INCREASING STUDENTS’ SPEAKING ABILITY THROUGH ROLE PLAY IN MAN 1 (Model) BANDAR LAMPUNG

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i ABSTRACT

INCREASING STUDENTS’ SPEAKING ABILITY THROUGH ROLE PLAY IN MAN 1 (Model) BANDAR LAMPUNG

By

Muhammad Rozi

English is divided in four kinds of skills (listening, speaking, reading, and writing). English, as a language, naturally functioned as a means of communication One of the most important skills to be mastered is speaking to fulfill the nature of language as a means of communication. In order to make students able to use English as a language and use it properly based on the function, active skill (speaking) is needed to be taught. We can use various fun and effective methods and techniques to increase students’ speaking ability. One of the methods can be used known as role play. Role play can provide the real reflection of condition in real life where the language used This research was a quantitative research. This research was aimed to find out the improvement of students speaking ability after being taught using role play. The researcher used pre-test and post-test design in this research. This research was conducted in MAN 1 (Model) Bandar Lampung in the XI IPA 2 consisting of 32 students. In collecting the data, the researcher administered speaking test. The test was given to the students to see how far the students improve their speaking performance.

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INTRODUCTION

The points will be explained in this chapter are background of the problem which will explore the root of the problem and the reason why it was happened, identification of the problem, limitation, research questions, research objective, the use of the research, research scope, and definition of term. The points explained as follow:

1.1Background of the Problem

Since English has been the gateway in globalization era, people are forced to have to be able to use English. “English spread around the world Since British trade followed by colonial and imperial expansion then the military and economic dominance of the United States of America has confirmed English as the international language of present historical period. As a consequence, English serves for many times many more people as a barrier between themselves and those some fields of interest, many people in their own countries will not be able To become doctors, for example if they cannot learn enough English” (Edge, 1993). In Indonesia, English has been a main subject for students in the school level. From elementary until senior high school students learn English as a must in their lessons list.

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on the process, active skills (speaking and writing) and passive skills (reading and listening). From the division and the function of language we can say that speaking and writing (active skills) is more important than reading and listening (passive skills) in order to fulfill the function of the language itself. Ironically This fact is different from what happen in Indonesia. In Indonesia, students are only get the passive skills from their teacher while the active skills they get is only writing so students in Indonesia can understand the English but they cannot use English as a language.

In order to make students able to use English as a language and use it properly based on the function, active skill (speaking) is needed to be taught. In teaching speaking we can use various fun and effective methods and techniques to attract students’

interest. One of the methods can be used known as role play. Many researchers’ findings say that role play is an effective method in teaching speaking.

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inventive and playful as possible. Role play can be used to encourage general oral fluency or to train students for specific situation, especially when they are studying for specific purpose.

Role play is important in teaching speaking because in role play students can explore their speaking by using roles as in the society. They can use their imagination as if they are in the real condition of the environment. Somehow, in role play students can learn to use English in enjoyable way. As we know that people can think clearer and easier if they are in a good condition and good mood. Using role play gives the student more freedom to explore their English in their own way.

1.2Identification of the Problem

There are some problems usually found in speaking teaching learning process. There are many factors can affect the problems emergence. Problems that usually found are students get difficulties in expression in speaking such as;

1. Fluency and pronunciation, students used to be taught in passive condition 2. Students cannot explore their English creatively

3. Students motivation is low in developing their active skill in learning English 4. The use of inappropriate teaching method

1.3Limitation of the Problems

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researcher focused in. The teaching in active condition to explore and to develop students’ skills in speaking will be the focus in this research.

1.4 Research Questions

Based on the background above, the research question/s of this research is formulated as follows:

1. Is there any difference in students’ speaking ability before and after being taught using role play?

2. What aspect of speaking is increased more by using role play in speaking class?

1.5 Objectives of the Research

The objectives of this research are:

1. To see whether using role play as a method in teaching speaking has effects that improve students’ speaking abilityor not in improving students’ speaking

ability

2. To see in what aspect of speaking role play contributes more in improving students’ speaking ability.

1.6 The Uses of the Research

This study has some uses as follows:

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The result of the research used to confirm the previous theory about using role play in improving students speaking ability.

2. Practical

- The result of the research used as a tool that help English teacher or English students in order to learn English in effective and proper way. - The result of the research will be used as an information for the reader

about the eminences of role play in improving students speaking ability

1.7Scope of the Research

This research was held to find out and solve the problem of the students’ lack of speaking ability. This research conducted in the level of junior/senior high school. The research focused on the progress of the students’ speaking skills (pronunciation, fluency, grammar, vocabulary, comprehensibility). Role play is used as the teaching technique. The kind of role play that was used is unscripted role play. In teaching speaking in the class, researcher used interpersonal dialogue. Researcher chose second grade of MAN 01 (Model) Bandar Lampung as the population sample. The condition of the role play was given by the teacher using role card made by the researcher.

1.8Definition of Terms

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1. Speaking is a process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts

2. Role Play is an instructional technique involving a spontaneous portrayal (acting out) of a situation, condition, or circumstances by selected members of a learning group.

3. Interpersonal Dialogue is the oral language involves two or more speaker in it which is functioned to promote social relationship.

