THE USE OF THREE STEPS INTERVIEW TECHNIQUE TO IMPROVE

STUDENTS’ SPEAKING ABILITY OF THE FIRST YEAR STUDENTS AT

SMK NEGERI 1 PANGKEP
(A Pre-Experimental Research)

A Thesis

Submitted to the Faculty of Teacher Training and Education Makassar

Muhammadiyah University in Part Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan

NIRMALA ASHARI. AS
10535555013

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2018

1
 ABSTRACT

NIRMALA ASHARI AS, 2017. The Use of Three Steps Interview Technique
to Improve Students’ Speaking Ability of the First Year Students at SMK
Negeri 1 Pangkep. (Pre-Experimental Research) under the thesis of English
Education Department, Faculty of Teacher Training and Education,
Muhammadiyah University of Makassar, supervised by Ummi Khaerati Syam and
Farisha Andi Baso.

Speaking ability will be one of things that important to build and develop
after graduated. In reality, only a few students in vacational school could do that.
This research aimed to find out the improvement of students‟ speaking ability by
using three steps interview technique of the first year students‟ at SMK Negeri 1
Pangkep that focused on accuracy which was pronunciation and fluency which
was hesitation.

The research used pre- experimental research. The population of this

research was the First Year students‟ at SMK Negeri 1 Pangkep, academic year
2017/2018. The sample was class X AP.1 by using cluster random sampling
which consisted of 28 students.

The research findings indicated that the use of three steps interview
technique was effective to improve students‟ pronunciation and hesitation in
speaking English. It was proved by the value of pronunciation t-test (11.59) which
was higher than the value of t-table (2.052) and the value of hesitation t-test (4.68)
which was higher than the value of t-table (2.052). This indicated that (H1) was
accepted, and (H0) was rejected. It means that there was a significant difference of
the students‟ pronunciation and hesitation.

Thus, Three Steps Interview Technique can be used as an alternative

teaching technique to improve students‟ speaking accuracy in term pronunciation
and fluency in term hesitation.

Key words: Three Steps Interview Technique, Cooperative Learning, Speaking

Ability, Accuracy, Fluency, Pre-Experimental Research.

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 ACKNOWLEDGEMENT

Alhamdulillahi Robbil Alamin. The researcher expresses her highest

gratitude to the almighty Allah SWT, who has given guidance, blessing and mercy

to her in completing this thesis. Salam and Shalawat are addressed to the final,

chosen religious messenger, the prophet Muhammad S.A.W.

Further, the researcher also expresses sincerely deepest gratitude to her

amazing parents (Asdar, A.Ma and Hasnah Saing, S.Pd) and her beloved brother

(Muh. Hanis and Ahmad Yani) and all of families for their prayer, financial,

motivation, and their love sincerely and purely without time.

The researcher realized that in carrying out the research and writing this

thesis, many people have contributed their valuable suggestion, guidance,

assistance, and advice for the completion of this thesis. Therefore, she would like

to acknowledgment them:

a. Dr. H. Abd Rahman Rahim, SE., MM, the Rector of Muhammadiyah

University of Makassar for his advices during his study at the

university.

b. Erwin Akib, S.Pd., M.Pd., P.hD, the Dean of FKIP Unismuh Makassar

for all advices and motivations.

c. Ummi Khaerati Syam, S.Pd., M.Pd, the head of English education

department of FKIP UNISMUH Makassar, who gave her valuable

authorities and suggestion in doing this thesis.

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d. The high appreciation and sincere thanks are due to her first consultant

Ummi Khaerati Syam, S.Pd., M.Pd and Farisha Andi Baso, S.Pd.,

M.Pd as the second consultant who have given their valuable time and

patient, to support assistance and guidance to finish this thesis.

e. The head Master of SMK Negeri 1 Pangkep, Rasnawati Mustamin., SS

as English teacher that gave me time for doing research in X AP.1

class who sacrificed their time and activities for being the sample of

this research.

f. Special thanks to her bestfriends Nurfahmi, Meidi Cita Lestari, Nurul

Magfirah, Andi Nirwana, Sri Mawar, and Astrid Yuningsih for their

togetherness, support, humors, advice and experiences in a friendship.

g. Her greatest thanks to her classmates (CRINEXT) especially for her

beloved friends Musdalifah and Sucitra who always gave valuable

suggestions and advices to completion this thesis.

h. Finally, for all everybody who gave valuable suggestion, guidance and

assistance to completing this thesis may Allah SWT be with us.

Aamiin.

Billahi Fi Sabillil Haq Fastabiqul Khaerat

December 2017, Makassar

The Researcher

Nirmala Ashari As

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 LIST OF CONTENTS

TITLE

ABSTRACT ................................................................................................ ii

ACKNOWLEGMENT ................................................................................iii

LIST OF CONTENTS ................................................................................. v

LIST OF FIGURE ......................................................................................vii

LIST OF TABLE ......................................................................................viii

LIST OF APPENDICES ............................................................................. ix

CHAPTER I INTRODUCTION

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

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

C. Objective of the Research ................................................................ 4

D. Significance of the Research ............................................................ 4

E. Scope of the Research ...................................................................... 5

CHAPTER II REVIEW OF RELATED LITERATURED

A. Previous Related Findings ............................................................... 6

B. General Concept of speaking ........................................................... 7

C. Concept of Three Steps Interview .................................................. 14

D. Conceptual framework ................................................................... 17

E. Hypothesis ...................................................................................... 18

CHAPTER III RESEARCH METHOD

A. Research Design ............................................................................. 19

B. Research Variables and Indicators ................................................. 21

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 C. Population and Sample................................................................... 22

D. Research Instrument ....................................................................... 22

E. Procedures of Collecting Data ....................................................... 23

F. Technique of Data Analysis ........................................................... 24

CHAPTER IV FINDING AND DISCUSSION

A. Finding ........................................................................................... 27

B. Discussion ...................................................................................... 33

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ..................................................................................... 37

B. Suggestion ...................................................................................... 38

BIBLIOGRAPHY

APPENDICES

vi
 LIST OF FIGURES

Table 4.1 The Improvement of the Students‟ Accuracy ................................. 28

Table 4.2 The Improvement of the Students‟ Fluency.................................... 29

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 LIST OF TABLES

Table 4.1 The Improvement of the Students‟ Accuracy ................................. 27

Table 4.2 The Improvement of the Students‟ Fluency.................................... 28

Table 4.3 The Distribution of T-Table ........................................................... 30

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 LIST OF APPENDICES

Appendix A Research Instrument .......................................................................

Appendix B The Students Score in Pre-Test and Post-test .................................

Appendix C The Result of the Students in Pre-Test and Post-Test ....................

Appendix D Calculating the Mean Score ...........................................................

Appendix E The Improvement of the Students‟ Score .......................................

Appendix F T-Test Value....................................................................................

Appendix G Attendance List ...............................................................................

Appendix H The Distribution of T-Table ..........................................................

Appendix I Example of Students‟ Worksheet .....................................................

Appendix J Lesson Plan ......................................................................................

Appendix K Teaching Material ...........................................................................

Appendix L Documentation ................................................................................

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 CHAPTER I

INTRODUCTION

A. Background

Speaking considered as one of the four language skills that has an

important role in language point of view. According to Harmer (2007:123),

there are three reasons why people communicate. First, they want to say

something. Second, they have some communicative purposes. Third, because

they are select of language they have stored in their brains. Fulcher in

Attamimi (2014:31), speaking is the verbal use of language and a medium

through which human beings communicate with each other. Speaking skill

means the ability to express about the feeling to make a good communication

orally to others in the communities. Nowadays, speaking is very important in

the world where everyone used it to communicate each other, moreover,

speaking is a process between speaker and listener in which they should be

able to understand each other or get the meaning through the utterance of the

language. Learning foreign language especially for speaking means learning

how to communicate through the target language, whether it is spoken or

written, and it should be facilitated by target language elements such as

structure, vocabulary, pronunciation and spelling.

As a vocational school, speaking skill will be one of things that

important to build and develop after graduated. Mastering foreign language

especially English is very important and be priority, and becomes provisions

to apprentice at company in Indonesia or other countries. Besides that,

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generally graduating from vocational school is tended to look for job

immediately. Mastering foreign languages, especially English as international

language will be a value-added that is considerate by institutions. Mastering

speaking skill in English is necessary in global trade, and to improve speaking

ability have to begin early.

In learning speaking skill, when the researcher observed the first year

students of SMK Negeri 1 Pangkep the researcher found some problems in

the teaching and learning process. The observation has conducted through

observing the class and interviewing the teacher. The problems are students

often get difficulties to interact with others. They also look reluctant to learn

in the class. They feel uncomfortable in using English because they difficult

to pronounce and lack vocabulary. Most of them also feel nervous and

reluctant to express their ideas with their partner.

Interaction between one student and others may be formed by groups,

using cooperative learning. Johnson in Isjoni (2009:22) states that cooperative

means working together to accomplish shared goals. Within cooperative

activities individuals seek outcomes that are beneficial to all other groups‟

members. According to Johnson in Tran (2014:132) part of the cooperative

learning condition, students are required to interact verbally with one another

on learning tasks, exchange opinions, explain things, teach others and present

their understanding. The research offer a cooperative learning technique

named Three Steps Interview that may become the most appropriate

alternative solution to solve the problem. This technique will facilitate

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students to develop their speaking skills because they have rival or people

who can be invited by speakers, not only be passive but also become an active

speaker.The researcher wants to research entitled “The Use of Three Steps

Interview Technique to Improve Students‟ Speaking Ability of the First Year

Students at SMK Negeri 1 Pangkep”.

B. Problem Statements

Based on the background above, then the research problem can be

seen as follows:

1. How is the improvement of the students‟ speaking accuracy through three

steps interview technique of the first year students‟ at SMK Negeri 1

Pangkep?

2. How is the improvement of the students‟ speaking fluency through three

steps interview technique of the first year students‟ at SMK Negeri 1

Pangkep?

C. Objectives of the Research

The objectives of the research are to find out:

1. The improvement of the students‟ speaking accuracy through three steps

interview technique of the first year students‟ at SMK Negeri 1 Pangkep.

2. The improvement of the students‟ speaking fluency through three steps

interview technique of the first year students‟ at SMK Negeri 1 Pangkep.

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D. Significances of the Research

The result of this research are expected to give profit English teaching

and learning, there are three significances of this research as follows:

a. For the students

The finding of the research will improve student‟s speaking ability. So

the students will be not only good at writing but also at speaking.

b. For the teacher

The positive result of this research will support the English teachers in

their teaching English especially to improve students speaking ability.

They will know the significant roles of three steps interview to

improve students‟ speaking ability.

c. For the researcher

The finding of the research will be used a starting point in

improving the student‟s speaking ability now and in the future.

