class was higher than

controlled class. It proved that there was effect of three-step interview technique

on students’ speaking skill.

In order to make it clear, the researcher described the data in the Table 4.1

and 4.2 in the diagram bellow. From the diagram it can be seen that the

experimental class had higher score in post-test after 4 times treatment by

applying three-step interview technique.

31

Figure 4.1 The Diagram Progress of Students’ Pre-test and Post-test in

Experimental and Controlled Class

c. Result of students’ gainned score of pre-test and post-test in experiment

and controlled class

Table 4.3

Students’ Gainned Scores of Experimental Class (8.7) and Controlled

Class (8.9)

No Experimental class Score Controlled Class Score

1 S1 26

S1 -7

2 S2 17

S2 17

3 S3 37

S3 17

4 S4 20

S4 -13

5 S5 40

S5 13

6 S6 34

S6 7

7 S7 20

S7 0

8 S8 0

S8 0

9 S9 10

S9 20

10 S10 16

S10 20

11 S 11 24 S 11 -10

12 S 12 20 S 12 6

13 S 13 20

S 13 -3

14 S 14 10

S 14 0

15 S 15 16

S 15 -10

0

10

20

30

40

50

60

70

1 2

Experimental Class

Controlled Class

POST-TEST PRE-TEST

32

No Experimental class Score Controlled Class Score

16 S 16 20

S 16 30

17 S 17 6

S 17 26

18 S 18 36

S 18 -16

19 S 19 34

S 19 3

20 S 20 33

S 20 30

21 S 21 4

S 21 16

22 S 22 26

S 22 -16

23 S 23 4

S 23 27

24 S 24 26

S 24 20

25 S 25 0

S 25 6

26 S 26 30

S 26 3

27 S 27 14

S 27 20

28 S 28 43

S 28 10

29 S 29 34

S 29 3

30 S 30 40

S 30 10

31 S 31 36

S 31 20

32 S 32 33

S 32 33

33 S 33 23

S 33 -16

34 S 34 24

S 34 -17

35 S 35 13

S 35 13

36 S 36 17

S 36 0

37 S 37 13

S 37 10

38 S 38 23 S 38 4

39 S 39 24

S 39 33

Total Score 844 309


Based on the data above, the highest gainned score of experimental class was

40 and the controlled class was 30. While the lowest gainned score of the

experimental class was 0 and the controlled class was -17. As mentioned in the

33

Table 4.3 the mean gainned score of experimental class was 22.21 meanwhile the

mean gainned score of controlled class was 7.92

Moreover, in order to make the data was clearly described, the researcher

showed gained score data in the digram bellow. The diagram showed that the

gained score of experimental class was higher than controlled class. Chart 1 was

experimental class and chart 2 was controlled class.

Figure 4.2 The Diagram of Students’ Gained Score in Experimental

Class and Controlled Class.

2. Data Analysis

In the part, the data collected from pre-test and post-test in both of

experimental class and controlled class were analyzed. Before those all data

analyzed by using t-test, normality and homogeneity test were conducted first. It

intended to determine whether the data were normally distributed or not and to

know whether the samples were homogenous or not. All of the data were analyzed

and calculated by using SPSS 22 program.

a. Normality Test

Before conducting the t-test there were several requirements that must be

completed. One of the requirements was the distribution of normal data. The

normality test were conducted to know whether the data were normally distributed

or not. The researcher used Kolmogorov Smirnov to do the normally test. The

result of the test showed that the pre-test and post-test data from both classes were

normally distributed.

0

5

10

15

20

25

EXPERIMENTAL CLASS CONTROLLED CLASS

Series1

34

The data can be said normally distributed if normality significance or sig

value of the data higher than sig α = 0.05. Based on the data collected, it showed

that sig value of pre-test in experimental and controlled class was 0.200 and

0.094. it means that the data of pre-test in both classes were normally distributed

since p ≥ α (0.200 ≥ 0.05) and (0.094 ≥ 0.05).

Moreover, The Table 4.5 showed that Sig value of the post-test in the

experimental class and contolled class was 0.09 and 0.115. It means that the sig

value of the pos-test was bigger than sig α (0.09 > 0.05). Therefore, the post-test

data of both classes were normally distributed. Shortly the normality test result of

pre-test and post-test were described in Tables bellow.

Table 4. 4

The Result of Normality Test of Pre-test in Experimental Class and

Controlled Class

Tests of Normality

GROUP

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic Df Sig.

PRETEST Experimental Class .112 39 .200* .939 39 .036

Controlled Class .130 39 .094 .941 39 .041

*. The was a lower bound of the true significance.

a. Lilliefors Significance Correction

35

Table 4.5

The Result of Normality Test of Post-test in Experimental Class and

Controlled Class

Tests of Normality

GROUP

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

POSTTES

T

Experimental

Class .165 39 .009 .931 39 .019

Controlled Class .127 39 .115 .933 39 .023

a. Lilliefors Significance Correction

b. Homogeneity

After doing the normality test, the homogeneity test was conducted in order to

test the similarity of the sample in both classes. The Levene statistic test was used

to calculate the homogeneity test,

The result of the data in the Table 4.6 showed that the sig value of

homegeneity test of pre-test between experimental class and control class was

0.287 and 0.73. Therefore, the data of pre-test was homogeneous since it was

higher than 0.05 which was determined significance value of homogeneity test.

Moreover, To give clear explanation, the results of homogenity test in both classes

were presented as follows:

36

Table 4.6

The Result of Homogeneity Test of Pre-test in Experimental Class and

Controlled Class

Test of Homogeneity of Variances

PRETEST

Levene Statistic df1 df2 Sig.

1.151 1 76 .287

Table 4.7

The Result of Homogeneity Test of Post-test in Experimental Class and

Controlled Class

Test of Homogeneity of Variances

POSTTEST

Levene Statistic df1 df2 Sig.

3.308 1 76 .073

c. Test of Hypothesis

After finshing the normality and homogeneity test, the data was calculated by

using t-test to examine the hypothesis of the research whether or not the three-step

interview technique give significance effective on students’ speaking skill.

In the calculation, post-test, and gained score from experimental and

controlled class was compared. The researcher analyzed the t-test score of post-

test from both of experimental class and controlled class. It was intended to see

the students’ speaking score after giving the treatment by using three-step

interview technique in experimental class, and lecturing and discussion method in

controlled class. Furthermore, the result showed that the mean score of both

classes in post-test were increasing than the mean score of pre-test.

In addition, the table 4.8 bellow described the mean score, standard

deviation, and standard error of mean. Each class had a similar total of students

which was 39. The Table showed that the experimental class had mean score

63.85 in post-test, while the controlled class had mean score 54.62 in post-test.

37

Then to check the differences between two classes, the researcher compared

the significance of homogeneity testing with significance level 5%=0,05. Based

on the data calculated, it presented sig value of Levene’s that was 0.073 for

students’ post-test score. It was higher than 0,05. Therefore the data was

homogenous. Since the data was homogenous the researcher used independent

sample test in the equal variances assumed

Based on the data, the independent sample test resulted p-value or sig (2-

tailed)= 0.024. From the result, it proved that the null hypothesis was rejected and

the alternative hypothesis was accepted because the p-value (0.024) was lower

than sig α = 0.05 (5 %). It also means that there was a significant difference

statistically between the experimental and control class in the results of post-test.

In other words, there was significance effect of applying three-step interview

technique on students’ speaking skill.

Shortly, the result of hypothesis test by using SPSS 22 explained above could

be presented as follows:

Table 4.8

Group Statistic of Post-test Score

GROUP N Mean Std. Deviation Std. Error Mean

POSTTEST Experimental Class 39 63.85 14.968 2.397

Controlled Class 39 54.62 20.159 3.228

Table 4.9

The table of Independent Sample test

Moreover, the result of group statistical calculation of gained was score also

described. As the post-test, the researcher also presented the mean score of

students’ gained score, standard deviation, and standard error of difference of

38

mean. The mean of gained score in experimental class was 22.21 meanwhile the

mean of gained score in controlled class was 7.92. In addition, the mean of gained

score of experimental class was higher than controlled class after having four

times treatment by applying three-step interview technique. It can be said that

three-step interview technique gave an effect on students’ speaking skill.

