By:
LISTIANTY RIDAYU MAKSUM
1110014000002
THE DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYAH AND TEACHERS’
TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2016.
Key Words: Role play, Speaking Skill, Teaching Speaking.
This research was carried out to find the empirical evidence of the effectiveness of role play in the teaching of speaking to the tenth grade students of Islamic vocational high school Ciputat. The method used in this research was a quantitative method and the research design was a quasi- experiment. The sample of this research was tenth grade students of Islamic Vocational High School Ciputat. They were X – PM 2 as the experimental class and X – PM 1 as the control one. Each class consisted of 30 students. For sampling technique, the
researcher used stratified proportional cluster sampling. The instrument used in
this research was an oral test. In analyzing the data, the researcher used T-test
formula to analyze students’ achievement, by conducting a pre- and post-test. The
result of the study showed that most of students have gained good scores after the
treatment. The students’ pre-test mean score in experimental class was 52.26
while the post-test mean score was 69.60. In contrary, the students’ pre-test mean
score in controlled class was 54.40 and the post-test mean score was 65.26. There
is significant difference of students’ post-test mean score of the experimental class
which was treated by using role play was greater than the post-test of the controlled class which was treated without using role play. The result of statistical
hypotheses test found that on significance level 5%, tobservation was 3.63 while ttable
with df = 58 was 2.001 or tobservation > ttable. Therefore, the H0 (Null Hypothesis)
was rejected and the Ha (Alternative hypothesis) is accepted. It proved that role
Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016.
Kata Kunci: Bermain Peran, Kemampuan Berbicara, Pengajaran Berbicara. Penelitian ini bertujuan untuk menemukan bukti empiris dari keefektifan bermain peran dalam pengajaran berbicara pada siswa kelas sepuluh di SMK Islamiyah Ciputat. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dan desain penelitian yang digunakan adalah quasi eksperimen. Adapun sample dalam penelitian ini adalah siswa-siswi kelas 10 SMK Islamiyah
Ciputat. Mereka adalah kelas X – PM 2 sebagai kelas eksperimen dan X – PM 1
sebagai kelas kontrol. Masing-masing kelas terdiri dari 30 siswa. Untuk teknik
pengambilan sample, peneliti menggunakan teknik stratified proportional cluster
sampling. Instrumen yang digunakan dalam penelitian ini adalah tes lisan. Untuk
menganalisa data, peneliti menggunakan perhitungan T-test untuk menganalisa
prestasi yang telah dicapai siswa, dengan melaksanakan pre- dan post-test. Hasil penelitian ini menunjukan bahwa sebagian besar siswa mendapatkan nilai yang baik setelah selesai treatmen. Skor rata-rata siswa dikelas ekperimen adalah 52.26 sementara skor post-test nya adalah 69.60. Berbeda dengan kelas eksperimen, skor rata-rata pre-test di kelas kontrol yang didapat adalah 54.40 dan skor rata-rata post-test adalah 65.26. Ada perbedaan yang signifikan dari skor rata-rata post-test dari kelas eksperimen yang diajarkan menggunakan teknik bermain peran dari pada skor post-test kelas kontrol yang diajarkan tanpa menggunakan teknik bermain peran. Hasil uji hipotesis statistik menunjukan bahwa dengan taraf signifikansi 5%, didapatkan tobservasi sebesar 3.63 sementara ttable dengan df = 58
yaitu 2.001 atau disebut tobservasi > ttable. Berdasarkan perhitungan statistik, maka
H0 ditolak dan Ha diterima. Ini membuktikan bahwa bermain peran efektif dalam
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful.
All praises be to Allah, the Lord of the worlds who has given His Mercy and Blessing upon the writer in completing this Skripsi. Peace and salutation always
be upon the prophet Muhammad shallallahu ‘alaihi wa sallam, his family, his
companions, and his faithful followers.
In this occasion, the writer would like to express her greatest appreciation, honour and gratitude to her beloved parents (Lilik Maksum and Siti Munjiyah), for their valuable supports and moral encouragement in motivating the writer to finish her study. Then, the writer thanks to her beloved brothers (Herliansyah Agitsna Maksum and Sandi Amalatief Imani Sakti) for their love and support to the writer in writing this Skripsi.
Furthermore, the writer also would like to express her deepest gratitude to her advisors, Drs. Bahrul Hasibuan, M.Ed. and Drs. Syauki, M.Pd., for their valuable
time, advices, guidances, corrections, and suggestions in finishing this Skripsi.
The writer realized that without support and motivation from people around
her, she could not finish this Skripsi. Therefore, she would like to give her deep
appreciation to:
1. All lecturers in the Department of English Education who always give
their motivation and valuable knowledge and also unforgettable
experience during her study at State Islamic University ‘Syarif
Hidayatullah’ Jakarta.
2. Dr. Alek, M.Pd. ; the Head of the Department of English Education, and
Zaharil Anasy, M.Hum. ; the Secretary of the Department of English Education.
3. Prof. Dr. Ahmad Thib Raya, MA. ; the Dean of Faculty of Tarbiyah and
4. Her academic advisor, Didin N. Hidayat, MA TESOL, for his advices, guidance, suggestions, and support.
5. Her beloved best friends in the Department of English Education, for
sharing knowledge, care, motivation, time, support, laugh and happiness.
6. Any other person who cannot be mentioned one by one for their
contribution to the writer during finishing her Skripsi. The words are not enough to say any appreciations for their help.
May Allah, The Almighty bless them all. Amen.
Finally the writer truly realizes that this Skripsi cannot be considered as a perfect masterpiece. Therefore, she feels that it is really pleasure for her to receive criticism and suggestions to make this Skripsi better. She also hopes that this
Skripsi would be beneficial, particularly for her and for those who are interested in it.
