i ABSTRACT
THE IMPLEMENTATION OF ROLE PLAY TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING ABILITY AT FIRST YEAR OF SMAN 9
BANDAR LAMPUNG
Arthadina Julianda
Speaking is the productive skill of a language to express the idea or to send message to hearer. When the students speak in English they do not explore their ability to speak up because they lack of practicing more, the researcher applied Role Play Technique to improve the students’ speaking ability.
There is one main objective of this research namely to find out whether there is any improvement or not in students’ speak ing ability after being taught through Role Play Technique. This research was conducted at SMAN 9 Bandar Lampung. The sample of this research was students of ten grade, class X MIA 3. The study employed T-test design by giving pre-test, three treatments, and posttest. There were two raters to score students’ speaking performance.
THE IMPLEMENTATION OF ROLE PLAY TECHNIQUE
TO IMPROVE STUDENTS’ SPEAKING ABILITY
AT FIRST YEAR OF SMAN 9 BANDARLAMPUNG
By
ARTHADINA JULIANDA
A Script
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
in
The Language and Arts Department of Teacher Training and Education Faculty
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF LAMPUNG
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CURRICULUM VITAE
Arthadina Julianda was born on July 9th, 1993 in Bandar Lampung. She is the oldest daughter of the two children from a couple, Eddy Suherli (the Late) and Irna Suryani.
She started her education at kindegarten of Al-Kautsar Bandar Lampung in 1997 and she continued her elementary school of Al-Kautsar in 1999 and graduated in 2005. In the same year, she entered junior high school Al-Kautsar Bandar Lampung and graduate in 2008. She continued her study at SMA 9 Bandar Lampung and finished in 2011. In 2011, she was accepted at the S-1 of English Education Study Program, Language and Art Education Department, FKIP, University of Lampung.
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DEDICATION
This script is fully dedicated to:
My beloved parents: Eddy Suherli (the Late) and Irna Suryani
My beloved brother: Artisna Yuskandi
iv MOTTO
“You can if you think you can”
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ACKNOWLEDGEMENT
Praise merely for Allah SWT, The Most Gracious and The Most Merciful, who always gives me all the best in this life. This script entitled: The Implementation of Role Play Technique to Improve Students’ Speaking Ability presented to fulfill one of the requirements in accomplishing the S-1 Degree at the Department of ideas, scientific knowledge, encouragement, kindness and patience to the writer during the research report writing process. My gratitude is also extended to Budi Kadaryanto, S.Pd. M.A., as the second advisor for his guidance, critism and revision in the writing process during the completion of this script.
2. Prof. Dr. Patuan Raja, M.Pd., as my examiner who has given suggestions and critic to make this script more valuable.
3. All of the lectures of English Department Program of Teacher Training and Education Faculty of Lampung University who have given great knowledge.
4. Headmaster and English teacher of SMAN 9 Bandar Lampung, Drs. Hendro Suyono, who has given me a chance to conduct the research in the school, managed time for the research, great contribution and help, and also for clas X MIA 3 who made time to participate in this research.
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6. My best partner in English Department 2011 Dewi Firdanti, Elisabeth Gracia S., Revi Marsita. Thanks for sharing, growing together and for having good time we have experienced together.
7. My another partner, M.Dhian Pratama. Thanks for sharing, helping, Anggun, Yuni, Anggi, Nurul, Fiya, Dara, Rima, Irine, Erlin, Lia, Eva, Ire, Lala, Siwik, Komang, Sofi, Ratih, Nita) especially for Lia Annisa Mahdalena, Khairun Nisa, and Luh Ayu, thanks for your help, support and motivation.
10.Anyone that can not be mentioned directly and indirectly who has helped the writer in completing this script. The writer appreciates opinion, suggestions for improvement of this script.
