A Skripsi
Presented to the Faculty of Tarbiya and Teacher’s Training
In a Partial Fulfillment of the Requirements for the Degree of S.Pd in English
Language Education
By
Andi Kusmana
103014026987
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHER’S TRAINING
UIN SYARIF HIDAYATULLAH
(A Case Study in The First Grade of SMP Darussalam Jakarta Selatan)
A Skripsi
Presented to the Faculty of Tarbiya and Teacher’s Training
in A Partial Fulfillment of the Requirement for the Degree of S.Pd in English
Language Education
By
Andi Kusmana
103014026987
Approved By
Advisor
Dr. H. Atiq Susilo, MA
NIP. 19491121978031001
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHER’S TRAINING
UIN SYARIF HIDAYATULLAH
Bahasa Inggris. Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri
Syarif Hidayatulloh Jakarta.
Pembimbing : Dr. H. Atiq Susilo, MA
Kata kunci
: Role Play and Drills, Motivation
Penelitian ini bertujuan untuk mengetahui teknik mana diantara Role Play
dan Drills yang mempengaruhi motivasi siswa dalam belajar percakapan bahasa
inggris.
Penelitiaan yang digunakan dalam skripsi ini adalah penelitiaan kualitatif.
Penelitian ini dikategorikan sebagai deskriptif evaluatif karena penelitiaan ini
menggambarkan kondisi objektif tentang motivasi siswa dalam belajar percakapan
dengan menggunakan Role Play dan Drills di kelas tujuh SMP Darussalam
Pondok Labu. Cara melihat kevalidan dari motivasi tersebut adalah dengan
menggunakan formula persentase. Analisa yang digunakan adalah analisa
deskripsi butir-butir soal angket yang telah diberikan.
Hasil yang diperoleh dari penelitian ini ialah bahwa dari siswa kelas VII
SMP Darussalam yang mempunyai motivasi sangat tinggi dengan menggunakan
Role Play adalah 79% dan yang mempunyai motivasi sangat tinggi dengan
menggunakan Drills adalah 52%.
Department, the Faculty of Tarbiyah and Teacher’s Training, Syarif Hidayatulloh
Jakarta.
Advisor
: Dr. H. Atiq Susilo, MA
Key Words
: Role Play and Drills, Motivation
The objective of this research is to know which technique between Role
Play and Drill does motivate student to learn English conversation?
This study is included in qualitative research and it is categorized as
descriptive evaluative because it is intended to describe the objective condition
about
The Influence of Role Play and Drills in Stimulating Student’s
Motivation For Learning English Conversation (A Case Study in The First
Grade of SMP Darussalam Jakarta Selatan)
The validity of the data was
established by applying percentage formula. They were analyzed by describe the
test items formed multiple choices in questionnaire.
The finding of this study is that the students of class VII SMP Darussalam
Pondok Labu Jakarta Selatan who have very high motivation in Role Play is 79%
and students who have very high motivation in Drill is 52%.
to the writer completing this “skripsi”. Peace and blessing upon our final prophet
in the world Muhammad peace be upon him, his family, and all of his followers.
The writer would like to address her greatest thanks and gratitude to his
advisor, Dr. H. Atiq Susilo, MA for his patience, guidance, suggestion, valuable
help and correction during of this skripsi. Without his help, constant
encouragement, and inspiring ideas, this final project would have never been
completed.
His gratitude also goes to:
1.
Prof. Dr. Dede Rosyada, the Dean of faculty of Tarbiya and Teacher’s
Training
2.
Mr. Syauki M.Pd, and Mrs. Neneng Sunengsih M.Pd, as the head and
secretary of English Language Department
3.
All inspiring lectures of English Education Department for Teaching
precious knowledge, sharing philosophy of life and giving wonderful study
experiences and
who helped him to increase his knowledge and to give the best service during his study in this university.4.
Mr. H. Royani HR, S.Pd, the Headmaster of SMP DARUSSALAM, for
giving permission to the writer do the observation and conduct the research
5.
The writer in this occasion would like to express his greatest love and
honor to his beloved family: his parents, Mr. Oding Kusmana and Mrs.
Ade Solihah who always give their love, support and moral encouragement
to finish his study, his beloved sister; Ai Siti Jenab, his beloved brother;
Cepi Baihaki, and his cousins; Mr. H. Ibrahim HK Legoso, A Udin HI,
Uwa Ujang Cinangka who always give their support and advice to finish
his study
6.
All of his friends at the State Islamic University of Syarif Hidayatullah
Jakarta, at B class year 2003 of English Department, especially Mandu
Khaerani, Syifa Sofwan, Yayat Riatna, Lia Andriani, Adin he thanks for
the friendship and support.
7.
Mr. Syarifuddin HR, administration staff thanks for the help
May Allah, the Almighty bless them all, so be it.
Finally, the writer realizes that this final project is far from being perfect. So that the writer expects to get some criticisms and suggestions in order to make this writing better. Hopefully, this writing
will
be beneficial for everyone.Endorsement sheet
Acknowledgement
………i
Table of Contents
……….…ii
List of Tables
………iv
Chapter I Introduction
A. The Background of Study……….………...….……1
B.
Statement of Problems……….….4
C.
The Objective of Study……….….…...5
D.
The Use of Study………..5
E.
Organization of Skripsi Writing………...……5
Chapter II Theoretical Framework
A.
The Understanding of Conversation ………….………..7
B.
Purpose of Conversation ……….………...12
C.
Types of Conversation ………..……….13
D.
Teaching Techniques ………...………..16
1.
Role Play ………….……….…17
2.
Drills ………...…….20
E.
The Understanding of Motivation ………..……31
F.
Kinds of Motivation ………...36
G. The Influence of Role Play and Drills in Stimulating Student’s Motivation……….37
Chapter III RESEARCH METHODOLOGY
A.
Time and Location ……….…….39
Chapter IV Research Findings
A.
The Descriptive of Data ………..……43
B.
The Interpretation of Data………45
Chapter V Conclusion and Suggestion
A.
Conclusion ………..………46
B.
Suggestion ………...………46
Table 4.1: Data of Role Play……….……….…43
[image:10.595.110.503.171.561.2]CHAPTER I
INTRODUCTION
A. The Background of Study
English has different characteristic than any other exact or social lesson,
the difference is in language function as tool of communication. This indicates
that learning English language is not only learning vocabulary and grammar in
knowledge term, but also it should try to use or apply that knowledge into
communication activities. It is standard in English learning activity recent times.