Moreover, standard deviation of gained score in experimental class was

11.508 and the standard deviation of controlled class was 14.559. Then, the

standard error mean of gained score in experimental class was 1.843 while the

standard error mean of gained score in controlled class was 2. 331. For clear

description, the researcher present the data on the table 4.10 bellow.

Furthermore, the researcher analyzed the gained score of pre-test and post-test

score to get the significance of the effect of three-step interview technique on

students’ speaking skill. Gained score was obtained from post-test minus pre-test

score. The calculation was processed by using SPSS 22 formula, and the steps

were mentioned in the third chapter.

In addition, the gained score of pre-test and post-test result was also

analyzed it can be shown in table 4.11 bellow. Based on that table, it can be seen

that the data was homogenous since the sig value was 0.107 that was higher than

0.05. As the data was homogenous, the researcher used independent sample test in

the equal variance assumed. The significance or sig (2-tailed) was 0.000. In other

words p<0,05 it means that the null hypothesis was rejected and the alternative

hypothesis was accepted because the p-value (0.000) was lower than sig α= 0.05

(5 %). It also means that there was a significant difference between the gained

score in experimental class and control class from their pre-test to post-test result

of the group. To sum up the explanation above the data presented in the table

bellow.

39

Table 4.10

Group Statistic

GROUP N Mean Std. Deviation

Std. Error

Mean

GAINEDSCORE Experimental Class 39 22.21 11.508 1.843

Controlled Class 39 7.92 14.559 2.331

Table 4.11

The table of Independent Sample test

d. Test of the Effect Size

The formulation was used in order to see the effect size level of the study. As

the formula below:

d = (mean of group A −mean of group B)

Pooled Standard Deviation

Mean score of group 1 (experimental class) = 63.85

Mean score of group 2 (control class) = 54.62

Mean score of group 1 - Mean score of group 2 = 9.23

Standard deviation of group 1 = 14.968

Standard deviation of group 2 = 20.159

Pooled standard deviation = 17.563

d = (63.85−54.62)

17.563

= 9.23

17.563

= 0.53

40

Whereas the criteria of the effect size level were:

0 - 0.2 = weak effect

0.21 - 0.5 = modest effect

0.51 – 1.00 = moderate effect

>1.00 = strong effect.

Based on the criteria above, it can be concluded that the study had temperate

effect size. The can be seen from the d score reached by the data which was 0.53

which the scale was moderate.

B. Discussion

The study reveals that the use of three-step interview technique was effective

to enhance students’ speaking skill at eight grade students of SMPN 3 Tangerang

Selatan. Therefore, the result of the study had positively answer the research

questions stated at the beginning of the study. The study used quasi-experimental

design. In the study the sample was divided into two classes that were

experimental class and controlled class. The experimental class did the treatment

while the controlled class did not. To measure students speaking skill before and

after getting the treatment, the researcher gave the students speaking test. Before

getting the treatment students were given a pre-test. In the pre-test, the

experimental class and controlled class did the test well. Students’ mean score of

pre-test was 41.64 before implementing three-step interview technique.

Meanwhile the pre-test score of controlled class was 46.69. shortly, after having

four times treatment with three-step interview technique in experimental class and

without three-step interview technique in controlled class. Students’ mean score

of post-test was significantly improve, students’ mean score of post-test in

experimental class was 63.85. Meanwhile, students mean score of post-test was

54.62 in controlled class. It was lower than the mean score of experimental class.

From the data, it proved that three-step interview technique was effective to

improve students’ speaking skill.

41

Additionally, based on the calculation of t-test by using the independent

sample test resulted p-value or sig (2-tailed)= 0.024. From the result, it proved

that the null hypothesis was rejected and the alternative hypothesis was accepted

because the p-value (0.024) was lower than sig α = 0.05 (5 %). In other words,

there was significance effect of applying three-step interview technique on

students’ speaking skill. It also supported by the previous research that three-step

interview technique was helpful, and effective to enhance students’ speaking skill.

In addition, the researcher also analyzed the size effect of applying the

three-step interview technique through students’ speaking skill. By using Cohen’s

d formula the researcher found that the use of three-step interview technique on

students speaking skill was in the moderate level with the size effect value 0.53. It

proved that three-step interview technique gave temperate effect on students’

speaking skill. Three-step interview technique could not give very strong effect

since not all of students like the technique and it showed in the interview result.

Moreover, the researcher conducted interview as secondary data to support

the result of test with 10 students from experimental class. Based on the result of

the interview, it can be seen that students tend to argue that the use of three-step

interview technique in learning speaking was good, effective, interactive, and

interesting. It also helped them to practice speaking. Some also stated that using

three-step interview technique could improve their confidence in speaking since

they speak with their partner in a team.

Furthermore, students revealed what they like in applying the technique.

Some of students argued that they could practice their speaking with their friends

without feeling ashamed. They have enough time to speak and they can share their

idea with others.

Finally, students’ impression of applying three-step interview technique in

learning speaking was generally positive. For instance, many students assumed

that the technique was good, interesting, and pleased. The technique was useful

for train students’ speaking skill, and confidence. Meanwhile, some students

considered the use of three-step interview technique made the class noisy and

crowded since students’ need to talk at the same time.

42

In conclusion, implementing the three-step interview technique provided the

positive effect on students’ speaking skill. As the result, applying three-step

interview technique facilitated them for having chance and opportunities to

practice and encourage their motivation to practice speaking English. Also three-

step interview technique was enjoyable and helpful especially for eight grade

students of SMPN 3 Tangerang Selatan in academic year 2017/2018.

Compared to the previous related study, this research has some differences

with the previous one. For example, the sample of the previous related study were

students of Senior High School, however, in this research the sample were second

year students of Junior High School. The number of the sample and the place

were also different from the previous one. Furthermore the method of the research

was also different, the previous research used qualitative method meanwhile this

research quantitative method.

43

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the finding result in the chapter IV, it proved that three-step

interview technique gave positive effect on students’ speaking skill with moderate

level effect. It can be seen from the statistical data of students’ pre-test and post-

test after having treatment by using three-step interview technique. In the

statistical hypothesis Ha (Alternative Hypothesis) would be accepted and Ho

(Null Hypothesis) would be rejected if the sig 2 tailed was lower than alpha (α) or

p< (α). Then, the statistical data described in the finding chapter showed that the

sig 2 tailed was p (0.024). Meanwhile the alpha (α) was 0.05, or 0,024 < 0.05. It

clearly proved that Ha (Alternative Hypothesis) was accepted and Ho (Null

Hypothesis) was rejected. Furthermore, it was also supported by the result of

effect size that was 0.51 in moderate level (significance).

In addition, in order to support the statistical data, the interview result as

secondary data also revealed that the technique was useful in enhancing students’

speaking skill. Students stated that the technique provide them chance and more

time to practice without feeling ashamed, and they also said that the technique

gave them new experience in learning speaking English. However, the technique

acquired students to speak up and practice at the same time so it made the class

became crowded and noisy. Moreover, the conclusion was drawn that Three-Step

Interview technique was effective in improving students’ speaking skill at eight

grade of SMPN 3 Tangerang Selatan in academic year 2017/2018.

B. Suggestion

Based on the findings and discussions stated in previous chapter, some

suggestions are given to the participants who are closely related to this study.

They are presented as follows:

44

1. For English Teachers

The English teacher should consider the students’ needs and interest before

designing speaking materials. It is important for the teacher to use various

activities that is appropriate to the students’ needs it should be able to reduce the

students’ boredom and monotonous during teaching and learning process. It is

useful for them to use Three-step Interview Technique as one of appropriate

activities in teaching speaking. However, the teacher should modify some steps in

applying this technique in order to make students enjoy and happy during the

class.

2. For Students

By using There-Steps Interview Technique in the class, the students have

apportunities to speak English confidently and fluently in sharing idea. It also

improves students’ speaking skill of telling their personal experience.

3. For Other Researcher

Lastly, the result of this research can be used as basic information or

refference about three-step interview technique in teaching speaking skill. the

imperfection found in this research can be covered through the innovation of the

use of three-step interiew technique in another skill or another level of

participants.

