(A Classroom Action Research at MAN 19 Jakarta)
By:
JOKO PRIYONO
109014000027
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYA AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor: Dr. Ratna Dewi, M.Pd
Hapsari Dwi Kartika, M.A, TESOL
Keywords: Speaking Ability, Role Play
Many students are really passive and reluctant to speak English in the classroom. Therefore, this research is aimed in knowing whether students’ speaking skill could be improved by using role play and also to know how the implementation of the technique increasing students ability in speaking English. This research was accomplished in the second semester of MAN 19 Jakarta in which consisted of 27 students as respondent
A Classroom Action Research (CAR) is used as the research method in this study in overcoming students’ problem of learning English especially speaking skill. Kurt Lewin design is used in this research, which consists of four phases; planning, acting, observing, and reflecting per cycle. In sustaining the research result, two types of data are collected; qualitative data that derived from observation and interview toward the students and the teacher as well. On the other hand, the quantitative data that derived from the test result; pre-test and post test result. Then, those data analyzed by the researcher by using descriptive analysis and statistical analysis to know the final result of the implementation role play toward students English language learning in the Classroom Action Research (CAR).
ABSTRAK
Joko Priyono. 2014. Using Role Play to Improve Students’ Speaking Ability (A Classroom Action Research at Student Grade X of MAN 19, Jakarta), Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor: Dr. Ratna Dewi, M.Pd
Hapsari Dwi Kartika, M.A, TESOL Keywords: Kemampuan Berbicara, Bermain Peran
Banyak siswa yang pasif dan malas dalam berbicara bahasa inggris dikelas. Olehkarena itu, penelitian ini bertujuan untuk mengetahui apakah kemampuan berbicara siswa dapat meningkat dengan menggunakan bermain peran (role play) dan untuk mengetahui bagaimanakah penerapan dari tehnik tersebut meningkatkan kemampuan speaking siswa. Penelitian ini diselenggarakan di kelas sepuluh MAN 19 Jakarta dimana responden dari penelitian ini terdiri dari 27 orang siswa.
Dalam mengatasi permasalahan pembelajaran bahasa Inggris khususnya dalam berbicara yang dihadapi oleh siswa, penulis menggunakan metode Penelitian Tindakan Kelas (PTK). Model penelitian tindakan yang digunakan adalah model penelitian Kurt Lewin dimana dalam setiap siklusnya terdiri dari empat fase; fase pertama yaitu perencanaan, kemudian pelaksanaan, pengamatan dan yang terakhir adalah refleksi. Untuk mendukung hasil dari penelitian ini, penulis mengumpulkan dua macam data yakni data yang bersifat kualitatif yaitu data yang diperoleh melalui observasi dan interview terhadap siswa dan guru yang bersangkutan. Dan lain halnya data yang bersifat kuantitatif yakni data yang diperoleh dari hasil test baik pre test maupun post test. Kemudian data-data tersebut dianalisa dengan menggunakan analisis deskripsi dan analisis secara statistik untuk mengetahui hasil akhir dari penerapan bermain peran (role play) terhadap pembelajaran Bahasa Inggris dalam Penelitian Tindakan Kelas tersebut.
Lord of the world and universe who has blessed the researcher in completing this
‘skripsi’. Peace and Blessing be upon the Prophet Muhammad SAW, his family,
his companion, and his followers.
On this opportunity, the researcher would like to express his greatest honor to his beloved family; his parents, Tukino Suwiryo and Lasmi and his little brother and sister; M. Abdul Azis and M.S.Rahma Sari, who always give their support and moral encouragement in finishing his study. Also, he would like to address her greatest thanks to his advisor Dr.Ratna Sari Dewi, M.Pd. and
Hapsari Dwi Kartika, MA TESOL for their time, guidance, valuable helps,
correction and suggestion during completing this ‘skripsi’.
The researcher realized that without support and motivation from people around him, he could not finish this ‘skripsi’. Therefore, he would like to give his deep appreciation to:
1. All lecturers in English Education Department who always give their motivation and valuable knowledge and also unforgettable experience during his study at State Islamic University ‘Syarif Hidayatullah’ Jakarta. 2. Drs. Syauki, M. Pd; the chairman of English Education Department and
Zaharil Anasy, M. Hum; the secretary of English education Department. 3. Dra. Nurlena M.A,Ph.D ; the Dean of faculty of Tarbiyah’ and Teachers’
Training of State Islamic University ‘Syarif Hidayatullah’ Jakarta.
5. Dian Hadiyani S S.Pd; the writer’s collaborative partner who gives the researcher permission to take a research in her class.
6. The teachers of SMPIT AULIYA especially Iswiyanti S.Pd who always supports the researcher to finish his study.
7. Tony Tan S.E; the writer’s pen pal who encourages and motivates the researcher to finish his study soon and be successful like him.
8. Siti NurFajri, Gilang Mentari, Arif Prasojo, Amelia Sartika, and Ratna khairunnissa who teach the researcher how to be a good friend and always encourage each other to get the degree.
And may this ‘skripsi’ be useful to the readers, particularly to the researcher. Also, the researcher realized that this ‘skripsi’ is far from being perfect. It is a pleasure for him to receive constructive criticism and suggestion from anyone who read this ‘skripsi.