Furthermore, this assumption is need because person’s assumption of what a
language is; make implication of practical learning itself. In other word, learning
activity process will depend on the assumption is used in activity.
This case in line with what have been told by Prof. Dr. Muljanto Sumardi
who has picked out Widdowson’s opinion, he said that:
apabila tujuan pengajaran bahasa beralih ke pengembangan kemampuan komunikatif siswa, maka perhatian guru harus lebih dipusatkan kepada penggunaan bahasa (use) untuk maksud-maksud komunikatif daripada kepada usage, penggunaan kaidah-kaidah gramatikal yang memungkinkan siswa dapat membuat kalimat-kalimat
yang benar (Widdowson, 1978).1
…if the aims of language teaching forward to student’s communicative development. Then, teacher’s attention should be centered in language use for communicative’s purposes rather than usage, use of
1
grammatical principle which enable student could makes the right sentences (Widdowson, 1978).
Further, in term of communicative, Dr. E. Sadtono said that:
Premis mayor yang melandasi pendekatan komunikatif ialah bahwa tujuan utama bahasa adalah komunikasi yang mempunyai tujuan (Purposeful communication)2
Major premise which base communicative approach is that main purpose of language is communication, which has purpose (Purposeful communication).
Also, he gives opinion that communicative approach in language teaching
especially foreign language appears because the foreign language linguists give
opinion that foreign language teaching with grammatical synthetic approach is
less of successful. It means, after student finishing foreign language study, he/she
still couldn’t use it in real situation. Student has learned language’s rules
(language usage) but, he/she still couldn’t practice it to communicate (language
use). That’s why they find solution for this matter and produce communicative
approach.
Conversation is one of communication activity. In conversation the
process is more obviously two-way or multiple-way requiring the restatement of
ideas, responses, requesting clarification and more information, etc.
Conversation itself is excellent example of interactive and interpersonal
nature of communication3.
In Indonesia, learning English conversation is a difficult thing for the
students because there are so many aspects related to theese matters, the problems
are:
First, English in Indonesia is a foreign language. In such a situation the
students, even the teachers, have a little chance to communicate in English, except
only when they are in the classroom or in certain places where English is spoken.
However, it cannot be denied that English is still a crucial problem for the
2
Ibid, p.85
3
Indonesian students. As a fact, so many students are likely unable to speak
English either actively or passively. In this case, Finocchiaro says:
The ingrained habits of one’s native language (of making certain sounds or of placing sounds in certain positions) often causes serious conflict or interference with the learning of a new language.4
While Elite Olshtain and Andrew Cohen says:
When a learner is faced with familiar social situations in the new language, the first natural step is to try and translate the most conventional routine in the first language verbatim into the new language. Very often this attempt, even if grammatically correct, may result in a communicative failure.5
Second, speaking skill itself is a productive skill and it has different
complexity than any others skills likes reading, writing and listening.
Finocchiaro says: speaking is more complex skill than listening for, in
addition to knowing the sound, structure, and vocabulary systems of the language,
the speaker must think of the idea he wishes to express, either in initiating the
monologue or conversation or responding to a previous speaker; he must change
the position of tongue and jaw in order to articulate the appropriate sounds; he
must be consciously aware of the grammatical, lexical, and cultural features need
to express his idea; he must be sensitive to any change in the “register” or style
necessitated by the person(s) to whom he is taking place. All of these interrelated
acts-mental and physical must take place simultaneously.6
Last, lack of motivation; it causes serious problem in learning activity, the
students could not reach good achievement in their study because there is no spirit
or passion on it. Motivation is an impulse energy and director that causes or
stimulate a person to act. This means a person’s act is according to motivation
constitute it. A motivation is something that needed to do activities. In other word,
without motivation someone or person could not do any kind of activities.
4
Mary, Finocchiaro and Michael, Bonomo. The Foreign Language Learner, New York: Regents Publishing Company, Inc., 1973, p.12
5
Marianne, Celce-Murcia, eds. Teaching English As A Second Language, second edition, Boston: Heinle & Heinle Publishers A Division of Wadsworth, inc, 1991, p.155
6
In order to minimalize these insuffiencies, the teachers must have good
strategy so that all these problems can be handled and the goal of the teaching and
learning can be achieved.
A Role Play is a highly flexible learning activity which has a wide scope
for variation and imagination. It uses different communicative techniques and
develops fluency in the language, promotes interaction in the classroom and
increases motivation. It can improve learners' speaking skills in any situation, and
helps learners to interact.
Drill work is very useful since it provides opportunities for students to
practice a new bit of language in the most controlled way. Drills are essential at
all levels of learning, when planned carefully and conducted effectively, they
contribute to the student’s feeling of security and achievement; they help them
internalize the features of language and they lead to habit formation, etc.
The writer takes class VII students of SMP Darussalam Pondok Labu
Jakarta Selatan because teaching base in this school based on structural view and
teaching speaking by using structural view is more difficult to get student’s
interest and to make them brave to speak English fluently. Based on the writer’s
experience, students in this situation has labile or unstable condition in their
learning activity than others level; because they enter into new area of their
learning and implication of this problem they feel afraid to speak and difficult to
make conversation among each students because they have feeling as stranger in
their class. All of these matters can make serious problem either for the teachers
or themselves to achieve the goal of learning.
B. Statement of Problems
From the problems dealing with English conversation above, the writer
wants to know that Role Play and Drills can make the students more enthusiastic
practice in speaking. So, the writer will try to make a research on teaching
THE INFLUENCE OF ROLE PLAY AND DRILLS IN STIMULATING
STUDENT’S MOTIVATION FOR LEARNING ENGLISH
CONVERSATION
Based on the statement above, the writer will limit his discussion of this
topic to speaking system of the English; especially concerning the problems of
teaching English conversation designed for the students of SMP Darussalam
Pondok Labu Jakarta Selatan. And so, the writer formulates the problems of this
“Skripsi” as follows:
Which technique between Role Play and Drill does motivate student to
learn English conversation?
C. The Objective of Study
The objective of this research is to know which technique between Role
Play and Drill does motivate student to learn English conversation?.
