IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH

INTERVIEW TECHNIQUE AT SMA LPP YW UMI

YULIANA ZAHRAH
06620140022

A Thesis

Submitted to the Faculty of Letters

As requirement to obtain S-1 Dedree

In English Department

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LETTERS
MUSLIM UNIVERSITY OF INDONESIA
MAKASSAR
2018
 ACKNOWLEDGMENT

Assalamualaikum Warahmatullahi Wabarakatuh

Thanks to Allah S.W.T for giving me opportunity, the strength and the

patience to complete my thesis. Second, thanks to a lot to Prophet Muhammad

S.A.W, He is her way of life. At the end of my thesis I would like thanks to my

beloved parents Khaeruddin and Syamsiah whose selfless life and their great

effort patient love with pain and tears and unceasing preyer has enable me to

reach the present position in life.

This research paper will not be complete without supports, advices, help,

and encouragement from various parties and institution. The deepest thanks to :

1. Prof. Dr. Hj Masrurah Mochtar, MA, as Rektor Muslim University of

Indonesia.

2. Prof. Dr. H. Muhammad Basri D, M.Hum, as the Dekan of Facultly of

Letters, Muslim University of Indonesia.

3. Dra. Hj. Muli Umiaty Noer, M.Hum, as the Former of Dekan of Facultly

of Letters, Muslim University of Indonesia.

4. Irmawaty Hasyim, S.S, M. Hum, as a the Head of English Education

Department, Letters Faculty, Muslim University of Indonesia.

5. Drs. Abdollah, M.M.,M.Pd, as the first Supervisor for correcting her

thesis, for his guidance, suggestion, and motivation to complete this thesis.

6. Muhammad Yunus, S.S, M,Pd, as the second Supervisor for correcting her

thesis, for his guidance, suggestion, and motivation to complete this thesis.
7. Sitti Ramhaniar, S.S, as the Headmaster of SMA LPP YW UMI who has

given permission to conduct research and guidance in my research.

8. Juwita, S.Pd as the teacher of SMA LPP UW UMI, who has given

permission to conduct research.

9. My beloved sisters and brothers, Syahruni, Alm. Muhammad Yusril,

Muhammad Yusran, And Yumna Al-Khumairah.

10. My dear and beloved brother (Haris), who give me support, suggestion,

and motivation to complete this thesis.

11. My beloved sisters LOL ( A. Hilda Sri Hartati, Ika Wilanda Putri,

Nurdiana, Nurlaelita, Mardhatillah Nur, Yuni Sartika, Kalsum Rumoma,

Bidasari)

12. My Grandfather H. S. Yahya Launa and Grandmother Sawiyah Binti

Bandu.

13. My family in CV. Harapan Kita (Imran, Irma Suryani, Isma Wati,

Hamzah, Mama Ika, Hendra, Masda, Heri, Dwifani, Tasya, Putry)

14. My family in KKN TALUNGENG village ( Andi Muhammad Rasyidi R,

Ridha Rasyid, Muhammad Haiqal, Andi Muhammad Zulfakar, Ayu

Ashari, Nur Thalia, A. Awal Hidayat, Kiki Hardaningsih, Nur Faiqah

Nasir, Risma Ruslan, Wahyu, Andi Wijata)

15. My classmate friends especially class B1

16. All my partners “FOURTENDER 2014”

17. My studets in XI IPA SMA LPP YW UMI

18. Every body who had contributed to complete my final research paper.
 Finally this thesis is expected to provide useful knowledge and

information to the teachers and other researchers. Moreover, the writer is

pleased to accept more suggestion and contribution for the better thesis.

Wassalamualaikum Warahmatullahi Wabarakatuh

Makassar, April 18th 2018

The Writer,

YULIANA ZAHRAH
NIM : 06620140022
 ABSTRAK
YULIANA ZAHRAH 2018 English Education Department, Faculty of Letters,
Muslim University of Indonesia. Thesis “IMPROVING STUDENTS
SPEAKING ABILITY THROUGH INTERVIEW TECHNIQUE AT SMA
LPP YW UMI” Advisor by Abdollah as the first consultant and Muhammad
Yunus as the second consultant.
The aims of the research are to determine of the students’ speaking ability through
interview technique and how effective is interview technique in improving
students’ speaking ability at SMA LPP YW UMI.
The method that use in this research was used descriptive qualitative method by
using SPSS 22 and questionnaire. The population of the research was the second
grade of SMA LPP YW UMI. The researcher applied a total sampling for 14
students.
The result of data anlysis showed that the mean score is post-test higher than the
pre-test. The mean students score at the pre test is 39,28. But in the post test, the
mean students score is 77,14. In addition, the mean score increase 37,857 which is
devides in five categories of speaking (pronunciation, grammar, vocabulary,
fluency, and comprehension) or there were 9 (64,28%) students who passed
Minimum Matery Criteron - Kriteria Ketuntasan Minumal (KKM) its show that,
the interview technique improved students’ speaking ability. And based on the
results of questionnaire percentage, most of the students’ agree with the
statements interview technique improve their speaking ability. It means that, the
researcher concluded interview technique effective to improving students’
speaking ability.
 LIST OF CONTENT