45

REFFERENCES

Brown, H. Douglas, Teaching by Principles: An Interactive Approach to language

Pedagogy, New York: Pearson Education co, 2001, Second Edition

Brown, H. Douglas, Language Assessment: Principles and Classroom Practice, New

York: Pearson Education, Inc., 2004.

Fraenkel, Jack R. and Norman E. Wallen, How to Design and Evaluate Research in

Education, New York: McGraw-Hill, 2009.

Fridanna, Marrichiolo and Bonaiuto Marino, Hand gesture in speech: studies of their

rules in social interaction, Italy: University of Rome, 2005.

Hasibuan, Syukri Agung, “The Effectiveness of Bingo Game on Students’ Speaking

Ability”, Skripsi, Syarif Hidayatullah State Islamic University of Jakarta, 2017.

Hughes, Arthur, Testing for Language Teachers Second Edition, United Kingdom:

Cambridge University Press, 2000.

Jhonston, Strategy and tools for working together, Kansas City: Heartland Education

Agency, 2013.

Leard statistic, “Testing for normality test using SPSS Statistic”

https://statistics.laerd.com/spss-tutorials/testing-for-normality-usingspssstatistics.php,

2018.

Leard statistic, “Independent t-test using SPSS Statistic”

https://statistics.laerd.com/spss-tutorials/independent-t-test-using-spss-statistics.php,

2018

Kementrian Pendidikan dan Kebudayaan, 2013 curriculum syllabus (teacher’s

syllabus of SMPN3 Tangerang Selatan), Jakarta, 2016

Kayi, Hayrie, Teaching Speaking: activities to promote Speaking in a Second

Language, Internet TESL Journal, Vol. XII, No. 11, 2006.

https://statistics.laerd.com/spss-tutorials/testing-for-normality-usingspssstatistics.php

https://statistics.laerd.com/spss-tutorials/independent-t-test-using-spss-statistics.php

46

Liang, Tsailing, “Implementing Cooperative Learning in EFL Teaching: Process and

Effects”, a Thesis, National Taiwan Normal University, 2002.

Mandal, Rita Rani, Cooperative learning strategy to enhance students’ writing skill,

Chennai: MJAL,2009.

Mujis, Daniel, Doing Quantitative Research in Education, London: SAGE

Publications, 2004.

Ningsih, Ni Komang Ayu Citra, “The Implementation of Three-step Interview in

Improving Speaking Skill”, Thesis, Mahasaraswati Denpasar University, 2014.

Permanasari, Rani Candrakirana, “Improving Students’ Speaking Skill Through

Three-Steps Interview Technique”, Skripsi, Semarang State

University,Semarang, 2014.

Rahmadani, Vera,“The Effect of Using Three-step Interview Strategy toward

Students’ Speaking Ability” Thesis, Sultan Syarif Kasim State Islamic

University of Pekanbaru, 2013.

Richard, Jack, C, Teaching Listening and Speaking from theory to practice, New

York: Cambridge University Press, 2008.

Spencer, Kagan, & Kagan, Miguel, Kagan Cooperative Learning. San Clamente:

Kagan Publishing, 2009.

Sonthara, Kong and Sao Vanna, Cooperative Learning: Theory & Practice,

Cambodia: USAID from the American People, 2009.

Silviana, Iva, “The Use Of Three-step Interview Strategy to Improve Telling

Recount Text among Eight Grade Students of MTsN KRIAN”, a Thesis, IAIN

Sunan Ampel Surabaya, 2011.

Wrench, et. al., Public Speaking: Practice and Ethnics v. 1.0., a Creative Commons

by-nc-sa 3.0, 2012.

47

APPENDIX 1

SILABUS SMP/MTS

Mata Pelajaran : Bahasa Inggris

Kelas : VIII

A. KELAS VIII

Alokasi Waktu: 72 jam pelajaran/minggu

Kompetensi Sikap Spiritual dan Sikap Sosial dicapai melalui pembelajaran tidak langsung (indirect teaching) pada pembelajaran

Kompetensi Pengetahuan dan Kompetensi Keterampilan melalui keteladanan, pembiasaan, dan budaya sekolah dengan

memperhatikan karaktersitik mata pelajaran serta kebutuhan dan kondisi peserta didik.

Penumbuhan dan pengembangan Kompetensi Sikap dilakukan sepanjang proses pembelajaran berlangsung dan dapat digunakan

sebagai pertimbangan guru dalam mengembangkan karakter peserta didik lebih lanjut.

Pembelajaran untuk kompetensi pengetahuan dan kompetensi

keterampilan sebagai berikut ini.

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

3.1 Menerapkan fungsi sosial, struktur

teks, dan unsur kebahasaan teks

interaksi interpersonal lisan

dan tulis yang

melibatkan tindakan meminta

perhatian, mengecek

pemahaman, menghargai

kinerja, meminta

dan mengungkapkan

pendapat, serta

Fungsi Sosial

Menjaga hubungan interpersonal dengan

guru dan teman

Struktur Teks

- Memulai

- Menanggapi (diharapkan/di luar

dugaan)

Unsur Kebahasaan

- Ungkapan a.l. Excuse me, Is it clear?, Great, I think so., dsb.

- Ucapan, tekanan kata, intonasi, ejaan,

- Menyimak, menirukan, dan memperagakan

beberapa contoh percakapan, dengan

ucapan dan tekanan

kata yang benar

- Mengidentifikasi ungkapan yang

sedang dipelajari

- Menanyakan hal-hal yang tidak diketahui

atau yang berbeda

- Menentukan

ungkapan yang tepat secara lisan/tulis

dari berbagai situasi

48


menanggapinya, sesuai dengan

konteks penggunaannya

4.1 Menyusun teks


dan tulis sangat pendek dan

sederhana yang melibatkan

tindakan meminta

perhatian, mengecek

pemahaman, menghargai

kinerja, serta meminta dan

mengungkapkan pendapat, dan

menanggapinya

dengan memperhatikan

fungsi sosial, struktur teks, dan

unsur kebahasaan yang benar dan

sesuai konteks

tanda baca, dan tulisan tangan

Topik

Interaksi antara peserta didik dan guru

di dalam dan di luar

kelas yang tindakan meminta perhatian,

mengecek pemahaman, menghargai kinerja,

meminta dan mengungkapkan

pendapat yang dapat

menumbuhkan perilaku yang termuat

di KI

lain yang serupa

- Membiasakan menerapkan yang

sedang dipelajari

dalam interaksi dengan guru dan

teman secara alami di dalam dan di luar

kelas

- Melakukan refleksi tentang proses dan

hasil belajar

3.2 Menerapkan fungsi

sosial, struktur teks, dan unsur

kebahasaan teks interaksi

transaksional lisan dan tulis yang

melibatkan tindakan memberi

dan meminta

informasi terkait kemampuan dan

kemauan, melakukan suatu

tindakan, sesuai dengan konteks

Fungsi sosial

Menjelaskan,

membanggakan, berjanji, mengajak, dan

sebagainya .

Struktur teks

- Memulai


dugaan)

Unsur kebahasaan

- Ungkapan kemampuan dan kemauan yang

- Menyimak, membaca, dan

menirukan, guru membacakan

beberapa teks pendek berisi

kemampuan dan kemauan, dengan

ucapan dan tekanan

kata yang benar


atau yang berbeda

- Menentukan modal yang tepat untuk

diisikan ke dalam

49


penggunaannya. (Perhatikan unsur

kebahasaan can, will)

4.2 Menyusun teks

interaksi transaksional lisan



tindakan memberi

dan meminta informasi terkait

kemampuan dan kemauan,

melakukan suatu tindakan, dengan

memperhatikan fungsi sosial,

struktur teks, dan


sesuai konteks

sesuai, dengan modal: can, will.

- Nomina singular dan plural dengan atau

tanpa a, the, this, those, my, their, dsb.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan

tulisan tangan

Topik

Interaksi antara peserta didik di dalam

dan di luar kelas yang melibatkan

kemampuan dan kemauan melakukan

tindakan yang dapat


di KI

kalimat-kalimat rumpang

- Bertanya jawab dengan teman

tentang kemampuan dan kemauan

masing-masing untuk melakukan

tindakan-tindakan tertentu

- Memaparkan hasil temuannya dalam

bentuk teks pendek tentang temannya

dan mempresentasikan

di kelompok lain diikuti tanya jawab


hasil belajarnya

-



kebahasaan teks


dan tulis yang melibatkan

tindakan memberi dan meminta

informasi terkait keharusan,

larangan, dan

himbauan, sesuai dengan konteks

penggunaannya (Perhatikan unsur

kebahasaan must,

Fungsi sosial

Menyuruh, melarang,

dan menghimbau.