Jakarta, 24th March 2014
ENDORSEMENT SHEET ... ii
SURAT PERNYATAAN KARYA SENDIRI ... iii
ABSTRACT ... iv
ABSTRAK ... v
ACKNOWLEDGEMENT ... vi
TABLE OF CONTENT ... viii
LIST OF TABLES ... xi
LIST OF FIGURES ... xii
LIST OF APPENDICES ... xiii
CHAPTER I. INTRODUCTION A. Background of the Study ... 1
B. Identification of Problem ... 3
C. Limitation of the Study ... 3
D. The Formulation of the Study... 3
E. Purpose of the Study ... 3
F. Significance of the Study... 3
CHAPTER II. THEORETICAL FRAMEWORK A. Speaking ... 5
1. The Definition of Speaking ... 5
2. Types of Speaking ... 6
3. The Elements of Speaking ... 7
4. The Goal of Speaking ... 9
5. The types of speaking activity ……….. ... 10
B. Teaching Speaking ………... ... 11
2. Reasons for Teaching Speaking ... 11
3. The Goal of Teaching Speaking ... 12
4. Types of Classroom Speaking Performance ... 13
5. The Roles of the Teacher during Speaking Activities .... 14
C. Role Play ... 15
1. The Definition of Role Play ... 15
2. The purpose of Role Play ... 16
3. The advantages of role play ... 17
4. The disadvantages of role play ... 18
5. The Type of Role Play Technique ... 18
6. Teaching Speaking by using role play ... 19
1. Scripted role play ... 19
2. Unscripted role play ... 20
D. The Previous Study ... 21
E. Hypothesis ... 22
F. Conceptual Framework ... 22
CHAPTER III. RESEARCH METHODOLOGY A. Time and Place of the Study ... 24
B. The Method of Research ... 24
C. The Population and Sample of Study ... 24
1. The Population of Study ... 24
2. The Sample of Study ... 24
D. The Writer’s Role on the Study ... 25
E. The Research Design ... 25
F. The Data Collection Technique ... 27
G. The Instrument ... 27
H. The Technique of Data Analysis ... 27
I. The Assessment of Speaking ... 29
2. The Interview Result ... 34
a. The Result of Pre Interview with the Teacher... 34
b. The Result of Pre Interview with the Students ... 34
3. The Pre Test Result ... 35
B. The Implementation of the Action ... 40
1. Cycle 1 ... 40
2. Cycle 2 ... 47
C. Post-Implementation of the Action ... 53
1. The Result of Post Test I ... 53
2. The Result of Post Test II ... 55
3. The Result of Post Interview ... 60
4. The Result of Post Observation ... 61
5. The Result of Questionnaire ... 62
CHAPTER V. CONCLUSION A. Conclusion ... 63
B. Suggestion ... 64
BIBLIOGRAPHY ... 65
LIST OF TABLES
Table 3.1 The Rating Scores’ Criteria of Oral Test ... 29
Table 3.2 The Scores Range of The Criteria ... 31
Table 4.1 The Students’ Speaking Score of Pre Test ... 35
Table 4.2 The Scores’ Criteria ... 37
Table 4.3 The Scores Range of The Criteria ... 39
Table 4.4 The Students’ Speaking Score of Post Test I ... 53
Table 4.5 The Students’ Speaking Score of Post Test II ... 55
Table 4.6 The Students‘ Speaking Score of Pretest, Post Test I, Post test II ... 58
Figure 3.2 The Phases of Classroom Action Research That Modified by The Writer ... 26 Figure 4.1 The Students’ Score Mean Improvement ... 59
LIST OF APPENDICES
Appendix I Lesson Plan ... 68
Cycle I ... 68
Cycle II ... 75
Appendix II Syllabus and Instrument ... 81
Appendix III The Pre Test, Post Test I, Post Test II ... 84
Appendix IV Script of The Test ... 93
Appendix V Photos (One of Activities in role play) ... 111
Appendix VI The Observation Sheet ... 112
Appendix VII The result of Questionnaire ... 114
A.
Background of the Study
English in Indonesia is particular, English is the foreign language which has been taught in formal school, one of the main subjects taught formally from primary up to university. Learning a language is actually learning to develop communication ability by using that language orally or in writing properly. Every language teaching activity consists of four aspect, namely speaking, reading, listening and writing. It is mentioned in English curriculum. Teaching English in Indonesia is to develop students’ speaking ability in speaking, reading, listening, and writing.
The language skills are developed in order to perform a successful communication. However, speaking is the one complicated language skill of communication ability, because this activity does not stand alone, as it involves various aspects not only pronunciation but also grammatical aspect. Based on the researcher’s observation in practicum of teaching in learning speaking skill, the students often find some problems. The problem frequently found are the students have lack of confidence and bashful because they do not have any chance to practice orally in a big class, the teacher used techniques monotonously so the classroom is not conducive in conversation class, in fact the students have lack of having vocabulary and really difficult to memorize some new vocabulary.
2
importance of English in increasing competition in global community and the last is developing the students’ comprehension about the connection between language and culture1. It can be concluded that senior high school students are demanded to develop the communicative competence both in spoken and written form in order to compete in the globalization era.
Many techniques for teaching speaking can be applied such as scaffolding, reading aloud, and role play, however role play seems more effective because it encourages the students an opportunity to practice communicating in real- life spoken language.2 Role play is important in teaching speaking because it gives students an opportunity to practice communicating in different social contexts and in different social roles. In addition, it also allows students to be creative and to put themselves in another person for a while. According to Christoper Shaw, based on his observation in the conversation class, the role play would seem to be the ideal activity in which students could use their English creatively and it aims to stimulate a conversation situation in which students might find themselves and give them an opportunity to practice and develop their communication skill.3 Therefore, the researcher interests in analyzing the use of role play in teaching speaking for the students of MAN 19. The researcher also wants to know the advantages, the students’ confidence, and the problems encountered by learners and teachers in using role play.
The researcher decides to use learning strategies in speaking activities by using role play activities. Therefore the researcher would like to take a research under the title : “The Using of Role Play to Improve Students’ Speaking Ability” (A Classroom Action Research at MAN 19 Jakarta)
1
Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA, (Jakarta, 2003), p.5.
2
Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press,1996), p.30-p.133
3
B.
Identification of Problem
Nowadays the students of senior high school are rarely to speak active in the class. Some factors that influence students speaking ability are: 1. The students have lack of confidence.
