IMPROVING STUDENTS’ SPEAKING ABILITY
BY USING ROLE PLAY
(A Classroom Action Research at VII Grade of SMPN 251 Jakarta).
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial Fulfillment of the
Requirements for the Degree of Strata 1 (S.Pd) in English Language Education
By:
NURINA PERMATA SARI
106014000418
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS
’
TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
i
Praised be to Allah, Lord of the worlds, who has given the writer His love
and compassion to finish the last assignment in her study. Peace and salutation be
upon to the prophet Muhammad SAW, his family, his companion, and his
adherence.
This paper is written to fulfill one of the requirements to obtain the sarjana
degree at the English Department of Faculty of Tarbiyah and Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta.
First of all, the writer would like to express her gratitude to her honorable
advisor; Drs. H. Bahrul Hasibuan, M.Ed who always gives advices, pray,
motivation and his time to finish this paper, hopefully Allah always bless him
with his family, he is always healthy and May Allah grant all of his wishes.
Besides, the writer would also deliver special thanks to:
1. All lecturers in the English Department, for teaching precious knowledge,
sharing Philosophy of like and for giving wonderful study experience.
2. Drs. Syauki, M.Pd. and Neneng Sunengsih, M.Pd. as Head and Secretary of
the English Department.
3. Prof. DR. Dede Rosyada, MA. As the Dean of Faculty of Tarbiyah and
Teacher’s Training.
4. Drs. Nasrun Mahmud M.Pd. who accept my paper title.
5. Her best gratitude to her beloved father, Mr. Dudung.Bsc and her Great
Mother Mrs. I.Surtika Wati, and her beloved brother&sister Imam & Linda,
who always prayed, give supports, motivations and moral encouragements to
finish this research paper. Thanks on your motivation and love. She is nothing
without you.
6. Mrs. Pudji Rahayu, M. Pd as the headmaster of SMPN 251 Jakarta Timur who
has allowed the writer to conduct this research in SMPN 251 Jakarta Timur,
and All teachers and administration staffs of SMPN 251 Jakarta Timur who
ii
7. Mrs. Nurminda, S. Pd, the English teacher of SMPN 251 Jakarta Timur who
has given her ideas and times and also has guided, advised, and supported the
writer in the process of doing this research.
8. Her big family who survive together.
9. Mr.Nana Suryana and his wife who always give supports.
10.Her close friend, Mardani who had prayed and motivated her, thank you for
your help and your patient.
11.For all my friends in the English Department academic year 2006 of C class
especially Nci, Riri, Mumut, Nia, and other friends especially lutfiyah, ando,
syfa, etc who help finished my skripsi. thanks for giving more spirit.
12.Last, but not least thank to all the writer’s friends in Cijantung, Ciputat, and Tasikmalaya, and the writer’s teachers whom the writer cannot write all their names.
The writer does realize that this skripsi cannot be considered perfect
without critiques and suggestions. Therefore, it is such a pleasure for her to get
critiques and suggestions to make this skripsi better. Hopefully, this “skripsi” can
give usefulness for the development of English teaching-learning.
Jakarta, June 7th 2011
iii
SMPN 251 Jakarta Timur), Skripsi, English Education Department, the Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor: Drs. H. Bahrul Hasibuan, M. Ed
Key words: Speaking, Role Play Technique
This study is conducted in order to develop students’ speaking ability at first grade students of SMPN 251 Jakarta-Timur through role play activities. This study is related to the result of a preliminary study showed that the students were still poor in English speaking skill; especially in giving interpersonal response.
This study used a Classroom Action Research (CAR) which is conducted to solve the students’ problem in English Speaking. The Classroom Action Research (CAR) was done based on Kurt Lewin’s design. The writer did two cycles in which each cycle consists of planning, acting, observing, and reflecting. The data were gathered through qualitative and quantitative data. The qualitative data were gained by analyzing the interview and observation result. Then,
quantitative data were obtained from the students’ speaking score of pretest and
posttest and questionnaire.
iv
ABSTRAK
Nurina P.S, 2011. Improving Students’ Speaking Ability by Using Role Play (A
Classroom Action Reserach at the first Grade students’ of SMPN 251 Jakarta Timur), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Advisor: Drs. H. Bahrul Hasibuan, M. Ed
Key words: Speaking, Role Play Technique
Penelitian ini bertujuan untuk meningkatkan kemampuan berbicara pada siswa kelas VII SMPN 251 Jakarta-Timur dengan menggunakan tehknik role play. Penelitan ini diadakan berhubungan dengan adanya masalah yang mana siswa memiliki kemampuan yang kurang dalam berbicara menggunakan bahasa Inggris; terutama dalam memberikan respon.
Penelitian ini menggunakan metode penelitian tindak kelas (PTK) yang bertujuan untuk memecahkan masalah pada kemampuan siswa dalam berbicara menggunakan bahasa Inggris. Penelitian tindakan kelas ini menggunakan model Kurt Lewin. Penelitian ini dilakukan dalam 2 siklus dimana setiap siklus terdiri dari tahap perencanaan, tindakan, observasi, dan refleksi. Dalam mendapatkan data, penulis menggunakan metode kualitatif and kuantitatif. Data kualitatif didapatkan melalui observasi dan interview, sedangkan data kuantitatif didapatkan melalui tes (pre tes dan pos tes) dan kuesioner.