Struktur teks

- Memulai

- Menanggapi

(diharapkan/di luar dugaan)

Unsur kebahasaan

- Ungkapan keharusan, larangan, himbauan dengan

modal must, (don’t) have to..., should,


tanpa a, the, this,

- Menyimak, membaca, dan

menirukan, guru membacakan

beberapa

percakapan, dengan ucapan dan tekanan

kata yang benar


atau yang berbeda

- Menentukan modal

yang tepat untuk diisikan ke dalam


- Diberikan beberapa kasus, bertanya jawab dengan teman

50


should)

4.3 Menyusun teks


dan tulis sangat

pendek dan sederhana yang



keharusan,

larangan, dan himbauan, dengan


struktur teks, dan unsur kebahasaan

yang benar dan sesuai konteks

those, my, their, dsb.


tanda baca, dan

tulisan tangan

Topik

Interaksi antara

peserta didik dan guru di dalam dan di luar

kelas yang melibatkan keharusan, larangan,

himbauan yang dapat


di KI

tentang keharusan, larangan, himbauan

melakukan tindakan-tindakan

tertentu

- Memaparkan hasil temuannya dalam bentuk teks pendek

tentang temannya dan

mempresentasikan di kelompok lain

diikuti tanya jawab

- Melakukan refleksi tentang proses dan hasil belajarnya





tindakan

menyuruh, mengajak, meminta

ijin, serta menanggapinya,

sesuai dengan konteks

penggunaannya

4.4 Menyusun teks

interaksi

interpersonal lisan dan tulis sangat


melibatkan tindakan

Fungsi sosial

Menjaga hubungan interpersonal dengan

guru dan teman.

Struktur teks

- Memulai


dugaan)

Unsur Kebahasaan

- Ungkapan a.l let’s ...,

can you ..., would you like ..., may I, please.

- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.


tulisan tangan

Topik

- Menyimak, menirukan, dan memperagakan

beberapa contoh percakapan, dengan

ucapan dan tekanan kata yang benar

- Mengidentifikasi ungkapan yang

sedang dipelajari


atau yang berbeda

- Menentukan ungkapan yang tepat

secara lisan/tulis

dari berbagai situasi lain yang serupa

- Membiasakan menerapkan yang sedang dipelajari

dalam interaksi dengan guru dan

teman secara alami

51


menyuruh, mengajak, meminta

ijin, dan menanggapinya

dengan




Interaksi antara guru dan peserta didk di

dalam dan di luar kelas yang melibatkan

tindakan menyuruh,

mengajak, meminta ijin yang dapat


di KI

di dalam dan di luar kelas


hasil belajar

3.5 Membandingkan

fungsi sosial,


beberapa teks khusus dalam

bentuk greeting card, dengan

memberi dan

meminta informasi terkait dengan

hari-hari spesial, sesuai dengan


4.5 Menyusun teks khusus dalam

bentuk greeting

card, sangat pendek dan

sederhana, terkait hari-hari spesial



unsur kebahasaan,

secara benar dan sesuai konteks

Fungsi sosial

Menjaga hubungan

interpersonal dengan

guru dan teman.

Struktur Teks

Teks greeting card

dapat mencakup

- Identifikasi (nama peristiwa, hari

istimewa) bersifat

khusus

- Ungkapan khusus yang relevan

- Gambar, hiasan, komposisi warna

Unsur Kebahasaan

- Ungkapan a.l.

Congratulations. Well done. Good job., dll.

- Ucapan, tekanan

kata, intonasi, ejaan, tanda baca, dan

tulisan tangan

Topik

Peristiwa, peringatan

ulang tahun, naik kelas, kejuaraan dsb.

yang dapat


- Mencermati dan

menemukan perbedaan dan

persamaan dari beberapa greeting

card untuk hari spesial tertentu

- Mengidentifikasi dan menyebutkan

ucapan selamat yang ada dengan ucapan

dan tekanan kata yang benar

- Mencermati dan menemukan

perbedaan dan persamaan dari

beberapa greeting card untuk event

lain

- Mengidentifikasi

perbedaan dan persamaan, dan

memberikan penilaiannya

- Membuat greeting card terkait hari istimewa yang

relevan dengan

peserta didik saat itu.


52


di KI hasil belajarnya


teks, dan unsur


transaksional lisan dan tulis yang



keberadaan orang,

benda, binatang, sesuai dengan

konteks penggunaannya.

(Perhatikan unsur kebahasaan there

is/are)

4.6 Menyusun teks interaksi

transaksional lisan dan tulis sangat



dan meminta

informasi terkait keberadaan orang,

benda, binatang, dengan



yang benar dan

sesuai konteks

Fungsi sosial

Menyebutkan, mendeskripsikan,

membuat inventaris,

dan sebagainya.

Struktur teks

- Memulai


dugaan)

Unsur Kebahasaan

- Ungkapan dengan There is/are

- Kata jumlah yang tidak tertentu: little,

few, some, many, much, a lot (of).

- Frasa kata depan: in, on, under, in front of, below, above, dan lain lain.


tulisan tangan

Topik

Keberadaan orang,

binatang, benda, di

kelas, sekolah, rumah, dan sekitarnya yang

dapat menumbuhkan perilaku yang termuat

di KI

- Menyimak dan menirukan guru

menanyakan dan menyebutkan

keberadaan orang, benda, binatang di

rumah, sekolah, dan sekitarnya, dengan

tata bahasa, ucapan dan tekanan kata

yang benar

- Mencermati beberapa teks pendek tentang

situasi suatu tempat dengan

menyebutkan keberadaan orang,

benda, binatang dan

jumlahnya untuk kemudian membaca

dengan ucapan dan tekanan kata yang

benar

- Mengisikan dengan ungkapan jumlah

yang tepat pada


- Membuat teks pendek untuk mendeskripsikan

rumah masing-masing dan

sekitarnya dengan

menyebutkan keberaan orang,

benda, binatang dan jumlahnya, dengan

ejaan dan tanda baca yang benar

- Mempresentasikan di kelompok lain dan

53


bertanya jawab tentang isi teks


hasil belajarnya




dan tulis yang



keadaan/ tindakan/kegiatan/

kejadian yang dilakukan/terjadi

secara rutin atau

merupakan kebenaran umum,

sesuai dengan konteks


kebahasaan simple

present tense)

4.7 Menyusun teks




tindakan memberi


keadaan/ ndakan/ kegiatan/ kejadian

yang dilakukan/terjadi

secara rutin atau

Fungsi sosial

Menjelaskan, mendeskripsikan

Struktur teks

- Memulai

- Menanggapi (diharapkan/di luar dugaan)

Unsur kebahasaan

- Kalimat deklaratif dan interogatif dalam

Simple Present Tense.

