ABSTRACT
TEACHING SPEAKING THROUGH ROLE PLAY TECHNIQUE AT THE SIXTH A GRADE OF AL KAUTSAR ELEMENTARY SCHOOL BANDAR
LAMPUNG
(A Classroom Action Research) By
Septi Maryanti
Role plays are very important in communicative language teaching because they give students an opportunity to practice communicating in different social context and in different social roles. Most of students still have low speaking ability especially in fluency, pronunciation and comprehension due to inappropriateness in teaching speaking used by the teacher. Therefore many experts of English teaching technique suggest the teacher to apply it as a teaching technique. The objective of the research are to find out whether role play technique can increase the students’ speaking achievement, and improve students’ participation in teaching learning process.
The subject of this CAR is the students of the sixth A grade at Al Kautsar Elementary School. This research was conducted in two cycles. The first cycle was done on March 22nd 2014, and the second cycle was done on April 12th 2014. The result of the research shows that: first there is significant increase of students’ speaking achievement from the first cycle to the second cycle. In the first cycle there were 26 students (65%) whose score are up to 70, nevertheless after conducting the second cycle, the students’ speaking achievement increased approximately 35 students (87.5%) are up to 70. It means that there is an improvement in students’ speaking achievement, about 21.5%.
In teaching learning process, there is also significant improvement. It can be seen from the first cycle there were 29 (72.5%) out of 40 students who were actively involved in the teaching learning process. Meanwhile in the second cycle there were 38 (95.96%) of students who are actively involved in teaching learning process. It can be conducted that there is an improvement in students’ speaking participation (23.46%)
TEACHING SPEAKING THROUGH ROLE PLAY TECHNIQUE AT THE SIXTH A GRADE OF AL KAUTSAR ELEMENTARY
SCHOOL BANDAR LAMPUNG
By
Septi Maryanti
A Script
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
In
The Language and Arts Departemen of Teacher Training and Education Faculty
TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY
CURRICULUM VITAE
The researcher, Septi Maryanti was born in Srisawahan, Central Lampung on September, 25th 1976. She is the first daughter of Sudi Percoyo and Sutini.
She began her elementary education at SDN 02 Srisawahan, Central Lampung and graduated in 1988. She continued her Junior High School at SMPN Sritejo kencono, Central Lampung and graduated in 1991. In the same year, she continued her study at SMAN Kota gajah, East Lampung and graduated in 1994. After finishing her school in 1995, she registered as D-3 student of ABA YUNISLA and graduated in 1998
DEDICATION
With love and appreciation, this C.A.R is proudly dedicated to:
My beloved Mother, Sutini, My beloved Husband, Mohammad Nursalim
My beloved daughters, Lu’Lu’ Qurrota ‘Aini and Mutia Azzahra
My beloved sisters, Sri Handayani and Tria Puspita Ningrum
My best friends, Sri sumari, Indah lestari, Indah Wahyuni, Fitri Nur’aini
MOTTO
Time is like a sword
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ACKNOWLEDGEMENT
Firstly, I would like to express Alhamdulillah to Alloh SWT for all mercy and prosperity that enable me to accomplish this C.A.R. This C.A.R entitled “Teaching Speaking Though Role Play Technique at the Sixth A Grade of Al Kautsar Elementary School Bandar Lampung” is submitted as a partial fulfillment
of requirements for S-1 Degree in the Language and Art Department of the Teacher and Education.
Secondly, I would like to acknowledge my sincere gratitude and respect to my advisors, Prof. Dr. Cucu Sutarsyah, M.A and Drs. Huzairin, M.pd, for their valuable input, scientific knowledge, suggestion, patience appreciation and guidance during the writing process of this paper. I also would like to express my gratitude to Dra. Ari Nurweni, M.A, as my examiner, for criticism and correction.
Thirdly, I also acknowledge my indebtedness and love to my mother, Sutini, My beloved husband, Mohammad Nursalim, My beloved sisters, Yani and Tria and My wonderful daughters, Lu‟lu‟ and Mutia. Thank you very much for their support and pray.
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friends in Al Kautsar Bandar Lampung, Iswahyudi, Soldan, Azkan, Yosi, Fitri, Rumi, and Witri for their support.
