CHAPTER I INTRODUCTION 1.

1 Background of the Research There are four skills in teaching and learning a language: listening, speaking, reading, and writing, but out of the four skills speaking is considered as the most essential skill to be mastered. Speaking is an essential tool for communicating, thinking and learning. Oral language is a powerful learning tool which shapes, modifies, extends and organizes thought. Oral language is a foundation of all languages development and, therefore, the foundation of all learning. Through speaking, students learn concepts, develop vocabulary, and perceive the structure of the English language which is the essential components of learning. Students who have a strong oral language base would have an academic advantage because school achievement depends on students' ability to display knowledge in a clear and acceptable form in speaking as well as writing (Hayriye: 2006:1). Additionally, speaking is a vehicle to link individuals to society. Exchanges students have with their peers and teachers can help them come to know the world in more personal and socially responsible ways. When students talk about their ideas, they clarify their thinking. They can figure out what they believe and where they stand on issues (Hayriye: 2006:1). Consequently, speaking skill in learning English is a priority for many second-language or foreign-language learners. English learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have improved in their spoken language

proficiency (Richards, 1990: 21). Considering how important speaking skill in learning English, Renandya, (1999:230) in this case reminds English teachers by saying: Speaking is one of the central elements of communication. In EFL (English Foreigner language) teaching, it is an aspect that needs special attention and instruction. In order to provide effective attention, it is necessary for a teacher of EFL to carefully examine the factors, condition and components that underlie speaking effectiveness. Effective instruction derived from the careful analysis of this area, together with sufficient language input and speech-promotion activities will gradually help learners improve their English speaking ability. In addition, Richard (1990:122) explains the typical learners problems in speaking like speaking slowly, taking too long to compose utterances, incapable to participate actively in conversation, spoken English doesnt sound natural, poor grammar and poor pronunciation. Also Richard (1990: 233) says that there are many reasons causing English learners poor in speaking skills. They are as lack of curriculum emphasis on speaking skills, teachers limited English proficiency, class conditions do not favor oral activities, limited opportunities outside of class to practice, and examination system does not emphasize on oral skills. Based on the explanation above the researcher has found some problems which nearly similar to those five typical problems explained by Richard above in at the third year students III-Bahasa of MAN Jangka in which the students in the class are speechless and when they speak English, they take so much time thinking what they are going to say. These problems are obtained based on the researchers preliminary study in the school before going to do this research. This information is

the result of the researchers interview with one of the teachers who teaches English at the school. So based on those problems, the researcher, as a one of English Department students of Almuslim University who nearly completes his study in the University, would like to do a collaborative action research in the school to help both the teachers and students in the school find a proper way in teaching speaking which can improve the students speaking ability. Furthermore, Nunan (1999:241) suggests that in speaking classroom, learners should be given the maximum number of opportunities possible to practice the target language in meaningful contexts and situation. However, opportunities to use the language appear to facilitate acquisition for all learners. When taking part in tasks that require the creative and relatively unpredictable use of language, learners are bound to make mistakes. These should be seen as a natural part of the learning process. However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance. In order to teach second language learners how to speak in the best way possible, there are many activities which can promote speaking are provided in communicative method like role play, simulations, information gap, storytelling, interviews, story completion, reporting and playing cards. In this opportunity, the researcher is interested in choosing interview activity

as the teaching technique that would be applied in this action research because it can be presented easily, students would have much time to practice their speaking ability not only in class but also outside and helps them becoming socialized, and makes students more active in teaching and learning process and at the same time makes their learning more meaningful and fun for them. Having presented the background of the research, finally the researcher hopes that this research would be agreeably agreed and approved so that this research would be carried out soon and the identified problems attached in this research would hopefully be solved soon. Finally, the researcher concludes that speaking is a very important part of second and foreign language learning. The ability to communicate in English clearly and efficiently contributes to the success of the learner in school and success later in every phase of his life. Therefore, it is essential that language teachers pay great attention to teaching speaking rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking activities such as playing card, stimulation, story completion, reporting, brainstorming, interviews, role play, information gap and storytelling can contribute a great deal to students in developing basic interactive skills which are necessary for their lives. These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them.

1.2 Problem of the Research

Having explained the problems of this research in the previous section generally, in this section, the researcher formulates the problems of the research into two simple questions as the following: How can interview activity improve the students speaking ability? Can interview activity motivate the students to speak English during the class? 1.3 Purpose of the Research Based on the problems above, the researcher draws the purpose of the research as follows: To find out how interview activity can improve the students speaking ability. To know if interview activity can motivate the students to speak English during the class. 1.4 Significance of the Research It is hoped that this research would be beneficial in many ways. First, the English teachers in the school would use the finding of the research and improve the students speaking ability. Second, the research would be useful for the researcher and for the readers and it would provide additional information to the existing studies about improving students speaking ability. 1.5 Scope of the Research The range of speaking ability is very broad. Therefore in this research, the researcher limited this research on improving the students speaking ability in expressing their thought and ideas through a teaching strategy called interview. 1.6 Definition of Key Terms. In this thesis, the researcher gives some explanation of some key terms that predominantly appear in this proposal. These key terms explanations function is to make the readers understand exactly about the words or phrases. Speaking is the process in which people share information, ideas and feeling, it

involves all of body language mannerism and style that adds meaning to a message. Interview is a conversation between two or more people (the interviewer and the interviewee) through some in which the questions are asked by the interviewer to obtain information from the interviewee. In this research, interview is an activity that was created by teacher to promote speaking in teaching speaking. Classroom Action Research is a form of reflective research that is conducted by teacher which its result can be used as a tool to improve the teaching and learning quality.