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II. LITERATURE REVIEW

This chapter will explain about the theories related to the research such as; concept of speaking, techniques of teaching speaking, and then the concept of role play as the technique used in the teaching and learning process of the experiment. The explanation is delivered as follow:

2.1. Speaking

a. Definition of Speaking

There are many definitions of speaking stated by different experts some of definition we have stated as below:

1. According to Chaney (1998: 13), speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts.

2. Huebner (1960: 5) says that speaking is a skill used by someone in daily life communication whether at school or outside. The skill is required by much repetition, it primarily neuromuscular and not an intellectual process. It contents of competence in sending and receiving massage.

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4. Lado (1974) says speaking as an ability to converse or to express a sequence of ideas fluently.

5. Tarigan (1985) states speaking as the ability to produce articulation, sounds or words to express, to say, to show and to think about ideas, taught and feeling.

From experts statements we have above we can get a conclusion that speaking is a process of oral activity used in daily life as a part of communication in which verbal and non-verbal symbol used in sending and receiving massage.

b. Aspects of speaking

Speaking can be divided into two types based on the achievement, good speaking and bad speaking. Speaking can be says as good or bad based on the aspects of speaking. Harris (1974:75) says that aspects of language are:

1. Pronunciation is ways of words are pronounced. One who learns English as a foreign language must be able to use English pronunciation as well as other skills in the language.

2. Grammar is a rule system in a language. Grammar is a system of units and patterns of language.

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4. Fluency is the parameter of the speaking level of someone. Someone who has good fluency will perform or use the language easily and quickly in right order of language.

5. Comprehension denotes the ability of understanding the speaker’s intention and general meaning Good comprehension refers to good understanding. If someone’ language understanding is good, it will affect the speaking ability.

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So in order to make a good speaker those aspects written above have to be fulfilled as the requirement.

Table 2.1 Table of Specification (Harris, 1974)

No Aspects Score Criteria

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

2 Very hard to understand because of pronunciation problems. Must frequently be asked to repeat.

3 Prununciation problems necessitate concerntrated listening and occsionally lead to misunderstanding.

4 Always intelligible though one is conscious of a definite accent

5 Has few traces of foreign accent

2 Grammar 1 Errors in grammar and word order so severe as to make speech

virtually unintelligible

2 Grammar and word orders make comprehension difficult. Must often rephrase sentences and / or restrict him basic pattern.

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4 Occasionally makes grammatical and /or word order errors which do not, however, obscure meaning.

5 Makes few (if any) noticeable errors of grammar or word order.

3 Vocabulary 1 Vocabulary limitation so extreme as to make conversation virtually impossible.

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

3 Frequently use the wrong words: conversation somewhat limited because of inadequate vocabulary.

4 Sometimes uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies.

5 Uses of vocabulary and idioms are virtually that of a native speaker.

4 Fluency 1 Speech as so halting and fragmentary as to make conversation

virtually impossible.

2 Usually hesitant, often forced into silence by language problems.

3 Speed and fluency are rather strongly affected by language problems.

4 Speed of speech seems to be slightly affected by language problems.

5 Speech as fluent and effortless as that of a native speaker.

5 Comprehensible 1 Cannot be says to understand even simple conversation of English.

2 Has great difficulty following what is says. Can comprehend

only “social conversation” spoken with frequent repetition.

3 Understand most of what is says at lower than normal speed with repetitions.

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5 Appears to understand everything without difficulty.

c. Types of Speaking

There are some types of language that we have to know as the teacher of English. According to Brown (2001:250), language teaching is devoted to instruction in mastering English conversation. He divided oral language into two types:

1. Monologue

Planned Unplanned

2. Dialogue

Interpersonal Transactional

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The meaning of dialogue is the oral language involves two or more speaker in it. Based on the function dialogue can be divided into two types, interpersonal and transactional. Interpersonal dialogue is functioned to promote social relationship meanwhile the transactional dialogue is aimed to convey proportional or factual information. In this research, researcher will focus on interpersonal dialogue because it is suitable with the purpose of role play as a simulator for learners in experiencing real atmosphere of daily speaking in society.

2.2 Teaching Speaking

Teaching speaking is one of the important parts in teaching language. Teaching speaking means teach people to be able to interact with the others verbally in the right way. We know that language naturally made as a means of communication. Speaking is developed from the first contact with the language that we learn, because we can transfer our ideas or massages or thought or order to people using speaking.

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2.3. Techniques of Teaching Speaking

There are many techniques in teaching speaking which is usually used. There are thirteen techniques of teaching speaking according to (Kayi, 2006) based on some experts’ statement, in his article in internet, he tells the techniques as follows:

1. Discussion

This kind of activity can stimulate students’ response in speaking. After the content-based lesson teacher can set a discussion activity by making some groups and hold question and answer related to the last lesson they have learned. By using this activity routinely, students will use their speaking in more active way.

2. Role Play

In this kind of activity students pretend as if they are in the real condition f society in various social contexts and have a variety of roles. In role-play, the teacher gives information to the learners such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and…" (Harmer, 2007)

3. Simulations

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it as in the real condition. For examples students act as a guitarist, then he must bring property like a real guitarist.

4. Information Gap

In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information. Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need.

5. Brain Storming

Brain storming is functioned to stimulate students’ knowledge about the

lesson that will be learned in the meeting. In brain storming teacher ask some question related to the lessons or material they will have. Through brain storming students are helped in understanding the material in more easy way. Brain storming also helps the students to practice their speaking and confidence in front of other people. A point that the teacher must remember is do not ever criticized students’ idea or opinion so the students can explore

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6. Storytelling

Using story telling in teaching speaking will help the students be creative. Students can briefly explain about the story has been read or make their own story to tell to their friends in front of the class. Story telling forced students to be creative in the delivery in order to make the story interesting.

