The Effectiveness Of Role Play in Teaching Speaking

North Jakarta

)

By

M. NOOR AFDILLAH A.A

109014000075

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS

’

TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

i

“A Skripsi”

Presented to the Faculty of Tarbiya and Teacher‟s Training in Partial Fulfillment of the

Requirements for Degree of S.Pd. in English Language Education

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

ENDORSEMENT SHEET

The Examination Committee

of the

faculty

of

Tarbiyah and Teachers Training

certifies that the "skripsi" (Scientific Paper) entitled The Effectiveness of Role Ptay in Teaching Speaking (A _{Qnrasi-Experimental Study} at Eighth Grade of SMPN 244 North Jakarta), written by M.Noor Afditlah A.A _,

NIM

109014000075 was examined by the committee on January 19,2015. The "skripsi" has been accepted and declared to have fulfilled one of the requirements for Degree of S.Pd (Sl) in English Language Education at the English Department.

Jakarta,

Chairman:

Secretary:

EXAMINATION COMMITTEE

Drs. Svauki" M.

Pd.

(

NIP. 196412r2199103 L 002 Zaharil Auasv. M. Hum

NrP. 19761 007 2007 r0

I

002

Examiner

I:

Ismaliqnins Eviwliwati. M.Hum. NIP. 19740723 200003 2 001

Examiner II: Desi Nahartini. M.Ed.

Acknowledged by

Dean of Faculty of Tarbiyah and Teachers Training

iv

Hidayatullah State Islamic University Jakarta. Advisors : Dr. Fahriany, M.Pd., Zaharil Anasy, M.Hum. Key Words : Speaking, role play technique.

The aim of this research was carried out to find the effectiveness of using role play in teaching speaking for second grade of junior high school at SMPN 244 North Jakarta whether there is significance different in speaking achievement of the students who are taught using a role play and those who are taught without using a role play. The subjects of the study were 56 students.

The method used in this study was quantitative research through quasi-experimental studyby using pre-test and post-test design. The researcher divided two classes into an experimental class and a control class. Before the treatment, the researcher did a pre-test in both classes. Moreover, the researcher taught speaking by a role play technique in the experimental class. The last, the researcher conducted a post-test in both classes to know whether a role play technique is effective for teaching speaking in experimental class.

The researcher scored five components of speaking skills (Comprehension, Fluency, Vocabulary, Pronunciation, and Grammar) of each student in both classes. After that, he calculated t-test to analyze the data. Value of the tobserve was

7.49 and the degree of freedom (df) was 54 whereas the value of ttable on the

degree of significant of 5% was 2.00. As the result, the value of tobserve was higher

than ttable. It can be concluded that the using of role play technique in teaching

v

The Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta.

Dosen Pembimbing : Dr. Fahriany, M.Pd., Zaharil Anasy, M.Hum. Kata Kunci : Speaking, role play technique.

Penelitian ini bertujuan untuk menemukan keefektifan pengunaan role play dalam pengajaran speaking untuk kelas 2 tingkat SMP di SMP 244 Jakarta Utara apakah ada perbedaan yang signifikan terhadap murid-murid dalam pencapaian pengajaran speaking yang menggunakan role play dengan yang tidak menggunakan role play. Sample penelitian ini terdiri dari 58 siswa.

Metode yang digunakan dalam penelitian ini adalah metode kuantitatif yaitu metode eksperimen semu dengan menggunakan desain pre-test dan post-test. Peneliti membagi dua kelas yaitu kelas eksperimen dan kelas control. Sebelum peneliti melakukan treatment, peneliti melakukan pre-test di kedua kelas tersebut. Selanjutnya, Peneliti mengajarkan speaking dengan menggunakan teknil role play di kelas eksperimen. Tahap terakhir, peneliti melakukan post-test di kedua kelas tersebut untuk mengetahui apakah teknik role play efektif dalam pengajaran speaking di kelas eksperimen.

Peneliti melakukan penilaian berdasarkan lima komponen speaking yaitu (Komprehensif, Kefasihan, Kosakata, Pelafalan, dan Struktur Kalimat) pada masing-masing murid di kedua kelas. Setelah itu, peneliti mengkalkulasi t-test untuk menganalisis data. Nilai dari tobserve adalah 7.49 dan nilai degree of freedom

(df) adalah 54 sedangkan nilai ttable dengan derajat signifikan 5% adalah 2.00.

Maka nilai tobserve lebih tinggi dari nilai ttable. Dapat disimpulkan bahwa

vi

the Lord of the world who has given the Mercy and Blessing upon the writer in completing this Skripsi. Peace and salutation be upon the prophet Muhammad, his family and his followers.

In this occasion, the writer would like to express his greatest appreciation, honour and gratitude to his beloved parents (Dudung Gunawan, S.Pd and Yeti Setiawati), for their valuable supports and moral encouragement in motivating the writer to finish his study. And also his beloved sister (Shofia Hanifah Az-Zahra) for their supports to the writer in writing this Skripsi

The writer also would like to express his deepest gratitude to Dr. Fahriany, M.Pd and Zaharil Anasy , M.Hum for their advices, guidances, corrections, and suggestions in finishing this Skripsi.

His gratitude also goes to:

1. All lecturers of Department of English Education who have taught and educated the writer during his study at UIN Syarif Hidayatullah Jakarta. 2. Drs. Syauki, M.Pd., The Head of Department of English Education.

3. Zaharil Anasy, M.Hum., The Secretary of Department of English Education.

4. Dra. Nurlena Rifa‟i, MA., Ph. D The Dean of Faculty of Tarbiya and Teachers` Training.

5. Drs.Mulyana., The Headmaster of SMPN 244 Jakarta, who has given a great chance to the writer to carry out the research at the school he leads. 6. Indah Sri Rezeki, S.Pd and Linda Rizky Nurrahmani, The English teacher

of SMPN 244 Jakarta who has helped the writer in conducting this research.

vii

9. To any other person who cannot be mentioned one by one for their contribution to the writer during finishing his Skripsi. The words are not enough to say any appreciations for their help.

May Allah bless them for all of what they have done.

Finally, the writer feels that it is really pleasure for him to receive critics and suggestions to make this Skripsi better. He also hopes that this Skripsi would be beneficial, particularly for him and for those who are interested in it.

