YRS

THE USE OF THREE STEPS INTERVIEW TECHNIQUE
TOWARDS STUDENTS SPEAKING ABILITY

(A Classroom Action Research of the Ten Grade Students of SMK
INFORMATIKA NU Ungaran in the Academic Year of 2012/2013)
GRADUATING PAPER
Submited to The Board of Examiners as a Partial fullfilment of the Requeriments
for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in English Study Program of
Educational Faculty of State Institute for Islamic Studies (STAIN)
BY:
ARISTA FITRIANINGRUM
NIM : 113 08 129
ENGLISH STUDY PROGRAM
FOR EDUCATIONAL FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN)
MOTTO
Bismillahirrahmanirrahim
Do everyting with smile and love, although we dont like it.
By : arista fitrianingrum
Become different with fun way.
By :Mario Teguh
DEDICATION
This graduating paper is whole heartedly dedicated to:
1. My beloved mother and father, Mrs. Subaedah and Mr. Jubaidi they are my
hero, thanks for all generosity, finance, and encouragement, and also thanks for
your love, trust, and everlasting praying. Allah bless you mom and dad.
2. My beloved old sister Ida Ristiana, and young sister Ulfa Novianti thanks for
your kindness, support, and prayer
3. My uncle (H. Askuri) and his wife (Kistimah) thanks for your advise, love and
attention to me. Thank for your prayer
4. My young brother Ahmad Andri Djatmiko who help me, looking for book,
references and others. Thanks a lot.
5. My big family in Ngablak Magelang .
6. The wise reader
vi
ABSTRACT
Arista Fitrianingrum. Graduating Paper. (2013). THE USE OF THREE
STEPS INTERVIEW TECHNIQUE TO IMPROVE SPEAKING ABILITY
(A Classroom Action Research of the Ten Grade Students of SMK
Informatika NU Ungaran in the Academic Year of 2012/2013)
This research analyzed the improvement of students speaking ability through

three steps interview technique. The objectives of the research are to know the
students interest in teaching and learning processes when three steps interview
technique is implemented in speaking class; and to find out the improvement of
students speaking ability who are taught by three steps interview technique.
The research methodology used here is classroom action research. To know the
students interest the researcher observed the students activities along the
processes. It was found that the students interest also improved from the first
cycle to the last. It is noted that in the first cycle 25% students are interested in
the lesson. In the cycle two, 50 % students are interested and like to follow the
lesson. And in the last cycle more than 80% students are interested to follow that
lesson. To find out the improvement of students speaking ability the researcher
used oral test. There were three cycles; each cycle consisted of one meeting and
each meeting consisted of planning, action, observation, and reflection. The
researcher found that the students involved actively in teaching learning
processes, they more encouraged and were confident to speak English than before.
The result of this research is, there is an improvement of students speaking ability
by using three steps interview technique. It can be seen from the result of oral
tests from cycle 1 through cycle 3. Those are 62,50 (cycle 1), 67,36 (cycle 2), and
76,44 (cycle 3). This shows that the students speaking ability improves
significantly. From the proofs the writer sums up that the use three-steps
interviews improves students speaking ability.
Keyword: three steps interview technique, speaking skill, cooperative learning.
ix
TABLE OF CONTENTS
TITLE ........................................................................................................
DECLARATION ..........................................................................................
ii
ATTENTIVE COUNCELOR NOTES ....................................................
iii
STATEMENT OF CERTIFICATION ......................................................
iv
MOTTO ........................................................................................................
DEDICATION ..............................................................................................
vi
ACKNOLEDGEMENT ...............................................................................
vii
ABSTRACT .................................................................................................
ix
TABLE OF CONTENT ...............................................................................
CHAPTER I INTRODUCTION
A. The Background of Study .........................................................
B. The Statement of The Problems................................................
C. The Objective of Study .............................................................
D. The Significance of Study.........................................................
E. Definition of the Key Term ......................................................
F. Literature Review .....................................................................
G. Hypothesis ................................................................................
H. Research Methodology .............................................................
I. The Outline of the Graduating Paper ........................................
17
CHAPTER II THEORITICAL FRAMEWORK

A. SPEAKING ...............................................................................
19
1. The Definition of Speaking ................................................
19
2. Teaching Speaking Skill ....................................................
21
3. The Principles for Teaching Speaking to Beginning Learner 26

B. THEORIES OF LEARNING....................................................
30
1. The Definition of Language Learning ................................
30
2. Model of Leaning................................................................
32
3. Learning and Teaching Activities .......................................
35
C. THREE STEPS INTERVIEW ..................................................
38
1. The Definition of Three Steps Interview ............................
38
2. The Characteristic of Three Steps Interview ......................
39
3. Steps to Apply Three Steps Interview ................................
39
4. The Procedure OF Using Three Steps Interview ................
39
CHAPTER III RESEARCH METODOLOGY

A. The Setting of The Research .....................................................
41
B. The Methodology of the Research ............................................
41
C. General Situation of SMK INFORMATIKA NU Ungaran .....
55
CHAPTER IV THE IMPLEMENTATION OF THE RESEARCH

A. CYCLE I ...................................................................................
63
B. CYCLE II .................................................................................
77
xi
C. CYCLE III ................................................................................
92
CHAPTER V CLOSURE
A. CONCLUSION ......................................................................... 103
B. SUGGESTION ......................................................................... 104
BIBLIOGRAPHY
APPENDIX
xii
CHAPTER I
INTRODUCTION
A. The Backgroud of Study

English language teaching, for the last
decades of research and
practice, has identified the four skills namely listening, speaking, reading,
and writing as the most important parameter in the textbooks or
curriculum developments. According to Brown, the textbook or curricula
used tends to focus on one or two of the four skills. The teaching process
above is used in the English language teaching from elementary to the
high school curriculum development.
Speaking is the capability to converse in English. Someone is said to
speak well when his/her speaking can be understood by him/herself and
others. When the expression is extended and other people
understand,
it
means
Ideal communication and

in an English class. The
that
the
speaking
each-other
classes
will
is
not
perfect
understanding are
be
ideal when
do not
yet.
needed
there is
good communication and interaction in the class. And the key success in
communication and interaction is speaking well. (Salahuddin, 2008;16)
An ideal English class ought to use English in communation and
conversation. Teacher uses English to convey all of the Material in English
and so do with the respons of students. But that is not happen yet in SMK
INFORMATIKA NU Ungaran. Most of students still use their mother
1
tongue to ask or to give respon to the teacher. Most of the students get a
good achievement in English subject but they have a problem to
comunicate or apply English orally. The low of speaking ability could be
seen from the oral test that are under average. The students are almost
unintelligible, use the words wrongly, and show no sign of any
grammatical understanding. In an assesment tabel it is the beneathest level,
the point is 60. It means they are in fair categories and their speaking is not
good.
As a avocational school, speakings skill be one of things that is
important to build and develop after graduated. Mastering foreign
language espesially English is very important and be priority, and becomes
provisions to apprentice at company
in Indonesia or other countries.
Besides that, generally graduating from vocational school is tended to look

for job immediatelly. Mastering foreign languages, especially English as
international language will be a value-added that is considerated by
institutions. Mastering speaking skill in English is necessary in global
trade, and to improve speaking ability have to begin early.
Teaching speaking is not an easy job. There are many problems in
teaching speaking as the condition of students who are lack of
vocabularies, the students get used to speak their Javanese langguage. And
they rarely practice using English to comunnicate. So the teacher should
be smart to choose an approach or technique of teaching that is suitable
with the condition and the needs of the students. As a result, the goal of
2
teaching and learning can be achieved. Therefore, this issue has become a
dilemma for most English curriculum developers in finding the best
approach to teach English in order to enable the students' competence to
communicate in English - both spoken and written successfully
Interaction between one student and others may be formed by groups,
using cooperative learning. Cooperative learning, is a teaching strategy in
which small teams, each with students of different levels of ability; uses a
variety of learning activities to improve their understanding of a subject.
Each member of a team is responsible not only for learning what is taught
but also for helping teammates learn, thus creating an atmosphere of
achievement. Students work through the assignment until all group
members successfully understand and complete it. And one kind of
cooperative learning that supports students to fluently speak English is
Three Steps Interview. Three Steps Interview are making three member for
each group that consist of interviewer, interviewee, and reporter.
A three-step interview is defined as a cooperative learning technique
which supports 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.
This technique will fasilitate students to develop their speaking

skills because they have rival or people who can be invited by speakers,
not only be passive but also becomes an active speaker.
Regarding to the explanation above, there should be a technique
which is effective to improve student's mastery of English language,
especially speaking ability. Due to most English teachers of senior high
school deliver the materials dominated by grammar focus, students cannot
speak fluently because they lack of practice and use of spoken English
themselves. In line with it, this study is expected to prove whether a
cooperative learning : three-step interview is effective to improve
students' speaking ability.
B. The Statement of the Problems
In relation with the importance of speaking in learning new language
and also because of speaking can be one of the factors that determine
someone success in learning the language, this study is intended to find
out the improvement of cooperative learning : three-step interview towards
student's speaking ability. The research questions will be as follows:
1.
To what extent do three steps interview strategies interest students
in their learning processes?

2.
To what extent do three steps interview strategies improve the
students speaking skill?

4
C. The Objective of Study

Particularly, the study has some aims as follows:
1.
To know that three steps interview strategies interest students in

their learning processes
2.
To know that three steps interview strategies improve the

students speaking skill
D. The Significance of Study

The writer hopes that this reseach is expected to give information
and benefit for writer, teacher, students, school and other reseachers.
1. For the writer
The finding of the reseacrh can be used a starting point in
improving the studentss speaking ability now and in the future.
2. For the students
The finding of the reseacher is to improve studentss speaking
ability. So the students will be not only good at writing but also at
speaking.
3. For the teacher
The positive result of this research can support the English teachers
in their teaching English especially to improve students speaking
5
ability. They will know the significant roles of three steps interview
to improve students speaking ability.
E. Definitions of the Key Terms
The researcher will review several terms related to the study. The
terms are :
1. Three-Step Interview
According to Kagan (1994) Three step interview is a learning
model which consists of three members of students signed A, B,and
C. 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. But
it can also modify to the four of members.
2.
Speaking ability
Speaking is to deliver a speech or to suggestive of something
(Webster, 2006)
Ability is the power to do or the telent and skill to do
something, (Webster, 2006).
According to C.J. Orwig;1991, speaking ability
is a
productive skill in oral mode. It can also be defined as student's

competence in producing oral mode.
F. Literature Review
In this research the writer
previous writers. The first one
takes
two literature reviews from
has been done by Mutmainah with her
research paper entitled the use of snake and ladder games to improve
students speaking ability. A classroom actions research for eleventh
grade students in SMP N 9 Salatiga.
In her graduating paper she analyzed the improvement of
studentss speaking ability by using snake and leader games. In her paper
she just analyzed the improvement of students ability without observing
more about the undertanding of students obove the material or theme. She
did not use any formula to acount the students development; she just
observed the studentss speaking development without giving test. And the
result of her research is the use of snake and ledder games can improve the
studentss speaking ability ( Mutmainah, 2011)
The second review related to the research entitled the use of drills
to improve the studentsspeaking ability. A classroom actions research of
the first grade students of MTs NU Salatiga in the academic year of
2009/2010. Reseacher is Tri Kukuh Andarbeni
In second review, the writer analyzed the improvment of studentss

speaking ability too, but by using Drill method. She analyzed not only the
speaking ability but also the understanding of students about the material.
She used written test, oral test, abservation and documentation to see the
students speaking improvment. She used two formulas they are mean
score and percentage score. The result of the research is the use of drills
method can improve studentss speaking ability; the students are involve
actively in teaching learning process, they more encourage and are
confident to speak in English than before.
G. Hypothesis
Hypothesis is a temporary answer to the formulation of research
problems. While formulation of research problems have been expressed in
the form of questions. It is said temporary because the answers given, are
built on theoritical assumptions relevant with the subjects of the study and
has not been based on empirical fact that is obtained through collecting
data (Sugiyono, 2010: 96). Hypothesis in this research says there is an
improvment toward the studentss speaking ability using three step
interview.
H. Research Methodology
1. The Setting Of The Research
The research is located at SMK INFORMATIKA NU Ungaran