7. Interviews

Interview is almost like simulation but in interview, students are only focused on making question and answer about a topic as they are a journalist who will interview a resource person or a guest. Topic given is better given by the teacher so the student will know what kind of question they have to make or what the path they should follow. The interview questions have to be made by the students using their own mind and way of thinking. This kind of activity also helps students to practice their sentences production. In order to boost students speaking confidence teacher can ask them to perform the interview in front of the class.

8. Story Completion

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9. Reporting

Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class.

10.Playing Cards

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11.Picture Narrating

This activity is based on several sequential pictures. Teacher will have some sequential picture to show to the class. Students ask to tell and explain the event or story happen in the picture shown.

12. Picture Describing

In this technique, students asked to form some groups. Each group will have a picture given by the teacher. The next step, students are asked to explain and describe the picture they have. After they have discussed the picture, one of the group members will tell to the class about the picture. Everything related to the picture will be told. This kind of activity is very god to promote students’ creativity because this type of activity demanding a high

imagination and creativity. Beside that students also can improve their public speaking skill.

13. Find the Differences

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Based on what have been explained above, researcher chooses one of technique in teaching to be applied in this research. The technique that will be applied in this research is role play.

2.4 Teaching English through Role play

According to Ladousse (1995), role play uses different communicative techniques and develops fluency in the language promotes interaction in the classroom and increases motivation. Here peer learning is encouraged and sharing of responsibility between teacher and the learner in the learning process takes place.

Role play can improve learners’ speaking skills in any situation, and helps

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. Several reasons for using role play in teaching speaking quoted from Ladousse as follows:

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b. Role play puts students in situation in which they are required to use and develop those phatic forms of language which are so necessary in oiling the works of social relationships, but which are so often neglected by our language teaching syllabuses.

c. Some people are learning English to prepare for specific roles in their lives. It is helpful for these students to have tried out and experimented with the language they will require in the friendly and safe environment of a classroom.

d. Role play helps many shy students by providing them with a mask.

e. Perhaps the most important reason for using role play is that it is fun.

Based on ladousse’s theory above, we can conclude that role play can increase students’ fluency. Not only fluency role play also can increase students’ motivation

because role play is an enjoyable technique to be applied. Role play also increases students’ pronunciation, comprehensibility (unscripted role play), vocabulary, or

maybe grammar.

1. Definition of Role Play

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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. Role play can be used to encourage general oral fluency or to train students for specific situation, especially when they are studying for specific purpose. According to Byrne (1986), there are three terms to cover drama activity. The three terms are mime (mimicry-memorization), role play, and simulation.

- Mime

In these activity participants perform some action without saying a word. In mime expression is the main focus point to deliver the story.

- Role Play

In role play participants play a role as other characters or themselves. They will perform the play as if they are in the real situation where and when the situation happens.

- Simulation

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of event. Budden (2006) says that role-play is any speaking activity when you either put yourself into somebody else’s shoes, or when you stay in your own shoes but put yourself into an imaginary situation.

From the statements above we can say that role play is very good technique in teaching speaking in order to improve student’s speaking ability because Role

play is demanding creativity from the learner. Learners are guided to be creative and role play also forced the students to be confident.

2. Purposes of Role Play

Role play has two purposes in general. The first purpose of role play is to make the student can come into the real condition; second purpose is to motivate the students especially in speaking.

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3. Types of Role Play

According to Ladousse (1995), role play can be divided into four types. The types of role play that Gillian says are explained as below:

 Roles play that correspond the students need in the real life. For example roles as a merchant who is negotiate with the costumer, a salesman or a police officer.

 Role play in which the students play as themselves in various situation and condition or setting where the events they have based on the real experience or just an imagination.

 The type of role play 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.

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Besides the theory from Gillian who divides role play into four types, there is another theory from Donn Byrne who says that role play can be divided into two groups:

- Scripted Role Play

From the name we can know that in scripted role play, students use script as a tool to help them doing the play. By using script students can decided what they should say in front of the class.

- Unscripted Role Play

Unscripted role play is the opposite of scripted role play. In unscripted role play text or not is not used because students just doing their play by improvisation based on the situation given by the teacher. The students asked to be creative in developing their play. Unscripted role play also usually called as free role play.

4. Advantages and Disadvantages of Using Role Play in Teaching Speaking

The same as the other techniques role play also has two side of quality. Although it is known as a good technique which has a lot of advantages in its utility but role play also has some limitation or disadvantages.

The advantages of using role play are:

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 Role-playing encourage creativity

 Role play provides the learner with the opportunity to "feel" the situation rather than merely intellectualize about it

 The learner is motivated

 Learners are being prepared for actual situations to be faced  Role-playing can be used to develop social skills

 Affective learning can be taught and/or effectively evaluated

 A system of communication based on action rather than words is used,  Role-playing provides an opportunity to pretest ideas of significance

for future reference

 One learns to organize thoughts and responses instantly while reacting to a situation or question

 Learners learn to remain calm in the face of adversity or pressure.