Jakarta, November 04, 2014

The writer

viii

APPROVAL

………...

i

ENDORSEMENT SHEET

………...

ii

SURAT PERNYATAAN KARYA SENDIRI

……….

iii

ABSTRACT

………...

iv

ACKNOWLEDGMENT

………...

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TABLE OF CONTENT

………

viii

LIST OF TABLE

………...

xii

LIST OF FIGURE

……….

xiii

LIST OF APPENDICES

………...

xiv

CHAPTER I INTRODUCTION A. Background of the Study……….. 1

B. Identification of the Problem……… 5

C. Limitation of the Problem……….5

D. Formulation of the Problem……….. 6

E. Objective of study………. 6

F. Significance of the Study……….. 6

CHAPTER II THEORETICAL FRAMEWORK A. Speaking……….... 7

1. The Nature of Speaking………. 7

2. The Objectives of Teaching Speaking……….. 8

3. The Elements of Speaking………. 10

4. The Components of Speaking………... 11

ix

d. Strategic Competence……….. 13

5. Classroom Activities………. 13

6. Speaking Assessment………... 15

B. Role Play………... 18

1. Definition of Role Play………. 18

2. Reason for Using Role Play……….. 20

3. Types of Roles in Role Play……….. 21

4. The Purpose of Role Play……….. 22

5. The Advantages of Role Play……… 22

6. Teaching Speaking Using Role Play………. 24

C. Previous Study……….. 25

D. Theoretical Thinking………..27

E. Hypothesis of the Research………... 28

CHAPTER III RESEARCH METHODOLOGY A. Place and Time of the Research………29

B. The Method of the Research………. 29

C. Population and Sampling………...29

D. The Technique of Collecting Data……….30

x

CHAPTER IV RESEARCH FINDINGS

A. Description of Data………... 37

I. The Description of the Pre-test Data……….. 39

a. Comprehension Scores……… 39

b. Fluency Scores………. 39

c. Vocabulary Scores………... 39

d. Pronunciation Scores………... 39

e. Grammar Scores……….. 40

II. The Description of the Post-test Data……….. 40

a. Comprehension Scores……… 40

b. Fluency Scores………. 41

c. Vocabulary Scores………... 41

d. Pronunciation Scores………... 41

e. Grammar Scores……….. 41

1. Pre-test Scores………... 41

2. Post-test Scores………. 45

3. Gained Scores……… 47

B. Analysis of Data……… 49

I. Results of Pre-test of Experimental and Control Class……… 49

a. Experimental Class……….. 49

b. Control Class……… 51

2. Results of Post-test of Experimental and Control Class……… 53

a. Experimental Class………..53

b. Control Class………... 54

xi

c. The Normality Test of Pre-test in

Controlled Class……….. 61

d. The Normality Test of Post-test in Controlled Class……….. 58

4. Homogeneity Test………...62

5. Hypothesis Test……….. 64

C.Interpretation of the Data………. 68

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion……… 70

B. Suggestion……… 70

BIBLIOGRAPHY………... 72

xii

[image:13.612.110.525.171.616.2]

and controlled class………... 43

Table 4.2 The students‟ scores of post-test of experimental class and controlled class………... 45

Table 4.3 The students‟ gained scores comparison between pre-test and post-test in experimental class and controlled class………... 47

Table 4.4 The Frequency Distribution of the Experimental Class Pre-test……….. 50

Table 4.5 The Frequency Distribution of the Control Class Pre-test……… 51

Table 4.6 The Frequency Distribution of the Experimental Class Post test………. 53

Table 4.7 The Frequency Distribution of the Control Class Post-test……….. 54

Table 4.8 Calculation of Pre-Test Normality in Experimental Class……… 56

Table 4.9 Calculation of Post-Test Normality in Experimental Class……….. 58

Table 4.10 Calculation of Pre-Test Normality in Controlled Class... 59

Table 4.11 Calculation of Post-Test Normality in Controlled Class………. 61

xiii

Figure 4.2 Diagram of Results of post-test of Experimental Class

[image:14.612.117.524.203.614.2]

and Control Class……….. 42

Figure 4.3 Diagram of Frequency Distribution of the Experimental

Class Pre-test………. 50

Figure 4.4 Diagram of Frequency Distribution of the Experimental

ClassPre-test………. 52

Figure 4.5 Diagram of Frequency Distribution of the Experimental

Class Post-test………... 53 Figure 4.6 Diagram of Frequency Distribution of the Control

xiv

Appendix II (RPP Kelas Kontrol)

Appendix III(Frequency Distribution Calculation of Pre-test and Post-test)

Appendix IV (Hasil Pre-test and Post-test)

Appendix V (Soal Pre-test dan Post test)

Appendix VI (Figures of the Research)

Appendix VII (Pengesahan Proposal Skripsi)

Appendix VIII (Surat Bimbingan Skripsi)

Appendix IX (Surat Permohonan Izin Penelitian)

1

A.

Background of Study

Since English as an international language has already become one of the compulsory subjects of both senior and junior high school, and elementary school, it cannot be denied, that the importance of English has gained a lot of attention from many people all over the world. It entails Indonesian to master English; especially speaking ability successfully. Therefore, Indonesian can communicate with people all over the world in English fluently.

Moreover, learning English in the second grade junior high school students has three objectives; they are to develop communicative competence, it supposes to have an ability in comprehending and or producing kinds of texts or certain literacy whether in oral or written which should be fulfilled four English basic skills (listening, speaking,

reading, and writing), to improve students‟ English ability in functional

level (it means students have to be able to use English in a daily life), and

to develop students‟ ability in English communication skill for facing a globalization era. Concerning to the problems above, the writer focuses on

developing the students‟ competence in speaking ability. As stated on

KTSP (Kurikulum Tingkat Satuan Pendidikan) that the objective English in Junior High School is to develop communicative competence in achieving functional literacy level whether in written or oral.1

To improve speaking ability, the role of teaching speaking in Indonesia is very important in order to achieve communicative competence. Therefore, not only for senior high school but also for junior high school, Speaking becomes one of the goals of teaching and learning

1

in Indonesia. Those are the reason why the writer interested in having a research about speaking skill towards students; especially the students in second grade of junior high school. The goals of teaching English speaking for the second grade junior high school students at even semester also stated in English syllabus as follows:

Standard Competence and Minimum Standard Competence of English

Subject for the Second Grade Junior High School Students at Even

Semester.

