THE IMPLEMENTATION OF THE ROLE PLAY TECHNIQUE IN SPEAKING CLASS OF SECOND SEMESTER AT STKIP PGRI BANJARMASIN

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THE IMPLEMENTATION OF THE ROLE PLAY TECHNIQUE

IN SPEAKING CLASS OF SECOND SEMESTER

AT STKIP PGRI BANJARMASIN

THESIS

By:

MAYA NANDA RIYANTI

201010100311001

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

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THE IMPLEMENTATION OF THE ROLE PLAY TECHNIQUE

IN SPEAKING CLASS OF SECOND SEMESTER

AT STKIP PGRI BANJARMASIN

THESIS

This thesis is submitted to meet one of the requirements to achieve

Sarjana Degree in English Education

By:

MAYA NANDA RIYANTI

201010100311001

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

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This thesis written by Maya Nanda Riyanti was approved on August 24 th_{, 2015.}

By:

Advisor II, Advisor I,

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This thesis was defended in front of the examiners of the Faculty of Teacher

Training and Education of University of Muhammadiyah Malang

and accepted as one of the requirements to achieve

Sarjana Degree in English Education

on September 2nd, 2015

Approved by:

Faculty of Teacher Training and Education

University of Muhammadiyah Malang

Dean,

Dr. Poncojari Wahyono, M.Kes

Examiners: Signatures:

1. Dr. Sri Hartiningsih, M.M 1. ………

2. Erlyna Abidasari, M.A, M.Ed 2. ………

3. Drs. Munash Fauzie, M.M 3. ………

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ORIGINALITY DECLARATION

The undersigned:

Name : Maya Nanda Riyanti

Student ID number : 201010100311001

Program of Study : English Department

Faculty : Faculty of Teacher Training and Education

I declare that the work presented in this thesis was carried out by myself and does

not incorporate without acknowledgement any material previously submitted for a

degree or diploma in any university. To the best of my knowledge this thesis does

not contain any materials previously publish or written by another person except

where due reference is made in text.

Malang, September 2nd_{, 2015}

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Motto and Dedication

MOTTO:

“Dan barangsiapa yang berjihad, maka sesungguhnya jihadnya itu adalah untuk dirinya sendiri. Sesungguhnya Allah benar-benar Maha Kaya (tidak memerlukan sesuatu) dari semesta alam.” (Al-‘Ankabuut:6)

“It always seems impossible until it is done”

Nelson Mandela

Dedication:

I dedicated this thesis to:

My beloved father and mother,

My big family,

My friends,

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ACKNOWLEDGEMENTS

Alhamdulillah, all praise be to Allah, the Merciful and Charitable. Because

of his guidance, blessing and affection, the writer can finish this thesis. The writer

would like to express her deepest gratitude to:

1. Mr. Drs. Munash Fauzie, M.M as her first advisor and Mr. Bayu H.

Wicaksono, S.Pd., M.Ed., Ph.D as her second advisor, for their suggestion,

guidance and advice during the completion of this thesis.

2. Mrs. Fathul Zannah, M.Pd and STKIP PGRI Banjarmasin for their help in

conducting this research.

3. Her beloved family (Papah, Mamah, Mba, Bigfam of Soemaryo and

Bigfam of Joesran) for their big support and pray in finishing this thesis.

4. All members of 99, the best friends of boarding house the writer ever had,

thanks for their love, care, help, pray and support in doing this thesis. THE

BEST!!!

5. All members of A class 2010, thanks for always motivate the writer to

finish this thesis.

6. R. Wijaya Saputra, thanks for always make the writer wants to finish this

thesis as soon as possible and going to the next level of education.

Malang, 20thAugust 2015

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THE IMPLEMENTATION OF THE ROLE PLAY TECHNIQUE IN SPEAKING CLASS OF SECOND SEMESTER AT STKIP PGRI

BANJARMASIN ABSTRACT

Speaking is the one of basic skills that facilitating learners to master English. Speaking skill focuses on the students’ ability in producing English for daily communication as natural as in their own mother tongue. Many techniques can be applied in teaching speaking, one of them is role play technique. Some researches stated that role play technique can improve students’ speaking ability, but some researches stated the opposite. Thus, this presents study is intended to investigate what is not appropriate when the role play is applied in speaking class, to know the way the lecturer implements the role play technique and the problems faced by students on the role play technique.

To know the result of this study, the researcher used quantitative research as the design. The population of this study was all students of English Department at STKIP PGRI Banjarmasin and the sample of this study was 44 students of second semester and one speaking lecturer who taught speaking II. The instruments used in this study were observation and questionnaire.