Jakarta, Juni 2016
ABSTRACT ... iv
ABSTRAK ... v
AKNOWLEDGEMENT ... vi
TABLE OF CONTENTS ... viii
LIST OF TABLES ... xi
LIST OF FIGURES ... xii
LIST OF DIAGRAM ... xiii
LIST OF APPENDICES ... xiv
CHAPTER I : INTRODUCTION A. The Background of the Study ... 1
B. The Limitation of the Problem ... 5
C. The Formulation of the Problem ... 5
D. The Objective of the Study ... 5
E. The Significances of the Study ... 5
CHAPTER II : THEORETICAL FRAMEWORK A. Speaking ... 6
1. The Understanding of Speaking... 6
2. The Types of Speaking ... 7
3. The Elementsof Speaking ... 8
4. The Goal of Speaking ... 10
B. Teaching Speaking ... 11
1. What is Teaching Speaking ... 11
2. The Reason for Teaching Speaking ... 12
3. The Goal of Teaching Speaking ... 12
9. The Evaluation of Teaching Speaking ... 24
C. Role Play ... 27
1. The Understanding of Role Play ... 27
2. The Goal of Using Role Play ... 28
3. The Advantages of Role Play ... 29
4. The Disadvantages of Role Play ... 30
5. The Types and Procedures in Using Role Play ... 32
D. Conventional Teaching Technique ... 34
1. The Understanding of Conventional Teaching Technique ... 34
2. The Types of Conventional Teaching Technique ... 35
3. The Advantages of Conventional Teaching Technique ... 38
4. The Disadvantages of Conventional Teaching Technique ... 40
5. The Differences between Conventional and Constructivist Teaching Technique ... 41
E. The Previous Relevance Study ... 44
F. The Conceptual Framework ... 45
G. The Hypotheses of the Research ... 46
CHAPTER III : RESEARCH METHODOLOGY A. The Place and Time of the Research ... 47
B. The Method and Research Design ... 48
C. The Population and Sample of the Research ... 49
D. The Instrument and Technique of the Data Collecting ... 49
1. Pre-test ... 50
2. Post-test ... 50
E. The Technique of the Data Analyzing ... 51
2. The Analysis of the Data... 60
3. The Test of Hypotheses ... 67
B. The Interpretation ... 68
CHAPTER V : CONCLUSION AND SUGGESTIONS A. Conclusion ... 71
B. Suggestions ... 71
REFERENCES ... 73
Table 4.1. Students’ Pre-test Scores ... 54 Table 4.2. Students’ Post-test Scores ... 56
Table 4.3. Gained Scores of Experimental Class and Controlled Class ... 58
Table 4.4. The Result of Normality Test of the Experimental and the Controlled Class’ Pre-test Score ... 60
Table 4.5. The Result of Normality Test of the Experimental and the Controlled Class’ Post-test Score ... 60
Table 4.6. The Result of Homogeneity Test of the Experimental and Controlled class’ Pre-test ... 62
Figure B.1. Normal Histogram of the Experimental Class’ Post-test ... 85
Appendix 2 The Result of Normality Test ... 81
Appendix 3 The Normal Histogram ... 83
Appendix 4 Homogeneity Test ... 87
Appendix 5 Kompetensi Inti dan Kompetensi Dasar Bahasa Inggris ... 89
Appendix 6 Silabus Mata Pelajaran Bahasa Inggris ... 93
Appendix 7 Kisi-kisi Instrumen Pre- dan Post-test ... 130
Appendix 8 Research Instrument Pre- and Post-test ... 136
Appendix 9 RPP Experimental Class ... 139
The ability to speak English is very beneficial because English is used by many people as a means of communication to express their needs and share their ideas to others. English is used by many fields such as education. For example, in Indonesia, English is taught in all levels of schooling. However, the students, even the teachers, have a little chance to speak English, except when they are in the classroom or in certain places where English is spoken. It cannot be denied that speaking English is still a crucial problem for Indonesian students because many Indonesian students are still lack of ability to speak English either actively or passively. Whereas, students of second or foreign language are considered to be successful in speaking if they have ability to process information and language directly.1
Speaking is a skill which is mostly used to communicate in daily life, whether
at school or outside the school. The fact is “the average person produces tens of
thousands of words a day, although some people – like auctioneers or politicians –
may produce even more than that”.2 In learning to speak, particularly in foreign language, students have difficulties in expressing their ideas. They are often afraid of making mistakes while trying to speak in English, feeling ashamed, and having less confidence in their own ability or even fear of being laughed by their friends. In this case, Penny Ur also states some problems with speaking activities, that is, students are often inhibited when trying to say things in a foreign language, students also often complain that they cannot think of anything to say, and finally students are low or uneven participation and even in the speaking activities some students are still using their mother tongue.3 Those problems make students did
1Jeremy Harmer, The Practice of English Language Teaching: 3rd Edition, (Harlow:
Longman, 2002), p. 269.
2Scott Thornbury, How to Teach Speaking, (London: Longman, 2005), p. 1.
3Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge:
not make any improvement in their speaking ability and finally, students also cannot reach the goals of the target language.