in JL. Kaligarang No. 9 Ungaran. The research was applied for the
students of eleventh grade in this school. They are from various level
of economic conditions. The students have ability in English but
most of them have difficulty in speaking and seem lacking of
vocabularies and they shy or even are afraid of creating mistakes
which lead them to use their mother tongue instead.
2. The Methodology of the Research
The research is action research. According to Elliot (1991: 24),
actions research is concerned with social practice, aimed towards
improvment a cyclical process, pursued by systematic enquiry, a
reflective process, determined by the practitioners.
Kemmis and Mc Taggarrt (in Aqib, 2006 : 22) state that action
research is a series of reflective spirals consisting of four components,
there are planning, acting, observing, and reflecting. The cycle is then
moved to new and revised plan with action, observation, and further
reflection.
3. The Prosedure of the Research
a. Planning
The activities in the planning are :
1) Preparing materials, making lesson plan, and designing the

steps in doing the action
2) Preparing list of studentsname and scoring
3) Preparing teaching-aids
4) Preparing sheets for classroom observation (to know the
situations of teaching learning processes when the method or
technique or mode is applied)
5) Preparing a test ( to know whether students improve or not)
b. Action
1) Giving pretest
2) Teaching speaking by three steps interview
3) Giving occassion to the students to ask any difficulties or
problems
4) Asking the students some questions orally and students have to
answer orally about the theme
5) Giving post-test
c. Observation
According to Sutrisno Hadi (1986) observation is a
complex process, the proces that is arranged from many biological
10
and pshycological processes (Sugiyono, 2010: 203). Observation

is a sientific method, that can be systematically used to observe and
note the phenomena investigated ( Hadi, 1995: 136). The
researcher observation is flexible to write something that happens
in the classroom.
d. Reflection
The writers reflection is done by discussing findings with
her collaborator, script the lack and incompatibility between action
and scenario or difference response of students expected. They are
analisys of the observation, identification of the problem and find
out the alternative decision of problem solving. Then the next cycle
can be decided or designned.
FIGURE I.I
THE PROCEDURE OF CLASSROOM ACTIONS RESEARCH
11
Cycle I
Problems
Reflection I
Alternative of
solving the
problem (plan
of action)
Data analysis
Action I
Observation I
Cycle II
The new
problem from
reflection I
Reflection II
Plan of
action II
Action II
Data Analysis
Observation
II
The next cycle .......................
4. Technique of Collecthing Data
12
In this study the writer used oral test, observation, and

documentations in collecting the data. Oral tests are used to know
the precentage of the speaking ability. The writer used observations
done with her collaborator. The observation is to know the
situations of the teaching learning processes when the method is
applied. It is very important in this case, not only to know thier
own feelings but also to know how they think about their teacher.
The writer also used documentation to find out data about variables
is notes such as transcipt book and the history book of SMK
INFIRMATIKA NU Ungaran. This method is used as a technique
to know the conditions of the teacher, staffs, students, and location
of the school. The source of these data is textbook or other
supporting book in SMK INFIRMATIKA NU Ungaran.
5. Technique of Data Analysis
After colllecting the data, the next step of the study was
analyzing the data. The data were the result of test from
observation the student activities and interest before and after
teaching and the result of oral test. In analyzing the test scores, a
statistical technique is used to find out the mean score of students.
The second technique is counting the percentage of the students
speaking ability through practice dialogue. From the observation
sheets, the students behavior during the action is analyzed.
13
.
The oral test, the writer used assessment scale for oral ability.
TABLE I.I
THE ASSASSMENT OF ORAL ABILITY
Score
Description
60
The students is almost unintelligible, use words wrongly and

shows no sign of any grammatical understanding
65
The students is able to transmit anly basic ideas using individual

words rather than phrases or fuller pattern of discourse. Speech is
very hesitant and the pronounciation makes intelligibility difficult.
70
The students transmit basic ideas in
a fairly stilted way.
Pronounciation is sometimes problematic and there are examples

of grammatical, lexical misuse and gaps which impede
communication on some occasions.
75
The students transmit ideas moderately clearly. Speech is some

what hesitant and there are frequent lapses in grammar and
vocabulary use. Nevertheles, the student
makes him/herself
understood
80
The student is inteligible, understand nearly everything at normal
14
speed, although occational repetition may be necessary

85
The student speaks at a comfortable speed with only an occational

pause on upset. There are some problems of grammatical accuracy
and some words are inapropriately used.
90
The students speak fairly fluent, showing an ability to

commmunicate ideas with no too much trouble, and occasionally
make grammatical and/or word order errors which do not,
however,obscure meaning.
95
The student speaks fluently with few obvious mistakes in a wide

variety of lexis and expression. Pronounsiation is almost always
intelligible, and there is littke dificulty in communicsting ideas.
100
The student has few traces of forreign account, makes few

noticeable errors of grammar or word ordes, using vocabularies as
virtually as the native speakers. He/she speaks quikly with few
hesitations and appears to understand everything without
difficulty.
In additon, the writer made the criteria of students speaking ability

rate grouped into four categories, they are :
15
a. Excellent
= 91 100
b. Very good
= 81 90
c. Good
= 71 -80
d. Fair
= 60 70
To analyze the data of the research, the writer uses two formulas.
They are :
a. Mean score
Explanation
M = the mean of obtained
= the sum of test
N = the number of group
b. Percentage score
Explanation
P = Precentage
16
100%
F = frequency
N = number of group
I. The Outline of the Graduating Paper

In order to make easy to understand, the writer use the following
system of presentations as follows:
Chaptre I is introduction. It contains the background of study,
problem statement, the objective of study, the significance of study,
definition of key terms, the literature review, hypothesis, the methodology
of the research, and the outline of the graduating paper.
Chapter II describes the review of related literature. It discusses the
general concept of speaking skill, theories of learning, teaching speaking
skill, how to speak well, the meaning of three steps interview, the
procedures and steps of tree steps interview.
Chapter III tells about the reasearch methodology, definition of
classroom action research, characteristic and the principle of classroom
action research, the general situation of SMK INFIRMATIKA NU
Ungaran consisting of it geography, the history of SMK INFIRMATIKA
NU Ungaran, the profile of teachers and students.
17
Chapter IV explains the implementation of the research and

analysis of data
Chapter V as the last part of this writing consists of closure which
will be devided into two parts: conclusion and suggestion. For the
attachmen,t there are appendixes and bibliography.
18
CHAPTER II
THEORITICAL FRAMEWORK
A. Speaking
1. The Definition of Speaking
Talking and writing are different ways of saying. They are
different modes for expresing linguistic meaning.(Halliday,1985;92)
Speaking activities may well form one part of a much longger
sequence which includes reading or listening and, after the activity,
study work. We will often use such activities simply to provide
welcome relief from more formal work.(harmer,1998;95)
Speaking skill is very important, becouse the primarily speech is
language. The basic skill in oral communication, so it is needed. Not
only seriouse treatment is needed in teaching but also a greet effort in
order to be able to master the skill.
The most people, mastering the art of speaking is the singgle
most important aspect of learning a second or a foreign language, and
succes is meansure in terms of the ability to carry out convertation in
the language.(fauziati,2002;126)
According to Bygate, speaking is the oral interaction that can be
characterized in terms of routines, conventional ways of presenting
19
information which can either focus on information or interaction

(Nunan, 1991; 40)
According to brown(2004;141) there are three basic type of speaking as
follows:
a. Imitative
The ability to simply parrot back a word, phrase or
posibility a sentence
b. Intensive
The production of short streches of oral language designed
to demonstrate competence in a narrow band of grammatical,
phrasal,lexical, or phonological relationship.
c. Responsive
Interaction and test comprehension but the somewhat
limited level of very short conversation, standard greetings and
small talk, simple request and comments, and the like.
In speaking , english as foreigned language, learner should
be consistent in the process in mastering language.(in this case
english); Hutchin and Waters (1987) point out that language
learning is a process. They later state that : it is not enough for the
learner just to have necessary knowladge( about the related
20
laguage) to make thing meaningful but they must also use that
knowladge. However it is important to understand what we mean
by the term active. Thus, we must make a distinction between to
type of activity.
a. Psychomotor activity; that is the observable speech organs or
limbs being accordance with signals from the brain;
b. Language processing activity; that is organitation of information
in meaningful network of knowladge. This kind of activity is
internal and not observable.
2. Teaching Speaking Skill
Teaching can not be defined a part from learning. Nathan
gage note that to satisfy the practical demands of education, theoris
of learning must the stood and head so as to yield theories of
teaching. Teaching is guiding and fasilities of learning, anabling
the learner to lear, setting the condition for learning(brown,1980;8)
Speaking is complex skill requiring the simulteneous use
of a number of different ability, which often develop at different
rates. Either four or five components are geberaly recognized in
analyses of the speech process:
a. Pronuonciation
Way in which a language is spoken
21
b. Grammar
Rule for forming words and making sentence
c. Vocabulary
Total numbers of words that make up a language.
d. Fluency
Quality or condition of person to speaks a language easily
and well.
These should probably be added (e) comprehension, for oral
comunication certaily requires a subject to respond to speech as
well as to initiated it(Harris, 1969:81).
When speaking you have be able to : use different part of the
mouth and body from those needed in your own language; make
individual sounds and combine them, produce correct correct stess
on individual word and on longer streches depending on the
meaning you want to convey; use intonation; work with
oppropriate rhytm and pace; axpress
your own personalityby
choosing from a range of physical and verbal axpression; interact

with people approprietely, repairing breakdown of messages,
taking
turns
and
speaking
periodes(woodward,1988:93)
22
alone
for
short
and
long
Language learning is active process. It is not enough for

learner just to have the necessary knowladge to make thing
meaningful, they must also use that knowladge. However, it is
important to be clear what we means by the term active(hutc
hinson and waters,1987;128)
Teachers use talk for many reasons during a school day.
They make swift decisions about what to say and do. Their
professional repertoire includes talk for learning and talk to sort out
behaviour this is essential, but I am not concerned here with talk
for giving instructions about playtime or how to walk along the
corridor. It is of course important to use talk to ensure that
childrens behaviour enables everyone to learn. For the moment
however, I will defer thinking about talk for behaviour
management, and simply think about talk which could be
considered as talk for learning.(Dawes, 2010;11)
a. Talk for learning
Using talk we can do the following classroom work:
1. Ask questions
Authentic, or to which we already know the answer.
2. Create a working relationship with children
Find out what children do or do not know or understand.
Check what they are interested in. nation and engagement with
the topic in hand. Attend to the childs emotional state.
23
3. Give clear explanations