- Adverbia: always, often, sometimes, never, usually, every

- Nomina singular dan

plural dengan atau tanpa a, the, this, those, my, their, dsb.


tanda baca, dan

tulisan tangan

Topik

Kegiatan/kejadian

sehari-hari dan kebenaran umum

yang dapat menumbuhkan

perilaku yang termuat di KI

- Menyimak dan menirukan guru membacakan teks-

teks pendek dan sederhana tentang

kejadian rutin yang merupakan

kebenaran umum

yang sangat dikenal peserta didik,

dengan ucapan dan tekanan kata yang

benar

- Mengidentifikasi ungkapan-ungkapan

yang menunjukkan

kejadian rutin dalam teks

- Menanyakan tentang kejadian rutin yang serupa dengan yang

disebutkan dalam teks pada konteks

lain

- Bertanya jawab tentang kegiatan rutin yang biasa,

sering, kadang-kadang, biasanya,

tidak pernah mereka lakukan sebagai

anggota keluarga

dan remaja sekolah menegah

- Mengumpulkan informasi tentang hal-hal yang biasa,

sering, kadang-kadang, biasanya

54


merupakan kebenaran umum,


fungsi sosial,

struktur teks dan unsur kebahasaan


dilakukan di keluarganya untuk

membuat teks-teks pendek dan

sederhana

- Saling menyimak dan bertanya jawab tentang teks masing-

masing dengan teman-temannya


hasil belajarnya




dan tulis yang



keadaan/tindakan/ kegiatan/kejadian

yang sedang dilakukan/

berlangsung saat

diucapkan, sesuai dengan konteks


kebahasaan present continuous

tense)





Fungsi sosial

Menjelaskan, mendeskripsikan

Struktur teks

- Memulai


Unsur kebahasaan


Present Continuous Tense

- Adverbia: now




tulisan tangan

Topik

Kegiatan dan kejadian

yang sedang

berlangsung di rumah, sekolah dan sekitarnya

yang dapat menumbuhkan

- Menyimak dan menirukan guru menyebutkan

tindakan, kegiatan yang sedang

dilakukan di kelas, sekolah, dan rumah

pada saat

diucapkan, dengan ucapan dan tekanan

kata yang benar

- Mengidentifikasi ungkapan-ungkapan

yang menunjukkan kejadian yang

sedang terjadi

- Bertanya jawab untuk mengetahui tindakan, kegiatan

yang sedang dilakukan oleh

anggota keluarga mereka

- Menyebutkan tindakan, kegiatan

yang sedang dilakukan yang

tampak pada tampilan visual (a.l.

gambar, video)

- Membuat teks

55



keadaan/tindakan/kegiatan/kejadian

yang sedang

dilakukan/ berlangsung saat

diucapkan, dengan memperhatikan


unsur kebahasaan



pendek berdasarkan tampilan visual

lainnya

- Saling menyimak

dan bertanya jawab tentang teks masing-

masing dengan teman-temannya





transaksional lisan


tindakan memberi dan meminta

informasi terkait perbandingan

jumlah dan sifat orang, binatang,

benda, sesuai

dengan konteks penggunaannya

(Perhatikan unsur kebahasaan degree of comparison)

4.9 Menyusun teks

interaksi




dan meminta

informasi terkait

Fungsi sosial

Mengidentifikasi,

mengenalkan, memuji, mengkritik,

mengagumi.

Struktur teks

- Memulai

- Menanggapi

(diharapkan/di luar dugaan)

Unsur kebahasaan

- Kalimat perbandingan positif, komparatif dan

superlatif dengan: as ... as, -er, -est, more ..., the most ...

- Perbandingan jumlah: more, fewer, less




tanda baca, dan tulisan tangan

Topik

- Menyimak dan menirukan guru

membaca interaksi yang

menggambarkan perbandingan

jumlah dan sifat

orang, benda, binatang, dengan


- Menjawab pertanyaan dengan menggunakan

informasi yang

terdapat dalam tekjs, secara lisan.

- Mendeskripsikan perbandingan jumlah dan sifat

orang, benda, binatang yang

tampak dalam dua

gambar yang berbeda

- Bertanya jawab untuk membandingkan

orang, benda, binatang yang

56


perbandingan jumlah dan sifat

orang, binatang, benda, dengan

memperhatikan



sesuai konteks

Perbandingan orang, benda, binatang di

kelas, sekolah, rumah, dan sekitarnya yang

dapat menumbuhkan


mereka ketahui di rumah, sekolah dan

sekitarnya

- Membuat beberapa

teks pendek dan sederhana

membandingkan orang, benda,

binatang yang mereka ketahui

- Saling menyimak dan bertanya jawab

tentang teks masing-masing dengan

teman-temannya


hasil belajarnya

3.10 Menerapkan fungsi sosial,

struktur teks, dan

unsur kebahasaan teks

interaksi transaksional

lisan dan tulis yang melibatkan

tindakan memberi


keadaan/ tindakan/

kegiatan/ kejadian yang

dilakukan/terjadi, rutin maupun

tidak rutin, atau

menjadi kebenaran umum

di waktu lampau, sesuai dengan

konteks penggunaannya.

(Perhatikan unsur

Fungsi sosial

Melaporkan, menceritakan,

menjelaskankejadian

yang dilakukan/terjadi, di waktu lampau.

Struktur teks

- Memulai


Unsur kebahasaan


bentuk Simple Past Tense



tulisan tangan

- Membaca dan mencermati teks-

teks pendek dan sederhana tentang

beberapa kejadian, kegiatan yang terjadi

di masa lampau

- Melengkapi kalimat dengan jawaban

berupa ungkapan-

ungkapan yang diambil teks, dengan

ejaan dan tanda baca yang benar

- Bertanya jawab tentang kegiatan/peristiwa di

waktu lampau yang

mereka dan anggota keluarga atau

temannya alami

- Mengumpulkan informasi tentang

beberapa peristiwa atau kegiatan di

waktu lampau untuk

57


kebahasaan simple past tense)


transaksional

lisan dan tulis sangat pendek

dan sederhana yang melibatkan

tindakan memberi dan

meminta

informasi terkait keadaan/

tindakan/kegiatan/ kejadian yang

dilakukan/terjadi, rutin maupun

tidak rutin, atau menjadi

kebenaran umum

di waktu lampau, dengan


struktur teks, dan unsur

kebahasaan yang

benar dan sesuai konteks

Topik

Kegiatan, tindakan yang (rutin) terjadi di

masa lalu di sekolah, rumah, dan sekitarnya

yang dapat


di KI

membuat teks-teks pendek dan

sederhana

- Saling

mempresentasikan, menyimak dan

bertanya jawab tentang teks masing-

masing dengan teman-temannya,

secara lisan, dengan ucapan dan tekanan

kata yang benar


3.11 Membandingkan


unsur kebahasaan

beberapa teks personal recount

lisan dan tulis

dengan memberi dan meminta

informasi terkait pengalaman

pribadi di waktu lampau, pendek

Fungsi sosial

Melaporkan,

mengambil teladan, membanggakan

Struktur teks

Dapat mencakup

- orientasi

- urutan

kejadian/kegiatan

- orientasi ulang

Unsur kebahasaan

- Kalimat deklaratif

- Menyimak guru membaca beberapa

teks recount tentang pengalaman pribadi

seseorang

- Bertanya jawab

tentang kejadian, kegiatan yang

dialami secara kronologis

- Menggunakan bagan alir untuk mempelajari alur

cerita

58


dan sederhana, sesuai dengan


4.11. Teks recount

4.11.1 Menangkap makna secara

kontekstual terkait fungsi


kebahasaan teks

recount lisan dan tulis, sangat

pendek dan sederhana, terkait

pengalaman pribadi di waktu

lampau (personal recount)

4.11.2 Menyusun teks

recount lisan dan tulis, sangat


pengalaman pribadi di waktu

lampau (personal recount), dengan memperhatikan


unsur

kebahasaan, secara benar dan

sesuai konteks

dan interogatif dalam Simple Past tense

- Adverbia dan frasa preposisional penujuk

waktu: yesterday, last month, an hour ago, dan sebagainya.

- Adverbia penghubung waktu: first, then, after that, before, at last, finally, dan sebagainya.



tulisan tangan

Topik

Peristiwa, pengalaman

yang terjadi di sekolah,

rumah, dan yang dapat menumbuhkan


- Didektekan guru, menuliskan teks-teks pendek tersebut

dengan tulisan

tangan.

- Melengkapi ringkasan

pengalaman tsb. dengan kalimat-

kalimat yang diambil teks, dengan ejaan

dan tanda baca yang

benar

- Mengumpulkan informasi tentang

pengalaman pribadi di waktu lampau

untuk membuat teks-teks pendek dan

sederhana

- Saling mempresentasikan, menyimak dan

bertanya jawab tentang teks masing-

masing dengan teman-temannya,

secara lisan, dengan



3.12 Membandingkan fungsi sosial,


kebahasaan

beberapa teks khusus dalam

bentuk pesan

Fungsi sosial

Memberi informasi tindakan dilaksanakan

sesuai yang diharapkan.