In teaching and learning speaking, it is not only the students who get the difficulties but also the teacher. The teacher should organize the students in a very limited amount of time in order to be able to speak in the target language. The teacher also has to teach certain aspects of language which are necessary for students’ speaking ability. The words in English are rather difficult to be
pronounced than students’ native language. Indeed, teaching spoken language is
not as simple as many people think. It is supported by Brown and Yule who clearly argue that teaching spoken language, especially in the foreign language, is often considered to be the most difficult problem for the teacher rather than the other skills like listening, reading, and writing.4
The status of English as a foreign language in Indonesia makes the people not accustomed to using English as medium of communication in their spoken language. Consequently, students rarely use English as their spoken language, they cannot express their ideas and also they are often making mistakes in word choices. Moreover, students inaccurately use tenses when they speak English. This situation makes Indonesian students commonly have not attained a good level of speaking English proficiency. On this issues, Utami Widiwati and
Bambang Yudi Cahyono show that “the students have a great number of errors
when speaking including pronunciation (e.g., word stress and intonation), grammatical accuracy (e.g., tenses, preposition, and sentence construction), vocabulary (e.g., incorrect word choice), fluency (e.g., frequent repair), and interactive communication (i.e., difficulties in getting the meaning across or
keeping the conversation going)”.5 Jeremy Harmer also adds some mistakes that
non-native speakers usually do. If non-native speakers like Indonesian are trying
4Gillian Brown and George Yule, Teaching the Spoken Language, (Cambridge:
Cambridge University Press, 1999), p. 25.
to speak like a native English speaker, they will miss things out and put things in which they should not do. For example, non-native speakers are not using the
third person present simple tense –s (She look very sad), interchangeable the use
of the relative pronouns who and which (a book who, a person which),
pluralisation of nouns which are considered uncountable in native-speaker English
(informations, staffs, advices), using of that clauses instead of infinitive
constructions (I want that we discuss about my dissertation), omission of definite
and indefinite articles where the articles are obligatory in native-speaker English,
and insertion where they do not occur in native English.6
Many factors can cause the problem to the students’ speaking skill. One of
them is the teacher’s preference to use students’ worksheet than using any other
resources and techniques. Based on the writer’s experience in her Integrated
Teaching Profession Practice - Praktek Profesi Keguruan Terpadu (PPKT ) - in
Islamic Vocational High School Ciputat, the teacher taught English by using
students worksheet or Lembar Kerja Siswa (LKS). LKS contains many tasks on
speaking but unfortunately in reality the teachers never do the speaking activity in the class. The school also does not provide the students with the English environment. As the result, students do not improve their speaking skill.
Furthermore, the problem mentioned above is caused by the students who did
not achieve the Standar Kompetensi Lulusan (SKL). Whereas, Standar
Kompetensi Lulusan (SKL) are criteria that regarding to the qualifications of
graduates capabilities which include knowledge, and skills.7 Students are required
not only to know the knowledge of English but also they have to be able to speak. In reality, most of students only have the knowledge of English but they cannot speak in English fluently. In this case, the writer realize that there is a problem in the technique of the teaching speaking skill, so the teaching and learning process of speaking skill did not run well. Therefore, to make the teaching and learning
6Jeremy Harmer, The Practice of English Language Teaching: 4th Edition, (Essex:
Pearson Education Limited, 2007), p. 20.
7Materi Pelatihan Guru: Implementasi Kurikulum 2013 SMA/SMK Bahasa Inggris,
speaking run well, the writer would like to propose an alternative method. It is the use of role play. According to Penny Ur, role play is important in teaching speaking because it gives students an opportunity to practice communicating in different social contexts and in different social role.8 In addition, role play seemingly encourage students to be actively participating in the teaching learning
process. In role play students have to act the ‘role’ by using their own language,
thus the students can be creative by using their own language. Additionally, role play can familiarize students with speaking in front of their friends, and it can decrease their shyness because role play is usually done in a group.
Ladousse states that there are several reasons for using role play. The first is role play can bring a variety of experiences into the classroom and encourage students to speak in any situation. The second reason is role play puts students in situations in which they are required to use and develop those phatic forms of language. The other reason is that role play is a helpful rehearsal for real life. For example, role play trains students who are going to work or travel in an international context. The next is role play helps many shy students by providing them with a mask. The last is perhaps the most important reason for using role
play is that it is fun.9 In short, role play is a technique that may develop students’
fluency in target language, promotes students to speak or interact with others in the classroom, increases motivation and makes the teaching learning process more enjoyable.
Grounding to those matters and the theories, the writer would like to use role play technique to teach speaking skill to the tenth grade students of the Islamic Vocational High School, Ciputat. Thus, the writer would like to do the research on the effectiveness of role play technique in the teaching of speaking skills which may be improving or not improving students’ speaking skill.
8Ur, op. cit., p. 131.
9Gillian Porter Ladousse, Role Play: Resource Books for Teacher Series, (Oxford: Oxford
B.
The Limitation of the Problem
It is important to set the limitation of the problem to avoid misunderstanding and to clarify the problem. The writer limits the study only on the effectiveness of role play in the teaching of speaking to the tenth grade students of Islamic Vocational High School Ciputat.
C.
The Formulation of the Problem
In accordance with the limitation of the problem above, the writer formulates the problem of the study as follows: “Is role play effective in the teaching of
speaking to the tenth grade students of Islamic Vocational High School Ciputat?”
D.
The Objective of the Study
In line with the formulation of the problem, the objective of this study is to find the empirical evidence of the effectiveness of role play in the teaching of speaking to the tenth grade students of Islamic Vocational High School Ciputat.
E.
The Significances of the Study
The result of this study in particular is expected to give advantages for the writer herself as a student of English Education Department in Faculty of
A.
Speaking
1.
The Understanding of Speaking
Speaking is one of the basic use of the language skills which has important role than any other skills due to its frequency use for communication. Donough and Shaw state that speaking is purpose-driven as somebody communicates to achieve a particular end, expressing a wish or desire to do something; negotiating or solving a particular problem; or maintaining social relationships and friendships.1In other words, the ability to speak and interact in a multiplicity of situations through the language is also a crucial part of an individual’s living processes and experiences such as foreign travel, business or other professional reasons. Without speaking ability, people must remain in almost total isolation from any kind of society since the ability to speak is the most basic means of communication. Therefore, students should be able to be proficient in speaking to express their ideas directly because speaking is the main medium of verbal communication.