CONTENTS
2.4 Role Play Technique... 15
2.5 Role Play in Teaching Speaking... 16
2.6 Procedure of Using Role Play in Teaching Speaking... 17
2.7 Adventages and Disadvantages from Role Play... 17
2.8 Theoretical Assumption... 19
2.9 Hypothesis... 19
III. RESEARCH METHOD... 20
3.1 Research Design... 20
3.3 Data Collecting Technique... 21
3.4 Validity of the Test... 22
3.5 Reliability of the Test... 23
3.6 Scores... 25
3.7 Data Treatment... 29
3.8 Hypothesis Testing... 30
IV. RESULT AND DISCUSSION... 31
4.1 Report of the Experiment... 31
4.2 Result of the Pretest and Posttest... 32
4.3 The Improvement of the Students’ Speaking Ability... 37
4.4 Hypothesis Testing... 42
4.5 Limitation of the Problem... 42
4.6 Discussion ... 43
V. CONCLUSSION AND SUGGESTION... 48
5.1 Conclussion... 48
5.2 Suggestion... 49
REFERENCES ... 51
TABLES
Table Page
4.1 Distribution of Pre-test... 34
4.2 Distribution of Post-test... 37
4.3 The Improvement from Pre-test to Posttest in Each Aspect... 40
APPENDICES
Appendix Page
1. Pre-Experiment Test ... 54
2. Post Experiment Test ... 55
3. Lesson Plan ... 56
4. Table the Result of Students’ Pre-test Score ... 62
5. Table the Result of Students’ Posttest Score ... 64
6. Table the Mean Score of Students’ Pre-test ... 66
7. Table the Mean Score of Students’ Posttest ... 68
8. Table of Paired Sample Test ... 70
9. Inter-rater Reliability of Pre-test Score ... 71
10. Reliability of Pre-test ... 72
11. Inter-rater Reliability of Posttest Score ... 73
12. Reliability of Posttest ... 74
13. Frequency Table of Pre-test and Posttest ... 75
14. Transcription of Pre-test ... 77
GRAPHS
Graph Page
4.1 The Average of Students’ Speaking Score in Pre-test... 33 4.2 The Average of Students’ Speaking Score in Posttest... 35 4.3 The Improvement of Average Score from Pre-test to Posttest... 38 4.4 The Improvement of Students’ Speaking in Five Aspects From
I. INTRODUCTION
This research contains a brief explanation of the introduction. It consists of the
background, the formulation of problem, the objectives of the research, the uses of
the research, the scope of the research, and the definition of terms.
1.1 Background
Speaking is the important factor that can support the process of mastering and
increasing the quality of English for communication. In English learning, a
student has to master the four basic language skills, namely listening, speaking,
reading and writing. Speaking might be the skill that must be emphasized. This is
like what Weltys (1976: 47) states that speaking is the main skill in
communication. The teacher should promote the students to be able to
communicate well.
In addition, speaking is one of the productive skills of language that can be used
to express ideas or send message to the hearer or listener. It means that when one
speaks, he/she produces expression that should be meaningful. Then, the receiver
or the hearer can receive the message from the speaker directly without any
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In teaching, the teacher usually uses a technique which can improve the students’
speaking skill. Teacher will choose what technique that is appropriate for his/her
students’ condition or situation. The goal of teaching speaking should improve
students' communicative skills because students can express themselves and learn
how to follow the social and cultural rules appropriately in each communicative
circumstance.
In fact one of the four English skills which was not taught well was speaking. As
the result, the students find it difficult to express their ideas, some of them felt shy
to speak in English. Based on researcher’s experience in Field Practice Program
(PPL) at SMAN 1 Liwa, most of the students were not actively involved in the
learning process and they had low self-confidence in producing their sentences so
they could not speak well. The student also felt embarrassed when they made
mistakes in the class. The situation might have been caused by internal and
external factors. The internal factors were motivation and interest while the
external factors were teachers’ teaching techniques and teaching media as well.
The teacher taught speaking by explaining the form of sentences, drilling it to
students and asking students to do some written exercise at students’ worksheet.
This made the student seldom to speak English. The teacher just focused on the
grammar. When the teacher asked the students to show their ability in speaking
task in front of class, only the active students who produced good communication
in English.
In addition, most of the students’ pronunciation was not clear. It could be seen
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students’ self-confidence or to make the students’ enjoy in learning speaking, the
teacher had to create a scenario to teach the target language in an active and
interesting manner to give the students good chance for practicing. It was
necessary to take an action by using appropriate technique which gave
opportunities and triggers the students to practice their English in classroom. A
suitable technique could give students interest and then it would increase their
speaking ability.