Meanwhile the disadvantages of using role play are:

 Learners sometimes emphasize performance over the intended lesson,  Role-playing is time consuming

 Some learners are unable to identify with the characters or situation  Those learners with talent often monopolize the situation

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 "Hot topics" and controversial issues often get out of hand in role-playing

 This method may be harmful to those learners who lack the necessary skills (those who are shy, or those who have speech problems)

 Role-playing sometimes turns out to be a "dud" if it fails to relate to the learner or lesson intended

 Playing roles demands some imagination on the part of the individual learners involved

 Role-playing may benefit only the actual participants unless the objectives for the class have been clearly specified.

Consequently, using role play as a technique in teaching speaking can give use a lot of advantages in spite of the disadvantages of role play itself.

2.5 Procedures of Teaching Role Play - Unscripted Role Play

The procedures for unscripted role play adapted from Doff (1988). The procedures explained by Doff are explained below:

(Situation)

One student has lost a bag. He/she is at the police station.

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1) The teacher could prepare the whole class, by:

a) Discussing what the speakers might say (e.g. the police officer would asks the students how he or she lost the bag).

b) Writing prompt on the board to guide the role play, and any key vocabulary.

2) The teacher could divide the class into pairs or groups, and: a) Let them discuss together what they may say.

b) Let them all try out the role play privately, before calling on one or two pairs/groups to act out in front of the class.

There are the types and procedures of role play explained by experts but it does mean that the procedures are a must. English teacher may develop their own procedures based on the condition in the class.

2.6 Theoretical Assumption

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that the most affected aspects of speaking in teaching peaking through role play is fluency. Role play also improves students’ motivation in learning.

2.6 Hypotheses

Based on the assumption above, researcher has two hypotheses related to the research questions. The hypotheses are stated as follows:

1. there will be some improvements occur in using role play as a technique in teaching speaking and in teaching speaking through role play

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III. RESEARCH METHOD

This chapter will explain about the method used in the research, points will be explained in this chapter are: the design of the research, population and sample will be taken by the researcher

3.1 Design

This research was aimed to know whether role play can increase speaking ability of the student or not. (Sugiyono, 2006) states that experimental design is a study which aimed at finding out the influence of particular treatment.

This research used quantitative research (quasi experimental) as the research design .Quantitative research is a kind of research in which the data used to tend to use statistic measurement in deciding the conclusion (Hatch and Farhady, 1982:22). It was conducted using one group pretest posttest design. The result was gotten from the comparison of the two tests (pre-test and post-test). According to (Setiyadi, 2006), the design is described as follows:

T1 X T2

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A pretest is an activity before treatment given from the pre-test we can know how far the ability of the students. After that, the researcher gave two treatments to the students using role play as the teaching method. Finally, a posttest was aimed to see the result of the research after the treatment conducted.

3.2 Population and sample

The population of this research was the second grade of MAN 01 Bandar Lampung. The researcher used one experimental class to be treated. The population selected by using purposive sampling. The researcher chose the class that has moderate score in English subject. XI IPA 2 Was chosen as the sample of the research.

3.3 Instruments

This research used two instruments namely pre-test, post-test in order to answer the research questions. There would be one pre-test and one post-test in this research. (Sugiyono, 2006) stated that instrument is a media used to collect the data. The instruments are described as follows:

a. Pre-Test (Speaking Test)

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b. Post-Test (Speaking Test)

Post-test was given to the students who had been included in the pretest. It was conducted in the end of the research. It was done after giving treatments and exercises to the experimental group. The result of the post-test was used to compare the data of the pre-test and making conclusion weather role play can increase students’ speaking ability. The procedure of post-test and the kind of test was the same as pre-test.

3.4 Research Procedure

1. Preparing the Lesson Plan

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2. Preparing the Material

The material would be made by the teacher (researcher) based on the resources from some English book for the first grade students of senior high school. The situation for role play would be delivered instantly in the class and asking the students to do performances directly based on the situation given.

3. Administering Pre-Test

This test was aimed to obtain the data of the students’ basic speaking skill and to ascertain that the students from the group has similar capability and the same English proficiency before they received the treatment. The procedure of test was exactly the same with tryout test.

4. Conducting Treatment

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5. Administering Post-Test

The study employed the post test at the end of the research. It was used to measure the students’ speaking skill after the treatments. The posttest had the same procedures as the pre-test.

3.5 Data Analysis

Data analysis needs careful thinking because data analysis is aimed at organizing the data. It makes the readers able to understand the result of the research. Data analysis is the process of organizing the data in order to gain the regularity of the pattern and form of the research. Data analysis is done to create understanding for the data after following certain procedure final of result of the students can be presented by the researcher to the readers (Setiyadi, 2006).

After collecting the data that was students’ recording utterance in performing the activity, students’ opinion about role play, the data were analyzed by referring the speaking score based on aspects of speaking.

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Evaluating the Students’ Speaking

The researcher used inter-rater to give score of students’ performance. The rater gave the students’ score by listening to the record. The raters were the researcher himself and the English teacher in school. The record helped the rater to evaluate more objectively. The test of speaking was measured based on two principles: reliability and validity.

1. Reliability

Inter-Rater Reliability

Nitko (1983: 395) states that a reliable measure in one that provides consistent and

stable indication of the characteristic being investigated.

The researcher assumed that reliability referred to extend the test is consistent in

score and gave us an indication of how accurate the test score.

