| dc.description.abstract | This classroom action research was intended to improve the tenth year
students’ speaking ability and to improve their active participation in the speaking
classes at SMA Plus Al Azhar Jember in the 2010/2011 academic year. Based on
the results of preliminary study through interview and observation, it was known
that the tenth year students still experienced difficulties in speaking skill. They
usually felt unconfident to speak. Moreover, the teacher explained that the
students’ participation in the learning process of speaking was quite low.
This classroom action research consisted of two cycles in which each cycle
covered the stages of planning of the action, implementation of the action,
classroom observation and reflection of the action. Then, each cycle was
conducted in two meetings, in which speaking ability test was conducted in the
third meeting. The data about the students’ speaking ability were collected
through speaking ability test. Observation was used to monitor the students’ active
participation in the teaching learning process by using Three Step Interview
technique.
From the results of classroom observation in Cycle 1, it was known that
there were 24 of 37 students (64.86%) who actively participated in the teaching
and learning process of speaking in the first meeting and there were 27 of 37
students (72.97%) who actively participated in the teaching and learning process
of speaking in the second meeting. It means that process evaluation has not
achieved the target requirement yet, namely at least 75% students participated in
the teaching learning process of reading. The results of the speaking ability test
showed that there were 25 out of 37 students (67.57%) got more score than 65. It
means that the results of reading comprehension test in Cycle 1 had not achieved the research target yet, that was, at least 75% of the students got score at least 65.
Therefore, the actions were continued to Cycle 2.
Based on the results of observation in the first meeting in cycle 2, there
were 31 out of 37 students (83.78%) who actively participated in the teaching
learning process of reading. In the second meeting, there were 33 out of 37
students (89.19%) who actively participated during the teaching learning process
of reading. Meanwhile, the percentage of the students’ speaking ability in Cycle 2
was 83.78%. There were 31 students of 37 students got the speaking ability scores
≥ 65. It means that the target requirement of 75% of the total students got scores at
least 65 had already been achieved. It means that both the students’ speaking
ability and the students’ active participation in the teaching learning process by
using Three Step Interview technique had fulfilled the research objectives.
Based on the results above, it could be concluded that the use of Three
Step Interview technique could improve the tenth year students’ speaking ability
and improve the students’ active participation in the teaching learning process of
speaking at SMA Plus Al-Azhar Jember in the 2010/2011 academic year. Then, it
is suggested to the English teacher to use Three Step Interview technique as one
of the alternative techniques in teaching speaking to improve the teaching quality
of speaking ability, the students’ speaking ability, and the students’ active
participation during the teaching and learning process of speaking. | en_US |