Use resources to describe and demonstrate. Tell children
what they need to know. Tell stories, read text, evaluate and
analyse problems. Model effective ways of talking and thinking.
Answer
childrens
questions.
Instruct
and
check
for
understanding.
4. Help children to explain what they think and why
Orchestrate whole class dialogue. Ask thought-provoking
questions. Chain ideas into a line of thinking. Support childrens
elaboration of ideas. Elicit hypothetical or uncertain ideas. Talk
through misconceptions and errors. Help children to evaluate and
analyse ideas. Help children to synthesise new ideas.
b. More ideas for successful decision learning
1. Before you start, tell children what is going to happen and why.
Ask for questions. Tthrough feelings or problems they expect
to experience; help them to rthey have choices to make when they
are annoyed, exasperated or irritated by someone else. Ask for
suggestions.
2. Emphasise the idea that stopping others learning will not be
tolerated. Careful choice of group members can help avoid some
friction. Let children have some choice in this but not complete
choice. These are working groups, not friendship groups. Ask
every child to give you a slip of paper with two names of good
24
work partners. Keeping these confidential, decide on groups in

which each child has chosen at least one workmate.
3. Expect children to work in groups to start with. As the time goes
on, grouping may change as children finish or choose to join a
different activity.
4. Establish a class atmosphere of collaboration rather than
competition to help children to feel that they are succeeding in
their learning because of others, not despite others.
5. Make explicit the problems you have of organisation, with 30
children and few adults. Ask them to consider the advantages they
gain from education. Help them to realise that they are being
offered opportunity, not made to do things. Point out that you
recognise the difficulties of, for example, lack of space, lack of
resources, having to stay in the same room, so many people, and
so on. Find out what they think may hamper learning.
6. Remind children that their families want them to do well, and
expect them to gain from their time in school; that one of their
responsibilities within their family is to do their best in class.
7. Discuss behaviour and ask children to decide what problems
arise when too many people are not working as expected.
8. Organise interesting activities and resources. This is not to say
that children should seek and be given constant and novel
25
entertainment. It can ultimately be more satisfying to do one thing

well than dip into lots of things. This has to be learned.
9. Provide a break table with sand timers no books or paper or
anything; the only entertainment on offer should be the chance
to chat with others and have a drink of water. Three or four
minutes break can be a good choice for children in intense
learning situations.
10.
Have a physical space for reading, planning, drawing,
evaluating. For some children, provide a choice between two

activities only; or ask the child to act as observer of others,
looking for positive behaviour or skilful work to report in the
plenary. Make sure that there is chance to talk and think; this may
mean some off-task talk for brief stretches of time, but should
never mean that behaviour is inappropriate.
3. The Principles for Teaching Speaking to Beginning Learners

Three principles which can influence and inform our
decisions as we teach speaking to beginning and false learners are
(Bailey, 2005:36):
a. Provide something for learners to talk about
When people choose to speak, it is usually about something.
They want something, or they find a topic or incident interesting
and want to comment on it. They wish to share ideas or emotions.
26
There is usually some communicative need that moves people to

talk.
b. Create opportunities for students to interact by using group work
can
improve
learners
motivation
and
promote
choice,
independence, creativity, and realism. Pair work and group work

also provide feedback to the learner from sources other than the
teacher. Pair work, as the name suggests, involves two students
working together to complete a task or exercise using the target
language. Group work is three or more students working together.
c. Manipulate physical arrangements to promote speaking practice
Changing the physical environment can encourage speaking
activities, partly because it partially alters the power structure of the
traditional English classroom. Here are some ways with the seating
and other aspects of the environment to encourage speaking. Firstly,
the inside-outside circle is a technique for giving students the
chance to repeat a conversation or interview with several new
people. In order to build fluency and confidence. Secondly, tango
seating is simple seating arrangement designed to force people to
use oral communication during information gap tasks that involve
drawing, pictures, following maps, or creating designs or structure
from verbal descriptions. Thirdly, the cocktail party technique is a
quick way to get students talking to new partners and to break up
the routine of sitting during language lessons.
27
In 1961 the American linguist William Moulton, in a report

prepared for the 9th International Congress of Linguistics,
proclaimed the linguistic principles on which language teaching
methodology should be past: (1) language is speech, not writing, (2)
A language is a set of habits, (3) teach the language, not about the
language. (4) a language is what its native speakers say. No what
someone think they ought to say (Richard& Rodgers, 1984: 49)
More structure and approach to speaking and listening than we

have hithero; a far more detailed account of the relationship between
speaking,listening and learning. A new concept teaching through
dialogue or dialogic talk (promoting extended talk and thinking) and
changing patterns of behaviour.
Teaching through dialogue enables teacher and pupils to share
and build on ideas in sustained talk. When teaching toygh dialogue,
teacher encorage children to listen to each other, share ideas and consist
thinking. Express their views fully and help each other to rich
commond understanding. Teaching through dialogue can take place
when a teacher talk with an individual pupil, or two pupil are talking
togheter, or the whole class is join in discussion.(Gurgoen,2005:6)
Speaking and listening is the most important communication
form that human beings use. Really effective oracy, developmental
speaking and listening, will help pupils build their language, their
understanding, their ability to handle their own world, making sense of
28
it and who they are in it. It has to be an interaction with others where
both sides are contributing. When a pupil is speaking and listening
properly, he or she is able to see how each contribution arises from
what has already been said.
Dialogic teaching ,This is one of the most interesting, potentially
powerful and new concepts being promoted in educational circles in the
UK. It is the result of extensive work by Robin Alexander and others.
This approach to oracy in the classroom raises the profile of talk,
speaking and listening, from the poor relation of English in the National
Curriculum, to become the central focus, the pivot of learning across
the curriculum.( Prendiville and Nigel,2007;41)
Talk, being central to the development of the brain, must be a

priority for teachers. Alexander promotes dialogic teaching as the most
powerful form of talk in the classroom. He identifies its key elements
as:
1. Collective: teachers and pupils address learning tasks together, as a
group or
as a class;
2. Reciprocal: teachers and pupils listen to each other, share ideas and
consider alternative viewpoints;
29
3. Supportive: pupils articulate their ideas freely, without fear of

embarrassment over wrong answers; and they help each other to
reach common understandings;
4. Cumulative: teachers and pupils build on their own and each others
ideas and chain them into coherent lines of thinking and inquiry;
Purposeful: teachers plan and steer classroom talk with specific
educationa goals.
B.
THEORIES OF LEARNING
1. The definition of language learning
Language learning is conditioned by the way in which the
maid observes, organize and stores information. In other words, the kay
to successfull language learning and teaching lies not in the analysis of
the nature of language but in understanding in the stucture and proses of
the mind. Unfortunately, we still know too little about how people
learn. Nevertheless, if we wish to improve the tehniques, method and
content of langguage teaching, we must try and base what we do in the
classroom
on
sound
principle
waters,1987;39)
30
of
learning.(Hutchinson
and
Suprijono,( 2009; 16,22) devide the theories of learning into two part :
a. Theories of behavior
Theories of behavior rooted in behaviorism thinking. In the
perspective of behaviorism learning is defined as the process of
establishing the relationship between the stimulus (stimulus) and
returned (response). Behavior in view of behaviorism is described
by experience can be observed, is not begun from mental
processes. Characteristic behavior theory is put from elements
and small parts; emphasizes the role of the environment; needed
of formation reactions and responses; emphasizes the importance
of exercise; concerned with the mechanisms of learning outcomes
and the importance of the role of capability. The results obtained
studying the emergence of acquired behavior.
b.
Cognitive learning theory

In the perspective of cognitive learning is a mental event,
not a behavioral event though things that are more tangible
behavioral that visible in any learning event. Individual behavior
is not alone - that there is a response to the eye but more
importantly because of mental impulse governed by the brain.
Learning is an active mental process to achieve, remember and
use knowledge. Cognitive theory emphasizes learning as an
31
internal process. Learning is an activity that involves a very

complex thought processes.
2.
Model of Learning
a.
Understanding The Learning Model

Learning model is the foundation of learning practices yield
reduction theory of educational psychology and learning theory
that is designed based on the analysis of the implementation of
the curriculum and its application at the operational level class.
Learning model is a pattern that is used as a guide in planning the
class and tutorial learning. According to Arends (suprijono, 2009;
47) "learning model refers to the approach to be followed,
including the purpose - the purpose of learning, the stages of
learning, the learning environment and classroom management."
1. An Immediate Learning Model
Direct instructional model also called whole - class
teaching refers to the style of teaching where teachers are
actively involved in carrying the lesson content to the
students in the direct teaching to the whole class.
2. Cooperative Learning Model
Nasution 1980 (Isjoni,2009:26) say that Group
of study is effectif when every individual feels
32
responsible for the group. children participated and

cooperation with other individuals in effectif. giving
rise to changes in consumer behavior and each member
of a person secure and content in the classroom.
Cooperative learning is a broader concept that
includes all types of group work including more forms
led by the teacher or directed by the teacher. There are
five elements in cooperative learning model that should
be applied as follows:
1.
Positive Interdependence
Positive interdependence. That there are two
accountability in cooperative learning groups. First,
learn the material assigned to the group and secondly,
ensuring all members of the group individually
studying the assigned material.
2. Personal Reasonability
Individual responsibility. Cooperative learning
objectives are all members of the group formed a
strong personal. Personal responsibility is the key to
ensure all members are reinforced by learning
together. That is, after participating in a study group
33
together, members of the group should only be able to

complete the same task.
3. Face to face promoted interaction
Promoted interaction. The important element
because
can
produce
positive
interdependence.
promoted interaction is characteristic; effective to help

each other and efficient, exchanging information and
tools are necessary, process information together,
telling each other, help each other to formulate and
develop an argument, mutual trust, mutual memotovasi
to obtain success.
4. Interpersonal Skills
Social skills. Skills to know and trust each
other, communicate accurately and not ambitious,
mutual acceptance and mutual support, to resolve
conflicts constructively.
5. Group Processing
group processing. The purpose is to improve the
effectifitas of processing members in contributing to
collaborative activities to achieve group goals.
34
Characteristic features of cooperative learning

a.
Each member has a role
b. Direct interaction occurs between students

c. Each member of the group responsible for the study and group
d. Teachers help develop the interpersonal skills
e. Teachers only interact with the
Jonson et al (1994;4-5) in Richards Jack C(2001;196)
describe three types of cooperative leaning groups,
1. Formal cooperative learning groups. These last from
one class period to several weeks. These are established for
a spesific task and involve students working together to
achive shared learrning goals.
2. informal cooperative lerning groups. These are ad- hoc
gropus that last from a few minutes to a class period and
are used to focus student attention or to fasilitate learning
during direct teaching.
3. cooperative based groups. These are long term, lasting
for at least year and consist of heterogeneous learning
groups with stable membership whose primary purpose is
to allow members to give aech others the support, help,
encouragement, and assistance they need to succed
accademically.
3. Learning and Teaching Activities

Language taechers use many different kinds of approaches to
teaching. Activities can be devide into two ways.(richards, 1994; 163)
first is presentation activities, a presentations activities serves to
indroduce and clarify a new learning item. This could be a lexical item,
35
grammatical item, a fiction, a discourse feature, or a learning strategy.