LEMBAR PENGESAHAN PEMBIMBING ....................................................... ii

LEMBAR PENGESAHAN PENGUJI ................................................................ iii

ACKNOWLEDMENT ......................................................................................... iv

ABSTRAK ........................................................................................................... vii

LIST OF CONTENTS ......................................................................................... viii

LIST OF TABLE ................................................................................................. x

LIST OF APPENDICES ....................................................................................... xi

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

A. Background ............................................................................ 1

B. Problem Statement ................................................................ 3

C. Objectives of the Research ..................................................... 3

D. Significance of the Study ....................................................... 4

E. Scope of the Research ............................................................ 4

CHAPTER II REVIEW OF THE RELATED LITERATURE ........................... 5

A. Speaking ................................................................................. 5

B. Interview ................................................................................ 10
CHAPTER III RESEARCH METHOD .............................................................. 14

A. Research Design .................................................................... 14

B. Source of Data ........................................................................ 15

C. Hypothesis of the reseacrch .................................................... 15

D. Research Instrument ............................................................... 15

E. Data Collection ....................................................................... 15

F. Data Analysis ......................................................................... 17

CHAPTER IV FINDINGS AND DISCUSSIONS .............................................. 20

A. The Ability Of The Students Through Interview Techique .... 20

B. The effective is interview technique in improving students’

speaking ability. ...................................................................... 26

CHAPTER V CONCLUSIONS AND SUGGESTIONS ..................................... 32

A. Conclusions ............................................................................ 32

B. Suggestions ............................................................................ 33

BIBLOPGRAPHY ................................................................................................ 34

APPENDICES ...................................................................................................... 36
 LIST OF TABLES

Table 4.1 The Students Speaking Score of Pre Test ............................................ 20

Table 4.2 The Students Speaking Score of Post Test ........................................... 22

Table 4.3 The Students Speaking Score in Pre Test And Post Test ..................... 23

Table 4.4 Paired Sample Statistic.......................................................................... 24

Table 4.5 Paired Sample Correlation .................................................................... 24

Table 4.6 Paired Sample Test................................................................................ 25

Table 4.7 Pesentage of Result Questionnaire ........................................................ 26

 LIST OF APPENDICES

A. List of Students’ Name ............................................................................ 37

B. Lesson Plan .............................................................................................. 38

C. Questionnaire ........................................................................................... 42

D. Pictures .................................................................................................... 46
 CHAPTER I

INTRODUCTION

A. Background

Languange is well used in communication. English is one of the

languages that is more important to be studied because it is the

internasional language. Every people in the world uses this language to

communicate to the others. In language learning, including English, there

are four important skills, namely speaking, writing, reading, and listening.

Speaking is one of the most demaining ability in the daily life and through

speaking someone can express feeling, seeing and wants.

Indonesian students in the school have to learn English as one of

the target language. They need to learn both language skills and also

language components. Language skills as stated by Brown (2001:232) are

listening, reading, speaking, and writing. Language components contain

vocabulary, grammar, and pronunciation. Furthermore, students are

expected to be able to apply those ability and components in their daily

activities.

In reality, although English has been taught since in elementary

school, most of the students in vocational schools rarely use English when

they communicate with their teacher or their partner in the classroom.

“Novice level is characterize by an ability to communicate minimally with

learned material” (Flucher, 2003:230). This condition can be cause at least

by two main factors.

 First, the students do not have enough English ability such as

vocabulary or pronunciation mastery. The lack of students’ mastery in

vocabulary and also pronunciation make students do not feel confident

when they want to share their idea in English orally. They are afraid of

making mistakes and being mocked by their friends.

Second, the teacher does not create the appropriate conditions in

class where the students can actively communicate with others in English.

It can be caused by the situation that there is no adequate resources

including teaching materials and also teaching media. The lack of

resources also impacts the teacher’s knowledge about teaching and

learning method in which the students have more opportunities to explore

them selves. The teacher still uses the traditional method where he or she

becomes the center of the class.

In relation to the statements in the previous, the writer intends

improves the students’ speaking ability by introducing one of cooperative

learning techniques. Brown (2001:47) states “in cooperative classroom the

students and the teachers work together to purpose goals and objectives.”

It means in a cooperative classroom the interaction between students and

teachers in teaching and learning process will be created.

In the case of students of senior high school, sometimes we found

they are less affection to learn English language especially for speaking.
 Seeing the problem that exist in the class XI IPA at SMA LPP YW

UMI Makassar, this study aims to improve speaking ablility through

interview technique.

For this case students should mastering the several components

such as pronunciation, grammar, vocabulary, and fluency in brief. And the

writer must select the suitable technique or stategi to solve this case named

Interview technique that may become the most appropriate alternative

solution to solve the problem. Interview technique is one of the way to

improve speaking ability. Its one of teaching techniques which can make

the students active.

In short, Interview very useful to help teacher to improve students’

speaking ability because students will have an interaction in pairs as an

interviewer and an interviewee, so that they automatically learn what to

say and how to speak it up in English.