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 The Importance of Speaking Skill Speaking is an interactive process in constructing meaning that involves

producing, receiving, and processing information orally (Nunan, 2003:56). He further argues that what is essential in learning a language is that the language being studied should be, as far as possible, the sole medium of communication in any given environment. He further states that in order to be learnt, a language must be used. This implies that whenever communication takes place, it involves speaking and whenever speaking takes place, it must belong to a certain language. To make clear about the nature of speaking, the researcher gives the definition speaking as the act of expressing thought, ideas and feelings by using audible symbol or visible bodily action so that we can expect listeners to understand the meaning of the message that we convey. The speaker can ask questions, answer questions, influence others, give directions, and generalization. What is needed to know and to be able to speak in another language? One had to know how to articulate the sounds in a comprehensible manner, have adequate vocabulary and master syntax of the language. Hymes in Nunan (2003:26) proposed the notion of communicative competence as an alternative Chomskys linguistic competence. Communicative competence includes not only linguistic competence, but also range of other sociolinguistic and conversational skills that enable the speaker to know how to say what to whom, and when. Richard in Nunan (2003:56) provides characteristics of communicative competence including: (a) knowledge of grammar and vocabulary of the language; (b) knowledge of rules of speaking e.g., knowing how to begin and end conversations knowing what topics that can he talked about in different types of speech events, knowing which address forms should be used with different persons

once speak to and in different situations: (c) knowledge of how to use and respond to different types of speech acts such as request, apologies, thank and invitations; (d) knowledge of how to use language appropriately. By communicative learning the students should first make an account or make a conscious effort considering what the purpose of their peaking is, what subject to be discussed, and who would be their listeners, because in communicative learning. They would be working with group of course, they would have social interaction, Hayriye (2006:1) states that through group work students can have mutual independence and help each other among the high achievement and the lower achievement students. The basic assumption in any oral interaction is that the speakers want to communicate ideas, feelings, attitudes, and information to the listeners. Hayriye (2006:1) states that through speaking one express emotion, communicates intention, reacts to other persons and situations, and influences other human being. Speaking is, then, to be a tool in everyday life to deliver intention. 2.2 Teaching Speaking Nunan (2003: 23) in this case formulates what is meant by teaching speaking: Produce the English speech sounds and sound patterns Use word and sentence stress, intonation patterns and the rhythm of the second language. Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter. Organize their thoughts in a meaningful and logical sequence. Use language as a means of expressing values and judgments.

Use the language quickly and confidently with few unnatural pauses, which is called as fluency. In addition, Hayriye (2006:1) provides some Suggestions for English teachers in teaching speaking. As you see in the following: Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge. Try to involve each student in every speaking activity; for this aim, practice different ways of student participation. Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students. Indicate positive signs when commenting on a student's response. Ask eliciting questions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more. Provide written feedback like "Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the materials and efficient use of your voice" Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech. Involve speaking activities not only in class but also out of class; contact parents and other people who can help. Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs. Provide the vocabulary beforehand that students need in speaking activities.

Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language. 2.3 Activities Promote Speaking in Teaching Speaking There are many activities to promote speaking which offer students much time to practice their speaking ability not only in class but also outside and helps them becoming socialized, and makes students more active in teaching and learning process and at the same time makes their learning more meaningful and fun for them. As Hayriye (2006:1) inferred from many linguistics on her article in the internet on Teaching English as A Second Language (TESL) Journal, there are thirteen activities to promote speaking, which are: a. Discussion After a content-based lesson, a discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Before 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 Play Students pretend they are in various social contexts and have a variety of social roles. In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and" (Harmer in (Hayriye, 2006:1)) c. Simulations Simulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment. For instance, if a student is acting as a singer, she brings a microphone to sing and so on. d. Information Gap In this activity, students are supposed to be working in pairs. One student would have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information. Also, each partner plays an important

role because the task cannot be completed if the partners do not provide the information the others need. e. Brain Storming On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristic of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas. f. Storytelling Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. g. Interviews Students can conduct interviews on selected topics with various people. It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. After interviews, each student can present his or her study to the class. Moreover, students can interview each other and "introduce" his or her partner to the class. h. Story Completion For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed to add from four to ten sentences. Students can add new characters, events, descriptions and so on. i. Reporting Before coming to class, students are asked to read a newspaper or magazine

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and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class. j. Playing Cards In this game, students should form groups of four. Each suit will represent a topic. For instance: diamonds represent earning money, hearts represent love and relationships, spades represent an unforgettable memory, and card represent best teacher. Each student in a group will choose a card. Then, each student will write 4-5 questions about that topic to ask the other people in the group. For example: if the topic "diamonds: earning money" is selected, here are some possible questions: .Is money important in your life? Why? or What is the easiest way of earning money? or What do you think about lottery?. However, the teacher should state at the very beginning of the activity that students are not allowed to prepare yes-no questions, because by saying yes or no students get little practice in spoken language production. Rather, students ask open-ended questions to each other so that they reply in complete sentences. k. Picture Narrating This activity is based on several sequential pictures. Students are asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric. Rubrics can include the vocabulary or structures they need to use while narrating. l. Picture Describing For this activity students can form groups and each group is given a different

picture. Students discuss the picture with their groups, then a spokesperson for each group describes the picture to the whole class. This activity fosters the creativity and imagination of the learners as well as their public speaking skills. m. Find the Differences For this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis. Students in pairs discuss the similarities and/or differences in the pictures. 2.4 Assessing Speaking Skill Speaking is probably the most difficult skill to assess. As it is a complex skill that includes many aspects of language, and influenced by many factors, the accurate measurement of that ability is not easy. Heaton (1988: 88-9) cited some difficulties (challenges) in testing speaking skill. They are the subjective 1ctor in making judgment, the administration of time in oral testing especially on a large number of students, the difficulties in setting up the criteria for measuring the speaking skill and the selection of the activities or the format of speaking test. Another problem in assessing oral language in the classroom as Smith (2004:56) states is its lack of authenticity. Authenticity in oral language assessment means here, relates to both the type of language used and the task to which that language is applied Assessment of oral languages supposed to focus on a students ability to interpret and convey meaning for authentic purposes in interactive contexts. Furthermore Smith (2004:56) states that teachers need to use assessment tasks that are as authentic as possible in a classroom setting. This means: (1) using