Second is practice activities, these are defined as task which involve
performance or learning of an item that has been previously presented.
There are several dimensions in learning and teaching activities, that are
a. Memorization Activities
its invilve of memorization of informations or learning
material. Memorizations may be used as strategy to hepl
consolidate new learning item or as preparation for subsequents
activity.
b. Comprehension Activities
Requare students to
develop or demonstrate their
understanding of written or spoken text. Comprehession activities

may addres different levels of comprehession.
c. Applications Activities
Its requare learner to use in a creative way knowladge or
skills that have been previously presented and practiced.
Apllications activities may require students to integrate knowladge
and skills acquaired from different sources, to applay learned items
to a new context or situation.
d. Strategy Activities
36
These task develop particular learning strategies and

approach to learning.
e. Affective Activities
These include task which have no spesific language
learning goal but are intended to improve the motivational climate
of the classroom and to develop the students interest, confidance,
and positive attitudes toward learning.
f. Feedback Activities
Are used to give feedback on learning on some aspect of
performance on the activity.
g. Assesment Activities
These task anable the teacher or learner to evaluate the
extent to which the goals of an activity or lesson have been
successfully accompplished. This activities may be used to
diagnose areas which need futher taeching or evaluate students
performance.
37
C. Three Steps Interview

1. The Definition of Three Step Interview
Interview are a good compensation. If you divide your class up into
group of three and let to students interview the third, than the time spent
on practising question is increased.(klippel,1987;25)
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. Interview the other friends, then report about
the information in front of class.(suparman,2001;9)
Interview
Interviewee
Reported speech is immitate
Three-step interviews can be used as an ice breaker for team

members to get to know one another or can be used to get to know
concepts in depth, by assigning roles to students. (hsrinivas@gdrc.org)
In this Process a small group,firstly students are pleased to work

together. First person interview and ask to second person. And so on the
contrary
second person interview and ask to first person. The
furthermore step is first persone make a resume from the second person
talk and and so the second person, resume the first person talking about.
(suhadi, 2010;12)
38
2. The characteristic of three steps interviw
a.
Faculty assigns roles or students can "play" themselves. Faculty

may also give interview questions or information that should be
"found."
b.
A interviews B for the specified number of minutes, listening

attentively and asking probing questions.
c.
At a signal, students reverse roles and B interviews A for the same

number of minutes.
d.
At another signal, each pair turns to another pair, forming a group

of four. Each member of the group introduces his or her partner,
highlighting the most interesting points.
3. Steps to Applay Three Step Interview

a. Place students into groups of three.
b. Assign each student a letter and a role. Example: A =
Interviewer, B = Interviewee,
C = Reporter.
c. Rotate roles after each interview.

d. Have students do a Round Robin and share the key information
they recorded when they were person
C.
4. The Prosedure of Using Three Steps Interview
a. Encourages students to share their thinking, ask questions and
take notes
39
b. Works best with 3 per group, but can be modified for groups of
4
c. Assumes a knowledge base is in place about which the
Interviewee can talk. This may be from prior research, a report,
homework.
40
CHAPTER III
RESEARCH METHODOLOGY
A. The Setting of the Research
The research is located at SMK INFORMATIKA NU Ungaran in
JL. Kaligarang No. 9 Ungaran. The research was applied for the students
of ten grade in this school. They are from variouse level of economic
families. The students has ability in English but most of them have
difficulty in speaking and under average ability seemed lack of
vocabulary and they are shy or even afraid of creating misetakes which
led them, use their mother tongue instead.
B. The Methodology of the Research

The research is actions research. According to Elliot (1991: 24),
actions research is concerned with social practice, aimed towards
improvment a cyclical process, pursued by systematic enquiry, a
reflective process, determined by the practitioners.
Kemmis and Mc Taggarrt (in Aqib, 2006 : 22) stated that actions
research is series of reflective spirals consisting of four components,
there are planning, acting, observing, and reflecting. The cycle is then
moved to new and revised plan with action, observation, and further
reflection.
41
a.
Classroom Action Resaerch

1. The definiton of classroom action research
Classroom action reaserch is a action research, which
have spesific aim and correlation with class.
According to Elliot (in hopkins,1993;45) action research
might be defined as the study of sosial situation with a view to
improve the quality of action within it. In action research
teories are not validated indepedently and then appied to
practice. They are validated though practice.
Arikunto (2006;3) defided three
components
in
classroom action research, they are:

a. Research
A activity to observe the object by use the ways and
metodologies to get the useful data or information to
improve the quality of thing and that is necessary for
researcher.
b. Action
A movement activity deriberately to action with
spesific purpose, in the form of activity cycle network for
the student.
42
c. Classroom
A group of students, the got a lesson from the
teacher in the same time.
Then she concludes, that classroom action research means
monitoring toward teaching learning process in the form of a
action, which is deliberated on action and accur in the class.
Action research deals with sosial practice. Educatin is a
sosial practice. In the most case, it involve the diretc interaction of
teacher and groups of students. Classroom is complex areas,
secondary schools are live of intergue and conspiracy. Trying to
reach understanding of issues concerned with teaching and
learning, therefore implies getting to grips with a work range of
human issues such as the attitude of students, the politics within
departements and the ethos an environment of the institutions.
The aim of action research is to feed practical judgment in
concrete situation, and the validity of the theories or hypothesis it is
not generate depend so much on spesific test of thuth as an their
usefulees in helping people to act more intelegently and slkillfully.
In resent years action research has been applied to problem
involving curriculum devepopment. , and in service aducation,
particuly whitin the field of sefl avaliation.(arikunto,2006;57)
43
2. The Characteristic of Classroom Action Research

Syamsudin
and
damaianti
(2007:197)
outline
the
following
characteristic of the classroom action research:

a. It axamines problem which are deemed problematic by researcher
in teaching learning process.
b. The researcher can give treatment which planned actions to solve
the problem and improve the quality, so the subject can get the
implication.
c. The steps ofthe research in the form of cycle
d. Such reflective thingking from researcher both after and before
research.
e. Contextual situation, which realted to diagnosing and solving the
problem
f. Classroom action research use collaborative approach
g. Participatory, which each team member accompany in the research.
h. Self evaliative, which the reseacher evaluate by self continually to
improve the performence.
44
i. The procedure of the research is on- the- spot which designed to

handle the real problem in that area.
j. The result applied immediatelly, long range in perspective,
meansuring up to supple and adaptive.
3. The Principles of Classroom Action Research
According to hopkins (1993;57-61) there are six prinsiple of classroom
action research by teachers. Some of theme are followed as:
a. The teachers primary job is to teach. And any research method
should not interfere with or disrupt the teaching commitement.
b. The mothod of data collection must not be too demanding on the
teachers time.
c. The metodology employed must be reliable enough to allow
teachers to formulate hypotheses
convidently and develop
strategies applicable to their classroom.

d. The research problem under taken by the teacher should be one to
which he or she is committed.
e. The need for teacher researchers to pay close attention to the athical
prosedures surrounding the work.
f. That as far as possible classroom research should adopt a classroom
axceeding perspective. This is that all members of school
45
community actively build and share a common vision of their main

purpose.
In accordance with with the principles taht classroom action

research have to consentrated with the metters of happened in the class,. A
class is one unity of the concerning element and to reach the spesific aim.
The component from the class are the students, teachers, which is teaching
lesson item, medium of used, result of the study and the management that
conducted by head of the school. The object of the perceived in classroom
action research not have always when process of the study underway
becouse class is not room, but it is group of students(arikunto,2006;24)
According to Aqip (2006:18) classroom action research is one of

the strategies way for the teacher to improve the educational service which
must be carried out in the context of study in the class and improvement of
the school program quality on the whole. The aim of the classroom action
research is to improve and to increase the process of the study in the class
to be carried out continous. This aim is close relationship with the teacher
in fulfill their professional mission of educationally. Related with
components of the study, classroom action research some benefits, they
are:
46
a. Innovation of the study

b. Development of the curriculum in the school and class level
c. Improvement of the teacher professionalism.
1. The Subject of Research
The subject of research is students X 8 class of SMK NU Ungaran
in the academic year of 2011/2012. It consists of 38 students with 19 boys
and 19 girls. The writer chooses 8 because the infrormation from the
english teacher the students in this class have high motivation to master
speaking skill but they feel so difficult to explore and express their ideas
orally. Although this classs known very noisy but this condition can be
increase the writer to attend the students to be active in speaking class.
Most of them pass in middle test, just two students who getting value
under average. And most of them affraid do wrong when speak english. so
they are being passive in speaking activities.
2. Time Schedule of the Research
The classroom action research was done in october 2012. The
time schedule of research could be drawn in the table below:
Table 3.1
The time schedule of research
Step
Date and Time
Activities
Place
24 september
Observation
SMK
47
2012
INFORMATIKA
NU Ungaran
Cycle I
13 october 2012
Teaching learning process X
09.45 12-30
using three steps interview INFORMATIKA

tehnique
in
SMK
NU Ungaran
Cycle
20 oktober 2012
II
09.45- 12.30

tehnique
in
SMK
NU Ungaran
Cycle
27 october 2012
III
09.45- 12.30

tehnique
in
NU Ungaran
3. The prosedure of the research

The scientist of research pays attention much toward classroom action
research recently, because this research can offer new tehnique to fix and
improve professionalism of teacher in the learning process by watching
over the students condition. Classroom action research is a reflective shape
that does by teacher self toward curriculum, school development,
improves achievement, and skill development, etc.(Arikunto, suhardjono
and supardi, 2009:102)
48
SMK
In this classroom action research, the researcher has three cycles that
consists of two meeting in every cycle. The steps in this research have
four stages in each cycle.
e. Planning
9) Preparing streets for classroom observation (to know the
situations of teaching learning process when the method or
10) Preparing a test ( to know whether studentsng improve or not)
f. Action
6) Giving pre teaching
7) Teaching speaking by three steps interview
8) Giving occations to the students to ask any difficulties or
problems
49
9) Asking the students some questions orally and student have to

aswer orally about the theme
10) Giving post teaching
g. Observations
According to Sutrisno Hadi (1986) observation is a
complex process, the process that is arranged from many biologies
and psicologies process.(sugiyono, 2010: 203).
Observations is
sientific method, that can be systematically used to observe and

note the phenomena investigated. ( Hadi, 1995: 136). The
researcher plans in observation is flexible to write something that
happened in the classroom.
h. Reflection
The writers reflection is done by discussing with her
collaborator. Note of the lack, incompatibility between action and
scenario or difference response of students that axpected. They are
analisys of the observation, identifications of the problem and find
out the alternative decision of problem solving. Then the next cycle
can be decide or designned.
4. Technique of Collecthing Data
In this study the writer used oral test, observation, and
documentations in collecting the data. Oral tests are used to know
50
the precentage of the speaking ability. The writer used observations

done with her collaborator. The observation is to know the
situations of the teaching learning processes when the method is
applied. It is very important in this case, not only to know thier
own feelings but also to know how they think about their teacher.
The writer also used documentation to find out data about variables
is notes such as transcipt book and the history book of SMK
INFIRMATIKA NU Ungaran. This method is used as a technique
to know the conditions of the teacher, staffs, students, and location
of the school. The source of these data is textbook or other
supporting book in SMK INFIRMATIKA NU Ungaran.
5. Technique of Data Analysis
After colllecting the data, the next step of the study was analyzing
the data. The data were the result of test from observation the student
activities and interest before and after teaching and the result of oral test.
In analyzing the test scores, a statistical technique is used to find out the
mean score of students. The second technique is counting the percentage
of the students speaking ability through practice dialogue. From the
observation sheets, the students behavior during the action is analyzed.
51
The oral test, the writer used assessment scale for oral ability.
TABLE I.I
THE ASSASSMENT OF ORAL ABILITY
Score
Description
60
The students is almost unintelligible, use words wrongly and

shows no sign of any grammatical understanding
65
The students is able to transmit anly basic ideas using individual

words rather than phrase or fuller pattern of discourse. Speech is
very hesitant and the pronounciation makes intelligibility difficult.
70
The student transmit basic ideas in
a fairly stilted way.
Pronounciation is sometimes problematic and there are examples

of grammatical, lexical misuse and gaps which is impede
communication on occasion.
75
The student transmit ideas moderately clearly. Speech is some

what hesitant and there are frequent lapses in grammar and
vocabulary use. Nevertheles, the student
52
makes him/herself
understood
80
The student is inteligible, understad nearly everything at normal

speed, although occational repetition may be necessary
85
The student speaks at a comfortable speed with only an occational

pause on upset. There are some problem of grammatical accuracy
and some words are inapropriate used.
90
The student speaks fairly fluentle, showing and ability to

commmunicate ideas with not too much trouble. Occasionally
makes grammatical and/or word order errors which do not,
however,obscure meaning.
95
The student speaks fluently with few obviouse mistake an a wide

variety of lexis and expression. Pronounsiation is almost always
intelligible, and there is littke dificulty in communicsthing ideas.
100
The student has few traces of forreign accnt,meke few noticeable

errors of grammar or word order, use of vocabulary is virtually
thet of native speaker. He speaks quikly wuth few hesitations and
appears to understand everuthing without difficulty.
In additon the writer made the criteria of studentss speaking ability

rate grouped into four categories, they are :
53
e. Excellent
= 91 100
f. Very good
= 81 90
g. Good
= 71 -80
h. Fair
= 60 70
To analyzed the data of research, the writer uses two formulas.