B. Problem Statement

Based on the background state above, the problem statements are :

1. To what extent is the students’ speaking ability through

interview technique?

2. How effective is interview technique in improving students’

speaking ability?

C. Objectives of the research

1. To determine the ability of the students through Interview

technique.
 2. To determine the effective is interview technique in improving

students’ speaking ability.

D. Significance of the Study

1. For the students of SMA LPP UMI, it will be an effort to

improve their speaking ability.

2. For the english teachers of SMA LPP UMI, it will be good

opportunity to improve the quality of teaching speaking to the

students .

3. For the students English Education Department of Muslim

University of Indonesia, it can be used as a reference of action

research study particulary in improving students’ speaking

ability.

E. Scope of the research

The scope of this research only focus about speaking and responses

of the students through interview technique such as pronunciation,

grammar, vocabulary, fluency and comprehension.

 CHAPTER II

REVIEW OF THE RELATED LITERATURE

A. Speaking

1. Defenition of Speaking

For people who learn a language, including English learner,

certainly they need to master speaking ability. With speaking, a person

can communicate with other person to convey their meaning to each

other.

In Alquran Surah Ar-Rahman (1 – 4 ) :

)٤( َ‫) َعلَّ َمهُ ْال َب َيان‬٣( َ‫سان‬

َ ‫) َخلَقَ اإل ْن‬٢( َ‫) َعلَّ َم ْالقُ ْرآن‬١( ُ‫الرحْ َمن‬
َّ

Ar-rahmaan(u), 'Allamal qur-aan(a), Khalaqal insaan(a),

'Allamahul bayaan(a).

"(Allah) Most Gracious!, it is He Who has taught the Qur’an.

He has created man. He has taught him speech (and intelligence)."

According to Harris (1969 : 81) states “speaking is a complex

ability requiring the simultaneous used of a number of different

abilities which often develop at different rates”. In other words,

According to Wilson, (1983 : 5) defined speaking as development of

the relationship between speaker and listener.

Moreover, Thornbury and Slade (2006: 17) defined speaking

as a social, multi-sensory speech event, whose topic is

unpredictable. Speaking is social, in the sense that it establishes

 rapport and mutual agreement, maintains and modifies social identity,

and involves interpersonal abilitys. This social element is expressed

through wishes, feelings, attitudes, opinions and judgments, which

can clash with the formal nature of the classroom when teaching

speaking.

According to Gumperz (1999: 98) speaking is cooperatively

construct which is based on contributions, assumptions, expectations,

and interpretations of the participants‘ utterance. Speaking is an

interactive process of constructing meaning that involves producing

and receiving and processing information. Based on explanation

above, the writer can conclude that. Speaking is something use for

talking and communicating with onother people and one of the most

demaining ability in the daily life.

2. Speaking ability

Speaking ability is the students’ ability in expressing their

ideas orally which is respesented by the scores of speaking. Speaking

is only an trail of abilties that it got from structure and vocabulary.

Risnadedi, (2001 : 56-57) stated that speaking ability more

complex and difficult than people assume, and speaking study like

study other cases of language, naturalize many case to language

teachers.

Speaking as the productive skill. It could not be separate from

listening. When we speak we produce the text and it should be

 meaningful. In the nature of communication we find he speaker, the

listener, the massage and the feedback. Speaking could not be sperate

from pronounciation as it encourages learners to learn the English

sounds.

3. Types of Speaking Performances

There are some types of speaking performanced in the

classroom. Brown (2004 : 141) cites five stages of speaking

performance. They are imitative, intensive, responsive, interactive,

and entensive. The explanation about those categories is state as

follows:

a. Imitative: the ability to simply imitate a word or phrase or

possibly a sentence. In this stage, the teacher focuses only on

students‟ pronunciation than the ability to understand or

convey meaning.

b. Intensive: the production of short stretches of oral language

designed to demonstrate competence in narrow band of

grammatical, phrasal, lexical, or phonological relationship.

The speaker is aware of semantic properties in order to be

able to respond, but interaction with an interlocutor or test

administrator is minimal as best.

c. Responsive: this performance includes interaction and test

comprehension, but at the somewhat limited level of very

 short conversation, standard greetings, small talk, simple

request, and comments.

d. Interactive: in this stage, the length and complexity of the

conversation is more then responsive stage, which sometimes

includes multiple exchange and or multiple participants.

e. Extensive: extensive oral production includes speeches, oral

presentations, and story telling. In this stage, the students

should be able to produce their own language with their own

idea.

4. Aspects of Speaking

According to Syakur (1987 : 3), there are at least five aspects

of speaking skill concern with comprehension, grammar, vocabulary,

pronunciation and fluency. The explanation of those aspects below:

a. Comprehension

For oral communication certainly requires a subject to

respond to speech as well as to initiate it.

b. Grammar

It is need for students to arrange a correct grammatical

sentences in conversation. The utility of grammar is also to

learn the correct way to gain expertise in a language in oral

and written form.

 c. Vocabulary

Vocabulary is the most part of speaking skill. Without

grammar very little can be convey, without vocabulary nothing

can be convey. Mastering vocabulary means that we can

choose the appropriate diction which is use in communication

in any kinds of situation.

d. Pronunciation

Pronunciation is the way for students‟ to produce clear

language when they speak. It deals with the phonological

process that refers to the component of grammar made up of

the element and principles that determine how sounds vary and

pattern in language.

e. Fluency

Fluency can be defined as the ability of students to speak

fluently and accurately in communication. Fluency in speaking

is the aim of many language learners. Signs of fluency include

a reasonably fast speed and only a small number of pause and

„ums‟ or „ers.