Hasil dari penelitian ini menunjukan bahwa penerapan tekhnik role play telah sukses, sejak kriteria sukses tercapai. Kriteria pertama adalah 75% siswa
v SURAT PERNYATAAN
ENDORSEMENT SHEET
ACKNOWLEDGMENTS ... i
ABSTRACT ... iii
ABSTRAK ... iv
TABLE OF CONTENTS ... v
LIST OF TABLES ... viii
LIST OF FIGURES ... ix
LIST OF APPENDICES ... x
CHAPTER I INTRODUCTION A. The Background of Research ... 1
B. The Limitation and formulation of the Problems ... 4
C. The Objective of Research ... 4
D. The Significance of Research... 4
E. The Method of Research ... 4
CHAPTER II THEORETICAL FRAMEWORK A. Speaking ... 6
1. The Understanding of Speaking ... 6
2. The Functions of Speaking... 7
3. Classroom Speaking Activities ... 11
B. Role Play ... 13
1. The Understanding of Role Play ... 13
2. The Objective of Role play ... 14
3. The Advantages of Role play ... 15
4. The Disadvantages of Role play ... 16
vi
C. Teaching Speaking by Using Role Play ... 17
1. Scripted Role Play ... 17
2. Unscripted Role Play... 18
D. Classroom Action Research ... 19
1. The Understanding of Classroom Action Research .... 19
2. Design of Action Research... 19
CHAPTER III RESEARCH METHODOLOGY A. Time and Place of Research ... 22
B. Subject of Research ... 22
C. Role of the Researcher in CAR ... 22
D. The Research Design... 23
E. The Classroom Action Research Procedures ... 25
F. Technique of Collecting Data. ... 26
G. Technique of Data Analysis. ... 29
H. Criteria of the Action Success. ... 30
CHAPTER IV RESEARCH FINDINGS A. The Result of Pre Implementation of the Action ... 31
1. The Result of Interview ... 31
2. The Result of Observation ... 32
3. The Result of Questionnaire ... 32
4. The Result of Pre Test ... 33
B. The Implementation of the Action ... 36
1. Cycle 1 ... 36
a. Planning ... 36
b. Acting ... 36
c. Observing ... 38
d. Reflecting... 39
2. Cycle 2 ... 40
vii
C.The Result of Post Implementation of the Action ... 44
1. The Result of Post Test I ... 44
2. The Result of Post Test II ... 47
3. The Result of Questionnaire ... 51
4. The Result of Interview ... 52
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 53
B. Suggestion ... 54
REFERENCES ... 55
viii
LIST OF TABLES
Table 3.1 The Rating Score of Oral Test ... 27
Table 4.1 The Students’ Speaking Score of Pre-Test ... 34
Table 4.2 Schedule of the Research ... 44
Table 4.3 Students’ 1st Post Test Score ... 45
ix
Figure 2.1 Kurt Lewin’s Action Research Model ... 21
Figure 3.1 Kurt Lewin’s Action Research Design. ... 23
Figure 3.2 The Phase of Classroom Action Research ... 24
Figure 4.2 Students’ Score Mean Improvement ... 49
x
LIST OF APPENDICES
Appendix 1 The Rating Score of Oral Test ... 57
Appendix 2 Standar Kopetensi dan Kopetensi Dasar ... 59
Appendix 3 Instrument Of Pre-Test, Post-Test1&2 ... 60
Appendix 4 Students’ Score ... 62
Appendix 5 The Graph Improvment Of Students’ Score ... 63
Appendix 6 Interview Before CAR ... 65
Appendix 7 Interview After CAR ... 67
Appendix 8 Observational Notes ... 69
Appendix 9 Instrument of Questioner ... 74
Appendix 10 The Result of Questioner ... 75
Appendix 11 Lesson Plan (RPP) ... 77
Appendix 12 Students Documentation ... 97
Appendix 13 students’ Work ... 98
1
CHAPTER I
INTRODUCTION
A.The Background of Research
For many years, English has been considered as an international language.
Almost all the people from many different countries around the world use it to
communicate. The area of English has always become a special interest. It’s because of the importance of English in any scope of our lives. Julian Edge
expresses
Since British trade, followed by colonial and imperial expansion, English spread around the world. Then the military and economic dominance of the United States of America has confirmed English as the international language of present historical period. As a consequence, English serves for many people as a bridge into the worlds of higher education, science, international trade, politics, tourism, or any other venture which interest them. At the same time, English serve for many times many more people as a barrier between themselves and those some fields of interest. Many people in their own countries will not be able to become doctors, for example if they cannot learn enough English.1
Today, the first international language is English, and in this globalization
era, millions of people want to improve their English speaking or to ensure that
their children achieve good English speaking. It’s because English speaking is one of the ways to communicate.
1
2
Communication is an essential need for human being. Language as a
means of communication has an important role to reveal an intention to someone
else. Since language is a means of communication, it is not enough for students to
learn words, phrases and grammatical features if they want to produce language in
their daily communication or to interact with others in English.
Therefore, the most important thing that should be noticed in teaching
speaking is how to activate all of language elements, such as vocabulary,
grammar, and pronunciation, which students have possessed to communicate,
since the main function of language is a means of communication. It means that
the goal for students learning English speaking is that they are able to use
language to communicate effectively and appropriately for all life’s requirements,
both social and academic. 2 The students have to be able to express their thoughts, ideas, and feelings orally in English without thinking for a long time before saying
what they wish to say.
There are four skills in teaching and learning a language: listening,
speaking, reading, and writing, but out of the four skills, speaking seems
intuitively the most important3. Jack C. Richards and Willy A. Renandya also wrote in their book that speaking is one of the central elements of communication.
In EFL (English as a Foreign Language) teaching, it is an aspect that needs special
attention and instruction.4
Based on the writer’s observation at the VII grade of 251 State Junior High School, during the Integrated Pre Servise Teaching Profession
Practice-Praktik Propesi Keguruan Terpadu (PPKT) the writer found that the students are
poor in English speaking skill. When they speak English, they take so much time
thinking what they are going to say, some of them did not say anything. Many
factors can cause the problem of the students’ speaking skills, among others the
students’ interest, the material, the media, and technique in teaching English. In
2
Teresa Walter, Teaching English Language Learners, (New York: Pearson Education, 2004), p. 16.
3
Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press, 1996), p. 120.
4
SMPN 251 the teacher teaches the students traditionally. The teacher asks the
students to perform that dialogue in front of class without asking them to develop
a more communicative dialogue using their own way. So, they only memorize the
dialogue and most of the students do not know how to use some expressions
taught by their teacher in a real communication. This strategy cannot help the
students to use language as means of communication.
