THE USE OF THREE STEP INTERVIEW TO IMPROVE STUDENTS VOCABULARY MASTERY IN SPEAKING (A CLASSROOM ACTION RESEARCH AT THE EIGHT GRADE OF SMP NEGERI 1 BUMIAYU IN THE ACADEMIC YEAR OF 2015/2016)

ABSTRACT Shabrina Amajida. S891308035. THE USE OF THREE-STEP INTERVIEW TO IMPROVE STUDENTS VOCABULARY MASTERY IN SPEAKING (A Classroom Action Research at the Eighth Grade of SMP Negeri 1Bumiayu in the Academic Year of 2015/2016). A Thesis, Surakarta: Graduate Program of Teacher Training and Education Faculty of Sebelas Maret University, 2017. This research aims to: (1) find out whether the use of Three-Step Interview improve the students’ vocabulary in speaking or not. (2) describe the students’ participation after Three-Step Interview is implemented in the classroom. The method used in this research is classroom action research. The research was carried out at the eighth grade of SMP Negeri 1 Bumiayu. From the population, there were 36 students taken as the sample by using purpossive sampling based on the lowest score of English score among all the eighth grade classes. In collecting the data, the writer used qualitative method and quantitative method. Technique of collecting data using qualitative method can be divided into two categories: (1) observational (observation, field notes, audio and video recording). (2) non-observational (interview, document, and questionnaire). While technique of collecting data using quantitative method was speaking test that consist of pre-test and post-test. Then, in analyzing the qualitative data, the writer used data reduction, data display and conclusion drawing or verification. While, the quantitative data were analyzed by comparing the students’ mean score of pre-test and post-test by using descriptive statistic technique. The result of the study shows that use of Three-Step Interview improve the students’ vocabulary in speaking. It can be seen from the increase of the mean score assessed by the researcher. From the researcher’s assessment, the mean score increased from pre-test which was 59.46 to 67.04 in cycle I and improved to 75.36 in cycle II and to 78.86 in cycle III. The students’ interest, motivation, enthusiasm, and participation also increased. The students’ participation became more active and students enjoyed the activities during the learning process. The interaction among students was better when doing Three-Step Interview. To sum up, the technique of Three-Step Interview can be used to improve the students’ vocabulary mastery in speaking and to make the class more active than usual. Still the researcher needs to guide and control them to avoid the students’ noise and focus on the activities. Last but not least, the time allotment should be prolonged so the activities can be applied appropriately. Keywords: vocabulary mastery, speaking, Three-Step Intervie