D. The Use of Study
The result of this research is hoped that teaching English conversation
through Role Play and Drills can improve student’s motivation and can make
them communicate well based on their motivation they get.
E. Organization of “Skripsi” Writing
In making the writing and the understanding of this “Skripsi” easier, the
writer will divide this “Skripsi” in five chapter and arrange it as follows:
Chapter I, introduction: this chapter states the background of study,
statement of problems, objective of the study, method of study, use of study, and
organization of the “Skripsi” writing.
Chapter II, theoretical framework, this chapter discusses the understanding
of conversation, purpose of conversation, types of conversation, teaching
techniques including Role Play and Drills, understanding of motivation, kinds of
motivation and the influence of Role Play and Drills in stimulating student’s
Chapter III, research methodology, this chapter presents time and location,
population and sample, method of study, research procedure and data analysis
procedure.
Chapter IV, research findings, this chapter presents the descriptive of data
and interpretation of data.
Chapter V, conclusion and suggestion, this chapter will presents
CHAPTER II
THEORETICAL FRAMEWORK
A. The Understanding of Conversation
Before we talk about conversation, it is necessary to know about
communication first. Because, as mentioned in the previous chapter;
communication is main purpose of learning a language, Chester I Barnard
summarizes theory of communication who said “the concept includes all behavior
that exchanges information and understanding between one person and
another-formally or inanother-formally, verbally or non verbally”.1
While Willard V. Merrihue gives opinion about concept of communication
who said ”any initiated behaviour on the part of the sender which conveys the
desired meaning to the receiver and causes desired response behavior from the
receiver”. Also, Davis defines communication as ”The process of passing
information, and understanding from one person to another”.2
Communication between humans is an extremely complex and
ever-changing phenomenon, according to Harmer there are certain generalizations
about the majority of communicative events and these will have particular
relevance for the learning and teaching of languages; when two people are
engaged in talking to each other we can fairly sure that they are doing so for good
reasons, the reasons are :
1. They want to say something.
‘Want’ is used here in a general way to suggest that speakers make definite
decisions to address other people.
1
Wayne K. Hoy, and Cecil G., Miskel, Educational Administration Theory, Research and Practice, (New York: Random House, 1978), p.257
2
2. They have some communicative purpose.
Speakers say things because they want something happen as a result of
what they say..
3. They select from their language store.
Speakers have an infinite capacity to create new sentences in order to
achieve this communicative purpose they will select (from the ‘store’ of
language they possess) the language they think is appropriate for this
purposes.3
Mc Donough and Christopher Shaw also give statement about reasons for
speaking which says “As a skill which enables us to produce utterances, when
genuinely communicative, speaking is desire and purpose-driven, in other words
we genuinely want to communicate something to achieve a particular end. This
may involve expressing ideas and opinions; solving a particular problem; or
establishing and maintaining social relationships and friendships”.4
Assuming an effective piece of communication, Harmer also make some
generalizations about a listener (or reader) of language. By effective
communication we mean that there is a desire for the communication to be
effective both form the point of view of the speaker and listener, there are three
points can be made about the listeners :
1. They want to listen to ‘something’.
Once again ‘want’ is used in a general way. But in order to for someone to
understand what they are listening to, they must have some desire to do so.
2. They are interested in the communicative purpose of what being
said.
In general people listen to language because they want to find out what the
speaker is trying to say-in other words what ideas they are conveying, and
what effect they wish the communication to have.
3
Jeremy Harmer, The Practice of Language Teaching. (New York: Longman Inc, 1983), p.46- p.47
4
3. They process a variety of language
Although the listener may have a good idea of what the speaker is going to
say next, in general terms, he or she has to be prepared to process a great
variety of grammar and vocabulary to understand exactly what is being
said.5
According to Prof DR Tarigan to connect among people in society we
need what we called communication, which unites each individual into groups by
crystallizing general concepts, maintaining and lasting general united importance,
create a united symbols which differs from other groups, and deciding that act
cannot still durable without existences of language society.
Speech as way of communication is extremely influencing in our
individual life. In this system we share our opinions, ideas, feels, and desires each
other with assist of symbols, which is called ‘words’. This system gives
effectiveness for individual in constructing mental and emotional relationship with
other members.6
From all the statement above we can see that communication is the main
purpose of learning a language. This is true whether one is speaking, listening,
reading or writing the language. Some forms are more different than others, but
imparting a thought so that another can understand the primary objective. In
conversation the process is more obviously two-way or multiple-way requiring the
restatement of ideas, responses, requesting clarification and more information, etc.
Students need to understand that they must become fully involved in the
communication process with others (in this case, students) in English to gain
competence in it, even if it is foreign and confusing to them. Interaction, and thus
communication, in the target language is essential to their progress.7
Conversation according to Marion Owen is a random, unstructured kind of
activity, with the view that in the course of co-coordinating their contributions,
5
Harmer, The Practice of Language Teaching…, p.47
6
Henry Guntur Tarigan, Berbicara, Sebagai Suatu Keterampilan Berbahasa, (Bandung: Penerbit Angkasa, 1986), p.8
7
speakers collaborate to produce something that can be seen to be highly
structured. It is also central to the ethnomethodological point of view that
structure cannot be discovered by introspection or controlled experimentation, but
only through the close study of spontaneous conversation.8
Janet Maybin defines conversation in the strict sense as informal talk
between equal.9 While Geoffrey Beattie in same place give statement which said
that:
Conversation is without doubt the foundation stone of the social world
human beings learn to talk in it, find a mate with it, are socialized through
it, rise in social hierarchy as a result of it, and, it is suggested, may even
develop mental illness because of it (Beattie, 1983, p.2).10
Michael Agnes and David B. Guralnik say that conversation is :
1. The act or an instance of talking together, specify; a) familiar talk,
verbal exchange of ideas, opinions, etc. b) an informal conference on a
problem or area of interest by representatives of governments factions,
etc.
2. Sexual intercourse: now only in the legal phrase criminal conversation,
i.e., adultery as grounds for divorce or other action.
3. [Archaic] manner of living; behavior.
4. [Obs] social intercourse.