The writer considers that it is necessary to find out an alternative way to
create suitable and interesting techniques to students’ condition. They need any practices to assist them in developing their speaking ability. Many techniques can
be applied including role play because it encourages the students to be actively
participating in teaching learning process. This techique also gives students an
opportunity to practice communicating in different social contexts and in different
social roles. Gillian Porter Ladousse states that:
A very wide variety of experience can be brought into the classroom through role play. The range of function and structures, and the areas of vocabulary that can be introduced, go far beyond the limits of other pair or group activities, such as conversation, communication games, or humanistic exercises. Through role play we can train the students in speaking skills in any situation. 5
Moreover, as Penny Ur emphasizes “role play is used to refer to all sort of activities where learners imagine themselves in a situation outside the
classroom”6
. It is expected that role play can help some shy students to be active
and enjoy their roles acting in speaking English.
Based on the statement above, the writer assumed that role play seem to be
good alternative way for teaching English in SMPN 251. Because this technique
can make students active in teaching learning process, it also allows students to be
creative and to put themselves in another person’s place for a while. In addition this technique gives students opportunity to speak in the target language for an
5
Gillian Porter Ladousse, Role Play: Resources Books for Teacher Series, (New York: Oxford University Press, 1995), p. 6
6
4
extended period of time and students might naturally produce more speech than
they would otherwise.
So, in presenting this paper the writer decided to apply role play in
teaching speaking and want to measure the success of using role play in the
speaking class. Therefore the writer would like to takes a research under the title:
“Improving Students’ Speaking Ability by Using Role Play” (Classroom
Action Research at First Grade of SMPN 251 Jakarta)”.
B.The Limitation and formulation of the Problems
The problem that will be discussed is limited only on the using of role play
activity to develop the students’ speaking ability in giving interpersonal response at VII grade students of SMPN 251 Jakarta-Timur in the 2010/2011 academic
year.
Based on limitation of problem mentioned above, the problem of the
research can be formulated as follows; “can role play develop students’ speaking ability?”
C.The Objective of Research
This Research is conducted in order to develop students’ speaking ability at first grade students of SMPN 251 Jakarta-Timur through role play activities.
D.The Significance of Research
The results of this research is expected to be useful for the English teacher
of SMPN 251 Jakarta Timur especially in teaching speaking teacher can manage
classroom activities communicatively by using role play activities. For students
themselves, it can motivate them to try to speak English as often as possible, so
that they can improve their ability in speaking skill.
E.The Method of Research
This research will be done by using Classroom Action Research method.
conducted by the teachers to develop their teaching skill.7 In addition Wijaya Kusumah stated that classroom action research is a research which is conducted
by the teachers in their class with three ways, first is planning, second is acting,
and third is reflecting which has the aim to develop teachers’ teaching skill and to improve students’ score. 8
It can be seen that Classroom Action Research is to
solve teachers’ problem in learning.
7
Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta Barat: PT. Indeks, 2009), p. 8.
8
6
CHAPTER II
THEORETICAL FRAMEWORK
A. SPEAKING
1. The understanding of speaking
Speaking is significant to an individual’s living processes and experiences
as are the ability of seeing and walking. Speaking is also the most natural way to
communicate. Without speaking, people must remain in almost total isolation
from any kind of society. For most people, the ability to speak a language is the
same with knowing a language since the speech is the most basic means of human
communication. When we speak, a great deal more than just mouth is involved
such as nose, pharynx, epiglottis, trachea, lungs and more. But, acording to Sandra
Cornbleet and Ronald Carter, speaking is not just making sound. Birds, animals,
babies make sound and though it may be communication of sorts, it is not
speaking.1
The word speaking has many different meanings on linguistics’ views.
Acording to Jo McDonough and Christopher Shaw speaking is not the oral
production of written languge, but includes learners in the mastery of a wide range
sub skill which added together, then it supports speaking skill.2 In addition, speaking is not produced without some combination of language skill, but it must
be included a number of skills. So, mastering speaking is gathering skill in
1
Sandra Cornbleet and Ronald Carter , The Language of Speech and Writing, (London:Routledge Publisher, 2001), p.17
2
thought because of including some input skills in it. As the result, the mouth is
delivering those skills orally.
In addition, Oxford Advance Dictionary states that "speaking is to make
use of language in an ordinary, not singing, to state view, wishes etc or an act of
spokesman”.3
Another expert states that speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of
social creature we have a need to make meaning of our surroundings. We have a
need to express our thoughts, opinions, or feelings in order to be accepted in
social life. Speaking does not only make sound by the speech organs but ideas and
emotions.
2. The functions of speaking
Several language experts have attempted to categorize the functions of
speaking in human interaction. According to Brown and Yule, as quoted by Jack
C. Richards, “The functions of speaking are classified into three; talk as interaction, talk as transaction and talk as performance. Each of these speech
activities is quite distinct in term of form and function and requires different
teaching approaches”5
. Below are the explanations of the functions of speaking:
3
AS Hornby, Oxford Advance Learner’s Dictionary. (Oxford: Oxford University Press, Sixth Edition, 1987) p.827
4
Hayriye Kayi , Teaching Speaking: Activities to Promote Speaking in a Second
Language.(Nevada: University of Nevada), Internet TESL Journal, Vol. XII, No. 11, November 2006, p. 1. From: http://iteslj.org/ http://iteslj.org/Articles/Kayi-Teaching Speaking.html.
5
8
a. Talk as Interaction
Being able to interact in a language is essential. In fact, much of our daily
communication remains interactional. This refers to what we normally mean by
“conversation”. The primary intention in talk as interaction is to maintain social relationship.
Meanwhile, talk as interaction has several main features as follows:
Has a primarily social function Reflects role relationships Reflects speaker’s identity
May be formal or casual
Uses conversational conventions Reflects degrees of politeness Employs many generic words Uses conversational register
Some of the skills (involved in using talk as interaction) are:
Opening and closing conversation Choosing topics
Making small-talk
Recounting personal incidents and experiences Turn-taking
Using adjacency pairs Interrupting
Reacting to others6
Mastering the art of talk as interaction is difficult and may not be a priority
for all learners. In talk as interaction, the ability to speak in natural way is
required in order to create a good communication. That is why some students
sometimes avoid this kind of situation because they often lose for words and feel
6
difficulty in presenting a good image of themselves. This can be a disadvantage
for some learners where the ability to use talk as interaction can be important.
b. Talk as Transaction
This type of talk or speaking refers to situations where the focus is on what
is said or done. The message is the central focus here and making oneself
understood clearly and accurately, rather than the participants and how they
interact socially with each other7. In transaction, talk is associated with other activities. For example, student may be engaged in hand-on activities (e.g. in
language lesson) to explore concept associated with tenses and derivations. Anne
Burns, as cited in Jack C. Richards, distinguishes talk as transaction into two
different types. One is a situation where the focus is on giving and receiving
information and where the participants focus primarily on what is said or
achieved. Accuracy may not be a priority as long as information is successfully
communicated or understood. The second type is transactions which focus on
obtaining goods or services, such as checking into a hotel8. In this type of spoken language, students and teachers usually focus on meaning or on talking their way
to understanding.
