PROGRESSIVE INTERVIEW LEARNING MODEL AS INNOVATION IN IMPROVING STUDENTS’ LITERACY Maryam, S. Indonesian Language Education Department, Faculty of Teacher Training and Education

This study aims to create a learning model that able to improve students' literacy skills. Within the research method development, the Progressive Interview Learning Model (PILM) has been refined and empowered continuously so the students are gradually treated in the lectures. This study used a total sample, i.e. students who take the Sociolinguistics course. Students are given experience in a structured group. The sample follows lectures with Progressive Interview Learning Model in the classroom, around the campus, and within the community. In the classroom, the interview activity is conducted to college friends about a free topic. In the campus environment, the interview is conducted to structural officials, lecturers, educational staff, and other staff with the topic of information about the lecture smoothness. While in the community, students conduct interviews with community leaders about leadership on religious, economic, security, cultural, social, educational, and community topics. The results showed that students' literacy ability increased significantly.The implication for literacy teacher can be integrated with four language skill in learning.


INTRODUCTION
This research was based on the importance of literacy competence. Interview as a language skill would be explored in this research. An interview must have a questioning skill. In fact, the ability to ask is still low (Nuraini, 2017). Many studies have been corroboratethis finding. Previously, Beaver and Tuck (1998) finds that the difference between the magnetic and the differences between the ethnic groups; From the table above, it can be seen that literacy is connected to digital. It means that academically, every citizen should have digital literacy as one of the required competence at the 21st century. At this century, there has bee a shift from conventional to digital. To reach it there are some steps to be conducted.
Regard to the 4'C, specifically communication, Sunardi (2016) affirms that a person is consideredcommunicate effectively if they are able to communicate the ideas in various forms and contexts for a broad purpose and through various media and technology. Which means, communication nowadays closely related to digital literacy which includes three types, information literacy, media literacy, and ICT literacy.
Dell Hymes's SPEAKING concept puts emphasis that the communication's implementation must be adjusted to the demands. SPEAKING is the abbreviation for situation (setting and scene), participants, purpose (ends), the form and content (act sequence), intonation (key), spoken or written (instrumentalities), interaction norm (norm of interaction and interpretation), register (genre) (Chaer and Agustine, 2010: 48).
A good resultscomes from a good process. As well, the mastery of the competencies. The problem is how to develop a progressive interview learning model that can develop literacy competence? While the complaints about students are not able to ask and students not able to read still not subsided. That conditions, according to results of some study, one of them is Farida (2012) that found the low rate of students' interest in reading that came form 1) lecture tasks do not require the students to read more, 2) library does not have an adequate collection of titles or numbers; 3) reading is not a students' culture, 4) students have to vary activities to keep them busy, 5) embarrassment of being mocked by friends. The most dominant factor is the internal factor which comes from within the students itself.
Based on that, this study aims to design an innovative learning model. Joyce, Weil, and Calhoun (2000:6)confirms thatmodels of teaching are really models of learning. we also teach them how to learn as we helpto acquire information, ideas, skills, values, a way of thinking, and means of expressing themselves.
The model which seeks to integrate between written and spoken literacy also able to empower the students optimally so that literacy activities is not only as the facilitator but also as the initiator.
Whereas, in relation to design learning models, this study refers to the learning model of Trianto (2011). The consideration is that the design of the model combinesthe reading and speaking skill. The designed model includes learning management, evaluation system, and reaction.
The theme selection orientation is based on the current aspect (update) in addition to referral of the standard of content, standard of process, and other standards. Moreover, it also contains the values of the state's philosophy, unity and association, and diversity. Learning management and system refer to teaching principles. Then, the reaction is the set of elements or personal responses involved in this study.
The description above is relevant to the opinion of Brown (2007) who stated that learning is an experience of acquiring knowledge, either through reading, observing and experimenting both consciously and planned. Learning also interpreted as the process of the behavioral changes and the ability through continuous practices.
This article presented progressive interview learning model as an innovation in improving student's literacy skills. In this case, the research of learning model to improve learning outcomes have been done a lot, for instance, Wahyuni and Badriyah (2015) succeed in using think pair share method to improve the reading skill on narrative text of the students of MTsnKunirBlitar. Previously, Maryani (2011) uses discussion technic in similar research. Maryam (2007) develops linguistic creativity in essay writing by using two models, which are integrating 1) Practical Inquiry and Synectics/ Inkuiri Praktis dan Synectics (IPSY), and 2) Practical Inquiry with Keywords/ Inkuiri Praktis dengan Kata Kunci (IPCI).
In this study, the student's greatest experience was to conduct progressive interviews. Called progressive because the interview is done in stages both from the context and contents aspects. Interviews conducted at the time that were basically a refinement of previous interviews. Finally, students should prepare questions to be asked to a resource person about leadership. In local wisdom, Sundanese has known ideal leadership (Sudaryat, 2016):cageur (healthy), bageur (kind), bener (true), pinter (smart), and singer (skill). Based on the above description, this study has a hypothesis that PILM has an effect on the average difference between pretest and posttest. Its mean, higher average posttest caused by PILM.

