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Abstract: The objectives of this research are to find out whether the use of direct
interview type improves the students’ speaking skill and the strengths and
weaknesses of direct interview type. This research consisted of two cycles in
which there were four steps in each cycle, namely planning, implementing,
observation, and reflection. The researcher collected quantitative data of speaking
tests and qualitative data of classroom situation, field note, photograph, interview,
and questionnaires. The results are (1) the students’ speaking skill improved, the
improvement of speaking score from 3. 86 up to 5.95 (2) Direct interview type
established good communication activity between the teacher and the student and
improved classroom management. On the other hand the disadvantage of direct
interview type was difficulty in time management to conduct one to one interview
with students in a big speaking class. Therefore, the teacher should arrange good
time allocation in large class to achieve the best outcome.
The result of the research could be as speaking skill improved by using direct
a real evidence of implementing the research. interview type. It could be shown as follows:
Primarily it could be seen that the students’
The table above presented that there interview is offer ways to enhance
was the improvement of students’ speaking learning and to increase academic
skill in increasing mean score, therefore the Achievement. It was proven step by
researcher decided to stop this research. In step during implementing the action
summary the researcher concluded that that could be seen the improvement
direct interview type improved the students’ of the higher score students
speaking skill. speaking skill from pre test to post
After using direct interview type to test that was 3.86 up to 5.95. It
teach speaking there were some significant meant that the students absorbed the
improvements of students speaking skill. teacher explanation well and then
1. Direct interview type can improve the students conveyed meaning
students’ speaking skill. when they presented to describe
Madsen (1983: 166) tells that the something in speaking class.
level of difficulty on any given Kessler (6: 1992) states that
interview should vary both to interview increases linguistic
maintain student confidence and the complexity of communication.
flow of the interview and also to According to Bailey (2005: 191)
provide an opportunity for teacher explain that linguistic complexity
to see how competent the student means the ability to understand the
really is. Kessler (1:1992) states that use of grammar, to choose the
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sufficient words (vocabulary) and to through direct interview type the
produce sounds of language researcher concerned on speaking
(pronunciation) clearly and improvement by applying interview
correctly. During speaking the activity in implementing research on
students tendency repeated the same every meeting to encourage the
word for many times when they students’ awareness to speak
spoke English and it was caused the English for better English
students’ lack of vocabularies and pronunciation.
also the students described 2. Direct interview type can improve
something very shortly description. the classroom management.
After the researcher applied direct Through implementing this action
interview type the researcher saw gave feedback beneficial to the
the students’ speaking improvement students to convey meaning when
that proven from the students’ they conducted speaking through
performance to describe place direct interview type. In the end of
correctly with using sufficient the lesson the students gave peer
vocabulary. feedback / peer assessment on each
The researcher saw that the students other to assess how well the students
got difficulty to understand performance really are. Therefore
grammar when the first meeting the the researcher assume that a
researcher explained simple present progress achievement in speaking
tense. The researcher found out that English after implementing this
some students did mistakes in action research and knowledge
making sentences when the students acquisition also consciously help the
wrote down the sentences in front of students to develop language skill
the class. Most of the students also that proposed to get the students
got confused to differentiate the use stimulate interest in teaching
of simple present tense, for example learning process then through those
the students usually talked double activity helped the researcher to
verb like “I am forget”. Then the asses informal assessment of what
researcher overcame it by asking the they say and what the language they
students to redraft before presenting use then how they performance.
their discussion result in front of the 3. Advantages and disadvantages of
class and though this activity the direct interview type
researcher proposed to develop the Direct interview type also gave
student understanding in English some advantages such the
grammar. improvement of the students
Other improvement was from the speaking skill not only from the
students’ pronunciation. At the first students’ performance but also from
the students did many mistakes in the students cognitive that
pronouncing the words and the encouraged the students to speak
students thought that it was very English continually. On the other
difficult to speak English. It was hand there were some disadvantages
caused that they felt unfamiliar with of applying direct interview type to
English in their daily life. Then improve students’ speaking skill.
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The first was when the researcher
conducted one to one interview that BIBLIOGRAPHY
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The researcher draws a conclusion University Press.
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interview type can improve the students’ Dale, Margareth. (1998). How to be a
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