Standard

Competence

Minimum Standard Competence

Speaking

9. To express the meaning in short verbal simple transactional and interpersonal conversation to interact with their surroundings.

9.1 To express the meaning of transactional and interpersonal conversation by using kinds of expression accurately. Such as asking, giving, and refusing permission, receiving and denying information, agreeing and disagreeing opinion, and offering and asking for help.

9.2 To express the meaning of transactional and interpersonal conversation by using kinds of expression accurately. Such as asking and giving agreement, responding the statement, and receiving a message from the telephone.

10. To express the meaning of functional and monologue oral

10.1 To express the meaning of short functional oral text accurately.

text in recount and narrative text.

accurately in recount and narrative text.

Based on the standard competence and the minimum standard competence, there are two objectives in teaching speaking that should be fulfilled by 8th grade of junior high school, like: “To express the meaning in short verbal simple transactional and interpersonal conversation to

interact with their surroundings” and “To express the meaning of

transactional and interpersonal conversation by using kinds of expression accurately. Such as asking, giving, and refusing permission, receiving and denying information, agreeing and disagreeing opinion, and offering and

asking for help”.2

Therefore, the emphasis is not only on the competence of the

language learners but also on the development of the students‟

communicative ability. In order to develop learners‟ communicative ability, the teacher needs to create a scenario to teach the target language enthusiastically, actively, and interestingly. Besides, the technique that used by the teacher should be interesting because the teacher should motivate the students to speak English confidently and to make the students interest in speaking English. As Candlin and Neil in their book,

they stated that “The teacher‟s job is to match his or her teaching style as well as the learner‟s learning style to the method”.3

It means that the

teacher has an important role in making a success of the students‟ learning

and he or she should decide the teaching style which can build a

motivation for improving students‟ ability; especially in speaking.

Furthermore, based on the writer experience when he taught a speaking in junior high school, he often found some problems towards the

2

Badan Standar Nasional Pendidikan, Kurikulum 2006, op.cit.,, p. 289. 3

Christoper N. Candlin and Neil Mercer, English Language Teaching Its social context,

students. The student problems frequently found by the writer were: first, they still had poor vocabulary. Second, they were not interested in the material about English that was given. Third, they rarely practiced speaking. And the last, they were not confident and felt shy to speak in front of class. In order to solve the problems, there are many techniques that can be applied including a role play, because many research findings say that this technique is effective to be used in teaching speaking.

Using a Role Play in teaching speaking is one of the ways to build

the students‟ interest, motivation and fluency in speaking English by

creating interaction in the class and ordering students to imagine

themselves in a situation like in the real world. As Littlewood states “in

role playing techniques learners are asked to imagine themselves in situation which occur outside the classroom, they are asked to adopt a specific role in this situation, they asked to behave as if the situation really

existed”.4

Role play is very important in teaching speaking because it gives students an opportunity to practice communication in different social context and in different social roles. It also allows students to be creative

and to put themselves in another person‟s place for a while. As Brown stated “Role play allows some rehearsal time so that student can map out

what they are going to say, and it has the effect of lowering anxieties as students can, even for a few moments, take on the persona of someone

other than themselves”.5

The writer hopes that in teaching speaking through a role play can help the learning process for the students and the students become easy in studying English. It is also required to support teaching and learning activities in speaking. Besides, the classroom will be fun and the students

4_{William Littlewood, Communicative Language Teaching - An Introduction, (Cambridge:}

Cambridge University, 2002), p.49 5

will be more active in study. In addition, the problems of teaching speaking English will be covered by applying technique.

As a result, it can measure and lead the students to the better improvement and when one strategy doesn‟t work, the teacher just need to improve that strategy or change into suitable strategy which fits with

students‟ condition or material being taught. It seems that a role play is useful teaching technique that can be used in order to entertain students and increasing their motivation in learning speaking.

B.

Identification of the Problem

The writer identifies some common problems that appear in teaching speaking:

1. Most of students still have low motivation in learning English; especially in speaking, because they are too shy and afraid to take apart in the conversation. They just speak when the teacher ask them.

2. The students still do not know how to speak English well.

3. Most of the students do not realize the importance of learning English to communicate.

4. The teacher also become one of problem that can make students is not interested in speaking. It can happen because the teacher does not use the communicative teaching that can motivate the students to speak.

C.

Limitation of the Problem

D. Formulation of the Problem

Based on the explanation on the background the writer formulates the problem of the research as follows: “Is role play effective in teaching speaking for the eighth grade students at SMPN 244 North Jakarta?”

E.

Objective of the Study

The objective of the study is to find the effectiveness of using role

play in improving the students‟ speaking skill whether there is significance difference in speaking achievement of the students who are taught using a role play and those who are taught without using a role play.

F.

Significance of the Study

The study of this research is expected to know the effectiveness of using role play in teaching speaking for second grade of junior high school. Therefore, it can be one of solving problems in teaching and

learning speaking that faced by the teachers in improving the students‟

speaking ability.

Besides, by using a role play, it can motivate the students to speak English without considering of mistakes and error in speaking. Moreover, it helps to provide knowledge on ways to develop natural ways in speaking activities and to become the students more active in teaching-learning process.

7

A.

Speaking

1.

The Nature of Speaking

Speaking is the most natural way to communicate. It is also used for interacting between two people in daily life, such as: at school, at home or some other places. As Gottlieb quoted Underhill‟s opinion “speaking generally involves two ways communication with interactive role switching between the speaker, who conveys a message, and the listener,

who interprets responds to it”1

.

Besides, speaking also is the way to express ideas, opinions, or feelings with others by using words or sounds in delivering message. As human beings, especially as social creatures have a need to make meaning of their surroundings by communicating each other. They have a need to express their thoughts, opinions, or feelings in order to be accepted in social life. Speaking does not only make sound by the speech organs but ideas and emotions. As Cameron states “Speaking is the active use of language to express meaning so that other people can make sense of them, therefore, the label of “receptive” and “productive” uses of language can be applied to speaking respectively”.2

Furthermore, most of people communicate each other to share

some information. As Thomas says “They may want to exchange

information about something specific with one or more people, or they just want to keep socially active by exchanging pleasantries with friends,

1

Margo Gottlieb, Assessing English Language Learners, (California: Corwin Press, 2006), p.45.

2

neighbors, or working colleagues”.3

Therefore, if people want to share information with others, they have to focus on what they want to say in order to deliver the specific message clearly.

