ABSTRACT
A COMPARATIVE STUDY OF STUDENTS’ SPEAKING ABILITY BETWEEN THOSE WHO ARE TAUGHT THROUGH ROLE PLAY AND
THOSE THROUGH JIGSAW TECHNIQUES
By
Aparel Sheka Risdanti
The objectives of this research are (1) whether or not there is difference of students’ speaking ability between those who are taught through role play technique and those through jigsaw technique, and (2) which technique is more effective in teaching speaking in SMP N 3 Bandar Lampung. The speaking ability here focused on fluency, accuracy and comprehensibility. The researcher conducted the research in three meetings or three times treatment. The material was given based on the school curriculum. Descriptive text was the text that had been used on the experiment.
The researcher randomly selected two classes among six classes at the second year students. The result was VII F as control class which was taught through jigsaw and VII E as experimental class which was taught through role play. Each class consist of 22 students. To prove the hypothesis, the researcher used Control Group Pre test-Post test Design, and she analyzed the data by using independent group t-test. In this case, the researcher used SPSS (Statistical Package for Social Science) version 13.0 to prove whether the hypothesis is accepted or not.
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(2)(3)ACKNOWLEDGEMENTS
First of all, as human being who constantly have faith and believe in Allah SWT. I offer my praise
the Merciful and gratitude to Him for all His abundant blessing that enables me to accomplish this
script.
This script entitled “A Comparative Study of Students’ Speaking Ability between Those Who Are Taught through Role Play and Those through Jigsaw Techniques” is written to fulfill the requirement in accomplishing the S1 program of Teacher Training and Education Faculty of
Lampung University.
In this opportunity I would like to extend my deep gratitude to:
1. Ujang Suparman, M.A., Ph.D., as my first advisor, for his patience, encouragement, and who
has been willing to spend his time to assist me in accomplishing this script.
2. Budi Kadaryanto, S.Pd., M.A., as my second advisor, who has given his encouragement support
3. Drs. Sudirman, M.Pd., as my examiner, for his constructive ideas in improving the content of
this script.
4. Drs. Imam Rejana, M.Si, as the Chair Person of Language and Arts Department.
5. Dr. H. Bujang Rahman, M.Si., as The Dean of Teacher Training and Education Faculty of
Lampung University.
6. Prof. Dr. Patuan Raja, M.Pd., as my academic advisor, not only for giving advices, but also for
having broadening and deepening my knowledge during my study.
7. My Lectures and Administration staffs of Language and Arts Department.
8. Drs. Bahrunsyah, M. Pd., as the headmaster of SMPN 3 Bandar Lampung
and Astuti, S.Pd., as the English teacher of SMPN 3 Bandar Lampung for giving me a chance
to conduct and manage the time of the research.
9. My family, Rislan Toni Ali (father), Solhawati (mother), and Marshela Risdanti (sister). Thank
you for the endless love, pray, and best support in accomplishing my study. I love you all.
10. My family in Medan and Yogyakarta, bapak Harry Pahlawan S.E., M.Si., ibu Luvina
Susilawati, Taufiq Akbar Amd., Tri Satria Jaya, Sri Rahayu and ibu Yuliani Nastiti. Thank
you for the pray and encouragement. It means a lot for me.
11. My partner in crime, Taufan Juliano Siregar, S.T., for your pray, trust, strength, and lovely
support in drawing this greatest path.
12. My friends, Riska Gustiawan, S.Pd., Muhammad Rudy, Fikri Kurniawan, Lidya Ayuni Putri,
S.Pd., Novita, S.Pd., Betty Fina Lia, S.E., Dewi Yuliasari, and Berry Salatar. Thank for your
greatest motivation.
13. My EF workaholics. Thank you for cheer me up.
The writer realizes that this script still needs many improvements however the writer hopes this
script is useful to all of us.
Bandar Lampung, January 2012
A COMPARATIVE STUDY OF STUDENTS’ SPEAKING ABILITY BETWEEN THOSE WHO ARE TAUGHT THROUGH ROLE PLAY AND
THOSE THROUGH JIGSAW TECHNIQUES
By
APAREL SHEKA RISDANTI
A Script
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
in
The Language and Arts Department of Teacher Training and Education Faculty
UNIVERSITY OF LAMPUNG BANDAR LAMPUNG
A COMPARATIVE STUDY OF STUDENTS’ SPEAKING ABILITY
BETWEEN THOSE WHO ARE TAUGHT THROUGH ROLE PLAY
AND THOSE THROUGH JIGSAW TECHNIQUES
(A Script)
By
Aparel Sheka Risdanti
TEACHER TRAINING AND EDUCATION FACULTY
LAMPUNG UNIVERSITY
CURRICULUM VITAE
Aparel Sheka Risdanti was born in Jakarta, April 25th, 1988. She comes from a
loveable family with two children and she is the oldest child of a gorgeous couple
named Rislan Tony Ali and Solhawati. Both of his parents are entrepreneur. She
has one beloved sister named Marshela Risdanti.
She attended SD Tunas Agung in West Jakarta, SMPN 224 Jakarta, and SMA
Utama 3 Bandar Lampung. Having graduated from senior high school, she
enrolled English Study Program of the Teacher Training and Education Faculty of
Lampung University in 2007. In the second year of her study, she joined UKM-U
English Society of Lampung University, which up to now brings her to organize,
compete and adjudicate in local and national English competition. Se has also
offered her knowledge and skills in teaching English to some different levels of
both formal and informal education institutions since the second year of her study.
She taught English in SMPN 3 Bandar Lampung (Teaching Extracurricular and
Practicum) and IEC Bandar Lampung. Currently, she is an English teacher at
English First (EF) Bandar Lampung.