They are :
c. Mean score
Explanation
= the sum of test
d. Percentage score
Explanation
P = Precentage
F = frequency
54
100%
N = number of group
C. General Situation Of SMK INFORMATIKA NU Ungaran
1. The history of SMK NU Ungaran

SMK NU Ungaran was established on May 19, 2003 by
Ulama NU Semarang. That was led by KH Abdul Wahab
(Kauman-Ungaran). The outhers founder of SMK NU Ungaran
who keep out of Semarang District is Shohibul Karomah wal
Fadhilah KH Ahmad Abdul Haq (Watucongol-Muntilan). As for
the location SMK NU Ungaran is just below the foot of the
Ungaran mountain that
cool and comfortable, exactly in JL.
Kaligarang No. 9 Ungaran.

In the first year SMK NU Ungaran accept around 72
students from the entire district of Semarang, and the seventh year
(2010/2011) the number of students of SMK NU Ungaran nearly
1000 students, who come from areas in West Java and East Java.
Students from outside the District of Semarang, predominantly
study at boarding school around SMK NU Ungaran.
First time SMK NU Ungaran only have one skill program
(specifically) the Computer Engineering and Networks for the
Information Technology and Communication Skills. Than in 2008
opened Multimedia expertise program. With focusing on one area
of expertise in Information and Communication Technology, SMK
55
NU Ungaran wish that when student want to
learning about
computer technology and computer networks, they just go to SMK

NU Ungaran.
Flagship programs in vocational NU
Ungaran in
the
Productive Sector is (1) Assembling PC, (2) Programming Open

Source, and (3) Web Design. The other is the flagship program of
Japanese and English Corner. Japanese are directed, in order to
student have provision when they are apprenticed at companies
in Japan, in this case SMK NU Ungaran been working with
Manpower of Central Java Province. English Corner is directed to
students to become "familiar" with the English language, especially
conversation.
In the first year of graduation (2005/2006), SMK NU
Ungaran success to graduated 100% of student. And it is also
sustained by the performance was ranked the second best
Semarang regency level.
SMK NU Ungaran up to seven years, since it was founded
on a mission to deliver a reliable learners in the field of
Information and Communication Technology skills through the
Skills Programme Engineering Computer Network and Multimedia
, besides that it also led learners to understand Islamic Education in
accordance with Islamic education Ahlu Sunnah Wal Jama'ah.
56
SMK NU Ungaran is complated by hot spot area, and

supported by trained teachers who are certified (assessor) national
level. With the concept of
Profesional Education Based on
Religion And Live Skill, SMK NU Ungaran will help people who
wish
to
understand
the
Information
and
Communication
Technology as well as possible.

In addition, to hone the talents (talent) learners in the field
of Engineering Computer Networking and Multimedia package of
skills are required to attend courses student outside school hours
which includes Graphic Design, WEB Design , Systems
Programming, Maintenance Systems and Computer Networks .
Tabel 1.1
TEACHER AND OFFICIAL DATA OF SMK NU UNGARAN
2011/2012
NO
1
2
3
4
5
6
NAME
H. Ahmad Hanik,
S.Ag., M.Pd.
Maskuri, S.Pd.
Budi Setiarjo, S.Pd.
Muhamad Ulil
Rohman, S.Pd.
Lagiyono, S.Ag.
Mujeri, S.Pd.
FIELD STUDY
Social sciences
Ellectrical engineering
Mathematics
English
Islamic Education
Indonesian
57
ADDITIONAL
DUTIES
Principle
Waka curikulum
Waka student
Waka Sarpras
Class guardian
Class guardian
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Ika Kurniawati, S.Pd.

Wiwin Ariyanti, S.Pd.
Dyan Nuryahya,
S.Kom
Djarot Nugroho,
S.Si., M.Kom
Erti Santriyani
Amawati, S.Pd.
Muslikun, S.Pd.
Andi Siswadi, S.Kom
Rezky Kurniawan
Leksono Adi, S.Kom
Latif Anshori, S.Pd.
Nur Suciati, S.Pd.
Riko Kurniawan,
S.Pd.
Adhistya Nurhartanti,
S.Psi.
Drs. Budi Purwanto,
M.Pd.
Alit Kusno Widodo,
S.Kom
Zumroni, S.Ag.
Mugiwati, S.Pd.
Suharto, S.Pd.
Fahuri, S.Pd.
Budi Sujiwa, S.Pd.
Vina Yunitasari,
A.Md.
Zaenal Muttaqin,
S.Ag.
Nining Purwanti,
S.Pd.
Puji Winarti, S.Pd.
Eva Risky Paramita,
S.Pd.
Kuswiyono, S.Kom
Umi Marfu'atin,
S.Pd.I
Nur Warsito, S.Pd.
Muhtar Hanafi
Hasbi Iskandar, S.Pd.
Dwi Agus Widyarto,
Chemical
Physics
Make repairs and resetting PC System
Mathematics
Civics
Perform repairs and
maintenance periferial
Mem-Beck-up and
restore software
Indonesian
Mathematics
Sport
Class guardian
Class guardian
The head of TKJ
study program.
The head of MM
program study
Class guardian
Waka Humas
Chairman BKK
Class guardian
Class guardian
Class guardian
Class guardian
Guidance and
Counselling
Guidance and
Counselling
Operate Visual Effects
Software
Manners
Entrepreneurship
Arts and Culture
Civics
English
Japaness
Class guardian
Class guardian
Class guardian
Teacher mapel
Class guardian
Class guardian
Class guardian
Teacher mapel
Class guardian
Ke-NU-an
Teacher mapel
Indonesian
Class guardian
Natural sciences
Class guardian
English
Class guardian
Desaian Graphic
Class guardian
Arabic
Class guardian
Matematic
Class guardian
Teacher mapel
Class guardian
Class guardian
Physics
Sport
58
37
38
39
40
41
42
43
44
S.Pd.
Muh. Abdurrohman
Hafidz, S.Pd.I
Achmad Sholahudin
Irianto, S.Kom
Ratih Budi Nurani,
S.Pd.
Sri Wahyuni, S.Pd.
Harizka Erlifiana,
S.Pd.
Muhamad Choirudin,
S.Pd.
Siti Nur Asiyah,
S.Pd.I
Jaenal Mukodir,
S.Pd.I
Ke-NU-an
Productive
Java Language and
Literature Education
Javaness
2
3
4
5
6
7
8
9
10
11
12
Teacher mapel
Teacher mapel
Class guardian
Teacher mapel
English
Arts Education
Teacher mapel
Teacher mapel
Fiqh
Teacher mapel
Arabic
ADDITIONAL
DUTIES
NO NAME
1
Teacher mapel
Sony Widyatmoko, S.Pd.

Wachid Setyadji, S.H.
Nuryanto
Nur Aliyah, A.Md.
Muhamad Ansori
Ihwanudin
Niam Masykuri
Muhamad Syarifudin MR., A.Md.
Rusman
Sujinah
Agus Mustofa
Afif Nasihudin
59
Head of
Administration
BP Staff
Administrative
Staff
Administrative
Staff
Administrative
Staff
Head of Unit
MRIT
Librarian
Messenger
Cleaning Service
Security guard /
guard
Gardener
Tabel 1.2
The absent list of X8 class
: X.8
class
Department : Multimedia
Class
: Muslikun, S.Pd.
guardian
No
NIS
5146
Adi Nour Pratama
5157
Andika Novi Irfani
5162
Ayu Melinda Silvia
5163
Ayuk Emilia Susanti
5171
Devi Febriyanti
5176
Diah Permata Sari
5178
Dinda Ayu Lestari
5184
Erwin Sinaga
5186
Fajar Maulana
10
5188
Fifit Ariyanto
11
5192
Gita Asrinda
12
5193
Haqi Mubaraq
13
5196
Herwanto
14
5199
Ilham mustaqim
15
5200
Ina Fajarwati
16
5205
Jihan Wijanarko
17
5207
Komsatun
18
5209
Lanang Virgiawan
19
5212
Lovy Abdulah Makuros
20
4858
Muhamad Afham Ulummi
21
5227
Mundiyatun
22
5233
Nova Novita Sari
23
5235
Nurlia Al Maskati
Name
60
24
5238
Nurul Faizal
25
5243
Prabowo Saputra
26
5244
Pradika Aji Widi A
27
5245
Prisma Soliana Dewi
28
5250
Putriani Rikak Syah Kumariyah
29
5252
Rahmat Bagus Dwi Kusuma
30
5254
Regita Budiati Ningtyas
31
5259
Rika Fadilah
32
5273
Septiana Kundarwanto
33
34
35
36
5274
5280
4904
5281
Septyaningrum
37
5283
Ulil Albab
38
5287
Yonisa Ovie Savitri
Syahnatul Hana Maisyaroh
Tri Ade Ali Adi

Tri Wahyu Nugroho Aji Saputro
39
40
Boy
19
girl
19
Numbers
38
61
ORGANITATIOM STRUKTURE OF
SMK INFORMATIKA NU UNGARAN
CHAIRMAN OF THE
FOUNDATION
H. Mastur Irfan, BA
HEADMASTER
CHAIRMAN OF THE COMMITEE
H. Ahmad Hanik, S.Ag.,

M.Pd.
Drs. H. Abdul Choliq Rifai
THE HEAD OF ADMINISTRATION

WAKA. CURICULUM
WAKA. Students
affairs
Maskuri, S.Pd.
WAKA. SARPRAS
WAKA. HUBIN
Budi Sujiwa, S.Pd.
M. Ulil Rohman, S.Pd.

Ka. TKJ manajement
Dyan Nuryahya, S.Kom
GUIDENCE COUNCELING
CLASS
GUARDIAN
Andi Siswadi, S.Kom
TEACHER
COMPUTER UNIT
ka. MM management
STUDENTS
Ihwanudin
Djarot Nugroho, S.Si., M.Kom
ORGANITATION STRUKTURE OF
SMK INFORMATIKA NU UNGARAN
CHAIRMAN OF THE
FOUNDATION
H. Mastur Irfan, BA
HEADMASTER
CHAIRMAN OF THE COMMITEE
H. Ahmad Hanik, S.Ag.,

M.Pd.
Drs. H. Abdul Choliq Rifai
THE HEAD OF ADMINISTRATION

WAKA. CURICULUM
WAKA. Students
affairs
Maskuri, S.Pd.
WAKA. SARPRAS
WAKA. HUBIN
Budi Sujiwa, S.Pd.
M. Ulil Rohman, S.Pd.

Ka. TKJ manajement
Dyan Nuryahya, S.Kom
GUIDENCE COUNCELING
TEACHER
CLASS
GUARDIAN
Andi Siswadi, S.Kom
COMPUTER UNIT
ka. MM management
STUDENTS
Ihwanudin
Djarot Nugroho, S.Si., M.Kom
62
CHAPTER IV
THE IMPLEMENTATION OF RESEARCH
In this implementation, the researcher has arranged three cycles. The
steps are: planning, acting, observing, and reflecting.
A. Cycle 1
1. Planning
14) Preparing streets for classroom observation (to know the
15) Preparing a test ( to know whether studentsng improve or not)
2. Implementation
The researcher and collaborator did research on 13
th
october 2012 at 09. 45 am in X technic informatika 8. The class

atmosphere was too crowded and disorganized. It was because
they got English lesson in the last minute. So they were tired. This
63
was a challenge for researcher and collaborator to face this

situation. Next, the researcher introduced their self and explain
what their purpose being in SMK NU Ungaran.
Teacher
: assalamualaikum Wr. Wb
Students
: waalaikum salam Wr. Wb
Teacher
: morning class, how are you today?
Students
: morning sir, fine thank you. How about you?
Teacher
:l am fine too thank you
Jangan heran kenapa hari ini saya membawa asisten, ya karna hari
ini dan beberapa minggu kedepan, kelas ini akan menjadi kelas
yang spesial karna kelas ini akan menjadi subject penelitian
Students
Teacher
: wah keren dong pak?