5. [Obs] familiarity based on study or use.11
According to Eric Partridge says “in their speech senses, dialogue is a
conversation (between two or more persons); duologue is a conversation
(especially in a dramatic piece) between two persons, conversation is rather more
8
N.E. Collinge N.E. (eds.), An Encyclopedia of Language, (London and New York: Routledge, 1990), p.250
9
Janet Maybin and Neil Mercer (eds.), Using English; From Conversation To Canon. (London: Open University, 1996), p.5
10
Maybin, Using English; From Conversation To Canon …, p.5
11
dignified than talk, but it cannot be used, as talk is, for an informal address or
short, familiar speech or discourse.12
Margret Buchmann states that conversation as a tender romance of reason,
where discourse, shinning with warmth from within, holds a promise of
congeniality and comfort, if not light. Understanding is no trophy of pride.13
Most of us think of conversation as thing that is going on when two or
more people talk to each other, on an equal footing, about people they know,
things they have been experiencing or doing, their plans for the future and so on.
In technical sense that the talk involves participants in the reciprocating roles of
speaker and listener, and is spontaneous rather than scripted or planned.14
H. Douglas Brown said “Conversation are excellent examples of
interactive and interpersonal nature of communication.”15
Unlike most other registers, conversation cannot be characterized in terms
of communicative goals or social functions, the most that can be claimed is that it
is a pervasive activity among human beings, and that its primary function appears
to be establish and maintain social cohesion through the sharing of experience,
although secondarily it may promote other goals such as entertainment (e.g.
through jokes and narratives), exchange of information and control of others’
behavior.
Our operational definition of conversation is inclusive enough to subsume
many more specific types of verbal behavior, such as instructing, counseling,
insulting, swapping anecdotes of conducting a business telephone call.16
While Marc McCutcheon gives contribution about the understanding of
conversation that it is a talk, dialogue, discourse, discussion, exchange,
12
Eric Partridge, Usage And Abusage; A Guide to Good English, (England: Penguin Books Ltd, 1947), p.96
13
Margaret Buchmann, et al., Detachment and Concern; Conversations In The Philosophy of Teaching and Teacher Education. (New York: Teachers College, Columbia University, 1993), p.110
14
Dennis Freeborn, et. al., Varieties Of English; An Introduction To The Study of language, (Macmillan Press Ltd, 1986), 2nd Edition, p.117- p.118
15
H Douglas Brown, Principles Of Language Learning and Teaching (New York: Addison-Wesley Longman Inc, 2000),Fourth Edition, p.255
16
communication, chat, colloquy, interlocution, conference, intercourse, gab, rap,
palaver, give-and-take, and small talk.17
From all the statement above, the writer concludes conversation is wider
than a talk, it has broad meaning depend on place is applied. Conversation can be
a dialogue, discussion, interlocution, exchange, discourse, etc. So, it can be
determined that conversation has several meaning based on its purpose and each
meaning above has different function according to viewpoint itself.
B. Purpose of Conversation
Janet Maybin implicitly says about conversation “ it is used to invoke a
whole range of shared knowledge and experience between speakers, from aspects
of a joint physical activity, to past conversation together, to share cultural values.
Thus, the very aspects of talk that might be been as incoherent are in fact an
important part of the way talk is used to bind people together and to enable them
to negotiate shared understanding about the world ”.18
Margret Buchmann said that conversation is no intellectual privilege; “it
does not begin in the upper story of humanity, it begins no higher than where
humanity begins”. Like life, conversation can be busy with many things and
vibrant with a sense of different directions. Conversation is close to comic spirit,
which embraces people’s frailty and allows for laughter and emotional release. If
conversations are uniting and disarming, they can still inspire apprehension and
do not divest communication of its formidable character.
As an expression of life and hope, conversation brings to mind a poetic
pastoral, where people have mother wit, the setting is natural and simple, and
amiability will carry the day.
Conversations are not mere talk: they presuppose good faith, some
common purposes or emergent directions, and the assumptions that people say
things they believe to be relevant and will attend (in some fashion) to what others
are saying. In short, conversations require being decent and sensible in ways that
17
Marc McCutcheon, Rodget’s Super Thesaurus, (Ohio: writer’s Digest Book Cincinnati, 2003), Third Edition, p.50
18
establish and maintain connections and openness. While conversations sidestep
competition, it is encounter in which the power mind, good sense, and moral
sentiments of a person come to be revealed. In conversation, one listens to
persons, not just utterances. In conversation, people of thought and people of
action can please themselves and be true to type, although self-constituted elites or
self impressed individuals will not are well. Conversation can yield insights and
astonishing connections; yet it cannot establish knowledge. Like life, conversation
grants no irreversible clarification.19
As an addition, Douglas Biber, et.al has done a functional survey of
conversation which correlate to its purpose and utter nine points about the
function of conversation, there are : 20
1. Conversation takes place in the spoken medium
2. Conversation takes place in shared context
3. Conversation avoids elaboration or specification of meaning
4. Conversation is interactive
5. Conversation is expressive politeness, emotion, and attitude
6. Conversation takes place in real time
7. Conversation has a restricted and repetitive repertoire
8. Conversation employs a vernacular range of expression
9. Lack of functional explanation
From the statement above, the writer concludes that purpose of
conversation is for negotiating, sharing, exchange of minds and ideas.
Conversation also is a medium, which can unite the different perceptions,
viewpoints, and opinions and make one solution to be gained.
C. Types of Conversation
According to Patrick Jenlink and Alison Carr in their book ’Education
Technology, 31-38’ there are four types of conversation, discussion is the most
19
Buchmann et.al.,Detachment and Concern…, p.105- p.110
20
familiar and pragmatic; dialogue is also pragmatic but less common. Dialectic and
design conversation are more disciplined orientations.21
1. Dialectic Conversation
Dialectic conversation focuses on framing a logical argument for searching
the truth. It is a scientific approach, a disciplined inquiry into whatever is being
examined. In dialectic conversation, participants are often rigid in their beliefs and
debate for what they perceive as truths.
2. Discussion Conversation
Discussion conversation is the forum in which many of us advocate for our
own individual position. Unlike the logical argument expressed by dialectic,
discussion is more subjectively influenced by opinion and supposition. Discussion
conversations are transactional in nature, one participant negotiating with others
with the advocacy and preservation of personal assumptions as the center of the
discourse.