Meanwhile, talk as transaction has several main features as follows:
It has a primarily information focus
The main focus is the message and not the participants
Participants employ communication strategies to make themselves understood There may be frequent questions, repetitions, and comprehension checks There may be negotiation and digression
Linguistic accuracy is not always important
Some of the skills involved in using talk for transactions are :
explaining a need or intention describing something
7
Jack C.Richard, Developing Classroom Speaking Activities; From Theory to Practice, Http://www.professorjackrichard.com/developing-classoom-speaking-activities.pdf, p.2, It was retrieved on 04 Oktober 2010, p.3
8
10
Asking questioning Confirming information Justifying an opinion Making suggestions Clarifying understanding Making comparisons9
Compared with talk as interaction, talk as transaction is easier for some
student because it only focuses on messages delivered to the others. Also, talk as
interaction is more easily planned since current communicative materials are a
rich resource of group activities, information-gap activities and role plays. It can
provide a source for practicing how to use talk fro sharing and obtaining
information as well as for carrying out the real-world transactions.
c. Talk as Performance
This refers to public talk or public speaking, that is, talk which transmits
information before an audience such as morning talks, public announcements, and
speeches. Talk as performance tends to be in the form of monolog rather than
dialog. Often follows a recognizable format and is closer to written language than
conversational language. Similarly it is often evaluated according to its
effectiveness or impact on the listener, something which is unlikely to happen
with talk as interaction or transaction. Examples of talk as performance are giving
a class report about a school trip, conducting a class debate, making a sales
presentation, and giving a lecture.
The main features of talk as performance are:
There is a focus on both message and audience It reflects organization and sequencing
Form and accuracy is important
Language is more like written language
9
It is often monologists
Some of the skills involved in using talk as performance are:
Using an appropriate format
Presenting information in an appropriate sequence Maintaining audience engagement
Using correct pronunciation and grammar Creating an effect on the audience
Using appropriate vocabulary
Using appropriate opening and closing10
Initially talk as performance needs to be prepared in much the same way
as written text, and many techniques teaching strategy used to make
understanding of written text. Therefore, this kind of talk requires a different
teaching strategy.
3. Classroom Speaking Activities
To help students develop communicative efficiency in speaking, there are
some activities used in the classroom to promote the development of speaking
skills in our learners. The discussions below centers on the major types of
speaking activities that can be implemented as follows11 : a. Discussion
Discussion is probably the most commonly used in the speaking skills
classroom activity. It is a common fact that discussion really useful activity for the
teacher in order to activate and involve student in classroom teaching. Typically,
student are introduced to a topic via reading, listening passage, or a video tape and
are then asked to get into pairs or groups to discuss a related topic in order to
come up with a solution, a response, or the like. Normally, people need time to
assemble their thought before any discussion and that is something needs to
10
Jack C.Richard, Developing Classroom Speaking Activities; From Theory to Practice, Http://www.professorjackrichard.com/developing-classoom-speaking-activities.pdf, p.2, It was retrieved on 04 Oktober 2010, p.6
11
12
consider. So, Teacher must take care in planning and setting up a discussion
activity.
b. Speeches
Another common activity in the oral skills class is the prepared speech.
Topics for speeches will vary depending on the level of the students and the focus
of the class, but in any case, students should be given some leeway in determining
the content of their talks. In order words, the teacher can provide the structure for
the speech-its theoretical genre and its time restrictions. For example asking
students to “tell us about an unforgettable experience you had”. Allow them to
talk about something that is personally meaningful while at the same time
encourages narration and description. Speeches can be frightening for the speaker
and after while boring for the listeners, so it is a good idea to assign the listeners
some responsibilities during the speeches. It is an excellent time to require peer
evaluation of classmate’s speech.
c. Role plays
Role paly is activity in which students are assigned roles and improvise a
scene or exchange based on given information or clues and its one way of getting
student to speak in different social context and to assume varied social roles is to
use role-play activities in the classroom. Role plays can be performed from
prepared scripts, created from a set of prompt and expression or written using and
consolidation knowledge gained from instruction or discussion of the speech act
and its variations prior to the role plays themselves.
d. Conversations
One of the recent trends in oral skills pedagogy is the emphasis on having
students analyze and evaluate the language that they or others produce. In
otherword, it is not adequate to have students produce lots of language; they must
become more metalinguistically aware of many features of language in order to
become competent speakers and interlocutors in English. One speaking activity
which is particularly suited to this kind of analysis is conversation, the most
e. Information-gap activities
This refers to the fact that in real communication, people normally
com-municate in order to get information they do not possess. In this activity, each
student has different information and they need to obtain information from each
other in order to finish a task. They must use target language to accomplish it.12
B. Role Play
1. The understanding of Role Play
Role play is a classroom activity which gives the student the opurtunity to
practise the language, the aspects of role behaviour, and the actual roles he may
need outside the classroom.13
In A Course in Language Teaching, Penny Ur defines role play as, “all
sorts of activities where learners imagine themselves in a situation outside the
classroom, sometimes playing the role of someone other than themeselves, and
using langauage appropriate to this new context”.14
Thus, leaners would be
placed in a variety of experience where they play role as themeselves or play the
role of someone else and they should use language that appropriate the situation
and social context which they are playing. For example leaner get together, as
themeselves, to organize a reunion of their class for the next 20 years. Another
example, learners play a role of other people, to hold a formal meeting in an office
where there are five leaners. One of them play as director, a leaner as secretary,
two leaners are as manager, and another is as supervisor. Langauage expressions
of each player should appropriate to their role for example the way of director
talks to manager will be different with the way of the manager talks to the
director.