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authentic language in listening/speaking activities; (2) setting real-world tasks, such as getting the gist of a message, listening selectively, describing, giving directions, and giving opinions; and (3) giving students opportunities to use language in situations based on everyday life. When a teacher assesses spoken language, actually, she is interested in two things. The first is how the students are likely to use language in social situations. The second is how well they have learnt what the teacher has taught them (Smith (2004:56). In order to get the answers, most assessment situations used by the teacher is by asking students to participate in an interview or an activity that will enable them to produce spoken language. In this case, cooperative learning that present students with opportunities to use oral language to interact with others whether for social or academic purpose, as OMalley suggests, are optimal for assessing oral Language. 2.5 The Definition of Interview Interview is referred to a conversation between two or more people (the interviewer and the interviewee) where questions are asked by the interviewer to obtain information from the interviewee (Oxford, 2005: 529). 2.6 Teaching Speaking Through Interview Students can conduct interviews on selected topics with various people. It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them

becoming socialized. After interviews, each student can present his or her study to the class. Moreover, students can interview each other and "introduce" his or her partner to the class (Hayriye, 2006:2). 2.7 Phase in Interview Interview is done through the following steps: 1. Introduction The Introduction Phase sets the tone of the interview. procedures: Introduce yourself and identify the office you represent. Produce your credentials or a tasking/appointing letter to the interviewee to establish your authority to conduct the interview. Ask the interviewee for his/her name, command, and phone number to confirm he/she is the right person and to obtain or verify contact information. Explain the purpose of the interview to allay the interviewees fears and apprehension. Provide an overview of what to expect during the interview, but do not reveal unnecessary details of the investigation. Explain and execute a Privacy Act statement. 2. Building Rapport Before you ask the first question, build rapport with the interviewees. Establish a sincere and trusting relationship from the beginning and a method of nonverbal communication to enlist their full support and cooperation. Each investigator develops a style unique to him/her, but generally rely on these methods to build Follow these

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rapport: - Greet the interviewee with a firm, friendly handshake. - Set the tone with your voice inflection, gestures, and facial expressions. - Treat everyone with dignity and respect. - Use neutral terms and non-threatening mannerisms and body language. - Express empathy or sympathy, when appropriate. - Avoid making editorial comments. 3. Questioning Communication, both verbal (language, speech, words) and non-verbal (conduct, expression, attitude), is the key to a successful interview. The ability to question effectively is central to eliciting verbal responses from interviewees. Good questioning is a four step process that involves: Ask a question. Receive the answer. Evaluate the answer. Record the response. Summarization During this phase, the investigator summarizes the salient parts of the interview to ensure continuity and accuracy. This phase is even more important in the one-interviewer interview. Review your notes with the interviewee to: Clarify or add to the information provided in the interview. Use this opportunity to prompt further recall, ask additional questions and verify critical information.

Provide an opportunity for the other investigator to comment or ask questions. Ensure you have recorded all important information accurately, especially when you are the sole interviewer. 4. Closing the Interview At the conclusion of the interview: Provide the interviewee an opportunity to discuss information not covered during the interview. Reassure the interviewee about any concerns raised during the interview; Ask the complainant (not the witnesses or subject) if there is anything more to present or discuss. You may want to ask: Is there anything else I should be aware of? Is there anything else the Inspector General would be interested in? Is there anyone else that you feel I should talk to? Do you know of any other information or evidence I should know of or look at? Ask the interviewee how you may contact him/her in the event you need additional information. Thank the interviewee for cooperating and remind him/her not to discuss the case with anyone. 2.8 The Learners Typical Problem and Its Reasons in Learning English In this case, Richard (2001: 222) explains the typical learner problems in

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speaking as follows: Speaks slowly and takes too long to compose utterances Cannot participate actively in conversation Spoken English doesnt sound natural Poor grammar Poor pronunciation Also Richard (2001: 233) says that there are many reasons causing English learners poor in speaking skills. There are as follows: Lack of curriculum emphasis on speaking skills Teachers limited English proficiency Class conditions do not favor oral activities Limited opportunities outside of class to practice Examination system does not emphasize oral skills Hawes (1994:89) reveals that most of EFL teachers have often complained about their learners, because they often do not pay attention to the instruction even reluctant to participate actively in speaking class. Actually there are some factors influenced, one of them is the activities which are provided by teachers in classroom. Brown (1994:266), states that the activities which are given by teachers may attract students motivation to involve in speaking class.

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design The research design used in this research is Collaborative Classroom Action Research. As it explained by Asrori, (2008:45) that Collaborative Classroom Action Research is kind of a Classroom Action Research that involves some people like the principal, teacher, lectures, or etc simultaneously. It aims at improving teaching practical quality, contribute teaching theoretical development or educational and teacher career progression. This kind of research is usually designed by a team which consists of teacher, researcher from educational university and principal of school. The relationship between of researcher and the teacher are considered as coworkers. Through the cooperative working in doing the research, they can obtain the satisfied goal of the research. 3.2 The Setting and Subjects of the Research The research was conducted at MAN Jangka which was located in Bugak, Jangka Sub-district, the District of Bireuen. The subject of the research was the third year students of MAN Jangka namely class III/Bahasa. The researcher chose the class as the subject of the research because of the problems found in the class during preliminary study. This class consisted of thirty students.

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There were some reasons which motivated the researcher to choose this school as the object of his research. Firstly, after doing a preliminary study, the researcher finds out that one of the problems faced by the English teachers was the difficulty in teaching speaking. Almost all of the students could not speak English, even in the simplest conversation. Second, speaking was still taught in conventional strategy and got a short proportion of time. The last, the students had low motivation to speak English. Somehow, the difficulties they have been facing in the process of learning speaking discouraged them to learn to speak. 3.3 The Research Procedure. Classroom action research was done through many repeated cycles and there were at least two cycles in action research. Each cycle consisted of four steps; planning, action, observation and reflection (Asrori, 2008:90). The activities applied in each step of the cycles based on Kemmis and Taggert guidance in (Endang, 2005:40) as described in the following:

serving the class, administering speaking test, and identifying problems.

e techniques to teach speaking.

earn and speak English

Figure 3.1 Classroom Action Research Procedures

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Successful Stop

Unsuccessful

Improved shortcomings

Identified shortcomings & continued to the next Cycle

Figure 3.1 Th e Classroom Action Research Procedures (Adapted from Kemmis and McTaggart, 1988) Based on the procedures of classroom action research above, the research was done through cycles in which each cycle consisted of planning, implementing, observing and reflecting. The activities done in each of the steps are explained as follows. 3.3.1 Planning In this step, the researcher and the collaborator prepared a suitable strategy in teaching speaking through interview activity. This step also included preparing a suitable strategy, designing the lesson plan, preparing speaking tests, setting the criteria of success and the schedule of the research. 3.3.1.1 Preparing a Suitable Strategy