3. Dialogue Conversation
Dialogue conversation is a conversation where meaning is constructed
through sharing. It is a community-building form of conversation. Its purpose is to
create a setting where conscious collective mindfulness can be maintained. This
form of discourse transforms the individual thinking and thought processes,
creating collective thought. It requires that individuals first examine their personal
assumptions or opinions and then suspend these assumptions before the entire
group. They must step out of their advocacy for personally held assumptions as
well as those of others. This type of conversation recognizes variously held
common experiences.
According to Mary Finocchiaro and Michael Bonomo, dialogues in which
individuals listen to a speaker and react, either by speaking themselves or by
performing some action, are especially well suited for practicing language in
realistic communication situations. Dialogues permit students to practice whole
statements, questions, or formulas of the language rather than items or bits of
language which, by themselves, do not duplicate the real communication or
21
interaction which goes on among individuals. The study and dramatization of
dialogues helps students gain insight into the various cultural aspects of the
foreign community.
Dialogue may be used effectively as an approach or introduction to the
learning of aspects of grammar, vocabulary, or pronunciation. On the other hand,
we may prefer to use the dialogue as a “culminating” activity, that is, as a learning
experience which recombines in a normal, conversational exchange many of the
language features that had been presented and practiced in individual utterances
and in drill activities.
Dialogues should be prepared for each unit work in our text (if none are
included) and for each large socio-cultural category such as Identification (names,
addresses), School, and People and Places in the community. Dialogues themes
may be further subdivided-where relevant and essential-into such topics as
Shopping for Food, Clothing, and Travel. As is obvious, many of the dialogues
could be placed under different headings, since they could include vocabulary
common to several possible situations.
Within each category, three types of dialogues should be practiced:
a. Conversational exchanges of two single utterances.
b. Sustained dialogues.
c. Spiral dialogue.22
4. Design conversation
Dialogues help the design participants create collective consciousness as
well as clear the minds of distorting or conflicting assumptions that lead to
incoherence of thinking. Through creating coherence of thinking, a community
evolves where in collective thought is possible and the creative consciousness
may emerge to focus outside the constraints of old mindsets on the process of
designing a new educational system. Design conversation goes beyond the
suspension of personal opinions and moves into a suspension of mindsets
themselves.
22
Fernando Flores states 8 types of conversation in order to maximize the
effectiveness of the conversation in interaction among people.23 These 8 types of
conversation and it examples are:
a. Conversations for stories and assessments.
These conversations that share experiences or your understanding of what
has happened.
b. Conversations for clarity.
This post is a conversation for clarity about Conversation Types.
c. Conversations for co-ordination of action.
Typically planning meetings where the objective is to understand
everybody's role on the team. "You do this. I'll do that".
d. Conversations for speculation or possible action.
Example of this type are brainstorming, scenario planning.
e. Conversations for possible conversations.
A simple form but often necessary to set up a conversation at a later date.
Usually of the form "Lets meet on Monday to have a conversation for clarity
about..."
f. Conversations for relationship.
Conversations that build shared experience with others and improve your
relationship.
g. Conversations for appreciation / complaint.
Predominantly of the latter form, this type of conversation is all about
feedback.
h. Conversations for second order learning.
It reflective conversations in which we learn.
D. Teaching Techniques
According to Edward Anthony as, technique is implementational- that
which actually takes place in a classroom. It is a particular trick, stratagem, or
23
contrivance used to accompanish an immediate objective. Techniques must be
consistent with a method, and therefore in harmony with an approach as well.24
In teaching a language, foreign language, for example, offer different
techniques; from traditional techniques to more up to date ones. In fact every
teacher has his own technique to teach, but it is necessary to know several
techniques that have widely been used. Techniques have been changing every
time depending on situation and condition.
There are several techniques to implement conversation, but in this chapter
the writer will only present two techniques to be done like Role Play and Drills.
1. Role Play
This exercise is important for developing fluency and also fun. It focuses
on the creative use of language and require students to draw on their own personal
language resources to complete a task or to improvise and keep a conversation
going.25
According to Riggenbach and Lazaration, Role Plays; if performed in front
of the class, can also function as “performance activities.” In some cases, students
could write the role-plays or dramas themselves: this would be especially
appropriate in a course that is organized around speech functions or
conversational strategies (e.g., complimenting and thanking behavior, greetings
and closings). More guidance can be provided for beginning learners if they are
allowed to perform their role plays from scripts they have at hand. While reading
from the script is not encouraged, as long as the teachers ensures that the content
of role play is authentic the activity can be approached as another variation on the
contextualized drill.26
The use of role play has added a tremendous number of possibilities for
communication practice. Students are no longer limited to the kind of language
24
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods In Language Teaching, A Description and Analysis, (New York: Cambridge University Press, 1986), p.15
25
Jack C. Richards, et.al., New Interchange; English For International Communication. (Cambridge University Press, 1998), p.ix
26
used by learners in classroom, the language can correspondingly very along
several parameters: according to the profession, status, personality, attitudes or
mood of the character being role played, according to the physical setting
imagined, according to the communicative functions or purpose required.
Also, this is virtually the only way we can give our learners the
opportunity to practice improvising a range of real-life spoken language in the
classroom, and is an extremely effective technique if the students are confident
and cooperative; but more inhibited or anxious people find role play difficult and
sometimes even embarrassing. Factors that can contribute to a role play’s success
are: making sure that the language demanded is well within the learner’s capacity;
your own enthusiasm; careful and clear presentation and instructions. A
preliminary demonstration or rehearsal by you together with a student volunteer
can be very helpful.27
According to Ladousse (1987), role play uses different communicative
techniques and develops fluency in the language, promotes interaction in the
classroom and increases motivation. Here peer learning is encouraged and sharing
of responsibility between teacher and the learner in the learning process takes
place.28
Here is some procedures in Role Play activities according to Roberta A.
Welch, called “Interactive Dialogue Practice”. She gives opinion that almost all
conversation textbooks include dialogues, which most teachers have their students
practice. To avoid what is often a dead reading of the text, with little interaction
between the partners, this activity has student helpers feed the lines to performers
who repeat them. Performers, thus freed from either concentrating on reading or
memory overload, are encouraged to look at their partners and to use appropriate
intonation, facial expressions, and gestures. This activity is an intermediate step
toward more natural conversation. The procedures are:
a. Divide the class into groups (four students each is preferable).