The statistical formula for counting the reliability was as follow:

R = Reliability

N = Number of students

D = Different of tank correlation (mean score from rater1/R1-rater2/R2)

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After find the coefficient between rates, researcher then analyzed the coefficient of reliability with the standard of reliability below:

a. A very low reliability range from 0.00 to 0.19

b. A low reliability range from 0.20 to 0.39

c. An average reliability range from 0.40 to 0.59

d. A high reliability range from 0.60 to 0.79

e. A very high reliability range from 0.80 to 1.00

The reliability value of this research can be seen as what explained below:

1. a. Reliability of Pretest

∑

(Very high reliability)

Note:

R = Reliability

N = Number of students *(can be seen in appendix 17)

D = Different of tank correlation *(can be seen in appendix 17)

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2. a. Reliability of Posttest

∑

(High Reliability)

Note:

R = Reliability

N = Number of students *(can be seen in appendix 18)

D = Different of tank correlation *(can be seen in appendix 18)

1-6 = Constant number

2. Validity

Hatch and Farhady (1982:250) defined validity as “the extent to which the result of

the procedure serves the uses for which they were intended”.

Content validity, the test is a good reflection of what is thinking and the knowledge

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which the test measures what it is intend to measure. This means that relates to the

purpose of the test. The test measured based on the indicator.

3.6 Scores

In evaluating the students’ speaking scores, the researcher, used the Oral English

Rating sheet proposed by Harris (1974: 84). Based on the Oral English Rating sheet,

there are five components that were going to be tested to the students, namely:

pronunciation, fluency, grammar, vocabulary and comprehension.

Here is the sample of the Oral rating sheet:

Pronunciation

-5 Has few traces of foreign accent

-4 Always intelligible though one is conscious of a definite accent

-3 Pronunciation problems necessitate concentrated listening and occasionally lead to misunderstanding

-2 Very hard to understand because of pronunciation problems. Student Must frequently asked to repeat.

-1 Pronunciation problems so severe as to make speech virtually unintelligible

-Grammar

-5 Makes few (if any) noticeable errors of grammar or word order.

-4 Occasionally makes grammatical and /or word order errors which do not, however, obscure meaning.

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

-2 Grammar and word orders make comprehension difficult. Must often rephrase sentences and / or restrict him basic pattern.

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

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-Vocabulary

-5 Uses of vocabulary and idioms are virtually that of a native speaker.

-4 Sometimes uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies.

-3 Frequently use the wrong words: conversation somewhat limited because of inadequate vocabulary.

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

-1 Vocabulary limitation so extreme as to make conversation virtually impossible.

Fluency

-5 Speech as fluent and effortless as that of a native speaker.

-4 Speed of speech seems to be slightly affected by language problems. -3 Speed and fluency are rather strongly affected by language problems. -2 Usually hesitant, often forced into silence by language problems.

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

Comprehensible

-5 Appears to understand everything without difficulty

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

-3 Understand most of what is said at lower than normal speed with repetitions.

- 2 Has great difficulty following what is said. Can comprehend only “social

conversation” spoken with frequent repetition.

-1 Cannot be said to understand even simple conversation of English.

In this case, the researcher made an equation of making students’ oral tests. The score

if each was multiplied by four, so, the highest score would be 100. For example, the

score of students’ grammar is four. The researcher multiplies four by four, so, the

score of students’ grammar is 16.

Here is the identification of the scores:

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If a student gets 4, so 4 X 4 = 16

For example: A student gets 4 in grammar, 4 in vocabulary, 3 in fluency , 2 in

comprehension and 2 in pronunciation. So, the student’s total score will be:

Grammar 4 X 4 = 16

Vocabulary 4 X 4 = 16

Fluency 3 X 4 = 12

Comprehension 2 X 4 = 8

Pronunciation 2 X 4 = 8

Total = 60

It means he/she gets 60 in speaking.

The score of speaking based on the five components can be compared in the

percentage as follows:

Grammar 20%

Vocabulary 20%

Fluency 20%

Comprehension 20%

Pronunciation 20%

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Table 3.1 Table of Rating Sheet Score S’s Codes Pron. (1-20) Fluen. (1-20) Gram. (1-20) Voc. (1-20) Compr. (1-20) Total (1-100) 1. 2. 3. 4. 5.

3.7 Hypothesis Testing

After collecting the data, the researcher recorded and analyzed them in order to Find out whether there was an increasing in students’ ability in writing or not after the treatment. The researcher also testing the second hypothesis by comparing the increase of the five elements of speaking that were tested in order to find out whether fluency was the most affected aspect in rising point. The researcher used paired T-test as the statistical formulae for the first hypothesis.

The formulation is as follows:

√∑ And

∑x2_{d = ∑d}2_– ∑

Md = mean from the differences pretest and posttest (posttest-pretest) Xd = deviation of each subject (d – md)

∑x2

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N = subjects on sample

(Arikunto, 2010: 349-350)

The hypothesis criteria are:

H0 : 1. Role play cannot improve students’ speaking ability in significant

improvement.

2. Fluency is not the most affected aspect in rising point (there is another

aspect that has most increase compared the other aspects).

H0 is accepted if alpha level is higher than 0.05 (α> 0.05) andFluency is not the most

affected aspect in rising point (there is another aspect that has most increase compared to fluency and the other aspects).

H1 : 1. Role play can improve students’ speaking ability in significant

improvement.

2. Fluency is the most affected aspect in rising point.

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H2 : 1. Role Play cannot improve students’ speaking ability in significant improvement.