She was awarded a youth exchange program, The Ship of South East Asian Youth
youth exchange program, she went to some other countries around ASEAN and
some prefectures in Japan, she also was listed as the chair person one of the
activities named Club Activity, which had responsibilities to manage the
traditional clubs from whole ASEAN-Japan countries in order they could share
their cultures fun, creatively, and enjoyable. SSEAYP Director Award-General for
Policies on Cohesive Society Cabinet Office Government of Japan for her
contributed toward promoting and strengthening mutual understanding and
DEDICATION
By offering my praise and gratitude to Allah SWT for His abundant blessing to
me,
I’d proudly dedicate this piece of work to:
The greatest one of my father and mother, Rislan Tonny Ali and Solhawati
My lovely sibling, Marshela Risdanti
My beloved family in Medan and Yogyakarta, Harry Pahlawan S.E.,
M.Si., Luvina Susilawati, Taufiq Akbar Amd., Tri Satria Jaya, Sri Rahayu
and Yuliani Nastiti
My best partner in crime, Taufan Juliano Siregar, S.T.
My ‘kind-hearted Boss’, Tissa Zadya, S.E.
My fabulous friends of English Department Regular 2007
MOTTO
Because paper has more patience than people
ADMITTED BY
1. Examination Committee
Chairperson : H. Ujang Suparman, M.A., Ph.D. ………
Examiner : Drs. Sudirman, M.Pd. ………
Secretary : Budi Kadaryanto, S.Pd., M.A. ………
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003
Research Title : A COMPARATIVE STUDY OF STUDENTS’ SPEAKING ABILITY BETWEEN THOSE WHO ARE TAUGHT THROUGH ROLE PLAY AND THOSE THROUGH JIGSAW TECHNIQUES
Students’ Name : Aparel Sheka Risdanti
Students’ Number : 0613042059
Department : Language and Arts Education
Study Program : English Education
Faculty : Teacher Training and Education
APPROVED BY Advisory Committee
Advisor Co-Advisor
H. Ujang Suparman, M.A., Ph.D. Budi Kadaryanto, S.Pd., M.A. NIP 19600719 198511 1 001 NIP 19810326 200501 1 002
The Chairperson of Language and Arts Department
9
II. FRAME OF THEORIES
2.1 Concept of Speaking
Speaking is a productive skill in which the speaker produces and uses the
language by expressing a sequence of ideas and at the time she/he tries to get
ideas or the message across. From this statement we can see that to express
feelings, to share or to deliver idea and to express opinion people has to be able to
produce articulation sounds or words known as speaking to interact in their
community. It means that in speaking someone tries to convey and transfer his/her
ideas to other people. According to Byrne (1984) speaking is oral communication.
It is two-way process between speaker and listener and involves productive and
receptive skills of understanding. During interaction, every speaker plays double
role both as a listener and as a speaker. Learners must comprehend the text by
retaining information in memory, integrating it what with follows, and continually
adjusting their understanding of what they hear.
In line with the quotations above, it’s understood that speaking is an ability to produce articulation sounds or words to express feelings, ideas and opinion. The
goal of speaking is to communicate to get the need. In speaking process, there will
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productive and receptive skill of understanding to make the communication run
well.
Haris (1974) says that speaking has some aspects as described below.
1. Pronunciation refers to be the person’s way of pronunciation words. One who learns English as a foreign language must be able to use English pronunciation
as well as other skills (Ostler, 1985).
2. Grammar is the study of rules of language inflection. It is a system of units
and patterns of language (Lado, 1974).
3. Vocabulary refers to the words used in a language. Phrase, clauses, and
sentence are built up by vocabulary. In short, vocabulary is very important
because without words we cannot speak at all (Wilkins, 1983).
4. Fluency refers to the one who expresses quickly and easily (Ostler, 1985). It
means that when a person making a dialogue with another person, the other
person can give respond well without difficulty.
5. Comprehension denotes the ability of understanding the speakers’ intention and general meaning (Heaton, 1991). It means that if a person can answer or
express well and correctly, it shows that he comprehends or understands well.
6. Accuracy is related to the closeness of a measurement, within certain limits,
with the true value of the quantity under measurement. For instance, the
accuracy of dose determination by LTD is given by the difference between the
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The researcher adopted the oral ability scale proposed by Heaton (1991) that had
been used as the scoring standard for the students’ speaking ability. However the aspects of speaking that proposed by Heaton (1991) are still related to elements of
speaking which mentioned by Haris (1974) above. The focuses of speaking skills
that assessed are accuracy (covering pronunciation, grammar, and vocabulary),
fluency (covering fairly wide range of expression and responding well without
difficulty), and comprehensibility (understanding the speaker intention and
general meaning).
2.2 Types of Speaking Skills
An important dimension of conversation is using a style of speaking that is
appropriate to the particular circumstances. Different styles of speaking reflect the
roles, age, sex, and status of participants in interactions and also reflect the
expression of politeness. Different speech styles reflect perceptions of the social
roles of the participants in a speech event. If the speaker and hearer are judged to
be of more or less equal status, a casual speech style that stresses affiliation and
solidarity is appropriate. If the participants are perceived as being of uneven
power or status, a more formal speech style is appropriate, one that marks the
dominance of one speaker over the other. Successful management of speech styles
creates the sense of politeness that is essential for harmonious social relations
(Brown and Levinson, 1978).
Brown (2001: 250) says that much of our language-teaching energy is devoted to
instruction in mastering English conversation. He classifies the types of oral
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1. Monologue : - Planned
- Unplanned
2. Dialogue : - Interpersonal (Unfamiliar and Familiar)
-Transactional (Unfamiliar and Familiar)
In monologues, when one speaker uses spoken language for any length of time, as
in speeches, lectures, readings, new broadcast, and the like, the hearer must
process long stretches of speech without interruption—the stream of speech will go on whether or not the hearer comprehends. It planned, as opposed to
unplanned; monologues differ considerably in their discourse structures. Planned
monologues (such as speeches and order prewritten material) usually manifest
little redundancy and are therefore relatively difficult to comprehend. Unplanned
monologues (impromptu lectures and long “stories” in conversation, for example)
exhibit more redundancy, which make for ease in comprehension, but the
presence of more performance variables in order hesitations can either help or
hinder comprehension.
