Abstract:
The objectives of the research are to examine: (1) whether Three-Step Interview is more effective than Dialogue Memorization to teach speaking to the first semester students of Public Sector Accounting of Pontianak State Polytechnic in the academic year of 2011/2012; (2) whether the students having low language anxiety have better speaking skill than those having high language anxiety; and (3) whether there is an interaction between teaching techniques and students’ language anxiety. The method in this research is experimental study. It was conducted at the first semester students of Public Sector Accounting of Pontianak State Polytechnic in academic year of 2011-2012. The sample of the research was two classes; IA was as an experimental class and IB was as a control class. The sampling technique used was cluster random sampling. The techniques of collecting data were questionnaire and speaking test. The data were analyzed by using Multifactor Analysis of Variance (ANOVA) test of 2 x 2 and Tukey test. The result of data analysis shows that: (1) Three-Step Interview technique is more effective than Dialogue Memorization to teach speaking; (2) students having low language anxiety have better speaking skill than the students having high language anxiety; and (3) there is an interaction between teaching techniques and students’ language anxiety, and the result of Tukey test shows that: (a) for the students having low language anxiety, Three-Step Interview technique is more effective than Dialogue Memorization to teach speaking; and (b) for the students having high language anxiety, Dialogue Memorization technique does not differ significantly from Three-Step Interview technique. Based on the result of the research, it can be concluded that Three-Step Interview technique is an effective technique to teach speaking and the effect of teaching techniques depends on the students’ language anxiety.
Keywords: three-step interview technique, di