In addition, in delivering ideas and meanings of a certain situation, a speaker has to use an accurate pattern and choose the correct words that

fit into it. As Ur stated “people who know a language are referred to as

„speakers‟ of that language, as if speaking included all other kinds of

knowing; and many if not most foreign language learners are primarily

interested in learning to speak”.4 _{Another expert Marianne also stated “the}

ability to speak a language is synonymous with knowing that language

since speech is the basic means of human communication”.5

As a result, a speaker should know well about a language that he or she is used for communicating; in order to her or his interlocutor get a good understanding and interest with what he or she said.

Based on the definitions above, it can be concluded that speaking is

the process of sharing information with another person, one‟s knowledge,

interests, opinions or ideas. Besides, speaking also is the way to make someone interest to the information that the speaker wants to share.

2.

The Objectives of Teaching Speaking

Speaking is one of some language skills which are essential. The reason of people want to speak because he or she has some purposes or functions that he or she has to be communicated with others to get his or her goals or what he or she needs. As Richard and Renandya stated “When we engage in discussion with someone, on the other hand, the purpose is to seek or express opinions, to persuade someone about something, or to

3

Thomas S.C. Farrel, Succeeding with English Language Learners, (Thousand Oaks: Corwin Press, 2006), p.74.

4

Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press, 1996),p.121.

5

clarify information. In some situations, we use speaking to give

instructions or get things done”.6

Thus, the objectives of teaching speaking are to persuade someone about something, to give instructions or transaction which serves to get things done as performance which serves some talks which are needed relate to social relationship.

McDonough and Shaw also stated “when genuinely

communicative, speaking is desire and purpose driven, in other words we genuinely want to communicate something to achieve a particular end. This may involve expressing ideas and opinion; expressing a wish or a desire to do something; negotiating and/or solving a particular problem; or

establishing and maintaining social relationships and relationships.”7

It means that when someone speaks, he or she has an intended for expressing his or her ideas to his or her interlocutor.

Furthermore, there are some objectives that have to be reached by English teacher in teaching speaking process, as Jeremy Harmer stated

“There are three basic reasons why it is a good idea to give students speaking tasks which provoke them to use all any language at their command. Rehearsal: getting students to have a free discussion gives them a chance to rehearse having discussion outside the classroom. Feedback: Speaking tasks where students are trying to use all and any language they know provides feedback for both teachers and students. Engagement: good

speaking activities should be highly motivating.”8

As a result, the students will get the benefit from the practice speaking task; like: he or she will get use to speak English whether inside or outside the classroom by practicing it, the students will get a feedback about his or her ability in speaking

6

Jack C Richard & Willy A. Renandya, Methodology in Language Teaching,

(Cambridge: University Press, 2002), p. 201. 7

Jo McDonough and Christopher Shaw. Materials and Methods in ELT, (Oxford: Blackwell Publishing Ltd, 2003), p.134.

8

English and the students will be motivated in increasing his or her speaking ability by following kinds of speaking activity in the classroom.

Besides, the objectives of teaching speaking should also focus on intonation, pronunciation, stressing, etc. Teacher should be aware of those parts because it could develop the students‟ production skill in linguistic

aspect. As Hughes states “other aim which the teacher might have: for

instance, helping student to gain awareness of or to practice some aspect of linguistic knowledge, or to develop production skills, or to raise awareness of some socio-linguistic or pragmatic point.”9

As a result, the objective of teaching speaking above is primarily to give a chance for the students to express their ideas about everything that promote their speaking ability, to train the students‟ pronunciation,

intonation, stressing, etc in speaking English, and to build the students‟

motivation in speaking English; even though, there will be some mistakes that the students did while he or she is trying to speak English.

3.

The Elements of Speaking

Speaking is very important for student to acquire the ability to express their ideas and opinions. Consequently, this competency should be

mastered by learners‟ language. According Jeremy Harmer, there are two

elements of speaking. First, language features, consist of:

a. Connected speech is the modifying in sound production or utterances such as assimilation, omission, addition, and weakened (through contraction and stress pattering)

b. Expressive devices are the alteration of speed, volume, and stress of utterances to show the feeling. The use of device contributes the ability to convey meaning.

9

c. Lexis and grammar related to the ability to use number common lexical phrases, especially in the performance of certain language functions.

d. Negotiation language is the ability to gets benefits from negotiators language we use to seek clarification and to show of structure of what we are saying.

The second element of speaking is mental or social processing, consist of:

a. language processing: the ability to process language in their own heads and put it into coherent order so that it comes out it forms that are not only comprehensible, but also convey the meanings that are intended.

b. Interacting with others. It‟s mean that speaking also involves a good deal of listening, and understanding of how the other participants are feeling.

c. Information processing: the ability to process the information the moment we get it.10

In a conclusion, the elements of speaking are language features; which includes pronunciation, grammar, vocabulary, fluency, and comprehension, and mental or social processing.

4.

The Components of Speaking

There are four components of speaking based on Richards and Renandya quoted from Kang Shumin who highlights the components which underlies speaking effectiveness:11

10

Harmer,op.cit., p 270.

a. Grammatical Competence

Grammatical competence is an umbrella concept that includes increasing expertise in grammar (morphology and syntax), vocabulary and mechanics. The terms mechanics refer to basic sounds of letters and syllables, pronunciation and stress. As Richards and Rodgers said that grammatical competence refers to linguistic competence and formally possible because relates to grammatical and lexical capacity.12 Thus, grammatical competence enables speakers to use English language structure accurately and unhesitatingly, which contributes to their fluency.

b. Discourse Competence

Learners must develop discourse competence because they should can make or arrange the communication whether in spoken or written cohesively and coherence in order to convey the conversation in a meaningful way, which is concerned with intersentential relationships. As Olshtain and Cohen stated

“Discourse competence relates to features of text, whether it spoken or written”13

. Thus, the component of speaking not only should be based on sentence-level grammar, but also it should be meaningful.

c. Sociolinguistic Competence

Language teaching is influenced by sociolinguistic competence in order to increase language and learning. Knowledge of language does not adequately prepare learners for effective and appropriate of target language. In teaching speaking, the teacher could approach the students in teaching speaking by understanding

12

Jack C. Richards and Theodore S. Rodgers, 2nd Edition, Approaches and Methods in Language Teaching, (New York: Cambridge University Press, 1986), p. 71.