2. The students are confused how to arrange the words and speak out. 3. The teacher uses techniques monotonously.
4. The students have lack of vocabularies and difficulty to memorize the vocabulary.
5. The classroom is not conducive in conversation class.
C.
Limitation of the Study
The problem that will be researched is limited only on the using of role play activity to improve the students’ speaking ability in giving interpersonal response at MAN 19 Jakarta in 2012/2013 academic year.
D.
The Formulation of the Study
Based on the background of the study above, the problem is formulated as:
1. Can role play improve students’ speaking ability?
E.
Purpose of the Study
The purpose of the study is to reveal the use of role play activity in improving students’ speaking ability in the class.
F.
Significance of the Study
4
A.
Speaking
1.
The Definition of Speaking
Speaking is important to an individual’s living processes and experiences. Speaking is also the most natural way to communicate. Without speaking, people must remain in almost total isolation from any kind of society. For most people, the ability to speak a language is the same in knowing a language since the speech is the most basic means of human communication. According to Sandra Cornbelet and Ronald Carter “speaking is not just making sound though birds, animals, babies make sound and though it may be communication of sorts, it is not speaking”.1 But when we speak, a complexity happens more than just mouth is involved such as nose, pharynx, epiglottis, trachea, lungs and more.
In the point of view Richards and Rodgers stated in Jo McDonough’s book, Speaking is a form of communication, so it is important that what you say is conveyed in the most effective way because speaking is the combination between general knowledge and the formulation between structure form and function.2 based on that opinion, speaking is realized as communication, therefore, speakers are required to be able to express what they want to say as effectively as possible in order to convey the message. Bygate states, “Speaking is a skill which deserves attention every bit as much as literary skills, in both first and second language. It 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
1
Sandra Cornbelet and Ronald Carter, The language of Speech and Writing, (London: Routledge Publisher,2001), p.17
2
6
of business”.3
Speaking indicates that as one of the language skills, it should get attention from teachers and learners because it plays the important role in our society.
Meanwhile, according to Donough and Shaw state, “There are some reasons for speaking involved expressing ideas and opinions: expressing a wish or a desire to do something; negotiating or solving particular problem; or establishing and maintaining social relationships and friendships. Besides, fluency, accuracy, and confidence are important goal in speaking”.4 Therefore, as a language skill, speaking becomes an important component to be mastered by the students as the main tool of verbal communication because it is a way to express ideas and opinion directly what we have in our minds.
Based on the previous definitions above, it can be concluded that speaking is the process of using the desire of speech to pronounce vocal symbols in order to share the information, knowledge, idea, and opinion to the other person. Moreover, speaking cannot be dissociated from listening aspect, because speaking involves speaker and listener.
2.
Types of Speaking
Spoken communications are essentially „transactional or „interactional’. Transactional language is said to be that which contains factual or propositional information. Jerry G. Gebhard states the focus is primarily on the meaning of the message when speaking and when the purpose is transactional. For example, imagine explaining how to find your home to a new friend or describing your aches and pains to a doctor.5 Interactional is also used to establish and maintain social roles.
3
Martyn Bygate, Language Teaching: A Scheme for Teacher Education: Speaking, ( Oxford: Oxford University Press,1997), P.8
4
JO Mc Donough and Christopher Shaw, Op.Cit.,p.134 5
According to Penny Ur, the main types of 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.
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
More detail about the type of speaking, Brown and Yule also stated in Jo McDonough and Christopher Shawn’s book examine the various forms and language which are most frequently used by speakers of language. These are:
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 goingdown’). 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
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. Either four or five components are generally recognized in analyzing the speech processes are
6
Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press, 1996), p. 129.
7
8
pronunciation, grammar, fluency, comprehension, and vocabulary8. Those components are:
a. Pronunciation
Pronunciation (Including the segmental features: vowels and consonants and the stress and intonation patterns). As stated by harmer, if students want to be able to speak fluently in English, they need to be able pronounce phonemes correctly, use appropriate stress and intonation patterns and speak in connected speech.9 The speaker must be able to articulate the words, and create the physical sounds that carry meaning. At the level of word pronunciation, second language learners regularly have problems distinguishing between sounds in the new language that do not exist in languages they already know.
b. Grammar
It is obvious that in order be able to speak foreign language, it is necessary to know a certain amount of grammar because grammar is a system of language to make new sentences.10 Therefore, grammar is very important in speaking because if the speaker does not master grammar structure, he cannot speak English well.
c. Vocabulary
Vocabulary is a basic element in language. Vocabulary is single word, set phrases, variable phrases, phrasal verbs and idioms.11 It is clear that limited vocabulary mastery makes conversation virtually impossible.
8
H. Douglas Brown, Language Assesment Principles and Classroom Practices, (New York: Longman),p.157
9
Jeremy Harmer, The practice of English Language Teaching: Fourth edition, ( Harlow: Pearson Education Limited, 2007), p.21
10 Ibid. 11
d. Fluency
In simple terms, fluency is the ability to talk freely without too much stopping or hesitating.12 Meanwhile, according to Koponen, fluency in speaking can be thought of as „the ability to keep going when speaking spontaneously’.13 When speaking fluently students should be able to get the message across with whatever resources and abilities they have got, 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 getting the information they want. Comprehension is defined as the ability to understand something by a reasonable comprehension of the subject or as the knowledge of what a situation is really like.
Based on the theories above the researcher tries to analyze students’ improvement by using those categories that influence students’ speaking ability.
4.