Further, Harmer added that while speaking with others, the speakers purposively want to express something, get a feedback and have a respond from others. When the speakers say the words, they not only put a tone and stressing, but also show a gesture and a facial expression which help them to show which
part of what they are saying is most important.2 Hence, speakers are required to be
able to express what they want to say effectively in order to convey the message.
Meanwhile, according to Bygate, “Speaking is a skill which deserves
attention every bit as much as literary skills, in both first and second languages. It
1Jo McDonough and Christoper Shaw, Materials and Methods in ELT, (Oxford:
Blackwell Publisher, 1993), p. 152.
2Jeremy Harmer, The Practice of English Language Teaching: New Edition, (Harlow:
is the skill which the students are frequently judged. It is also the vehicle par excellent of social solidarity, of social ranking, of professional advancement and of business.”3 As one of the language skills, teachers and learners have to pay more attention in developing speaking skill because it plays important role in our social life.
Based on the previous definitions drawn, the writer summarize that speaking ability becomes an important part of human’s life, because it is the process of sharing or giving information, ideas, knowledge, and opinion with others orally. Moreover, speaking cannot be separated from listening aspect, because speaking involves listener.
2.
The Types of Speaking
Speaking, particularly conversations, is essentially ‘transactional or
‘interactional’. Gebhard argues that transactional is speaking which primarily focus on the meaning of the message. For example, when somebody explains how
to find a home address to a new friend or describes aches and pains to a doctor.4
On the other side, when the speaking delivers interactional purpose, it is to establish and maintain social roles.5 For example, greeting, complimenting, and chatting with friends. Thus, speaking may include both transactional and interactional purposes which not only deliver the meaning of the message but also maintaining social relations.
According to Penny Ur, the main types of spoken interaction are:
a. Interactional talk
This is to some extent a matter of learning conventional formulae of courtesy: how to greet, take leave, start and conversations, apologize, thank and so on.
3Martin Bygate, Speaking, (New York: Oxford University Press, 1997), p. vii.
4Jerry G. Gebhard, Teaching English as a Foreign or Second Language, (Ann Arbor: The
b. Long turns
The ability to speak at length is one which adult, more advanced or academic students will perhaps need and therefore needs cultivating; for other types of classes it perhaps less important.
c. Varied situations, feelings, relationships.
It is certainly arguable that learners will need function in a wide variety of such contexts, and it makes sense to give them opportunities to try using the
target language in simulations of at least a selection of them.6
Further, Jo McDonough and Christoper Shawn cited about Brown and Yule who examined the various forms of language which are most frequently used by speakers of the language, which are as follow:
a. Incomplete sentences.
b. Very little subordination (subordinate clauses, etc).
c. Very few passives.
d. Not many explicit logical connectors (moreover, however).
e. Topic comment structure (as in ‘the sun –oh look it’s going down’). The syntax of the written language would probably have a subject-verb-predicate structure.
f. Replacing/refining expressions (e.g. ‘this fellow/this chap she was supposed to meet’).
g. Frequent reference to things outside the ‘text’, such as the weather for example. This kind of referencing is called ‘exophoric’.
h. The use generalized vocabulary (thing, nice stuff, place, a lot of).
i. Repetition of the same syntactic form.
j. The use of pauses and ‘fillers’ (‘erm’, ‘well’, ‘uhuh’, ‘if you see what i mean’, and so on).7
The various forms of language outlined above are most frequently used by non-native English speakers. It may caused by lack of language proficiency, vocabulary, and confidence.
3.
The Elements of Speaking
Speaking is a complex skill requiring the simultaneous use of a number of different abilities which often develop at the different rates. There are five
6Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge:
Cambridge University Press, 2009), p. 129.
components which generally recognized in examining the speech processes. They
are pronunciation, grammar, fluency, comprehension, and vocabulary.8 More
specifically the components are explained as follows:
a. Pronunciation (including the segmental features – vowels and consonants and the stress and intonation patterns).
As stated by Harmer, when students want to be able to speak fluently in English, they need to be able to use appropriate rhythm and
stress correctly if they want to be understood.9 The speaker must be able to
articulate the words, and create the physical sounds that carry meaning. At the level of word pronunciation, the learners often have problems relate to whether their sound looks like a native speaker of the language or not.
b. Grammar
Understanding grammar and vocabulary are needed in speaking
foreign language.10 Grammar is the sounds and the sound patterns, the
basic units of meaning, such as words, and the rules to combine them to
form new sentences.11 Therefore, grammar is very important in speaking
because if the speaker cannot be able to use grammar structure correctly, he cannot speak English well.
c. Vocabulary
Vocabulary is single words like phrases, variable phrases, phrasal
verbs, and idioms.12 In this term, Ur defines vocabulary as the “words” in
foreign language. Words are a single unit of language which has meaning and can be spoken or written. However, a new item of vocabulary may be more than a single word. For example, post office and mother-in-law,
8David P. Harris, Testing English as a Second Language, (New Delhi: McGraw-Hill Inc.,
1977), p. 81.
9Harmer, op. cit.,1991,pp. 21 – 22. 10Bygate, op. cit., 1997, p. 3.
11Victoria Fromkin and Robert Rodman, An Introduction to Language: 7th Edition,
(Boston: Wadsworth, 2003), p. 14.
which are, made up two or three words but express a single idea. They are also multi-word idioms such as call it a day, where the meaning of the
phrase cannot be deduced from an analysis of the word components.13
Some students have some difficulties to express their idea because of lack of vocabulary. They know what they want to say, but they cannot say the words. In other words, they should have sufficient vocabulary in speaking ability.
d. Fluency
Fluency is the ability to talk freely without too much stopping or
hesitating.14 Meanwhile, according to Koponen, fluency in speaking can
be thought of as ‘the ability to keep going when speaking spontaneously’15 when speaking fluently, students should be able to get the message from many resources, regardless of grammatical and other mistakes.
e. Comprehension
The last speaking element is comprehension. Comprehension is discussed by both speakers because comprehension can make people get the information they want. Comprehension is defined as the ability to understand something by reasonable comprehension of the subject or as the knowledge of what a situation is really like.