Struktur text

Dapat mencakup:

- Membaca dengan suara lantang setiap pengumuman/

pemberitahuan, dengan ucapan dan

tekanan kata yang

benar

- Menyimak untuk

59


singkat dan pengumuman/

pemberitahuan (notice), dengan

memberi dan

meminta informasi terkait

kegiatan sekolah, sesuai dengan


4.12. Teks pesan

singkat dan pengumuman/pe

mberitahuan (notice)

4.12.1 Menangkap makna secara

kontekstual

terkait dengan fungsi sosial,


kebahasaan pesan singkat dan

pengumuman/ pemberitahuan

(notice) lisan dan

tulis, sangat pendek dan

sederhana, terkait kegiatan sekolah

4.12.2 Menyusun teks khusus dalam

bentuk pesan singkat dan

pengumuman/pe

mberitahuan (notice), sangat


kegiatan sekolah, dengan

memperhatikan

- Judul atau tujuan pengumuman

- Informasi rinci yang

diumumkan

Unsur kebahasaan

- Ungkapan-ungkapan yang lazim digunakan

dalam pengumuman yang berbeda-beda



tulisan tangan

Topik

Kegiatan, kejadian,

peristiwa, dan hal

penting bagi peserta didik dan guru yang

dapat menumbuhkan perilaku yang termuat

di KI

Multimedia

Layout dan dekorasi

yang membuat tampilan teks lebih

menarik.

menemukan perbedaan dan

persamaan dari beberapa

pengumuman/

pemberitahuan pendek dan

sederhana, dengan menggunakan tabel

analisis

- Mempelajari contoh dan kemudian

mempresentasikan

hasil analisis tersebut di atas

secara lisan, dengan ucapan dan tekanan

kata yang benar

- Membuat pengumuman/

pemberitahuan yang

lazim dibuat di kelas dan sekolah, untuk

kemudian ditempel di dinding kelas


60



unsur kebahasaan,

secara benar dan

sesuai konteks

3.13 Menafsirkan fungsi sosial dan

unsur kebahasaan

dalam lirik lagu terkait kehidupan

remaja SMP/MTs

4.13 Menangkap makna secara

kontekstual terkait dengan

fungsi sosial dan unsur

kebahasaan lirik

lagu terkait kehidupan remaja

SMP/MTs

Fungsi sosial

Mengembangkan nilai-nilai kehidupan dan

karakter yang positif

Unsur kebahasaan

- Kosa kata dan tata bahasa dalam lirik

lagu


tulisan tangan

Topik

Hal-hal yang dapat

memberikan keteladanan dan

menumbuhkan

perilaku yang termuat di KI.

- Membaca, menyimak, dan menirukan lirik lagu

secara lisan


atau berbeda

- Menyebutkan pesan yang terkait dengan bagian-bagian

tertentu


hasil belajarnya

61

APPENDIX 2

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP-EXPERIMENTAL CLASS)

S M P : SMPN 3 Tangerang Selatan

Kelas/ Semester : VIII (Delapan)/ II


Materi Pokok : Recount Text

Tema : Interesting Holiday Experiences

Aspek Skill : Speaking Skill

Alokasi Waktu : 2 x 40 minutes

A. Kompetensi Inti :

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi

secara efektif dengan lingkungan sosial dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan

procedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang di pelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/ teori.

B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai bahasa

komunikasi internasional yang diwujudkan dalam semangat belajar

2.1. menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi

interpersonal dengan guru dan teman

3.11. Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi

sosial teks recount dengan menyatakan dan menanyakan tentang kegiatan,

kejadian, dan peristiwa, pendek dan sederhana,

4.11. Menangkap makna teks recount lisan dan tulis, pendek dan sederhana,

tentang kegiatan, kejadian, peristiwa.

62

4.12. Menyusun teks recount lisan dan tulis, pendek dan sederhana, tentang

kegiatan, kejadian, peristiwa, dengan memperhatikan fungsi sosial, struktur

teks, dan unsur kebahasaan yang benar dan sesuai konteks.

C. Indikator

1. Bersemangat dalam melaksanakan setiap kegiatan pada pembelajaran Bahasa

Inggris.

2. Serius dalam melaksanakan setiap kegiatan pada pembelajaran Bahasa

Inggris.

3. Berpartisipasi aktif dalam melaksanakan setiap kegiatan pada pembelajaran

Bahasa Inggris.

4. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi


5. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dengan melaksankan komunikasi transaksional dengan guru dan teman

6. Dapat menyebutkan fungsi dan struktur recount text.

7. Siswa mampu menuliskan vocabulary atau kata yang berhubungan dengan

pengalaman liburan mereka.

8. Siswa mampu mengurutkan cerita dengan alur yang tepat

9. Siswa dapat membuat teks recount sederhana secara lisan dalam kegiatan

interview kelompok

D. Tujuan Pembelajaran

Siswa terampil dalam membuat teks recount sederhana dengan menggunakan

past tense serta dapat memperhatikan fungsi dan struktur kalimat dan unsur

kebahasaan dengan baik dan benar.

E. Materi Pembelajaran

Fungsi sosial: Melaporkan, meneladani, membanggakan, berbagi pengalaman,

atau suatu keadaan atau kejadian yang terjadi di waktu lampau yang selalu

memiliki maksud (fungsi sosial) tertentu, antara lain menceritakan,

melaporkan, menjelaskan.

Struktur teks:

Past Tense: S + Verb 2 + O + …

1. Orientation : Memberikan pendahuluan (orientasi) dengan

menyebutkan orang-

orang yang terlibat, tempat, waktu, dsb dari peristiwa/

63

kejadian/pengalaman yang akan disampaikan.

2. Events : Menguraikan urutan kejadian secara kronologis, urut

dan runtut.

3. Reorientation : Menutup dengan memberikan komentar atau penilaian

umum tentang peristiwa/kejadian/pengalaman yang telah disampaikan

(opsional).

Unsur Kebahasaan

Kata kerja dalam Simple Past tense, Past Continuous Tense

- Kosa kata: kata kerja yang menunjuk tindakan atau kegiatan

- Adverbia penghubung waktu: first, then, after that, before, at last,

finally, dsb.

- Adverbia dan frasa preposisional penujuk waktu: yesterday, last

month, on Monday, an hour ago, immediately, dsb.

- Penggunaan nominal singular dan plural secara tepat, dengan

atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa

nominal

- Ucapan, tekanan kata, intonasi

- Ejaan dan tanda baca

- Tulisan tangan.

Topik

“Peristiwa, kejadian, pengalaman yang terjadi di sekolah, rumah, dan

sekitarnya dan yang relevan dengan kehidupan siswa sebagai pelajar dan

remaja, dengan memberikan keteladanan tentang perilaku jujur, disiplin,

percaya diri, kerjasama, dan bertanggung jawab.”

64

Pertemuan 1

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

Pelaksanaan

Ya Tidak

Pendahuluan Guru memasuki ruangan kelas dan

menyapa peserta didik dengan salam dan

ucapan good morning, everyone!

Guru menanyakan kondisi peserta didik

baik (fisik/psikis) dengan pertanyaan

how’s your life? Atau how are you

today?

Guru menanyakan kehadiran peserta

didik dengan menggunakan ungkapan all

present today? Atau who’s absent today?

Guru menanyakan kesiapan peserta didik

dalam mengikuti kegiatan pembelajaran

dengan pertanyan are you ready to follow

me? Atau are you ready to follow my

class/lesson now?

Guru mengajak peserta didik untuk

berdo’a terlebih dahulu sebelum kegiatan

belajar mengajar dimulai dengan

menyerukan before we study, let’s pray

together atau before we start our lesson,

lets’ have a moment of silence by reciting

basmallah together. Pray begin.

Guru mengaitkan pengalamannya dengan

materi/ kegiatan yang akan dilaksanakan.

Guru menjelaskan kegiatan pembelajaran

yang akan dilaksanakan kepada peserta

didik.

15’

Inti Mengamati

Siswa mengamati contoh teks recount.

Tentang pengalaman liburan yang

diberikan oleh guru

Siswa mengamati ciri-ciri kalimat

berdasarkan struktur kalimatnya.

