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THE EFFECTIVENESS BETWEEN THREE STEPS INTERVIEW TOWARD

STUDENTS’ SPEAKING ABILITY FOR SEVENTH GRADE IN
MTS. ROUDLOH SEMAMBUNG
KANOR BOJONEGORO

By:
Ahmad Rofi’i
IKIP Widya Darma Surabaya

Abstract: The objective of this research is to obtain the empirical evidence whether or
not the effectiveness of three-step interview toward students’ speaking ability and to
explore the extent of three-step interview in teaching speaking. This is a quantitative
experimental research. To get the data, class is divided in two classes, control class and
sample class. The sample class is treated by using Three Step Interview Technique and
the control group is treated by using other technique. The writer took a pre-test to know
that the classes have relatively the same background knowledge in the research variable
and a post-test to find out the growth of score as the measurement of achievement. The
writer used ttest to calculate the data and then tested hypothesis. Based on the analysis of
the data, the research finding shows that; The value of ttable in the significance 5% of df
40=2.02. The value of ttable in the significance 1% of df 40=2.70. The value of to is 3.87.
The writer summarized that to ≥ ttable both in the significance 5% and in the
significance 1% (2.02 ≤ 3.87 ≥ 2.70), it means that the Null Hypothesis (Ho) was
rejected and the Alternative Hypothesis (Ha) was accepted. So, it can be inferred that
there was a significant different achievement in teaching speaking by using three-steps
interview technique. The writer concluded that teaching speaking by using three-steps
interview technique technique is more effective than teaching speaking by using other
technique. So, the writer hopes it can be the alternative technique to teach speaking
especially in junior high school.

Key words: Three Step Interview, Students’ Speaking Ability

INTRODUCTION
Indonesians students meet some difficulties in learning English. The problem can be seen in
formal academic setting, those are in teaching learning of the four basic skills to learn English:
listening, speaking, writing, and reading. People use it to understand our world through
listening and reading and to communicate our feeling, need, and desires through speaking and
writing. By having more knowledge about language skill the people have much better chance
of understanding and being understood and getting what the people want and need from these
around us. Speaking also becomes an important part in our education.

In fact, many junior high school students still cannot explain certain procedure fluently in
English when they are asked to do or make something. So, the teacher should be smart to
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choose an approach or technique of teaching that is suitable with the condition and the needs of
the students. In the contextual class, task of the teacher is helping student to reach the goal. It
means, the teacher more deals with strategy than giving information. The task of the teacher is
managing class as a team that working together to find out new something for a member of
class (student). A new something comes from finding by them not from what the teacher says.
That is role of the teacher in the class that managed with contextual approach (Aqib, 2013).

Based on that problem, in this research had developed the one of teaching speaking
technique, three step interview. A three-step interview is defined as a cooperative learning
technique which enables and motivates members of the group to acquire certain concept deeply
by students' role. It is an adaptable process in the classroom. The aim of this technique is to
gather students in a conversation for analysis purpose and new information synthesis.
Regarding to the explanation above, there should be a technique which is effective to improve
student's mastery of English language, especially speaking ability.

Definition of Three-Step Interview

According to Kagan (1997), three-step interview is a learning model in which consists of
four members of students signed A, B, C, and D. Each member chooses another member to be
a partner. During the first step, individuals interview their partners by asking clarifying
questions. During the second step partners reverse the roles. For the final step, members share
their partner's response with the team.

Moreover, Bennett, et all (2001:167-168) says that three-step interview is an effective way
to encourage students to share their thinking, ask questions, and take notes. It works best with
three students per group, but it can be modified into four groups.

Steps
The writer chosen steps from Bennett, et all (2001). To apply three-step interview, there are
many steps can be done, as follows: 1.) Place students into three groups; 2.) Assign each
student a letter and a role. Example: A = Interviewer, B = Interviewee, C = Reporter; 3.)
Rotate roles after each interview; 4.) Have students do a Round Robin and share the key
information they recorded when they were person ‘C’.