Bandar Lampung, October 2014 Writer
CONTENTS
3.7.Data analysis………
4.3.Comparison of cycle 1 and cycle 2………..
LIST OF TABLES
Table
1. Table of percentage of students‟ speaking score at cycle 1………...
2. Table of frequency of students‟ observation sheet at cycle 1…………..
3. Table of frequency of students‟ perception at cycle 1……….
4. Table of percentage of students‟ speaking score at cycle 2………. 5. Table of frequency of students‟ observation sheet at cycle 2…………..
6. Table of frequency of students‟ perception at cycle 2……….
7. Table of frequency of students‟ speaking score improvement from cycle 1 to cycle 2……….
8. Table of students‟ observation sheet from cycle 1 to cycle 2…………..
9. Table of observation sheet of students‟ perception from cycle 1 to cycle 2………..
LIST OF APPENDICS
Appendices
1. Lesson plan 1………...
2. Lesson plan 2………...
3. Students‟ score of cycle 1 ………...
4. Reliabilities of students‟ score of cycle 1………
5. Frequency of Students‟ Speaking Achievement Score at Cycle 1……..
6. Students‟ Observation Sheetat Cycle 1 ………..
7. Observation Sheet for Students‟ Perception at Cycle 1 ………..
8. Students‟ score of cycle 2 ………...
9. Reliabilities of students‟ score of cycle 2………
10.Frequency of Students‟ Speaking Achievement Score at Cycle 2……..
11.Students‟ Observation Sheet at Cycle 2………..
12.Observation Sheet for Students‟ Perception at Cycle 2 ………..
13.Students‟ Voice Transcription of Cycle 1………...
14. Students‟ Voice Transcription of Cycle 2………..
15.Students‟ perception papers of cycle 1….………...
16.Students‟ perception papers of cycle 2….………...
CHAPTER I INTRODUCTION
This chapter discusses certain points; background of the problem, formulation of the problems, objectives of the research, uses of the research, scope of the research, and definition of terms as follows:
1.1Background of the problem
Many countries in the world give more attention to English conversation learning since several years ago, in which one of the objectives is to make their students able to speak English. A lot of English courses provide conversation class for adults or young learners. Considering the importance of speaking skill in learning English, Scott (1983) says that speaking is perhaps the most demanding skill for the teacher to teach.
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There are three important aspects of speaking skill. They are pronunciation, fluency and comprehension, (Heaton: 1991). These three aspects should be learned and tried to be mastered by the students. In teaching and learning process, the teacher often faces some obstacles in teaching speaking to the students.
This phenomenon of learning process is also found at Al Kautsar Elementary School, the place where the researcher works as an English teacher. She faced most of the students of sixth A grade have low ability in speaking English. These students have low ability in pronouncing the words.
In her speaking class, some oral work had been done to improve the students‟ abilities in speaking. The teacher had applied drill and pair dialogues for her speaking techniques. These ways little bit worked. The researcher then asked her friend as observer to make sure the researcher‟s reflection of her speaking class. From the result of the observer‟s interview, it was found that there were some factors which made the students have low ability to speak English. Firstly, the students have low ability to pronounce the words. Secondly, they are ashamed to make mistake in front of their friends.
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classroom, and which increases motivation. Both are unselfconsciously creating their own reality and, by doing so, experimenting with their knowledge of the real world and developing their ability to interact with other people.
Most of the students are sometimes afraid to make mistakes in front of the class. So the students need safe environment to deliver their idea. Ladousse says that role play can help some students by providing them mask. Some more reticent members of a group may have a great deal of difficulty participating in conversations about themselves, and in other activities based on their direct experience. These students are liberated by role play as they no longer feel that their own personality is implicated.
Role play also has significant function to overcome nervousness in learning process. Every student takes a role to act as himself or someone else. They will lose their nervousness because they enjoy doing the activity. Ladousse says that the most important reason for using role play is that it is fun. Once students understand what is expected of them, they thoroughly enjoy letting their imagination rip.