Dialogues involve two or more speakers and can be subdivided into those
exchanges that promote social relationships (interpersonal) and those for which
the purpose is to convey proportional or factual information (transactional). In
each case, participants may have a good deal of shared knowledge (background
information, schemata); therefore, the familiarity of the interlocutors will produce
with more assumptions, implications, and other meanings hidden between the
lines. In conversations between or among participants who are unfamiliar with
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effective comprehension. When such references are not explicit,
misunderstandings can easily follow.
In this research, researcher applied dialogue in implementing Role Play and
Jigsaw techniques, where students involve two or more speakers and can be
subdivided into those exchanges that promote social relationships (interpersonal)
and those for which the purpose is to convey proportional or factual information
(transactional) related to the theme or students’ daily lives. Finally, they may have a good deal of shared knowledge and information.
2.3 Concept of Teaching Speaking
Teaching speaking is the way for students to express their emotions,
communicative needs, interact to other person in any situation, and influence the
others. For this reason, in teaching speaking skill it is necessary to have clear
understanding involved in speech.
Teaching speaking means teaching how to use language for communication, for
transferring ideas, thought or even feeling to other people. Teaching means
transferring knowledge skill to person, while speaking means to make use of
words in an ordinary voice, so teaching speaking is giving instruction to a person
in order to communicate.
The goal of teaching speaking skills is to communicate efficiency in certain
situations, so learners should be able to make themselves understood, using their
current proficiency to the fullest. Students cannot only be taught what will be
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carrying out the students in certain situation when the topic is being talked about.
The topic must be familiar with the students so what the ideas have an oral
command of the language need to describe the topic.
2.4 Concept of Active Learning
Active learning is generally defined as any instructional method that engages
students in the learning process. In short, active learning requires students to do
meaningful learning activities and think about what they are doing (Bonwell and
Eison:1991) While this definition could include traditional activities such as
homework, in practice active learning refers to activities that are introduced into
the classroom. The core elements of active learning are student activity and
engagement in the learning process. Active learning is often contrasted to the
traditional teaching learning process where students passively receive information
from teacher.
According to Silberman (1996), in active learning, there are some techniques
which can be implemented in teaching learning process. These techniques are
designed to encourage students to think about what they are learning. Adopting
instructional practices that engage students in the learning process is the defining
feature of active learning. They are:
1. Full-class learning
Students are stimulated the whole class by teacher. The examples of activities are; inquiring minds what to know, listening team, guide note-taking, lecture bingo, synergetic teaching, guided teaching, meet the guest, acting out, what’s my line, video critic.
2. Class discussion
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meeting, three-stage fishbowl decision, expanding panel, point counterpoint, reading aloud, try by jury.
3. Question prompting
Students give quick questions for asking clarisification. The examples of activities are; learning stars with a question, planted questions, role reversal questions.
4. Collaborative learning
Students make a small discussion and solve the case collaboratively. The examples of activities are; information search, the study group, card sort, learning tournament, the power of two.
5. Peer teaching
Students learn and get the information from their friends. The examples of activities are; group to group, jigsaw learning, everyone is a teacher here, peer lesson, student-created case studies, in the news, poster session.
6. Independent learning
Students are learned individually, but teacher will take a part as the guide and observer. The examples of activities are; imagine, writing in the here and now, mind maps, action learning, learning journals, learning contract.
7. Affective learning
Students try to share their idea based on what they feel and value of the society norm. the examples of activities are; seeing how it is, billboard ranking, what? so what? now what?, active self-assessment, role models.
8. Skill development
Students develop their skills in technique or non technique. The examples of activities are; firing line, active observation and feedback, non threatening role playing, role play, rotating roles, modeling the way, silent demonstration, practice rehearsal pairs, I am the, curveballs, advisory group.
It can be seen that active learning fully emphasize on how to make students active
and enjoyable while the teaching learning process happen. According to
techniques that have been mentioned above, role play is part of full-class learning,
affective learning, and skill development while jigsaw is part of class discussion,
collaborative learning, and peer teaching. In short role play and jigsaw are one of
the interesting and appropriate techniques that can be implemented in the class,
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students are involved to create the classes become much more alive, creative and
the quality of learning goes up dramatically.
2.5 Concept of Role Play Technique
Role play is a type of drama activities. Hilles (1988) states that role play is
dramatization of real life situation in which the students assume roles. Here the
ability to choose role play scenes exposes students to the types of situation they
likely to encounter inside or outside of the classroom.
In line with the statement above, Larsen- Freeman (1986) stated that role play is
very important in communicative approach because it gives students an
opportunity to practice communicating in different social context and in different
social roles.
Meanwhile Ladousse (1995) illustrates that when students assume a ‘Role’ they play a part (either their own or somebody else’s) in specific situation, ‘Play’ means that is taken on in a safe environment in which students are as an inventive
and playful as possible. Therefore by doing role play, students can put yourself
into somebody else's shoes, or when you stay in your own shoes but put yourself
into an imaginary situation.
What is meant by imaginary people is that students can become anyone they like
for a short time. For example, students can become a president, a queen, a
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Functional language for a multitude of scenarios can be activated and practiced
through role play in imaginary situations. At the restaurant,
Checking in at the airport, Looking for lost property are all possible role plays.