E. Scope of the Research

The scope of this research will focus on the use of three steps

interview technique towards students‟ speaking ability of the first year at

SMK Negeri 1 Pangkep. The research will use a pre-experimental

research. This research focus on improving to the students‟ speaking

ability toward fluency and accuracy. Accuracy in term of the

pronunciation and fluency in term of hesitation, because the researcher

wants to the students speak effectively and have a good pronunciation in

speaking English.
 CHAPTER II

REVIEWS OF RELATED LITERATURE

A. Previous Related Findings

Many researchers have done the studies about how to improve students‟

speaking skill. Some of them also choose Cooperative Learning and working

in groups as the teaching method. The followings are some of them:

Gibson (2004) in his research stated about the effectiveness of group

working. He revealed that arranging the students in groups of four or five at

the beginning of each class is the first step towards developing students‟

conversation abilities and effectively managing large classes. Supported by

Kayi (2006), she agreed that working in groups could create a classroom

environment where students have real-life communication, authentic

activities, and meaningful tasks that promote oral language.

Furthermore Saifuddin (2013) based on the result of the study, Three

Steps Interview technique is able to improve the students‟ speaking ability.

Based on the data that had been collected by the researcher through test,

Three Steps Interview technique could stimulate students to express their

ideas, made them confident when they speak English.

Thus, the studies above have a relationship with the reseach in

Yogyakarta State University done by Sanjani (2015). Her research was about

using Think Pair Square Share as one of Cooperative Learning techniques, in

teaching speaking for students of junior high school. She found that by using

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the Cooperative Learning technique, the students‟ speaking ability improved.

By applying Cooperative Learning, students showed positive responds, they

were motivated to learn English because the technique made English was

easier to be learnt.

The conclusion is that working in groups will help students achieve the

learning objectives easily. Besides, by managing the class into groups the

teachers can develop students‟ ability in speaking skills effectively.

Furthermore, the researcher intends to find out whether Three Steps Interview

Technique may be used as an alternative teaching technique to improve

students‟ speaking skill. Because by using cooperative learning method in

teaching and learning activities, students will do many activities in group that

will help them achieve the goals of learning English.

B. General Concept of speaking

1. The Kinds of Speaking

Brown (2001:267) stated that “the successful of language acquisition

is almost always the demonstration of an ability to accomplish pragmatic

goals through interactive discourse with other speakers of the language.”

When people speak, they not only think about the use of right sounds or

patterns but also the choice of words in order to communicate with other

persons so they can convey the right meaning.

Speaking is commonly divided into two kinds namely speaking

performance and speaking competency. In this research, the researcher will

explain clearly as follows:

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a. Speaking Performance

Manser in Amir (2016:20) states that performance is the

person‟s process or manner of play. Therefore we may conclude that

speaking which is assesed through how fluency and accuracy are made.

Marcel in Amir (2016:20) distinguishes the outline an accuracy and

fluency. According to him that accuracy is the manner of people in

using appropriate words and the pattern of sentences while fluency is

someone‟s way of speaking dealing with how to produce words in

certain of times without missing any main words on their speech.

b. Speaking Competency

According to Manser in Amir (2016:20) competency is having

the ability, skill, and knowledge to do something. The, through this

basic definition, we may also conclude that speaking competency is the

ability to someone to speak which is supported with adequate skill and

knowledge and it is not assesed but it is delivered.

2. Components of Speaking

As we know that language as a tool of daily communication in one

of the productive skills of English which means oral communication in

which the speaker express ideas, information or feeling to others. Nothing

works without communication, for example the buyer and the seller; they

cannot make any transaction by just keeping silent, neither the doctor, office

staff and so on.

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a. Accuracy

Marcel in Mallombasi (2012:86) states that accuracy is a

manner of people in using appropriate word and the pattern of

sentences. Accurate divided into three elements, namely vocabulary,

pronunciation, and grammar.

1) Vocabulary

According to Hornby in Mallombasi (2012:86) vocabulary

is all the words that person knows or uses.

2) Pronunciation

According to Hornby in Mallombasi (2012:86)

pronunciation is way which a language or a particular word or

sounds is spoken. While Harmer in Mallombasi (2012:86) states

that pronunciation is how to say a word which made of sound,

stress and intonation.

a) Sound

On their own the sound of language may will be

meaningless some of preambles that speaker of English as

foreign language because they have difficulty with individual

sound.

b) Stress

Boughton in Mallombasi (2012:86)stress is a feature of

word not only when the words construct phonemically minimal

pair partner, but also giving shape to a word as spoken.

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c) Intonation

According to Harmer in Mallombasi (2012:86)

intonation means the tune you use when you are speaking, the

music of speech.

b. Fluency

To speak fluently, we must have both rhythms in our speaking

and an absence of non-fluency in our word. Rhythm has to do with

regularly of irregularity of accenting and phrasing with which we

present our words. According to Webster in Mallombasi (2012:87)

fluency refers to be able to speak or write smoothly, easy and readily to

an easy flow is word to person able to communicate with base it suggest

the ready flow accomplish speak or writing. It is usually a term of

communication.

Brown in Amir (2016:23) fluency is ready and expressive use of

language. It is probably best achieved by allowing the “stream” of

speech to “flow” then, assumed of this speech spills over beyond

comprehensibility to river bank of instruction or same details of

phonology, grammar and discourse explained that fluency defined as

the ability to across communicative intent without too much hesitation

and to many pause or breakdown in communication. It refers to how

well you communicate in a natural manner.

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Definition of fluency often include references to flow or

smoothness, rate of speech, absence of extensive pausing, absence of

disturbing hesitation makers, length of utterances, and connectedness.

1) Smoothness

Brown in Amir (2016:23) Smoothness is the ability of

speaking English through a good clustering and reduces form. A

good clustering is to speak English with phrasal fluently. It means

that speak English not word by word and reduce forms are to use

English with contraction, elisions and reduce vowels.

2) Pauses

Rossiter in Amir (2016:24) pausing is often viewed as a

factor of diffluent speech. However, pausing is not an uncommon

or wholly negative feature of fluent language.

3) Hesitation

Barr et al in Amir (2016:24) hesitation phenomena such as

fillers are most likely to occur at the beginning of an utterance or

phrase, presumably as a consequence of the greater demand on

planning processes at these junctures. Hesitation is fluencies

showed in interesting pattern: participant is more likely to repeat

words, but no more likely to use fillers such as uh, in the fast

conditions.

According to Brown in Attaamimi (2014:32) oral communication

can be maintained by having three components. The first one is fluency

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which is the ability to speak spontaneously and eloquently with no pausing

and with absence of disturbing hesitation markers. It alsorefers to some

aspects like responding coherently within the turns of the conversation,

using linking words and phrases, keeping in mind a comprehensible

pronunciation and adequateintonation without too much hesitation (Richards

in Attamimi, 2014:32). The second component is accuracy. It refers to the

mastery of phonology elements, grammar and discourse. It also refers to

thelinguistic competence that deals with the correction of the utterances to

get a correct communication. According Thornbury in Attamimi (2014:32)

speaking English accurately means doing without or with few errors on not

only grammar but vocabulary and pronunciation. The third component is

pronunciation. It is “the production and perception of the significant

sounds of a particular language in order to achieve meaning in context of

language use. This comprises the production and perception of segmental

sounds of stressed and unstressed syllables and of the speech melody or

intonation” (Carter & Nunan in Attamimi, 2014:32). Without a good

pronunciation, listeners cannot understand what another person says and this

will make the communication process more difficult. Therefore,

pronunciation has a central role in both academic andsocial fields in the way

that students can be able to participate and integrate successfully in their

community. In conclusion, fluency, accuracy, and pronunciation are three

important and complementary components in the development of students‟

speaking skill.
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3. Difficulties in speaking

Many people regard speaking as difficult. Brown in Sari (2014:16)

the following eight characteristics of spoken language are:

a. Clustering. Fluent speech is phrasal not word by word. Learners can

organize their output both cognitively and physically through

clustering.

b. Redundancy. The speaker has an opportunity to make meaning clearer

through the redundancy of language.

c. Reduced forms. Contractions, elisions, reduced vowels etc are special

problems in teaching spoken English. Learners who never learn

colloquial contractions sometimes speak too formal in casual context.

They become bookish and stilted.

d. Performance variables. In spoken language there is a process called

thinking time. During this thinking time, learners can employ a certain

number of performance hesitations, pauses, backtracking, and

correction. Some examples of thinking time of English such as inserting

fillers like uh, um, well, you know, I mean etc. Hesitation phenomena

are the most salient difference between native and nonnative speakers

of language.

e. Colloquial language. Students should be familiar with words, idioms,

and phrases and they practice to produce those forms.

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f. Rate of delivery. It is one of the characteristics of fluency. Teachers

should help learners achieve an acceptable speed along with other

attributes of fluency.

g. Stress, rhythm, and intonation. The stress-timed rhythm of spoken

language and its intonation patterns convey important message in any

communication forms.

h. Interaction. Having no interlocutor will rob the speaking skill

components. One of them is the creativity of conversational negotiation.

4. The Characteristics of a Successful Speaking Skill

According to Ur in Amir (2016:26) states that speaking for learner

is not easy at least four criteria should be cover by the learner in speaking

activity, there are:

a. Learners talk a lot. As much as possible of the period of nine allot to the

activity in fact occupy by learner talk.

b. Participation is even. Classroom discussion is not dominated by a

minority of talkative participants, all get a chance to speak, and

contributions are fairly evenly distributes.

c. Motivation is high. Learners are eager to speak, because they are

interest in the topic and have something new to say about it, or because

they want to contribute to achieving a task objective.

d. Language is an acceptable level. Learners express themselves in

utterances that are relevant, easily comprehensible to each other, and of

an acceptable level of language accuracy.

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C. Concept of Three Steps Interview Techniques

The researcher use cooperative learning. Johnson et al in Jones

(2008:65) define cooperative learning as “the instructional use of small

groups so that students work together to maximize their own and each other's

learning.” As stated by Jacobs et al in Kaptiningrum (2016:710) there are four

important components of cooperative learning namely positive

interdependence, collaborative ability, processing group inter active, and

individual accountability and various cooperative techniques. In this research,

the researcher will use three steps interview to help the students improving

their speaking ability. Lipton and Wellman in Permanasari (2014:22) defined

Three Step Interview Technique is a cooperative structure that helps students

personalize their learning. It also teach them to listen to and appreciate others‟

thinking and idea. Being active in listening and paraphrasing will develop the

students‟ understanding and empathy to other person.

1. Definition of three steps interview technique

According to Kagan in Mallombasi (2012:83) states that three-

step interview is another simple information sharing structure. It consists

of three steps and works best in groups of four but can be adapted for

larger or smaller groups.

According to Barkley et al in Irawati (2012:199), in Three-Step

Interview, student pairs take turns interviewing each other and then

report what they learn to another pair. The three steps (Interview-

Interview-Report) are: step one: student A interviews student B; step

 15

two: student B interviews student A; step three: student A and student B

each summarizes their partner„s responses for student C and D, and vice

versa.

According to Kagan (2009), three-step interview is a learning

model in which consists of four members of students signed A, B, C, and

D. Each member chooses another member to be a partner. During the

first step, individuals interview their partners by asking clarifying

questions. During the second step partners reverse the roles. For the final

step, members share their partner's response with the team.