13

Elite Olshtain and Andrew Cohen, Teaching Speech Act Behavior to Nonative Speakers,

the social context in which communication takes place or situation of speaker and interlocutor.

As Richards and Rodgers says “Sociolinguistic competence

refers to an understanding of the social context in which communication takes place, including role relationship, the shared information of the participants, and the communicative purpose for

their interaction.”14

d. Strategic Competence

Concerning to the component of speaking, strategic competence refers to the ability to know and how to keep conversation going, how to finish the conversation, and how to clear up communication breakdown as well as comprehension

problems. As harmer stated “when choosing who should come out

to the front of class we need to be careful not to choose the shyest students first, and we need to work to create the right kind of supportive atmosphere in the class.”15

From the explanation above, the writer can concludes that there are four components areas of speaking skill which each area plays as its function and there are also some factors affect the effectiveness of speaking and should be in the teaching speaking.

5.

Classroom Activities

Most English teachers face the problem of having passive students who difficult to speak in the class and no willingness to speak in class. In traditional classroom activity, speaking practice often takes the form or drills which one person asks question and another gives an answer. The purpose of asking and answering the question is to demonstrate the ability

14

Richards and Rodgers, loc.cit. 15

to ask and answer the question. However, it can make the students get bored and get a low motivation in trying to speak English.

Therefore, to create classroom speaking activities that will develop communicative competence, the teacher should provide students with communicative activities in which the student can engage actively in teaching and learning process. Gottlieb give “some example of typical speaking activities that occur in the classrooms:

a. Book talks in which story grammar (characters, setting, events) is revealed

b. Debates on school related topics or current issues

c. Dialogues between students on social or culturally related topics

d. Interviews between students or between students and adults e. Presentations/reports on content related assignments

f. Role plays/ dramatizations of historical or social events g. Speeches or reports based on research or topic of interest h. Task analyses or demonstrations on how to do activities,

processes, or procedures

i. Story retelling from illustrations or personal experiences j. Student led conferences on original works of portfolios k. Think-alouds (personal reactions to reading) on articles,

stories, or literature

l. Two way tasks on maps or missing information”16

Besides, in classroom activity teacher need preparation in order to during teaching learning activity do not feel boring. To anticipate this case Ur and Wright give the step that teacher may need:

a. A quick warm up for the beginning to get your students into the right mood for learning;

16

b. An idea for a brief vocabulary review before starting a new text;

c. A light filler to provide relief after a period of intense effort and concentration;

d. A brief orientation activity to prepare a change of mood or topic;

e. A game or amusing item to round off the lesson with a smile.17

The writer emphasize that the classroom activities in teaching speaking should be interest and interactive because it will motivate the students in achieving the goals of teaching speaking. These are some classroom activities that can be conducted by the teacher in teaching speaking, such as: role plays, storytelling, presentation, debates, etc.

6.

Speaking Assessment

Speaking is a complex skill that using different ability to assess it. Speaking skill is generally recognized in analysis of speech process that is pronunciation, grammar, vocabulary, fluency, and comprehension. As

Gottlieb stated “The principal components of speech include grammar,

vocabulary, intonation and stress, pronunciation, fluency and accuracy.”18 However, before the teacher assesses the students, Nation and Newton

stated there are “two main aspects of direct procedure for testing speaking

1. The way in which the person being tested is encouraged to speak, 2. The

way in which the speaker‟s performance is assessed.”19

For assessing speaking performance, it is include rating scale and communicative result.

17

Penny Ur and Andrew Wright, Five Minutes Activities, (Cambridge: Cambridge University, 2007), p. x.

18

Gottlieb, op.cit.p.46

19

Moreover, the criteria of assessing speaking should be to young learner curriculum. As McKay stated “they can be written to reflect the construct being assessed and to reflect the young learner curriculum”.20

Based on the criterion above the writer using Penny McKay for scoring speaking, the writer chooses five criteria that will be used for speaking assessment. There are Comprehension, Fluency, Vocabulary, Pronunciation, and Grammar for describes performance and to see progress of the students. As Mckay stated “the scale describes performance in lower levels in negative terms, as incorrect and week. For positive impact, criteria and descriptors for young learners are more

suitable when they describe strengths and progress rather than errors.”21

Below is the rating scale that will be used by the researcher in assessing the students‟ speaking based on McKay: 22

Proficiency Description

Comprehension:

1. Cannot understand even simple conversation.

2. Has great difficulty following what is said. can comprehend only

“socal conversation”spoken slowly and with frequent repittition. 3. Understand most of what is said at slower-than-normal speed with

repetition.

4. Understands nearly everything at normal speed. Although occasional repetition may be necessary.

5. Understand everyday conversation and normal classroom discussions without difficulty.

20

Penny Mckay, Assessing Young Language Learners, (Cambridge: Cambridge University Press, 2006), pp. 292.

21

Penny Mckay, op.cit., p. 290 22

Fluency :

1. Speech is so halting and fragmentary as to make conversation virtually impossible.

2. Usually hesiatant; often forced into silence by languge limitations. 3. Speech in everyday communication and classroom dicussion is

frequently disrupted by the student‟s search for the correct manner of expression.

4. Speech in everyday communication and classroom discussion in generally fluent, with occasional lapses while the students searches for the correct manner of expression.

5. Speech in everyday conversation and in classroom discussion is fluent and effortless approximating that of a native speaker.

Vocabulary :

1. Vocabulary limitations so extreme as to make conversation virtually impossible.

2. Misuse of words and very limited vocabulary make comprehension quite difficult.

3. Frequently uses the wrong words conversation somewhat limited because of inadequte vocabulary.

4. Occasionally uses inappropriate terms or must rephrase ideas because of inadequate vocabulary.

5. Use of Vocabulary and idioms approximates that of a native speaker.

Pronunciation :

1. Pronunciation problem so severe as to make speech virtually unintelligible.

3. Pronunciation problems necessitate concentration on the part of listener and occasionally lead to misunderstanding.

4. Always intelligible, though one is concious of a definite accent and occasinal inappropriate intonation patterns.

5. Pronunciation and intonation approximates that a native speaker. Grammar :

1. Errors in grammar and word order so severe as to make speech virtually unintelligible.

2. Grammar and word order error make comprehension difficult. Must often rephrase or restrict what is said to basic patterns.