Having done the preliminary study at MAN Jangka, the researcher chose interview technique as the teaching technique to be implemented at the school to solve the problems found at the school. Now many linguistics and English teachers agree that in teaching speaking, students should be provided as many chances as possible to practice and to use the target language. One of the teaching methods that offer this idea is communicative approach. Communicative approach provides many classroom activities which promote speaking. One of them is interview activity. Interview activity is believed that it can stimulate students to speak naturally. Communicative language teaching is based on real-life situations that require communication. By using this method in classes, students will have the opportunity of communicating with each other in the target language. In brief, English teachers should create a classroom environment where students have real-life communication, authentic activities, and meaningful tasks that promote oral language. This can occur when students collaborate in groups to achieve a goal or to complete a task. Interview is one of the effective activities offered in Communicative language teaching and collaborative learning promoting speaking which is strongly recommended to be applied by a teacher in teaching speaking. The scenario of teaching speaking through interview activity was done throughout the following steps: The teacher divided the students into groups (2 -4) The teacher gave clear instruction on how to do a good interview process. The teacher provided a rubric to students so that they knew what type of questions

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they could ask or what path to follow, but students should prepare their own interview questions. Next, the teacher asked the students to discuss it. Finally the teacher asked the students to present or demonstrate it in front of the class. 3.3.1.2 Designing Lesson Plan Before implementing the action, the researcher and his collaborator needed to design lesson plan as the guide for the teacher in conducting the teaching especially in teaching speaking through interview. This was a very important part in this study in implementing the action. The lesson plan was developed based on KTSP Curriculum. The teaching procedure in the lesson plan was divided into three stages consisting of pre-activity, main activity, and post-activity. In the pre-activity, the students were brainstormed to prepare their schemata and to dig their prior knowledge about the topic they were dealing with. Meanwhile in the main activity, the students dealt with some tasks leading to reach the objectives of the lesson plan. Especially in speaking skill, the researcher and his collaborator designed some interesting interview topics that were considered to be able to make the students speak in the form of group activities. Finally, the last fifteen minutes were planned for the post-activity. The post-activity was conducted by giving certain tasks for the students to see the students mastery of the lesson. 3.3.1.3 Developing Research Instruments

Instruments are the tools in collecting data. So, in this sub part of cycle, the researcher designed speaking tests (pre-test and post-test), observation checklists, questionnaires as the instruments of the research. 3.3.1.4 Designing the Criteria of Success The criteria of success of the research are as follows: The teachers score in implementing interview activity in teaching speaking to the third year students of MAN Jangka was 3 (good). Most of the students were actively involved during the learning and teaching process. The students average score in speaking test was greater than or equal to 70. In assessing the students speaking test, the researcher used the following speaking rubric score adapted from (Heaton, 1975:100). The speaking rubric can be seen in the table below: Table 3.1 Speaking Rubric Score.

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Level

Accuracy Pronunciation was only very slightly influenced by the mother-tongue. Two or three minor grammatical and lexical errors

Fluency Spoke without too great an effort with fairly wide range of expression. Searched for words occasionally but only one or two unnatural pauses.

Comprehensibility Easy for the listener to understand the speakers intention and general meaning. Very few interruption or clarifications required. The speakers intension and general meaning are fairly clear. A few interruptions by the listener for the sake of clarification are necessary. Most of what the speaker says was easy to follow. His intentions were necessary to help him to convey the message or to seek clarification n. The listener could understand a lot of what was said. But he must constantly sought clarification. Cannot understand many of the speakers more complex or longer sentences. Only small bits (usually short sentences and phrases) could be understood - and then with considerable effort by someone who was used to listening to the speaker. Hardly anything of what was said can be understood. Even when the listener made a great effort or interrupt, the speaker unable to clarify anything he seemed to have said.

Pronunciation was slightly influenced by the mothertongue. A few minor grammatical and lexical errors but most utterances were correct Pronunciation was still moderately influenced by the mother-tongue but no seriously phonological errors. A few grammatical lexical errors but only one or two major errors causing confusion. Pronunciation was influenced by the mothertongue but only a few phonological errors. Several grammatical and lexical errors, some of which cause confusion.

Has to make an effort at times to search for words. Nevertheless, smooth delivery on the whole and only a few unnatural pauses.

Although he had to make an effort and search for words, there were no many unnatural pauses. Fairly smooth delivery mostly, fragmentary but succeeds in conveying the general meaning fair range of expression. Had to make an effort for much of the time. Often had to search for the desired meaning, rather halting delivery and fragmentary range of expression often limited.

Pronunciation seriously influenced by the mother tongue with errors causing a breakdown in communication. Many basic grammatical and lexical errors. Serious pronunciation errors as well as many basic grammatical and lexical errors no evidence of having master of any of the language skills and areas practiced in the course

Long pauses while he searched for the desired meaning frequently fragmentary and halting delivery. Almost gave up making the effort at times. Limited range of expression Full of long and unnatural pauses. Very halting and fragmentary delivery. At times give up making the effort. Very limited range of expression.

Speaking Scale Category: 6 = 90 100 = Excellent 5 = 80 89 = Very Good 4 = 70 79 = Good 3 = 60 69 = Fair 2 = 50 59 = Low 1 = 40 49 = Very Low 3.3.2 Implementing When all preparations were ready to use, the selected teacher implemented the action that had been designed in planning step. The subject of the research was the third year student of III/Bahasa of MAN Jangka. 3.3.3 Observing Actually observing and implementing were done all at once. Here the researcher acted as the observer and the selected teacher acted as the practitioner who carried out the lesson plan. 3.3.3.1 Data and Source of Data In conducting this research, the researcher used qualitative and quantitative data. The qualitative data were taken from the students participation in speaking activities, comments, opinions, behaviors and suggestions which obtained from observation and questionnaires during the teaching and learning process in each cycle. Meanwhile, the quantitative data were taken from speaking test to measure the improvement made by the students in speaking skill after receiving some actions. 3.3.3.2 Instruments and Techniques for Data Collection To collect the required data, the researcher used observation checklists, questionnaires and speaking test as the research instruments. The observation

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checklists were directed to see the reaction showed by the students toward the process of teaching and learning speaking through interview activity was in session. Questionnaires were administered to the students to obtain information about their interest in learning speaking through interview activity. 3.3.4 Reflection The last process was reflection or reflecting. After the action and observation were done, the researcher analyzed and reflected the result of action and observation according to the criteria of success of the research. If the result has met the criteria of success, the cycle would be stopped, If not the cycle would be continued to the next cycle.