METHOD
This research adopts research and development methods (Sukmadinata, 2011: 167). In its implementation, several methods are used, those are descriptive, evaluative, and experimental methods. The descriptive research method is applied in the initial research to collect the data of the actual conditions. This research describes the initial condition of students' literacy. The evaluative method is used to evaluate the experimental process of certain product development, not only process but also product. Based on findings in this activity, the finishing process of the product is conducted. This research is implemented to Sociolinguistic students Indonesian LanguageEducational Department odd semester 2016/2017. It means the sample is not randomly chosen, totally 49 students of the fourth semester.Interview conducted in groups so that there are duties as interviewer, recorder, and so fits with the needs.
This research used several instruments, namely the design of learning models, questionnaires, observation sheets, interview gratings, and performance tests. All instruments are used to get data. The study expects if the answers are expected to be explanatory. We got broad information from the resource.Student as an interviewer should be focused on the resource person's answers because they have to transcript the spoken language to written form which equipped with a picture attachment. The picture is used as an accurate physical evidence to guarantee the originality. Besides, students are required to be able to conclude the interview result. In the last stage, students required to report the interview video.Observation and evaluation were conducted intensively to maintain the validity of this study.
Relevant with the purpose of this study, which is to create a Progressive Interview Learning Model (PILM) in order to improve literacy competencies. The question is, "How to create PILM in the development research?" To answer the question, this study refers to Sukmadinata (2011) which provides guidance for the development research. The research stage is modified 10 research steps and it is developedby Gall and Borg to three steps, namely 1) introduction that includes needs analysis, literature review, and studying the existing models, 2) implementation of product development, starts from designing PILM as draft, revising, and several times testing; 3) product evaluation and validation, both process, and outcome. Those three-modified-stages are modified in this research as shown in the figure below.

FINDINGS AND DISCUSSION
First, the study got the result from the questionnaire, observation, and interview in previous research. Data related to the initial condition of students' literacy.Fromthis data, we able toconduct identification needsanalysis. Preliminary data are detailed as follows: 1) There was a curriculum which supports the profile of the host or master of ceremony.

2)
In Sociolinguistics syllabus,there was a development of speech competence events, including reporting the use of spoken language, and making transcripts of interview results.

3)
By observing we found that the learning process was dominated by the student chapter reports while the student participation was still low, in askingquestions, refuting, or adding answers.

