Jurnal Edulingua Vol 3.No.1Januari-Juni2016 [607265]

Jurnal Edulingua | Vol 3.No.1Januari-Juni2016
IMPLEMENTING THREE STEP INTERVIEW
IN TEACHING SPEAKING
Olyvia Revalita Candraloka
Islamic University of Nahdlatul Ulama’ Jepara
Email :[anonimizat]
ABSTRACT
Speaking plays a more and more important role in English learning. Since seldom students
speak actively in classroom, it‘s high time for teachers to apply one of cooperative learning
method in class. The main purpose of this article is to describe methods and the r esults of a
work designed to analyze the implementation of Three Step Interview in teaching speaking.
This article begins with the overview teaching speaking include problems in teaching
speaking, and the activities of teaching speaking. It also explains t he concept of Three Step
Interview technique and the implementation of the technique.
Key words :Three Step Interview, language teaching, speaking
INTRODUCTION
Speaking seems to be the most difficult skill
that the language users have to learn.
According to Celce-Murcia(2001:103) the
difficulty of speaking is almost accomplished
via interaction with at least one other
speaker. Speaking is concerned the chances
of having any opportunity on the part of
students are very low. The opportunity of
speaking is concerned very few students get
it. There are many factors for this situation,
mainly large classes (Meng, J, 2010: 702).
Cooperative learning requires
students to work together on a common task,
sharing information and supporting one
another (Barkley, Cross, and Major: 2005).
They have opportunities to process
externally and share responsibility for a task.
Moreover in Three Step Interview, one of
techniques of cooperative learning they canimprove communication skill especially in
spoken language. In this technique, student: [anonimizat], students assume th at learning
only comes from the teacher, not from the
group; as a result, they are reluctant to accept
group members as their collaborators let
alone tutors. They sometimes fear the
challenge of sustained, formal speaking
before large groups (:12). Moreove r just few
students get the opportunity in participating
in class. One of reasons is large class.
By using cooperative learning, the
students can work together and share
information. Especially in Three Step
Interview, one of techniques of cooperative
learning they will be divided into group of
pair. It provides opportunities for students to
practice alone or with one other student: [anonimizat] | Vol 3. No.1Januari-Juli2016
Olyvia Revalita Candraloka<< |40then before increasingly larger groups. Thus,
students can practice speaking in front of
their peers who face the same situ ation. So,
they get more opportunities in sharing
information and enhancing speaking skill
(Barkley, Cross, and Major: 2005:121).
This article examines the
implementing Three Step Interview
technique in teaching speaking. The article
begins with the conce pt of teaching speaking
and continues with the concept of Three Step
Interview technique. In addition, the
implementation of this technique is also
discussed.
TEACHING SPEAKING
For most people, speaking becomes difficult
skill for students. There are some aspects
that make speaking becomes difficult.
According to Brown in Celce -Murcia (2001:
103) mentions a number of features that
interact to make speaking as challenging a
language skill as it is. The use of slang and
idiom are also important. Without facility in
using these ubiquitous features of spoken
language, learners are apt to sound bookish.
In addition, Celce -Murcia states that in
speaking, students must acquire the stre ss,
rhythm, and intonation of English. The other
aspect is always accomplished via interaction
with at least one other speaker. This means
that a variety of demands are in place at
once: monitoring and understanding the
other speakers, thinking about one’s own
contribution, producing that contribution,
monitoring its effect, and soon.
Level of the students and their
perceived need is basic consideration in
teaching speaking class. Level may
determined by a placement test administered
by the institution or by a diagnostic test
given by the teacher. Learner needs can be
obtained by means of a student information
sheet on which they report the amount oftime they spend speaking English, their
future goals, their assessment, and etc.
According to Celce -Murcia(2001: 105)
speaking classes at all levels are often
structured around functional uses of
language. In nonacademic context, these
involve basic greeting, talking on the
telephone, interacting with school personal,
shopping, and the like. Meanwhile in
academic context, it is needed for students
practice in activities such as leading and
taking a part in discussions and giving oral
reports. They can learn to plan and conduct
business meetings, give speeches, and also
participate in conferences.