Mengumpulkan informasi (menanya)

Siswa bertanya tentang generic structure

dan kosa kata yang belum siswa pahami

65

dari teks yang diberikan oleh guru

Guru memberikan feedback terhadap

pertanyaan siswa

Guru memberikan pertanyaan terkait

unsur bahasa yang digunakan pada teks

yang telah diberikan serta meminta siswa

menggambarkan secara general

pengalaman liburan mereka

Mengeksplorasi

Peserta didik diminta untuk berfikir

sejenak tentang pertanyaan guru

Siswa diminta menjawab pertanyaan

secara individu.

Mengasosiasi

peserta didik menyimpulkan hasil diskusi

tentang materi yang telah dibahas

Mengomunikasikan

Siwa dibagi menjadi beberapa kelompok

yang beanggotakan 2 orang dan setiap

orang akan diberikan peranan sebagai

interviewee, dan interviewer. Kemudian

guru meminta siswa untuk melakukan

interview tentang pengalaman liburannya

masing-masing secara bergantian. Serta

guru meminta setiap interviewer mencatat

hasil interview mereka. Kemudian guru

meminta setiap kelompok bergabung

dengan kelompok lainnya sehingga satu

kelompok beranggotakan 4 orang dan

menyampaikan atau sharing dengan

kelompok lain tentang hasil interview

mereka.

siswa diminta membuat teks recoun

sederhana terkait pengalaman pribadi

mereka dan menampilkannya didepan

kelas

Mengasosiasi

50’

66

Penutup Guru dan peserta didik bersama-sama

melakukan refleksi.

Bersama guru, peserta didik diminta

membuat simpulan pembelajaran pada

pertemuan ini.

15’

F. Teknik Pembelajaran

Teknik : Three-step Interview Technique

Langkahnya: siswa dibagi kedalam beberapa kelompok yang beranggotakan 2

orang, kemudian siswa A sebagai interviwee siswa B sebagai interviewer dn

mereka akan bertukar peran setiap sesinya. Setelah selesai mereka akan

digabung dengan kelompok lain dan diminta untuk sharing hasil interview

yang didapat dengan kelompok lain.

G. Media dan Sumber Pembelajaran

Media : white board, projector, laptop, power point slide, picture.

Sumber: internet website

H. Kriteria Penilaian

Tingkat ketercapaian fungsi sosial teks recount secara pendek dan

sederhana.

Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan,

tekanan kata, intonasi, ejaan, tanda baca, dan kerapihan tulis tangan.

I. Penilaian

Sikap:

- Observasi, penilaian diri, teman sejawat.

67

Capaian siswa dinilai oleh guru, siswa sendiri dan temannya dengan

menggunakan daftar cek atau skala penilaian (rating scale) yang disertai

rubric.

- Jurnal, di dalam kelas dan luar kelas, berupa catatan pendidik.

- Guru mengobservasi dan mencatat perilaku siswa yang mencakup sikap

dan keterampilannya.

No. Butir Sikap Deskripsi Perolehan

Skor

1. Sungguh-sungguh

5: selalu sungguh-sungguh

4: sering sungguh-sungguh

3: kadang-kadang sungguh-sungguh

2: jarang sungguh-sungguh

1: tidak pernah sungguh-sungguh

2. Tanggung jawab

5: selalu tanggung jawab

4: sering tanggung jawab

3: kadang-kadang tanggung jawab



Pengetahuan:

Pengetahuan siswa tentang struktur teks, unsur kebahasaan dievaluasi dengan

menggunakan jurnal.

No. Aspek yang Dinilai Kriteria Perolehan

Skor

1. Tujuan Komunikatif

Jurnal

5: sangat memahami

4: memahami

3: cukup memahami

2: kurang memahami

1: tidak memahami

68

2. Pilihan Kosakata

5: sangat variatif dan tepat

4: variatif dan tepat

3: cukup variatif dan tepat

2: kurang variatif dan tepat

1: tidak variatif dan tepat

3. Pilihan Tata Bahasa

5: pilihan tata bahasa sangat tepat

4: pilihan tata bahasa tepat

3: pilihan tata bahasa cukup tepat

2: pilihan tata bahasa kurang tepat

1: pilihan tata bahasa tidak tepat

69

Keterampilan:

Unjuk kerja/ praktik, projek, produk, portofolio.


Skor

1. Keaslian Penulisan

5: sangat original

4: original

3: cukup original

2: kurang original

1: tidak original

2. Pilihan Kosakata

5: pilihan kosakata sangat tepat

4: pilihan kosakata tepat

3: pilihan kosakata cukup tepat

2: pilihan kosakata kurang tepat

1: pilihan kosakata tidak tepat







Mengetahui, Tangerang Selatan, Februari

2018

Guru Mata Pelajaran Peneliti

HJ. Eti Hernawati, S.Pd Rahma Deni

NIP.196309032007012002

70

APPENDIX 3

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP-EXPERIMENTAL CLASS)

S M P : SMPN 3 Tangerang Selatan

Kelas/ Semester : VIII (Delapan)/ II


Materi Pokok : Recount Text

Tema : Interesting Holiday Experiences

Aspek Skill : Speaking Skill

Alokasi Waktu : 2 x 40 minutes

J. Kompetensi Inti :

5. Menghargai dan menghayati ajaran agama yang dianutnya.

6. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi

secara efektif dengan lingkungan sosial dalam jangkauan pergaulan dan

keberadaannya.

7. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan

procedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

8. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang di pelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/ teori.

K. Kompetensi Dasar

1.2. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai bahasa

komunikasi internasional yang diwujudkan dalam semangat belajar

2.1. menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi


3.12. Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi

sosial teks recount dengan menyatakan dan menanyakan tentang kegiatan,

kejadian, dan peristiwa, pendek dan sederhana,

4.13. Menangkap makna teks recount lisan dan tulis, pendek dan sederhana,

tentang kegiatan, kejadian, peristiwa.

71

4.14. Menyusun teks recount lisan dan tulis, pendek dan sederhana, tentang

kegiatan, kejadian, peristiwa, dengan memperhatikan fungsi sosial, struktur

teks, dan unsur kebahasaan yang benar dan sesuai konteks.

L. Indikator

10. Bersemangat dalam melaksanakan setiap kegiatan pada pembelajaran Bahasa

Inggris.

11. Serius dalam melaksanakan setiap kegiatan pada pembelajaran Bahasa

Inggris.

12. Berpartisipasi aktif dalam melaksanakan setiap kegiatan pada pembelajaran

Bahasa Inggris.

13. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi


14. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dengan melaksankan komunikasi transaksional dengan guru dan teman

15. Dapat menyebutkan fungsi dan struktur recount text.

16. Siswa mampu menuliskan vocabulary atau kata yang berhubungan dengan

pengalaman liburan mereka.

17. Siswa mampu mengurutkan cerita dengan alur yang tepat

18. Siswa dapat membuat teks recount sederhana secara lisan dalam kegiatan

interview kelompok

M. Tujuan Pembelajaran

Siswa terampil dalam membuat teks recount sederhana dengan menggunakan

past tense serta dapat memperhatikan fungsi dan struktur kalimat dan unsur

kebahasaan dengan baik dan benar.

N. Materi Pembelajaran

Fungsi sosial: Melaporkan, meneladani, membanggakan, berbagi pengalaman,

atau suatu keadaan atau kejadian yang terjadi di waktu lampau yang selalu

memiliki maksud (fungsi sosial) tertentu, antara lain menceritakan,

melaporkan, menjelaskan.

Struktur teks:

Past Tense: S + Verb 2 + O + …

4. Orientation : Memberikan pendahuluan (orientasi) dengan

menyebutkan orang-

orang yang terlibat, tempat, waktu, dsb dari peristiwa/

kejadian/pengalaman yang akan disampaikan.

72

5. Events : Menguraikan urutan kejadian secara kronologis, urut

dan runtut.

6. Reorientation : Menutup dengan memberikan komentar atau penilaian

umum tentang peristiwa/kejadian/pengalaman yang telah disampaikan

(opsional).

Unsur Kebahasaan

Kata kerja dalam Simple Past tense, Past Continuous Tense

- Kosa kata: kata kerja yang menunjuk tindakan atau kegiatan

- Adverbia penghubung waktu: first, then, after that, before, at last,

finally, dsb.

- Adverbia dan frasa preposisional penujuk waktu: yesterday, last

month, on Monday, an hour ago, immediately, dsb.