Base on the students’ problems that already mention in the

research background, so the researcher will take all of the aspects above

as the indicators in teaching speaking in the classroom that use to

measure the students‟ speaking skill progress in every cycle.

 5. Purpose of Speaking.

Studying English without practice speaking is useless. A part

of communication speaking is regard more representing what the

speaker wants to say. Through speaking, one can express their minds,

ideas and thought freely and spontaneously. To most people,

mastering the art of speaking is the single most important aspect of

learning a second or foreign language, and success is measur in terms

of the ability to carry out a conversation in the language (Fauziati,

Endang. 2002: 20).

B. Interview

1. Defenition of Interview

The writer introduce interview technique in the class situation

to improve the students’ speaking ability. Tehudi and Mitchell (1999)

say that interview is the dialogue or question-answer exchange which

is considered as the primary learning.

Interview can be effective technique in obtaining information,

to motivate the students to speak, it can make the students confident to

express their ideas in English, give the opportunity to the students to

demonstrate that they communicate freely in English.

There are various reasons to apply this technique. Firstly, the

students have time to express their ides and then practice their

speaking ability in interview. By this technique, students can improve

 their conversation by such expression as asking opinion, giving

opinion, agreeing opinion, and disagreeing opinion.

An interview can often be an effective technique of obtaining

information. According to Dandoli and Haning (2001:23), interview is

a teaching technique that encourages the students to express their

ideas, emotions or feeling, and problem. The teacher found that it is of

suitable ways in improving students’ speaking abilitys. They are given

the opportunity to speak freely and communicatively, although it isn’t

like the native speaker.

In this research, the writer wants to describe the interview as

teacher’s technique in teaching speaking. Interview is a teaching

technique in teaching speaking.

Interview is a teaching technique that encourages the students

to express student’s ideas, emotions or feeling and problem. On the

other hand, placing too much performance pressure on learners too

soon may have the risk-taking that is necessary if their competence is

to be extend, one way to ease pressure on learners is to give them

sufficient time to rehearse before asking them to perform in front of

class (Thornbury, 2005:73).

2. Benefits of Doing Interview

According to Haley James and Hobson (1999:131) describe the

benefits of doing interview:

 a. The drive to communicate is uncourageous, as students ask

questions and answer questions.

b. Students are control of their own language and learning.

c. Every student can succes.

d. Interviewing unifies all the language process.

e. Students discovered language rules and conversations about

language base on their own experiences and observation.

3. The Aims of Interview Technique

The aims of three technique is to engage students in

convercation for the purpose of analyzing a new information.

Interview is a strategy that is effective when students are solve

problems that have no spesific right answers. (Kagan, 1994).

4. The Procedure of Interview Technique

According to Olsen and Kagan in Richards and Rodgers

(2001:198), the procedure of interview technique are as follows:

a. Teacher make a group of 2 students,

b. Teacher pairs the students,

c. Teacher give topic to the students,

d. Students are pairs, one is interview and the other is interviewee,

e. Students reserve roles, and

f. Each student go forward to share with another group.

In conclusion, by doing interview technique in teaching

speaking ability, the writer expect that the students’ ability in speaking
would be improved. On the other the writer interest to conduct

Classroom Action Research in improving students’ ability in speaking

through interview technique in eleventh grade students of SMA LPP

UMI in academic year 2017/2018.

 CHAPTER III

RESEARCH METHOD

This chapter present research design, source of data, instrument of the

research, technique of data analysis, and procedures analysis.

A. Research Design

The method that aplly in research is descriptive qualitative to

analyze the data. Where way to process the data, which could be done with

arrange the data into a form numbers or percentages of object research, so

research able obtain the general conclutions. The section aims to

improving student’s speaking ability through interview technique.

Treatment (X) is give beteween pre test (O1) and post test- (O2).

The design describes as follows :

O1 X O2

Where :

O1 = Pre-test

X = Treatment

O2 = Post-test
B. Source of Data

The researcher takes place in SMA LPP UMI where all of the

students XI IPA are involve. Based on the data of the students, the

researcher find there were 8 females and 6 males, so total students is 14

students. Almost the students came from the local area of Makassar. This

school has English lesson that is give to the second grade as the second

level to learn English lesson.

C. Hypothesis of the research

H0 : There is no significant difference between the use of interview

technique can not improving students’ speaking ability .

H1 : There is a significant difference between the use of interview

technique can improving students’speaking ability.

D. Research Instrument

To collect the data, the writer used the speaking test. The speaking

test is apply in the pre-test and post-test. It is intent to know the prior

knowledge of the students’ ability before giving treatment

E. Data Collection

1. Pre-test

Before giving the treatment, pre-test is administrate to the

students. In this part, the writer introduce and talk to her purpose to

the students and the writer will give test to determine the ability of

elementary students.
2. Treatment

Treatment is give three or four times before examining the pre-test.