Considering to the statement above, the researcher chose to use a technique that
could motivate and give students opportunities to speak or express their ideas in a
situation they were likely to encounter outside the classroom, that is using Role
Play. Role Play is a type of drama activities which the student’s can play
dramatization of real life situation. Role-play is one of the activities to promote
speaking. Through role-play activities, the students learn how to express ideas,
opinions, or feeling to others by using words or sounds of articulation. Larsen
Freeman (2000: 68) explained that role-plays are important in the communicative
approach because they give learners an opportunity to practice communicating in
different social contexts and different social roles. A role-play is a highly flexible
learning activity, which has a wide scope for variation and imagination.
The researcher used Role Play technique because there were some advantages in
Role Play, such as, it can build students’ self confidence and also it will give a
chance to get some experience in handling difficult situation and in developing
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is very enjoyable for student because students can be more active and interacted
with their friends into drama situation based on their knowledge.
1.2 Previous Research Finding
There have been several correlated studies dealing with role play technique and
speaking skill. The first finding entitled, using Role Play in improving students’
speaking ability in the second year students of SMP PGRI II Ciputat, was conducted
by Irianti Sari (2011). This research was conducted to find out whether there was an
improvement by using Role Play technique in improving students’ speaking ability.
The target population of this study was the second year students of SMP PGRI II
Ciputat, which consisted of 40 students. The researcher used pre test, post test, and
questioner as the instrument. The finding of this research was there was an
improvement by using Role Play technique in improving the students’ speaking
ability.
The second previous study was dealing with improving students’ speaking ability
in class at the second semester of the first grade of SMP Negeri 3 Meliau, which
was conducted by Erasma (2012). In this research the researcher used Role play as
technique in teaching speaking. The method of this research was called “A
Classroom Action Research”. The subject of this research was the first grade of
SMP Negeri 3 Meliau consist of 38 students. The data of this research were
collected by using measurement technique that is a performance test to measure
the students’ achievements. The findings of this classroom action research showed
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differences between the previous research and this research, the previous research
was conducted in junior high school while this research was conducted in senior
high school. Another differences was about the instrument, Irianti Sari used pre
test, posttest, and questioner while this research used pre test, posttest, and
treatment.
To sum up, based on the previous studies, it can be stated that all above
mentioned studies reconfirmed the improvement of using Role Play technique to
improve students’ speaking ability. Therefore, this research was carried out to
investigate the implementation of using Role Play technique to improve
students’ speaking ability at the first year of SMAN 9 Bandar Lampung.
1.3 Formulation of Problem
Based on the background above, the writer would like to take the main problem as
follows:
Is there any improvement of students’ speaking ability after being taught
through Role Play technique?
1.4 Objectives of the Research
The objective of this research is:
To find out whether there is any improvement of students’ speaking ability
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1.5 Uses of the Research
The findings of the study are expected to be beneficial for both theoretically and
practically:
1. Theoretically, this research will be useful for supporting the theory about
Role Play Technique in Speaking skill.
2. Practically, as additional information for English teacher to increase the
teachers’ knowledge of English and share experience in improving the
students’ speaking ability in using Role Play technique.
1.6 Scope of the Research
This quantitative research was conducted in the first grade of SMAN 9 Bandar
Lampung. The researcher found out whether there was a significant improvement
of students’ speaking ability after being taught through Role Play technique. The
type of Role Play that would be used is transactional dialogue dealing with
descriptive text. This study only focused on improving students’ speaking ability
in Transactional Dialogue. Students’ improvement was found out by comparing
the result of students’ recorded answers of pretest and posttest.
1.7 Definition of Terms
Improvement
The process to make students’ speaking ability getting better. This was indicated
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Role Play
Role Playing is defined as pretending to be someone else or pretending to be in a
specific situation that you are not actually in at the time.
Speaking
Speaking is process of communication between at least two or more speakers. It is
also two processes between speaker and listener that are produced by speaker,
II. FRAME OF THE THEORIES
There are some concepts related to the research. In the theoretical framework, the
section discusses several concepts such as review of concept of speaking, types of
speaking, concept of teaching speaking, technique of speaking, concept of Role
Play, advantages and disadvantages of Role Play, theoretical assumption and
hypothesis.