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Cycle 1 The first cycle was started on Monday, October 11th, 2010 and it was done through four steps called (1) Planning the Action, (2) Implementing the Action, (3) Observing the Action and (4) Reflecting the Action. In the first cycle, the researcher performed four meetings to implement the action. That was about improving

students speaking ability through interview activity. The schedule of the meetings done in the first cycle was explained in the following table: Table 4.1 the Schedule of Meetings in Cycle 1 CYCLE 1 Meeting The First Meeting The Second Meeting The Third Meeting The Fourth Meeting . Planning the Action This activity was done on Monday, October 11th, 2010. In this part of activity the researcher developed the teaching speaking strategy through interview activity, designed lesson program, developed research instruments such as speaking tests, observation checklists and questionnaires and set up the criteria of success of the research. There was no such a significant problem for the researcher in passing this step. Everything was well-done. Moreover in preparing all the tasks, the researcher was helped by an English teacher at the school. 4.1.2 Implementing and Observing the Action In this part of cycle, the researcher acted as the observer who observed the process of the action and the teacher named Mr. Sambawi acted as the practitioner or the teacher who implemented the action. Implementing and observing the action happened at the same time. It means the researcher observed the action that was done by the teacher or the practitioner. In implementing the action in cycle 1, all research instruments such as Date Monday, October 18th, 2010 Wednesday, October 20th, 2010 Monday, October 25th, 2010 Wednesday, October 27th, 2010

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questionnaire and observation checklists were employed to obtain the data about the teacher and the students activity during the action. Furthermore, modeling session done before doing the real implementing. 4.1.2.1 Modeling Session Modeling session was the session taken to train the practitioner or the teacher to be ready and well-prepared by the time he would implement the action in the class. In this session, the researcher guided and showed the teacher how to teach speaking through interview activity while the teacher observed and learned from the model. 4.1.2.2 First Meeting The first meeting was held on Monday, October 18th, 2010. In teaching speaking through interview activity, the teacher passed it through the three teaching phases as described below: Pre-teaching activity At the beginning of the class, the teacher used five minutes of the session to prepare the class for English subject. These five minutes were also used to greet and check the students roll. Having greeted and checked the students roll, the teacher brainstormed the students by telling the students the importance of English language for students future either in education or at work. The teacher deliberately told this to encourage the students to like English subject. As they liked English they would struggle in whatsoever to learn and master English especially in speaking skill. Especially in finding job, the students had to master interview skill. Main-teaching activity there was a

In this phase, the teacher began to introduce the students about the idea of interview and the way to do good interview. As the students already understood the basic knowledge of interview, then the teacher gave one interview topic completed with the full script to be discussed by the students in pairs. The interview topic was about customer service vacancy. The script of the interview is attached in the appendices of this research. In this activity, the students were asked to imagine that they were looking for a job. Suddenly, they got the information that there was a company was hiring some customer service clerks and the students also thought that they were qualified enough to get the job and finally they were interviewed. As the students understood the instruction, they were assigned to perform the interview topic in front of the class in pairs; one acted as interviewee and the other one acted as interviewer. In this part of teaching activity, the teacher monitored the students activity extensively and noted the weaknesses or mistakes made by the students during the interview activity. In this activity, the students looked serious as if they were in the real life situation. Post-teaching activity At the end of the class, the teacher corrected the errors made by the students during interview activity. He did not correct the students errors on the spot, he let them did the interview independently and freely without any interruption. Finally the teacher assigned the students to prepare themselves for the better performance at home. Second Meeting The second meeting was carried out on Wednesday, October 20th, 2010. It

35

was a lovely day with a good weather all the day long. As it was previously done in the first meeting, in which the teacher did the teaching process through three teaching phases, so did in the second meeting. Pre-teaching activity In the pre-teaching activity, the teacher started the teaching process by greeting and checking the students roll which was subsequently ended by encouraging the students. Main-teaching activity In this phase, the teacher showed a model of doing an interview activity. He called one of the students who would voluntarily act as the interviewer while the teacher acted as an interviewee. This idea was done because the teacher would like to be a good teacher. He could not just tell the students to do something while he did not. Also he told the student that a good teacher was a model for his students. He could not tell his students to do something in one way and he completely did it a different way. Then the teacher asked a question loudly who wants to the lucky number one today? Suddenly, one of the students, named M. Yasir, raised his hand up and said I want to the lucky number one sir The interview done by the teacher and the student was practically perfect. In this meeting the teacher did not replace the interview topic yet because most of the students did not master the topic properly. After the teacher performed the model, the students looked very enthusiast and they wanted to perform interview activity as good as the teacher did or even better. Then each pair took their turns doing their jobs performing interview in front of the class.

In this meeting, most of the pairs did it better than it was in the first meeting. The teacher felt very happy and satisfied because he successfully made the students encouraged and motivated in the teaching and learning process. Main-teaching activity Eventually, at the end of the class, the teacher corrected and the errors made by the students during the interview activity. Then the teacher gave the students new interview script with another topic. The students were asked to learn and discuss it at home so that they would be well-prepared in the next meeting. Third Meeting The third meeting was carried out on Monday, October 25th, 2010. As it was in the previous meeting, the teaching process was done in three teaching phases. It was as explained below:

Pre-teaching speaking As usual, in this meeting started teaching by greeting the students and checking their roll. Then the teacher told the objectives of the meeting and encouraged the students to be eager to study English. Main-teaching speaking In this phase, the teacher firstly split the class into two groups and told the students that one-half of the class was going to be the police and the other half were going to be the witness to a crime. Then the teacher only showed a short video clip of a crime to the witness students. Their task was to work together with the other police and prepare questions that they would ask to the witness. After that, the

37

teacher asked the police students to interview the witness students to find out some information to handle the case. Before doing the interview activity, the teacher put the group of police and witness in pairs. One student became police and the other one became a witness. Then, the teacher gave the students some time to discuss the questions and the answers that would be used in the interview activity. Next, the police student intervied the witness student to get as much information as possible about the crime. In this activity, the teacher made sure the police students to take notes as they listened. Post-teaching speaking Finally, at the end of the class, the teacher corrected and the errors made by the students during the interview activity and closed the class by saying Assalamualaikum

4.1.2.5 Fourth Meeting The fourth meeting was used to do speaking test. It was done to see the improvement made by the students in speaking skill and determine whether the first cycle was classified success or failed. The result of the speaking test was described in the following table: Table 4.2 the Result of Speaking Test in the First Cycle Accurac y 15 20 Fluenc y 15 20 Comprehensibilit y 15 15 % of the Qualified Students