The Goal of Speaking
Speaking is used for many different purposes and each purpose involves different skills. Our purposes may be to make social contact with people, to seek or express opinions, or to clarify information. In some situation we use speaking to give instruction or to get things done.14 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 them, to influence people, to convey meaning and message and to enjoy the company of others. Robert said the most of the speaking you do no matter what you say has some purposes and
12
Sari Luoma, Assesing speaking, (Cambridge university press,2004),p.88. 13
Ibid. 14
10
communication is the mechanism through which the developmental processes occur in what you are doing.15
The goal of speaking component in a language class should be encourage the acquisition of communication skill and to help real communication in and out of the classroom.16 From the explanation above, the writer concludes that the main goal of teaching speaking in the classroom is for communication. It includes speaking components.
5.
The types of speaking activity
The most important feature of speaking activity is to provide an opportunity for the students to get individual meanings across and utilize every area of knowledge they have. According to Littlewood, there are the various kinds of activities that can be implemented by teachers in order to stimulate students to speak. Those activities are identifying pictures in pair, discovering identical pairs, locations, missing information, missing features, and secret in group.17 In this study, the researcher chooses role play as a technique to improve the students’ speaking skill because it can work with any levels. With lower levels, give them a realistic context (especially if in an English-speaking country) like shopping, and a realistic role (i.e. the customer, not the shop assistant).
15
Robert G. Powell, Classroom Communication and Diversity (Newyork and London: Routledge Taylor and Francis Group,2010 ). P. 14
16
Geoffery Broughton, dkk, Teaching English as a foreign language second edition, (Longman: London and New York,1998).p.76
17
B.
Teaching Speaking
1. What is teaching speaking?
What is meant by teaching speaking according to Hayriye Kayi in Activities to Promote Speaking in a Second Language is to teach 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.18
In those meanings of teaching speaking above, the teacher must pay attention of some important aspects include producing sentences, intonation, rhythm and stress. Those sound productions must be meaningful because it must be produced logically from thoughts.
2. Reasons for Teaching Speaking
There are many reasons why speaking is important to be learnt. Harmer stated that there are three main reasons for 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: both how successful they are and what language problems they are experiencing.
18
Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second
12
c. In speaking, students have opportunities to activate the various elements of language they have saved in their brains, the more automatic their use of these elements become strong. As a result, students gradually become autonomous language users. This means that they will be able to use words and phrases fluently without very much conscious thought.19
The researcher has analyzed how speaking activities provide activities provide opportunities for both teacher and students feedback and motivate students because of their engaging qualities. Above all, they help students to be able to produce language automatically in their conversation.
3. The Goal of Teaching Speaking
The main purpose for teaching speaking is students can speak freely in respond, asking in their conversation. Many goals can be reached for teaching speaking. Harmer said “The goal of teaching speaking skills is communicative efficiency”.20 It means learners should be able to make themselves understood, using their current proficiency maximally. They should try to avoid confusion in the message due to faulty of pronunciation, grammar, vocabulary, and to observe the social and cultural rules that apply in each communication situation. Students often value speaking more than the other skills of reading, writing and listening is not always as big of an issue, but what often happens is students feel more anxiety related to their oral production. Speaking is interrelated with the other skills, its development results in the development of the others. One of the primary benefits of increased communicative competency is the resulting job, education and travel opportunities; it is always an asset to be able to communicate with other people.
19
Jeremy Harmer, How to Teach English, (Harlow: Pearson Education Limited, 2007), p.123.
20
4. Types of Classroom Speaking Performance
Brown offered six similar categories which apply to the kinds of oral production that students are expected to carry out in the classroom:
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 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 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 advanced 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.21
Each category above can be implemented based on the students’ level and students’ ability. Here are the summary purpose of each element: imitative for
21
14
focusing on some particular element of language form, intensive to practice some phonological or grammatical aspect of language, responsive can 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.
5. 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 Harmer as follow:
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 and with enthusiasm. At other times, teachers 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.22
22
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, comprehension.
C.
Role Play
1.
The Definition of Role Play
In Cambridge International Dictionary of English, role defined as the person whom an actor represents in a film or play, while 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 psychotherapy23. Many experts have different opinions in defining role play. The following are some of the point of view about role play. Ur stated, “Role play is giving students a suitable topic provides interest and subject – matter for discussion, dividing them into groups improve the amount and quality of the verbal interaction”.24
Here, the researcher concludes that the students will communicate more freely if they have a role to hide behind.
According to Gillian, “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 prepare beforehand. These might well come out of a text or a previous context”.25
It means that role play has number of possibilities for communication practice. Students are no longer limited to the kind of language used by learners in a classroom.
23 Oxford Learner’s Dictionary, Oxpord University Press 2000. p.373 & 327 24
Penny Ur, A Course in Language Teaching (Cambridge: Cambridge University Press,1996),pp.131-133.
25
16
Meanwhile according to Revell, role play defined as an individual’s spontaneous behavior reacting to others in a hypothetical situation. The essential core of the activity is understanding the situation of another person, and to do this well the „player’ needs to come to grips with the other participants’ roles, not just his own.26 It can be illustrated that in role play, a player is given basic information about who he is, what he is like, and what he wants to do. A player must interact with others relate to the situation to theirs.
The researcher concludes that role play is a technique in English teaching in which the students learn in an imaginary situations or roles in order to develop the students’ fluency. The situations and the roles are made as a real life situation so the students know the functions of English in real life.
2.
The Purpose of Role Play
Role play helps 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.27 Therefore, the main purpose of role play is to develop communication situation.
The pretending realistic communication situation gives the students new experience in using the language they have learned, and the experience is good for remembering what they have learned.
Hence, the researcher concludes that the goal of teaching speaking is similar to the goal of role play technique that is communication. It means role play can be applied in teaching speaking and it can help students in improving their speaking skill.
26
Gavin Bolton & Dorothy Heathcote, So You Want to Use Role Play?, (London: Trentham Books,1999),p. IX-X.