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1.2 Formulation of the Problem
Based on the background above, the problem can be formulated as follows:
1.1.1. How is the improvement of speaking ability of the students of Al Kautsar Elementary School?
1.1.2. How is the improvement of students‟ speaking activity in the teaching -learning process?
1.1.3. How is the effect of role play technique toward students‟ perception?
1.3 Objectives of the Research
From the formulation of the problem above, the research objectives can be formulated as follows:
1.2.1. To find the improvement of the students‟ speaking ability though role play technique.
1.2.2. To find out the improvement of the students‟ speaking activity in teaching speaking class through role play technique.
1.2.3. To find out the effect of role play technique toward student‟s perception.
1.4 Uses of the Research
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2. To be used as a reference for the next researcher who will concentrate on the students‟ speaking ability andstudents‟ participation in teaching learning process of role play technique.
Practical uses:
1. As a practice for the researcher in finding appropriate technique in improving students‟ speaking ability and students‟ speaking activities. 2. As a help to students in improving their speaking ability.
3. As a consideration in making policy related to the development of teaching learning English subject especially speaking ability.
1.5Scope of the Research
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1.6 Definition of the terms
1. Speaking is a productive skill in which the speaker produces and uses the language by expressing a sequence of idea and at that time he/she tries to get ideas or the message across (Wahjiyati: 2012).
2. Speaking ability is an ability to produce articulation, sounds or word to express, to say, to show to think about ideas, thought and feeling.
3. Teaching Speaking is teaching the ability of producing the sounds or words to express, explain, and transfer thought, opinion, and feeling (Tarigan in Rahmawati: 2007).
4. The role play technique is useful oral activities that involve not only students‟ word but also all other parts of speaking a language in small group (Scott and Ytreberg: 41).
5. Student Learning Activity means any activity done by the students during the teaching-learning process. By doing many activities they will gain the knowledge (Wahjiyati: 2012).
6. Action research is collaboration of research and action which are done by using reflection to solve the problem.
CHAPTER II LITERATURE REVIEW
This chapter will discuss several concepts such as concept of speaking, component of speaking, characteristics of successful speaking activities, concept of role play, procedure of role play, advantages and disadvantages of role play.
2.1 Concept of speaking
Speaking is a tool by which a language is used. It is considered important since by speaking, people can share and deliver what they need to others. It takes the part of pronunciation, vocabulary, grammar, fluency and comprehension altogether (Haris, 1974: 84). This makes speaking considered a complex skill in language learning because it, at once, involves those five aspects of language spontaneously when one wants to deliver his massage to others.
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Speaking is an important element of mastering the language. Grace (1998) stated that many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in the terms of their accomplishments in spoken communication.
Language learners have to know that speaking involves three areas of knowledge:
Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the order with the correct pronunciation
Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/ information exchange) and when precise understanding is not required (interaction/ relationship building)
Social and culture rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.
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2.2 Components of speaking
Learning any foreign language has to do with the four skills that have to be mastered. The four skills are listening, speaking and listening (oral skills) are said to relate to language expressed though the aural medium. Reading and Writing era said to relate to language expressed though the visual medium (written symbol). Another way of representing these skills is by reference not to the medium but the activity of the language user. Therefore, speaking and writing are said to be active or productive skills, where as listening and reading are said to be passive or receptive skills.
Listening skill is the ability to understand English presented in oral form. This skill is set up as an aim by or government particularly in the effort to affiliate with foreign colleges or to communicate with others. Speaking is the ability to use the language in oral form. In Elementary school is limited to the ability to express a simple conversation on some subject (e.g. expressing greeting, one‟s identities,
and order/offer something, like or dislike, etc). Among the four skills, speaking skill is the most appropriate skill to develop the students‟ self confident.
The following four or five components are generally recognized in analysis of speech process:
1) Pronunciation
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other people in an audible and understandable way. Audible here means that when someone is speaking, the recipient of his message should be able to hear what he is saying clearly. While the term understandable refers to that regarding the point of what someone is saying is understood by his recipient, then the intended response of the recipient can be gained.
2) Grammar
It is the study of how words and their component parts combine to form sentences, structural relationship in languages or in a language, sometimes including pronunciation, meaning, and linguistic history. Grammar is viewed as a set of logical and structural rules that govern the composition of the sentences, phrases, and words in any given natural language. Grammar refers to the study of language rules. It is a kind of regularity of sound structure that nobody could learn language without grammar. In addition, grammar is seen as an inseparable part of language. There is obviously no language without grammar. Sequences of utterances of a language may be artificially understood by people learning.