Based on the theories above the writer would like to examine students’
speaking ability by using those categories.
4.
The Goal of Speaking
Speaking is used for many different purposes and each purpose involves different skills. The purposes involve making social contact with people, expressing opinions, or to clarifying information. In some situation we use
13Ur, op. cit., 2009, p. 60.
14Sari Louma, Assessing Speaking, (Cambridge: Cambridge University Press, 2004), p.
88.
speaking to give instruction or to get things done.16 Whatever the students talk to the others, even in a single word comes out from their mouth must contain some goals. People talk to communicate, that is to express their ideas, to influence people, to convey meaning and message and to enjoy the company of others.
The goal of speaking is that the students have to be able to ‘express
themselves in the target language, to cope with the basic interactive skills like
exchanging greetings, thanks and apologies.17 Kayi also states that “teaching
speaking should improve students’ communicative skills because only in that way
students can express themselves and learn how to follow the social and cultural
rules which are appropriate in each communication circumstances.”18 From the
explanation above, the writer sum up that the main goal of teaching speaking is for communicating in different purposes.
B.
Teaching Speaking
1.
What is Teaching Speaking?
According to Kayi in Activities to Promote Speaking in a Second Language,
teaching English speaking is teaching English language learners to:
a. Produce the English speech sounds and sound patterns.
b. Use word and sentence stress, intonation patterns and the rhythm of the
second language.
c. Select appropriate words and sentences according to the proper social
setting, audience, situation and subject matter.
d. Organize their thoughts in a meaningful and logical sequence.
e. Use language as a means of expressing values and judgments.
f. Use the language quickly and confidently with few unnatural pauses,
which is called as fluency.19
16Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 201.
17Gillian Brown and George Yule, Teaching the Spoken Language, (Cambridge:
Cambridge University Press, 1999), p. 27.
18Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second
Language, The Internet TESL Journal, Vol. XII, No. 11, 2014, p. 1, (http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html).
In conclusion, the teacher must pay attention to some important aspects including producing sentences, intonation, rhythm and stress. Those productions must be meaningful because they must be produced logically from ideas.
2.
The Reasons for Teaching Speaking
There are many reasons why speaking is important to be learnt. Harmer states that there are three main reasons to getting students to speak in the classroom:
a. Speaking activities provide rehearsal opportunities changes to practice real
life speaking in the safety of the classroom.
b. Speaking tasks in which students try to use any or all of language they know provide feedback for both teacher and students. Everyone can see how well they are doing and what language problems they are experiencing.
c. In speaking, students have opportunities to activate the various elements of
language they have saved in their brains; the more automatic they use of these elements the more they become strong. As a result, students will be able to use words and phrases fluently without very much conscious thought.20
To sum up, it can be concluded that speaking activities provide tasks, opportunities for both teacher and students feedback and motivate students because of their engaging qualities. Thus, they help students to be able to produce language automatically in their conversation.
3.
The Goal of Teaching Speaking
Like many other skills (reading, writing, and listening) which have their own goals, speaking also aimed for several purposes, like what is argued by Byrne:
The main goal in teaching the productive skill of speaking will be oral fluency: the ability to express oneself intelligibly, reasonably, accurately and without undue hesitation (otherwise communication may break down
20Jeremy Harmer, How to teach English, (Harlow: Pearson Education Limited, 2001), pp.
because the listener loses interest or gets impatient). To attain this goal, the students will have to be brought from the stage where they merely imitate a model or respond to cues to the point where they can use the language to express their own ideas (processes that must to a large extent be in
simultaneous operation).21
It is in similar lines with,
The main goal of teaching speaking skill is communicative efficiency. It means that learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.22
Students often value speaking more than the other skills like reading, writing and listening, but what often happen is students feel more anxious for their oral production. One of the primary benefits of increased communicative speaking competency is getting a job, education and travel opportunities; it is always an asset to be able to communicate with other people.
Furthermore, Nunan suggests that the communicative goals of language are used for:
a. Establishing and maintaining interpersonal relationships and, through this,
the exchange of information, ideas, opinions, attitudes and feelings, and to get things done.
b. Acquiring information from more or less ‘public’ sources in the target language (e.g. books, magazines, newspapers, brochures, documents, signs, notices, films, television, slides, tapes, radio, public announcements, lectures or written reports, etc.) and using this information in some way.
c. Listening to, reading, enjoying and responding to creative and imaginative
uses of the target language (e.g. stories, poems, songs, rhymes, drama)
and, for certain learners, creating them themselves.23
21Donn Byrne, Teaching Oral English, (London: Longman Group Ltd, 1982), p. 9. 22The National Capital Language Resources Center, Teaching Speaking: Goals and
Techniques for Teaching Speaking, 2014, p. 1.
(http://www.nclrc.org/essentials/speaking/goalsspeak.htm)
23David Nunan, Task-Based Language Teaching, (New York: Cambridge University
Whatever we talk to others, even a single word comes out from our mouth, must contain some purpose. Even in the idlest conversation, you are trying to tell somebody about something he doesn’t know or you are trying to convince him that this singer is better than another singer or you are telling him a joke to amuse him; whatever you are doing it has some purposes.
The writer is also in line with the statements above that she asserts the main goal of teaching speaking in the classroom is for communication whether in or outside the classroom.
4.