Moreover, Bennett in Rofi‟I (2014:188) says that three-step

interview is an effective way to encourage students to share their

thinking, ask questions, and take notes. It works best with three students

per group, but it can be modified into four groups.

2. The characteristic of three steps interviw

There are some characteristic of three steps interview based on

Fitrianingrum, (2013:39) as follows:

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.
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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. Procedures of three steps interview technique in teaching speaking

Richards and Rodgers in Permanasari (2014:23), the procedure of

Three Steps Interview technique are as follows:

a. Teacher makes a group of 4 students and gives them label. It can be A,

B,C, D,

b. Teacher pairs the student A with student B, and student C with student

D,

c. Teacher gives topic to the students,

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

e. Student A interview student B. Student C interview student D,

f. Students reverse roles, and

g. Each student shares with team member what was learned during the

two interviews.

4. Advantages of Three-Step Interview

Three-step interview is able to be applied in the class to teach

speaking. According to Bennet in Rofi‟i (2014:189), the benefits as

follows:

a. Three-Step Interview creates simultaneous accountability;

b. Students share and apply different questioning strategies;

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c. Over time, students can be introduced to different taxonomies of

thinking to extend their ability to use different levels of questioning

and thinking.

d. Conceptual Framework

Speaking Material

Three Steps Interview

Technique

Fluency: Accuracy:
Hesitation Pronunciation

Students’ ability to speaking

Based on the conceptual framework above, the researcher uses three steps

interview technique as a teaching technique in the classroom. The researcher uses

pre-experimental method, that consist are: pre-test, treatment and post-test. The

researcher gives a topic or material about speaking skill and the researcher will

focus on accuracy (pronunciation) and fluency (hesitation) the students. The

researcher uses three steps interview to enhance students speaking skill.

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D. Hypothesis

1. Alternative Hypothesis (H1)

There is significant improvement of students‟ speaking ability by using

three steps interview

2. Null Hypothesis (H0)

There is no significant improvement of students‟ speaking ability by using

three steps interview

 CHAPTER III
RESEARCH METHOD

A. Research Design

The researcher used one-group pretest-posttest design. In this

research design, there is no control group. The researcher gave pre-test to

students then gave them treatment. After giving treatment, researcher gave

students post-test. The researcher wants to see whether the treatment make

a difference or not. The design can be seen in the following chart:

One-Group Pretest–Posttest Design

Pretest Independent Posttest

O1 X O2

Notes:

O1 : Pre-test

X : Treatment

O2 : Post-test

Gay (2006:251)

1. Pre-test

Before giving the treatment to the students, the researcher was

giving speaking test to know their prior knowledge before teaching

through three steps interview technique. The form of speaking test is oral

performance test. The students‟ was giving topics to choose one of them to

be presented or describe the topic in front of the class. It is aimed to know

the students‟ basic speaking ability.

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2. Treatment

In treatment, the students are talking by Three – Step Interview

technique. The researcher was to explain to the students about the topic

material, and ask them by using Three – Step Interview technique. The

treatments are conducted in five times. The treatment is 2 x 45 minutes of

each meeting. The researcher presented the material. The researcher makes

three lesson plans to conduct the treatment. In first lesson plan are two

meeting, the second lesson plan are two meeting and the last lesson plan is

one meeting. The first lesson plan with material is about describing people,

the second lesson plan about descriptive text about ecotourism destination

and the last about historical place. The topic is based on the material in the

first year students. Students are give the instruction such as below:

a. Teacher explains the materials

b. Teacher explains about the three steps interview techniques

c. Students do the three interview techniques as follows:

1) The students make a group consists of 4 persons

2) Each person be label as A, B, C, and D

d. Students are in pairs, one as the interviewer and the other as the

interviewee

e. Student A interview student B. Student C interview student D

f. Students reverse roles and

g. Each share with team member what have learn during the two

interviews.
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3. Post-test

The researcher used speaking as tests. The researcher gave post-test

after students had talk by using Three Step Interview Technique. It was

used to know whether that technique achievement toward the students‟

speaking ability. The result is compared with pre-test.

B. Research Variables and Indicators

1. Variables

This research consisted of two variables, independent variable and

dependent variable. These were:

a. Independent

Independent variable is three steps interview technique. It is used by

the researcher when teaching material.

b. Dependent

Dependent variable is speaking ability.

2. Indicators

The indicators of this research to measure the students‟ speaking

ability by using three steps interview technique. These were:

a. The students‟ accuracy were:

Pronunciation was the act of pronouncing words with reference to the

pronunciation of sound, the placing of stress and intonation.

b. The students‟ fluency were:

Hesitation was speak smoothly and there are no fillers that did not

interfere with communication.

 22

C. Population and Sample

1. Population

The population of this research is the students‟ at the first year of

SMK Negeri 1 Pangkep in academic year 2017/2018. There are 14 classes

that consisted of 384 students, TKJ three classes with 89 students, MM

two classes with 64 students, AK three classes with 90 students, AP four

classes with 116 students, and PM two classes with 62 students.

2. Sample

This research applied cluster random sampling technique in which

fourteen classes of the first year students at SMK Negeri 1 Pangkep. In

this research, the researcher had chosen one class to represent all of the

population. It was conducted at the first year students‟ namely X AP.1

class it consisted of 28 students.

D. Research Instruments

The instrument of this research was speaking test, before and after

treatment. There are two tests in this research they are pre-test and post-test.

Pre-test is used to know the students‟ problems in speaking and to measure the

students‟ capability in the speaking before the activity will apply. Post-test

aimed is to measure whether the treatment made any changes or improvement

or not for the students speaking ability after the activity had applied, in this

case through the use of Three - Step Interview. In pre-test the researcher gave

some topics to the students then present in front of the class and in the post-

test also.
 23

E. Procedures of Collecting Data

This research used speaking as tests to collecting the data to find out

students speaking ability. The tests are before and after getting the treatment

intended to obtain students‟ speaking ability of the first year students at SMK

Negeri 1 Pangkep. The test technique is one of collecting data technique in a

quantitative research. The data of this research is taken from pre-test and post-

test. The data is collect through the following procedures:

a. The researcher gave pre-test to the students in oral presentation.

b. The students‟ speaking was recorded by the researcher. Then, it is

collecting to evaluate the appropriate of accuracy (pronunciation) and

fluency (hesitation).

c. After treatment, the researcher gave post test to the students‟ in the same

form with pre-test to know their improvement after applied three steps

interview technique.

d. The students‟ speaking was recorded by the researcher. Then, it is

collecting to evaluate the students‟ accuracy (pronunciation) and fluency

(hesitation).

e. The researcher gave score for the students‟ pre-test and post-test based on

the rubric speaking skill.

f. The researcher analyzing and score the data by following criteria.

 24

F. Technique of Data Analysis

1. In analyzing the data of the pre-test and post-test. The researcher analyzes

by using quantitative data. In scoring the result of students‟ test that is

evaluate based on two aspects of speaking below:

a. Accuracy

Table 3.1.Scores and classification of pronunciation

Classification Score Criteria
Pronunciation and intonation are almost always very
Excellent 5 clear/accurate
Pronunciation and intonation are usually clear/accurate
Very Good 4 with a few problem areas
Pronunciation and intonation errors sometimes make it
Good 3 difficult to understand the student
Frequent problems with pronunciation and intonation
Average 2
The students' speak very hasty, and more sentences are
Poor 1 not appropriate in pronunciation and little or no
communication

(Longman in Ayyub, (2015:32))

b. Fluency

Table 3.2.Scores and classification of hesitation

Classification Score Criteria
Speaks smoothly, there is no hesitation that does not
Excellent 5
interfere with communication
Speaks smoothly, with little hesitation that does not
Very Good 4
interfere with communication
Speaks with some hesitation, but it does not usually
Good 3 interfere with communication
Speaks with some hesitation, which often interferes
Average 2 with communication
Hesitation too often when speaking, which often
Poor 1
interferes with communication

(Longman in Ayyub, (2015:32))

 25

2. Calculating the collecting data from the studentns in answer the test, the

researcher use formula to get mean score of the students as follow:

∑
̅

Where:

̅ = Mean Score

∑X = Total Score

N = The number of students

Gay (2006:320)

3. To find out the percentages of students‟ improvement of speaking in terms of

fluency (hesitation) and accuracy (pronunciation) is identified by using the

following formula:

Note:

P = The percentage of students‟ improvement

X1 = The mean score of pre-test

X2 = The mean score of post-test

Gay in Amir (2016:36)

 26

4. Calculating the value of t-test to indicate the significance of the different

between the pre-test and post-test by using the following formula :

̅
∑
√∑

Where:

t = test of significant

̅ = the mean score

∑ = the sum of all square

∑ = the square of all sums

N = the total number of samples

Gay (2006:356)
 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter consists of findings and discussions of the research. the

findings of the research present the result of the improvement of the students‟

speaking ability that covers the students‟ speaking accuracy and fluency, and the

discussion of the research covers further explanation of the findings.

A. Findings

The pre-test was carried out on October 16th 2017 with 28 students of

X.AP1 SMK Negeri 1 Pangkep. It was the first meeting of the research. There

should be 28 students in the class, but three students was absent on that day.

The result of the pre-test will be compared with the post-test result. The

comparison between the results could be use to determine the improvement of

the students‟ speaking ability in speaking English. These findings describe as

follows:

1. The Improvement of the Students’ Accuracy Through Three Steps

Interview Technique

Table 4.1 : The improvement of the students’ accuracy

No Test Mean Score Improvement
1 Pre-test 31.4
72.7%
2 Post-test 54.3

Table above indicates that the mean score of the accuracy focused on

pronunciation was increased from pre-test and to post-test. In the pre-test

the students‟ got low score (31.4). In the post-test the students‟ speaking

27
 28

ability in accuracy (pronunciation) score achievement improved became

(54.3).

So the improvement has 72.7% from pre-test and post-test. the

improvement of the students‟ accuracy through three steps interview

technique could be described as follow chart:

Figure 4.1: The Improvement of Students’ Score in Accuracy

80

60
pre test
40 post test
improvement
20

0
31.4 54.3 72.7

The graph above shows that there is improvement of the students‟

speaking skill in fluency from the pre-test with the mean score 31.4 to the

post-test with the mean score 54.3. So, the improvement from pre-test to

post-test is 72.7%.