27
Penny Ur, A Course In Language Teaching Practice And Theory, (Cambridge University Press, 1996), p.30- p. 133
28
b. Have the class listen to a recording of the dialogue (or demonstrate it
yourself).
c. Have students mark the text for phrasing, stress, and intonation, as you
demonstrate the body language and show how helpers can be effective
prompters by feeding the performers phrases of a suitable length for
repetition.
d. Have two students take role of the helpers, sit behind the performers, and
whisper the lines of the dialogue to them (have the performers close their
books and face their partners in the dialogue).
e. Have the performers repeat the lines of the dialogue to their partner, trying to
communicate the meaning, using appropriate body language. (If the
performers do not understand the lines, they can ask the helpers to repeat
them.)
f. Have the helpers and performers switch roles and do the dialogue again.
g. As students become familiar with the dialogue, have performers try to say
the lines without being prompted, turning to the helpers only when
necessary.
This procedure aims to practice dialogues without reading from or
memorizing the text, use appropriate body language and facial expressions, this
level is suitable for beginning up to intermediate, also it has caveats and options
there are:
a As a follow up activity, one or two groups can perform in front of the whole
class.
b Students with enough ability and confidence can try to vary the dialogue by
substituting different words and expressions. 29
In the same book, Kathleen McNally says Role Play is a highly effective
method of improving conversational skills. She also gives technique called “Café
Bianco” this lesson utilizes a restaurant scenario to promote interaction between
29
students in a familiar situation and introduce some practical aspects of restaurant
dining. The procedures are:
a. Using the props, set the scene and explains and model the characters of
hostess/host, server, customers, and manager.
b. Pass out Vocabulary Worksheet (e.g. Drinks: soda, iced tea, lemonade.
Courses: appetizers, main course, and dessert, etc.) to students and discuss
concepts and new expressions (e.g.tipping). Vocabulary can be added or
subtracted according to the level of the students.
c. Divide the class into small groups (based on the numbers of characters in the
role play) and have them choose one of the scenarios suggested by the
teacher (e.g., breakfast; lunch; dinner; Sunday brunch; customers forgets
wallet; wedding rehearsal dinner; anniversary; unsatisfied customers; blind
date; double date; marriage proposal).
d. Have students discuss and create a dialogue for presentation before the class.
These procedures have aims converse while using new vocabulary,
develop restaurant etiquette, these procedures are suitable for any levels, also it
has caveats and options there are:
a Filming and viewing these presentations can be exciting and revealing for
the learners and teacher.
b Follow up the activity by going to a restaurant.30
2. Drills
Drill is an exercise for teaching, and it is method of training in learning
activity. According to Peter Salim drill is practice of skill.31 As a method and
exercise, drill also have important role in learning process because the target of
learning will be gained if the appropriate method and exercise is used by the
teachers in their class.
As mentioned in the previous chapter, Drills are essential at all levels of
learning, when planned carefully and conducted effectively, they contribute to the
30
Savage, New Ways In Teaching Speaking…, p.79
31
student’s feeling of security and achievement; they help them internalize the
features of language and they lead to habit formation, they consolidate the “rule”
or concepts of the language’s internal organization which the students had
formulated; and they promote attentive listening, linguistic competence, and more
fluent oral performance. 32
According to Harmer, drill work is very useful since it provides
opportunities for students to practice a new bit of language in the most controlled
way. Drills are usually very controlled and therefore they have limited potential.
Because they are fairly repetitive and not very creative they should not be used for
too long or too frequently. However, they do give students the opportunity
for’safe’ practice; accuracy can be focused on as the students get a chance to
rehearse language.33
While Ruth Hok says” If we accept the theory that learning is a habit, if
we agree with Bloomfield that ‘Language learning is over learning: anything less
is of no use,’if we obey his dictum to ‘..get the forms by heart, and... practice them
over and over again, day after day, until they become entirely natural and
familiar,’ then drill work seems inevitable. For it is through the predictable,
repetitive nature of an exercise as spoken over and over that the language habit is
formed, enabling the student finally to feel confident that he can proceed correctly
on his own outside the drill setting. This is the nature and the goal of the oral drill.
The teacher sets the pattern that the students are no imitate either by simply
mimicking or by more complicated procedures of combining something new with
something already learnt. In language drill as in any drill the student always
knows what is expected of him and should in every instance-provided the drill is
properly adapted to his ability-be able to produce a correct utterance”.34
The practical of drill itself can be done by the teachers depend on their
needs and time allocation which established in their class.
Many kinds of drill forms can be used in learning activity, Harmer states
four types of drill that can be used by the teachers; there are (four) phase drills,
32
Finocchiaro, The Foreign Language Learner: A Guide for Teachers…, p.103
33
Harmer, The Practice of Language Teaching…, p.95
34
mixed question and answer drills, talking about frequency of activities, and chain
drills.35 It is important to remember the limitations of drills, however, and to use
them sparingly:
a. (Four) phase drills
(Four) phase drills are so called because there are (four) phases or stages,
e.g. Q-A-Q-A. the reason why ‘four’ is in brackets is, of course, because we can
also have six-or eight-phase drills-or any number, for that matter, although four
seems to be the most usable.
The students are encouraged to ask a question and on the basis of the
answer follow it up with another question, for example:
A: Is John English?
B: No, he isn’t;
A: Where’s he from, then?
B: He’s Australian.
In our example the drill depended on a negative answer to the first
question. But of course (four)phase drills can be constructed with any question
sequence, for example:
A: What’s your favourite hobby?
B: Tennis.
A: How often do you play?
B: Once a week.
(Four) phase drills are useful for practice and revision of specific question
forms and can be successfully used for quick five-minute sessions after these
questions have been introduced, perhaps in a previous class.
b. Mixed question and answer drills
The difference between mixed question and answer drills and (four) phase
drills is that the former have more questions than the latter and they can be asked
in any order.
In the following example, the teacher works with the whole class who see
the wall picture, the teacher then elicits the following questions:
35
- What’s his/her name?
- Where’s he/she from?
- What’s his/her job?
- What does he/she do?
- How old is she/he?
Mixed question and answer drills provide a good opportunity for quick
revision of language the students have previously studied. Like (four)-phase drills
they are suitable forshort from the session.
c. Talking about frequency of activities.
In this drills student work with a prepared set of flashcards. The cards
show various activities taking place.
Students are put in groups of four and a set of flashcards is placed in front
of them, face downwards. A student picks up a card and has to ask another
students how often arelative that student performs the activity shown on the card.