From those explanations above, the researcher views that role play is a technique
which involves fantasy or imagination to be someone else or to be ourselves in a
specific situation for a while, improvising dialogue and creating a real world in
scenario. It aims at the students to encourage thinking and creativity, lets students
develop and practice new language and behavioral skills in a relatively
non-threatening setting, and can create the motivation and involvement necessary for
learning to occur.
2.6 Types and Procedures of Teaching Speaking Through Role Play
Ladousse (1995) explains that there are several types of role. The first is the roles
which correspond to a real need in the students’ lives. In this category, it involves such roles as doctors dealing with patients, or salesman traveling abroad. The
second type of role is the students play themselves in a variety of situations which
may or may not have direct experience. The example which include in this
category is a customer complaining or a passenger asking for information. The
third type is the type that few students will ever experience directly themselves,
but it is easy to play because the teachers have such vast indirect experience of
them. The television journalist is a good example of this type and it is very useful
kind of role taken from real life. The last type is fantasy roles, which are fictitious,
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In case of role play activities, according to Byrne (1986), role play can be grouped
into two forms; 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.
For more details, Doff (1988) provides an example of scripted role play dialogue
and reading text and how the process is:
Angela : Good morning. I want to send a letter to Singapore Clerk : Yes, do you want to send it by airmail or ordinary mail?
Angela : I think I’ll send it airmail. I want it to get there quickly. How much does it cost?
Clerk : To Singapore? That will be 30 pence, please Angela : (give the clerk 50 pence). Here you are Clerk : Here’s your stamp, and here’s 20 pence change Angela : Thank you. Where is the post box?
Clerk : You want the airmail box. It’s over there, by the door
(Adapted from living English book 2: A.G. Abdalla et al)
To demonstrate a role play activity based on the dialogue, the procedures given by
Adrian Doff is as follows:
1. First, 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.
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4. Call out a few other pairs of students in turn, and ask them to have other conversation based on the prompts.
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. The procedures of unscripted role play
which is adapted from Doffs’ (1988) 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.
To brings out this ideas:
1. The teacher could prepare the whole class by:
a. discussing what the speakers might say (e.g. the police office 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
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Susan House (1997) explains that there are several procedures in using role play:
1. Students read and familiarize themselves with the (example) dialogue.
2. Students will be divided the class in pairs, A and B, give A and B roles from the dialogues.
3. Students act out their role play, not just say them but students should read it loudly.
4. Teacher will walk around correcting and checking.
5. Students swap roles and repeat, those whose finish first can be asked to make up their own role play, using different words to fill the gaps.
Based on those procedures, the researcher 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.
The above procedures do not mean an exact to be used. It is flexible that teacher
can create or develop procedures which is appropriate and suitable with his/her
own class. In this research, researcher will use unscripted role play in order to
show the active learning study in the class because students have to decide and
improve what language to use and how the conversation should develop.
2.7 Strengths and Weaknesses of Role Play
According to Ladousse (1995) there are some strengths of role play technique,
they are:
1. 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.
2. Some people are learning English to prepare for specific roles in their lives. It
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language they will require in the friendly and safe environment of a
classroom.
3. Helps many shy students by providing them with a mask.
According to procedures that have been explained above, the researcher resumes
the weaknesses of role play technique as follows:
1. It can be time-consuming to prepare.
2. It can be difficult to evaluate effectiveness.
3. It may cause discomfort and embarrassment for students.
4. It spends much of time during the teaching learning process.
Both of strengths and weaknesses should be made as a consideration for teachers
in order to improve the effectiveness of teaching learning process. By seeing the
weaknesses it is expected that teacher enable to create the environment of the
teaching learning process more enjoyable in order to avoid discomfort and
students’ embarrassment.
2.8 Concept of Jigsaw Technique
The jigsaw technique was first developed in the early 1970s by Elliot Aronson
and his students at the University of Texas and the University of California.
Aronson (2008) says that the jigsaw technique is so named because each student
in jigsaw classroom has to become an expert on single topic that is crucial part of
a larger academic puzzle. Just as in a jigsaw puzzle, each piece, each student's part
is essential for the completion and full understanding of the final product. If each
student's part is essential, then each student is essential, and that is precisely what
22
Based on statements above, it is understood that jigsaw is a technique of the
learning method which demands the students to learn on groups of students who
have heterogeneous ability. Each home group members meet in expert group to
study the material assigned to each group member. After discussion, they go back
into their group members and explain their discussion to his or her group
members. In fact the students like to interact with the others, so jigsaw is the right
method to increase their language ability. Through jigsaw technique the students
can explore speaking ability while interact with their friends.
2.9 Teaching Speaking Through Jigsaw Technique
According to Aronson (2008) there are ten steps which are considered important
to be implemented of the jigsaw classroom:
1. Students are divided into 5 or 6 person in the expert and home groups. The groups should be diverse in terms of gender, ethnicity, race, and ability.
2. Students are appointed from each group as the leader. Initially, this person should
be the most mature student in the group.
3. Students are divided into the day's lesson into 5-6 information (one for each
member).
4. Students should be given time to read over their information at least twice and
become familiar with it. There is no need for them to memorize it.
5. Students in "expert groups" should be formed in which one student from each home
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group should be given time to discuss the main points of their information and to
rehearse the presentations they will make to their jigsaw group.
6. Students come back to their home groups.
7. Students present his or her information to the group. Other members are
encouraged to ask questions for clarification.
8. Students are floated from group to group in order to observe the process. Intervene
if any group is having trouble such as a member being dominating or disruptive.
There will come a point that the group leader should handle this task. Teacher can
whisper to the group leader as to how to intervene until the group leader can
effectively do themselves.
9. Students are given a quiz on the materials at the end of the session, so students
realize that these sessions are not only for fun and games, but also that they really
count.
The following list of Jigsaw steps explains the process in more detail:
1. Students identify a range of materials related to the topics addressed in the
lessons. Consider the students who will be involved in this exercise, and
if necessary, try to identify selections of varying text difficulty and
sophistication.