2. The Improvement of the Students’ Fluency Through Three Steps

Interview Technique
The following table shows the distribution of main score in pre-

test, post-test, and improvementof the students‟ fluency (hesitation)

Table 4.2 : The improvement of the students’ fluency

No Test Mean Score Improvement
1 Pre-test 24.3
88.2%
2 Post-test 45.7
 29

Table above indicates that the use of three steps interview technique

has increased the students‟ hesitation from the pre-test to post-test` In the

pre-test students‟ got low score 24.3. In the post-test the students‟ score

fluency 45.7 finally developing became 88.2%. Based on the research

finding, the researcher assumed that the use of three steps interview

technique in learning English is really effective in enhancing students‟

speaking ability. because there was a significant improvement of the

students‟ mastery after the treatment conducted. The improvement of the

students‟ fluency could be described as follows chart:

Figure 4.2: The Improvement of Students’ Score in Accuracy

90
80
70
60
Pre-test
50
Post-test
40
Improvement
30
20
10
0
24.3 45.7 88.2

The graph above shows that there is improvement of the students‟

speaking skill in fluency from the pre-test with the mean score 24.3 to the

post-test with the mean score 45.7. So, the improvement from pre-test to

post-test is 88.2%.
 30

3. The Significants of Testing

Analyizing t-test is used to find out the significant difference of

students‟ result of pre-test and post-test. The researcher wa used t-test

analysis on the level of the significance (p)=(0.05) with degree of

freedom(df)= N−1, where N= number of subject (28 students) or (df is

N−1= 28−1=27) then the value of t-table is 2.052. The t-test statistical,

analysis for independent sample was applied. The following table shows

the result of t-test calculation:

Table 4.3 : The distribution of t-table

No Components T-test value T-table value Description

1 Pronunciation 11.59 2.052 Significant

2 Hesitation 4.68 2.052 Significant

The data on the table (4.3) above shows about the value of t-test is

higher than the value of t-table. It indicates that there was a significant

difference between the result of the students‟ speaking skill after the

treatment.

The table above shows t-test value for pronunciation was greater that

t-table (11.59>2.052), t-test value of hesitation was greater that t-tabel

(4.68>2.052). It means that there was significant difference between the

students‟ speaking skill before and after using three steps interview

technique of the first year students at SMK Negeri 1 Pangkep. It is also

said the null hypothesis (H0) was rejected and alternative hypothesis (H1)

was accepted.
 31

B. Discussion

The discussion section deals with the interpretation of the finding derived

from the result of statistically analysis through speaking test.

1. Improvement of The Students’ Accuracy Through Three Steps

Interview Technique

The use of three steps interview technique to improve the students‟

speaking ability in term accuracy (pronunciation) can seen of the

students‟ result of mean score in pre-test. Before giving the treatment,

most of the students have difficulties in speak well and most of the words

have to found in dictionary and this took times. Several students were

wrong in using speaking specially about the pronunciation of words so

their sentences when speak dominated by errors accuracy focused on

pronunciation.

The students‟ pronunciation got the lowest score in pre test. They did

many mistakes though they used a familiar and simple words. The

example of their inappropriate pronounciations were presented as

follows:

I will [deskrib] my friend her [nem] is Fira. Firah is a good, [swet],

and [hones] she is [tal] smart and very very [net] and smart. She is easy

smile she is a great style, so always look well dress.

In pronunciation, some of the students did not knew the meaning of

every word they said and some of them did not know how to pronounce

it correctly. Many students did misspronounce [dIskraIb] into [deskrib],

 32

[tɔ:l] into [tal] or the other misprounced words. It could be the main

problem for the future if it was not be corrected. It could make

misunderstanding between the speaker and the listener if some words

were pronounced incorrectly.

In other side, the first meeting the teaching and learning process was

not maximal. Most of students passive they did not ask questions about

the explanation and instruction if they do not undestandand they were in

shut in. The students‟ participation in asking questions and the students‟

participation in speak up and following the lesson were still bed.

At the pre-test, the students were still less in seriousness during the

leraning process in making comments or asking questions about the

explanation and instruction, the students enthusiasm in taking notes on

whatever important were also low, and the participation in suggesting

were also the same.

But it was different in the second until the last met after the

researcher use of three steps interview technique in teaching learning

process, there were positive attitudes of students toward three steps

interview technique in learning English. The researcher found that the

learning activity was more interesting when the students used three steps

interview technique which students learning and wrking in group were

presented in treatment. The students‟ interest and gave attention because

they have rival or people who can be invited by speaker, not only be
 33

passive but became an active speaker. So, the learning process influenced

the students‟ seriousness, and participation during learning process.

As Kagan stated in Permanasari (2014) that students‟

interaction between the interviewer and interviewee along the

process of interviewing will teach them automatically to learn what to

speak and how to speak it up in English. It influenced to the

improvement of their speaking ability because they practiced to speak a

lot.

After given the treatment, the students‟ achievement increased.

The students‟ pronunciation improved because they learned how to

pronounce the words correctly since their wrong pronunciation were

corrected in the first treatment until the last treatment. The students

also often heard the words and sentences read by their friends in

drilling section, so they remembered and applied them in pronouncing

the words.

The explanation on the discussion above, shows that the three steps

interview technique is an interesting technique. the students‟ interest in

learning process influence and effective to improved students‟

speaking in pronouncing English words. Because there was significant

improvement the students‟ after the treatment was conducted.

It can be seen from the mean score between pre-test and post-test.

After applied the method, the mean score in pre-test was 31.4 and the

mean score of post-test 54.3 was with the improvement 72.7%.

 34

2. Improvement of The Students’ Fluency Through Three Steps

Interview Technique

The use of three steps interview technique in classroom can

improve students‟ speaking fluency focused on hesitation. It is proved by

the speaking test as indicated by the significant difference between the

score of pre-test and post-test.

The result of the pre-test showed that fluency focused on hesitation

got a low score (24.3), most of the students felt nervous so they only

used limited vocabulary items and it influenced their speaking

fluency. It showed in the data that some of the students produced

sounds like [emm...] or [ee..] when they tried to find appropriate word.

In short, it could be said that the students‟ speaking skill in English were

still low and should to be improved. Therefore, treatment was needed.

The data which the teacher got in the pre-test was used as the basic

to conduct the treatment in order to improve students‟ speaking skill by

using three steps interview technique.

The researcher assumed that the using three step interview

technique in teaching learning process is really effective to enhace

students‟ fluency focused on hesitation. Because there was a significant

improvement of the students‟ mastery after the treatment was conducted

and based on the result of the research, the researcher supported the

previous studies that have been performed by the researchers related to

the use of three steps interview technique. Saifuddin (2013) based on the

result of her research. Three steps interview technique is able to improve

 35

the students‟ speaking ability. Based on the data that had been collected

by the researcher through test, Three Steps Interview technique could

stimulate students to express their ideas, made them confident when they

speak English.

After the researcher explained the use of three steps interview

technique not only engaged students‟ of interesting and attention but also

it can enhance the speaking ability focused on hesitation. It proved with

their performance from pre-test until until post-test, it had increased

significantly and made the students more spirit to speak English.

The improvement of the students‟ fluency focused on hesitation from the

pre-test with the mean score 24.3 to the post-test score in hesitation

finally developing became 45.7. So, the improvement from pre-test to

post-test is 88.2%.

Based on the data above, the researcher could recognize the

students‟ well. It proved that there is significant improvement for the

students‟ fluency focused on hesitation by using three steps interview

technique at the first year students of SMK Negeri 1 Pangkep.

3. The Significant of Testing

After calculating the value of t-test, it was compared with the value

of t-table. When it found that the value of pronunciation t-test was greater

than the value of t-table, it mean that Null Hypothesis (H0) was rejected

and Alternative hypothesis (H1) was accepted because there was

significant difference between pre-test and post-test before and ater being
 36

taught three steps interview technique. Meanwhile, when it found that the

value of of t-table of pronunciation test was lower than the vlaue of t-

table, it mean that Null hypothesis (H0) was accepted and Alternative

hypothesis (H1) was rejected because there was no significant difference

between pre-test and post-test before and after being thought three steps

interview technique.

T-test value for pronunciation was greater that t-table (11.59>2.052),

t-test value of hesitation was greater that t-table (4.68>2.052). It means

that there was significant difference between the students‟ speaking skill

before and after using three steps interview technique at the first year

students‟ of SMK Negeri 1 Pangkep. It is also said that null hypothesis

(H0) was rejected and the alternative hypothesis (H1) was accepted.

Therefore, from the dicussion above the researcher was conclude

that te use of three steps interview was one of the good technique that can

improved the students‟ speaking ability in pronunciation and hesitation of

the first year students‟ at SMK Negeri 1 Pangkep.

 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion
1. The students‟ speaking accuracy focused on pronunciation improved,

after the researcher used three steps interview technique in teaching

learning process in the mean score of post-test was greater than the

mean score of pre-test. The students could improve their pronunciation

because in every meeting in the treatment the students can made

dialogue work in pairs. Three steps interview technique can make

students express their idea in speaking form.

2. The students‟ speaking could improve their fluency focused on

hesitation in the mean score of post-test was greater than the mean

score of pre-test. Three steps interview technique can make students

express their idea in speaking form. The students can communicate

each other by using English without boring situation and relax because

this technique make students to find the simple correlation answer to

their daily live.

B. Suggestion

Based on the result of the data analysis, the researcher would like to give

some suggestions as follows:

1. For the students, Three Steps Interview Technique is easy to be applied

in learning English and already proved that it improved students

speaking ability, the success of the method depends on the learners.

37
 38

Then, always practicing speaking in English every day makes their

speaking ability better from day to day.

2. Three Steps Interview Technique actually can be applied to teach other

material, it depends on the teachers‟ creativity. In addition, the use of the

learning strategy should be appropriate with the condition of the student

and the facilities of the school. The teacher should be selective to choose

technique in teaching learning process.

3. For other researcher, the researcher hoped that the result of the research

makes the English teachers use appropriate teaching as the three steps

interview technique in improving students speaking ability. Three steps

interview technique made students more interest to learn and students

easier to get the information because the students could discuss with their

friends in a group. By the using three steps interview technique, can be

taught efficiently. The researcher suggests to the other reserachers to

doing reseaching for different skill such as reading, wrining, and

listening. This research also could be one of the references for the next

researchers.
 BIBLIOGRAPHY

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Enhancing Students’ Speaking Skill at the Second Year of SMK
Muhammadiyah Bontoala Makassar. Unpublish. Makassar: Unismuh
Makassar.

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antar peserta didik. Pustaka pelajar. Yogyakarta.

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Clamente: Kagan Publishing.