27
3. The Advantages of Role Play
There are some advantages for teaching speaking by using role play in the class, they are:28
a. With role play a very wide variety of experience can be brought into the classroom and we can train our students in speaking skill in any situations through role play.
b. Role play puts students in situation in which they are required to use and develop those phatic forms of language which are so necessary in oiling the works of social relationships, but which are so often neglected by our language teaching syllabuses.
c. Some people are learning English to prepare for specific roles in their lives. It is helpful for these students to have tried out and experimented with the language they will require in the friendly and safe environment of a classroom.
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. f. The students can use body language automatically in the conversation.
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; it encourages students to use natural expressions and intonation, as well as gestures because they are acting out a situation, and by doing children even teenagers and adults often imagine themselves in deferent situation and roles when they play games.29
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
28
Gillian Porter Ladousse , Ibid, p. 6-7 29
18
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:30
a. Organization, teachers operate in ideal circumstance. The majority work in classrooms which are too small, and with classes which are, numerically, too large. Similarly, the noise level produced by a class of forty, divided into eight role play groups in a small classroom, may be so high as to make concentration impossible.
b. Time, if the time taken for preparation and follow-up work is included, then role play will take up a lot of classroom time.
In conclusion, teaching speaking by using role play takes up a lot of classroom time because the students need for preparation before their play a role. It’s also need an extra room, because if the room is too small the students can’t move in play their role, and it’s can make a noisy in the room, so it’s very difficult for the students to concentrate.
6.
The Type of Role Play Technique
In case of role play activities, according to Donn Byrne, role play can be grouped into two types, scripted and unscripted role play. In details, those types of role play activities described as follows:
a. Scripted Role Play
This type involves interpreting either the textbook dialogue or reading text in the form of speech. The main function of the text after all is to convey the meaning of language items in a memorably way.
30
b. Unscripted Role Play
In contrast to scripted role play, the situations of unscripted role play do not depend on textbooks. It is known as a free role play or improvisation. The students themselves have to decide what language to use and how the conversation should develop. In order to do this activity, good preparation from teacher and students is really necessary.31
7.
Teaching Speaking by using role play
As what the writer writes above, role play can be classified into two; scripted role play and unscripted role play. So, in applying this technique, there are two ways that can be used.
A.
Scripted role play
Scripted role play is a role play which is based on the dialogue. Example of the dialogue:
Angela : Good morning. I want to send a letter to Malaysia. Clerk : Yes, do you want to send it by air mail or ordinary
mail?
Angela : I think I’ll send it air mail. I want it to get there quickly.
How much does it cost?
Clerk : To Malaysia? That will be 30.000 rupiah, please. Angela : (give the clerk 50.000 rupiah) Here you are. Clerk : Here’s your stamp, and here’s 20.000 rupiah
change.
Angela : Thank you. Where is the post box?
Clerk : You want the air mail box. It’s over there, by the door.
31
20
To demonstrate a role play activity based on the dialogue, the procedures given by Adrian Doff is as follows:32
1) The teacher guides the role play by writing these prompts:(where? / air mail / how much? / post box? / thanks). Talk as you write to show what the prompts mean.
2) If necessary, go through the prompts one by one, and get students to give sentences or question for each one.
3) Call two students to the front: one play the role as Angela and the other one is the post office clerk. They should improvise the conversation using the prompts to help them. Point out that the conversation should be similar to the one in the textbook, but not exactly the same; the conversation can be shorter than the presentation dialogue. It should just cover the main points indicated by the prompts.
4) Call out a few other pairs of students in turn, and ask them to have other conversation based on the prompts. Based on these procedures, the writer views that the ways of organizing this dialogue can be carried out into pairs of students who would improvise a conversation in front of class, in turns. The teacher can also ask the students to practice the conversation privately with their partners before they act it out in front of the class.
B.
Unscripted role play
Unscripted role play is role play which is not depend on textbooks. The example and procedures of unscripted role play which is adapted from Adrian Doff‟ s book are as follows:
One student has lost a bag. He/she is at the police station.
The other student is the police officer, and asks for details.
32
To demonstrate a role play activity based on the situation, the procedures are given by Gillian is as follows:33
1) The teacher could prepare the whole class, by:
a) Discussing what the speakers might say (e.g. the police officer would asks the students how he or she lost the bag). b) Writing prompt on the board to guide the role play, and any key vocabulary.
2) The teacher could divide the class into pairs, and: a) Let them discuss together what they may say.
b) Let them all try out the role play privately, before calling on one or two pairs to act out in front of the class.
The above procedures do not mean an exact to be used. It is flexible; teacher can create or develop procedures which is appropriate and suitable with his/her own class.
D.
The Previous Study
There are the three previous studies that I found in the main library, the first is Nurina Ratna Sari’s skripsi which is held in SMP PGRI II Ciputat, she took a research whether influence or not the using of role play for students’ speaking skill in junior high school, Then the result show role play could influence students to improve their speaking ability by using experimental design. The second is Ayu Diyah Harni Susanti which is held in Pademangan elementary school, she took a research in elementary school and her research only focus on the improving of student’ confident in using role play, she used “Simon Says” games in her classroom action research and the result the students were more confidence speak English in the class because of that game and the students’ speaking ability increased. The last one is Rahmawati Wahyudi. She took a research in course institution and her research only focus on Simon says game in improving
33
22
students’ speaking ability. Her research is in the small class, she has many classes to be applied. She used “Simon says” games in her experimental research and the result show that students’ speaking ability increased.
E.
Hypothesis
There are two hypotheses that the writer has in this research like:
H0 is role play is not significant to improve students’ speaking ability. H1 is role play is significant to improve students’ speaking ability.
F.
Conceptual Framework
This research is done in order to know the influence of role play technique in teaching speaking. Speaking is a skill used by someone to communicate orally in daily life whether at school or outside the school. Most teachers tried to find techniques in order to make students interested in learning speaking. At least, they can speak in a simple conversation freely.