Problems i n Teaching Speaking
Many problems may arise in speaking class
such as large class, limiting both students
opportunity to talk, teacher opportunities to
provide feedback, etc. (Celce -murcia: 2001:
110). Meanwhile according to Meng, J
(2010: 702) the problem s in teaching
speaking are students are at different levels,
the class is very big, and the big teacher’s
action zone.
One of the biggest problems teachers
face is to teach a class with the students of
different levels. Some are efficient learners
of English, some are less efficient
learners, and some are problem learner,
which makes it difficult for the teachers
in class. Some students, especially the
less efficient ones, have no interest in
English, so they don‘t like to parti cipate in
the activities. If the teachers pay more
attention to those students, that is to say,
teach at a slow speed, the efficient students
will feel bored. If not, the less efficient
students will feel they are neglected.
In big classes, it is diffic ult for the
teacher to make contact with all the
students in class and it is difficult for the
students to ask for and receive individual

Jurnal Edulingua | Vol 3. No.1Januari-Juli2016
Olyvia Revalita Candraloka41| >>attention. It may seem impossible to organize
dynamic and creative teaching and learning
sessions. Most of th e students don‘t have
enough chances to practice English.
Students located within the teacher‘s
action zone are likely to participate more
actively in a lesson than students who fall
outside that action zone. In many
classrooms, this zone includes the midd le
front row seats. If a teacher is teaching from
the front of the class, students seated there
are more likely to have the opportunity to
participate actively because of their
proximity to the teacher.
Although a teacher may feel that all
the students i n the class have an equal
opportunity to participate in the lesson, it is
not always so. It also seems that the
teacher overlooked the students sitting in
the right and left rows, and had an action
zone located in the center of the room. If
active participation is important in learning,
then those students not within the teacher‘s
action zone are at a disadvantage.
Types of Speaking Activities
There are several types of speaking activities
such as discussion, speeches, role plays,
conversations, audiotaped oral dialogue
journal, and other accuracy -based activities
(Celce-murcia, 2001: 106 -109).
Discussion
The most commonly used activity in
speaking class is discussion. In this activity,
the students are asked to get into pairs or
groupsto discuss about topic in order to
come up with a solution, response, etc. They
also can evaluate the teammates’
explanations or performance. Students will
be more involved with and motivated to
participate in discussion if they are allowed
to select discu ssion topics and evaluate their
peers’ performance.Students need to be engaged with
the topic. According to Harmer, J. (1998: 91)
the students may do some study like facts or
figures and move quickly to active stages
which include the discussion itself. After
discussion is over, there will be feedback.
Speeches
This activity can make the speaker
frightening and listener feel bored, so it is a
good idea to assign the listeners some
responsibilities during the speeches. This is
an excellent time to require peer evaluation
of a classmate’s speech.
Role plays
This activity is suitable for practicing the
socio-cultural variations in speech acts, such
as complimenting, complaining, etc. There
are several steps for teaching speech act such
as diagnostic assessme nt, model dialogue,
and listens to and practice prototypical
phrases.
Role play can be hold by having all
the students act out a public meeting with
many speakers (Harmer, J., 1998: 93). That
might be enjoyable but would cut down on
the amount of speaking time for each
student. In conclusion, role play is more than
just play -acting. It offers chances for
rehearsal and engagement that some other
activities fail to give.
Conversation
Many students practice with informal
conversation, but few students have th e
opportunity ad confidence to engage in
unplanned conversation with native speaker.
By conversation, the students can transcribe
a portion of interaction.
Audiotaped oral dialogue journal
The activity have emphasized in fluency and
meaning negotiation rat her than accuracy. It
has much to offer both the teacher and the
students in speaking classroom.

Jurnal Edulingua | Vol 3. No.1Januari-Juli2016
Olyvia Revalita Candraloka<< |42THE CONCEPT OF THREE STEP
INTERVIEW TECHNIQUE
There are some definitions of cooperative
learning from Slavin, Davidson, Kagan
based on Jacob, G.M (1997: 16 -17).