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 APPENDIX A
RESEARCH INSTRUMENT
a. Pre-test

Name :
Reg. Number :
Class :

Instruction :

1. Choose one topic below:

a. Describe someone

b. Describe a best friend

c. Describe a famous

d. Describe a historical place that you know about

2. Write down your topic into 2 or more paragraph

3. You have 30 minutes to finish your work

4. Tell your topic in front of the class

 b. Post-test

Name :
Reg. Number :
Class :

Instruction :

1. Choose one topic below:

a. Describe a mother or father

b. Describe an idol

c. Talk about a place you would recommend others to visit

d. Describe a historical building that you know about

2. Write down your topic into 2 or more paragraph

3. You have 30 minutes to finish your work

4. Tell your topic in front of the class

 APPENDIX B
THE STUDENTS SCORE IN PRE-TEST AND POST-TEST

a. Students‟ score in accuracy (pronunciation)

Score
No Students
Pre-test Post-test
1 AA 40 60
2 ASB 40 40
3 ADW 40 60
4 ANA 40 60
5 AI 40 60
6 FL 20 20
7 JA 0 40
8 MR 20 40
9 MM 20 60
10 MAN 40 60
11 MR 20 40
12 MAG 40 60
13 NA 40 60
14 NJM 40 60
15 NUH 20 60
16 NF 0 60
17 NHA 40 80
18 NHI 40 60
19 NA 40 60
20 PI 40 80
21 SA 40 60
22 SAP 40 40
23 SD 0 40
24 SH 20 40
25 SRA 40 60
26 SMA 40 40
27 TA 40 60
28 WH 40 60
Total 880 1520
b. Students‟ score in fluency (hesitation)

Score
No Students
Pre-test Post-test
1 AA 20 60
2 ASB 20 40
3 ADW 40 60
4 ANA 20 40
5 AI 20 40
6 FL 20 20
7 JA 20 40
8 MR 20 40
9 MM 20 60
10 MAN 20 40
11 MR 20 40
12 MAG 20 60
13 NA 40 60
14 NJM 40 60
15 NUH 20 40
16 NF 20 40
17 NHA 20 60
18 NHI 20 40
19 NA 20 40
20 PI 40 40
21 SA 20 40
22 SAP 20 60
23 SD 20 40
24 SH 20 40
25 SRA 40 40
26 SMA 20 40
27 TA 40 60
28 WH 20 60
Total 680 1300
 APPENDIX C
THE RESULT OF THE STUDENTS’ IN PRE-TEST AND POST-TEST

a. The result of the students‟ Accuracy (pronunciation)

Pre-test Post-test D
No Students D2
X₁ X₁2 X₂ X₂2 (X₂−X₁)
1 AA 40 1.600 60 3.600 20 400
2 ASB 40 400 40 400 0 400
3 ADW 40 1.600 60 3.600 20 400
4 ANA 40 1.600 60 3.600 20 400
5 AI 40 1.600 60 3.600 20 400
6 FL 20 400 20 400 0 0
7 JA 0 0 40 1.600 40 400
8 MR 20 1.600 40 1.600 20 400
9 MM 20 400 60 3.600 40 400
10 MAN 40 1.600 60 3.600 20 400
11 MR 20 1.600 40 1.600 20 400
12 MAG 40 1.600 60 3.600 20 1600
13 NA 40 1.600 60 3.600 20 1.600
14 NJM 40 1.600 60 3.600 20 400
15 NUH 20 400 60 3.600 40 1600
16 NF 0 0 60 3.600 60 400
17 NHA 40 1.600 80 6.400 40 1.600
18 NHI 40 400 60 3.600 20 1.600
19 NA 40 1.600 60 3.600 20 400
20 P 40 1.600 60 3.600 20 400
21 SA 40 1.600 60 3.600 20 400
22 SAP 40 1.600 40 1.600 0 0
23 SD 0 0 40 1.600 40 400
24 SH 20 1.600 40 1.600 20 400
25 SRA 40 1.600 60 3.600 20 400
26 SMA 40 400 60 3.600 20 1.600
27 TA 40 1.600 60 3.600 20 400
28 WH 40 1.600 60 3.600 20 400
∑ 880 32.800 1520 85.200 640 17.600
X 31.4 10.857 54.28 31.428 23.6 614.285
b. The result of the students‟ in fluency (hesitation)

Pre-test Post-test D
No Students D2
X₁ X₂2 X₂ X₂2 (X₂−X₁)
1 AA 20 400 60 3.600 40 1600
2 ASB 20 400 40 1.600 20 400
3 ADW 40 1.600 60 3.600 20 400
4 ANA 20 400 40 1.600 20 400
5 AI 20 400 40 1.600 20 400
6 FL 20 400 20 400 0 0
7 JA 0 0 20 400 20 400
8 MR 20 400 40 1.600 20 400
9 MM 20 400 60 3.600 40 1600
10 MAN 20 400 40 1.600 20 400
11 MR 20 400 20 400 0 0
12 MAG 20 400 60 3.600 40 1600
13 NA 40 1.600 60 3.600 20 400
14 NJM 40 1.600 60 3.600 20 400
15 NUH 40 1.600 60 3.600 20 400
16 NF 0 0 20 400 20 400
17 NHA 40 1.600 60 3.600 20 400
18 NHI 20 400 40 1.600 20 400
19 NA 20 400 40 1.600 20 400
20 PI 40 1.600 40 1.600 0 0
21 SA 40 1.600 60 3.600 20 400
22 SAP 20 400 60 3.600 20 400
23 SD 0 0 20 400 20 400
24 SH 20 400 40 1.600 20 400
25 SRA 40 1.600 60 1.600 20 400
26 SMA 20 400 40 1.600 20 400
27 TA 40 1.600 60 3.600 20 400
28 WH 20 400 60 3.600 40 1.600
∑ 680 20.800 1280 62.800 580 14.800
X 24.28 657.142 46.42 2.342 22.8 571.428
 APPENDIX D
CALCULATING THE MEAN SCORE

1. The Mean Score of the Students‟ Pre-test and Post-test in Accuracy

(Pronunciation)

 Mean scores of the students‟ pre-test

∑
̅

 Mean scores of the students‟ post-test

∑
̅

̅
2. The Mean Score of the Students‟ Pre-test and Post-test in Fluency (Hesitation)

 Mean scores of the students‟ pre-test

∑
̅

 Mean scores of the students‟ post-test

∑
̅

̅
 APPENDIX E
THE IMPROVEMENT OF THE STUDENTS’ SCORES

1. The improvement of the students‟ scores in term of (accuracy) pronunciation

2. The improvement of the students‟ scores in term of fluency (hesitation)

 APPENDIX F
T-TEST VALUE

1. T-test value for pronunciation

̅
∑
√∑

∑
∑
∑

√∑

√∑

2. T-test value for hesitation

 ̅
∑
√∑

∑
∑
∑

∑
√∑

√∑

√
 APPENDIX G
THE DISTRIBUTION OF T-TABLE

Level of significance for one-tailed test

Df .10 0.05 .01 .001
1 6.314 12.706 63.657 318.313
2 2.920 4.303 9.925 22.327
3 2.353 3.182 5.841 10.215
4 2.132 2.776 4.604 7.173
5 2.015 2.571 4.032 5.893
6 1.943 2.447 3.707 5.208
7 1.895 2.365 3.499 4.782
8 1.860 2.306 3.355 4.499
9 1.833 2.262 3.250 4.296
10 1.812 2.228 3.169 4.143
11 1.796 2.201 3.106 4.024
12 1.782 2.179 3.055 3.929
13 1.771 2.160 3.012 3.852
14 1.761 2.145 2.977 3.787
15 1.753 2.131 2.947 3.733
16 1.746 2.120 2.921 3.686
17 1.740 2.110 2.898 3.646
18 1.734 2.101 2.878 3.610
19 1.729 2.093 2.861 3.579
20 1.725 2.086 2.845 3.552
21 1.721 2.080 2.831 3.527
22 1.717 2.074 2.819 3.505
23 1.714 2.069 2.807 3.485
24 1.711 2.064 2.797 3.467
25 1.708 2.060 2.787 3.450
26 1.706 2.058 2.779 3.435
27 1.703 2.052 2.771 3.421
28 1.701 2.048 2.763 3.408
29 1.699 2.045 2.756 3.396
30 1.697 2.042 2.750 3.385
31 1.696 2.040 2.744 3.375
32 1.694 2.037 2.738 3.365
33 1.692 2.035 2.733 3.356
34 1.691 2.032 2.728 3.348
35 1.690 2.030 2.724 3.340
36 1.688 2.028 2.719 3.333
37 1.687 2.026 2.715 3.326
38 1.686 2.024 2.712 3.319
39 1.685 2.023 2.708 3.313
40 1.684 2.021 2.704 3.307
Df = N-1 Df = 17-1 Df = 16 t-table (α) = 0.05 = 2.052
 APPENDIX H
ATTENDANCE LIST

Attendance
Pre- Post-
No Name Treatment
Test Test
1 2 3 4 5 6 7
1 Alfya Aulia √ √ s √ √ √ √
2 Annisa Salsabila √ √ √ √ √ √ √
3 Andita Dwi Wahyuni √ √ √ √ √ √ √
4 Annisa Nurul Alifa √ √ √ √ √ √ √
5 Asriyanti √ √ √ √ √ √ √
6 Faisal √ s √ √ √ √ √
7 Jumadil Azwar s √ √ √ √ √ √
8 Mudatsir √ √ √ √ √ √ √
9 Mudia Mutmainnah √ i √ √ √ √ √
10 Murniawati √ √ √ √ √ √ √
11 Muh. Rais √ √ i √ i √ √
12 Musawwir AG √ √ √ √ √ √ √
13 Nur Aisyah √ √ √ √ √ √ √
14 Nur Jannatul Ma'wa √ √ √ √ √ √ √
15 Nur Uswatul Hasanah √ √ √ √ √ √ √
16 Nurfadillah s √ √ √ √ √ √
17 Nurhalisa √ √ √ √ √ √ √
18 Nurhidayanti √ √ √ √ √ √ √
19 Nurul Adha √ √ √ √ √ √ √
20 Putri √ √ √ √ √ √ √
21 Sasmita √ √ √ √ √ √ √
22 Sindi Amelia Putri √ √ √ √ √ √ √
23 Sri Devi s √ √ √ √ √ √
24 Sri Harmini √ √ √ √ √ √ √
25 Syahriana √ √ √ √ √ √ √
26 Syarmita √ √ √ √ √ √ √
27 Tarisa √ √ √ √ √ √ √
28 Wanda Hamida √ √ √ √ √ √ √
 APPENDIX I
EXAMPLE OF STUDENTS WORKSHEET
 APPENDIX J
LESSON PLAN
Rencana Pelaksanaan Pembelajaran
(RPP)
Satuan pendidikan : SMK Negeri 1 Pangkep
Kelas/ Semester : X/Ganjil
Materi Pokok : Pre-test
Alokasi Waktu : 2 x 45 menit
Jumlah Pertemuan : 1 x pertemuan

A. Langkah-Langkah Pembelajaran
1. Kegiatan awal
a. Memberi salam
b. Memperkenalkan diri dan mengabsen siswa
c. Menjelaskan secara singkat mengenai pre-test yang akan dilaksanakan
2. Kegiatan inti
a. Guru membagikan kepada siswa copian pre-test yang akan dikerjakan
b. Guru memberikan penjelasan yang berhubungan dengan pre-test
c. Setiap siswa mengerjakan pre-test dan menuliskannya kedalam kertas
yang telah dibagikan
d. Guru memanggil setiap siswa untuk naik kedepan kelas untuk
menceritakan kembali apa yang telah dituliskannya dalam pre-test
e. Guru merekam gambar dan suara siswa pada saat siswa retell the topic
di depan kelas
f. Guru memberikan penekanan terhadap hasil pre-test
3. Kegiatan akhir
a. Guru memberikan kesimpulan dan penguatan
b. Guru menjelaskan mengenai pertemuan selanjutnya
B. Alat/Media Pembelajaran
a. Kamus
b. Copian pre-test
 Rencana Pelaksanaan Pembelajaran
(RPP)

Satuan pendidikan : SMK Negeri 1 Pangkep

Kelas/ Semester : X/Ganjil
Materi Pokok : Post-test
Alokasi Waktu : 2 x 45 menit
Jumlah Pertemuan : 1 x pertemuan