2.1 Speaking
Language is a tool for communication. People communicate with others to
express their ideas, and to know others’ ideas as well. Communication takes
place, where there is speech. Without speech people cannot communicate with
one another. The importance of speaking skills hence is enormous for the learners
of any language. Without speech, a language is reduced to a mere script. The use
of language is an activity which takes place within the confines of our community.
Speaking is the skill that is used to express ideas at the same time people try to get
the ideas from others.
Speaking is one of the four language skills (reading, writing, listening and
speaking). It is the means through which learners can communicate with others to
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viewpoints. In addition, people who know a language are referred to as „speakers’
of that language. Furthermore, in almost any setting, speaking is the most
frequently used language skill. As Rivers (1981: 162) argues, speaking is used
twice as much as reading and writing in our communication.However, according
to Grognet A.G (1997: 136), Speaking is one of the skills that have to be mastered
by students in learning English.
Speaking is an essential tool for communicating. Hornby (1995: 37) defines that
speaking is the skill that the students will be judged upon most in real-life
situations. It is an important part of everyday interaction and most often the first
impression of a person is based on his/her ability to speak fluently and
comprehensively. Therefore, as teachers, we have a responsibility to prepare the
students as much as possible to be able to speak in English in the real world
outside the classroom. On the other hand, Byrne (1984: 8) says that speaking is an
activity involving two or more participants as hearers and speakers who react to
what they hear and their contributions. Each participant has an attention or a set of
intention goal that he wants to achieve in the interaction.
From the statements, it could be stated that in speaking there is a goal or a purpose
to be achieved by the speaker. Speaking involves at least two participants. It
means that people cannot do it individually. They need a partner to communicate
in the same language. Speaking aspect is very important in the classroom because
it should be used for scoring speaking students’ ability. Haris (1974: 75) says that
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Fluency
Fluency refers to the one whose expresses quickly and easily. This is also stated
by Ekbatani (2011: 34) that fluent speaer is someone who is able to express
oneself readily and effortlessly.
Grammar
Grammar is the study of rules language in inflection. This dea has the same
opinion with Lado (1969: 221) who says that it is a system of units and patterns of
language.
Vocabulary
Vocabulary refers to the words used in language. Phrase and clauses are built up
by vocabulary. Wilkins (1983: 111) also states the same idea that in short,
vocabulary is very important because without words we cannot spea at all.
Pronunciation
Refers to be the person’s way of pronouncing words. Brown (2004: 157) also
states that pronunciation is the language learner has to know how to pronounce
and understand the words that are produced by the speaker.
Comprehension
Comprehension is the ability of understanding the speakers’ intention and general
meaning. Heaton (1991: 35) also says so, it means that if a person can answer or
express well and correctly, it shows that he comprehends or understands well.
In brief, speaking is the ability to produce articulation or words to express ideas. It
means that people try to communicate with each other and use the language to
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2.2 Types of Speaking
Brown (2001: 250) says that much of or language-teaching energy is devoted to
instruction in mastering English conversation. He classifies the type of oral
language in two parts, monologue and dialogue. Monologue is divided in two
parts planned and unplanned. Dialogue is divided in two parts interpersonal and
transactional. The first is monologue. It is situation when one speaker uses spoken
language, as in speeches, lectures’ reading, news broadcast etc. The listener has to
process long stretches of speech without interrupting the stream of speech will go
on whether or not the listener comprehends. The second is dialogue, dialogue
involves two or more speakers and can be subdivided into those exchanges that
promote social relationship (interpersonal) and those for which the purpose is to
convey propotional or factual information (transactional). Transactional
dialogues, which is carried out for purpose of conveying or exchanging specific
information is an extended form of responsive language.
Based on the explanation above, Role Play belongs to transactional dialogue
because this technique will be two-way process and two roles. They are as speaker
and listener and involve productive and receptive skill of understanding to make
the people can communicate each other. Brown (2001) also provides type of
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1. Imitative
A very limited portion of classroom speaking time may legitimately be spent
generating “human tape-recorder” speech, for example learner practices an
intonation contour or tries to pinpoint a certain vowel sound. Imitation of kind is
carried out not for the purpose of meaningful interaction but for focus on some
particular element of language.