3) Vocabulary
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which should be used, instead of increase, since this word refers to the quantity of a thing, not the quality.
4) Fluency
Fluency is leads to ease and speed of the flow of speech, which is using words with no noticeable cognitive or mental effort. It is having mastered word recognition skills to the point of over learning. Fundamental skills are so “automatic” that they do not require conscious attention or fluency in English is accuracy with good pronunciation.
5) Comprehension
It refers to understanding thoroughly the whole aspect of message conveyed in the conversation; in this case comprehensibility focuses on the students, understanding of conversation.
Harris (1969: 81) says that comprehension is the ability of speech of a foreign language is the most pressed skill. Someone who can speech a language will also be able to understand it. Lado (1961: 239-240) defines speaking ability as: “The ability to use in essentially normal communication, stress, intonation, grammatical structure and vocabulary of the foreign language at normal rate delivery for native speakers of the language.”
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fluency, pronunciation and comprehension. The reason is because the researcher‟s students are still Elementary School students that still have low vocabulary and grammar mastery.
2.3 Characteristics of Successful speaking activities
When people want to speak fluently, sometimes they get difficulties to do it (Munjayanah, 2004: 16). In order that they can carry out the successful speaking, they have to fulfill some characteristics of successful speaking activity such as:
a) Participant is even. Classroom action is not dominated by monitory of talk active participants. All get a chance to speak and contributions are fairly evenly distributed.
b) Motivation is high. Learners are eager to speak because they are interested in the topic and have something new to say about it, or they want to contribute to achieve a task objective.
c) Learners talk a lot. As much as possible of the period of time allocated to the activity is in fact occupied by learners talk. This may be obvious, but often most time is taken up with teacher talk or pauses.
d) Language is of an acceptable level. Learners express themselves in utterances that is relevant, easy comprehensible to teach other and acceptable to language accuracy.
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characteristics because the object of the research is elementary school students whose ability still at the basic level, even still at pre-basic level.
2.4 Concept of Role Play
Role play has association with communicative language teaching method. Larser-Freeman (2000: 121) states that Role plays are very important in communicative language teaching because they give students an opportunity to practice communicating in different social context and in different social roles. Role play can be set up so that they are very structured (for example, the teacher tells the students who they are and what they should say) or in the less structured way (for example, the teacher tells the students who they are, what the situation is, and what they are talking about, but the students determine what they will say).
According to Nation (1989: 49) in role playing, the learners can act short plays or situation without preparing them very much. The teacher gives them a short description of situation; the learners each take a part and then act. While they act their parts the learners should be sure to use the type of language that suits the part they are playing and the person they are talking to.
Ladousse (1982: 5) states that the word role means the students play a part (either their own or somebody else‟s) in a specific situation, and play means that the role
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and developing their ability to interact with other people. None of the risks of communication and behavior in the real world are present. The activity is enjoyable and does not threaten the students‟ personality. This „playing‟ in role
will build up self-confidence rather than damage it.
Based on the experts‟ opinions above, it can be concluded that role play is really suitable to be conducted in speaking class, especially for English young learners, because they can explore their speaking ability in real word context and in fun situation. This situation, of course, will develop their self confidence and ability in speaking in the target language.
2.5. Procedure to Remember When Setting up a Role Play
Every single technique needs its procedure to be applied in order to make the technique work in the right place and at the right time. Some hints of this role play are mostly adopted from Ladousse (1982: 12). Here are some clues for classroom management to avoid this:
1. Distinguish between noise and chaos. Noise is only a problem if a teacher next door complains.
2. Begin with pair work rather than group work. There is a practical and psychological reason for doing this.
3. Keep the activity short until the students get used to it.
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students, which will not work with seven, only to find that two students are off sick.
5. Make sure the students have understood the situation and what is on the role cards before the role play is started.
6. If the class contains a captive audience, do not worry too much about the one or two pairs or groups which are not participating in the activity, unless they are disturbing the other pupils.