2. Fluency is the most affected aspect in rising point

H2 is accepted if alpha level is higher than 0.05 (α >0.05) and Fluency is the most affected aspect in rising point.

H3 : 1. Role Play can improve students’ speaking ability in significant improvement.

2. Fluency is not the most affected aspect in rising point (there is another aspect that has more increase compared to fluency)

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V. CONCLUSION AND SUGESTION

This chapter is the final chapter of this research report. This chapter presents the conclusion of the research findings and suggestions for English teacher who want to try to use peer correction as the alternative technique to teach writing and for those who want to conduct similar research using role play as the technique.

5.1Conclusions

Based on the findings in the fields and from the statistical report in the last chapter, some of conclusion can be drawn as follows:

1. There were significant improvements found in the research. It can be seen from the statistical report in the chapter before. The t-value in this research was (7.177) which were more than t-table (2.045) and the significance score was 0.00 which means that the result has fulfilled the requirement to be said as a significant improvement. The requirement was the t-value must more that t-table (2.045) and the significance must less than 0.05.

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3. Role play can increase students’ speaking ability in all aspects of speaking so it could be said that role play is a suitable technique in improving students’

speaking ability.

5.2Suggestions

Referring to the conclusion above, the researcher’s suggestion can be listed like

the followings:

1. Suggestions for English Teachers

- The teacher should give more attention to the students who has difficulties in English. For example: The teacher can as the students to practice how to pronounce the word.

- The English teachers who want to apply role play are suggested to focus on certain aspects of ability to increase. It is done in order to ease the students to do role play. If the teachers do not focus on certain aspects of ability, the students will get confused since there are aspects of ability that they have to look for.

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- In the teaching learning process which uses role play, the students should be more active than teacher. So, the teacher should give more attention to the student who makes noise in the class.

2. Suggestion for further researcher

- The next researcher should choose the right sample and population will help us in conducting the research using role play as a technique in it.

- The next researcher should conduct the research in longer treatment to get better result and to decrease the chance of failure.

- The next researcher should make sure that you can control the whole class.

- The next researcher should not let the students to make a noise in the class and make sure that all of the students in the class are under your observation.

- The next researcher should use a suitable standardization in scoring their speaking in test

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REFERENCES

Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. San Fransisco: State University.

Budden, Joanna. 2006. Role Play. UK, London: BBC,

Byrne, Donn. 1986. Teaching Oral English: Longman Handbooks for English Teacher. Singapore: Longman Group,

Chaney, A.L., and T.L. Burke. 1998 Teaching Oral Communication in Grades K-8.Boston: Allyn and Bacon,

Doff, Adrian. 1988. Teach English: A Training Course for Teachers Trainer.sHandbooks. The British Council: Cambridge University Press Inc.,

Edge, Julian. 1993. Essential of English Language Teaching. Longman, .

Harmer, Jeremy. 2007. The Practice of English Language Teaching(4th Edition). New York: Pearson Longman Inc.,

Harris, David P. 1974. Testing English as A Second Language. New York: Grow Hill Press.

Hatch, E. and Farhady H. 1982. Research Design and Statistics for Applied Linguistics. Massachusetts: Newbury House Publisher.

Huebner, Theodore. 1960. Audio Visual Technique in Foreign Language. New York: Cambridge University Press,

Kayi, Hayriye. 2006. Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, Vol. XII, No. 11, November

Lado, Robert. 1974. Testing for Language teachers. New York: Cambridge University Press.

Ladousse, Gillian Porter. 1995. Role Play: Resources Book for the Teacher Series. New York: Oxford University Press,

Nitko, Antony. J. 1983. Educational Tests and Measurement: An introduction. New York: Harcourt Brace Jovanovich

Setiyadi, Ag. Bambang. 2006. Metodologi Penelitian untuk Pengajaran Bahasa Asing, Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu

Sugiyono. 2006. Statistika untuk Penelitian. Bandung: Afabeta.

Tarigan, Guntur.1985. Berbicara Sebagai Salah Satu Keterampilan Bahasa. Bandung: Angkasa.

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Appendix 1

Speaking Pre-test

Instruction

1. Works in pairs consist of 2 students 2. Make one conversation based on situation

The oral test direction

1. Each pair should get one role card

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Appendix II

Speaking Post-test

Instruction

1. Works in pairs consist of 2 students 2. Make one conversation based on situation

The oral test direction

1. Each pair should get one role card

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Appendix III

Role Card

Setting: At School Role A

You are supporter of football games. Your friends is trying to invite you to watch on a football games. You want to go but you need to ask something to your friend.

Ask your friend about :  The time

 Where is the football games  Participants who watch the games  The players

 Give your reason, if you accept or refuse this invitation

Role B

You are talking to a friend. You invite him or her to watch on a football game. He or She does seem very enthusiastic.

Answer your friend answer about  The time

 Where is the football games  Participants who watch the games  The players

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Appendix IV

Role Card

Setting: At Home Role A

You are Mother . Your daughter is trying to get permission from you. Your Daughter or Son want to buy a item.

Ask your Daughter or Sonabout :  The time

 Use a vehicle or not

 What is name of the market  What is the item

 Give your reason, if you accept or refuse this permission

Role B

You are talking to your mother. You want to get permission by her to go Shoping at the market . Answer your mother answer about

 The time

 Use a vehicle or not

 What is name of the market  What is the item

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Appendix V

Role Card

Setting: At Hotel Role A

You are Guest at Hotel . You want to know opinion about that hotel. You meet receptionist to stay at that hotel .