The drill might be in the following way:
S1: (Picks up a card showing a man brushing his teeth.)
How often does your brother brush his teeth, Tomiko?
S2: Twice a day, I should think. (Picks up a card showing someone playing
tennis.)
How often does your mother play tennis, Monica?
S3: She doesn’t play at all! (Picks up a card showing a person getting on a
bus.)
How often does your sister travel by bus, Tarek?
S4: Never…she always gets me to drive her everywhere!
d. Chain drills.
Chain drills are ways of practicing a particular structure over and over
again in the context of either a game and/or a personal element.
With large classes students can sit in groups, otherwise this is a
whole-class activity. Teacher chooses the structure and then says (for example):
‘My name’s Katie and I’d like to travel round the world’
‘Her name’s Katie and she’d like to travel round the world.
My name’s Paul and I would like to write a novel.’
Finocchiaro and Bonomo state 13 basic practice activities or drills36 which
can be applied by the teachers, there are:
a. Substitution.
In this drill, students use another word of the same class in place of a word
in a sentence slot. A noun is replaced by another noun; a verb by another verb; an
adjective by another adjective; a determiner by another determiner; etc.
b. Replacement.
The students will be expected to replace one class of word or expression
by another; e.g., nouns or names by a pronoun (he, she, etc.)
c. Transformation (sometimes called conversion).
The students will be given practice in changing from singular to plural,
from affirmative to negative or interrogative, from present to passive, etc. give the
model sentence and say. Notice possible practice with “have”:
“Make a question with who: ‘Peter has cold.’”
“Make a question with what: ‘He has cold.’”
“Make a question with when: ‘He had a cold last week.’”
“Make a question with how long: ‘He’s had a cold for two weeks.’”
d. Expansion.
The students will be given a word or expression to be inserted or added to
a sentence you give them. Depending on the foreign language, the insertion or
addition may require a change in word order in agreement, or in verb mood.
Notice some examples:
Say, “Let’s add the word too to these sentences; listen: ‘The coffee is
hot.’”
Say, “Let’s add the word always to these sentences; listen: ‘I have coffee
at ten.’”
36
Say, “Let’s add the word intelligent to these sentences; listen: ‘He’s a
student.’ ‘Mrs. X is a secretary.’” (notice that a would have to be
changed), etc.
e. Reduction.
This drill is a form of replacement drill because you “reduce” a sentence
by changing an expression to a word. For example, “I have the pencil” to “I have
it”; “I’m going to the library” to “I’m going there”; “come to my house” to “come
here” later you can practice substitute expressions: “I’d like on of the books in the
window” to “I’d like one of those”: “I see all the people” to “I see everyone”; “I
think it’s raining” to “I think so.”
In reduction drills, attention must be paid to changes in stress or intonation
and to changes of position as well as to form changes.
f. Integration.
Students are asked to combine two short sentences to make one sentence.
For example, “I have a pencil. It’s red” becomes “I have a red pencil”; “You saw
the man yesterday. He is my professor” becomes “The man (whom) you saw
yesterday is my professor.”
g. Restatement.
In this drill, students are given practice in expressing a concept in two
different ways- e.g., Is this a new book? Is this book new?; Is this an urgent
telegram? Is this telegram urgent?; This is my French book. I’ve got a French
book.
h. Paired Sentences.
In this drill, you will give a sentence and then ask a question. For example,
you will say, ”Mary likes to study.” “And Jean?” or “What about Jean?” A student
will say, “She likes to study too.” This is a good drill for practicing verb forms or
adjectives. For example, “Joan is pretty.” “And Helen?”; or “What about Helen?”
“Helen is pretty too.”
Later, questions such as “What about you?” would force a change in verb
would be, “John doesn’t like spinach. What about Harry?” “He doesn’t like
spinach either.”
i. Association.
The students will be given a basic structure (e.g., I’d like) to be used in all
drill responses as well as words they will associate with their common
co-occuring elements. For example: water (I’d like a glass of water) ; pears (I’d like a
pound of pears).
j. Progressive Replacement (this is sometimes called a Moving Slot
Substitution Drill).
This drill needs much teacher help at the beginning, but students enjoy
doing it after they’re learned the technique. It is a multiple substitution drill.
Whereas in the substitution drill, only one element was changed consistently each
time (the noun or adjective or the verb), in this drill a new element is changed in
each sentence. The students have to remember what was said in each preceding
sentence in order to form the new sentence. Notice:
Teacher Student
I have a red pencil I have a red pencil.
Green I have a green pencil.
He He has a green pencil.
tie He has a green tie.
Mr. Jones Mr. Jones has a green tie.
four Mr. Jones has four green ties.
They They have four green ties.
some They have some green ties.
‘d like They’d like some green ties.
bought They bought some green ties
k. Directed Practice.
This is an excellent drill for making the transition from “rigid”
manipulation to “freer” communication. A student is directed (asked) to ask
step-by-step practice may include directions, such as “ask me” or “tell (me)
(us)…” this drill also needs a lot of help from us at the beginning. It should be
done in three stages until students are able to go to Step III directly.
-Step I-:
- Teacher: “X ask Y, ‘Do you have a pencil?’” (giving loud the exact words
to be said).
- Student X to Y, “Do you have a pencil?”
- Teacher: “Y tell X, ‘I have a pencil’” or (“Yes, I do.”)
- Student Y to X, “I have a pencil” or (“Yes, I do.”)
-Step II-:
- Teacher says, “X ask Y if he has a pencil.”
- Teacher whispers to X, “Do you have a pencil?”
- X says aloud to Y, “Do you have a pencil?”
- Teacher to Y, “Y tell X that you have a pencil.”
- He whispers: “Yes, I have a pencil.”
- Y says aloud, “Yes, I have a pencil.”
-Step III-:
- You do not whisper the direct question (that is, you don’t prompt the
students). If the students don’t know what to say, help them of course. If
these drills are built up gradually over a long series of lessons, however,
you will find that you have little or no prompting to do in Step III.
l. Translation.
Translation is one of drill activity but we have deliberately left this
practice activity to the end of this series of drills for several reasons. First, there is
controversy as to the advisability of doing translation. Only the teacher who
knows the native language of his students can engage in this drill.