7. Avoid using a role play that to difficult or too emotionally loaded until the students are used to this activity.
8. If the students break into their native language anyway, set up the task more progressively. Start with pair work and easy information-gap role play.
9. Always have follow-up activity for the groups that finish the role play before the others.
10.Set a strict time limit and make every attempt to stick to it.
2.6. The Advantages and Disadvantages of Teaching Speaking Through Role Play Technique
There are some special advantages for using role play. Here is a list of the main ones:
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humanistic exercises. Through role play we can train our students in speaking skills in any situation.
2. Role play puts students in situations 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.
3. Some people are learning English to prepare for specific roles in their lives: people who are going to work or travel in an international context. 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. For these students, role play is very useful dress rehearsal for real life.
4. Role play helps many shy students by providing them with a mask. Some more reticent members of a group may have a great deal of difficulty participating in conversation about themselves, and in other activities based on their direct experience. These students are liberated by role play as they no longer feel that their own personality is implicated.
5. Perhaps the most important reason for using role play is that it is fun. Once students understand what is expected of them, they thoroughly enjoy letting their imagination rip.
Compared with other teaching technique, the role play also has few disadvantages:
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Some talented students can get bored when they have to work in pairs or groups with slower students.
CHAPTER III RESEARCH METHODS
3.1 General Description of the Research
This research would be done at the sixth A grade of SD Al Kautsar Rajabasa, Bandar Lampung. It was based on the teacher reflection and the observer’s informal interview done by the teacher’s friend that shows that the students of the class had low speaking ability.
In this classroom action research, the researcher would act as the teacher accompanied by a partner as a collaborator. The researcher would make lesson plans based on the procedures of the technique that would be implemented, and the students taught based on the lesson plan. While teaching, the teacher would also be an observer, i.e. teaching while focusing on observing the students’ activity. Meanwhile, her partner would observe everything that may occur in the classroom during the teaching learning process.
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While the teacher was applying role play technique in the classroom, the observer observed the students’ activities. Beside, the researcher also observed the weaknesses of the first cycle in order to make improvement on the next cycle. During the teaching learning process, the teacher gave explanation about the material discussed, asked the students to play the role with his partner, and asked the students to practice again for the test in front of the class. This test was scored by both the researcher and the collaborator.
After that, the researcher analyzed the result of the speaking test, and also the result of the observation. The teacher and the observer also made reflection after knowing the result of the analysis. Based on the analysis and reflection, it would be decided whether the second cycle must be held or not, and the second cycle would be focused on eradicating the weaknesses in the first cycle.
3.1.1 Identification of the Problem
In referring to the pre-research that had been conducted by the researcher, it was found that most of the students in the sixth A grade of SD Al Kautsar Rajabasa, Bandar Lampung, had difficulties in speaking, especially in comprehension, fluency, and pronunciation. The collaborator gave students a test of speaking by asking them to tell about themselves and their families. The result of the test was analyzed by using Harris Rating Scale.
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Another finding from the research activity was the anxiety of the students for having mistakes in speaking. They were nervous to produce sounds though they knew what to say.
The researcher concluded that the students’ problem was their anxiety to produce sounds in speaking and this made their ability in speaking low. It could be caused by the technique used in the speaking class by the teacher was not relax and interesting.
3.1.2 Problem Solution
Problem solution that would be conducted was by teaching speaking through role play. The teacher taught the students based on the lesson plan. Then, it would be noted the important thing related to the teaching learning process. This study uses observation sheet to analyze classroom activity and the effectiveness of the lesson plan. After that the researcher distributed the questionnaire to the students to know the students’ felling in the speaking class by using this technique.
3.2 Research Procedures
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Planning, Action, Observation and interpretation, and Analysis and Reflection (Wiriatmadja, 2008: 66)
The following are further explanation about stages in this research.
1) Planning
In this stage, the problem causes were identified so the focus of the problem could be formulated. Then, the appropriate technique was chosen. After deciding the technique, the planning was about the materials, teaching aids and type of the test in the form of lesson plan.