4)
Response students to the low literacy activities The preliminary study results are used as input material for the model design. Prior to designing the model, along with the results of the analysis, there are processes as follow: read the various sources of theory, the results of previous research, teaching principles, material analysis, task analysis, objective analysis, and media learning.
The second we have the evaluative method resultthat is used to evaluate the experimental process of certain product development. Learning design is referred to Trianto (2011) concerning the Integrated Learning Model. The reason for choosing this model as the base is that this learning model combines the skills of spoken and written language.
Below we describe the developed improvement interview learning models that is designed with the aim of providing interviewing skills to students. Interviews should be conducted based on knowledge. Therefore, before the interview students are required to read the topic of the interview, either from books or internet. In this model, interview activities must be supported by reading activities so that it becomes a blend of oral language activity with written language.The implementation models describes as follows in the table below. Step 1 Step 2 Step 3  Evaluation is done on the model development process by matching the activities of lecturers and students with the provided format instrument and student performance in the form of interview transcription report.
Evaluation of model development process by checking the suitability of lecturer and student activity with instrument format already provided by an observer Student performance in the form of transcription report interviews accompanied by video recording images. Assessment is done on a scale of 1-4 for aspects of completeness, clarity, suitability, and attractiveness. Reaction Responses to ideas and application of models from observers, as well as students.
The core of this reaction is getting inputs for the development of the learning model.
Responses to ideas and application of models from lecturers, observers, students, and resource persons. The core of this reaction is getting inputs for the development of the learning model.
Responses to ideas and application of models from lecturers, observers, students, and resource persons. The core of this reaction is to know the acceptability of development model In the table above obtained three stages of development of learning model. For the purpose of hypothesis testing,We presented the results of quantitative data calculation, which is the value of the sample groups on pretest and posttest processed by using SPSS.Quantitative data on the assessment of aspects of interview reports covering aspects of clarity, completeness, attractiveness, and conformity. The data is processed with SPSS results as follows. The calculation above can be interpreted that the average difference between pretest 2.9 and posttest 3.46 is due to the intervention or treatment of PILM. After confirmed in Table Distribution t (Arikunto, 2006: 363) at the 95% significance level (0.5%) with db 9, the value of th 8.573 is greater than the tb of 1.83. In the last table significant value 0.000 <0.05. That is, the PILM performed has an effect on the average difference between pretest and posttest. Higher average posts caused by PILM. Thus, the difference is significant. That is, the working hypothesis states that there is an average difference between before and after treatment is accepted.In addition, the acceptance of this learning model is reinforced by qualitative data obtained through questionnaires distributed before and after the sample interview. find figures that are relevant with the data we want to get so that if we are not good at choosing can be the data we need is not obtained or less accurate. 6. The interview must come to the place directly or must first, and we must prepare the questions needed so that it does not take a lot of time the character we interviewed let alone the character for example very busy. 7. In the interview method, the results