Ask receptionist about :  How many type room  Facility

 Cost  History

 Talk about asking opinion

Role B

You are receptionist . Your guess want to know about the hotel Answer your mother answer about

 How many type room  Facility

 Cost  History

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Appendix VI

Role Card

Setting : At a park Role A

You are a visitor of a park. In that park you meet someone and talk to the person and introduce yourself. Then you ask him/her to know each other.

Ask him/her about:

 The complete also nick name  Place of origin

 What kind of activity he/she likes/dislikes

Role B

You are another visitor in the park. You meet someone that introduces her/himself to you. He/she ask you some question. He/she want to know more about you.

Answer his/her question about:  Your complete and nick name  Place of origin

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Appendix VII

Role Card

Setting : At a school Role A

You are Bobby, your friend named Andy was sad because of his bad examination score. As a close friend you want to make him smile again like before.

Cheer him up by:

 Encouraging him

 Invite him to go to some interesting places

 If he accept the invitation make a promise about the place and the time  If he refuse your invitation ask him the reason

Role B

You are Andy your friend wants to cheer you up to solve your problem. He invite you to go to some interesting place.

Response him if:

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Appendix VIII

Role Card

Setting : At home Role A

You are a father. Your son named Budi wants to go with his friends this Saturday night to watch a concert and he asks permission to you.

Ask him about:

 How long he will go out?  How many friends go with him?  Where is the place of the concert?

 Give your reason if you accept his permission or not

Role B

You are Budi. You want to go to a concert with your friends this Saturday night. You ask permission to your father. Your father will asks you some question

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Appendix IX

Role Card

Setting : At school

Role A

You are Danny. Your friends named Dina Hass just lost her watch when she gets back from her grandmother house. She feels so sad that she can’t speak any words because she

is afraid of her father. And you say your sympathy for her and cheer her up.

Role B

You are Dina you have just lost your watch at the station when you gets back from your grandmother house. You feel so sad and you are also afraid of your father. You tell this

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Appendix X

LESSON PLAN I

Education level : Senior High School Subject : English

Grade/ semester : XI/ II Skill : Speaking Time allocation : 2x 45 minutes

I. Standard of competence

The students are able to express their ideas in transactional and interpersonal dialogue in dailylife context.

II. Basic competence

The students are able to express their ideas transactional and interpersonal conversation accurately and acceptably in their life with accepting and refusing invitations

III. Indicators

- The students are able to identify sentences for accepting and refusing invitation. - The students are able to make dialogue for accepting and refusing invitation - The students are able to practice accepting and refusing dialogue using role-play

technique.

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a. Students are able to express accepting and refusing dialogue from role card. b. Students are able to make conversation in front of class.

V. Instructional material Topic:

1. Making an invitation 2. Accept an invitation 3. Refuse an invitation VI. Instructional media Role Card

VII. Technique Role Play

VIII. Teaching Learning Procedures

Pre activity:

 Teacher greet the students.

 Teacher checks the students’ attendance list.  Teacher ask about their feeling

While Activity:

 Teacher gives example of expression of asking and giving opinion.

 Teacher discusses the vocabulary and language feature related to the theme.  Teacher divides the students into pair.

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 Teacher gives the students few minutes to role play with other and work out their language.

 Teacher moves from one group to another and help students, for example in vocabulary and expression.

 Teacher asks the students to perform their role play in front of the class.  Teacher makes the situation conducive to make the play run smoothly and ask

students to make a note about misspelling pronunciation and wherever possible wrong grammar or difficult vocabulary that student need.

Post activity:

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Role Card

Setting: In Romi House

Role A:

You are Harry .

You want to go fishing in this morning

But, you don’t have friends to accompany you

So, you invite Romi to go with you

Role B :

You are Romi

Your friend invites you to go to lake with him

But you cannot because you are going to school in this afternoon

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Appendix XI

LESSON PLAN II

Grade/ semester : XI/ II Skill : Speaking

Time allocation : 2 x 45 minutes (two meetings)

VI. Standard of competence

The students are able to express their ideas in transactional and interpersonal dialogue in daily life context.

The students are able to express their ideas transactional and interpersonal conversation accurately and acceptably in their life.

.

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and asking information.

c. The students are able to practice gives opinions dialogue using role-play technique. d. The students are able to express and act the dialogue in front of class

IV. Learning objective

c. Students are able to express opinions dialogue from role card. d. Students are able to make conversation in front of class.

1. Asking for opinion 2. Giving opinion

VI. Instructional media Role Card

VII. Techniques Role Play

VIII. Teaching Learning Procedures

Pre activity:

 Teacher greets the students.

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 Teacher ask about their feeling

While Activity:

 Teacher gives example of expression of asking and giving opinion.  Teacher gives role card

Post activity:

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Role Card

Setting: At Market

Role A:

You are Dina

You are Selly’s Mother

You have a beautiful dress in your home. But it has been missed

So, you want to buy a new dress

You ask your daughter’s opinion how if you buy a new dress.

Role B:

You are Selly

Your mother wants to buy a new dress

She asks you whether you agree or disagree.

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Appendix XII

LESSON PLAN III

Grade/ semester : XI/ II Skill : Speaking

Time allocation : 2 x 45 minutes (two meetings)

I. Standard of competence

The students are able to express their ideas in transactional and interpersonal dialogue in daily life context.