12
Jack C. Richards, Communicative Language Teaching Today, (New York: Cambridge University Press: 2006), pp. 19
13
Carol Livingstone, Role Play in Langauge Learning,(Burnt Mill: Longman Group Limited, 1983) p.6
14
14
Gillian Porter Ladousse states his opinion about the definition of role play.
At firts, he defines it by separating the words of role and play. „role’ they play a
part (either their own or somebody else’s) in specific situation. „Play’ means that
is taken on in a safe environment in which students are as an inventive and playful
as possible. A group of students craying out a successful role play in a classroom
has musch in common with a group of children playing schol, doctors and nurse,
or star wars. Both are unselfconsciously creating their own reality and, by doing
so, are experimenting with their knowledge of the real world and developing their
ability to interact with other people. Moreover, he states about role play as a
technique in English teaching.
Role play is one of a whole gamut of communicative techniques which develops fluency in language students, which promotes interaction in the classroom and which increases motivation. Not only in peer learning encouraged by it, but also the sharing between teacher and students of the responsibility for the learning process. Role play is perhaps the most flexible technique in the range, and teaches who have it at their finger-tips are able to meet an infinite variety of needs with suitable and effective role play exercise.15
From the statement above, the writer concludes that role play is a
technique in English teaching which brings the students to real communication in
order to develop the students’ fluency. The situations and the roles are made by the teacher as a real life situation so the students have the opurtunity to practise
there language that they need outside the classroom.
2. The Objective of Role Play
The objective of role play is to put the students into a realistic
communication situation to: sharpen their listening comprehension skills, bring
them in contact new language, and discover areas where they need additional
practice.16
15
Gillian Porter Ladousse, Role Play: Resources Books for Teacher Series, (New York: Oxford University Press, 1995), p. 5-7
16
In addition Jack C. Richard states that the objective of the role play is to
simulate a conversation situation in which students might find themselves and
give them an opportunity to practice and develop their communication skills.17 Thus, it can be synthesized that the objective of role play is to develop
communication skill by putting the students into communication situation. The
realistic communication situation gives the students new experience in using the
language they have learned, and the experience is good for remembering what
they have learned.
Therefore the writer concludes that the objective of role play is
communication and it is similar to the objective of teaching speaking, so it means
role play can be applied in teaching speaking and it can help students in
improving speaking skill.
3. The advantages of role play
There are some advantages teaching speaking by using role play in the
class, they are:18
a. With role play a very wide variety of experience can be brought into the
classroom and we can train our students in speaking skill in any situations
through role play.
b. Role play puts students in situation in which they are required to use and
develop those phatic forms of language which are so necessary in oiling the
works of social relationships, but which are so often neglected by our
language teaching syllabuses.
c. Some people are learning English to prepare for specific roles in their lives. It
is helpful for these students to have tried out and experimented with the
language they will require in the friendly and safe environment of a
classroom.
17
Jack C. Richards, Editor, Teaching in Action: Case Studies From Second Language Classroom, (Virginia: TESOL 1998), p. 308
18
16
d. Role play helps many shy students by providing them with a mask.
e. Perhaps the most important reason for using role play is that it is fun.
Moreover, Adrian Doff states
role play gives students a chance to use the language they have practiced in a more creative way- students improvise; it increases motivation because the chance to imagine different situations adds interest to a lesson; it encourages students to use natural expressions and intonation, as well as gestures because they are acting out a situation, and by doing children even teenagers and adults often imagine themselves in deferent situation and roles when they play games.”19
In conclusion, role play can encourage students to create their performance
as well as possible due to the freedom given to them to make up a
dialogue/conversation by themselves. Therefore, most students are motivated to
share and express their ideas during the activity.
4. The disadvantages of role play
In spite of the fact that role playing gives some advantages, it is also
shows disadvantages. They are:20
a. Organization, few teachers operate in ideal circumstance. The majority work
in classrooms which are too small, and with classes which are, numerically,
too large. Similarly, the noise level produced by a class of forty, divided into
eight role play groups in a small classroom, may be so high as to make
concentration impossible.
b. Time, if the time taken for preparation and follow-up work is included, then
role play will take up a lot of classroom time.
In conclusion, teaching speaking by using role play takes up a lot of
classroom time because the students need for preparation before their play a role.
It’s also need an extra room, because if the room is too small the students can’t move in play their role, and it’s can make a noisy in the room, so it’s very difficult
for the students to concentrate.
19
Adrian Doff, Teach English: A Training Course for Teachers trainer’s Handbooks, (Cambridge: Cambridge University Press Inc. The British Council, 1988), p. 233 – 240
20
5. The Type of Role Play Technique
In case of role play activities, according to Donn Byrne, role play can be
grouped into two types, scripted and unscripted role play. In details, those types of
role play activities described as follows:
a. Scripted Role Play
This type involves interpreting either the textbook dialogue or
reading text in the form of speech. The main function of the text after all is
to convey the meaning of language items in a memorably way.
b. Unscripted Role Play
In contrast to scripted role play, the situations of unscripted role
play do not depend on textbooks. It is known as a free role play or
improvisation. The students themselves have to decide what language to
use and how the conversation should develop. In order to do this activity,
good preparation from teacher and students is really necessary.21
C. Teaching Speaking by using role play
As what the writer writes above, role play can be classified into two;
scripted role play and unscripted role play. So, in applying this technique, there
are two ways that can be used.
1. Scripted role play
Scripted role play is a role play which is based on the dialogue.
Example of the dialogue:
Angela : Good morning. I want to send a letter to Singapore. Clerk : Yes, do you want to send it by air mail or ordinary mail?
Angela : I think I’ll send it air mail. I want it to get there quickly. How
much does it cost?
Clerk : To Singapore? That will be 30 pence, pleas. Angela : (give the clerk 50 pence) Here you are.
Clerk : Here’s your stamp, and here’s 20 pence change. Angela : Thank you. Where is the post box?