2. Intensive
Intensive speaking goes to step beyond imitative to include any speaking
performance that is design to practice some phonological or grammatical aspect of
language. Intensive speaking can be self-initiated or it can even form part of some
pair work activity, where learners are “going over” certain forms of language.
3. Responsive
A good dealt of student speech in the classroom is responsive short applies to
teacher or students initiated question or comment. These replies are usually
sufficient and do not extend into dialogues. Such speech can be meaningful and
authentic.
4. Transactional (dialogue)
Transactional dialogue, which is carried out for the purpose of conveying or
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Conversation, for example, may have more of a negotiate nature to them then
does responsive speech.
5. Interpersonal (dialogue)
Interpersonal dialogue carried out more of maintaining social relationship than for
the transmission of facts and information. The conversation is a little tracker for
learners because they can involve some or all the following factors:
- A casual register
- Colloquial language
- Emotionally charge language
- Slang
- Ellipsis
- Sarcasm
- A convert “agenda”
6. Extensive (monologue)
Finally, students at intermediate to advance level are called on to give extended
monologues in the form of oral reports, summaries, or perhaps short speeches. In
this register is more formal and deliberative.
From the explanation above, there are many types of speaking mentioned. In this
case, the researcher used transactional (dialogue) as one of types of speaking
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who can share their feeling and opinion in order to get information and they can
improve their creativity in scenario of dialogue.
2.3 Teaching Speaking
Teaching speaking is teaching the way to use the language for communication or
transferring ideas etc. The role of the teacher in learning process is as director and
facilitator. Teacher also should motivate the students to do the activity. Speaking
is one of language skills considered difficult. Generally, the students can read
English better than they speak it. That is why speaking is the important aspect in
learning a language.
Usually, it is hard for English teacher to make their students talk in the classroom.
However, Byrne (1978: 80) stated that one of the English teacher’s main tasks is
to get the students to talk, to express themselves freely, but within of the language
they have learned. Furthermore according to Rivers (1987: 160) teaching of
speaking skill is more demanding of the teacher than teaching of any language
skills. Based on the statement above, it can be said that it is important for the
teacher to prepare their material and the technique in order to avoid a boring class.
As it has been known that the purpose of speaking itself is to get the message or
the information from the other. In order to make them understand each other, then
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2.4 Role Play Technique
Role Play is a type of drama activities where the students can play dramatization
of real life situation and the researcher used this technique because it is very
enjoyable for the students’. Harmer stated that (1998: 92), offers this definition,
“Role-play activities are those where students are asked to imagine that they are in
different situations and act accordingly. Role Play as a vehicle by which students
can more easily learn the fundamentals of English conversation in a specific
situation, requiring the use of key words which act as signifiers for that particular
situation, Stocker (2006: 1).
Role-play has been notoriously difficult to define. The introduction in one
manuscript on the topic cites the fable of the blind man and the elephant,
explaining that role-play “takes on different meanings for different people”,
Ladousse (1987: 7). Imaginary situation is that student can become anyone they
like to be for a short time. Moreover, they love acting and playing. For example,
students can be a teacher, actor or animals. Students can also use a script if only
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listening and understanding will be improved. It aims at the students to encourage
thinking and creative, lets students develop and practice new language and
behavioral skill in more realistic and more practical way using Role Play.
2.5 Role Play in Teaching Speaking
The use of English in speaking is not simple. The speaker should master the
element of speaking, such as: grammar, vocabulary, fluency, pronunciation, and
comprehension. In this case, English teacher have responbilities to improve
students’ speaking ability, so the teachers are demanded to have teaching methode
in order to solve the problem faced by the students in learning English. The
teacher also needs the appropiate technique in order to improve the students’
speaking ability. To improve students’ speaking ability many techniques can be
implemeted, one of them is Role Play. Role Play is considered as a way to
develop interactional uses of English. According to Oberle (2004: 199), Role
Playing activities help introduce students to “real-world” situation. Role Play is
also a technique that can make the students work in pairs or group, support one
another and make the class more interesting. It is supported by Wilkins’ theory in
Liu and Ding (2009) that Role Play is an affective technique to animate the
teaching and learning athmosphere, arouse the interest of learners, and make the
language acquisition impressive. Moreover, Role Play can be used to train
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2.6 Procedure of Using Role Play in Teaching Speaking Unscripted Role Play
The procedures for inscripted role play adapted from Doff (1998). The procedures
explained by Doff:
(Situation)
1. The students work in pairs
2. One as a tour guide, one as a tourist.
3. The tourist guide (expert) is given text about an interesting place in
Indonesia.