No Students Name 1 2 Anisah Ardiansyah

Score 45 55

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Anita Sari Dewi Maulida Firdaus Zaskia Dara Fonna Maryati Nur Aini Cut Hasanah Novilianti Ayu Wahyuni Lia Wandira Musafir Khalilurrahman Nurul Husna Suhaila Zahara Maulina Miswari Mulyani Muhajir Muhalli Muhammad A. M. Iqbal M. Nasir Safhani Safriana

30 20 25 15 15 20 20 15 20 20 20 20 25 20 15 20 20 20 20 22 15 20 20 15 15 20

15 15 25 15 15 15 20 15 15 20 20 25 25 15 15 15 15 20 20 10 20 20 20 15 15 15

15 15 25 15 20 15 25 20 15 25 20 15 25 30 15 15 20 20 20 20 20 20 30 15 20 25

60 50 75 45 50 50 65 50 50 65 60 60 75 65 45 50 55 60 60 50 55 60 70 45 50 60 Qualified Qualified Qualified

39

29 30

Abdullah Zulfahmi

15 20

25 25

15 20

55 65 1700 10 %

4.1.3 Analysis and Reflection This was the last step taken in the first cycle, the researcher and the teacher analyzed the collected data obtained from the observation checklists, questionnaires and the test. It was done to determine whether the first cycle was categorized successful or not. In this case, the researcher and the teacher did analysis and reflection based on predetermined criteria of success set in this research. There were three kinds of analysis done in this step. They were as elaborated below. 4.1.3.1 Analysis of the Teaching and Learning Process The Analysis of teaching and learning process consisted of the evaluation of the teachers performance in teaching passive simple present tense through headless sentence game and the students performance in learning passive simple present tense through headless sentence game. Based on the result of observation checklists for the teacher, it showed that the teachers performance in teaching passive simple present tense through headless sentence game was good. Furthermore the result of observation checklists for the students in learning passive simple present tense through headless sentence game was bad in which most of the students were not very actively involved in learning passive simple present tense through headless sentence game.

4.1.3.2 Analysis of the Learning Result After implementing some actions in cycle 1, it did not really showed satisfied achievement yet in which the students average score in the first cycles assessment test was 56,66 while the qualified average score demanded in the criteria of success was 70. There were only 3 students who reached the qualified score while the other did not. It meant only 10 % from the total number of the students got the qualified score, while the other 90 % of the students did not. It means that the students mastery in passive simple present tense had not improved yet. Furthermore based on the result of questionnaires distributed to the students, it indicated that only 60% of the student answered that they were motivated in learning passive simple present tense through headless sentence game, while the other 40 % of the students answered that they were not motivated in learning passive simple present tense through headless sentence game as it was described in the following chart:

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4.1.3.3 Analysis of the Action In implementing actions in cycle 1, there were some weaknesses found during the actions. They were as follows: From the teacher: The teacher corrected the students errors while the students were playing the game. The teacher did not come in the class on time From the students: There were some students who were reluctant to play the game. 4.1.3.4 The Result of Analysis and Reflection in Cycle 1 The result of Analysis and Reflection was as explain ed below: Only 40 % of the students were motivated in learning passive simple present
tense through headless sentence game.

The students performance score in learning speaking through interview activity was 3 (good).

The students average score in speaking test was 56,66 After doing the analysis and reflection in cycle 1, the researcher concluded that cycle 1 was not success because the students average score in speaking test was lower than 70. Since the first cycle was failed, therefore, the researcher revised this cycle to the next cycle. 4.2 Cycle 2 Since the first cycle was found failed, the researcher revised it to the second cycle. The second cycle was started on Saturday October 30th 2010 and it was also done through four steps called (1) Planning the Action, (2) Implementing the Action, (3) Observing the Action and (4) Reflecting the Action. In the second cycle, the researcher performed four meetings to implement the action. The schedule of the meetings done in the second cycle was explained in the following table:

Table 4.3 the Schedule of Meetings in Cycle 2 CYCLE 2 Meeting The First Meeting The Second Meeting The Third Meeting The Fourth Meeting . Planning the Action This activity was done on Saturday October 30th 2010. In this part of activity the researcher revised teaching speaking lesson plan through interview activity. In
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Date Monday, November 1st, 2010 Wednesday, November 3rd, 2010 Monday, November 8th, 2010 Wednesday, November 10th, 2010

this activity, the researcher discussed the idea with the teacher in order to get the better result in the second cycle. Implementing and Observing the Action In these steps, the researcher worked as the observer who observed the process of implementing interview activity in teaching speaking to third year students of MAN Jangka and the teacher implemented the teaching speaking process through interview activity. 4.2.2.1 First Meeting The first meeting was held on Monday, November 1st, 2010. In teaching speaking through interview activity, the teacher passed it through the three teaching phases as described below: Pre-teaching activity At the beginning of the class, the teacher used five minutes of the session to prepare the class for English subject. These five minutes were also used to greet and check the students roll. Main-teaching activity In this phase, the teacher began to introduce the students about the idea of interview activity. Then the teacher divided the students in pairs and asked the students to prepare a range of scenarios of interview to find out about their partners interests and hobbies, about the kind of job they do, about their best day at work, about their worst day at work and about the best place to spend holiday. As the students understood the instruction, they were assigned to perform the

interview activity in pairs; one acted as interviewee and the other one acted as interviewer. In this part of teaching activity, the teacher monitored the students activity extensively and noted the weaknesses or mistakes made by the students during the interview activity. Post-teaching activity At the end of the class, the teacher corrected the errors made by the students during interview activity. He did not correct the students errors on the spot, he let them did the interview independently and freely without any interruption. Finally the teacher assigned the students to prepare themselves for the better performance at home.

4.2.2.2 Second Meeting The second meeting was undertaken on Wednesday, November 3rd, 2010. The teaching procedure was done as in the first meeting. It was as explained below: Pre-Teaching Activity In this activity, the teacher was so proud seeing his students. The students were so eager to study. As usual, the teacher opened the class by greeting and checking the students roll. Main-Teaching Activity In this activity, the teacher split the class into two groups and gave each group the students the information about a job vacancy and allocated their role of interviewer and interviewee. Then the teacher asked the students to discuss about the

45

possible questions that would be asked and how to deal with them. After the students discussed the possible questions that would be in the interview activity, the students were asked to perform interview activity in pairs. While the students were doing interview activity, the teacher wandered around the class monitoring the students activity and noted some errors made by the students during the interview activity. III. Post-teaching activity At the end of the class, the teacher corrected the errors made by the students during the interview activity and assigned the students to prepare themselves for the better performance at home in the next meeting.