2. Students are divided into four to six jigsaw groups, known as the home
group, and appointed one student as a leader. The teacher divides the lesson
into four to six segments. Each group member receives the task of reading
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teacher may allocate the specific readings to each person, or the group itself
may decide who will tackle which selection.
3. Students read the selections independently. If the materials are photocopied
encourage students to underline important information they will need to
share with their group. "Sticky notes" are an option for materials that cannot
be written upon. Students may also jot down notes, or follow a graphic
note-taking outline provided by the teacher as a means for extracting important
concepts from their passage. Students should only have access and
knowledge of the text related to their specific reading or assignment.
4. Students in the home group are now experts meet with their home group and
discuss the concepts, highlights, and other information they feel is most
important. This group also might also create a summary of key points, a
concept map, a graphic outline, or highlighted notes which will be shared
with other groups.
5. Students of the home group leave and meet with new, secondary groups.
Each member of the new group has key information that no one else in the
new, secondary group has. The new groups teach each other what the
home group felt to be the most important and relevant information. This is
where the jigsaw starts to come together. Members from the separate groups
have come together to teach each other about the information that they have
got. Students are encouraged to “test" one another and ask questions for
further clarification.
6. Students go back again to the original group, this step is the final piece to
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the pertinent information they learned from participating the second groups.
All the information comes together. The rest of the group is accountable for
learning this new information, which will be assessed during the evaluation
of this unit of study.
2.10 Strengths and Weaknesses of Jigsaw Technique
According to explanation above, the researcher resumes the strengths of role play
technique as follows:
1. It shows students centered learning, because they take ownership in work
and achievement, then teacher is not the sole provider of knowledge.
2. It is an efficient way to learn especially in improving students’ speaking ability, because almost all of students can share their idea from the
information that they have got.
3. It shows a cooperative learning where students can get other information
from the other students by learning around interaction with peers, so
students can be active participate in learning process.
4. Jigsaw builds interpersonal and interactive skills.
The weaknesses of Jigsaw technique:
1. Self-discovery will not occur if the most students in one group consist of
weak students.
2. There will be some dominant students who will talk too much or try to
26
3. It forces teacher to make a special preparation before teaching in the class
because teacher needs to prepare kinds of media.
4. It spends much of time during the teaching learning process.
2.11 Theoretical Assumption
In line with the explanation of active learning through role play and jigsaw
technique in frame of theory above, firstly the researcher assumed that there is a
significant difference between the students’ achievement in improving speaking ability that are taught through role play and jigsaw techniques. The reason why
the researcher assumes like that is because the students in both experimental
classes will be active while the teaching learning process happens, so
self-discovery of the rules keep retention longer than when accept passively from
teacher. In additional role play and jigsaw teach students to monitor and direct
their own learning, starting from such activities that improve students’ speaking ability to share their own idea by using their background knowledge, to analyze,
and then find pattern or kind of knowledge themselves, although the explanation
or clarification from teacher is still needed.
Secondly the researcher assumed that teaching speaking through role play is more
effective. By implementing role play makes students retain the material they have
learned provides the opportunity for students to develop and revise understanding
and perspective by exploring thoughts and feeling of characters in given situation.
It means that role play can make students actively involve in using language
orally because it gives students attempt to think, act, speak, and react as they think
27
social contexts and in different social roles. In other words, students can be more
active in speaking because it is related to their real life so it is easier to make them
to be creative in improvising dialogue and creating a real world in scenario.
2.12 Hypothesis
Based on the frame theory and theoretical assumption above, the researcher
formulates the hypothesis as follow:
H0 : There is no significant difference of students’ speaking ability between those who are taught through role play and those who are taught through
jigsaw.
H1 : There is a significant difference of students’ speaking ability between those who are taught through role play and those who are taught through jigsaw.
H0 : Role play is not more effective than Jigsaw.
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III. RESEARCH METHOD
3.1 Research Design
In conducting this research, the researcher used experimental method. The
researcher used Control Group Pretest-Posttest design (Setiyadi, 2006, p.143).
This experimental method deals with two groups; one is an experimental class and
another as a control class. Each group received pre-test, treatments and post-test.
Furthermore, one experimental class got treatment through role play technique
and the control class got treatment through jigsaw technique.
This research design can be represented as follows:
G1 T1 X1 T2
G2 T1 X2 T2
Notes:
G1 is an experimental class using role play
G2 is a control class using jigsaw
T1 is pre-test
X1 is a role play treatment
X2 is a jigsaw treatment
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3.2 Samples
The samples of this research were the second year students of SMP N 3 Bandar
Lampung. There were six classes of the second year students and there was no
rank for each class. It means that the ability of each class were same. The
researcher took two classes as the sample of the research. Each classes both in the
experimental and control classes were consisting 22 students. In determining the
experimental classes, the classes were randomly selected by lottery and assigned
to the class sample.
3.3 Variables
There are three variables in this research; they are one dependent and two
independent variables;
1. The dependent variable is students’ speaking ability 2. The first independent variable is role play technique, and
3. The second independent variable is jigsaw technique.
3.4 Research Procedures
The procedures of this research are as follows:
1. Determining the problem
The sample of this study was the second year students of SLTP 3 Bandar
Lampung and most classes consisted only 25-30 students. The sample of this
research was two classes, in determining the experimental classes, in order to
30
2. Administering the pre-test
This test was given to experimental class and control class in order to know
the students’ speaking ability. It also administered in order to know the equality and the difference of the two classes. The researcher asked two raters
to score the result.
3. Preparing the materials to be taught
The researcher arranged the materials would be discussed to each class by
preparing media.
4. Implementing the techniques role play and jigsaw both in experimental
classes.