4. The tourist asing about an interesting place in Indonesia.
5. They perform in front of class.
There are the types and procedures of role play explained by experts but it does
mean that the procedures are a must. English teacher may develop their own
procedures based on condistion in the class.
2.7 Advantages and Disadvantages from Role Play
Role Play has both advantages and disadvantages that the teacher should pay
attention to, in order to achieve more affective during teaching learning process.
1. The advantages of Role Play
There are several advantagesin teaching Role Play technique. They are:
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Role-playing provides a safe environment to encounter these scenarios for
the first time, which builds confidence in team members that can help
them in their day-to-day roles.
2. Develop listening skills
Good role-playing requires good listening skills. In addition to
understanding the words the other person is saying, it’s important to pay
attention to body language and non-verbal clues. Better to have your team
develop these skills while role-playing than when they’re trying to perform
in the real world.
3. Creative problem-solving
No matter how outlandish a situation you create in a controlled
environment, generally, something even more bizarre is bound to happen
on the job. Role-playing will at least give your team the chance to get
some experience in handling difficult situations and in developing creative
problem-solving skills.
2. The disadvantages of Role Play
The researcher finds that there have advantages in Role Play, but we have to look
at the disadvantages of Role Play also. They are:
1. It takes much of time during the teaching learning process.
2. The purpose can be fail if students fail to imitate the correct role.
3. It may create a threat to classroom atmosphere which can lead to the
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Consequently, usig role play as a technique in teaching speaking can give a lot of
advantages in spite of the disadvantages of role play itself.
2.8 Theoretical Assumption
The researcher assumes that there is possibility that Role Play can improve
students speaking ability because Role Play is a technique that may be used to
teach speaking. Besides that, it is an activity which helps students to use the target
language and allow them to say what they want to say. This activity is cognitively
challenging. In addition, a Role Play activity builds students self-confidence.
Therefore, Role Play may be an effective technique for the student to improve
their speaking ability.
2.9 Hypothesis
In this research, the researcher would find out the answer of the hypothesis below:
1. There is improvement in students’ speaking ability after being taught
through Role Play Technique.
III. RESEARCH METHOD
This research intended to find out whether Role Play technique can be used to
improve students’ speaking ability or not. This chapter includes the research
design, the population and sample, data collecting technique step in collecting
data, validity of the test, reliability of the test and hypotheses testing.
3.1 Research Design
This quantitative research which used one group pretest-posttest design (Hatch
and Farhady, 1982:20). Hatch and Farhady stated that this design was an
improvement over the one-shot case study because you have measured the gains
that the subjects have made rather than just looking at how well everyone did at
the end. The researcher chose this design to find out whether if there is the
improvement of students’ speaking ability after being taught through role play
technique at the first grade of SMPN 9 Bandar Lampung. There was one class as
the sample of the research. The research design is as follows:
TI X T2
Notes: T1 : Pre-test
T2 : Post-test
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(Hatch and Farhady, 1982: 24)
3.2 Population and Sample
The population of this research was the first grade of SMAN 9 Bandar Lampung.
There were 10 classes of first grade in this school. Those classes were classified
into MIA class and Social class. There were 6 MIA classes and 4 Sosial classes.
Their ages range from 16-17 years old.
From the population above, there would be one class as the experimental class
that would get treatments (teaching speaking through Role Play Technique) and it
was MIA 3. This class consisted of 36 students. In determining that sample, the
researcher used Random Sampling Technique.