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Developing of Three Step Interview in this Research

In this research refers to the benefit of three step interview to be applied in the class and to
reach the function of speaking.

Advantages of Three-Step Interview

Three-step interview is able to be applied in the class to teach speaking. This technique has
many advantages can be taken if worked well and cooperative. The advantages as follows: 1.)
Three-Step Interview creates simultaneous accountability; 2.) Students share and apply
different questioning strategies; 3.) Over time, students can be introduced to different
taxonomies of thinking to extend their ability to use different levels of questioning and thinking
(Bennett, et. all, 2001)

Definition of Speaking
Speaking is ability to pronounce sound articulation or words to express, to state, or to
convey the ideas, mind, or feeling (Tarigan, 2008). It means, speaking is as an instrument
communications, between the human to convey and informing what they feel. From this
statement, it can be expanded that speaking is audible system and visible system for
combination purpose. Speaking is a human activity that uses physical, psychological,
neurological, semantic and linguistic factor extensively. So, it can be considered as the most
important instrument for social control.

Function of Speaking
Numerous attempts have been made to classify the functions of speaking in human
interaction. Brown and Yule (1983) made a useful distinction between the interactional
functions of speaking, in which it serves to establish and maintain social relations, and the
transactional functions, which focus on the exchange of information.

RESEARCH METHOD
Research Design
This research is using quantitative experimental design. The writer attempt to find out the
result of the implementation of using three-steps interview to increase the student’s speaking
ability, not the process of its.

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Research Data
The population of this research is 53 students which are divided into two classes. Number
of B class is 26 students consist of 12 boys and 14 girls, and C class is 27 students consist of 13
boys and 14 girls. However, the writer just took 21 students from each class to be a sample.
The writer use B class as control class and C class as sample class.

Procedure of Collecting Data

In collecting the data, the writer used test technique. The data were collected from the pre-
test and post-test. Before giving the test, the writer made lesson plan. Lesson plan was made for
control class and sample class. The next step the writer made the instrument of the test. In pre-
test, the students in control class and sample class were given the same test about speaking. The
students were asked to make a dialogue with one of their friend about what they like and
dislike orally in front of the class. In the next meeting, the writer gave a treatment by using
three-step interview technique. In this treatment, the writer divided the students in seven teams.
Each team consists of three students. One student as an interviewer, the other student as an
interviewee and reporter. This role is repeated on each student. This treatment is ongoing as
long one meeting. After giving a treatment, in the next meeting the writer gave back the test. In
post-test, the students in sample class and control class were given the same speaking test.

The Technique of Analyzing Data

Before analyze the data, it is necessary to calculate the data into the statistic calculation.
The writer used test formula to calculate the data. The two classes were compared to the
independent variable, the sample class is X and the control class is Y variable (Sudijono,
1987:296).
The formula of test is expressed as follows;

Mx = Mean of variable X
My = Mean of variable Y
SE = Standard Error

Criteria of Assessing Speaking

To get the data score, the writer made a scoring for assessing speaking. The scoring for
assessing speaking is described in the following table.
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Table 1. Scoring for Assessing Speaking

CRITERION SCORE CONVERSION

Excelent 4/A 90-100

Good 3/B 80-89
Less 2/C 70-79
Bad 1/D 60-69

Maximal score is 16 and minimal score is 4. Gained score is 1-100

Score:
Total score=

Total score is based on the four aspects, pronunciation, vocabulary, accuracy, and fluency.

RESEARCH RESULT AND DISCUSSION

The Description of Data
To collect the data score, the writer gave the same pre-test and post-test in each control
class and sample class. Pre-test was given before giving the treatment. While, the post-test was
given after giving the treatment. Therefore, treatment just given in sample class. The result of
this pre-test was the lowest score in both of class was 56. There were 4 students in sample class
got the lowest score. While in control class there were 5 students got the lowest class. For the
highest pre-test score in both class was also same, that is 75. There were 3 students got the
highest score in sample class.