2) Action
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chose one of the role cards. Fourthly, the students would practice the role play with their partners. Every pair students would act as a new student and another student or as an office boy and a foreigner. They also had to use the role play kits. While the students would been doing the role play, the teacher would help the students due to the speaking class activities, while the observer would watch the
students’ learning activities. Finally, the teacher would ask the students to perform their role play in front of the class by using the role play kit and recorder which
was used to record the students’ voices while they were having practiced.
3) Observation and Interpretation
The researcher observed the activities in the teaching learning process and writes the result of the observation in the observation sheet. Observation and interpretation toward the action in the class were done together in this stage. The researcher also took necessary notes to support the data.
4) Analysis and Reflection
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Cycle 1
Cycle 2
Figure1. The cycle of the classroom action research
Adopted from Kemmis and Taggart (in Wiriaatmadja, 2008: 66)
3.3 Indicators of the Research
There are two indicators that would be used in this research. They were learning product and learning process. Learning product would inform the students speaking score while learning process was in the form of the observation report of the observer. Then the detailed indicators are explained as follows:
a) Learning Product
For learning product the indicator is based on increasing students’ speaking ability. It means that after teaching learning process by using role play in the classroom, is hoped that students’ speaking is better then previous. The target score of the learning product is 70 or more than it. It is the standard score stated by the school for English subject. So, if at least 80% of students’ score can reach
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70 or more for the speaking test, it means that the technique regarded as
applicable to improve students’ speaking ability achievement. Learning product will be focused on the production sound, students’ speaking for the certain aspect that students mostly have difficulties. Here, the observer would record the
students’ voice when they were having role play in front of the class.
b) Learning process
In learning process, there was an aspect which becomes the focus of this research, it was students’ activities.
The target will be determined by the researcher concerning the students’ activities
are 80% of students are active during the process. The researcher decides to set 80% as the target since according to Arikunto (1993:210), if more then 75% 0f students are actively involved in teaching and learning activities, it can be categorized as a good level. The students’ activities will be measured by using written report of the collaborator and research in observing sheet. To set the target of success of this CAR, the researcher also would discuss it with the collaborator. While the researcher was teaching, the collaborator and the researcher would observe the teaching and learning process in the classroom and focus on the participation and involvement of the students’ activity.
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means that the role play is a suitable technique to improve students’ speaking ability and activities.
3.4 Instrument of the Research
To get the data the researcher would use two kinds instrument as the source of data. The instruments were speaking test and observation sheet. The instruments would be administered for five minutes for each pairs, and they would have role play and made dialogue about sentences. The instruments are as follows:
1. Speaking Test
To test the students’ speaking achievements, the researcher would ask them in pair to perform their role play in front of the class. The topic of the dialogue would be the same as the role play they had been practiced before, for example, the students had practiced role play how to ask and give something, and on the speaking test, they would do the same role play.
Meanwhile, the students’ utterances would be recorded since it helped the raters to evaluate their performance more precisely and objectively. Furthermore, the speaking test was measured based on two principles, reliability and validity, as explained below:
1.1 Validity
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Farhday (1982; 281) there are two basic types of validity; content validity and construct validity.
a. Content Validity
Content validity will examine whether the test represents the material that need to be tested or not. The test should be so construct that contain of the test is a representative sample of the course. To get the content validity, the test is adapted
from the students’ book. Then, the test is determined according to material that is
taught to the students. In other word, the researcher wrote and made the test based on the material in current curriculum for Elementary School. The topics chosen are:
1. Asking/giving information
a. How to ask information politely, e.g. can you tell me where the library is? b. How to give information politely, e.g. yes, of course. It is next to the
office.
2. Asking/giving favor/something
a. How to ask favor/something politely, e.g. may I have my bill, please? b. How to give favor/something politely, e.g. Sure. Here you are.
c. How to refuse to give favor/ something politely, e.g. I am sorry. I can not.
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b. Construct Validity
Construct validity concerns with whether or not the test is actually in line with the theory of what it means to the language that is being measured. It would be examined whether or not the test actually reflects what it means to know a language (shoamy, 195:74). The indicator of three speaking elements (pronunciation, fluency, and comprehension) was used in this research. It implied that the test measures those intended aspects based on the indicator, meaning that the construct validity had been fulfilled.