Clerk : You want the air mail box. It’s over there, by the door.
21
18
To demonstrate a role play activity based on the dialogue, the procedures
given by Adrian Doff is as follows:
1) The teacher guides the role play by writing these prompts:(where? / air
mail / how much? / post box? / thanks). Talk as you write to show what the
prompts mean.
2) If necessary, go through the prompts one by one, and get students to give
sentences or question for each one.
3) Call two students to the front: one play the role as Angela and the other
one is the post office clerk. They should improvise the conversation using
the prompts to help them. Point out that the conversation should be similar
to the one in the textbook, but not exactly the same; the conversation can
be shorter than the presentation dialogue. It should just cover the main
points indicated by the prompts.
4) Call out a few other pairs of students in turn, and ask them to have other
conversation based on the prompts.22 He/she is at the police station.
The other student is the police officer, and asks for details.
To demonstrate a role play activity based on the situation, the procedures
the procedures given by Adrian Doff is as follows:
1) The teacher could prepare the whole class, by:
22
a) Discussing what the speakers might say (e.g. the police officer would
asks the students how he or she lost the bag).
b) Writing prompt on the board to guide the role play, and any key
vocabulary.
2) The teacher could divide the class into pairs, and:
a) Let them discuss together what they may say.
b) Let them all try out the role play privately, before calling on one or two
pairs to act out in front of the class.23
The above procedures do not mean an exact to be used. It is flexible;
teacher can create or develop procedures which is appropriate and suitable with
his/her own class.
D. Classroom Action Research
1. The understanding of Classroom Action Research
According to McNiff, Classroom Action Research is a reflective research
which conducted by the teachers to develop their teaching skill.24 It means that the teachers can use Classroom Action Research as a method to develop their
teaching skill. In addition Wijaya Kusumah stated that classroom action research
is a research which conducted by the teachers in their class with three ways, first
is planning, second is acting, and third is reflecting which has the aim to develop
teachers’ teaching skill and to improve students’ score. 25
It can be seen that
Classroom Action Research is not only to develop teaching skill for the teacher
but also to improve students’ score and solve their problem in learning.
2. Design of Action Research
According to Wijaya Kusuma that dsign of Classroom Action Research is
divided into six models, there are:
23
Adrian Doff, Teach English: A Training Course for Teachers trainer’s Handbooks, (Cambridge: Cambridge University Press Inc. The British Council, 1988), p. 234
24
Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta Barat: PT. Indeks, 2009), p. 8.
25
20
reference from the other models, specifically for classroom action research. Kurt
Lewin introduced classroom action research for the first time. The basic
conceptual of classroom action research includes four components:
1. Planning
Planning is a step to prepare the classroom instructional strategy to be
developed in the study to solve the instructional problems. The instructional
strategy has been selected based on the belief that the strategy can theoretically
solve the problems. It is this strategy that becomes the focus of the study, to be
prepared, to be tried out, to be revised, to be tried again until it proves effective
to solve the problems.
2. Acting
Acting is the second step after the planning step to implement the instructional
strategy that has been planned. At this stage, the researcher has mastered the
instructional scenario before starting the implementation in class. The
researcher at this stage is not in the process of learning how to implement the
plan, nor in the process of improving the quality of teachers’ performance, but
in the process of actually trying out the strategy to test how much the strategy
can solve the classroom problems. The researcher is recommended to
collaborate with one or two other teachers of the same subjects. The
collaborators observe the implementation of the plan to see how much the
strategy can solve the classroom problems.
26
3. Observing
Observing is the process of collecting data indicating the success of the
strategy in solving the classroom problems. The focus of the observation is on
the data related to the criteria of success that have been decided. The question
that becomes the concern in the observing process is “How well does the
strategy solve the problems?” not other questions, like “How well does the teacher teach?” or “How well is the strategy implemented by the researcher?”
These last two questions are not the questions for Classroom Action Research
but appropriate for observers observing students who are learning how to teach,
like in the practice teaching program.
4. Reflecting
Reflection is the process of analyzing data to determine how far the data
collected have shown the success of the strategy in solving the problem.
Reflection also shows what factors support the success of the strategy or what
other problems may occur during the implementation process.
The connection of four components above can describe as below:
Figure 2.1
Kurt Lewin’s Action Research Design
Picture 1. Kurt Lewin model (Classroom Action Research) Reflecting
Planning Observing
22
CHAPTER III
RESEARCH METHODOLOGY
A. Time and Place of Research
The writer held the research at VII Grade of SMPN 251, which is located
on Jl. Gongseng Raya RT 010 RW 001 Kelurahan Cijantung, Kecamatan Pasar
Rebo, Jakarta Timur. The writer did the Action Research on 17 January 2011 up
to 21 February 2011.
B. Subject of Research
The Subject of the research is VII grade students of SMPN 251 Jakarta in
the 2010/2011 Academic Year. There are 38 students in VII grade.
C. Role of the Researcher in Classroom Action Research
The role of researcher in Classroom Action Research is as the English
Teacher at seventh grade of SMPN 251 and she also makes lesson plan, pre-test,
and post-test, then she collects and analyzes the data, and then she reports the
results of research. In doing Classroom Action Research she is colaborated with
the real English teacher of SMPN 251 (Ibu. Nurminda S.Pd) who becomes the
D. The Research Design
The Classroom Action Research procedure used in this research is Kurt
Lewin’s design. It consists of two cycles in which each cycle contains four
phases; planning, acting, observing, and reflecting.