While in control class only 2 students got the highest score. Mean pre-test score in sample
class was 64.52, and mean pre-test score in control class was 63.9. Mean pre-test score in
sample class was better than mean pre-test score in control class. In the next meeting, the writer
gave a treatment in sample class. After giving a treatment for two meeting in sample class, the
writer gave a post-test as a final test in both of class. Control class and sample class was given
the same test. The result of pos-test was there were 3 students got the lowest score in sample
class and there were 6 students got the lowest score in control class. The lowest score in both
classes is 63. While the highest post-test score in sample class was 87.5. There were 2 students
got the highest score in sample class. The highest post test score in control class is 81. Only one
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student got the highest score in control class. Mean post-test score in sample class is 73.90, and
mean post-test score in control class is 68.14. The comparison score in both of class was
described in the following table.

Table 2. The Comparison Score of Each Student in Experiment and Control Class

SBtudents
Students (N2) X Y x y x2 y2
(N1)
1 1 12.5 6 3.12 0.34 9.73 0.11
2 2 12 6 2.62 0.34 6.86 0.11
3 3 6 6 -3.38 0.34 11.42 0.11
4 4 6 0 -3.38 -5.66 11.42 32.03
5 5 12.5 7 3.12 1.34 9.73 1.79
6 6 12 6 2.62 0.34 6.86 0.11
7 7 13 6 3.62 0.34 13.1 0.11
8 8 7 7 -2.38 1.34 5.66 1.79
9 9 6 12 -3.38 6.34 11.42 40.19
10 10 6 6 -3.38 0.34 11.42 0.11
11 11 12 0 2.62 -5.66 6.86 32.03
12 12 12 6 2.62 0.34 6.86 0.11
13 13 12 6 2.62 0.34 6.86 0.11
14 14 7 12 -2.38 6.34 5.66 40.19
15 15 6 7 -3.38 1.34 11.42 1.79
16 16 12 6 2.62 0.34 6.86 0.11
17 17 12 7 2.62 1.34 6.86 1.79
18 18 7 0 -2.38 -5.66 5.66 32.03
19 19 6 7 -3.38 1.34 11.42 1.79
20 20 6 6 -3.38 0.34 11.42 0.11
21 21 12 0 2.62 -5.66 6.86 32.03
N1=21 N1=21 197 119 184.36 218.55
Mean 9.38 5.66 8.77 10.4

Discussion
In the first meeting, the writer gave pre-test directly in two classes, control class and sample
class. The form of this test in the writer paired students as a group. They were asked to make a
dialogue in front of the class about what they like and dislike. The result of this pre-test was the
lowest score in both of class was 56. There were 4 students in sample class got the lowest
score. While in control class there were 5 students got the lowest class. For the highest pre-test
score in both class was also same, that is 75. There were 3 students got the highest score in
sample class. While in control class only 2 students got the highest score. Mean pre-test score
in sample class was 64.52, and mean pre-test score in control class was 63.9. Mean pre-test
score in sample class was better than mean pre-test score in control class.
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In the next meeting, the writer gave a treatment in sample class. The writer tried to apply
three-step interview technique as a treatment in sample class, while in control class was not
given. This technique required the students to make a group consist of three students in group.
They were asked to make a conversation. One student as an interviewer, other student as an
interviewee, and another one as a reporter. The task of reporter was report the result of
interview. This role was rotated after each interview.

After giving a treatment for two meeting in sample class, the writer gave a post-test as a
final test in both of class. Control class and sample class was given the same test. The students
were asked to make a conversation about making opinion and statement include the reason.
The topic was still around like and dislike. The result of pos-test was there were 3 students got
the lowest score in sample class and there were 6 students got the lowest score in control class.
The lowest score in both classes is 63. While the highest post-test score in sample class was
87.5. There were 2 students got the highest score in sample class. The highest post test score in
control class is 81. Only one student got the highest score in control class. Mean post-test score
in sample class is 73.90, and mean post-test score in control class is 68.14. It can be concluded
that the result of post-test score in sample class was better than post-test score in control class.