The students are able to express their ideas transactional and interpersonal conversation accurately and acceptably by using the expression of asking and giving information.

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and asking information.

c. The students are able to practice gives permission dialogue using role-play technique. d. The students are able to express and act the dialogue in front of class

IV. Learning objective

e. Students are able to expressopinions dialogue from role card. f. Students are able to make conversation in front of class.

1. Asking for permission 2. Giving permission 3. Refusing permission

VI. Instructional media Role Card

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Pre activity:

 Teacher greets the students.

 Teacher checks the students’ attendance list.  Teacher ask about their feeling

While Activity:

 Teacher gives example of expression of asking and giving opinion.  Teacher gives role card

Post activity:

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Role Card

Setting: At Home

Role A:

You are William.

You are going to spend your Saturday night with your friend at the beach

You ask permission to your father to allow you to go to forest.

Role B:

You are Kevin

You are William’s father

Your son asks your permission

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[image:75.612.68.548.199.716.2]

APPENDIX XIII

TABLE OF RATING SHEET SCORE- Pre test (R I)

S’s Code Pron.

(1-20) Fluen. (1-20) Gram. (1-20) Voc. (1-20) Compr. (1-20) Total (1-100)

1. AAP 12 12 12 16 16 68

2. ADT 12 8 12 12 12 56

3. ANS 12 12 12 12 16 68

4. ANT 12 16 8 12 12 60

5. AQM 16 16 16 16 16 80

6. ASS 8 12 12 8 12 52

7. DMW 12 12 8 12 16 60

8. DSY 12 16 8 12 12 60

9. DTY 12 12 12 12 16 64

10.FDL 12 8 8 8 12 48

11.FDP 8 8 8 8 12 44

12.FTA 12 12 12 12 16 64

13.GFR 12 12 12 8 12 56

14.HDS 8 12 12 12 16 60

15.IND 12 8 8 8 12 48

16.IST 8 8 8 8 12 44

17.JNA 16 16 16 16 16 80

18.MAY 12 8 12 12 16 60

19.MDS 12 12 8 8 12 52

20.MKT 8 8 8 8 12 44

21.MLP 8 12 8 8 12 48

22.NDA 12 16 12 12 16 68

23.NFD 12 12 16 16 16 72

24.NFS 12 12 12 12 16 64

25.NRM 8 8 8 8 12 44

26.NVT 8 12 8 8 12 48

27.PI S 12 8 12 8 16 56

28.RNA 12 12 16 16 16 72

29.SPT 8 8 8 8 12 44

30.SRF 12 16 12 12 16 68

31.TRH 12 12 16 8 16 64

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[image:76.612.66.550.174.693.2]

Appendix XIV

TABLE OF RATING SHEET SCORE- Post test (R I)

1. AAP 16 16 12 16 16 76

2. ADT 12 12 16 16 16 72

3. ANS 16 16 16 16 16 80

4. ANT 12 12 12 16 16 68

5. AQM 16 16 16 16 16 80

6. ASS 12 12 12 12 16 64

7. DMW 16 16 16 12 12 72

8. DSY 12 16 16 12 16 72

9. DTY 12 16 12 16 16 72

10.FDL 8 12 12 12 12 56

11.FDP 12 12 16 16 12 68

12.FTA 16 12 16 12 16 72

13.GFR 12 12 12 16 16 68

14.HDS 12 16 16 12 16 72

15.IND 12 12 16 16 16 72

16.IST 12 16 16 8 16 68

17.JNA 12 12 16 16 16 72

18.MAY 12 12 12 12 12 60

19.MDS 12 12 12 12 12 60

20.MKT 12 16 16 16 16 76

21.MLP 16 16 16 12 12 72

22.NDA 12 16 12 16 16 72

23.NFD 16 16 12 16 16 76

24.NFS 12 16 12 16 16 72

25.NRM 12 12 12 16 16 68

26.NVT 12 12 16 16 16 72

27.PI S 12 12 12 16 16 68

28.RNA 12 16 16 16 16 76

29.SPT 12 16 16 16 16 76

30.SRF 16 16 12 16 16 76

31.TRH 12 12 12 12 16 64

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[image:77.612.66.550.175.690.2]

Appendix XV

TABLE OF RATING SHEET SCORE- Pre test (R II)

1. AAP 12 8 12 16 16 64

2. ADT 12 12 12 12 12 60

3. ANS 12 12 16 16 16 72

4. ANT 12 16 12 12 12 64

5. AQM 16 16 16 16 16 80

6. ASS 12 12 12 8 12 56

7. DMW 12 12 12 8 16 60

8. DSY 12 16 8 12 12 60

9. DTY 12 12 12 16 16 68

10.FDL 12 12 8 8 12 54

11.FDP 12 8 8 12 12 52

12.FTA 16 12 12 12 16 68

13.GFR 12 12 12 12 12 60

14.HDS 8 12 12 16 16 64

15.IND 12 8 12 8 12 54

16.IST 8 8 8 12 12 48

17.JNA 16 16 16 16 16 80

18.MAY 12 12 12 12 16 64

19.MDS 12 12 12 8 12 56

20.MKT 12 8 8 12 12 52

21.MLP 8 12 8 8 12 48

22.NDA 16 12 12 16 12

INCREASING STUDENTS’ SPEAKING ABILITY THROUGH ROLE PLAY IN MAN 1 (Model) BANDAR LAMPUNG