The treatment / teaching procedures are, it technically takes about one

or half hour.

3. Post-test

The writer give the post-test to find out the value of treatment

whether or not the result of the post-test is better than the result of the

pre-test and post-test are given after doing the treatment.

a. Speaking Test

The researcher divided the group in pairs and then

explain how to do interview. After that, assigning the students to

interview each other and then write the results of the interview

to retell in front of the class of interview result.

The researcher used speaking test a rating scale as

propose by Syakur (1987 : 3), to score the students’ result in

speaking test. This is in a 5 level rating scale. This rating scale

measure the students’ speaking ability especially in

pronunciation, grammar, vocabulary, fluency and

comprehension.

Table below the aspect of assessing speaking ablity,

method that use qualitative descriptive analysis. To determine

the success research :

 Aspect of assessing speaking ability

No. Aspects Score

1 Pronunciation 20

2 Grammar 20

3 Vocabulary 20

4 Fluency 20

5 Comprehension 20

Total 100

b. Questionnaire

After doing speaking test, researcher distribute the

questionnaire the purpose to answer the quetions about the students

achievement in receiving an analyze from the researcher.

F. Data Analysis

To analysis the data, the researcher finding t-test. Finding out the

standar deviation and t-test of the data. The researcher used SPSS 22 to

calculate the data.

a. First open SPSS 22 application, then wrote word “pretest” at first

column and posttest at second column of column name and label.

b. Click data view and copy the data of the research

c. After that, click analyze and chose compare means then paired-

samples t test.
d. Click arrow to displaced data pretest.

e. Click arrow sign also to displaced data posttest and click ok to

finished.

Classifying the students score into level as follow :

• 81 – 100 Very high

• 61 – 80 High

• 41 – 60 Medium

• 21 – 40 Low

• 0 – 20 Very low

Syakur (1987 : 3)
 CHAPTER IV

FINDING AND DISCUSSIONS

In this chapter the writer presents the result of the research . The writer

classifes this chapter in two points. It consist of the ability of students through

interview technique and the effective is interview technique in improving

students’ speaking ability.

A. The ability of the students through interview technique.

1. The Students’ Speaking Score in Pre-Test and Post-Test

First, in the data finding are the result of the research that

consist of data from the study subject during the study. These results

indicate that the subject under study avhievement and the result is still

categorized as low in speaking ability. For some reason, students do

not pay attantion to the teacher. Because the reason a student can not

do a good dialogue with embarassed to say the sentences and taunted

by their friends if it makes mistake in the pronunciation of the English

language. The data provided in this chapter consists of a symbol and

the methods below shows the scores of students in the pre-test.

Table 4.1

The Students’speaking Score of Pre-Test

NO NAME SCORE PREDICATE

1 NUR ANISA 40 Low

2 NERLY JUSTAN 50 Medium

3 RIYAS RASYID 20 Very low

4 MUHAMMAD SULAIMAN 40 Medium

5 A.M ADITYA WARDANA 40 Medium

6 NURAZIZAH 70 High

7 NURUL HUSNA 60 Medium

8 RENI ASRIANI 30 Low

9 DELLA APRILIA 30 Low

10 FUAD ZAKARIAH 20 Very low

11 ELWIN DWI PRASETYO 60 Medium

12 AISYAH NURFADILLAH 40 Medium

13 REGINA INDAH SARI 20 Very low

14 M. VIQRY TRI ALFIDIJANTO 30 Low

TOTAL 550

Students’ who passed KKM (75)

 Table 4.2

The Students’ Speaking Score of Post-Test

NO NAME SCORE PREDICATE

1 NUR ANISA 80 High

2 NERLY JUSTAN 85 Very high

3 RIYAS RASYID 70 High

4 MUHAMMAD SULAIMAN 85 Very high

5 A.M ADITYA WARDANA 87 Very high

6 NURAZIZAH 98 Very high

7 NURUL HUSNA 87 Very high

8 RENI ASRIANI 70 High

9 DELLA APRILIA 78 High

10 FUAD ZAKARIAH 65 High

11 ELWIN DWI PRASETYO 80 High

12 AISYAH NURFADILLAH 75 High

13 REGINA INDAH SARI 60 Medium

14 M. VIQRY TRI ALFIDIJANTO 60 Medium

TOTAL 1080
u
Students’ who passed KKM (75)
 Table 4.3

The Students’ Speaking Score In Pre-Test and Post-Test

NO NAME PRE-TEST POST-TEST

1 NUR ANISA 40 80

2 NERLY JUSTAN SAMPE 50 85

3 RIYAS RASYID 20 70

4 MUHAMMAD SULAIMAN 40 85

5 A.M ADITYA WARDANA 40 87

6 NURAZIZAH 70 98

7 NURUL HUSNA 60 87

8 RENI ASRIANI 30 70

9 DELLA APRILIA 30 78

10 FUAD ZAKARIA 20 65

S
11 ELWIN DWI PRASETYO 60 80
t

12 u AISYA NURFADILLAH 40 75

d REGINA INDAH SARI 20 60

13
e
M. VIQRY TRY 30 60
14
n ALFIDIJANTO
550 1080
t TOTAL

Students’ who passed KKM (75)