A. Langkah-Langkah Pembelajaran
1. Kegiatan awal
a. Memberi salam
b. Menjelaskan secara singkat mengenai post-test yang akan dilaksanakan
2. Kegiatan inti
a. Guru membagikan kepada siswa copian post-test yang akan dikerjakan
b. Guru memberikan penjelasan yang berhubungan dengan post-test
c. Setiap siswa mengerjakan post-test dan menuliskannya kedalam kertas
yang telah dibagikan
d. Guru memanggil setiap siswa untuk naik kedepan kelas untuk
menceritakan kembali apa yang telah dituliskannya dalam post-test
e. Guru merekam siswa pada saat siswa naik kedepan kelas untuk retell
the topic yang telah dituliskannya dalam post-test
f. Guru memberikan penekanan terhadap hasil post-test
3. Kegiatan akhir
a. Guru memberikan kesimpulan dan penguatan kepada siswa
b. Guru memberikan motivasi untuk menjadi lebih baik kedepannya
B. Alat/Media Pembelajaran
1. Kamus
2. Copian post-test
 Rencana Pelaksanaan Pembelajaran
(RPP)

Satuan pendidikan : SMK Negeri 1 Pangkep

Kelas/ Semester : X/Ganjil
Materi Pokok : Describing people
Alokasi Waktu : 4 x 45 menit
Jumlah Pertemuan : 2 x pertemuan

A. KOMPETENSI INTI
KI 3 :Memahami dan Menerapkan pengetahuan faktual, konseptual,
prosedural dalam ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait fenomena dan spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menyaji, dan menalar, dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
secara mandiri, bertindak secara efektif dan kreatif, dan mampu
melaksanakan tugas spesifik di bawah pengawasan langsung.
B. KOMPETENSI DASAR
3.7. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah
terkenal, sesuai dengan konteks penggunaannya
4.8.Menangkap makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
orang, tempat wisata, dan bangunan bersejarah terkenal.
4.9. Menyunting teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat
wisata, dan bangunan bersejarah terkenal, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.10. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat
wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan,
struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
C. INDIKATOR PENCAPAIAN KOMPETENSI
Indikator KD 3.7.
3.7.1. Siswa memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk
mendeskripsikan seseorang
3.7.2. Siswa mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan
untuk mendeskripsikan orang lain
3.7.3 Siswa menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk
mendeskripsikan orang lain
Indikator 4.8-4.10 :
Siswa terampil menggunakan teks lisan dan tulis untuk menyatakan, merespon dan
menanyakan mendeskripsikan seseorang
D. TUJUAN PEMBELAJARAN
Dalam proses pembelajaran diharapkan peserta didik dapat :
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks deskriptif
sederhana tentang orang
2. Menunjukkan perilaku peduli, percayadiri, dan tanggung jawab dalam
melaksanakan komunikasi terkait teks deskriptif sederhana tentang orang
3. Mengidentifikasi fungsi sosial, strukturteks
4. Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
orang
5. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang.
E. MATERI PEMBELAJARAN

“Describing People” Adjectives words, descriptive text

F. PENDEKATAN, MODEL DAN METODE PEMBELAJARAN
Brainstorming
Tanya jawab
Diskusi
Three steps interview technique
G. KEGIATAN PEMBELAJARAN
Deskripsi ALOKASI
TAHAPAN WAKTU
Kegiatan Guru Kegiatan Siswa

Pembukaan 1. Siswa menjawab 15 menit

1. Mengucapkan salam dan salam
berdo‟a bersama 2. Member informasi
Pendahuluan 2. Mengecek kehadiran guru siswa yang tidak
Apersepsi hadir beserta
1. Memberi brainstorming alasannya
berupa pertanyaan yang 3. Menerima informasi
sesuai dengan materi yang awal yang diberikan
akan disampaikan oleh guru
2. Menjelaskan tujuan
pembelajaran atau
kompetensi dasar yang
akan dicapai.
3. Menyampaikan cakupan
materi dan penjelasan
uraian kegiatan sesuai
silabus
Motivasi
Memotivasi siswa untuk
giat dan aktif dalam
pembelajaran
Inti Guru meminta siswa Mengamati 65 menit
mengamati beberapa gambar siswa melihat beberapa
gambar
Guru memberikan materi
berupa contoh adjective Menanya
words dan describing people siswa mempertanyakan
gambar
Mengeksplorasi Mengeksplorasi
Guru menginstruksikan siswa melaksanakan
siswa untuk three steps interview
tentang gambar-gambar
melakukan/mempraktekkan
yang telah dipilih
three steps interview
technique :
Siswa melakukan/
a. Guru membagi siswa ke
mempraktekkan three
 Deskripsi ALOKASI
TAHAPAN WAKTU
Kegiatan Guru Kegiatan Siswa

dalam kelompok yang steps interview sebagai

beranggotakan 4 siswa. berikut:
Setiap siswa ditandai
a. Siswa memilih
label A,B,C, dan D
teman untuk
b. Guru memberikan topic
melakukan intruksi
kepada siswa.
guru.
c. Menginstruksikan siswa
b. Siswa mempelajari
untuk melakukan
topic yang diberikan
interview, A interview B,
c. Siswa melaksanakan
C interview D.
instruksi guru untuk
d. Menginstruksikan siswa
melakukan
untuk bertukar peran
wawancara terhadap
sebagai interviewer and
partner mereka.
interviewee, mengulangi
d. Siswa bertukar
proses interview dengan
peran, mengulangi
peraturan yang sama
proses interview
e. Memberitahu siswa
dengan peraturan
untuk membagi
yang sama.
informasi yang mereka
dapat dari kerja Mengasosiasi
kelompok. e. Beberapa siswa
mempresentasikan
hasil dari kerja
kelompok mereka di
depan kelas.

Mengomunikasikan
siswa membuat hasil
diskusi dan
dipersentasekan masing
 Deskripsi ALOKASI
TAHAPAN WAKTU
Kegiatan Guru Kegiatan Siswa

kelompok

Penutup -Guru Memberikan umpan Siswa mencari tugas 10 menit

balik terhadap proses dan yang diberikan oleh guru
hasil pembelajaran

-Guru mengapresiasi hasil

kerja siswa contohnya: „You
did a good job today, I am
very happy with all you have
done today, thank you very
much for you kind attention
on my subject, by the way
how do you feel to be in this
class, please write your
feeling, your problem and
your success during my class
in your journal‟
-Guru Melakukan kegitan
tindak lanjut dalam bentuk
pemberian tugas individu

-Guru memberi tugas untuk

mencari dari sumber lainnya
seperti teksbook dan internet
tentang mendiskripsikan
seseorang

H. MEDIA, ALAT DAN SUMBER PEMBELAJARAN

1. Media : Power Point Presentation
2. Alat : Laptop, papan tulis dan In focus
3. Sumber : Kurikulum 2013, Buku Bahasa Inggris
SMA/MA/SMK/MAK Kelas
X; Kementrian Pendidikan dan Kebudayaan
 Rencana Pelaksanaan Pembelajaran
(RPP)

Satuan pendidikan : SMK Negeri 1 Pangkep

Kelas/ Semester : X/Ganjil
Materi Pokok : Teks Deskriptif lisan sederhana, tentang tempat
wisata (Ecotourism Destination)
Alokasi Waktu : 4 x 45 menit
Jumlah Pertemuan : 2 x pertemuan

A. KOMPETENSI INTI
KI 3 : Memahami dan Menerapkan pengetahuan faktual, konseptual,
prosedural dalam ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait fenomena dan spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menyaji, dan menalar, dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, bertindak secara efektif dan kreatif, dan mampu melaksanakan
tugas spesifik di bawah pengawasan langsung.
B. KOMPETENSI DASAR
3.7. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal,
sesuai dengan konteks penggunaannya
4.8. Menangkap makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
orang, tempat wisata, dan bangunan bersejarah terkenal.
4.9. Menyunting teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat
wisata, dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.10. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat
wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur
teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks
C. INDIKATOR PENCAPAIAN KOMPETENSI :

Indikator KD 3.7
3.7.1. Mengidentifikasi gambaran umum, informasi tertentu dan rinci dari teks
deskriptif tentang tempat wisata dengan penuh percaya diri dan bertanggung jawab
Indikator KD. 4.8-4.10
Mengurai gambaran umum dan informasi tertentu dari teks deskriptif tentang tempat
wisata dengan penuh percaya diri dan bertangung jawab
Mendeteksi fungsi sosial, struktur teks dan unsur kebahasaan dari teks deskriptif
D. TUJUAN PEMBELAJARAN
Dalam proses pembelajaran diharapkan peserta didik dapat :
Setelah mengamati dan mendiskusikan fungsi sosial, struktur teks, dan unsur
kebahasaaan peserta didik mampu untuk menyuting teks deskriptif tulis sederhana
tentang tempat wisata
Dalam proses pembelajaran diharapkan peserta didik dapat :
Melalui proses membaca, menonton, menanya, mencoba dan menalar peserta didik
mampu, menganalisis dan menangkap makna teks deskriptif lisan dan tuis
sederhanan tentang tempat wisata dengan percaya diri, jujur dan bertanggung jawab
E. MATERI PEMBELAJARAN

Teks Deskriptif lisan sederhana, tentang tempat wisata (Ecotourism

Destination)

Descriptive text is available for a screen reader device to audibly describe a

graph or map so a visually impaired user can understand the graphical information.
Or to describe the characteristic of particular Person, thing , or place.
Text structure:
Identification : Identifies thing, person, place, phenomenon to be described.
Description : Gives the information of particular thing, person, or place
being discussed or describes parts, qualities, or
Characteristic.
F. PENDEKATAN, MODEL dan METODE PEMBELAJARAN

Brainstorming
Tanya jawab
Diskusi
Three steps interview technique
G. KEGIATAN PEMBELAJARAN
Deskripsi ALOKASI
TAHAPAN WAKTU
Kegiatan Guru Kegiatan Siswa

Pembukaan 1. Siswa menjawab 15 menit

1.Mengucapkan salam dan salam
berdo‟a bersama 2. memberi informasi
Pendahuluan 2. Mengecek kehadiran guru siswa yang tidak
hadir beserta alasannya.
3. Menerima informasi
Apersepsi awal yang diberikan
1. Memberi brainstorming oleh guru
berupa pertanyaan yang sesuai
dengan materi yang akan
disampaikan seperti :