The result of this study showed that the way the lecturer implemented the role play technique in speaking 2 was in line with the explanation from Huang. They were decide on the teaching materials, select situations and create dialogs, have students modify the situations and the dialogue and the last evaluate and check students’ comprehension. The researcher also found the students’ problems when the role play technique was implemented in speaking 2. The students found difficulties in developing their creativity, they found difficulties when they were asked to create a situation for role play, they felt their repertory of vocabulary are less, they found difficulties when they were asked to make a dialog for role play, they prefer to choose their own roles for role play, they felt scared, nervous or shy when they are asked to perform their role play in front of the class.

Keyword: Role play, Technique, and Speaking

Advisor I Researcher

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1.6 Definition of the Key Term………... 5

CHAPTER II REVIEW OF RELATED LITERATURE 2.1Speaking……… 6

2.1.1 The Definition of Speaking………. 6

2.1.2 The Functions of Speaking……….. 7

2.1.3 The Problems in Speaking……… 11

2.1.4 The Characteristics of Successful Speaking Activity…... 12

2.2 Teaching Speaking……….. 13

2.3 The Techniques of Teaching Speaking………... 14

2.3.1 The Kinds of Techniques in Teaching Speaking……….. 15

2.4 Role Play Technique………... 20 2.4.1 The Definition of Role Play……….. 21

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2.5 Significance of Role Play in Teaching Speaking……… 24

2.6 Related Study……….. 25

3.2.3 Validity and Reliability………. 33

3.2.4 Pilot Study………. 34

3.2.5 Procedures of Data Collection……….. 34

3.3 Data Analysis……….. 35

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LIST OF TABLE

Table

3.1 Total Number of Research Target Population………..………… 30

3.2 The Procedure of Data Collection………..…………... 35

4.1 Result of Observation Field Notes 1………..…………... 38

4.2 Result of Questionnaire no.1………..………... 40

4.5 Result of Questionnaire no.4………... 42

4.8 Result of Questionnaire no.7………..…... 43

4.9 Result of Questionnaire no.8…..………..……. 44

4.10 Result of Questionnaire no.9……..………..……. 45 4.11 Result of Questionnaire no.10………... 45

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BIBLIOGRAPHY

Arikunto, Suharsimi. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.

Ary, Donald at. All. 2010. Introduction to Research in Education. Canada: Wadsworth, Cengage Learning.

Barkley, Elizabert E. at. All. 2012. Collaborative Learning Techniques. Translated by Narulita Yusron. Bandung: Nusamedia.

Brown, H. Douglas. 2000. Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Addison Wesley Longman, Inc.

Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. New York: Addison Wesley Longman, Inc.

Cohen, Louis., Lawrence Manion & Keith Morrison. 2007. Research Methods in Education. New York: Routledge.

Creswell, John W. 2009. Research Design: Qualitative, Quantitative and Mixed Methods Approaches. USA: SAGE Publications, Inc.

Creswell, John W. 2012. Educational Research: Planning, Conducting and Evaluating Quantative and Qualitative Research. USA: Pearson Education, Inc.

Finocchiaro, Mary & Michael Bonomo. 1973. The Foreign Language Learner: A Guide for Teachers. New York: Regents Publishing Company, Inc.

Fraenkel, Jack R. & Norman E. Wallen. 2009. How to Design and Evaluate Research in Education (Seventh Edition). New York: McGraw-Hill.

Gerlach, Vernon S., Donald P. Ely & Rob Melnick. Teaching and Media (Second Edition). 1980. New Jersey: Prentice-Hall, Inc.

Harmer, Jeremy. 1998. How to Teach English. England: Addison Wesley Longman Limited.

Huang, Irene Y. 2008. Role Play for ESL/EFL Children in the English Classroom. (Online), http://iteslj.org/Techniques/Huang-RolePlay.html

Kayi, Hayriye. 2006. Teaching Speaking: Activities to Promote Speaking in Second Language. (Online), http://iteslj.org/Articles/Kayi-Teaching Speaking.html

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Niza, Choirun. 2012. The Students' Perception toward the Use of Role Play Technique in Speaking at SMP Muhammadiyah 8 Batu. Unpublished Thesis. Malang: UMM.

Pachler, Norbert & Ana Redondo. 2007. A Practical Guide to Teaching Modern Foreign Languages in the Secondary School. New York: Routledge.

Patel, M.F. & Praveen M. Jain. 2008. English Language Teaching (Methods, Tools & Techniques). Jaipur: Sunrise Publishers & Distributors.