3. Makes frequent errors of grammar and word order which occasionally obscure meaning.

4. Occasionally make grammatical or word order errors which do not obscure meaning.

5. Grammatical usage and word order approximate a native speaker‟s.

B.

Role Play

1.

Definition of Role Play

As the writer focuses in his research, he will explain about the nature of role play, as a specific topic that will be discussed.

Ur stated “Role play is used to refer to all sorts of activities where

learners imagine themselves in a situation outside classroom, sometimes playing the role of someone other than themselves, and using language

appropriately to the new context.”23

Based on the definition above, role play is a method to play the role of others character in any kinds of situations.

23

Moreover, according to Snow, “role plays are form of pair practice

that allows students freedom to play, improvise, and create.”24

In this case, students can come to real situation although they are not in that situation. For example, students pretend to be travel agents and customers in a conversation about how to book an airplane‟s ticket.

Besides, according to Diane, “Role plays are very important in CLT because they give students an opportunity to practice communicating in different social contexts and in different social roles, and Role plays can be set up so that they are very structured or in less a less structured way”25 It means the teacher tells the students who they are and what they should do. The teacher also tells the students what the situation is, and what they are talking about, but the students determine what they will say. Students also receive feedback on whether or not they have effectively communicated.

In Role play there are many subject topics available for role play purposes, such as compiling and presenting a news magazine program for

radio or television. According to McDonough and Shaw “Role play

materials are often written specifically to get learners to express opinions,

to present and defend points of view and to evaluate arguments.”26

On the other hand in Role play learners also require learners to use language to get the meaning, and learners also require paying more attention to maintenance of social relationships.

From the explanations above, the writer concluded that the 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 scenario. It aims at the students to

24

Don Snow, From Language Learner to Language Teacher, (Virginia: TESOL, Inc, 2007), p.112.

25

Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford: Oxford University Press, 2000), p.134.

26

encourage their thinking and creativity, to develop and train the students of a new language and behavioral skills in relatively nonthreatening setting, and to create the motivation of the students in speaking.

2.

Reason for Using Role Play

There are many reasons why teacher using role play technique in teaching speaking. By using role play, students feel free to play, improvise and create their idea. Besides, many students will be more creative and active to play their role because the teacher gives opportunities to students to explore their actions. As Duffy quoted on Featherstone and Cummings

“imaginative play gives children opportunities to explore and represent actions, roles, relationships, situation, characters from a variety of sources,

narratives and stories.”27

Furthermore, using role play in teaching speaking the students also can train their intellectual, social and imaginative because by using role play students have a chance to train choice and make decisions about the nature and direction of their play. Rogers quoted on Rogers and Evans

“the use of highly structured role play environment raises some important questions about the extent to which children in early childhood settings have the opportunity to exercise choice and to make decisions about the

nature and direction of their play”28

In addition, according to Ladousse “Perhaps the most important

reason for using Role Play is that it is fun”.29

In role play technique the students expected enjoy when they play their roles in front of the class. While students understand what is expected of them, they thoroughly enjoy letting their imagination.

27

Sally Featherstones with Anne Cummings, Role-Play in the Early Years, (London: A&C Black Publishers, 2009), p.6.

28

Sue Rogers and Julie Evans, Inside Role Play in Early Childhood Education, (New York: Routledge Taylor and Francis Group), p.37.

The writer can conclude that the using of role play in teaching

speaking for the students are attracting the students‟ interest in speaking,

decreasing the students anxiety of speaking, increasing the students imaginative and creativity, and achieving the goals of speaking.

3.

Types of Roles in Role Play

There are some types of roles in a role play that explained by

Smilansky and Shefatya quoted on Rogers”:

a. Functional play involves repetition and imitation, and offers the child the opportunity for exploration of the environment b. Constructive play appears in early childhood but may characterize play throughout childhood and even adulthood. It involves manipulation and exploration of the material. It also involves the addition of a preconceived plan

c. Games with rules are divided into two distinct forms of games. First, there are table games such as dominoes, cards, etc. Second, there are physical games such as hide and seek and ball games. Both require children to accept the existence of rules and to modify their behaviors accordingly d. Dramatic play is a distinct form of play with an important distinction between dramatic play and its more mature form, sociodramatic play, which must also involve

cooperation between at least two children.”30

Thus, the overall aim of those types of role is offer a way of understanding role play since it considers the play environment or context

as significant in shaping children‟s perceptions and to train students to

deal with unpredictable nature of language.

30

4.

The Purpose of Role Play

The main purpose of role play according to Tolan and Lendrum “A

Role play can develop skills by inviting participants to engage with each

other more directly and immediately through the use of roles.”31

It means the students need to communicate the play theme to one another, and they need to interpret from the play environment and from the gestures or facial expressions. The realistic communication situation gives the students new experience is good for remembering what they have learned.

Moreover, the purposed of Role play is the students should be active in the class. In role play activities, students pretend as they are in various social contexts and have a variety of social roles. As ur stated

“Role play is used to all of activities where learners imagine themselves in

a situation outside classroom.”32

In additions Tolan and Landrum stated “purpose of role play (a)

project their own experiences to develop their own imaginative and emphatic capacities; and (b) think about and discuss different facilitative

responses.”33

It means the purpose of role play as an activity which a person imitates, consciously or unconsciously, and a role uncharacteristic of the students to develop their imaginative.

The writer concludes the goal of role play in teaching speaking is

to improve the students‟ speaking skill without making students anxious

and afraid of trying to speak English.

5.

The Advantages of Role Play

In teaching speaking using Role Play, the students are given a situation in performing their role play and this technique will be effective

31

Janet Tolan and Susan Lendrum, Case Material and Role Play in Counseling Training, (London and New York: Routledge, 1995), p.26.

32

Penny Ur, A Course in Teaching Language, loc.cit. 33

if the students confident and cooperative. As Ur stated “This is virtually

the only way we can give our learners the opportunity to practice improvising a range of real life spoken language in the classroom, and is an extremely effective technique if the students are confident and cooperative; but more inhabited or anxious people find role play difficult

and sometimes even embarrassing.”34

Besides, role play also train students‟ intellectual, social and

imagination because role the students involves in problem solving; to encourage negotiation, to develop in communication to one another, etc.