 Below the writer was calculated students’ percentage who passed

KKM (P) by using formula and got the result:

𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠’ 𝑤ℎ𝑜 𝑝𝑎𝑠𝑠𝑒𝑑 𝐾𝐾𝑀

P = x 100%
14

9
= x 100%
14

= 64,28%

Afterwards, to know whether the students’ score improve or nor

from the pre-test to the post-test, below the writer analyzed the data used

SPSS 22 application and got the result :

Table 4.4 Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Pre_Test 39,28 14 15,915 4,254
Post_Test 77,14 14 11,135 2,976

Mean score of 14 students pre-test was 39,28 (with standard

deviation 15,915 and standard error mean was 4,254) and the students’

post-test mean score was 77,14 (with standard deviation 11,135 and

standard error mean was 2,976).

Table 4.5 Paired Samples Correlations

N Correlation Sig.
Pair 1 Pre_Test & Post_Test 14 ,834 ,000

The table show there was correlation as big as 0,834 between

pre-test and post-test, because of sig (0,000).

 Table 4.6 Paired Samples Test

Paired Differences
95% Confidence
Std. Interval of the Sig.
Std. Error Difference (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair 1 Pre_Test -
-37,857 9,037 2,415 -43,075 -32,639 -15,674 13 ,000
Post_Test

Based on the above, the writer gave interpretation as steps :

1. Mean paired pre test and post test : -37,857

2. Standard Deviation paired pre test anda post test : 9,037

3. Standard Error Mean paired pre test and post test : 2,415

4. Interval of the differences

Lower : -43,075

Upper : -32,639

5. Ttabel : -15,674

6. df : 13

7. Sig : 0,000

To determine the interview technique improving students’

speaking ability or not , there is condition that is if the score of probablity

or Sig.(2-tailed) <0,05, it means there is significant difference result

between pre-test and post-test of the students.

Based on the result above, the writer gave interpretation as the

steps hypothesis test below :

H0 : There is no significant difference between the use of interview

 technique can not improving students’ speaking ability .

H1 : There is a significant difference between the use of interview

technique can improving students’speaking ability.

Because the writer got the Sig. : 0,000 < 0,05 is bigger than the

result of significant so, H0 is rejected and H1 was accepted because mean

grade in post test higher than mean grade in pre test, or there is

significant difference between students’ ability in pre test and post test.

The result of data analysis which were the data had been analyzed

by using SPSS 22 It is indicated that there was significant between pre

test and post tes. It mean the Interview Technique was succed improving

students’ speaking ability

B. The effective is interview technique in improving students’ speaking

ability.

The writer using questionnaire to know the students effectives do

interview technique in improving students’ speaking ability, below the

writer was calculated by using formula and got the result:

𝑇𝑎𝑏𝑢𝑙𝑎𝑡𝑖𝑜𝑛
Persetange = x 100%
𝑇𝑜𝑡𝑎𝑙

Table 4.7 Persentage of result questionnaire

Tabulation Pesentage
NO.
A B Total A B Total
1 14 0 14 100% 0% 100%
2 13 1 14 93% 7% 100%
 3 13 1 14 93% 7% 100%
4 3 11 14 21% 79% 100%
5 13 1 14 93% 7% 100%
6 1 13 14 7% 93% 100%
7 14 0 14 100% 0% 100%
8 2 12 14 14% 86% 100%
9 12 2 14 89% 14% 100%
10 3 11 14 21% 79% 100%
11 0 14 14 0% 100% 100%
12 12 2 14 86% 14% 100%
13 12 2 14 86% 14% 100%
14 2 12 14 14% 86% 100%
15 1 13 14 7% 93% 100%

1. Item 1 : I like learn speaking through using interview technique

From item above has showed that all the students or 14 (100%)

students who agree with the statement. The research concluded that all

of the students thought that learning speaking through using interview

technique.

2. Item 2 : learning speaking through inteview technique was boring

From item above has showed that, 13 (93%) students who agree with

the statement and 1 (7%) students who disagree with the statement.

The research concluded that most of the students not bored thought

that learning speaking through using interview technique.

3. Item 3 : learning speaking through inteview technique increase my

motivation in speaking

From item above has showed that, 13 (93%) students who agree with

the statement and 1 (7%) students who disagree with the statement.

The research concluded that most of the students increase their

motivated thought interview technique.

4. Item 4 : learning speaking by inteview technique not increase my

motivation in speaking

From item above has showed that, 3 (21%) students who agree with

the statement and 11 (79%) students who disagree with the statement.

The research concluded that most of the students motivated thought

that learning speaking by using interview technique.

5. Item 5 : learning speaking through interview technique adding to

my curosity in speaking

From item above has showed that, 13 (93%) students who agree with

the statement and 1 (7%) students who disagree with the statement.

The research concluded interview technique adding their curosity in

speaking.