In fact, the students of the tenth grade of MAN 19 Jakarta have difficulties in speaking subject. It caused by some factors: first, they are too shy and afraid to speak in the front of the class because lack of self confidence. Second, they are unmotivated and lack of practice. Lastly, they need an interesting technique to stimulate them to speak in the class. In order to solve the students’ problem faced by students of the tenth grade of MAN 19 Jakarta, and make students more motivated, role play may provide for helping the students to improve their oral ability.
role relationships among the students as they play their parts call for them to practice and develop their sociolinguistic competence. They have to use language that is appropriate to the situation and to the characters.
One of popular approaches used by the teacher to encourage students to speak is to assign a topic and require them to discuss it or come up with a short talk. Through role play activities the students learn how to express ideas, opinions, or feeling to others by using words or sounds of articulation.
Chapter III
RESEARCH METHODOLOGY
A.
Time and Place of the Study
The study will be held at MAN 19 which is located in South Jakarta in X grade. The data will collect in May 2013. The researcher views that the using of role play is necessary to improve speaking ability.
B.
The Method of Research
The method that will be used in this study is Classroom Action Research (CAR) method which is derived from the root an action research. According to Santrock, action research is research used to solve a specific classroom or school problem, improve teaching and other educational strategies or make a decision at a specific level1. Based on the statement above, Classroom Action Research is method carry out as a device to overcome diagnose problem in learning activity in the class.
C.
The Population and Sample of Study
1.
The Population of Study
The population of this is the students of religion majoring in X class of MAN 19 Jakarta, academic year 2012/2013.
2.
The Sample of Study
The sample of this study is the students of X-II religion majoring which is consists of 27 students.
.
1
D.
The Writer’s Ro
le on the Study
The role of researcher in classroom action research is teacher at X grade of MAN 19 Jakarta and his partner (classroom teacher) as an observer the writer conducts this research collaboratively.
E.
The Research Design
In this study the researcher will conduct the classroom action research into two cycles. As stated by Arikunto that “Classroom action research should
be implemented at least two cycles continuously”.2
In order to be clear, the writer would like to present a model of Action Research stated by Kurt Lewin in a figure3 below:
[image:39.595.134.508.361.584.2]
Figure 3.1
Kurt Lewin’s Action Research Design
2
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara,2009), p,23.
3
David Hopkins, A teacher’s Guide to Classroom Research, (England: Open University Press, 2008), p 50-54
Cycle I
Planning Acting Observing
Reflecting
Cycle II
Observing Acting Planning
26
CYCLE I
[image:40.595.74.572.115.702.2]CYCLE II
Figure 3.2
The Phases of Classroom Action Research that Modified by the Writer (Adapted from Kurt Lewin’s Action Research Design)
Planning
Choose the appropriate material and topic related to the syllabus Make the lesson plan
Prepare the observation checklist for the teacher and the students Prepare the post-test 1
Acting
Give expression and vocabularies needed Explain the instruction for
practicing
Practice role play activity (pair work)
Students perform role play in front of the class
Evaluate and give general
Reflecting
Evaluate the teaching and learning process
Analyze the students‟ achievement
Revise the lesson plan for the next cycle
Observing
Observe the students‟ participation
Observe the students‟ achievement
Planning
Revise lesson plan and modify the technique
Reselect the material
Prepare the observation checklist for the students and teacher Prepare questionnaire and posttest
2
Acting
Reviewing the previous material (advertisement).
Give the new topic
Group work (practice role play) Students perform role play in
front of the class
Evaluate and give general conclusion
Reflecting
Analyze the students‟
progress in speaking based on the score they get in posttest 2 Analyze the students‟
response based on the
Observing
Observe the students‟ achievement
F.
The
Data Collection TechniqueTechnique of collecting data in this research will use qualitative data and quantitative data. The qualitative data consists of observation. Meanwhile, the quantitative data uses pre-test and post-test.4 Data collection will be gathered are observation sheets, recorded transcript,
collaborator‟s notes, questionnaire, and test.
G.
The Instrument1. Observation sheets. In this case the writer uses the unstructured observation to get the information about the real condition in teaching learning activities. The writer makes the observation notes about situation in the class during the learning activity.
2. Questionnaire. It contains of five close-ended questions. It is used to explain students‟ opinion after the application of the game in the learning process. It is collected to support the data.
3. Test. The test used in this study is pre-test and post-test. To know
students‟ existing knowledge of speaking ability, the writer gives
oral test to the students. Because the test is oral test, the writer divided the score into five criteria, which are the scores of Pronunciation, grammar, vocabulary, fluency, and comprehension.
H.
The Technique of Data Analysis
1. Analyzing the Result of the test
In analyzing the numerical data, first the researcher tries to get
the average of students‟ speaking skill per action within one cycle. It is
4
28
used to know how well students‟ score as a whole on speaking skill. It
uses the formula:5
X = X = mean n= number of student n x = individual Score
Second, the researcher tries to get the class percentage which pass the minimum standard. It will use the formula:6
P = F x 100% P = The class percentage
N F = Total percentage Score
N = Number of Students
Third, after getting mean of students‟ score per actions, the researcher identifies whether or not there might have students‟ improvement score on speaking skill from pre-test and post-test score in cycle 1 and cycle 2. In analyzing that, the writer uses the formula:7 P = y1-y x 100 % P = Percentage of students‟ improvement
Y y = pre-test result
y1 = post-test 1
P = y2-y x 100 % P = Percentage of students‟ improvement Y y = pre-test result
Y2 = post-test 2
2. Analyzing Students‟ Response
Besides analyzing the result of the test and observing the activity during classroom Action Research, the researcher also uses questionnaire to analyzing the students‟ response, the researcher uses formula:
5
W. James Popham, Educational Statistic, (New York, Harper & Row Publishers) p.21. 6
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: P.T. Raja Grafindo Persada,2008),p.43.