In this term, the researcher applied two techniques to both classes. The
experimental class taught by using Role Play and the other experimental class
taught by Jigsaw. The experiment taught in two meetings for each class.
5. Administering the post-test to evaluate the result of the experiment
The test was given after the experiment to both classes in order to know the
students’ achievement after they receive the treatment. The researcher asked two raters to score the result.
6. Analyzing the data
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3.5 Data Collecting Techniques
In collecting the data, the researcher used the following steps:
1. Pre-test
The goal is in order to know the students’ speaking ability before they are given the treatment. It is administered in order to know the equality and the
difference of the two classes. It can be used to see whether the two classes
have equal background knowledge or not. In this case the researcher used an
individual presentation by giving the topics and information first then they
should choose and prepare the presentation after that they should perform it
in front of the class one by one.
2. Post-test
After conducting the treatment, the researcher gave post-test to both classes.
It is the same like in the pre-test, the researcher used an individual
presentation to know the result of the experimental classes, whether they
have development or not.
3.6 Validity and Reliability
In this research, the researcher tried out the test to one of different classes to prove
the tests had good quality or not. The test is absolutely considered as a good test if
it has a good validity and reliability.
1. Validity of test
Hatch and Farhady (1982) says that validity is a matter of degree. It means that
the test can be highly valid for one purpose but not for another. So here, we will
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has good validity, the researcher analyses the test from content and construct
validity.
Content validity is the extent to which a test measures a representative sample of
the subject matter content. The focus of content validity is one on the adequacy of
the sample and not simply on the appearance of the test. It indicates that the items
of the test should represent the material being discussed. Therefore we should
select a representative sample for test purpose. In this research the topics chosen
were my best friend, jobs description, and my hobbies inform of descriptive text.
Those topics were based on the school curriculum as a matter of tailoring the
lesson to students’ need.
Construct validity is to measure the ability, which it is supposed to be measured.
If we attempt to measure that ability in a particular test, then that part of the test
would have construct validity only if we were able to demonstrate that we were
indeed measuring just that ability. It means that the test items should really test
the students whether they have improved speaking ability that have been taught or
not; or the test items should really measure the fluency, accuracy, and
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To measure construct validity the researcher uses inter raters’ validity. It means
that the items of the test should represent the material being discussed. The
material is measured by inter rater validity to find the degree of agreement. In
inter rater validity; there are two raters who judged the validity of the test.
In this research the researcher became one of the raters and the other inter rater
was Astuti, S.Pd. She is one of the English teachers at SMP N 3 Bandar Lampung.
Moreover Arikunto (1986:64) says that a test is valid if the instrument can
measure what it should be measured. Besides, Shahomy (1985: 75) adds that it
also examines whether the test is a good representation of the material, which
needs to be tested. In this research, the researcher focused on the construct
validity, since she wants to test how well the test predicts or estimates a particular
performance.
2. Reliability of Test
Reliability refers to the extent to which the test is consistent in its score, and it
gives an indication of how accurate the test scores are. Arikunto (1992) states that
a test has a good reliability if the instrument of the test can indicate the stability of
the scores; in the other words, among the scores there have no high differences.
To ensure the reliability of scores and to avoid the subjectivity of the researcher,
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score of the test is independently estimated by two or more judge. To achieve
such reliability, in judging the students’ speaking performance, the researcher:
1. Uses a speaking criteria based on what Heaton (1991). The focuses of
speaking skills that had been assessed are;
1. fluency
2. accuracy
3. comprehensibility
2. Involves second experience rater in using the profile to give judgment
for each students’ speaking performance. The second rater is English
teacher who has experience in rating students’ speaking. This is meant
to provide a consistent and fair judgment.
Thus, to determine the level of reliability of the scoring system, the Spearmen
Rank Correlation is applied on the data. The formula of this is:
)
D : The different of rank correlation
1-6 : Constant number
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The researcher considers it is reliable for the test if the test has reached range
0.60-0.79. The standard of reliability:
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)
The researcher considers that both raters achieved the reliability if the inter rater
reliability has reached ranger 0.60 to 0.79 (a high reliability).
In this research, it was found that the result of inter-reliability of pre-test and
post-test was as follows:
36
It means that both raters have a very high reliability.
Experimental Group
37
It means that both raters have a very high reliability.
3.7 Data Analysis
After collecting the data, the researcher analyses the data by using the following
procedures:
1. Normality Test
Normality test is used to measure whether the data in experimental class
and control classes are normally distributed or not.
H0 : The data is not distributed normally
H1 : The data is distributed normally.
In this research, the criteria for the hypothesis are H is accepted if p> α and the researcher used level of significant 0.05.
2. Homogeneity Test
The Homogeneity test is used to know wheter the data in the experimental
38
In this research, the research used Independent Sample Test (SPSS 15) to
know the homogeneity of the test.
H0 : The data is not homogenous
H1 : The data is homogenous.
In this research, the criteria for the hypothesis are H is accepted
if F-ratio> α and the researcher used level of significant 0.05.
3. Hypothesis Test
In administrating hypothesis test, t-test is used. Its function is to know the
difference between two scores compared is significant or not. The data are
analysed by using Independent Group T-test. This test is used when we
want to compare the means of two different groups and the data from the
two groups are taken from different situations too (Setiyadi, 2001:60). The
normality test, homogeneity test, and the hypothesis test will be counted
by using SPSS formula (Statistical Package for Social Science).
The criteria are:
1. Non-directional two tailed hypothesis
The possible hypotheses are:
a) The null hypothesis (H0)
There is no difference between Role Play technique (U1) and
Jigsaw technique (U2) towards the students’ speaking ability
39
b) The alternative hypothesis (H1)
There is a difference between Role Play technique (U1) and Jigsaw
(U2) technique towards the students’ speaking ability achievement. H0 = U1 = U2
Testing formulation:
Accept H0 if t-table < t-ratio < t-table
Reject Ho if – t-table > t-ratio > t-table (Hatch and Farhady, 1982: 126)
4. Scoring system
The focuses of speaking skills that had been assessed are;
3. fluency
4. accuracy
5. comprehensibility
These criteria based on what Heaton (1991) proposed. The score is in
scale 0-6 for each skill. In order to make scoring easier each scale will be
multiplied by 5 and plus 10 to make maximum score 100.