6. Item 6 : learning speaking through interview technique not adding

to my curosity in speaking

From item above has showed that, 1 (7%) students who agree with the

statement and 13 (93%) students who disagree with the statement. The

research concluded interview technique adding their curosity in

speaking.

7. Item 7 : Inteview technique impove my speaking ability

From item above has showed that, 14 (100%) students who agree with

the statement. The research concluded all of the students improve their

speaking thought interview technique.

8. Item 8 : I can’t improve my speaking ability through interview

technique

From item above has showed that, 2 (14%) students who agree with

the statement and 12 (86%) students who disagree with the statement.

The research concluded that most of the students improv their speaking

thought interview technique.

9. Item 9 : learning speaking through interview technique is an

effective and efficient way for me

From item above has showed that, 12 (86%) students who agree with

the statement and 2 (14%) students who disagree with the statement.

The research concluded learning speaking through interview technique

is an effective and efficient way for the students.

10. Item 10 : learning speaking through interview technique take very

long time tobe inffective

From item above has showed that, 3 (21%) students who agree with

the statement and 11 (79%) students who disagree with the statement.

The research concluded learning speaking through interview technique

is an effective for the students.

11. Item 11 : learning speaking through interview technique giving

freedom to think

From item above has showed that, 14 (100%) students who agree with

the statement. The research concluded learning speaking through

interview technique giving freedom to think.

12. Item 12 : learning speaking through interview technique don’t

make my thingking ability increase

From item above has showed that, 12 (86%) students who agree with

the statement and 2 (14%) students who disagree with the statement.

The research concluded learning speaking through interview technique

make students thinking ability incrase.

13. Item 13 : I am interested in learning speaking through interview

technique

From item above has showed that, 12 (86%) students who agree with

the statement and 2 (14%) students who disagree with the statement.

The research concluded students interested in learning speaking

through interview technique.

14. Item 14 : I am not interested in learning speaking through

interview technique

From item above has showed that, 2 (14%) students who agree with

the statement and 12 (86%) students who disagree with the statement.

The research concluded students interested in learning speaking

through interview technique.

15. Item 15 : I feel challenged to speak through Interview technique

From item above has showed that, 12 (86%) students who agree with

the statement and 2 (14%) students who disagree with the statement.

The research concluded students feel cahllenged to speak through

interview technique.
 Based on the percentage has calculated above, The research

concluded learning speaking through interview technique was effective to

improving students’ speaking ability.

 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

Based on the discussion of the research findings in the previous

chapter, and after the writer conducted research in SMA LPP YW UMI

under title improving students’ speaking ability through interview

technique, the writer give some conclutions and suggestion:

A. Conclusions

1. Based on the results using SPSS 22, showed that the mean score is

post test higher than the pre test. The mean students score at the pre

test is 39,28. But the mean students score in the post test is 77,14. It

means that, the mean score increase 37,857 which is devided in the

five categories of speaking (pronunciation, grammar, vocabulary,

fluency and comprehension). This showed that, the interview

technique improved students’ speaking ability.

2. Based on the results of questionnaire percentage showed that, the

interview technique was effective to improved students’ speaking

ability.

3. The teaching and learning speaking through interview tehnique at

SMA LPP YW UMI” the students’ had a interaction in pairs and

chance to more active.

B. Suggestions

1. For the teacher : The researcher suggest should be more creative on

teaching to motivate in learning process and give the students chance

to talk without interrution.

2. For the students : The students should practice their English everyday

untill reach the high level, and use the other topic in daily conversation

to speak.
 BIBLIOGRAPHY

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Brown, H Douglas. (2004). Language Assesment Principle and Classroom

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David E. Meltzer,2008:3 in Sari Irianti, 2011:48

Dandoli and Haning. (2001:23), “Improving students speaking skills trough

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Muhammadiyah University Press.

Flucher, G. (2003). Testing second Language Speaking. Great Britain : Pearson

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Gay,1981:298 in Tri Purnami, 2013:23

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Kagan, Spencer. (1994). Cooperative Learning. San Clemante, CA: Kagan

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Syakur. (1987). Language Testing and Evaluation. Surakarta: Sebelas Maret

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Tehudi and Mitchell. (1999). Exploring and Teaching the English Language Arts
(4th Edition). Newyork: Harper & Row.

Thornburry, Scott. ( 2005). How to Teach Speaking. Edinburgh Gate: Longman.

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APPENDICES
 APPENDIX 1

List of Students’ Name

Class XI IPA

GENDER
NO NAME
1 NUR ANISA F

2 NERLY JUSTAN F

RIYAS RASYID M
3
MUHAMMAD SULAIMAN M
4
A.M ADITYA WARDANA M
5
NURAZIZAH F
6
NURUL HUSNA F
7
RENI ASRIANI F
8
DELLA APRILIA F
9
FUAD ZAKARIAH BAHARUDDIN M
10
ELWIN DWI PRASETYO M
11
AISYAH NURFADILLAH F
12

13 REGINA INDAH SARI F

14 M. VIQRY TRI ALFIDIJANTO M

Information :
Female (F) :8
Male (M) :6
 APPENDIX 2

LESSON PLAN

Nama Sekolah : SMA LPP YW UMI

Mata pelajaran : Bahasa Inggris

Kelas/Semester : XI/Genap

Topik Pembelajaran : Interview Personal Identity

Alokasi Waktu : 2 x 120 menit ( 2 x pertemuan)

A. Standar Kompetensi

Siswa dapat memahami makna dalam percakapan transaksional

dan interpersonal sederhana dengan lingkungan sekitar dalam kehidupan

sehari hari.