7
P = F x 100% P = The class percentage
N F = Total percentage Score
N = Number of Students
4 = Strongly agree 2 = Disagree
3 = Agree 1 = Strongly Disagree
I.
The Assessment of Speaking
[image:43.595.121.452.450.725.2]Speaking is a complex skill requiring the simultaneous use of different ability which often develops at different roles. Speaking skill are generally recognized in analysis of speech process that are pronunciation, grammar, vocabulary, fluency, and comprehension. Heaton presented the sample of an oral English rating scale that used 1-6 points.8Below is the frame of Heaton‟s oral English rating scale:
Table 3.1
The Rating Score
s’ criteria
of Oral Test
6 - Pronunciation good
- Only 2 or 3 grammatical errors - Not much searching for words - Very few long pauses
- Fairly easy to understand
- Very few interruptions necessary - Has mastered all oral skills on course.
5 - Pronunciation slightly influenced L1 - A few grammatical errors but most sentences correct
-Sometimes searches for words
8
30
-Not too many long pauses
-General meaning fairly clear but a few interruptions necessary
-Has mastered almost all oral skill course
4 - Pronunciation influenced a little by L1 - A few grammatical errors but only 1 or 2 causing serious confusion searches for words
- A few unnatural pauses
- Conveys general meaning fairly clearly - A few interruptions necessary but intention always clear
-Has mastered most of oral skills on course 3 - Pronunciation influenced by L1
- Pronunciation and grammatical errors - Several errors cause serious confusion - Longer pauses to search for word meaning
- Fairly limited expression
- Much can be understood although some effort needed for parts
- Some interruptions necessary
- Has mastered only some of oral skills on course.
2 - Several serious pronunciation errors - Basic grammar errors
- Unnaturally long pauses - Very limited expression
- Interruption often necessary and
sometimes has difficulty in explaining or making meaning clearer
-Only a few of oral skills on course mastered
1 - A lot of serious pronunciation errors - Full of long pauses
- Very halting delivery
- Extremely limited expression - Almost impossible to understand - Interruptions constantly necessary but cannot explain or make meaning clearer - Very few of oral skills on course mastered.
Every element characteristic is then defined into six chart behavioral statements as started in the frames above. The researcher will objectively see the
characteristic of each students‟ speaking ability whether they achieve 1,2,3,4,5,
[image:45.595.158.452.107.414.2]and 6. In order to case the computation the researcher converts the small score of Heaton to scale of 100 as follow9:
Table 3.2
The Scores’ range of the criteria
Score Range
6 86– 100
5 76 – 85
4 66-75
3 56-65
2 46-55
1 0-45
9
32
J.
The Criteria of the Action Success.
Classroom Action Research is called succeed if it can exceed the criteria which has determined. In this study the research will succeed when there is 75 % of students can achieve the target score.10 It means that during CAR students have to achieve the target score of KKM 70 of speaking test started from the pre-test until the second post-test in cycle two. Moreover, CAR will be fail if the students can not exceed the criteria that have been detained. Then the alternative action will be done in the next cycle.
10
A. The Result of Pre-implementation of the Action
In this chapter, the researcher presents the data that have been collected from the research. The data description consists of the description of data from observation, and data from interview concerning the real cases happened in MAN 19. The result of both interview and observation, the researcher explains in the following points:
1.
The Observation Result
The goal of pre-observation is to know the teaching learning process directly before implementing the Classroom Action Research (CAR). Based on the pre-observation result that was conducted by the researcher in May, In X religion majoring MAN 19 Jakarta in 2012/2013 academic year, the result is known that in teaching speaking at the tenth grade of MAN 19, the teacher teaches speaking by giving a paper to the students and then she reads it followed by students together. Then, the teacher asks the student to memorize and perform that dialogue in front of the class without giving them a more communicative activity to practice the material that has been given to the students or asking them to develop a more communicative dialogue using their own way. So, they only memorize the dialogue and most of the students do not know how to use some expressions taught by their teacher in real communication, even they do not know the meaning of dialogue that they memorize. This teaching strategy can not help students to use language as a communication.
34
their friends but they refuse it. They are shy to perform English conversation in front of their friends. Consequently it makes them uninterested in learning English. The teacher also has difficulties to teach in large class. The main problem is the way to manage it. During the teaching hours the teacher should make the students pay attention to the materials given to them and also to their friends‟ performances in front of the class. It needs hard work to get students‟ attentions without giving them an interesting activity for more than one hour.
2. The Interview Result
In this research, Pre interview was done on Friday, May 03th 2013 at 09.00 A.M. It was conducted to interview the teacher and the students at MAN 19 Jakarta by using structured interview.
a. The Result of Pre Interview with the Teacher
In this part, the researcher asked some questions to the teacher related with the general condition of the English teaching primarily teaching speaking, the question involves how the teacher taught English in that class, what kinds of strategy used when she was teaching speaking, how she adjusted the material with techniques, and what difficulties faced by her during the teaching process. From those questions of interview, it seemed that the teacher taught speaking by teacher-center and also she hardly ever used games especially role play in teaching speaking at second grade of MAN 19 Jakarta. She usually uses conventional strategy in teaching speaking, in which dialogues are given to students. After giving the dialogues, she reads them loudly and instructs students to repeat after her, so students practice one by one in front of the class.
b. The Result of Pre Interview with the Students
could sum up that they were bored and unmotivated in learning English, because they thought English is the difficult lesson to be learned; difficulty in arranging words into the right order or sentences and feeling strange to say things in English because they feel shy and afraid of making mistake. So, they seldom learn English by using role play, and they felt uncomfortable when they have to take part in the conversation and wait the other till their turn comes. Based on their teacher‟s strategy of teaching, they always were instructed to memorize dialogue, memorize vocabularies and did some exercises from students‟ handbook (LKS) without giving a time for them to practice in applying speaking skill. So this case made the students was lazier in learning English lesson.
