THE EFFECT OF THE THREE-STEP INTERVIEW TECHNIQUE ON ELEVENTH-GRADE STUDENTS’ SPEAKING SKILLS
Keywords:
speaking achievement, three-step interview, teaching techniqueAbstract
Enhancing students' speaking skills remains a major obstacle in English instruction, especially in secondary schools with vocational programs where effective communication is crucial. This study investigated whether eleventh-grade students at SMK PGRI 2 Palembang might improve their speaking proficiency by using the three-step interview technique. A quantitative method with a quasi-experimental design was employed, involving 42 students selected through purposive sampling, with 22 assigned to the experimental group and 20 to the control group. Data were collected through a speaking test. The obtained data were analyzed using the Wilcoxon signed-rank test and the Mann-Whitney U test, since the data were not normally distributed. The Wilcoxon Signed-Rank test revealed a significant improvement in speaking achievement within the experimental group (Asymp. Sig. = 0.000 < 0.05), indicating that the three-step interview technique effectively fostered students’ speaking achievement. However, the Mann-Whitney U test showed no significant difference between the experimental and control groups (Asymp. Sig. = 0.192 > 0.05), suggesting that the technique did not outperform traditional methods in this sample. These findings imply that while the three-step interview technique can be a useful classroom strategy to support speaking development, further research with larger samples and diverse contexts is recommended to evaluate its comparative effectiveness.
References
Afebri, H., Aderlaepe, & Muhsin, M. K. (2017). Factors affecting students’ difficulties in speaking performance of the tenth‑grade students of SMA Negeri 1 Tiworo Kepulauan. Journal of English Education and Teaching (JEET). FKIP Halu Oleo University.
Brown, H. D. (2004). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education.
Hamsia, W. (2018). Developing students’ speaking ability through story completion. Jo-ELT (Journal of English Language Teaching), 5(1), 57–64.
Harmer, J. (2011). The practice of English language teaching (4th ed.). Harlow, UK: Pearson Longman.
Harzing, A. W., & Pudelko, M. (2013). Language competencies, policies and practices in multinational corporations: A comprehensive review and comparison of Anglophone, Asian, Continental European and Nordic MNCs. Journal of World Business, 48(1), 87–97.
Januariza, Y., & Hendriani, S. (2016). Student anxiety in learning speaking. Proceedings of ISELT FBS Universitas Negeri Padang, 4(2), 468–474.
Luoma, S. (2004). Assessing speaking. Cambridge, UK: Cambridge University Press.
Maca, S. (2020). Teaching English speaking skill through pair and group interview techniques. Ethical Lingua: Journal of Language Teaching and Literature, 7(2), 329–337.
Muhayyang, M., & Rasyid, M. A. (2017). Integrating language skills into points of discussion: An interpersonal communication approach. Journal of Language and Literature, 8(2), 45–56.
Nickerson, C., Ebel, R., Borchers, A., & Carriazo, F. (2011). Major uses of land in the United States, 2007. Economic Information Bulletin, 89, 1–67.
Richards, J. C., & Renandya, W. A. (2002). Approaches to teaching. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 1–5). Cambridge, UK: Cambridge University Press.
Rolheiser‑Bennett, N. C. (1988). Four models of teaching: A meta‑analysis of student outcomes (strategies, memory, cooperative learning, synectics). Ann Arbor, MI: University Microfilms International.
Yulizar, I. (2022). Mengapa Bahasa Inggris menjadi mata pelajaran wajib di Indonesia. Tarbiyah bil Qalam: Jurnal Pendidikan Agama dan Sains, 6(2), 25–38.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Aldi, Yuyun Hendrety, Rahma Dianti
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