Figure 3.1
Kurt Lewin’s Action Research Design
CYCLE 1
CYCLE 2
(Adapted from Wijaya Kusumah, 2009) Acting
Planning
Acting
Observing
Observing
Reflecting
Planning
24
Based on the Kurt Lewin’s action research design above, the writer would like to
describe further concerning the implementation of Classroom Action research
(CAR) in the cycle one and cycle two as following:
Figure 3.2
The phases of Classroom Action Research modified by the writer
CYCLE 1
CYCLE 2
PlanningAfter interviewing the writer, observing the class, and holding the pretest, then the teacher & the writer collaborate to prepare the instruments such as: lesson plan, observational guidelines, and the posttest
Acting
The writer implements the lesson plan that has been made; that is teaching speaking in giving interpersonal response by using role play
Observing
The teacher observes the teaching learning process in the classroom. It includes the writer’s performance, the class situation, and the students’ response. Meanwhile, at last of cycle 1 the students are given the posttest 1. Furthermore, the teacher computes the students’ speaking score result to find if there some students’ improvement scores from the pretest or not. Reflecting
The teacher and the writer discuss about the result of the implementation role play in the action. Then, they prepare the new lesson plan for the next cycle and for prepare some instruments such as: the new lesson plan (with some modifications of role play strategy), observational guidelines, and the posttest
Reflecting
The teacher and the writer discuss about the result of the implementation of the modified action. If the Classroom Action Research target could not be achieved plan; that is teaching speaking ingiving interpersonal response by using role play.
Observing
E. The Classroom Action Research Procedures
The Classroom Action Research using Kurt Lewin’s design consists of
four phases within one cycle. Those are planning, acting, observing, and
reflecting. After accomplishing the first cycle, it will be probably found a new
problem or the previous unfinished problems yet. Therefore, it is necessary to
continue to the second cycle in line with the same concept of the first cycle.
To make clear what happens in every phase. Here are the explanations:
1. Planning
In this phase, the writer design a lesson plan (see appendix 11) from the
syllabus which is consulted with English teacher, creating the topics that are
appropriate with the matter, Preparing materials that will be used at the cycle. The
writer also makes the evaluation form to know about students’ achievements at
the end of this cycle.
2. Action
In this phase, the writer and observer collaborates to carry out the planned
action . The writer gives explanation how plays a role, and give an example from
it. The writer also gives some related vocabulary items needed when students are
do a role play activity. Then, the writer gives a role card that tells the students
who he is, something of his background, what his opinions about a given subject
are, and possibly suggests a course of action that he should try and carry out, and
asks the students to practice in pairs or in a group. (see page 36-43 for more
detail).
3. Observation
In this phase, the observer (the real teacher SMPN 251) observes the
students’ responses, participations, and achievements which are found during the teaching and learning process. Sometimes, the observer asks some students’ opinions about the process of teaching and learning using role play activity. The
observer also takes the observation notes to write the real situation when the
26
4. Reflection
In this phase, the writer and the observer identifies the problems that are
found by seeing the result of the observation which should be solved. Then, those
are used to make plan for further cycle and correct its weaknesses.
F. The Technique of Collecting Data
In completing the data, the writer uses qualitative data and quantitative
data, qualitative data consists of observation, interview and quesionnarie,
quantitative data consists of pre-test and post test. 1
1. Observation
In this case, the writer uses the unstructured observation to get the
information about the real condition in teaching learning activities. The
writer make the observation notes about situation in the class while
teaching learning process occurred, teacher’s performance in teaching
speaking, and students’ speaking skills, such as; pronunciation, vocabulary,grammar and their braveries in speaking lesson. (for more
detail see appendix 8)
2. Interview
Before implementing Classroom Action Research, the writer
interview the teacher about students’ difficulties in speaking skill,
students’ condition in speaking activity, and the kinds of strategies usually
adopted by the teacher in teaching speaking. The writer also carried the
interview after accomplishing Classroom Action Research to know the
teacher’s response toward the idea of role play technique (see appendix 7).
3. Questionnaire
The structured questionnaire was given to the students of VII.2 grade of SMPN 251 Cijantungin order to know their responds toward the
process of teaching and learning speaking by using role play technique and
also about their motivations and problems in learning speaking before and
after they were taught using role play technique (see appendix 9).
1
4. Test
The writer uses oral test for the students (see appendix 3). The test
used in this study is pre-test and post-test. The pre-test is done before
students need to do the test in groups.
The students’ test will be scored by using the rating scores of oral
test by David P. Harris as followed2
Table 3.1
The Rating Score of Oral Test
Rated qualities Points Behavioral statments
Pronunciation 5 Has few tarce of foreign accent.
4 Always intelligible, though one is conscious of a definite accent
3 Pronunciation problems necessitate
concentrated listening and occasionally lead to misunderstanding.
2 Very hard to understand because of
pronunciation problems. Must frequently be asked to repeat.
1 Pronunciation problems so severe as to make speech virtually unintelligible.
Grammar
5 Makes few (any) noticeable errors of grammar or word order.
4 Occasionally makes grammatical and or word order errors which do not, however, obscure meaning.
3 Makes frequent errors of grammar and word order which occasionally obscure meaning 2 Grammar and word order errors make
comprehension d must often rephrase sentences
2
28
and or restricts himself to basic patterns. 1 Errors in grammar and word order so severe as
to make speech virtually unintelligible.
Vocabulary
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Sometimes use inappropriate terms and or must rephrase ideas because of lexical inadequacies. 3 Frequently uses the wrong words; conversation
somewhat limited because of inadequate vocabulary.
2 Misuse of words and very limited vocabulary make comprehension quite difficult
1 Vocabulary limitations so extreme as to make conversation virtually impossible.
Fluency
5 Speech 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 problem.
1 Speech is so halting and fragmentary as to make conversation virtually impossible
Comprehension
5 Appears to understand everything without difficulty.
4 Understands nearly everything at normal speed, although occasional repetition may be
necessary.
3 Understands most of what is said at slower-than normal speed with repetitions.
2 Has great difficulty following what is said. Can
comprehend only “social conversation” spoken
slowly and with frequent repetitions. 1 Cannot be said to understand even simple
conversational English.
Note: maximum sore = 25
Sore = the result of score x 100
G. Technique of Data Analysis
The collected data found in this research are analyzed qualitatively and
quantitatively. It means that all the data gathered from the observations during
teaching learning process, questionnaire, and interview before and after classroom
action research are analyzed qualitatively. While the data obtained from tests
(pre-test and post-(pre-test) are Analyzed descriptive quantitatively (percentage).
In completing the numerical data, the writer tries to get the average of
students’ speaking score within before the the implementation and every cycle in
order to know how well the role play technique in the classroom.