1.2 Reliability
Reliability much deals with how far the consistence as well as the accuracy of the scores given by the raters to the students’ speaking performance. The concept of reliability stems from idea that no measurement is perfect; even if one goes to the same scale there will always be differences in the weight which become the fact that measuring instrument is not perfect. Since this was a subjective test, inter rater reliability was occupied to make sure and verify that both the scoring between raters and that the main rater herself was reliable and not.
The statistical formula for calculating inter-rater is as follows:
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After the coefficient between raters was found, the coefficient of reliability was analyzed based on the standard of reliability below:
a. A very low reliability : ranges from 0.00 to 0.19 b. A low reliability : ranges from 0.20 to 0.39 c. An average reliability : ranges from 0.40 to 0.59 d. A high reliability : ranges from 0.60 to 0.79
e. A very high reliability : ranges from 0.80 to 0.100 Slameto (1998:147)
Statistical computation was used to measure the inter-rater reliability in this research.
The results gained were reported as follows: a. Inter-rater reliability of cycle 1.
rxy = 0,998647
The result of this calculation shows that both two raters have high inter-rater reliability (0,998)
b. Inter-rater reliability of cycle 2.
rxy = 0,999709
209091 209274.28
252002
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This indicates that the two raters have high inter-rater reliability (0,999) Those calculations between the first and the second rater depict that both raters have close divergence varying from 0.998 to 0.999. So points out that
the first rater’s scoring is reliable to be proceeded forward.
The researcher would use the oral ability’s scale proposed by Heaton (1991:137). Based on the sheet, there are three aspects to be testing: pronunciation, fluency, and comprehensibility. The aspect of the grammar is not included in order to encourage the students to speak up, free of the burden of making grammatical mistakes as long it does not hinder any communication. The table of language testing by Heaton is as follows:
Range Pronunciation Fluency Comprehensibility
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causing confusion succeeds in conveying the general meaning. ability to form grammatically correct sentences. Since speaking test is objective test, the students’ speaking skill would be scored by two raters; the researcher herself and the collaborator. During the speaking test, the teacher would record
the students’ voice.
2. Observation Sheet
Observation would be conducted in every cycle during the teaching learning process. When teaching and learning process was occurring, the researcher observes the process happen in the classroom. The researcher used structured
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the students’ perception due to the process of teaching learning in the classroom. So there were two instruments used to observe the learning process in this research. The researcher also made some necessary notes in the observation sheet
concerning the students’ activities and students’ perception.
Table 1.Table of Specification of the Observation Sheet for students’
explanation about the topic being discussed
Following the teacher
instruction to work in pairs
Following the teacher’s
instruction how to play the role
Able to use the expression in the right situation
Improvising a conversation with the characters in the specified place, and build up situation
Actively performing the
character they have to perform
Able to perform the dialogue in front of the class
Understanding and responding the teacher’s evaluation.
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3.7 Data Analysis
In analyzing the data, the researcher classified the data into two categories; they were the data of learning product and the data of learning process. The data analysis was done during and after that data had been collected from every cycle. If the data from the first cycle had been collected, the researcher and the observer analyzed the data and did reflection based on them. From the analysis and reflection, the researcher knew the weaknesses and the strengths of the first treatment. Therefore, the teacher and the researcher knew what should be improved for the next cycle.
3.7.1 Learning Product
There were some steps that would be used to obtain and analyze the data from the test:
a. Transcribing the students’ voice
After recording the students’ voices, the researcher would transcribe the record into written form. This record was used to give scores to the students, and two rates were able to check back and made an assessment at leisure from the record.
b. Scoring the students’ speaking ability
Based on the result of speaking test, the researcher and observer decided the
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would be done to know what component of speaking that must be improved in the next cycle.
c. Calculating students’ total score
There were two steps that must be done in calculating the total scores: 1) Calculating the scores from 1st rater and 2nd rater
d. Listing the students’ scores in the table of frequency
This was doing to know the students whose scores are 70 or more.
e. Calculating the percentage of students who got 70 or more
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3.7.2 Learning Process
To get the data from the learning process, the researcher used observation sheet. The result of the observation sheet was analyzed after every cycle conduct.