B. Kompetensi Dasar

Mengungkapkan makna dalam teks percakapan transaksional dan

interpersonal serta responnya dalam kehidupan sehari hari.

Menunjukkan sifat santun dan peduli dalam melaksanakan

komunikasi interpersonal dengan teman.

C. Indikator

Siswa mendapatkan informasi tentang ungkapan perkenalan diri

serta dengan responnya.

Siswa menggunakan tata bahasa, kosa kata tanda baca, ejaan dan

tata tulis yang akurat.

D. Tujuan Pembejaran

Siswa memberikan dan mendapat informasi wawancara untuk

memaparkan didepan kelas dalam bentuk tulisan dan lisan.

E. Materi Pokok

✓ What is your name ?

- My name is .....

✓ What is your nick name ?

- My nick name is .....

✓ Where do you come from ?

- I come from .....

✓ Where do you live ?

- I live in .....

✓ What is your hobby ?

- My hobby is .....

✓ What is your favorite colour ?

- My favorite clolour is ....

F. Metode Pembelajaran

Interview Technique
G. Kegiatan Pembelajaran

1. Kegiatan Awal

- Guru mengawali kegiatan belajar secara islami yaitu dengan

salam pembuka, doa sebelum memulai pelajaran.\

- Guru menjelaskan tentang tujuan pembelajaran yang akan

dicapai.

2. Kegiatan Inti

- Guru menjelaskan langkah langkah dan contoh pertanyaan

wawancara serta cara menjawab pertanyaan yang diajukan oleh

teman kelompok.

- Siswa diberi kesempatan untuk bertanya tentang materi yang

belum mereka pahami.

- Siswa memprektekkan materi yang sudah dijelaskan oleh guru,

dalam wawancara dengan teman kelompoknya.

- Guru meminta peserta didik untuk mempraktekkan dengan

teman kelompoknya didepan kelas.

3. Kegiatan Akhir

- Guru memberikan kesimpulan dari materi yang disampaikan.

- Siswa memperbaiki kesalahan yang masih tedapat kesalahan.

- Guru mengakhiri pelajaran dengan do’a setelah belajar dan

salam penutup.
H. Sumber / Bahan / Alat

- Buku “Mudah dan cepat bisa berbahasa inggris” by Drs.

Abdullah, M.M.,M.Pd (Hal.15)

- Internet, spidol, papan tulis, dan kertas.

I. Penilaian

- Comprehension : 20

- Grammar : 20

- Vocabulary : 20

- Pronuncation : 20

- Fluency : 20

Total Scoring : 100

 APPENDIX 3

QUESTIONNAIRE

MENINGKATKAN KEMAMPUAN BERBICARA SISWA MELALUI

TEKNIK INTERVIEW

Petunjuk :

1. Bacalah pertanyaan berikut dengan teliti.

2. Pilih dan berilah tanda silang (X) pada jawaban yang sesuai dengan

pengalaman Anda selama ini mengikuti pelajaran.

3. Jika anda salah dalam menjawab, jawaban tersebut Anda coret

dengan memberi tanda 2 garis (=), dan memberi tanda silang (X)

pada jawaban yang sesuai dengan pengalaman Anda selama ini

mengikuti pelajaran.

4. Atas partisispasi Anda diucapkan terima kasih.

NO. Pertanyaan Ya Tidak

Saya sangat senang belajar speaking menggunakan

1.
teknik interview

Belajar speaking melalui teknik interview

2.
membosankan

Belajar speaking melalui teknik interview menambah

3.
semangat belajar saya

Belajar speaking melalui teknik interview tidak

4.
meningkatkan motivasi saya dalam berbicara

Belajar speaking melalui teknik interview menambah

5.
rasa ingin tahu saya dalam berbicara
 Belajar speaking melalui teknik interview tidak
6.
menambah rasa ingin tahu saya dalam berbicara

Teknik interview lebih meningkatkan kemampuan

7.
berbicara saya

Saya tidak dapat meningkatkan kemampuan berbicara

8.
saya melalui teknik interview

Belajar speaking melalui teknik interview merupakan

9.
cara efektif dan efesien bagi saya

Belajar speaking melalui teknik interview memerlukan

10.
waktu yang sangat lama sehingga tidak efesien

Belajar speaking melalui teknik interview memberikan

11.
kebebasan berfikir

Belajar speaking melalui teknik interview tidak

12.
membuat kemampuan berfikir saya meningkat

13. Saya tertarik belajar speaking melalui teknik interview

Saya tidak tertarik belajar speaking melalui teknik

14.
interview

Saya merasa tertantang untuk berbicara melalui teknik

15.
interview
APPENDIX 4

PICTURES