3.3 Data Collecting Technique
In collecting the data, the researcher used:
1. Pre-test
The researcher administered pre-test before treatment. It was aimed at
knowing the students’ speaking ability before being given the treatment
using Role Play Technique. In administering the pre-test, the researcher
chose the topic for the students. Then, the students had a discussion group
consisting of 2 students. They had to prepare a dialogue. There are five
aspects that were scored, namely: pronunciation, grammar, vocabulary,
fluency, and comprehension. Pre-test was similar to the posttest. The
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2. Treatment
This was done after pre-test to teach the students through Role Play
Technique. There were three times of treatments.
3. Posttest
The researcher administered posttest after the treatments. It was aimed at
seeing the difference of students’ speaking skill after they have taught by
using Role Play Technique in speaking class. Posttest was similar to
pre-test. In administering posttest, the researcher chose one topic for the
students. Then, the students had a discussion group consisting of 2
students. They had to prepare a dialogue before the researcher started
scoring their performance. During the test, researcher recorded by using
voice recording.
4. Recording
The researcher recorded the students’ speaking ability during pre-test and
posttest by using audio recorder as recording tool.
3.4 Validity of the Test
Validity helps to ensure that a test is in accordance with certain professional
standards to measure what it is supposed to measure. In other words, it tells us
how much a test measures what it is supposed to be measured. There are kinds of
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Construct validity is the degree to which a test measures what it claims, or purports, to be measuring Brown, J. D. (1996).
Content validity is a non-statistical type of validity that involves "the systematic examination of the test content to determine whether it covers a representative
sample of the behavior domain to be measured" (Anastasi & Urbina, 1997: 14).
Face validity is the extent to which a test is subjectively viewed as covering the concept it purports to measure. It refers to the transparency or relevance of a test
as it appears to test participants (Holden, 2010: 637).
In this research the researcher used content validity and construct validity.
Content validity was concerned with whether or not the content of the test was
sufficiently representative and comprehensive for the test to be valid measure it
was supposed to measure. In content validity, the materials gave by the
curriculum used. In this case, the researcher gave role card that supposed to
comprehend by the second year students of senior high school. To get the content
validity of speaking test, the researcher tried to arrange the materials based on the
objective of teaching in syllabus for second grade of senior high school.
Construct validity focuses on the kind of the test that is used to measure the
students’ ability.
This research was valid, because it measure what it has to measure.
3.5 Reliability of the Test
Reliability of the test is consistency which a test yields the same result in
measuring whatever it does measure. So, a test cannot measure anything well
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examined by using statistical measurement proposed by Shohamy (1988: 213) in
Hayanti (2010: 39)
The statistical formula is:
R= 1- 6.(∑d2) N.(N2-1) Notes:
R : Reliability
N : Number of the students
d : The difference of the rank correlation
1-6 : Constant number
After finding the coefficient between raters, researcher then analyzed the criteria.
There are five criteria according to Hatch and Farhady (1982: 247). They are:
A very low reliability ranges from 0.00 to 0.19
A low reliability ranges from 0.20 to 0.39
An average reliability ranges from 0.40 to 0.59
A high reliability ranges from 0.60 to 0.79
A very high reliability ranges from 0.80 to 1.00
25
In evaluating the students’ speaking scores, the researcher used the Oral English
Rating sheet proposed by Harris (1974: 84). Based on the Oral English Rating
sheet, there are five components, namely: pronunciation, fluency, grammar,
26
Here is the sample of the Oral rating sheet:
Pronunciation
- 5 Easy to understand and has a native speaker accents
- 4 Easy to understand though with a certain accent
- 3 there are problems that make the listener must full attention and sometimes
there is a misunderstanding
- 2 Difficult to understand because there is a problem in pronunciation, often
asked to repeat
- 1 having serious pronunciation problems that cannot be understood
Grammar
- 5 making few (if any) noticeable errors of grammar or word order
- 4 occasionally makes grammatical and word order errors which do not, however,
obscure meaning.
- 3 making frequent errors of grammar and word order which obscure meaning.
- 2 grammar and word orders make comprehension difficult. Must often rephrase
sentences and/ or restrict him basic pattern.
- 1 errors in grammar and word order so severe as to make speech virtually
unintelligible.
Vocabulary
- 5 the uses of vocabulary and idioms are virtually that of a native speaker.