2. Menjelaskan tujuan
pembelajaran atau kompetensi
dasar yang akan dicapai.

3. Menyampaikan cakupan
materi dan penjelasan uraian
kegiatan sesuai silabus

Motivasi
Memotivasi siswa untuk giat
dan aktif dalam pembelajaran
Inti Guru meminta siswa Mengamati 65 menit
memperhatikan gambar tempat
wisata Siswa mengamati
Guru memberikan contoh sebuah gambar tempat
deskripsi tempat wisata wisata
Guru memberikan pilihan Siswa memperhatikan
gambar tempat wisata dan contoh deskripsi tempat
meminta siswa membuat wisata
deskripsi tempat wisata yang Menanya
telah dipilih
Siswa mempertanyakan
gagasan pokok,
informasi tertentu dan
 Deskripsi ALOKASI
TAHAPAN WAKTU
Kegiatan Guru Kegiatan Siswa

rinci dari teks deskripsi

tentang tempat wisata.
Siswa membuat
Mengeksplorasi deskripsi tentang
Guru menginstruksikan siswa tempat wisata yang
untuk telah dipilih

melakukan/mempraktekkan three
Mengeksplorasi
steps interview technique : siswa melaksanakan
a. Guru membagi siswa ke three steps interview
tentang topik yang telah
dalam kelompok yang
diberikan
beranggotakan 4 siswa.
Setiap siswa ditandai label
Siswa
A,B,C, dan D
melakukan/mempraktek
b. Guru memberikan topic
kan three steps
kepada siswa.
interview sebagai
c. Menginstruksikan siswa
berikut:
untuk melakukan interview,
A interview B, C interview a. Siswa memilih
D. teman untuk
d. Menginstruksikan siswa melakukan intruksi
untuk bertukar peran sebagai guru.
interviewer and interviewee, b. Siswa mempelajari
mengulangi proses interview topic yang diberikan
dengan peraturan yang sama c. Siswa melaksanakan
e. Memberitahu siswa untuk instruksi guru untuk
membagi informasi yang melakukan
mereka dapat dari kerja wawancara terhadap
kelompok. partner mereka.
d. Siswa bertukar
 Deskripsi ALOKASI
TAHAPAN WAKTU
Kegiatan Guru Kegiatan Siswa

peran, mengulangi
proses interview
Mengomunikasikan
dengan peraturan
Guru meminta Siswa yang sama.
menyampaikan hasil dari kerja
kelompok mereka di depan kelas Mengasosiasi
e. Beberapa siswa
mempresentasikan
hasil dari kerja
kelompok mereka di
depan kelas.

Siswa memperoleh
balikan (feedback) dari
guru dan teman tentang
setiap yang dia
sampaikan dalam kerja
kelompok.
mengomunikasikan

Siswa menyunting
deskripsi tempat wisata
yang disediakan guru
Penutup -Guru Memberikan umpan balik Siswa mencari tugas 10 menit
terhadap proses dan hasil yang diberikan oleh
pembelajaran guru

-Guru mengapresiasi hasil kerja

siswa contohny: „You did a
good job today, I am very happy
with all you have done today,
thank you very much for you
kind attention on my subject, by
the way how do you feel to be in
this class, please write your
 Deskripsi ALOKASI
TAHAPAN WAKTU
Kegiatan Guru Kegiatan Siswa

feeling, your problem and your

success during my class in your
journal‟
-Guru Melakukan kegitan tindak
lanjut dalam bentuk pemberian
tugas individu

F. MEDIA, ALAT DAN SUMBER PEMBELAJARAN

1. Media : Gambar
2. Alat : Papan tulis dan spidol
3. Sumber : Kurikulum 2013, Buku Bahasa Inggris
SMA/MA/SMK/MAK Kelas X; Kementrian Pendidikan dan Kebudayaan
 Rencana Pelaksanaan Pembelajaran
(RPP)

Satuan pendidikan : SMK Negeri 1 Pangkep

Kelas/ Semester : X/Ganjil
Materi Pokok : Describing Historical Places
Alokasi Waktu : 2 x 45 menit
Jumlah Pertemuan : 1 x pertemuan

A. KOMPETENSI INTI
KI 3 : Memahami dan Menerapkan pengetahuan faktual, konseptual, prosedural
dalam ilmu pengetahuan, teknologi, seni, budaya, dan humaniora
dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait fenomena dan spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menyaji, dan menalar, dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, bertindak secara efektif dan kreatif, dan mampu melaksanakan
tugas spesifik di bawah pengawasan langsung.

B. KOMPETENSI DASAR
3.7. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah
terkenal, sesuai dengan konteks penggunaannya
4.8.Menangkap makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
orang, tempat wisata, dan bangunan bersejarah terkenal.
4.9. Menyunting teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat
wisata, dan bangunan bersejarah terkenal, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.10. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat
wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan,
struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
C. INDIKATOR PENCAPAIAN KOMPETENSI
Indikator KD 3.7
3.7.1. siswa dapat menganalisis fungsi sosial, struktur text dan unsur
kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan
bangunan bersejarah terkenal

Indikator KD 4.8-4.10
1. Mengurai gambaran umum dan informasi tertentu dari teks deskriptif tentang
bangunan bersejarah terkenal dengan penuh percaya diri dan bertangung
jawab.
2. Mendeteksi fungsi sosial, struktur teks dan unsur kebahasaan dari teks
deskriptif
D. TUJUAN PEMBELAJARAN
Dalam proses pembelajaran diharapkan peserta didik dapat :
Pengetahuan
Setelah mengamati dan mendiskusikan fungsi sosial, struktur teks, dan unsur
kebahasaaan peserta didik mampu untuk menyuting teks deskriptif tulis
sederhana tentang bangunan bersejarah terkenal
Keterampilan

Melalui proses membaca, menonton, menanya, mencoba dan menalar peserta

didik mampu, menganalisis dan menangkap makna teks deskriptif lisan dan
tuis sederhanan tentang bangunan bersejarah terkenal dengan percaya diri,
jujur dan bertanggung jawab
E. MATERI PEMBELAJARAN
Teks deskriptif lisan dan tulis, sederhana, tentang bangunan bersejarah
terkenal
Membanggakan, menjual, mengagumi, mengenalkan, mengidentifikasi,
mengkritik, dsb.
 F. PENDEKATAN, MODEL DAN METODE PEMBELAJARAN
Brainstorming
Tanya jawab
Diskusi
Three steps interview technique

G. KEGIATAN PEMBELAJARAN
Deskripsi ALOKASI
TAHAPAN WAKTU
Kegiatan Guru Kegiatan Siswa

Pembukaan 1. Siswa menjawab 15 menit

1. Mengucapkan salam dan salam
berdo‟a bersama 2. Member informasi
Pendahuluan 2. Mengecek kehadiran guru siswa yang tidak
Apersepsi hadir beserta
1. Memberi brainstorming alasannya
berupa pertanyaan yang sesuai 3. Menerima informasi
dengan materi yang akan awal yang diberikan
disampaikan oleh guru
2. Menjelaskan tujuan
pembelajaran atau kompetensi
dasar yang akan dicapai.
3. Menyampaikan cakupan
materi dan penjelasan uraian
kegiatan sesuai silabus
Motivasi
Memotivasi siswa untuk giat
dan aktif dalam pembelajaran
Inti Guru meminta siswa mengamati Mengamati 65 menit
beberapa gambar siswa melihat beberapa
Guru memberikan materi berupa gambar
contoh adjective words
Menanya
Mengeksplorasi siswa mempertanyakan
gambar
Guru menginstruksikan siswa
untuk Mengeksplorasi
siswa melaksanakan
melakukan/mempraktekkan
three steps interview
three steps interview technique : tentang topik yang telah
 Deskripsi ALOKASI
TAHAPAN WAKTU
Kegiatan Guru Kegiatan Siswa

a. Guru membagi siswa ke diberikan

dalam kelompok yang
beranggotakan 4 siswa. Siswa melakukan/
Setiap siswa ditandai label mempraktekkan three
A,B,C, dan D steps interview sebagai
b. Guru memberikan topic berikut:
kepada siswa.
a. Siswa memilih
c. Menginstruksikan siswa
teman untuk
untuk melakukan interview,
melakukan intruksi
A interview B, C interview
guru.
D.
b. Siswa mempelajari
d. Menginstruksikan siswa
topic yang diberikan
untuk bertukar peran sebagai
c. Siswa melaksanakan
interviewer and interviewee,
instruksi guru untuk
mengulangi proses interview
melakukan
dengan peraturan yang sama
wawancara terhadap
e. Memberitahu siswa untuk
partner mereka.
membagi informasi yang
d. Siswa bertukar
mereka dapat dari kerja
peran, mengulangi
kelompok.
proses interview
dengan peraturan
yang sama.

Mengasosiasi
e. Beberapa siswa
mempresentasikan
hasil dari kerja
kelompok mereka di
depan kelas.
 Deskripsi ALOKASI
TAHAPAN WAKTU
Kegiatan Guru Kegiatan Siswa

Mengomunikasikan
siswa membuat hasil
diskusi dan
dipersentasekan masing
kelompok
Penutup -Guru Memberikan umpan balik Siswa mencari tugas 10 menit
terhadap proses dan hasil yang diberikan oleh guru
pembelajaran

-Guru mengapresiasi hasil kerja

siswa contohnya: „You did a
good job today, I am very happy
with all you have done today,
thank you very much for you
kind attention on my subject, by
the way how do you feel to be in
this class, please write your
feeling, your problem and your
success during my class in your
journal‟
-Guru Melakukan kegitan tindak
lanjut dalam bentuk pemberian
tugas individu

-Guru memberi tugas untuk

mencari dari sumber lainnya
seperti teksbook dan internet
tentang mendiskripsikan
seseorang

H. MEDIA, ALAT DAN SUMBER PEMBELAJARAN

1. Media Gambar
2. Alat : Laptop, papan tulis dan spidol
3. Sumber :Kurikulum 2013, Buku Bahasa Inggris
SMA/MA/SMK/MAK Kelas X; Kementrian Pendidikan dan Kebudayaan
 APPENDIX K
TEACHING MATERIAL
2nd – 3rd Meeting
Teacher give example adjective words
Adjective in describing personality and character
Optimistic Friendly Humble
Calm Honest Popular
Intelligent Polite Patient
Hard – working Nervous Outgoing
Happy Distracted Bad – tempered
Shy Silly Unfriendly, etc

How to describe appearance

There are many ways to describe people, especially in physical appearance. Physical
appearance consists of general appearance, eyes, ears, face, nose, arms,

Short average / normal /

Tall medium height.
 grey eyes

blue eyes

brown eyes

Fat, dark eyes

stocky, overweight
thin, slim

short hair
long hair
blonde hair

wavy hair
Teenager
Curly hair

Young Beard
Old
Example about describing general appearance
Sharon is a high school
student. She is young. She
is short and slim. She has
got short, brown hair and
brown eyes.

William is handsome
boy. He is young. He
is tall and he is of
medium weight. He
has got short, black
hair and black eyes.