If translation is done at all, it should always be on a limited structure point,
on one point only and in a complete utterance. The equivalent is always given;
never, of course. A literal translation.
The translation or equivalent must always be at the complete utterance or
word or a noun in another. Students must be made consciously aware of these
language differences through your guided questions and through emphasis on
interlingual contrasts in the translations.
m. Question-Answer Practice.
There are several basic types of question-answer drills. Moreover, each
drill can be done in several ways:
- You will ask all the students a question, student will answer.
- A student will ask you a question; you will answer.
- A student will ask another student a question.
- Pairs of students will face each other and practice.
- Pair of students will question each other in chain fashion.
Nelson Brooks as cited in Richards & Rodgers’s book said that the use of
drills and pattern practice is a distinctive feature of the Audiolingual Method37.
Various kinds of drills are used, includes the following:
a. Repetition.
The students repeat an utterance aloud as soon as he has heard it. He does
this without looking a printed text. The utterance must be brief enough to be
retained by the car. Sound is as important as form and order.
Example:
This is the seventh month – This is the seventh month.
After a student has repeated an utterance, he may repeat it again and add
few words, then repeat that whole utterance and add more words.
Examples:
I used to know him – I used to know him
I used to know him years ago - I used to know him years ago when we were in
school…
b. Inflection.
One word in an utterance appears in another form when repeated.
Examples:
37
I bought the ticket - I bought the tickets.
He bought the candy – She bought the candy.
I called the young man – I called the young men…
c. Replacement.
One word in an utterance is replaced by another.
Examples:
He bought this house cheap - He bought this it cheap.
Helen left early - She left early.
They gave their boss a watch - They gave him a watch.
d. Restatement.
The student rephrases an utterance and addresses it to someone else,
according to instructions.
Examples:
Tell him to wait for you – Wait for me.
Ask her how old is she is – How old are you?
Ask John when he began – John, when did you begin?…
e. Completion.
The student hears an utterance that is complete except for one word, then
repeats the utterance in completed form.
Examples:
I’ll go my way and you go… - I’ll go my way and you go yours
We all have…own troubles. - We all have our own troubles.
f. Transposition.
A change in word order is necessary when a word is added.
Examples:
I’m hungry. (so). – So am I.
I’ll never do it again. (neither). – Neither will I.
g. Expansion.
When a word is added it takes a certain place in the sequence.
Examples:
I know him. (well). – I know him well…
h. Contraction.
A single word stands for a phrase or clause.
Examples:
Put your hand on the table. - Put your hand there.
They believe that the earth is flat. - They believe it…
i. Transformation.
A sentence is transformed by being made negative or interrogative or
through changes in tense, mood, voice, aspect, or modality.
Examples:
He knows my address.
He doesn’t know my address.
Does he know my address?
He used to know my address.
If he had known my address.
j. Integration.
Two separate utterance are integrated into one.
Examples:
They must be honest. This is important. – it is important that they be honest.
I know that man. He is looking for you. – I know the man who is looking for
you…
k. Rejoinder.
The student makes an appropriate rejoinder to a given utterance. He is told
in advance to respond in one of the following ways:
Be polite.
Answer the question.
Agree.
Agree emphatically.
Express surprise.
Express regret.
Disagree emphatically.
Question what is said.
Fail to understand.
BE POLITE. EXAMPLES.
Thank you. – You’re welcome.
May I take one? – Certainly.
ANSWER THE QUESTION. EXAMPLES
What is your name? – My name is Smith
Where did it happen? – In the middle of the street.
AGREE. EXAMPLES
He’s following us. – I think you’re right.
This ‘s good coffee. – It’s very good.
l. Restoration.
The student is given a sequence of words that have been called from a
sentence but still bear its basic meaning. He uses these words with a minimum of
changes and additions to restore the sentence to its original form. He may be told
whether the time is present, past, or future.
Examples:
students/waiting/bus - The students are waiting for the bus.
boys/build/house/tree – The boys built a house in a tree…
E. T he Understanding of Motivation
Motivation is derived from word ‘motive’ means is everything that
encouraging somebody to act or do something, Sartain said in his book
‘Psychology Understanding of Human Behavior’; motive is complex statement in
organism which instructing behaviour or act into a goal or stimulator.38
The word ‘motive’ itself derived from root of Latin’s word ‘movere’
which become ‘motion’ means is move or propulsion to move. So, motive is
impetus, momentum, or cause of person to do any kind of activity with certain
38
goal. These in line with Woodworth & Marquis in their book ‘Psychology” p.337:
A motive is a set predisposes the individual of certain activities and for seeking
certain goals. While motivation is gift or motive’s arousal or thing become
motive. Specifically, motivation is motive or thing, which has become active in
certain time, especially if the needs to achieve the goals feel insist. Another
definition, which said by Atkinson, “Motivation refers to the factors that energize
and direct behavior”.39
At it most basic level, motivation is some kind of internal drive which
pushes someone to do things in order to achieve something. Marion Williams and
Richard Burden as cited in Harmer’s book suggest that motivation is a ‘state of
cognitive arousal’ which provokes a ‘decision to act’ as a result of which there is
‘sustained intellectual and/or physical effort’ so that person can achieve some
‘previously set goal’.40
According to Dr. H. Abin Syamsuddin Makmun, MA, although many
experts defining motivation with different styles and ways. However, the essence
is pointing to the same goals, that motivation is:
a. A power or forces or energy, or
b. A complex state and preparatory set in individual or organism to move
(motion, motive) to certain way, whether consciously or not.41
In order to explain about what is motivation many Psychologists has
proposed many kind of theories based on ideology they embraced. The differences
of that motivation theory are occur because motive and motivation is a concept,
which cannot be perceived, even if can be concluded from symptom that shows.
The theories are:
1. Instinct theory
39
Abd. Rachman Abror, Psikologi Pendidikan, (Yogyakarta: PT. Tiara Wacana Yogya, 1993), p.114
40
Jeremy Harmer. The Practice of Language Teaching; completely revised and updated.(England: Pearson Education Limited, 2001), third edition, p.51
41
This theory considers our all minds and acts are derived from instinct that
brought from the day borned. Figure of this theory is William McDougall
(1871-1938).
2. Drive-reduction theory.
Since 1920, instinct theory has been changed by drive concept, drive is a
condition created by biological need, like need for food, water, sex, or avoiding
illness. This condit
