THE EFFECTIVENESS OF USING THREE STEP INTERVIEW METHOD ON STUDENTS' SPEAKING ABILITY AT MTSN 2 TRENGGALEK

SALMA ROHMATUL 'ULA, 126203211068 and NANIK SRI RAHAYU, 197507072003122002 (2025) THE EFFECTIVENESS OF USING THREE STEP INTERVIEW METHOD ON STUDENTS' SPEAKING ABILITY AT MTSN 2 TRENGGALEK. [ Skripsi ]

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Abstract

‘Ula, Salma Rohmatul. Students Registered Numbered. 126203211068. 2025. The Effectiveness of Using Three Step Interview Method on Students’ Speaking Ability at MTsN 2 Trenggalek. Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic University of Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. Hj. Nanik Sri Rahayu, M.Pd. Keywords: Effectiveness, Three Step Interview, Speaking Ability, Cooperative Learning Speaking is an essential skill in language learning that supports students’ academic and social success. However, many students struggle to express their thoughts fluently, accurately, and confidently. This study was conducted to answer the research question: Is there any significant difference in students’ speaking scores with and without being taught using the Three Step Interview method among eighth-grade students of MTsN 2 Trenggalek? To address this, the researcher employed the Three Step Interview method, a cooperative learning strategy involving peer interviews, role switching, and group discussions designed to foster interactive and meaningful communication in a supportive classroom environment. This research used a quantitative approach with a quasi-experimental design. The sample consisted of two eighth-grade classes at MTsN 2 Trenggalek, each with 31 students. The experimental group was taught using the Three Step Interview method, while the control group received conventional instruction. A speaking test served as the instrument, administered as both a pre-test and post-test, assessing pronunciation, grammar, vocabulary, fluency, and comprehension. Data were analyzed using an Independent Sample T-Test with IBM SPSS version 29.0. The results revealed a significant improvement in the speaking skills of the experimental group. The mean post-test score in the experimental class was 15.42, while the control class only reached 10.39. The Independent Sample T-Test produced a significance value of <0.001 (p < 0.05), indicating a statistically significant difference. This confirms that the Three Step Interview method effectively enhances students’ speaking ability. Therefore, English teachers are recommended to apply this method as an alternative strategy for creating more engaging and interactive speaking activities in the classroom.

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