Describing famous people

1. She‟s a beautiful singer. She isn‟t very tall and she has blonde hair. She was born
in Colombia and currently she‟s married with/to a footballer. SHAKIRA

2. He‟s a famous football player. He plays for Real Madrid. He‟s from Portugal.
He‟s good-looking. He has short hair and he played for Manchester United. Who is
he? CRISTIANO RONALDO

Example : describing a best friend

I have a best friend, her name is Ayu. She is my classmate. She lives in
Panumbangan. She has a happy family, her parents and a sister. She is the second
daughter in her family. Ayu is fourteen years old. She is beautiful. She has white
skin. She has a long black hair. Her hair is straight. She has brown eyes. She has
sharp nose and thin lips. Her height is 155 cm, she is taller than me. She is slim
because her weight is only 40 kg. Moreover, Ayu is a kind a person, because she
always help me and all her friend to do homework. She is very smart, she is the first
rank in the classroom.In addition, she has some hobbies. They are writing and
singing. She likes to write a short story. Her short story is very interesting. She
always practice in writing everyday. So, she is good in writing. Furthermore, she
also like singing. Her favorite song is Just The Way You Are and her favorite singer
is Bruno Mars. Her voice is very melodious, I like her voice.
 A. Do practice by using Three Steps Interview Technique. Follow the
instructions above to make your practicing perfect!

a. Make a group consists of 4 persons.

b. Give label A, B, C, D to each person.
c. Student A will be paired with student B, and student C will be paired with
student D.
d. Student A will interview student B, Student C will interview student D.
e. Change the role when the teacher says “Change”
f. After all interviews are done, start from student A then B, C, D are tell the
interview result to all group‟s members.
g. Teacher will ask the representative for each group to share the interview
result in front of the class.

Use the list of question below as your guidance to interview your partner :

1. Do you have best friend / brother/ sister/ boyfriend/ girlfriend?

2. Who is her / his name?

3. Is she / he beautiful / handsome?

4. Does she/he has a white skin?

5. Does she / he has a long hair?

6. What is the colour of his / her eyes?

7. How is her body? Tall / short?

8. Is she / he thin?

9. Is she / he a nice boy / girl?

10. Why does she / he become your .............. ?

11. Do you love her / him?

B. Come in front of the class and share your interview’s result.

4th – 5th Meeting
Teacher give some pictures about ecotourism destination

Teacher explain about descriptive text

Descriptive text is, “…… is a text which says what a person or a thing is like. Its

purpose is to describe and reveal a particular person, place, or thing.” Or Is a text

which used to describe something, someone, or place.

Adjectives you can use to describe your holidays

Positive Adjectives :

Exciting/ Interesting/ Fabulous/ Enjoyable/ Relaxing/ Active/ Original/ Awesome/

Wonderful/ Amazing/ Breathtaking/ Terrific/ sparkling/ dazzling/ stunning

Negative Adjectives:
Monotonous/ Boring/ Spoilt/ terrible/ Horrible/ Terrifying/ Frightful

Positive Adjectives decribing the food:

mouth-watering/ delicious/ luscious/ fresh/savory/ tasty/ sweet/ succulent/ juicy/

appetizing/ delightful/ yummy/ delectable/ distinctive/ Exquisite/ Flavorsome

Negative adjectives describing the food:

Tasteless/ disagreeable/disgusting/ odorless/ noxious/rotten/unsavory/ yucky

DESCRIPTIVE ADJECTIVES
The setting, the destination

breathtaking, stunning (views, scenery)

exotic (beauty, charm, location)
picturesque, quaint (streets, villages, cottages)
Outstanding, gorgeous, magnificent, splendid (architectural legacy)
Impressive / awe-inspiring impressionant
Striking (beauty)
Vibrant / bustling (city, market) / lively (city) iconic (city, destination)
ideal, idyllic, earthly paradise, heavenly, divine divin, paradisiaque
compelling (destination)
scenic (route) panoramic, touristic (scenic train)
spectacular (Chilean fiords), dramatic (alpine lake)
majestic (mountains and national parks)
crystal clear (sea) colourful (coral) turquoise (waters)
adventurous (destination)
sumptuous (surroundings, suites)
unspoilt=untouched (rainforest), intact, pristine (beach)
tranquil (waters) peaceful (atmosphere)
intimate (ambience), charming (resort)
jagged (coastline) rugged (landscape, coast)
Example :
Tanjung Putting National Park
One of the internationally famous ecotourism destinations in Indonesia is
Tanjung Puting National Park in the southwest of Central Kalimantan peninsula.
Tanjung Puting National Park offersimpressive experience to its visitors. This is
called a park, but unlike any park that you have seen in your city, this is a jungle! It
is a real jungle, which is home to the most incredible animals in the world: orang
utans and proboscis monkeys! The male proboscis monkeysare interesting because
they have enormous snout. So, imagine yourself to be in the jungle and meet these
special animals in their original habitat. What will you do when you meet them?
To see orang utans we should go to Camp Leakey. Camp Leaky islocated in
the heart of Tanjung Putting National Park. This is a rehabilitation place for ex-
captive orang utans and also a preservation site. This camp was established by Birute
Galdikas, animportant scientist who has studied orang utans since 1971.
To reach the place, we should take a boat down Sekonyer river.The boat is
popularly called perahu klotok which is a boathousethat can accommodate four
people. The trip by the boat to CampLeaky takes three days and two nights.
The traveling in the boat offers another unforgettable experience. You sleep,
cook, and eat in that klotok, night and day during your journey into the jungle. In
daylight, on your way to Camp Leaky, you can see trees filled with proboscis
monkeys. At night, you can enjoy the clear sky and the amazingly bright stars as the
only lights for the night.
Let’s do practice

A. Do The Three Steps Interview Technique. Follow the instructions above

to make your practicing perfect!
a. Make a group consists of 4 persons.
b. Give label A, B, C, D to each person.
c. Student A will be paired with student B, and student C will be paired with
student D.
d. Student A will interview student B, Student C will interview student D.
e. Change the role when the teacher says “Change”
f. After all interviews are done, start from student A then B, C, D are tell the
interview result to all group‟s members.
g. Teacher will ask the representative for each group to share the interview
result in front of the class.

Use these questions to guide you.

Think about a holiday destination.

1. How do you choose a location for your holiday?
2. When booking a holiday what do you look for? (e.g beach, quiet
location, nightlife?)
3. Have you ever visited a waterfall or other natural tourist
objects?
4. What is interesting about the place?
5. Will you recommend that place to your friends? Why?

Ask your friend about an ecotourism destination.

1. What do you understand by the term eco-tourism?
2. Do you ever go on an eco-tourist holiday?
3. Where was your last eco- tourist holiday destination?
4. Why did you choose this location?
5. What were the three best things about the holiday?

B. Come in front of the class and share your interview’s result.

 Teaching Material
th
6 Meeting
Teacher give pictures about historical building or place

Teacher explain the material

Speaking topics in text:

Describe a historical place that interest you. You should say:

What it is,

Where it is located,

What you can see there now, And

Explain why this place is interesting.

Alternative Answer:

An interesting historic place in my country is (...say a name of a historic

place...). It is situated at (...area name...) in (...city/town name ...). In my opinion, this
is a very interesting historic place as it is almost two thousand years‟ old and it was
discovered in the middle of the last century. This was the centre of the (...say a
civilisation name...) civilisation and was one of the most prominent cities of our
country. More than several hundred feet had to be dug to discover it.

Now the place has been renovated to reflect the city it once been. There are
more than hundred acres of places on this site and most of them are the remaining of
the lost civilisation and city of that time. There are several old buildings, castles,
fortress, monuments, rivers, canon, cryptic houses, under paths and sculptures are
there. A museum was built as recently as 10 years ago for the visitors to learn more
about this lost city and people. The museum is a really good one in terms of its
collection and reflection of that civilisation.

To me, this was interesting because of the proof of advancement this

civilisation had. I have read a lot about this civilisation and cultures of these people
and visiting this place was a really good experience. The museum was very rich in
terms of learning history. The city was more than 2 thousand years old and yet it has
many amazing artworks, tools, intricate designs, buildings with amazing work, finest
canon and many more proofs of their advancement. They had been a flourishing
civilisation that dominated that part of the country. The idea of our civilisation being
found by future generation was an interesting idea and this historic place just
reminded me that. The museum, the fine airmanship and advancement of that
civilisation are all amazing historic proof and interesting to explore.
MAIN PART (BODY)
Describe the place/building:
a. What does it look like?

b. What are the important features of it?

c. What makes it special?

d. What can you see there?

e. What is the atmosphere of it?

VOCABULARY
Include a variety of adjectives:

Place boring, busy, colorful, dangerous, exciting, friendly,

lively, polluted, popular, welcoming, etc.

Building decorated, luxurious, spacious, immense, magnificent,

etc.
 Both Ancient, attractive, beautiful, charming, cosy,
crowded, empty, historic, huge, impressive,
interesting, isolated, large, modern, noisy, significant,
spectacular, traditional, ugly, unique, warm, well-
planned, wonderful, etc.

Teacher give example about historical place

Monas
The National Monument, or "Monas" as it is popularly called, is one of the
monuments built during the Sukarno era of fierce nationalism. The top of the
National Monument (Monas) is Freedom Square. It stands for the people's
determination to achieve freedom and the crowning of their efforts in the
Proclamation of Independence in August 1945. The 137-meter tall marble obelisk is
topped with a flame coated with 35 kg of gold. The base houses a historical museum
and a hall for meditations. The monument is open to the public and upon request the
lift can carry visitors to the top, which offers a bird's eye view on the city and the
sea.

Generic Structure Analysis

a. Identification; identifying the phenomenon to be described in general;

Borobudur temple
b. Description; describing the Borobudur temple in parts; eight terraces of
Borobudur temple and its characteristics
 A. Do practice by using Three Steps Interview Technique. Follow the
instructions above to make your practicing perfect!

a. Make a group consists of 4 persons.

b. Give label A, B, C, D to each person.
c. Student A will be paired with student B, and student C will be paired with
student D.
d. Student A will interview student B, Student C will interview student D.
e. Change the role when the teacher says “Change”
f. After all interviews are done, start from student A then B, C, D are tell the
interview result to all group‟s members.
g. Teacher will ask the representative for each group to share the interview
result in front of the class.

Use the following questions to guide you.

Think of a historical building that you once visited.

1. What is the name of the bulding?
2. Where is it?
3. What does it look like? (What words describe the
building?)
4. What history do people know about the bulding?
5. Is there any information saying that the building is
mysterious?

Ask your friend about historical places that she/ he know.

1. What is the name of place?
2. How old is the place?
3. Is the place spooky?
4. Why is it mysterious?
5. How does the place look like

B. Come in front of the class and share your interview’s result.

 APPENDIX L
DOCUMENTATIONS
 CURRICULUM VITAE

The researcher, Nirmala Ashari. As is the last child of

Asdar, A.Ma and Hasnah Saing, S.Pd. She was born on

July 19th 1995 in Taraweang Pangkep, South Sulawesi.

She has two brother and don‟t have any sister. She began

her study at SDN 24 Taraweang and moved to SDN 16

Taraweang and graduated in 2007. Then, she joined at

SMP Negeri 2 Labakkang and graduated in 2010. Afterwards, she continued her

study at SMA Negeri 1 Bungoro now known as SMA Negeri 1 Pangkep and

graduated in 2013. In the year, she was registered as a student of English Education

Department of Teacher Training and Education Faculty of Muhammadiyah

University of Makassar. At the end of her study, She could finish his thesis with the

title The Use of Three Steps Interview Technique to Improve Students‟ Speaking

Ability of the First Year Students at SMK Negeri 1 Pangkep (Pre-Experimental

Research).