- Penggunaan nominal singular dan plural secara tepat, dengan

atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa

nominal

- Ucapan, tekanan kata, intonasi

- Ejaan dan tanda baca

- Tulisan tangan.

Topik

“Peristiwa, kejadian, pengalaman yang terjadi di sekolah, rumah, dan

sekitarnya dan yang relevan dengan kehidupan siswa sebagai pelajar dan

remaja, dengan memberikan keteladanan tentang perilaku jujur, disiplin,

percaya diri, kerjasama, dan bertanggung jawab.”

73

Pertemuan 1

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

Pelaksanaan

Ya Tidak

Pendahuluan Guru memasuki ruangan kelas dan

menyapa peserta didik dengan salam dan

ucapan good morning, everyone!

Guru menanyakan kondisi peserta didik

baik (fisik/psikis) dengan pertanyaan

how’s your life? Atau how are you

today?

Guru menanyakan kehadiran peserta

didik dengan menggunakan ungkapan all

present today? Atau who’s absent today?

Guru menanyakan kesiapan peserta didik

dalam mengikuti kegiatan pembelajaran

dengan pertanyan are you ready to follow

me? Atau are you ready to follow my

class/lesson now?

Guru mengajak peserta didik untuk

berdo’a terlebih dahulu sebelum kegiatan

belajar mengajar dimulai dengan

menyerukan before we study, let’s pray

together atau before we start our lesson,

lets’ have a moment of silence by reciting

basmallah together. Pray begin.

Guru mengaitkan pengalamannya dengan

materi/ kegiatan yang akan dilaksanakan.

Guru menjelaskan kegiatan pembelajaran

yang akan dilaksanakan kepada peserta

didik.

15’

Inti Mengamati

Siswa mengamati contoh teks recount.

Tentang pengalaman liburan yang

diberikan oleh guru

Siswa mengamati ciri-ciri kalimat

berdasarkan struktur kalimatnya.

Mengumpulkan informasi (menanya)

74

Siswa bertanya tentang generic structure

dan kosa kata yang belum siswa pahami

dari teks yang diberikan oleh guru

Guru memberikan feedback terhadap

pertanyaan siswa

Guru memberikan pertanyaan terkait

unsur bahasa yang digunakan pada teks

yang telah diberikan serta meminta siswa

menggambarkan secara general

pengalaman liburan mereka

Mengeksplorasi

Peserta didik diminta untuk berfikir

sejenak tentang pertanyaan guru

Siswa diminta menjawab pertanyaan

secara individu

Mengasosiasi

peserta didik menyimpulkan hasil diskusi

tentang materi yaang telah dibahas

Mengomunikasikan

siswa diminta membuat teks recount

sederhana terkait pengalaman pribadi

mereka dan menampilkannya didepan

kelas

50’

Penutup Guru dan peserta didik bersama-sama

melakukan refleksi.

Bersama guru, peserta didik diminta

membuat simpulan pembelajaran pada

pertemuan ini.

75

15’

O. Metode Pembelajaran

Metode : discussion, and lecturing

Pendekatan : scientific approach

P. Media dan Sumber Pembelajaran

Media : white board, projector, laptop, power point slide, picture.

Sumber: internet website

Q. Kriteria Penilaian

Tingkat ketercapaian fungsi sosial teks recount secara pendek dan

sederhana.

Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan,

tekanan kata, intonasi, ejaan, tanda baca, dan kerapihan tulis tangan.

R. Penilaian

Sikap:

- Observasi, penilaian diri, teman sejawat.

Capaian siswa dinilai oleh guru, siswa sendiri dan temannya dengan

menggunakan daftar cek atau skala penilaian (rating scale) yang disertai

rubric.

- Jurnal, di dalam kelas dan luar kelas, berupa catatan pendidik.

- Guru mengobservasi dan mencatat perilaku siswa yang mencakup sikap

dan keterampilannya.

No. Butir Sikap Deskripsi Perolehan

Skor

1. Sungguh-sungguh

5: selalu sungguh-sungguh

4: sering sungguh-sungguh

3: kadang-kadang sungguh-sungguh



2. Tanggung jawab

5: selalu tanggung jawab

4: sering tanggung jawab

3: kadang-kadang tanggung jawab

76



Pengetahuan:

Pengetahuan siswa tentang struktur teks, unsur kebahasaan dievaluasi dengan

menggunakan jurnal.


Skor

1. Tujuan Komunikatif

Jurnal

5: sangat memahami

4: memahami

3: cukup memahami

2: kurang memahami

1: tidak memahami

2. Pilihan Kosakata

5: sangat variatif dan tepat

4: variatif dan tepat

3: cukup variatif dan tepat

2: kurang variatif dan tepat

1: tidak variatif dan tepat







77

Keterampilan:

Unjuk kerja/ praktik, projek, produk, portofolio.


Skor

1. Keaslian Penulisan

5: sangat original

4: original

3: cukup original

2: kurang original

1: tidak original

2. Pilihan Kosakata

5: pilihan kosakata sangat tepat

4: pilihan kosakata tepat

3: pilihan kosakata cukup tepat

2: pilihan kosakata kurang tepat

1: pilihan kosakata tidak tepat







Mengetahui, Tangerang Selatan, Februari

2018

Guru Mata Pelajaran Peneliti

HJ. Eti Hernawati, S.Pd Rahma Deni

NIP.1963090320070120

78

APPENDIX 4

Instrument of Pre-test in Experimental and Controlled Class

Read The Following Instruction!

Topics

Pre-test:

1. My Unforgettable Birthday story

2. Unforgettable Feast day story

3. Interesting Holiday Experience

4. My First Day School Experience

5. Embarrassing Experience

6. Unforgettable Sad Experience

Instruction

1. In this speaking test, you will have 2 minutes to tell a story

2. There will be six cards, and each card contains one topic

3. Then, you may choose 1 card randomly

4. After that, I will give you 1 minute to think about your topic

5. Present your story in front of the teacher

6. Scoring will be based on pronunciation, comprehension, fluency,

vocab, and grammar.

79

APPENDIX 5

Instrument of Post-test in Experimental and Controlled Class

Read The Following Instruction!

Topics

Post-test

1. My pleasing childhood story

2. Interesting Independence Day Celebration story

3. Experience of 2018 New Year Celebration

4. unforgettable school anniversary celebration

5. my amazing farewell party story

6. Last Holiday Experience

Instruction

1. In this speaking test, you will have 2 minutes to tell a story

2. There will be six cards, and each card contains one topic

3. Then, you may choose 1 card randomly

4. After that, I will give you 1 minute to think about your topic

5. Present your story in front of the teacher

6. Scoring will be based on pronunciation, comprehension, fluency,

vocab, grammar, and task

80

APPENDIX 6

QUESTIONS AND TRANSCRIPT OF INTERVIEW

No Question

1 What is your opinion of the using of three-step interview technique in

learning speaking?

2 What did you like in the using of three-step interview technique in

learning speaking?

3 What did you dislike in the using of three-step interview technique in

learning speaking?

4 What advantage(s) did you get from the use of three-step interview

technique in learning speaking?

5 What is your impression from the use of three-step interview technique

in learning speaking?

Teacher : Halo namanya siapa?

Student : Eka Inaya

Teacher : Oke Eka, Kemaren kan kita sudah belajar speaking pakai teknik

three-step interview technique nah menurut pendapat Eka gimana belajar dengan

teknik itu?

Student : Bisa melatih kemampuan berbicara dan lebih menarik

Teacher : yang Eka suka dari teknik itu apa sih?

81

Student : Seru

Teacher : Yang tidak disukai apa?

Student : tidak ada

Teacher : secara keseluruhan kesan Eka dengan menggunakan teknik ini

gimana?

Student : ya belajarnya jadi lebih seru aja.

Teacher : Oke trimakasih

82

APPENDIX 7

Surat Pengesahan Proposal Skripsi

83

APPENDIX 8

Surat Bimbingan Skripsi

85

APPENDIX 9

Surat Izin Penelitian

86

APPENDIX 10

Surat Keterangan Penelitian

87

APPENDIX 11

References Examination Paper

90

APPENDIX 12

PICTURES

PRE-TEST

TREATMENT

92

POST-TEST

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