: ya karna kelas kalian adalah kelas yang
istimewa.
Jangan
bangga
dulu,
istemewa
bandelnya maksutnya.(ya becouse this is spesial

class, dont be proud. I mean super naugthy)
Students
:huuuuu , pak anas ini buka rahasia didepan

umum,,(huum Mr Anas, dont open our secret to the
public)
64
Teacher
: saya itu kan guru yang apa adanya tow, la

kenyataannya gitu kok, kalau saya bilang kelas ini
pendiam ya fitnah jadinya. Sudah sudah
ngelawaknya. Jadi kalau dalam bahasa ingris itu
kan ada 4 skill yang harus dikuasai untuk bisa
dikatakan mahir. Dan yang akan diteliti pada
kesempatan ini adalah satu skill dari 4 yang ada.
Yaitu kemampuan kalian dalam berbicara bahasa
inggris, dengan menggunakan tehnik three steps
interview.(l am a plain teacher, that true,,ok
enough. In english subject like you know, there is 4
skill that has to master. And one skill who will
observe by researcher is the improvement of
speaking ability using three steps interview.)
Students
Teacher
: apa itu pak?(what is that sir.)

: coba mulai gunakan bahasa inggris. Karna yang
akan diteliti kan kemampuan berbicara kalian
dalam bahasa inggris. Biar nanti bagus bagus
hasilnya. Kalow hasile bangus kan saya ikut
bangga. Siapa gurunya? Itu low pak anas yang
ganteng. (try to use english ton speech or convers.
Becouse your speaking ability will be observed
here. If the result is good, l proud of you. Who is
65
the teacher? That Mr. Anas Maulana who are very

handsome.)
Students
: huuuu pak anas narsis
Teacher
: baik baik kita lanjutkan pelajaran.(ok ,lets

continue the lesson)
Jihan
: pak tadi tehnik three step interview itu apa to

pak?( what is the three steps interview technique sir)
Teacher
:ya pertanyaan yang bagus belum masuk materi

sudah bertanya, hee. Ya jihan kata peneliti yang
dibelakang itu, three step interview adalah tehnik
yang digunakan untuk membantu siswa dalam
berbicara
dalam
bahasa
inggris
secara
berkelompok. Seperti namanya Three yang artinya

3 , jadi nanti akan dibagi kelompok yang setiao
kelompok terdiri dari 3 orang dengan peran yang
berbeda, 1 sebagai interviewer atau penanya, 2
sebagai interviewee atau yang ditanya dan yang
terhir sebagai reporter yang melaporkan hasil
dialog dua teman yang lain tadi. Understand? yeah
good question was asked not signed material, hee.
Yes Jihan said the researchers behind it, three step
interview is a technique used to help students to
66
speak in English in groups. As the name Three

which means 3, so it will be divided into groups
the teach
group consisted of three people with
different roles, one as an interviewer or questioner,

2 as an interviewee or that were and are third as a
reporter who reported the results of dialogue are
two other friends had . Understand?
Students
: ten sir!!
Teacher
: kalian faham? Kok malah ten, understand

artinya faham.(do you understand?not ten, do you
understand)
Students
: oke sir , understand
Teacher
: baik kita mulai materi pada hari ini (ok lets begin
our lesson today)

Students
: katanya dibagi kelompok pak? (sorry sir, you say

that we will devide into several groups)
Teacher
: ya setelah saya sampaikan materinya baru saya

akan bagi kalian menjadi kelompok kelompok(yes
after l have converted the material, you will devide
into groups)
Students
: ok ok sir
67
Teacher
: baik, sebelumnya saya mau bertanya kalau pagi

siapa yang suka minum susu?(before continue the
lesson l wanna to ask you, who are like drink a
milk?)
Students
: susu kambing atou susu sapi pak?( The milk of

goat or cow sir)
Teacher
:susu kuda(horse milk)
Students
: haha ASI pak, air susu ibu( mothers milk sir)
Teacher
: sudah sudah srius dulu ini nanti kalian tidak

faham. Dengarkan fajar dulu. Apakah kamu minum
susu tiap
pagi?(enough, serious please, do you
drink milk every morning?)

Fajar
: tidak setiap pagi pak minum susunya, tapi

kadang2(not every morning sir,drinking milk, but
some time)
Teacher
: tapi setiap ap?(every what?)
Fajar
:setiap pagi pak, tapi kadang susu, kadang teh,

atou kopi kalau beruntung, nek tidak beruntung ya
cukup air putih saja pak. Hee (every morning sir,but
somrtime,milk,tea and coffee, if unlucky l just a
water)
68
Teacher
: wah super sekali kamu fajar pagi pagi sarapan

kopi(wow, how great you are fajar, in the morning
got breakfast coffee)
Fajar
: sometime sir
Teacher
:ok ok. Do you give some sugar ? when you make
tea, milk or coffee

Pipit
wah ya kopi pahit to pak kalau nggak pake
gula(the bitter coffee sir)

Teacher
:ya siapa tahu dia hobi yang pahit2. Ya hari ini kita
akan belajar tentang some and any. Yang artinya
beberapa( may be he has hobby, drinking botter
coffee)
Students
: ohhh
Then the teacher give explanation about some and any to

the students. The teacher also give example about the use of some
and any in the short convertation. After finished describing the use
of somer and any . thab teacher divide class into several group that
each group consist of 3 students.
Teacher ask students to make a short concertation that
applicated some and any in the dialog. With prosedur three steps
69
interview. One be an interviewer, second be an interviewee and the

last be a reporter, who is report what are the two friends convers.
The teacher strike 15 minuts to the students to make short
conversation. Then they present the dialog in front of class. In this
situation the reseacher observe and analysis the students
improvement then make reflection to be better next meeting. and
grading the students speaking skill.
Teacher : ok the first group please present your dialog in fron of
class.
Afham : ok we are from the first gruop will present our dialog. Me
as interviewer, Fifit as interviewee, and Fajar as reporter.
Afham : hello fit, where are you will go in the rest time ?
Fifit
: l wanna go to the library
Afham : what for you go to the library?

Fifit
: l will borrow some books, to finished Mr, Anas task
Afahm : oh how dilligent you are

Fifit
: how about you, where are you will go?
Afham : l wanna go to the canteen, l am very hungry

Fifit
: could you help me to buy some candies?

70
Afham : emmm, l think the canteen is not sell any kinds of candies
Fifit
: really? Ok no problem
Afham : ok l am sorry
Fajar
: this is about afham and fifit dialog. They convers about

they activities in the rest time. Afham will go to the canteen
to buy some food and fifit will go to the library to borrow
some books that will be reference to finish the Mr anass
task.
Teacher :yeah, that good guys. You applu some and any in your
convertation. Ok the next group please.
After all the groups finished presenting their dialogue in the
classroom. Teacher gives back the test is to determine invent
posttest increase students' understanding of the material after
learned using the three-step interview.
Teacher
: l think enough,. lets close our meeting by saying

hamdallah together
Students
: alhamdulullahirrabil alamiin.
Teacher
: wassalamualaikum wr.wb
Students
: waalaikumsalam wr.wb
3. Observation
71
In the first cycle few students looked spirit full to follow

teaching learning process. This is because the using of three step
interview tehnique, that lead students to be active in speaking,with
play they role as interviewer, interviewee and reporter. but, there
were more students who were not active becouse they are not
interest yet. On the conveying the discussions result in front of
class, students still did not have high confidences so they were so
shy and afraid if they did mistake on their pronunciations because
they lack of vocabulary also the using of grammar. Some students
are ask to teacher about the meaning of several words who is not
known.
a. Score oral test
Tabel 4.3
The result of oral test
No
Nama
Oral 1
1.
Adi Nour Pratama
60
2.
Andika Novi Irfani
75
3.
Ayu Melinda Silvia
60
4.
Ayuk Emilia Susanti
60
5.
Devi Vebriyanti
60
72
6.
Diah Permatasari
65
7.
Dinda Ayu Lestari
75
8.
Erwin Sinaga
60
9.
Fajar Maulana
65
10.
Fifit Ariyanto
70
11.
Gita Asrinda
60
12.
Haqi Mubarok
60
13.
Herwanto
65
14.
Ilham Mustaqim
65
15.
Ina Fajarwati
60
16.
Jihan Wijanarko
65
17.
Komsatun
60
18.
Lanang Virjiawan
19.
Lovi Abdullah Makuros
20.
M. Afham Ulumi
75
21.
Mundiyatun
70
73
22.
Nova Novita Sari
60
23.
Nurlia Almaskati
70
24.
Nurul Faizah
60
25.
Prabowo Saputra
60
26.
Pradika Aji Widi . A
65
27.
Prisma Soliana Dewi
65
28.
Putriani
Rikak
Syah 65
Kumaiyah
29.
60
30.
Regita Budiayi Ningtias
31.
Rika Fadila
65
32.
70
33.
Septianingrum
60
34.
60
35.
Tri Adi Ali Adi
60
36.
Tri Wahyu Nugroho A S
65
37.
Ulul Albab
65
74
38.
60
Yonisa Ovie Savitri
Total score
M=
2375
M =2375
38
M = 62.50
Explanation :
x = the sum of test
=
100%
Explanation
P = Precentage
F = frequency
N = number of group
Fair
P= 32 x 100% =84,21%
38
Good
P= 3 x 100% =7,89%
38
75
Very good
P= 0 x 100% =0 %
38
Excellent
P= 0 x 100% =0 %
38
b. The students interest

Tabel 4.4
The students interest to the lesson
Cycle. 1
No.
Expression
Scale
always Often Rare never
1.
Students are happy to follow this lesson
2.
Students are disadvantage, if they not

follow this lesson
3.
Students believe this lesson are useful
4.
Students try to collect the task o time
5.
Students try to understant this lesson
6.
Students ask to the teacher if they didnt

undestant
7.
Students do their homework
8.
Students discuss the material with friends
9.
Students try to own the book
10.
Students try to look for the material in the

library
V
V
76
4. Reflection
After analyzing the result of the 1st cycle, the researcher and her
collaborator conclude that the teacher should be more creative in attracting
the attention of the students so that students could focus and interest in the
teaching learning process. Teacher also more aktive to invite student to
speak and make the learning proces more comunicative.give more
opportunities to the students to explain their argument so that it can give
feed back to students to be active in speaking. The example af dialog who
are given by teacher make student lazy to improve they ide, they tend to
make same dialog with change the object with others. For the next cycle,
with less of vocabularies, the teacher should ask to student to bring they
dictionary, so they more be autonomous to inrich they vocabulary.
Reflected on cycle 1, that the example who is given by teacher make
students be plagiarism, so to the next cycle teacher give explanation and
not need give sample ao dialog. To make students creative in sharing their
ide.
B. Cycle 2
1. Planning
a. Preparing materials, making lesson plan, and designing the
77
b. Preparing list of studentsname and scoring

c. Preparing teaching-aids
d. Preparing streets for classroom observation (to know the
e. Preparing a test ( to know whether studentsng improve or not)
2. The Implementation of action
On saturday, october 20 th 2012 researcher entered the class
with the collaborator at 09.45 am. Teacher usually starts the
meeting by greeting and asking students condition.
Teacher
:assalamualaikum Wr. Wb
Students
:waalaikum salam Wr. Wb
Teacher
: are you ok today?
Students
:yes sir, always fine
Teacher
: good , becouse akaltu salim fi jismi salim
Students
: apa artinya pak? (what the meaning sir)
78
Teacher
: akal yang sehat terdapat dalam jiwa yang sehat.(if

your body is good, your mind will good too. But if
not so good, it could be not so good.)
Students
: oh ya pak sepakat(ok sir. Agree)
Teacher
: ok lets start our meeting by sayying basamalah

together
All
:bismillah hirrahman nirrohim
Teacher
: ok before we continue our lesson l will call you, l

will call you firts before God had called you
Some student laugh with the teacher statement

Afham
: apa itu pak artinya?( what is sir?)
Teacher
: pantes kamu diam saja rupanya tidak faham tow,

saya akan memanggil kalian sebelum tuhan yang
memanggil mu.( oohh you not understand what l
mean?l will call you before God had called you)
Afham
: oh yes sir understand
Teacher
: ok, today we will study about WH question, how

to use it, do you know what are WH question?
Students
: what, when,where, which, why, and how sir
79
Teacher
: excellent,
WH Question adalah pertanyaan yang menanyakan
informasi dengan menggunakan Question Words
(kata tanya). Sering disebut dengan Wh-question
karena semua kata tanya diawali dengan Wh-,
kecuali How. Yang termasuk Question Words (QW)
adalah: What, Who, Whom, Whose, Why, Where,
When, Which dan How.( WH question is is question
that use to ask information using Word question.
They are what, Who, Whom, Why, Where, When,
Which, Whose, Where and How.)
The teacher explain about WH question and then ask to students to

make Question with applicate WH question in fron of class.
Teacher
: first is what, what is use to ask for information

about something, or asking for repetition or
confirmation,
Students
: berarti tanya apa aja bisa pake what pak?(it
means we can used What to ask everyting sir?)