As Rogers and Evans stated “We can summaries the main points of this

chapter as follows:

a. Role play encourages representational thinking

b. Role play helps children to develop perspective taking skills

c. Role play displays children‟s language competence d. Role play involves problem solving

e. Role play encourages turn taking and negotiation

f. In role play, children have a strong desire to affiliate with one another and to maintain peer interactions

g. In role play, children have a strong to self generate themes h. Role play helps to establish and sustain children‟s peer

culture.”35

Another advantages in teaching speaking through role play technique based on Tolan and Lendrum:”Role play enables them to practice their skills in a protected environment before they transfer them to

their own work.”36

It means in role play the students usually try to

34

Penny Ur,op.cit., p.133. 35

Sue Rogers and Julie Evans, op.cit., pp.37-38. 36

complement the work which course members undertake on their practice placement. Role play provides the practice in communicating.

Based on the statement above, the writer assumes that role play gives many advantages: as follows: improving speaking ability, motivating them to practice their English, and the most important one is the students feel fun in learning English because role play is also a kind of games.

6.

Teaching Speaking Using Role Play

In teaching speaking skill through role play, the teacher and collaborator ask the students to perform group by group. The teacher should give the topic which is related to a standard competence and a based competence. For example: the teacher gives the topic to the students

based on the second grade of junior high school students‟ standard

competence and based competence, such as: “to deliver meaning in short verbal simple transactional and interpersonal conversation to interact with their surroundings. It also supported by based competence: to deliver meaning in a variety of simple spoken transactional and interpersonal conversations accurately, fluently, and meaningfully to interact with the surrounding environment that involves speech acts: ask for, give, refuse favor, ask for, give, and reject things, admit and deny the facts, and ask for and give opinions37.

In addition, to hold role playing, the teacher must prepare some steps to make good performance. Here are stages in role play activity:38

a. The teacher arranges or prepares scenario that will be performed by the students.

37

Badan Standar Nasional Pendidikan, Kurikulum 2006, Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah, (Jakarta:2006), p. 289.

38

b. The teacher appoints some students to learn about the scenario several days before teaching and learning activity. c. The teacher makes groups of students consist of five people

per group.

d. The teacher explains about competence will be achieved. e. The teacher calls a group of students who have been chosen

to play prepared scenario

f. Each student in his/her group observes scenario being performed.

g. After finishing performance, each student is given work sheet for discussing each group performance.

h. Every group which has performed gives conclusion about what scenario has been performed.

i. The teacher gives general conclusion. j. Evaluation

k. Closing

C.

Previous Study

The writer found some previous study about Role Play technique. He took two previous studies; those were Nurina Permata Sari and Agus Budiman.

The first previous study is conducted by Sari under the title

Improving Students‟ Speaking ability by using Role Play (A Classroom

Action Research at the first grade students of SMPN 251 Jakarta Timur).39

This study is aimed at developing Students‟ Speaking ability at first grade

of SMPN 251 Jakarta Timur through Role Play activities. The method of the study used a classroom action research (CAR). She did two cycles in which each cycle consists of planning, acting, observing, and reflecting. The data were gathered through qualitative and quantitative data. The

39

Nurina Permata Sari, Improving Students’ Speaking Ability by Using Role Play, Skripsi,

qualitative data were gained by analyzing the interview and observation

result. Moreover, quantitative data were obtained from the students‟

speaking score of pre test and post test and questionnaire. The result of this study indicated that the implementation of role play technique was successful. Besides, the result of observation, interview and questionnaire showed that by using role play technique students were active involved in the classroom.

The second previous study is conducted by Budiman under the title

the use of Role Play to enhance students‟ speaking ability (A Classroom Action Research at the third grade students of Daarul Ma‟arif Junior High

School)40. This research is aimed at knowing whether students‟ speaking skill could be improved by using role play and to know how the implementation of these technique. The correspondent of this research consisted of 30 students. The method of this research used classroom action research (CAR). Similarly, he used the same cycle as the first previous study which consisted of planning, acting, observing, and reflecting. In sustaining the research result, two types of data are collected; qualitative data that derived from observation and interview towards the students and the teacher as well. On the other hand, quantitative data were designed by pre test and post test. The last the data would be analyzed by using descriptive analysis and statistic. The result of this study showed that the implementation of role play towards students‟ speaking skill is effective. In addition, the interview result showed the students were more motivated and interested in learning English.

The similarity between both previous studies with this research is aimed at knowing the effectiveness of teaching speaking by using Role Play technique. Besides, there are two differences between both previous studies and this study. The first, both previous studies used A Classroom

40

Action Research (CAR) method, while this study uses an experimental method. Second, the sampling of the first previous study was the first grade of junior high school students and the second previous study was the third grade of Junior High School students. However, the sampling of this study is the second grade of Junior High School students.

D.

Theoretical Thinking

It has been mentioned before in the above discussion that speaking involves two ways communication with interactive role switching between the speaker, who conveys a message, and the listener, who interprets responds to it. Speaking is one of the four language basic skills that occur in every situation. Learners of a language should develop effective communication skill in daily situations.

The writer concludes from some experts 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 scenario.

A role play is a highly flexible learning activity which has a wide scope for variation and imagination. According to Ladousse, role play uses different communicative techniques and develops fluency in the language, promotes interaction the classroom and increases motivation.

Role play can improve learners speaking skills in any situation, and can help learners to interact. As for the shy learners, role play helps by providing a mask, where learners with difficulty in conversation are liberated. In addition, it is fun and most learners will agree that enjoyment leads to better learning.

promotes students to speak or interact with others in the classroom, increases motivation and makes the teaching learning process more enjoy.

E.

Hypothesis of the Research

There are two hypothesis of this research:

1. The alternative hypothesis (H1) shows that using role play is effective

in teaching speaking.

2. The null hypothesis (Ho) shows that using role play is not effective in

29

A.

Place and Time of the Research

The research of this study was held at SMPN 244 North Jakarta. It located on Jl. Cilincing Bakti VI Jakarta. The research was conducted into six meeting included the conduction of pre-test and post-test from 7th up to May 31st, 2014.

B.

The Method of the Research

In this quantitative research the writer uses a quasi-experimental study by using “pre-test and post-test design”. In this research, the researcher wants to see whether the role play technique is effective in teaching speaking for second grade students of junior high school. There were two classes in this research namely experimental class and controlled class. This research conducts in six meeting. Each meeting conducted with a lesson plan specifically designed by the writer based on existing curriculum and proposed theories whether in the experimental class or in the control class.