The Principles of Teaching Speaking
Principles of teaching speaking are rules that have to be followed when a learning process is constructed. The principles of such a learning process are understood by its users as the essential characteristics of the process, or reflecting processes designed purpose, and the effective operation or use of which would be impossible if any one of the principles was to be ignored. Every principles show the guidance of teacher how to teach speaking effectively.
In teaching speaking, there are some principles according to Brown24, they are:
a. Focus on both fluency and accuracy
“Accuracy is the extent to which students’ speech matches what people actually say when they use the target language. Fluency is the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc.”25 In language lessons, especially at the beginning and intermediate levels, learners must be given opportunities to develop both their fluency and their accuracy. They cannot develop fluency if teacher is constantly
24H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy: 2nd Edition, (New York: Addison-Wesley, 2001), p. 275.
25David Nunan, Practical English Language Teaching, (Boston: McGraw Hill, 2005), p.
interrupting them to correct their oral errors. Teachers must provide students with fluency building practice and realize that making mistakes is a natural part of learning a new language. On one hand, they need to allow time for grammar and vocabulary learning so that students have sufficient linguistic competence. One the other hand, they need to provide sufficient opportunities for students to develop fluency and accuracy.
b. Provide intrinsically motivating techniques
Try at all time to remind the students what the ultimate goals and interest to their need for knowledge, for status, and for achieving competence and autonomy, and for being all that they can be. Help them to see how the activity will benefit them.
c. Encourage the use of authentic language
Energy and creativity to devise authentic contexts and meaningful interaction should be learnt by the teacher, but with the help of a storehouse of teacher resource.
d. Provide appropriate feedback and correction
In EFL situation, students are totally dependent on the teachers’ feedback. Feedback and correction are really appropriate to improve students’ speaking skill. They will know their mistakes after they perform. The teachers also help them to solve the problems in learning speaking.
e. Give students opportunities to initiate oral communication
f. Encourage the development of speaking strategies
In this case the student should be more pay attention or aware of. To make the student become aware of and have change to practice, such strategies as, asking for clarification (what), asking someone to repeat something (excuse me), using filter (uh, I mean, well) in order to gain time to process, using conversation maintenance cues, and getting someone attention (hey, say, so) etc.26
In conclusion, the writer assumes that the principles mentioned are essentially necessary in teaching speaking in the classroom. Teacher needs to be able to deliver the principles and drawing it on a lesson planning, so that students will get good encouragement in learning and applying speaking skills in the daily life converse naturally, effectively, and without being fear of embarrassment.
5.
The Characteristics of Speaking Activities
Ur explains some characteristics of successful speaking activities which include:
a. Learners talk a lot.
As much as possible of the period of time allotted to the activity is in fact occupied by learner talk. This may seem obvious.
b. Participation is even.
Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions are fairly evenly distributed.
c. Motivation is high.
Learners are eager to speak: because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective.
d. Language is of an acceptable level.
Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy.27
6.
The Types of Classroom Speaking Activities
Nowadays, teachers need to be creative and innovative in creating materials and choosing the right technique that will be used in the classroom. Here, Brown offers six categories which apply to the kinds of oral production that students are expected to carry out in the classroom, they are:
a. Imitative
A very limited portion of classroom speaking time may legitimately be spent generating “human tape recorder” speech, where, for example, learners practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form.
b. Intensive
Intensive speaking goes on one step beyond imitative to include any speaking performance that is designed 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.
c. Responsive
A good deal of student speech in the classroom is responsive: short replies to teacher- or student-initiated questions or comments.
d. Transactional (dialogue)
Transactional language, carried out for the purpose of conveying or exchanging specific information, is an extended form of responsive language.
e. Interpersonal (dialogue)
Interpersonal dialogue carried out more for the purpose of maintaining social relationships than for the transmission of facts and information.
f. Extensive (monologue)
Finally, students at intermediate to advance levels are called on to give extended monologues in the form of oral reports, summaries, or perhaps short speeches. Here the register is more formal and deliberative.
These monologues can be planned or impromptu.28
Each category above can be implemented based on the students’ level and students’ ability. Here are the summary purpose of each element: imitative for focusing on some particular element of language form, intensive to practice some
phonological or grammatical aspect of language, responsive to stimulate students’
in speaking, transactional to invite students to engage in a conversation, interpersonal to learn how such features as the relationship in the conversation, and extensive is to practice in the form of oral reports, summaries, or perhaps in short speeches.
According to Kayi, there are thirteen types of speaking activities; discussion, role play, simulations, information gap, brainstorming, storytelling, interviews, story completion, reporting, playing cards, picture narrating, picture describing, and find the difference.29 In details is as follows:
a. Discussion
After a content-based lesson, a discussion can be held for various
reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Before the discussion, it is essential that the purpose of the discussion activity is set by the teacher. In this way, the discussion points are relevant to this purpose, so that students do not spend their time chatting with each other
about irrelevant things. For instance, describing pictures, determining
picture differences, make a shopping list, and solving a problem.30
b. Role Play
Students pretend they are in various social contexts and have a
variety of social roles. In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel. For example:
ROLE CARD A: You are a customer in a cake shop. You want a
birthday cake for a friend. He or she is very fond of chocolate.