1.
Doing an interview means preparing for a career. 2. I am able to conduct interviews with sorted and organized questions. 3. With interviews, we can flexibly ask questions. 4. I love the good life so I have to ask a lot 5. By interviewing, a person will be able to get a lot of information that is very broad and not limited 6. I can get along with group members 7. Interview source is not limited because it can be found anytime and anywhere. 8. Interviews we can interact directly with the community and dig the information from the community 9. With interviews can more freely dig we get just the outlines. 8. Answering an unstructured interview up the required information, by asking a few questions. 10. If you have free time can be used to read an interview 11. Interviews that can be done anywhere will also make it easier to remember what the speakers say, although sometimes it has several versions so it is not clear the validity. 12. In the interview material obtained in accordance with what is asked to the source 13. Information obtained by interview based on the experience of the resource person. 14. Books support the writing process to be asked directly to the resource person. 15. By interview, the result/information that we want can be directly answered. 16. The material obtained through interviews is numerous, as there is freedom to ask questions 17. Through language, interviews are easily understood 18. Interviews are driven by material from various sourcebooks. 19. The material through the interview is richer than the book. Why is this so, with interviewing techniques we can directly see the objects we examine and get the information directly from those we interviewed. 20. We can know in detail 21. Jump to the person who really knows what to research. 22. We can directly know the person who will be interviewed and able to document data such as material, photos with the person who gave the information. 23. More interactive digging questions. 24. It is easier to get an answer because it is directly answered. 25. Questions and answers tend to be broader 26. Through interviews, it will be easier to ask whether it is material or difficulty that we seek (material) because it can be directly asked and answered, if less obvious can be asked directly In addition to the qualitative data above, furthermore, to know the effect on literacy, especially reading and writing, the following responses are presented. Table 6. Student's Opinion on Reading Activities in PILM Before Activities in PILM After Activities in PILM 1. Read a book only to get important points 2. The material in the book is limited, reading the book we only have to look for what we need. 3. The reading results material emphasises more on the notions contained in the theory 4. By reading, we only need to understand, and interpret. 5. could not know clearly about what will be discussed 6. Hesitatedby the information read/obtained. 7. by reading, we tend to be passive because of only one direction communication 8. We have to find our own information from page to page 9. Not so broad understanding 10. Only obtained theory from the book. 11. Finding information through books is more difficult because we need to most important part that we need 12. Read the information book is only one way, when we do not understand we coud not ask the author 13. Reading books takes a lot of time 1. Read books can we find anything can be done anytime and anywhere we read it as long as we spare the time to read. 2. To know the material we need the book so we can get the guidance. 3. I know how to read well, know how to write good, how to learn, teach efficiently, and see the issue in the progress; 4. Reading various sourcebooks can lead to various activities. 5. Reading books we can find more sources, more complete results. 6. Getting material through the book, the material will be clearer, certain, true, accountable, and complete with the theory according to experts. 7. to read, we can find book in various places (bookstore, library). 8. Read the information from the book that we able to get broader perspectice because we can read more than one source. 9. Reading books does not require a large operational cost because reading a book can be anywhere, anytime 10. Read books, do not need tools, just read and understand it. 11. Read the book to support the writing process or to compile questions to the resource person As has been said at the beginning,this study was motivated the importance of improving literacy skills that are still to be fought. The motto of BanyuwangiLiteracy Community, "never questioned if not read". The ability to ask questions in Indonesian education still needs to be improved. On the other hand, the world of talk shows in the mass media is in demand increasingly by the public. Interesting whether or not the show will rely heavily on the interviewer. Therefore it is deemed necessary to design a learning model that improves the interview ability.
Arrangement learning model that adopt from Trianto provides a four-step guidance regarding the design of learning models, which are the theme, learning management, evaluation system and response. These four elements are implemented in Progressive Interview Learning Model. Theme development conducted based on the learning principle which is simple and non-scientific to complex and scientific. Theme determination is adjusted to the place where the interview was held. The PILM development in the aspect of the place implementation is also relevant to teaching principle, from near to far. The implementation of this model is started inside the class, on campus, then in the society. The procedure of the implementation involves another lecture as the observer.
On the implementation of interview topics, students interview a classmate intended to know more about their full profiles. The theme which is there in the first draft is developed to be larger, the students interview the resource people in the campus that related to campus management or some things that needed to support the lecture. This too broad theme take a spotlight either from validator or observer, so that in the final design the theme will be specific and critical which is the leadership in local wisdom, Sundanese have been known for ideal leadership cageur (healthy),bageur (good), bener(true), pinter (smart), and singer (skilled). Students interview a figure outside the campus based on their expertise. That means the interview topic regarded as the leadership field so it's reviewed from the security, religious, cultural, economic, social, education,etcetera.
The study has a hypothesis that PILM has an effect on the average difference between pretest and posttest. Its mean, higher average postest caused by PILM. The results show that there has been a significant increase after the students follow the lecture with PILM. This increase is not accidental. The model is designed with attention to various things, including the needs of students, the world of work, progress-based lectures, both context and content aspects, the results of the lectures can be published. Acceptance of this model, in addition to the students disclosed in Table 5 and 6, is also accepted by observers, lecturers, experts, and validators are summarized below. The use of progressive interview learning model has several advantages, namely: a. Students get hands-on experience b. Student's critical thinking is more stimulated c. Trained students learn to respect others, especially respondents d. Trained students' learn to take full responsibility for the data they have obtained e. Improve students' academic achievement f. Test the students' own ideas and understanding g. The students are trained to manage information h. Increase students' motivation to literate i. Students practice to add a broad insight j. Learning environment varies, so learners do not feel bored.
The above statements do not indicate any rejection. Based on the results of the above research, both qualitatively and quantitatively there are several benefits of PILM. First, for lecturers or teachers, PILM can be used as an alternative model of existing models. Teachers can use the class as a laboratory to create and innovate learning so that many other learning models are created in educational institutions that are not behind desks. Is there no powerful method and media in changing learning outcomes? The experts believe only the teacher can change it.
The open nature of teachers and lecturers on the results of research is necessary because the progress of education will occur when there is openness. Quoting MacKenzie's(1970) assertion that the results of educational research do not care how good, if teachers do not want to change their paradigm it will not mean the results of the research.
For the college students, if there are any new experiences given to you in the learning process, develop it. Do not stop until the subject is done. Learn it so that can be a skill you got. Somone is known for his works.
For the researchers, there are many other aspects which have not been developed in language skill. Especially if you look at the curriculum, there are so many competencies that are mandated to be fostered and developed. The curriculum of Indonesia LanguageEducationalDepartement of FKIP Suryakancana University Cianjur accommodates many supporting profiles which ready to be developed.

CONCLUSION
PILM has three steps in the design, it covers 1) pilot study covering needs analysis, literary study, and learning the existing model; 2)implementing product, revising, and try out and, 3) evaluating and validating product; 4) From the quantitative data based on the scoring to the interview report using t-test through SPSS, it shows that there is a difference between pre-test 2,9 and posttest 3,46 because of the treatment. After it is compared to t Distribution Table (Arikunto, 2006: 363) at 95% (0.5%) with db 9, it shows that t h 8.573 is bigger from t b 1.83. Therefore, the difference is significant. It means that the working hypothesis is accepted.This means that PILM is accepted as a model and its sustainability can still be developed and used more widely.