Example if student gets 4 for accuracy, 3 for fluency and 4 for
comprehensibility so the score will be:
Accuracy : 4 × 5 = 20
Fluency : 3 × 5 = 15
Comprehensibility : 4 × 5 = 20 +
55 + 10 = 65
40
In scoring the test, the researcher used inters rater method to score the
students’ result in pre-test and post-test. Beside the researcher, the other persons who have competency in English will be asked to score the
students’ result. So, there were two raters who will score the students’ result. After two raters gave score by using speaking criteria proposed by
Heaton, the result of the two raters added and divided by two to get
average score for each student. For example, if rater 1 gives score 70, rater
2 gives score 80, all the scores will be added and then divided by three and
the final score is 75.
Let us see the following data:
No Students’ Code R1 R2 Average Score
1 TJS 75 78 76,5
2 MSR 80 82 81
3 MDAS 60 65 62,5
Scoring Criteria
The criteria for marking speaking are for rater proposed by Heaton (1991). The
speaking test that measured is individual performance delivering one’s daily activity. The elements of speaking which had been used in this research were as
41
Table 3.1 Table of Specification of Speaking Assessments Elements of Speaking
Assessment Descriptions
Accuracy Covering pronunciation, grammar and vocabulary
Fluency Covering fairly wide range of expression and
responding well without difficulty.
Comprehensibility Understanding the speaker intention and general
meaning.
Table 3.2 The Rubric of Grading System
Rating Accuracy Fluency Comprehensibility 6 Pronunciation is only very
slightly influenced by mother tongue. Two or three a minor grammatical and lexical errors.
Speaks without too great an effort with fairly wide range of expression. Searches for words occasionally one or two un natural pause. 5 Pronunciation is slightly
influences by mother times to search for words. Nevertheless, smooth listener for the sake pf clarification are necessary. 4 Pronunciation is still
moderately influenced by the mother tongue but no serious phonological errors, a few grammatical and lexical errors but only one or two major errors causing confusion.
Although he has to make an effort and search for words, there are no too many unnatural pauses. says is easy to follow. His intention is always clear but several interruptions are necessary to help him to convey the message or to seek clarification.
3 Pronunciation is influenced by the mother tongue but only a few serious
phonological errors some of which cause confusion.
Has to make an effort for much of the time, often has to search for desired 2 Pronunciation is seriously
42
communication. Many
“basic” grammatical and
lexical errors.
delivery .almost gives up in making the effort at the times, limited rage of of having mastered any of the language skills and areas practiced in the course,
Full of long and unnatural pauses, very halting and fragmentary delivery. At times gives up making the effort. Very limited range the speaker is unable to clarify anything he seems to have said.
The interpretation of grading system is as follows:
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V. CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Based on the result of the analysis and the computation of the data and also the
discussion of the finding, the researcher concluded that:
1. There is difference of students’ improvement in speaking achievement as seen from the score between those who are taught by using role play or
jigsaw technique. However the different is not statically significant, it’s caused of the small number of the participants as the object of the research.
Moreover role play and jigsaw techniques derived from Active Learning are
applicable in teaching to improving students’ speaking ability at the second year students of SMP N 3 Bandar Lampung. The result showed the average
score of the pre-test in experimental class was 48.6 and the average score of
post-test was 79. In control class, the average score of the pre-test was 49.1
and the average score of post-test was 74.1. It means that the techniques that
were applied in experimental class and control class gave the different result
in improving students’ speaking ability but the result is not statically significant. The criterion is if the test is significant (p < 0.05), we must reject
75
are unequal. From the computation, it shows that p (probability level) is
higher than 0.05 (0.215 > 0.05).
2. Role play is more effective to improve students’ speaking ability. The data shows that the highest score of pre-test in experimental class was 62.5 and
the highest score of post-test was 85. It means that the gain was 22.5.
Compared with the result in control class, the highest score of pre-test was 65
and the post-test was 82.5, and the gain was 17.5. The mean of fluency was
23.2 and comprehensibility was 23.2 in experimental class taught by role
play, those components are the highest than the mean of accuracy, it was
22.6, while the mean of comprehensibility was 22.4 in control class taught by
jigsaw, this component is the highest than the mean of accuracy, it was 20.4
and the mean of fluency, it was 21.4.
5.2 Suggestions
Since there is no significant difference of students’ achievement in improving
students’ speaking ability that are taught by role play and jigsaw technique, the researcher would like to share some suggestions, as follows:
1. For other researcher who wants to replicate the research, they are suggested
to use a bigger sample, so that significant level can be achieved.
2. It is essential to make the students become self-regulated learner in order to
let them analyze something happening in their life without asking and waiting
for teacher’s explanation. In this case, the students try to comprehend based
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the teacher should have a good brainstorming to activate students’
background knowledge.
3. Since it is quite difficult to handle big class in applying the techniques, the
teacher should be able to manage the class by giving more attention to the
students. It can be done by monitoring the students’ activity frequently,
whether they are active or not during the teaching learning process and when
they have group or pair working. The teacher should around the class and
1
I. INTRODUCTION
1.1Background of Study
English becomes the most essential language in the world. Almost all the people
from many different countries around the world use it to communicate. The area
of English has always become a special interest. It is because of the importance of
English in any scope of our lives. Every normal man, where he comes from and
what level he comes from, is guaranteed to be able to communicate in a certain
language (Lado, 1961:2). Language is primarily an instrument of communication
among human being in community. So, it is quite reasonable to master an
international language in order to communicate to a larger community all over the
world.