Teacher
: yes information about someting, like; hobby,

professi, favorit fruits, etc
80
For example : what is your hobby?

What your favorit drink?
Mundi
: yes sir , faham(yes sir, understand)
Teacher
: we continue with ,where. Where is use to ask in or

at what place or position. For example ; where do
you live ?,
Then when, when is use to ask about time, for
example; When did he leave?
After when , which. Use to ask about choice, then who,

Dinda
: contohnya which gimana pak?(the which

example sir)
Teacher
: oh ya, misalnya kamu ingin menanyakan warna

apa yang kamu suka yang dalam hal ini ada 2
warna yang ditanyakan,Which colour do you
want?(for examples, you want to ask some one
what colour they like, in this case they were 2
different colour. You can used which one do you
like?)
Jihan
: ok pak, paham. Lanjut..(understand sir)
81
Teacher
:yea,,who, is use to ask what or which person or

people (subject), for example ; Who opened the
door?
Then is whom, this used to asking what or which
person or people (object), the exanple is Whom did
you see?.
Next is whose , used to ask about ownership
The last W is Why . use to ask for reason, asking
what...for
Teacher
: ok do you understand?
Students
: yes sir
Dika
: loh pak H nya belum,(how about H sir?)
Teacher
: ya sabar tow, kan baru koma belum titik. Yang W

dulu
kalian
sudah
paham
belum,baru
saya
lanjutkan yang H,(yes be patient, we finish about W

firts, if all of you was understand about W we
continue with H)
Fifit
: halah pak anas ini jago ngeles?(you are so smart
to make reasons)
82
Teacher
: oke we continue the use of how. How is used to

ask about manner, or asking about condition or
quality
Teacher
: any question so far?
Mundi
: la kalo ada yang pake what for itu pak?masuk

kategori what atau why pak.(what for sir, include in
what categories or why ,in using)
Teacher
: it has same fuction with why. ok
Students
: oh yes sir
Teacher
: any other question?
Students
: no
Teacher
: ok now like last week , l ask you to sit down with

your group and the task is same, try to make a short
conversation that applicate WH question.
The teacher give 15 minuts to the students to make short
conversation. Then they present the dialog in front of class. In

this situation the reseacher observe and analysis the students
improvement then make reflection to be better next meeting. and
grading the students speaking skill.
83
Teacher : ok this time to present your dialog, star from your group
Ilham
Ilham : my group sir, but we are the last group sir
Teacher : yes your group,please,,
Ilham : hey l am ilham, what is your name?
Jihan : hey, l am jihan
Ilham : where are you come from, jihan?
Jihan : l come from prabumulih , pelembang. But now l lived in
kalingga Ungaran.
Ilham : emmmm, palembang so far from here. Which one do you
like to lived, palembang or ungaran?
Jihan : l prefer to live in palembang than ungaran.but becouse l
have to finish my study in Ungaran , so l have to enjoy it.
Ilham : oh nice to know you
Jihan : nice to know you too
Wawan : this about ilham and jihan dialog. Ilham is not know each
other yet. so ilahm want to know about jihan. The
ilhams friend is jihan, he come from palembang, but he
lived in ungaran becouse he study in SMK NU Ungaran
84
Teacher : that great, the next group please, your group, Ayu.
Ayu
: ok in this dialog l am as interviewer, diah as interviewee,

and dinda as reporter.
Ayu
: hello diah, what are you doing?
Diah
: l am reading a tabloit
Ayu
: oh. What topik the tabloit about?
Diah
: oh many reading here, but l am reading how to make a
guava juice.
Ayu
: amazing, how to make it?
Diah
: yea, we need two guavas , a glass of water, and some
sugar or syrup
Ayu
: which one is better, used sugar or syrup?
Diah
: it depend on your teste. Which one do you like.
Ayu
: oh thank you
Diah
: you are welcome
Dinda : this report of diah nad ayu dialog. Ayu is reading

tabloit,about how to make guava juice. To make guava juice we need some
guava, a glass of water, and some sugar or syrup.
85
All of group has finished publish their dialog in front of

class.
Teacher
: ok class,l think enough for this meeting, thank

you for your attention. lets close our meeting by
saying hamdallah together
Students
Teacher
Students
3. Observation
In this cycle, cycle 2 teachers still use same technique like
last week that is three steps interview. In this cycle a half of
students in the class are interest to the lesson. They more antuciate
to follow the lesson using three steps interview. The activities
begin with giving pre test to measure student comprehension about
material presented. Students seem enthusiastic in celebrates
teaching and learning activities. After completed the pre test,
teacher feed back to the material that has been studied previously,
with giving questions to students. There are some students who can
answer the questions from the teacher, but also there is only
silence. After explaining the material, the teacher asked the
students to join his group each as did on saturday. And give same
86
task like last week,discus the material whis is convert by teacher

and make shoth conversation reted the material.
Becouse
that
time to applicate the technique. Most of the students are active,

without example for teacher they look creative to make dialog with
they pure idea. When present they dialog in front At cycle 2
students look more confidence in conveying their opinions.
a. Score of oral test

Tabel a.3
No
Nama
Oral 2
1.
Adi Nour Pratama
65
2.
Andika Novi Irfani
80
3.
Ayu Melinda Silvia
75
4.
Ayuk Emilia Susanti
70
5.
Devi Vebriyanti
70
6.
Diah Permatasari
75
7.
Dinda Ayu Lestari
80
8.
Erwin Sinaga
65
87
9.
Fajar Maulana
70
10.
Fifit Ariyanto
75
11.
Gita Asrinda
12.
Haqi Mubarok
75
13.
Herwanto
70
14.
Ilham Mustaqim
75
15.
Ina Fajarwati
70
16.
Jihan Wijanarko
75
17.
Komsatun
65
18.
Lanang Virjiawan
19.
20.
M. Afham Ulumi
80
21.
Mundiyatun
80
22.
Nova Novita Sari
65
23.
Nurlia Almaskati
75
24.
Nurul Faizah
65
88
25.
Prabowo Saputra
70
26.
75
27.
Prisma Soliana Dewi
70
28.
Putriani
Rikak
Syah 75
Kumaiyah
29.
65
30.
70
31.
Rika Fadila
75
32.
75
33.
Septianingrum
70
34.
65
35.
Tri Adi Ali Adi
65
36.
70
37.
Ulul Albab
75
38.
Yonisa Ovie Savitri
65
Total score
2560
M=
89
M =2560
38
M = 67.36
Explanation :
x = the sum of test
=
100%
Explanation
P = Precentage
F = frequency
N = number of group
Fair
P= 19 x 100% =50%
38
Good
P= 16 x 100% =42,10%
38
Very good
P= 0 x 100% =0 %
38
Excellent
P= 0 x 100% =0 %
38
90
Tabel b.4
Cycle. II
No.
Expression
Scale
1.
2.

follow this lesson
3.
4.
5.
6.

undestant
7.
8.
9.
10.

library
V
V
V
V
4. Reflection
After analyzing the result of cycle 2, the researcher concludes that
using three steps interview tehnique can improve students speaking
skill, because in this class students must speak up even though they
sometimes find some difficulties. Giving enough opportunity to
91
students can actively encourage students to be creative in making

convertation and speak to their friend in the group. The role who
are given to each student help them to be responsible, not only to
group but olso to themself,becouse they have different role in the
group. In cycle 2 students look more confident, they do not feel
ashamed while committing several errors. From analyze above we
can see that there is an increased understanding of the material and
quality of speaking students when compared with the cycle 1; In
the next cycle, the researcher would use the same technique..
C. Cycle 3
1. Planning
a. Preparing materials, making lesson plan, and designing the
b. Preparing list of studentsname and scoring
c. Preparing teaching-aids
d. Preparing streets for classroom observation (to know the
92
e. Preparing a test ( to know whether studentsng improve or not)
2. The implementation of action

Saturday, october 27th, at 09.45. still same with two week
ago. Becouse this class got english class four hour a week and it
placed in one day at Saturday 09.45 12.30. The researcher and
collaborator entered the classroom. A class rowdy enough
because it the last hour so students have felt tired. But every mr
anas come to they class, they can refresh their brain quikly.
Becouse their english teacher so grafity. Like the last meeting .
the teacher open the class with gretting and asking the condition.
Teacher
: assalamualaikum wr.wb
Students
Teacher
: good afternoon every body
Students
: good afternoon mom
Teacher
: how are you today?
Students
: Im fine, thank you. How are you?
Teacher
: Im fine too thank you. Who is absent today?
Fifit : lanang and abdullah sir

Teacher
: why for three meeting they always absent? Any
one know it?

93
: i dont know sir, becouse they not sent a letter of
Wawan
information
Teacher
: Ok fine, Im really happy because I can meet you

again but why you look not too spirit full today?
Afham
: I am tired sir, yeahh the last subject in last time.
Teacher
:how pity you are. Ok now to disappear your sleepy

and hungry,we will study about adjective, do you
know adjective?
Ulil
: kata sifat sir(adjective sir)
Teacher
: let start our lesson. Adjective adalah kata yang

digunakan untuk menerangkan benda atau kata
ganti (prounoun). Dan penulisannya
diletakkan
dimuka kata benda.(adjective is word used to

explain thing of prounoun. And the writting is
located in front of noun.)
Contohnya: lazy boy (anak laki- laki yang malas)
Arrogant man (pria yang sombong)
After explaining at length about the adjective, the teacher

asks the students to come forward to answer questions. Before
94
they discuss with the group to make a short conversation that

applying "adjective" in conversation
Student conduct discussions (making conversation) for 15
minutes. teacher circulates to monitor students and help students
when experiencing difficultness .after completed the tasks that
make up a conversation, a group of students delivered results per
group in the classroom. Researchers recorded all submitted student
and do assessment )
Star from putris group
Putri
: hey ovie
Ovie
: hay putri what happen
Putri
: l wanna as you what do you think about afham
Ovie
: you means?
Putri
: yes what do you think about afham, is he a cute boy?
Ovie
: oh yea, l think afham is a smart boy, active and also
friendly. Why? Do you like him?

Putri
: oh no,,l just want to as your opinion.ok thank for your
opinion
Ovie
: ok you are welcome
95
Nurul : putri ask to ovie, what her opinion about afham.