ROLE CARD B: You are a shop assistant in a cake shop. You have
many kinds of cake, but not chocolate cake.31
Role play often done in pairs, as the above example; sometimes
role play involves interaction between five or six different roles.
c. Simulations
Simulations are very similar to role-plays but what makes
simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic situation. For instance, if a student is acting as a singer, she brings a
microphone to sing and so on.32
d. Information Gap
In this activity, students are supposed to be working in pairs. One
student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information. Also, each
30Ur, op.cit., 2009, pp. 125 – 127. 31Ibid., pp. 132 – 133.
partner plays an important role because the task cannot be completed if the partners do not provide the information the others need. For example, the speaker is provided with one photograph to describe and the listener with a set of four or five similar photograph to describe and the listener with a set of four or five similar photographs, only one of which is exactly the same as the speaker’s. Then, according to speaker’s description, the listener tries
to choose the correct photograph.33
e. Brainstorming
On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristic of brainstorming is that the students are not criticized for
their ideas so students will be open to sharing new ideas.34
f. Storytelling
Students can briefly summarize a tale or story they heard from
somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending,
including the characters and setting a story has to have.35
g. Interviews
Students can conduct interviews on selected topics with various
people. It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. After interviews, each student can present his or her study to the class. Moreover, students can interview each other and "introduce" his or her partner to the class.36
h. Story Completion
For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed
33Brown and Yule, op.cit., 1999, p. 112. 34Kayi, op. cit., 2014, p. 3.
to add from four to ten sentences. Students can add new characters, events,
descriptions and so on.37
i. Reporting
Before coming to class, students are asked to read a newspaper or
magazine and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class.38
j. Playing Cards
In this game, students should form groups of four. Each suit will
represent a topic. For instance: diamonds represent earning money, hearts represent love and relationships, spades represent an unforgettable memory, and clubs represent best teacher. Each student in a group will choose a card. Then, each student will write 4-5 questions about that topic to ask the other people in the group. For example: if the topic "Diamonds: Earning Money" is selected, here are some possible questions: “Is money important in your life? Why?” or “What is the easiest way of earning money?” or “What do you think about lottery?” Etc.
However, the teacher should state at the very beginning of the
activity that students are not allowed to prepare yes-no questions, because by saying yes or no students get little practice in spoken language production. Rather, students ask open-ended questions to each other so
that they reply in complete sentences.39
k. Picture Narrating
This activity is based on several sequential pictures. Students are
asked to tell the story taking place in the sequential pictures by paying
37Ibid.
38Ibid.
attention to the criteria provided by the teacher as a rubric. Rubrics can
include the vocabulary or structures they need to use while narrating.40
l. Picture Describing
For this activity students can form groups and each group is given
a different picture. Students discuss the picture with their groups, and then a spokesperson for each group describes the picture to the whole class. This activity fosters the creativity and imagination of the learners as well
as their public speaking skills.41
m. Find the Difference
For this activity students can work in pairs and each couple is
given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis. Students in pairs discuss the
similarities and/or differences in the pictures.42
All the types drawn are actually known for its successful technique in teaching speaking. But, the writer will only focus in analyzing the effectiveness of using role play in the teaching speaking. As stated above, role play can simulate student’s speaking skill by the context assigned by the teacher. It can also encourage students to experiment, innovate the language, and create supportive atmosphere that allows students to make mistakes without being fear of embarrassment. This will contribute to their self-confidence as speakers and motivation to learn more.
7.
The Roles of the Teacher during Speaking Activities
During speaking activities, teachers need to play number of different roles. They can be prompter, participant, even feedback provider as viewed by Hammer as follow:
40Ibid.,p. 4.
a. Prompter
When students sometimes get lost in speaking, teacher can leave them to struggle out of situations on their own, and indeed sometimes, this may best option. However teacher may be able to help students and the activity to progress by offering specific suggestions.
b. Participant
Teachers should be good animators when asking students to produce language. This can be achieved by setting up an activity clearly with enthusiasm. At other times, teacher may want to participate in discussions or role play themselves.
c. Feedback provider
When students are in the middle of speaking task, over-correction makes them doubt and take the communicativeness out of the activity. On the other hand, helpful and gentle correction may get students out of
difficult misunderstanding and hesitations.43
In summary, when teacher being a prompter, a participant, even a feedback provider, they have to be careful that they do not force students, do not participate too much, and do over correction of their pronunciation, grammar, vocabulary, fluency, and comprehension.
8.
Guidance for Teachers in the Teaching Speaking
Here are some guidance for English language teachers while teaching oral language:
a. Provide maximum opportunity to students to speak the target language by
providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.
b. Try to involve each student in every speaking activity; for this aim,
practice different ways of student participation.
43Jeremy Harmer, The Practice of English Language Teaching: 4th Edition, (Essex:
c. Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students.
d. Indicate positive signs when commenting on a student's response.
e. Ask eliciting questions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more.
f. Provide written feedback like "Your presentation was really great. It was a
good job. I really appreciated your efforts in preparing the materials and efficient use of your voice…"
g. Do not correct students' pronunciation mistakes very often while they are
speaking. Correction should not distract student from his or her speech.
h. Involve speaking activities not only in class but also out of class; contact
parents and other people who can help.
i. Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs.
j. Provide the vocabulary beforehand that students need in speaking
activities.
k. Diagnose problems faced by students who have difficulty in expressing
themselves in the target language and provide more opportunities to
practice the spoken language.44
9.
The Evaluation of Teaching Speaking
Pronunciation, grammar, vocabulary, fluency, and comprehension are the components which are recognized in examining the speech processes. First
component is pronunciation in which the teacher assesses students’ ability to
produce understandable speech. Secondly, in the context of grammar, the teacher is looking for a wide range of grammatical structures used accurately and appropriately. Third component is vocabulary in which the teacher concern in students’ ability to use appropriate vocabulary. Next component is fluency, the teacher concern in speech continuity as if students are able to speak at normal rates, without having to stop or hesitate to find words and grammar. The last is
comprehension; the teacher concern in students’ ability to understand the
conversation, hopefully they can response another students’ idea and opinion. In
conclusion, all of the components drawn are used to examine students’ speaking ability.
Furthermore, in order to examine students’ speaking ability, the writer used
[image:40.595.107.509.257.738.2]scoring procedure of oral test by David P. Harris as follow:45
Table 2.1.
The Rating Score of Oral Test No. Criteria Rating
Score
Comments
1 Pronunciation 5 Has few traces 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, most frequently be asked to repeat.