In the international relationship, English speaking ability is very important for
anyone to be able to participate in the wider world of work. The speaking skill is
measured in terms of the ability to carry out a conversation to express ideas in the
language. This reality makes teachers and parents think that speaking ability
2
Based on the reasons above, in recent years, English language teaching has
focused on the teaching about English rather than teaching how to use English. In
learning speaking skill, the students often find some problems.
The problem frequently found is that their native language causes them to get
difficulty in using the foreign language. They are also too shy and afraid to take
part in the conversation. Based on the pre-observation, most students can not
participate in speaking English and expressing their opinion in English. It happens
because in daily teaching-learning process teachers are concerned more on
learning about the language than how to use it. The students must also have
qualified and fluent English teachers who can teach well and speak to them
naturally and give more opportunities for the students to talk in English within the
teaching-learning process.
In fact, most of teachers usually teach the students based on the book available
only in their school, so that they become too dependent on those books. As an
example they do not use their creativity in providing the materials to be discussed
in the process of teaching and learning. The teachers think that they must teach all
the materials within the time available without considering whether the students
have understood the materials or not. It is not an effective way. The students do
not have any chance to do exercise either in written or oral form. Besides, the
teachers usually do not connect the subject matter with the students’ daily lives.
Therefore, it makes them difficult to learn English and they become passive
3
technique, in order that students can use the language in their real lives, especially
in speaking to express their ideas in English orally.
In short, the description above shows that the emphasis is not only on language
competence of the language learners but also on development of students’
communicative ability. In order to develop students’ communicative ability, the teacher needs to create a certain technique to teach target language in a vibrant,
active, and interesting manner.
In this study, the researcher tries to concern an active learning method to be
implemented by the teacher to improve students’ speaking ability. What is active learning and why is it important? Active learning is any activities in a course
which ask students to do something actively related to learning process rather than
only listening and taking notes. It suggests that students must do more than just
listen. They must read, write, discuss, or be engaged in solving problems. Most
importantly, to be actively involved, the students must engage themselves in such
higher-order thinking tasks as analysis, synthesis, and evaluation. Within this
context, it is proposed that strategies promoting active learning be defined as
instructional activities involving students in doing things and thinking about what
they are doing.
One of the active learning techniques is role play. Owen (1981) says Role Play
consists of the acting out by the students of situation and the ideas. It is clear that
4
Through this technique, a teacher might ask students to do, answer questions in
class, complete assignments and projects outside class carry out lab experiments,
or anything else other than sitting passively in a classroom then you will find
people who would classify it as active learning. In addition, it also allows students
to be creative and to put themselves in another person’s place for a while.
Based on the quotation above, role play seems to be an 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.
Another technique which might be used is jigsaw. Jigsaw is a teaching technique
invented by social psychologist Elliot Aronson in 1971. Students of an average
sized class (26 to 33 students) are divided into competency groups of four to six
students, each of which is given a list of subtopics to research. Individual
members of each group then break off to work with the experts from other groups,
researching a part of the material being studied, after which they return to their
starting group in the role of instructor for their subcategory. By implementing
Jigsaw, students will have favorable view of the learning experience, stronger
intrinsic motivation, greater interest in the topic, and more cognitive activation
and involvement because they are more interested in the material when in the
5
So, based on the cases above, the researcher tries to find out which techniques are
more applicable in improving students’ speaking ability either Role Play technique or Jigsaw technique.
1.2Identification of Problem
In line with the background of the problems above, the following problems can be
identified as follows:
1. Teaching learning process is still teacher centered learning not
student-centered learning. So, the class is dominated by the teacher while students are
passive or not active. In short, teaching learning process nowadays still
remains the focus on the teacher as the main source of learning
(teacher-centered).
2. Teacher still relied on the same old teaching technique and had not tried other
various techniques for teaching.
3. The students are not able to express and participate their ideas in English.
1.3Limitation of the Problems
This research is limited to study the comparison of students’ speaking ability between two groups of participants using different techniques, that is, role play
technique and jigsaw technique, in order to answer the problems that have been
6
1.4. Formulation of Reasearch Questions
Based on the limitation of the problem, the writer would like to formulate the
research questions as follow:
1. Is there any significant difference of students’ speaking ability between those who are taught through role play technique and those through jigsaw
technique?
2. Which technique is more effective to improve students’ speaking ability at SMP N 3 Bandar Lampung?
1.5. Objective of the Research
In line with the formulation of the research questions above the objectives of the
research are to find out:
1. whether or not there is difference of students’ speaking ability between those who are taught through role play technique and those through jigsaw
technique;
2. which technique is more effective in teaching speaking in the junior high
7
1.6. Uses of the Reasearch
The findings of the study are expected to be beneficial for both theoretically and
practically:
1. Theoretically
The results of this research are expected to support the existing theories about
speaking and learning strategies in this case are role play and jigsaw
techniques that will be discussed in chapter 2.
2. Practically
The result of the research are hoped to be practically beneficial for students,
teacher, and school.
a. Students : this research hopefully can help students improve their speaking
ability.
b. Teachers : this research hopefully can be the consideration in teaching
speaking skill and can inform the teachers about the process and
benefit of role play and jigsaw techniques.
c. School : this research hopefully can be consideration of all aspects of
school in determining the strategy for running the successful
8
1.7. Scope of the Research
This quantitative research conducted in the first grade of SMP N 3 Bandar
Lampung with two classes as samples of the research. The researcher randomly
selected two classes among six classes at the second year students, both are
experimental classes. The speaking ability here was focused on fluency, accuracy
and comprehensibility. The researcher conducted the research in three meetings or
three times treatment. The material was based on the school curriculum.