It is the formula;3
X
=
��X : mean N : number of students
x : individual score
Then, the writer tries to get the class percentages which pass the the target
score of the minimal mastery level criterion-Kriteria Ketuntasan Minimal (KKM).
The KKM that must be attained considering speaking subject is 65 (sixty-five)
which is adapted from the school agreement (SMPN 251 Jakarta). It is the
formula:4
F
P = X 100% N
P : the class percentage
F : total percentage score
N : number of students
3
Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.
4
30
The last, the writer analyzes the students’ speaking score from pre-test up to post-test. It used to know whether students improve their score or not. She uses the
formula:
y1 – y P : percentage of students’ improvement
P = ─── X 100% y : pre-test result
Y y1 : post-test 1
H. Criteria of the Action Success
Classroom Action Research (CAR) is able to be called successful if it can
exceed the criteria which has been determined. In this study the research will
succeed when there is 75% of students could pass the assessment score ≥ 65 based on the minimal mastery level criterion-Kriteria Ketuntasan Minimal (KKM)
which is adapted from the school agreement (SMPN 251).
In addition, the success of the action is not only measured with the
achievement students’ speaking score, but also the role play technique can
motivate the students and they become more actively in learning process. If the
criterion of the action success achieved, it means that the next action of the
Classroom Action Research (CAR) would be stopped, but if this condition has not
31 CHAPTER IV
RESEARCH FINDINGS
A. The Result of Pre Implementation of the Action
1. The Result of Interview
The interview was held on Thursday, January 13th 2010 started at 15.10 and finished at 16.00. The writer asked to the teacher some
questions which were divided into three categories of question, they are:
the general condition of class, the difficulty in speaking skill, and the
strategy used by the teacher in teaching speaking.
First category discussed the general condition of class especially in
speaking class. The teacher said that the most of students did not like
studying English, because it is difficult lesson and they sometimes gained
low competence in English. The teacher also said that speaking is the
most difficult skill to be learned in VII.2 grade, because most of them
were hardly to pass the target score of the minimal mastery level criterion
(KKM).
Second category is the difficulty in speaking skill. The teacher said
that the students’ difficulties in speaking lied on pronouncing the word or sentence, self confidence, and organizing the word into a sentence, and
this causedby less in practice English speaking.
The last category is the strategy used by the teacher in teaching
English speaking. The teacher said that she has never used role play in
32
dialogue to the students, then she reads the dialogue, while the students
repeat it together, and then she give the meaning of the dialogue.
2. The Result of Observation
This observation was conducted in order to know the teaching
learning process directly before implementing the Classroom Action
Research (CAR). Based on the observation notes conducted on Monday,
10th January 2011 at 12.30, it was known that in teaching speaking at the VII-2 grade students of SMPN 251 in the 2010/2011 academic year, the
teacher used dialogue-based learning technique, in which she gave
students dialogue and asked students to read the dialogue and then
perform in the front of the class in pair. In this case, students only read a
dialogue, give it meaning and then perform with their partner. They have
never told the usage of expressions they are practicing. Furthermore,
students have never been given chances to expose their ability to speak
and to develop a more communicative conversation using their own way.
(see appendix 8 for more detail)
The use of strategy like this would be an ongoing problem for
students in learning and understanding oral English usage. Moreover,
students whose vocabulary were limited which unable them to say
anything to communicate. It brings about silent toward student and is
lacking in speaking ability primarily in using expression likely in real
communication.
3. The Result of Questionnaire
The questionnaire was conducted to know the students’ response in teaching learning process, the students’ result of speaking activity, and
the solution of the problem in teaching speaking.
Based on the result of questionnaire before the implementation of
CAR, the writer likes to give some explanations: from the first statement
they are 30 (78.94%) students did not feel satisfied with their score and
showed only 10 (26.31%) students who like to learn English speaking
and 28 (73.68%) students did not like to learn English speaking. Relating
to the statement number 3, 30 (78.94%) students did not feel motivated in
learning English speaking, it means that only 8 (21.05%) students who
feel motivated in learning English speaking. In statement number 4, 32
(84.21%) students feel difficult in speaking English and 6 (15.78%)
students feel easy in speaking English. Then, in the statement number 5,
12 (31.57%) students said that the sentences were thought is suitable in
their daily life, and 26 (68.21%) students said the sentences were thought
did not suitable in their daily life. The response for the statement number
6, showed that only 8 (21.05%) students used their opportunity to asked
the question, and 30 (78.94%) students did not use their opportunity to
asked the question. In the statement number 7 to 8, showed that 38
(100%) students did not feel that the teacher gave opportunity to the
students to do an exercise in English speaking especially in giving
interpersonal response, and 38 (100%) students seldom used English
language in speaking class. For the statement number 9 to 10 the students
leave it in the blank because the Classroom Action Research have not
implemented yet. (See appendix for detail result of questioner)
Related to the result of questionnaire, it could be concluded that the
students’ activity and motivation in learning English speaking is still low,
there also needed to improve the students’ positive response after the implementation of the action. Therefore the CAR was done.
4. The Result of Pre Test
The pre-test was conducted on the 17th and 20th January 2011 to
measure students’ speaking ability at first, and it was done before implementing Classroom Action Research.
34
Table 4.1
The Students’ Speaking Score of Pre-Test
Based on the data above, the writer highlited the students who
passed KKM (65), and to get the result of pre-test, firstly, the writer
calculated the mean score by employing the formula that has already
been previously pointed out.
X = �
�
X =1772
38
X = 46.63
Next, to know the class percentage that passed the target score of
minimal mastery level criterion- Kriteria Ketuntasan Minimal (KKM)
the writer used the following formula:
P =
FN
x100%
P =
838
x100%
P = 21.05%
Based on the result of pre-test, the data showed that the mean score
of pre-test was 46.63. There were only eight students or 21.05% of
students who got the score passed the minimal mastery level criterion
(KKM).
After analyzing the result of pre-test, it could be concluded that
most of the students at VII-2 class of SMPN 251 had difficulty in
speaking ability. So, it needs to find out the solution to overcome this
problem. Here the writer used „Role Play’ technique in every cycle of
Classroom Action Research to overcome the problem and to develop