According to ovie afham is smart boy,active and also friendly
All the group was present their dialog in front of class.
Teacher
: adakah yang belum maju kedepan untuk

mempraktekan dialognya ?(is there any group who
not convey their dialog?)
Students
:noting, finish sir
Teacher
: ok class thank for your attention today. Sebelum

saya tutup apa ada pertanyaan? (any qoestion
before we cloused the lesson)
Students
: no sir
Teacher
: ok class, thank you for your attention taday. lets

close our meeting by saying hamdallah together
Students
Teacher
Students
3. Observation
In cycle 3, the researchers still use same tehnique, like in the cycle
1 and cycle 2. Most of the students are interest to follow the lesson.
The full spirit are looked. At the beginning teacher recalled the lessons
that had previously been given. The teacher provides some questions
to the students. Some students answered the questions well and true.
96
There are some students who are less noticed especially in the corner.
After that the teacher provide pre test and his work well. Teachers
explain the material then collect student into group, like in cycle 1 and
2 Students are given the opportunity to convey the results of discussion
that is making dialog or short conversation.
a. Score of oral test
Tabel a. 5
No
Nama
Oral 3
1.
Adi Nour Pratama
75
2.
Andika Novi Irfani
85
3.
Ayu Melinda Silvia
75
4.
Ayuk Emilia Susanti
85
5.
Devi Vebriyanti
75
6.
Diah Permatasari
75
7.
Dinda Ayu Lestari
95
8.
Erwin Sinaga
70
9.
Fajar Maulana
75
97
10.
Fifit Ariyanto
95
11.
Gita Asrinda
75
12.
Haqi Mubarok
95
13.
Herwanto
85
14.
Ilham Mustaqim
75
15.
Ina Fajarwati
75
16.
Jihan Wijanarko
85
17.
Komsatun
80
18.
Lanang Virjiawan
19.
20.
M. Afham Ulumi
85
21.
Mundiyatun
95
22.
Nova Novita Sari
75
23.
Nurlia Almaskati
85
24.
Nurul Faizah
75
25.
Prabowo Saputra
75
98
26.
85
27.
Prisma Soliana Dewi
75
28.
Putriani
Rikak
Syah 85
Kumaiyah
29.
75
30.
70
31.
Rika Fadila
75
32.
85
33.
Septianingrum
95
34.
85
35.
Tri Adi Ali Adi
70
36.
90
37.
Ulul Albab
75
38.
Yonisa Ovie Savitri
75
Total score
2905
M=
M =2905
38
99
M = 76.44
Explanation :
x = the sum of test
=
100%
Explanation
P = Precentage
F = frequency
N = number of group
Fair
P= 3 x 100% =7.89%
38
Good
P= 17 x 100% =44.73%
38
Very good
P= 11 x 100% = 28.94%
38
Excellent
P= 5 x 100% =13.15 %
38
100
Tabel b. 6
Cycle. III
No.
Expression
scale
1.
2.

follow this lesson
3.
4.
5.
6.

undestant
7.
8.
9.
10.

library
V
V
V
V
V
V
4. Reflection
After analyzing the result of cycle 1, 2 and 3 the researchers
conclude that using three steps interview can improve students
speaking skill. Students do not feel constrained to convey their
101
ideas so that they feel more appreciated. Students become more

active and enjoy to talk in front of their teacher and friends.
102
CHAPTER V
CLOSURE
A.
Conclusion
Based on the theoretical review and the implementation of study, the
writer can draw the conclusion of this graduating paper as follows:

1. The distribution of students interest
can be seen from the
observation in research circles. In the fist cycle, students are not

care of the lesson but after using new tehniques - tree steps
interview, there is good respons from the students. It is noted that
in the first cycle 25% students are interested to the lesson. In the
cycle 2, 50 % students are interested and like to follow the lesson.
And in the last cycle more than 80% students are interest to follow
the lesson.
2. Based
on
the
teaching
learning
processes
and
in
the
implementation by using three steps interview tahnique,
the
students can increase their speaking ability though still, there are
grammatical errors. It can be seen by the increasing average of oral
test. In the first cycle, the mean of oral test is 62,50; then in the
cycle two 67,36; and in the cycle three 76,44. The presentage of
speaking ability ranging from the lowest to the highest is 7,89% (
Fair), 44,73% (Good), 28,94% (Very Good), and 13,15%
103
(Excellent). From the result of oral test and the presentage of

speaking ability, the writer concludes that generally students
speaking skill improves.
B. Suggestion
Based on the result of the study and conclusion regarding to teaching
speaking by using Three-Steps Interview the writer would like to
suggest as follows:
1. To the teachers
The teacher should be selective to choose the technique in
teaching learning process. They always have to appreciate the
students opinions, regardless of right or wrong and not
allowed to kill, reduce, or suppress the opinion of students.
Repeat sounds two or twine time. Never bored corrected the
wrong pronunciation, because this one of crucial percentage
especial in the speaking skill. Explain the non-understood
words. And be creative to make the class in good condition in
learning process, whatever that methods
or techniques.
Teacher also should encourage students to submit students

opinion freely.
2. To the students
Students should be active in learning-teaching processes. They
are not afraid to face English lesson. On the contrary, the
104
lesson should support student to get knowledge quickly and

feel easier to understand. Students have to pay attention to the
explanation of the teacher, try to response what the teachers
say and answer the question. Just try to always speak and
speak, though thre are a lot of grammatical errors. According to
Sollahudin, one of the difficulties in speaking as beginner is
never as complicated grammatical structures.
3. To the researcher
Hereby it is hoped that the result of the study makes the
English teachers use the appropriate teaching modes as the
three-steps interview on improving students speaking ability.
Based on that explanations the writer would like to suggest to
the other resechers that the result of the study can be used as
additional reference for further reserchers with the different
samples.
105
BIBLIOGRAPHY
Arikunto, Suharsini. Dkk, 2006. Penelitian tindakan kelas: Bumi aksara. Jakarta.
. 1980, prosedur penelitian. Jakarta: Rineka Cipta
Aqib, Zainal. 2006. Penelitian tindakan kelas. Bandung. Yrama Widya
Bailey, Kathelen M. & David Nunan. 2005. Practical English Language Teaching
Spaeaking. New York: Mc Graw Hill
Beyond Monet The Artful Science of Instructional Intelligence, Barrie Bennett /
Carol Rolheiser
Brown, H. Douglas.1980. principle of language teaching learning. New jersey:
Prentic Hall.
Dawes lyn. 2011. Creating a speaking and listening classroom. Canada. Rouledge
.
Elliot, john. 1991. Action reseaarch for educational change. Buckingham,
philadelpia: open univercity press.
Fauziati, Endang. 2002. Teaching of english as a foreign langguage (TEFL).
Surakarta: Muhammadiyah Univercity press.
Grugeon Elizabeth. 2005. Teaching speaking and listening in the primary school. .
London. David fulton.
Hadi, Sutrisno. 1995. Metidilogy research II. Yogyakarta: Andi Offset.
Halliday . M. A. K ,1985. Spoke and write language. Deakin univercity. Victoria
Hari Srinivas - hsrinivas@gdrc.org
Harmer, jeremy. 1998. How to teach english.
106
Harris, David P. 1969. Teaching english as a second language. United state of

America.: Mc Graw- hill book company.
Hutchinson and waters. 1987. English for pseasific purpose., A learning
Centered Approach. New York: cambridge univercity press.
Isjoni. 2009. Pembelajaran kooperatif : meningkatkan kecerdasan komunikasi
antar peserta didik. Pustaka pelajar. Yogyakarta.
Klipple, friederike. 1987. Keep talking: communicative fluency activities for
language teaching. Cambridge university: New york
Kukuh andarbeni, Tri. 2010. The use of Drills to improve the students speaking
ability ( classroom action research in the first grade of MTs NU salatiga in
the academic of 2009/2012. Unpublished thesis.
Nunan, David.1991. language teaching metodhologi. Practice hall: New york.
Prendiville francis and Nigel toye. 2007. Speaking and listening through drama, 711. Paul chapman.
Richards, jack C. 1994. Reflective teaching in second language class. Cambridge
univercity: New York
. 2001. Approch and method in language teaching. Cambrodge
univercity. New York.
Salahudin, 2008. Kiat kiat praktis belajar speaking. Diva press: Yogyakarta
Sugiyono. 2010. Metode penelitian pendidikan ;pendekatan
kuantitatif,kualitatif,dan R&D. Alfabeta. Bandung.
Suhadi. 2010. Cara cara intuk mendorong keaktifan siswa dalam pembelajaran.
Surakarta. Aliva alternative media.
Suparman,2001. Guided speaking: practiced guide to speak english. Uii press:
Yogjakarta.
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Syamsuddin dan damaianti. 2007. Metode penelitian pendidikan bahasa.

Bandung. PT Remaja Rosda Karya.
Woodward, Tessa.1988. planning lesson and course, Designing squences of work
for the language classroom. New york. Cambridge university press.
Suprijono, Agus,2009. Cooperatve learning teories aplikasi paikem. Pustaka
pelajar: Yogjakarta
108
CURRICULUM VITAE
Full name
: Arista Fitrianingrum
Nick Name
: Arista
Date of Birth : April 18, 1991

Address
: 1. Malabar Street. Suka Maju. Rimbo Ulu. Tebo . Jambi

2. Temu Kidul . jogoyasan. Ngablak. Magelang
Mobile Phone : 085 327 347 000

Faculty
: English Department
Education History: 1. TK Pertiwi graduated in 1996

2. SD N 156 Suka Maju Tebo Jambi graduated in 2002
3. MTs N Grabag Magelang graduated in 2005
4. SMA N 9 Tebo Jambi graduated in 2008
5. STAIN Salatiga graduated in 2013
Organization Experiannce :
1. Secretary of SENAT MAHASISWA in 2010/2011 period
2. Secretary of DEWAN MAHASISWA in 2011/2012 period
3. PMII komisariat Joko Tingkir Salatiga
4. PMII cabang kota Salatiga
Salatiga,
Arista Fitrianingrum
NIM. 113 08 129
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THE USE OF THREE STEPS INTERVIEW TECHNIQUE

TOWARDS STUDENTS SPEAKING ABILITY

This research analyzed the improvement of students speaking ability through

ATTENTIVE COUNCELOR NOTES ....................................................

STATEMENT OF CERTIFICATION ......................................................

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

B. The Statement of The Problems................................................

C. The Objective of Study .............................................................

D. The Significance of Study.........................................................

E. Definition of the Key Term ......................................................

F. Literature Review .....................................................................

H. Research Methodology .............................................................

I. The Outline of the Graduating Paper ........................................

CHAPTER II THEORITICAL FRAMEWORK

1. The Definition of Speaking ................................................

2. Teaching Speaking Skill ....................................................

3. The Principles for Teaching Speaking to Beginning Learner 26

1. The Definition of Language Learning ................................

3. Learning and Teaching Activities .......................................

C. THREE STEPS INTERVIEW ..................................................

1. The Definition of Three Steps Interview ............................

2. The Characteristic of Three Steps Interview ......................

3. Steps to Apply Three Steps Interview ................................

4. The Procedure OF Using Three Steps Interview ................

CHAPTER III RESEARCH METODOLOGY

B. The Methodology of the Research ............................................

C. General Situation of SMK INFORMATIKA NU Ungaran .....

CHAPTER IV THE IMPLEMENTATION OF THE RESEARCH

C. CYCLE III ................................................................................

A. The Backgroud of Study

decades of research and

Ideal communication and

in Indonesia or other countries.

Besides that, generally graduating from vocational school is tended to look

This technique will fasilitate students to develop their speaking

To what extent do three steps interview strategies interest students

in their learning processes?

To what extent do three steps interview strategies improve the

students speaking skill?

C. The Objective of Study

To know that three steps interview strategies interest students in

To know that three steps interview strategies improve the

D. The Significance of Study

According to C.J. Orwig;1991, speaking ability

productive skill in oral mode. It can also be defined as student's

two literature reviews from

has been done by Mutmainah with her

In second review, the writer analyzed the improvment of studentss

The research is located at SMK INFORMATIKA NU Ungaran

1) Preparing materials, making lesson plan, and designing the

and pshycological processes (Sugiyono, 2010: 203). Observation

The next cycle .......................

4. Technique of Collecthing Data

In this study the writer used oral test, observation, and

The students is almost unintelligible, use words wrongly and

The students is able to transmit anly basic ideas using individual

The students transmit basic ideas in

a fairly stilted way.

Pronounciation is sometimes problematic and there are examples

The students transmit ideas moderately clearly. Speech is some

The student is inteligible, understand nearly everything at normal

speed, although occational repetition may be necessary

The student speaks at a comfortable speed with only an occational

The students speak fairly fluent, showing an ability to