- 4 sometimes use inappropriate terms and or/ must rephrase ideas because of
27
- 3 frequently use the wrong word: conversation somewhat limited because of
inadequate vocabulary.
- 2 misuses of word and very limited vocabulary make comprehension quite
difficult.
- 1 vocabulary limitation so extreme as to make conversation virtually impossible.
Fluency
- 5 speeches as fluent and effortless as that of a native speaker.
- 4 speed of speech seems to be slightly affected by language problems.
- 3 speed and fluency are rather strongly affected by language problems.
- 2 usually hesitant, often forced into silence by language problems.
- 1 speech as so halting and fragmentary as to make conversation virtually
impossible.
Comprehensible
- 5 appear to understand everything without difficulty.
- 4 understand nearly everything at normal speed although occasional repetition
may be necessary.
- 3 understand most of what they said at lower than normal speed with repetitions.
- 2 having a great difficulty following what they said. Only comprehend “social
conversation” spoken with frequent repetition.
28
In this case, the researcher made an equation of making students’ oral tests. Each
score was multiplied by four, so the total score is 100. Here is the identification
score of students’ speaking ability:
It means he/ she gets 60 in speaking.
29
After conducting pretest and posttest, the researcher analyzed the data. It was used
to know whether there was an increase of the student’s speaking ability by using
Role Play technique. The manual formula is as follows:
Data of Pretest and Posttest from the Two Rater
30
4.
5.
3.8 Hypothesis Testing
The hypothesis testing was used to prove whether the hypothesis proposed in this
research was accepted or not. The hypothesis was analyzed by using Repeated
Measures T-test of Statistical Package for Social Sciences (SPSS) windows
version 15. The writer used the level of significance 0.05 in which the hypothesis
is approved if sign <p. It means that the probability of error in the hypothesis is
only 5%.
H0: There is no improvement in students’ speaking ability after being taught
through Role Play Technique.
H1: There is an improvement in students’ speaking ability after being taught
through Role Play Technique.
The criteria for accepting the hypothesis are as follows:
If P< 0,05 H1 is accepted
If P>0,05 H0 is accepted
The researcher used SPSS to calculate the result whether it was significant or not
V. CONCLUSION AND SUGESTION
This chapter is the final chapter of this research report. This chapter presents the
conclusion of the research findings and suggestion for English teacher who wants
to try to use peer correction as the alternative technique to teach writing and for
those who want to conduct similar research using Role Play as the technique.
5.1 Conclusion
Having conducted the research at the first grade of SMAN 9 Bandar Lampung and
analyzed the data, the researcher would like to give the conclusion as follows:
Role Play Technique is applicable to encourage the students to improve their
speaking skill, pronunciation, grammar, vocabulary, fluency, and comprehension.
It could be proven from the improvement of the students’ mean scores in the
pretest and the posttest. The result of the posttest was higher than the result of the
pretest. The mean score in the pretest was 59.1, and then, it increased in the
posttest up to 67.8. Learning process using Role Play Technique makes the
students can build self confident and solve their problem by themselves, because
they practiced to speak and have self correction. By practicing a lot, there will be
49
5.2 Suggestions
Referring to the conclusion above, the researcher’s suggestion can be listed as
following:
Suggestion for English Teachers
For the English teacher who wants to use Role Play Technique is
suggested to be able to make some variation of topics in teaching so that
the students will be interested in learning English.
In implementing this technique, the teacher should give more attention to
students awareness in comprehension since the result of this research the
lowest improvement was comprehension.
The English teacher is suggested to use Role Play Technique in teaching
speaking because the researcher found in the field that most of students
were interested to study speaking through Role Play Technique.
Suggestion for Further Researcher
The researcher implemented Role Play technique to improve students’
speaking ability and found out that the most improvement aspect of
speaking is vocabulary. Further researcher should pay attention more to
the lowest aspect by developing the technique to make a significant
improvement of the lowest aspect.
In this research, the researcher used Role Play technique to improve
speaking skill. Further researcher should try to use this technique to
50
Besides, the researcher used this technique to improve students’ speaking
ability of Senior High School. Further reseacher should conduct this
51
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