However, the comparison scores above cannot yet be used to measure the effectiveness of
using three-step interview technique. So, after getting all score list, the writer tried to find out is
the three-step interview technique has the real effect to teach speaking. The writer made a data
analysis and calculating all of the collected data.

Based on the analysis of the data, the research finding shows that: 1.) The value of ttable in
the significance 5% of df 40=2.02; 2.) The value of ttable in the significance 1% of df 40=2.70;
3.) he value of to is 3.87

The writer summarized that to ≥ ttable both in the significance 5% and in the significance
1% (2.02 ≤ 3.87 ≥ 2.70), it means that the Null Hypothesis (Ho) was rejected and the
Alternative Hypothesis (Ha) was accepted. So, it can be inferred that there was a significant
different achievement between teaching speaking by using three-steps interview technique. The
writer concluded that teaching speaking by using three-steps interview technique technique is
more effective than teaching speaking by using other technique. So, the writer hopes it can be
the alternative technique to teach speaking especially in junior high school.

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Students in junior high school usually has many problems to study about speaking in the
class and daily life. They tend to be afraid and not confidence to speak in front of the class with
their other friends. They also got misunderstanding about what the teacher say in english. By
the using three-steps interview technique, the students can be taught about speaking efficiently.
The students were more brave and confidence to make conversation in front of the class
because they worked in a team. In addition, there was a reporter that must listen and
understanding carefully what their friends said. So, every students got the same task and role in
speaking. It become one of the effectiveness of using three-steps interview in teaching
speaking.

CONCLUSION
Based on the analysis of the data, it can be inferred that three-step interview technique has a
significant influence and more effective to teach speaking. This technique can be the alternative
way to teach speaking in the class. It can be proven from the analysis of data that shown the
value of ttable in the significance 5% is 2.02. And the value of ttable in the significance 1% is
2.70. And the value of to is 3.87. The writer summarized that to ≥ ttable both in the significance
5% and in the significance 1% (2.02 ≤ 3.87 ≥ 2.70), it means that the Null Hypothesis (Ho) is
rejected and the Alternative Hypothesis (Ha) is accepted.

Based on the conclusions above, it would be delivered some suggestions as follow for the
Teachers: 1.) Three-steps interview technique would be helpful to teach speaking, so the
teacher needs to apply three-step interview technique in teaching speaking in the class; 2.) The
teacher has to make sure that the students can be more confidence about speaking in the class
and daily life; 3.) The teacher needs to give clear instruction in directing his/her students using
this technique; 4.) The teacher has to give more exercises and asking their students to speak
well; 5.) The teacher can use this technique as an alternative technique in teaching English.

Some suggestions fot the Students: 1.) Working in a group is better to improve students’
understanding of materials than working alone; 2.) Discussion is a better way to solve the
problems; 3.) Students have to be active in teaching activity. It means that they are not only as
a receiver but also as a teacher for other students; 4.) Students have to use the time as effective
as possible; 5.) Students have to study together through groups, not only in small groups but
also in large groups.

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And the last suggestions for Researchers that the writer is aware this research is not perfect
yet. Hopefully, there will be any further researchers of how to explore and complete this
technique.

REFERENCES
Aqib, Zainal. 2013. Model-Model, Media, dan Strategi Pembelajaran Kontekstual (Inovatif).
Bandung: Yrama Widya.
Bennett, et all. 2001. Beyond Monet: The Artful Science of Instructional Integration. Toronto,
Ontario: Bookation.
Brown, Gillian, and George Yule. 1983. Teaching the Spoken Language. Cambridge:
Cambridge University Press.
Kagan. 1997. Cooperative Language: A sourcebook of Lesson Plans for Teacher Education.
Singapore: SEAMEO Regional Language Centre.
Sudijono, Anas. Pengantar Statistis Pendidikan, Jakarta: PT. Raja Grafindo Persada, 1987.
Tarigan, Henry Guntur. 2008. Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung:
Angkasa.

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