C.

Population and Sampling

D.

The Technique of Collecting Data

The data needs to be analyzed in order to get answer of the research of quantitative data; those were taken from the scores of students during pre-test and post-test through speaking test.

E.

The Research Instrument

The writer uses a test as the research instrument to see the effectiveness of teaching speaking by using role play. The writer gives oral test to the students in the pre-test and the post-test at the first meeting and the last meeting. For measuring the effectiveness of using a role play in teaching speaking, the writer divides the score into five components based on Penny McKay1; those are Comprehension, Fluency, Vocabulary, Pronunciation, and Grammar.

[image:45.595.119.538.207.726.2]

The writer scores all five components of speaking skill whether in the pre-test and the post-test of experimental class and control class. Hereby, the instrument used to get the data needed in the research followed:

Table 3.1

Five Components of Grading Speaking Scale:

Comprehension

Understand everyday conversation and normal classroom discussions without difficulty.

5 93-99

Understands nearly everything at normal speed. Although occasional repetition may be necessary.

4 83-92

Understand most of what is said at slower-than-normal speed with repetition.

3 73-82

Has great difficulty following what is

said. can comprehend only “socal conversation”spoken slowly and with

frequent repittition.

2 63-72

1

Cannot understand even simple

conversation. 1

Below 62

Fluency

Speech in everyday conversation and in classroom discussion is fluent and effortless approximating that of a native speaker.

5 93-99

Speech in everyday communication and classroom discussion in generally fluent, with occasional lapses while the students searches for the correct manner of expression.

4 83-92

Speech in everyday communication and classroom dicussion is frequently

disrupted by the student’s search for

the correct manner of expression.

3 73-82

Usually hesiatant; often forced into

silence by languge limitations. 2 63-72

Speech is so halting and fragmentary as to make conversation virtually impossible.

1 Below 62

Vocabulary

Use of Vocabulary and idioms

approximates that of a native speaker. 5 93-99

Occasionally uses inappropriate terms or must rephrase ideas because of inadequate vocabulary.

4 83-92

Frequently uses the wrong words conversation somewhat limited because of inadequte vocabulary.

3 73-82

Misuse of words and very limited vocabulary make comprehension quite difficult.

2 63-72

Vocabulary limitations so extreme as to make conversation virtually impossible.

1 Below 62

Pronunciation

Pronunciation and intonation

approximates that a native speaker. 5 93-99

Always intelligible, though one is concious of a definite accent and occasinal inappropriate intonation patterns.

Pronunciation problems necessitate concentration on the part of listener and occasionally lead to misunderstanding.

3 73-82

Very hard to understand because pronunciation problem, must frequently be asked to repeat in order to be understood.

2 63-72

Pronunciation problem so severe as to make speech virtually unintelligible. 1

Below 62

Grammar

Grammatical usage and word order

approximate a native speaker’s. 5 93-99 Occasionally make grammatical or

word order errors which do not obscure meaning.

4 83-92

Makes frequent errors of grammar and word order which occasionally obscure meaning.

3 73-82

Grammar and word order error make comprehension difficult. Must often rephrase or restrict what is said to basic patterns.

2 63-72

Errors in grammar and word order so severe as to make speech virtually unintelligible.

1 Below 62

F.

The Technique for Data Analysis

1.

Validity

2.

Reliability

The researcher used Inter-rater reliability (the researcher and the

English teacher) to score the same students’ performance with the same

rating scale. The researcher has provided the rating scale and also the result of scoring inter-rater reliability (scored by the researcher and the English teacher) in order to the instrument is reliable (see the appendix).

Having the pre-test data, the writer analyzed and processed the data using statistic calculator of T-test formula with significance degree 5%.2 The formula is follows:

The T-test formula is stated as follows:

M 1 : Mean of the Difference of Experiment Class M 2 : Mean of the Difference of Control Class SE M 1 : Standard Error of Experiment Class SE M 2 : Standard Error of Control Class

The Procedure of calculation ware as follows:

2

1. Determine mean of variable with formula: =

2. Determine mean of variable Y with formula: =

3. Determine Standard deviation variable X with formula: SDx or SD1 =

4. Determine Standard deviation of variable Y with formula: SDy or SD2 =

5. Determine Standard error of variable X with formula: SE Mx =

6. Determine standard error of variable Y with formula: SE My =

7. Determine standard error means of differences mean of variable X and variable Y, with formula:

SEMx-My =

8. Determining t0 with formula:

9. Determining t-table in significance level 5% with Degree of Freedom (df):

df = (N1+N2) – 2

3. Normality

requirement as follows: If score of Lmax ≤ Ltable , so the data comes from

the normal population, but if it is not fulfilled this requirement, so the data does not come from normal population. Score of Lmax is got from Liliefors

formula as follows:

in which,

Zi = normality

Xi = data from every sample

= deviation standard = mean

4. Homogeneity

After normality test gives indication that the data is distributed normally, so it needs to do homogeneity test with Fisher test/ F test. The steps of determining homogeneity are:

 Dividing the highest variance by the lowest one. If the variances are similar to each other, the F-value will be close to 1. The more the variances differ, the larger the F-value will be.

 Comparing the obtained F-value to the appropriate one in the table. If the obtained F-value is equal to or larger from the table value, then the data is lack homogeneity of variance.

G.

Statistical Hypothesis

1. Hypothesis Test

2. Verbal Hypothesis

H1 : The use of role play technique is effective in teaching speaking

to second grade of junior high school students of SMPN 244 North Jakarta

Ho : The use of role play technique is not effective in teaching

37

A.

Description of Data

The data that the writer used in this study is English oral test which is taken from Role Play for Today.1 The students did the test in groups, each groups consists of four students with given time 15 minutes for preparation.

There are two types of technique that the writer used. They are dialogue technique and role play technique.

In the dialogue technique, the students asked to memorize the dialogue that made by the researcher about going to the doctor and to describe colors, types, and extra information in the shoe shop. (See in appendix)

Then, in the role play technique, the students were asked to make a group and to choose one of the envelopes provided which contain two role cards for them to play (see in appendix) then they performed it.

For the test, the researcher used instrument that was checked by advisor lectures, the researcher gave the situation, as follows; in the post office, there is a post office cashier and customers who want to do some transaction. Then the customers ask a