According to Slavin, cooperative learning is
a method that shares the information by
working together for students to learn and is
responsible for their teammates’ learning as
well as their own. Meanwhile Davidson
states that cooperative learning is a t ask for
group completion, discussion, and resolution.
Besides, Kagan defines that cooperative
learning is activities that are created by
fitting content into one or more structures.
Advantages of Cooperative Learning
There are several advantages of cooper ative
learning; enhancing learners’ interaction,
enhancing learners’ motivation, and
enhancing learners’ achievement (Tuan, L.
T: 2010). The first advantage is enhancing
learners’ interaction. Working in teams,
consequently, provides learners with a
variety of opportunities to learn from each
other and to attain a higher cognition. The
next advantage is enhancing learners’
motivation. To motivate learners, it is vital to
increase learners’ self -confidence, satisfy
their needs and interests and create a
pleasant, relaxing atmosphere in the
classroom. Another advantage is enhancing
learners’ achievement.
Elements of Cooperative Learning
According to Shih, Y. (2002) the elements of
cooperative learning consist of positive
interdependence, individual accountab ility,
quality of group processing, teaching of
cooperative skills, and teaching of social
skills.
Positive Interdependence
Positive interdependence means that group
members feel that they “sink or swimtogether”. It is a working together for a
common goal and caring about each other’s
learning. Within cooperative learning
situations, students have two responsibilities:
1) learn the assigned material, and 2) ensure
that all members of the group learn the
assigned material. Without positive
interdependen ce, students sometimes fall
into the trap of “hitchhiking,” where they let
one student did all the work for them, or of
being “off task”.
Individual Accountability
Individual accountability was the element,
which provided for each student believing
that itwas important for him/her to learn the
material. Each team member feels in charge
of their own and their teammates’ learning
and makes an active contribution to the
group.
Quality of Group Processing
The quality of interaction would depend on a
numberof factors such as: the grade and
frequency in which the students cooperated
among themselves in their academic tasks,
giving feedback between each other in their
learning activities, sharing learning
experiences and life experiences, and
supporting and e ngaging among themselves
in their feelings and educational
expectations.
Teaching Interpersonal and Small Group
Skills
Interpersonal and small group skills could be
taught through a number of means. First,
setting a social skills goal along with the
academic goal lets students know it’s
important to the teacher. Secondly, it could
be established through role playing,
modeling, and discussing the components of
particular social skills.
Teaching of Social Skills
It was very important for students to have
sufficient social skills, involving an explicit
teaching of appropriate leadership,

Jurnal Edulingua | Vol 3. No.1Januari-Juli2016
Olyvia Revalita Candraloka43| >>communication, trust and conflict resolution
skills so that they could cooperate
effectively. Students must be taught these
skills and be motivated to use them. If group
members lack the interpersonal and small –
group skills to cooperate effectively,
cooperative learning would not be
productive.
Cooperative Learning Techniques
There are many techniques of cooperative
learning. Here, some techniques of
cooperative learning wi ll be explained:
Jigsaw
The Jigsaw models were developed for
narrative materials in the core content areas
like social studies, science, literature, and
other school. Students leave their original
group and form an “expert group”, in which
all persons with the same piece of
information get together to study it. After
this is accomplished, students return to their
original groups, and each teaches his/her
portion of the lesson to the others in the
group (Tuan, L. T., 2010: 67). Jigsaw can
motivate students t o accept responsibility for
learning information or material well to
teach it to their peers (Barkley, E. F, 2005:
156).
Numbered heads together
A team of four is established. Each member
is given number 1, 2, 3 and 4. Questions are
asked of the group. Gro ups work together to
answer the questions so that all can verbally
answer the questions. Teacher calls out s
number (2 for example) and the number two
in each group is asked to give the answer.
This could be used for comprehension
exercise. It is based on using content -free
ways of managing classroom interaction
called structures (Tuan, L. T, 2010: 67).