Since the observation was done for observing the students, activities the researcher analyzed the result of the observation separately.
a. Students’ Learning Activities
After gathering the data from observing the students’ learning activities, the researcher counted the number of activity done by the students in the step that was be going to be done in this activity.
a.Calculating the percentage of the students’ activities
For calculating the percentage of the students’ activities, the researcher would use the following formula:
Notes:
A: Number of students’ activities observed n: Number of students in the class
b.Making a description from the data that has been analyzed.
b. Students’ learning Perception
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students’ perception, the researcher made description from the collected data which could enrich and support the result of the data analysis.
3.8 Schedule of the Research
V. CONCLUSIONS AND SUGGESTION
Based on the result of the research, the conclusion and suggestion are formulated as follows:
5.1 Conclusions
Based on the result of the learning product and learning process in the research, it can be concluded that:
1. Role play technique can be used to increase the students’ speaking score in
learning product. It can be seen from the students’ score from cycle 1, there are 26 students (65%) who score 70 or more, while in cycle 2, there are 35 students (87.5%) who score 70 or more after the role play technique was applied. It
increases 21.5%. It can be concluded that the students’ speaking ability
becomes better.
2. In the learning process the improvement also occurs in the students’ participation. It can be seen that the role play technique can be used to improve the students’ speaking ability, especially in aspect of pronunciation. This can
be identified from the improvement of students’ score. In this research, the highest improvement of students’ speaking ability was aspect of pronunciation
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students to pronounce the words before the students practicing the role play
and also the students’ high frequency of practicing the role play during the teaching and learning process. By practicing often, there will be significant
improvement of students’ speaking ability. It can be seen that in the first cycle
there are 29 (72.5%) students who are actively involved in the teaching learning process, meanwhile in the second cycle there are 38 students or (95.96%) from 40 students who are actively involved in the teaching learning process. It can be concluded that there was an improvement in the students’ participation about 23.46%.
3. Role play technique has a positive effect toward students’ perception. Since in applying role play technique, the students could improve their good perception in learning English especially in speaking. So the students are able to increase their learning activities and finally their learning product.
5.2 Suggestions
In line with the finding of the research, some suggestions are proposed as follows:
1. Since the role play technique can improve students’ speaking ability, especially in aspect of pronunciation, so the teacher suggests the English teachers apply this technique to improve students’ speaking ability.
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suggests English teachers use this technique for elementary or pre elementary students.
V. CONCLUSIONS AND SUGGESTION
Based on the result of the research, the conclusion and suggestion are formulated as follows:
5.1 Conclusions
Based on the result of the learning product and learning process in the research, it can be concluded that:
1. Role play technique can be used to increase the students’ speaking score in
learning product. It can be seen from the students’ score from cycle 1, there are 26 students (65%) who score 70 or more, while in cycle 2, there are 35 students (87.5%) who score 70 or more after the role play technique was applied. It
increases 21.5%. It can be concluded that the students’ speaking ability
becomes better.
2. In the learning process the improvement also occurs in the students’ participation. It can be seen that the role play technique can be used to improve the students’ speaking ability, especially in aspect of pronunciation. This can
be identified from the improvement of students’ score. In this research, the highest improvement of students’ speaking ability was aspect of pronunciation
75
students to pronounce the words before the students practicing the role play
and also the students’ high frequency of practicing the role play during the teaching and learning process. By practicing often, there will be significant
improvement of students’ speaking ability. It can be seen that in the first cycle
there are 29 (72.5%) students who are actively involved in the teaching learning process, meanwhile in the second cycle there are 38 students or (95.96%) from 40 students who are actively involved in the teaching learning process. It can be concluded that there was an improvement in the students’ participation about 23.46%.
3. Role play technique has a positive effect toward students’ perception. Since in applying role play technique, the students could improve their good perception in learning English especially in speaking. So the students are able to increase their learning activities and finally their learning product.
5.2 Suggestions
In line with the finding of the research, some suggestions are proposed as follows:
1. Since the role play technique can improve students’ speaking ability, especially in aspect of pronunciation, so the teacher suggests the English teachers apply this technique to improve students’ speaking ability.
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suggests English teachers use this technique for elementary or pre elementary students.
77
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