1 Pronunciation problems so severe as to make
speech virtually unintelligible.
2 Grammar 5 Make few (if any) noticeable errors of
grammar or word order.
4 Occasionally makes grammatical and/or word
order errors that do not, however, obscure meaning.
3 Makes frequent errors of grammar and word
order which occasionally obscure meaning.
2 Grammar and word order error make
comprehension difficult, must often rephrases sentence and or restrict himself to basic pattern.
1 Errors in grammar and word order as severe
as to make speech virtually unintelligible.
3 Vocabulary 5 Use of vocabulary and idioms is virtually that
of a native speaker.
4 Sometimes uses inappropriate terms and/or
must rephrases ideas because of lexical and inadequate vocabulary.
3 Frequently uses the wrong words;
conversation somewhat limited because of inadequate vocabulary.
2 Misuse of words and very limited vocabulary
makes comprehension quite difficult.
1 Vocabulary limitation so extreme as to make
conversation virtually impossible.
4 Fluency 5 Speech as fluent and efforts less 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 limitations.
1 Speech is so halting and fragmentary as to
make conversation virtually impossible.
5 Comprehension 5 Appears to understand everything without
difficulty.
speed, although occasionally repetition may be necessary.
3 Understands most of what is said at
slower-than-normal speed without 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.
Maximum Score: 25
��� � > � � ���� = ����� ′� � � � ×
Purposively, it will be easier for the teacher if they use the formula in giving score of those criterions. From the table above, there are rating scores that show students’ ability in speaking. Therefore, the better the students speak definitely with the entire criterion completed -pronunciation, grammar, vocabulary, fluency, and comprehension, the higher the rate they will get.
C.
Role Play
1.
The Understanding of Role Play
In Cambridge Advanced Learner’s Dictionary of English, role defined as the person whom an actor represents in a film or plays.46 Meanwhile, role play is a method of acting out particular ways of behaving or pretending to be other people who deal with new situations. It is used in training courses language-learning and
psychotherapy.47
46Cambridge Advanced Learner’s Dictionary: 3rd Edition, (Cambridge: Cambridge
University Press, 2008), p. 1237
Many experts have different opinions in defining role play. The following are some of the point of view about role play. Here, Ladousse states her opinion about the definition of role play. At first, she defines the words role play separately. ‘Role, students 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 carrying out a successful role play in classroom has much in common with a group of children playing school, doctors and nurses, or star wars. Both are unselfconsciously creating their own reality and, by doing are experimenting with their knowledge of the real world and developing their ability to interact with other people.48
Meanwhile, Gower et-al assumes that, “A Role play is when students take the part
of a particular person: a customer, a manager, a shop assistant, for example. As this person they take part in a situation, acting out a conversation. It is unscripted, although general ideas about what they are going to say might be prepared beforehand.”49
From the explanation above, the writer wraps up that role play is a technique which involves the students learns in an imaginary situation to be someone else or to be ourselves in a specific situation for a while, improvising dialogue and creating real world in scenario. It aims at the students to encourage thinking and creativity, lets students develop and practice new language and behavioral skills in a relatively non-threatening setting, and can create the motivation and involvement necessary for learning to occur.
2.
The Goal of Role Play
The goal of role play is to bring the language to life and to give the learners some experience of its use as a means of communication as if in the real situation. The pretending realistic communication situation gives the students new
48Gillian Porter Ladousse, Role Play: Resource Books for Teacher Series, (Oxford:
Oxford University Press, 2003), p. 5.
49Roger Gower, et-al, Teaching Practice: A Handbook for Teachers in Training,
experience in using the language they have learned, and the experience is good for remembering what they have learned. In other words, role play is used to develop
communication situation. Harmer states that “role play can be used to encourage
general oral fluency or to train students for specific situations, especially where they are studying English for specific purposes (ESP).”50
Hence, the writer summarize that the goal of using role play technique is
similar to the goal of teaching speaking ̶ communication. It means role play can
be applied in teaching speaking and it can help students in improving their
speaking skill. Role play can also develops students’ fluency in the target
language, promotes students to speak or interact with others in the classroom, increases motivation and makes the teaching learning process more enjoyable.
3.
The Advantages of Role Play
Here are several reasons for using role play in teaching speaking quoted by Ladousse as follow:
a. A very wide variety of experience can be brought into 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.
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.51
Moreover, Sarah Lynne Bowman 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; and it encourages students to use their critical thinking, to develop students’ social and emotional learning, and to build their teamwork skills.52
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 play gives some advantages, there are also shows disadvantages. They are:
a. Inhibition. Many students, unused to role play, students find it difficult
to pretend to be someone else. The result is often embarrassment and an unwillingness to participate.
b. Purpose. Role play is lack of specific directions and purposes
sometimes result rather in confusion and uncertainty what to do next after this activity finished: partly because the students are not all relaxed and imaginative enough. Partly because they are relatively
limited in their technical ability to express themselves.53
In the same way, Livingstone states some disavantages of using role play from a pedagogical point of view. They are as follows:
51Ladousse, op. cit., 2003, pp. 6 – 7.
52Sarah Lynne Bowman, The Functions of Role-Playing Games, (Jefferson: McFarland &
Company, Inc., 2010), p. 43.
53Penny Ur, Discussions that Work, (New York: Cambridge University Press, 2007), p.
a. Organization. The teacher operate in ideal circumtance. 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.54
As shown above, there are many inhibitions faced by both teachers and students in using role play. The teachers find that role play is still lack of specific directions and purposes. Meanwhile, students are often feeling ashamed and unwilling to participate in role play because they are not imaginative enough and have limited ability to express themselves when playing in a role. In addition, teaching speaking by using role play takes up a lot of classroom time because the students need for preparation before th