One stay, two stray
This technique consists of group of three do
a task. One member strays, while the othertwo stray to find out what other groups have
(Jacobs, Lee, Ball, 1997: 67).
Round robin
In this technique, no questions are permitted.
A team interview in which each student in
turn is asked questions by teammates is a
good structure for questions. It is a
brainstorming technique in which students
generates ideas but do not elaborate, explain,
evaluate, or question the ideas (Barkley, E.
F, 2005: 108).
Think pair share
This technique is effective as a warm -up for
whole class discussion. It is a simple and
quick technique; the instructor develops
questions, gives the students a few minutes
to think about a response, and then asks
students to share their ideas with a
partner. This task gives them opportunity to
collect and organize their thoughts.
According to Mandal R. R (2009:98) “Pair ”
and “share’ components encourage learners
to compare and contrast their
understanding with those of another, and
to rehearse their response first in a low –
risk situation before going public with the
whole class.
Three Step Interview
Three-step interviews could be used as an
icebreaker for team members to get to know
one another or can be used to get to know
concepts in depth, by assigning roles to
students (Shih, Y., 2002: 36).
In Three Step Interview technique,
student pairs take turn interviewing each
other and then report what they learn to one
another pair. According to Barkley, Cross,
and Major (2005: 121) this technique make
students have opportunity to improve
specific communication skill.
Procedure of Three Step Interview
Technique

Jurnal Edulingua | Vol 3. No.1Januari-Juli2016
Olyvia Revalita Candraloka<< |44The procedures of Three Step Interview
technique (Barkley, Cross, and Major, 2005:
121) are: Student A interviews student B,
then Student B interviews student A. finally,
Students A and B each summarize their
partner’s response for students C and D, and
vice versa.
THE IMPLEMENTATION OF THREE
STEP INTERVIEW TECHNIQUE IN
TEACHING SPEAKING
In implementing Three Step Interview, there
some stages that conducted in the teaching
speaking. The first stage is building groups
of students into working in team, followed
by a second stage with group assignments on
presentations of dialogues. The kind of
dialogue is transactional conversation.
Teacher divides class into groups of
four. After dividing the groups, the teacher
gives a topic about asking and giving
direction. Then foursome is divided into
pairs. In pair, student A asks direction to
student B. Meanwhile student B gives the
direction. After that, students A and B each
summarize their partner’s response for
students C and D, and vice versa.
All the ac tivities mentioned above
belong to the warm -up exploit before the
more serious cooperative tasks in the second
stage. After having dialogue with their
partner, they could be endowed more
teaching and learning responsibilities by
sharing the information in front of the class.
The time allowed for each group
presentations could be between ten to fifteen
minutes.
When the groups start to assume
more teaching and learning responsibilities,
the teacher is not left alone. Instead, the
teacher begins to assume r oles like feedback
givers, encourager, and facilitator. Usually
after each group presents their task, the
students would expect immediate feedback,comments, corrections, and most important
of all, the scores of their presentation from
the teacher. There should be at least five to
ten minutes for teachers to discuss the group
processing with the class. Besides giving
immediate feedback after the group
presentation, the teacher should randomly
examine students orally by calling on one
student to present hi s or her group’s work to
the teachers to the entire class.
In conclusion, the implementation of
Three Step Interview technique in teaching
speaking can motivate and enhance speaking
skill. Student pairs take turns interviewing
each other about the transac tional
conversation then report that they have
learned.
CONCLUSION
Interaction in small group, Three Step
Interview technique, provides a basis for
language acquisition. With learners working
in pairs they learn how to speak effectively.
Because they have many chances to take a
part in class. They also know how to work
well in cooperation with others. They
become skilled at cooperating with others,
and express their own opinions, ideas and
feelings, guided by the teacher. In a word,
Three Step Inte rview helps students
become a real language user in and out
of English classroom. It makes students
more active in the learning process and at the
same time makes their learning more
meaningful and fun for them.

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