4.2.2.3 Third Meeting The third meeting was undertaken on Monday, November 8th, 2010. The teaching procedure was also done as in the previous meeting. Pre-Teaching Activity In this activity, the teacher opened the class by greeting and checking the students attendance list. Then the teacher moved on to the next teaching phases. Main-Teaching Activity In this meeting, the teacher still used the same teaching material as used in the second meeting of cycle 2 because most of the students had not mastered the teaching material. In this activity, the teacher split the class into two groups and gave each group the students the information about a job vacancy and allocated their role

of interviewer and interviewee. Then the teacher explained to the students about the questions that might be in the interview and asked the students to discuss about the answer from the question. After the students discussed the answer of the questions, the students were asked to perform interview activity in pairs. While the students were doing interview activity, the teacher wandered around the class monitoring the students activity and noted some errors made by the students during the interview activity. III. Post-teaching activity At the end of the class, the teacher corrected the errors made by the students during the interview activity and closed the class by reading prayers.

4.2.2.4 Fourth Meeting As it was in the first cycle, the fourth meeting was used to do speaking test. The third meeting was done on Wednesday, November 10th, 2010. In this meeting, the researcher and the teacher measured the students speaking improvement after taught through interview activity. In this speaking test, the students were asked to answer some questions based on the interview activity that they had ever done in the class. The result of speaking test in the second cycle was described in the table below: Table 4.4 the Result of Speaking Test in the Second Cycle No Students name Accuracy Fluency Comprehensibilit y Score

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Anisah Ardiansyah Anita Sari Dewi Maulida Firdaus Zaskia Dara Fonna Maryati Nur Aini Cut Hasanah Novilianti Ayu Wahyuni Lia Wandira Musafir Khalilurrahman Nurul Husna Suhaila Zahara Maulina Miswari Mulyani Muhajir Muhalli Muhammad A. M. Iqbal M. Nasir Safhani

20 20 25 20 20 35 20 35 25 20 25 25 35 25 25 25 20 25 25 20 25 20 30 30 25 25 30

20 20 25 30 30 20 20 20 25 20 25 30 20 20 20 25 25 20 20 25 30 20 35 20 30 25 20

25 30 30 25 20 25 25 15 25 20 25 30 25 25 25 20 25 20 35 25 20 25 20 35 30 15 20

65 75 70 75 70 80 65 70 75 60 85 75 80 70 70 70 70 65 80 70 75 65 75 80 85 65 70 Qualified Qualified Qualified Qualified Qualified Qualified Qualified Qualified Qualified Qualified Qualified Qualified Qualified Qualified Qualified Qualified Qualified Qualified Qualified Qualified Qualified

28 29 30

Safriana Abdullah Zulfahmi

30 20 25

25 20 25

20 15 25

75 55 70

Qualified

Qualified 76,66%

4.2.3 Analysis and Reflection In this step, the researcher and the teacher analyzed the collected data obtained from the observation checklists, questionnaires and the test. It was done to determine whether the second cycle was categorized successful or not. In this case, the researcher and the teacher did analysis and reflection based on predetermined criteria of success set in this research. There were three kinds of analysis done in this step. They were as elaborated below: 4.2.3.1 Analysis of the Teaching and Learning Process The Analysis of teaching and learning process consisted of the evaluation of the teachers performance in teaching speaking through interview activity and the students performance in learning speaking through interview activity. Based on the result of observation checklists for the teacher, it showed that the score for the teacher in teaching speaking through interview activity was in level 4 (very good). Furthermore the result of observation checklists for the students in learning speaking through interview activity was in level 3 (good). It meant most of the students were actively involved in learning speaking through interview activity. 4.1.3.2 Analysis of the Learning Result

49

In cycle 2, the students average score in speaking test was 71, 83 in which 23 students or 76, 66% of the number of the students had reached the qualified score as demanded in the criteria of success. Furthermore based on the result of questionnaires distributed to the students, it indicated that most of the student answered that they enjoyed and liked learning speaking through interview activity and they felt motivated in the teaching and learning process. Furthermore, the result of questionnaires that were distributed to the students, it indicated that 76 % of the student answered that they were motivated learning speaking through interview activity, while the other 34 % of the students answered that they were not motivated learning speaking through interview activity as it was described in the following chart:

4.2.3.3 Analysis of the Action In implementing the actions in cycle 2, there were some solution or and consideration were taken in responding to the weaknesses found during the actions

done in the first cycle. They were explained as follows: For the teacher: The teacher had been suggested not to correct the students errors while the students were performing the interview activity. The teacher had been advised to come to the class on time For the students: The students who were reluctant to perfom interview activity had been gven some moral speech and motivation. The students who did not want to memorize the the script had been given some punishments. 4.2.3.4 The Result of Analysis and Reflection in Cycle 2 The result of Analysis and Reflection was as explained below: The teachers score in teaching speaking through interview activity was 4 (Very good). The teachers score for students performance in learning speaking through interview activity was 3 (good). The students average score in speaking test was 71, 83 Based on result of the analysis and reflection done in cycle 2, the researcher concluded that cycle 2 was success because all indicators of criteria of success had been achieved. 4.3 Discussion Discussion of Cycle 1

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There were two cycles done in this classroom action research. The first cycle was failed. It was failed because some of the findings of the first cycle had not met all the criteria of success. The result of observation checklist for teacher had showed that the score of teachers performance in teaching speaking through interview activity was 3 (good). Furthermore, the result of observation checklist for students had showed that most of the students were actively involved in learning speaking through interview activity. In addition to the explanations above, the result of questionnaires distributed to the students showed that only 60 % of the number of the students answered that they were motivated learning speaking through interview activity. Finally, the result of speaking test done in the first cycle showed that the students average score was 56, 66 and it was lower than the qualified score demanded in the criteria of success (70). Based on the findings in cycle 1, it could be concluded that there were only two indicators of criteria of success were achieved, while the rest was not. Therefore, the first cycle was stated failure. Discussion of Cycle 2 The first cycle was stated failed, therefore, the researcher revised it to the second cycle. The second cycle was also done in four meeting. The findings of the second cycle had indicated that all indicators of criteria of success had been reached. First, the teachers score in teaching speaking through interview activity was 4 (Very good), second, the teachers score for students performance in learning speaking through interview activity was 3 (good) and the third, the students average score in speaking test was 71, 83.