3. The Pre Test Result
The pretest was conducted on Monday, May 10th 2013. It was started at 08.00 A.M. and was finished at 09.30 A.M. This is done before the Classroom Action Research (CAR). The teacher gives a theme as the guideline. It was
[image:49.595.112.510.661.745.2]„introduction‟, each student have to come forward to introduce themselves in front of the class by turns within three minutes. Based on the pretest result, it showed that the mean of this pretest score was 54,77 and only three students, who could pass the criterion of minimum completeness. Whereas 25 students who got the score below the minimum completeness. So, it can be concluded that most of the second grade students were still lacking in speaking aspect. The researcher explained in the following table in detail:
Table 4.1
The Students’ Speaking Score of Pre Test
No Students Pronun ciation
Gram mar
Vocab ulary
Fluen cy
Compre hension
Avera
ge Score
1 S1 3 5 5 4 5 4.4 71
36
No Students Pronun ciation Gram mar Vocab ulary Fluen cy Compre hension Avera
ge Score
3 S3 2 2 3 2 2 2.2 52
4 S4 2 2 3 3 2 2.4 50
5 S5 2 3 2 2 3 2.4 50
6 S6 2 3 2 2 3 2.4 50
7 S7 2 3 3 2 3 2.6 52
8 S8 2 2 2 2 2 2 46
9 S9 2 2 3 2 2 2.2 48
10 S10 2 2 3 2 2 2.2 48
11 S11 2 3 2 2 3 2.4 50
12 S12 2 2 3 2 3 2.4 50
13 S13 3 3 4 2 3 3 56
14 S14 2 2 2 2 2 2 46
15 S15 2 3 3 2 3 2.6 53
16 S16 2 2 3 1 2 2 46
17 S17 4 5 4 3 5 4.2 70
18 S18 3 4 3 3 3 3.2 58
19 S19 3 4 5 4 4 4 66
20 S20 3 3 4 3 3 3.2 58
21 S21 4 3 4 2 4 3.4 60
22 S22 3 2 3 2 4 2.8 54
23 S23 2 3 2 4 2 2.6 52
24 S24 4 5 4 5 4 4.4 71
25 S25 3 4 2 3 2 2.8 54
26 S26 2 3 3 3 3 2.8 54
27 S27 3 4 3 3 5 3.6 62
NB :
Table 4.2
The
Scores’ Criteria
6 - Pronunciation good
- Only 2 or 3 grammatical errors - Not much searching for words - Very few long pauses
- Fairly easy to understand
- Very few interruptions necessary - Has mastered all oral skills on course. 5 - Pronunciation slightly influenced L1
- A few grammatical errors but most sentences correct
-Sometimes searches for words -Not too many long pauses
-General meaning fairly clear but a few interruptions necessary
-Has mastered almost all oral skill course
4 - Pronunciation influenced a little by L1 - A few grammatical errors but only 1 or 2 causing serious confusion searches for words
- A few unnatural pauses
- Conveys general meaning fairly clearly - A few interruptions necessary but intention always clear
[image:51.595.183.448.162.747.2]38
3 - Pronunciation influenced by L1 - Pronunciation and grammatical errors - Several errors cause serious confusion - Longer pauses to search for word meaning
- Fairly limited expression
- Much can be understood although some effort needed for parts
- Some interruptions necessary
- Has mastered only some of oral skills on course.
2 - Several serious pronunciation errors - Basic grammar errors
- Unnaturally long pauses - Very limited expression
- Needs some effort to understand much of it
- Interruption often necessary and
sometimes has difficulty in explaining or making meaning clearer
-Only a few of oral skills on course mastered
1 - A lot of serious pronunciation errors - Full of long pauses
- Very halting delivery
Table 4.3
The scores’ range of the criteria
Score Range
6 86– 100
5 76 – 85
4 66-75
3 56-65
2 46-55
1 0-45
The average of those students‟ pre-test score is:
Σ Pre-test = 1479
Σ Pre Test = Σ x N = 1479
27 = 54,77
After counting students‟ score in the form of average, then the researcher calculates it in the form of percentage, it is done to know the total student who passes the criterion of minimum completeness by dividing the number of students who passes the test with the total students who takes the test itself, and then multiplied by 100%, by which the total number of students who passes the KKM in percentage will be as follows:
P = F x 100% N
P = 3 x 100 % 27
40
B. The Implementation of the Action
Here, the researcher attempts to discuss about the preparation of the device for the action research in which included the four-phase of cycle one and cycle two.
1. Cycle 1
a. Planning Phase
The researcher and English teacher collaboratively made instruments which were needed in this planning phase, such as lesson plan which contained about teaching material, teaching procedure, and some exercises. Besides, the researcher and the teacher prepared structured observation sheet to observe the
teacher‟s performance, students‟ response, and class situation during the teaching learning process. The researcher also prepared the posttest to know there is any improvement in students‟ score from pretest to posttest or not. The material in this cycle provided include, how to promote a product (advertisement). The steps are taken include:
1) Creating a role play setting to make it appear as it should. For example, explain to students what role will be played. Here, the researchers conducted the preparations relating to the setting role play and its attributes.
2) Explain the purpose and rules of the game.
3) Give the expressions used in role play, guiding the way how to pronounce several times and at the same time explaining its use.
b. Acting Phase
Acting phase is the implementation of the planning phase that has been planned by the teacher and the researcher as well. Here, the researcher acts as the teacher who does the action by teaching students at tenth grade of MAN 19 using role play. In teaching the lesson, the researcher uses three steps learning activity; a step that contains about three phases, those are; opening phase, core phase, and closing phase. In this acting, the researcher tried to integrate students to partic