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions After the research had been completely conducted and the data needed had been gained and processed, the researcher concluded some important conclusion as follows: After analyzing the data that had been collected in this research, it was found that interview activity could improve the students speaking ability from the students average score 56, 66 to 71, 83. Furthermore, Based on the observation done in this research, it was evident that that interview activity could productively motivate the third year students of MAN Jangka in learning speaking. After doing this research, the researcher found many advantages of implementing interview activity to the third year students of MAN Jangka. The advantages are as explained below: Interview activity gave the students more chances to speak English in the classroom. The Students participated in the lesson much more actively because they were involved in talking to their friends exchanging opinions and practicing new structures more than learning speaking. The students showed a great interest during learning speaking through interview activity.

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Interview activity could make the students become more confident and motivated in learning English speaking because of the teaching materials used in the interview activity were fascinating and authentic. 5.2 Suggestions The success of teaching and learning process does not always depends on the lesson program only, but more important is how the teacher presents the lesson and uses various techniques to manage the class to be more lively and enjoyable. Regarding to the improving speaking through interview activity, the researcher gave some suggestions as follows: For the teacher: The teacher should choose the materials that are appropriate and not too difficult for the students and before implementing interview activity, the teacher should make sure that the students have fully understood and have the information they need. The teacher should keep control the students activities and the teacher should present the language in an enjoyable, relaxed and understandable way. The researcher suggests that interview activity would be used as an alternative method in teaching speaking to the third year students of MAN Jangka to improve their speaking ability. The last, the teacher should give more chances to the students to be more active, and let the students to do several practices and should trust the students that they are able to do those activities by themselves.

For the students:

The researcher hopes that the students not to be shy in practicing the teaching material given by the teacher in learning speaking through interview activity. The students are hoped to use English wherever they are especially when they are in English class although it is hard for them, but they have to try their best. For the Readers: The researcher is aware of many mistakes found in this thesis because there is none or nothing is perfect and neither is this thesis. Therefore, any correction, comments, and critics for the improvement of this final project are always openheartedly welcomed. The researcher hopes that there are other researchers who would keep studying about speaking because there are still many students especially students in Senior High School level who have low achievement in speaking skill.

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Post-Test Instrument

Answer the interview questions (The interview is designed for a cook vacancy)!

How are you today? What is your name? Were you a cook in your country? Did you work in your country? What did you do? Are you working now? What salary do you want? What are your skills? Do you have experience? What were your duties? What is a typical work week in your mind What is your take on smoking in restaurants? A customer orders for something and it is properly prepared and served. After a little while, the customer feels they could get a little feebie complains they did't like it. What would you do?

What is touch points in restaurant?

The Key Answer of Post-test Yes, I am. Im working at a restaurant. Carlos Santos. Yes, I did. I was a cook. Im fine, thank you. I was a cook. Yes, I did. I was a cook. Yes, I was. No, but Im a fast learner. I can cook, wash dishes and serve customers I cooked and cleaned. I am a college student who goes to school full time and need a part time job and want to work as a server at a restaurant and was told to prepare for this question and dont know how to answer. When you list the serious problems facing the restaurant industry, the subject of smoking is right up there with the big ones. Story from owners who have tried a no smoking policy, only to cave-in after numerous complaints from their "smoking" customers. And in all due respect, smokers can be excellent

57

customers, and some people find it impossible to enjoy a drink without a cigarette in their hand (and unfortunately, there are even some people who can't eat without a cigarette in their hand). And it's certainly not easy to ask a customer paying two or three hundred dollars for dinner to stand outside while enjoying a smoke. In the meantime, we problem could work through with so-called "nonsmoking areas" where somehow the smoke magically disappears and remains totally confined to that area. And we only permit smoking in the bar areas, and we prohibit pipes and cigars. There are two good ways of dealing with the situation. Compromise it and move on. This will invariably happen to everyone in the biz and the proper thing to do is let them have their cake and eat it too, literally! Don't comp their meal. Instead of comping their meal, give them a gift certificate in the amount of the entree. That way they will have to return and will most likely bring at least one other person with them. Not only have you taken care of the problem, but you are also bringing in potentially new business when they return. A touch point is an interaction with a potential customer. It includes literal interactions with customers, such as speaking to them when they make a phone reservation or greeting them when they walk through the restaurant door. Touch points also include high tech interactions, such as automated reservation systems and web sites. Public relations and advertising such as print ads, flyers, t-shirts with logos, coupons and billboards are important touch points as well. The best restaurant owners will capitalize on Touch points like valet parking attendants and bussers. Often ignored Touch points are Customer Interaction with Valet Parking Attendants Customer Interaction with bus boys Reservation Greeting guests Wait staff interaction

IMPROVING STUDENTS SPEAKING ABILITY THROUGH INTERVIEW ACTIVITY TO THE THIRD YEAR STUDENTS OF MAN JANGKA (A Collaborative Classroom Action Research) THESIS Submitted to the Faculty of Teacher Training and Education of Almuslim University in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan By ABDUL HADI 080202224

59

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF ALMUSLIM MATANGGLUMPANG DUA, BIREUEN (2009)

IMPROVING STUDENTS SPEAKING ABILITY THROUGH INTERVIEW ACTIVITY (A Collaborative Action Research to the Third Year Students of MAN Jangka)

PROPOSAL

By

Name Nim Study Program

: Abdul Hadi : 080202224 : English

Approved by Examiner I Examiner II Examiner III

Drs. Iswadi, M. Hum

Nurlaila, M.Pd

Drs. Hamdani

Acknowledged by

The Head of English Department

Drs. Iswadi, M. Hum

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Cherice 2000 (http://www.google.co.id/url?sa=t&source=web=res&cd=1&url=http %3A%2F%2Flanguagelinks2006.wikispaces.com

Example of Proposal request 26- March- 2009 Mr/Mrs............. THE FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF ALMUSLIM Dear Dr. Morton: As an English Department student of the faculty of teacher training and education of Almuslim University, I am writing to request approval from you to do a collaborative action research at your school as my Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan. My Research title is Improving Students Speaking Ability through Interview Activity. The research is done as an effort of improving the quality of English education at your school and to find a good way of teaching speaking which can help the students improve their speaking skill.The research will be done in a third year

students class of your school. Should you have any questions, I can be contacted at 0813687678. Thank you for your time. Sincerely, Abdul Hadi

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