Ratnasari, Hervin. 2009. The Problems Faced by English Native Speaker and Non Native English Learners in Speaking Class at SMAN 10 Malang. Unpublished Thesis. Malang: UMM.

Richards, Jack C. 2008. Teaching Listening and Speaking From Theory to Practice. New York: Cambridge University Press.

Samuda, Virginia & Martin Bygate. 2008. Tasks in Second Language Learning. New York: Palgrave Macmillan.

Sulistyahadi. 2011. The Effect of Using Role Play in Improving Students Speaking Ability at SMPN 03 Karang Ploso Satu Atap. Unpublished Thesis. Malang: Batu. Unpublished Thesis. Malang: UMM.

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CHAPTER I

INTRODUCTION

To make clear the present study, it is important to discuss a preliminary chapter as the

researcher background in this present study. This will be done in chapter 1. This chapter presents

some important parts namely; background of the study, statement of the problem, purpose of the

study, significance of the study, the scope and limitation and the definition of key terms. Each

part is presented as below.

1.1 Background of the Study

English as an international languange has an important role in the world. Many people

from different countries who have different cultures and languanges use English to

communicate. People need to learn English to follow development of the world. It is because of

the importance of English in any scope of our lives. There are four basic skills that have to be

mastered in learning English. Those are reading, listening, writing and speaking. Every skill has

its own goal as the purpose of learning English.

Speaking is the one of basic skills that facilitating learners to master English. It is also

considered as an essential part in second and foreign language. According to Pachler and

Redondo (Redondo, 2007, p. 92), ‘speaking is a language skill which some students believe

either you are good at or you are not, a skill that in some ways is down to personality factors

such as confidence or extroversion’. It means that speaking skill is students’ way to evaluate

their success in language learning through how much they feel they have improved in spoken

language proficiency. Speaking skill focuses on the students’ ability in producing English for

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Finocchiaro and Bonomo (1973, p. 11) have stated:

Speaking skill is even more complex than the other skill since the learner will have to 1) decide what he wants to say ; 2) choose the pattern he is going to use ; 3) select the words that fit into the pattern and convey his meaning ; 4) use the correct arrangement of sounds, voice pitch and forms ; 5) make sure that what he wants to say is appropriate in the situation ; 6) place his tongue and lips in certain position to produce the sounds.

Those things above make speaking skill becomes hard to be mastered by students. Based on the

researcher experience in speaking class, some students often find some problems in learning

speaking skill. For example, the use of mother tongue and less motivation to practice English in

daily conversation. Then, some students are also too shy and afraid to take a part in the

conversation. Many factors can cause the problems of students in learning speaking skill namely

students’ interest, poor vocabulary, the material, media and the technique in teaching English.

Many techniques can be applied in teaching English. One of the techniques to increase

students’ speaking skill is Role Play. This technique is effective to use in teaching speaking. It is

supported by Sulistyahadi (2011) in his research “The Effect of Using Role Play in Improving

Students Speaking Ability at SMPN 03 Karang Ploso Satu Atap”. He stated that the students

speaking ability was improved after taught by using role play. It can be seen from the mean score

result of post test, that was higher than mean score of pre-test, that was from 53.6 to 63.2. Role

play is very important in teaching speaking because it gives students an opportunity to practice

communicating in different social contexts.

On the other hand, some research findings said that role play technique does not improve

the students’ speaking skill. It supported by Umasugi (2014) in his research “The Effectiveness

of Role Play Technique in teaching English Speaking at The Second Grade Students of SMA

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improve the students’ speaking skill. The difference between the scores of the students in pre-test

and the post test was not significant.

In this present study, the researcher wants to know why the role play technique does not

improve some students’ speaking skill. For this reason, the researcher was interested to

investigate the problems faced by students on the role play technique in speaking class.

Furthermore, the researcher will observe what is not appropriate when role play technique is

applied in speaking class, the way lecturer implements role play and the problems faced by

students when role play technique is applied.

1.2 Statement of the Problem

Based on the explanation above, this study attempts to answer the following research

questions:

1. How does the lecturer implement role play in speaking class?

2. What are the problems faced by students when role play is applied in speaking class?

1.3 Purpose of the Study

By knowing and referring to the statement of problems, the purposes of study are:

1. To know the way lecturer implements role play in speaking class.

2. To identify what are the problems faced by students when role play is applied in speaking

class.

1.4 Significance of the Study

The result of this research is expected to give information to the readers especially

English Department lecturers, about whether the students have problems or not related to

teaching techniques used by teachers in speaking class. Furthermore, this research also expected

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can use those techniques as the references to implemented or developed in teaching speaking.

The last, this research will be useful for the students, because with a good technique used by

teacher, the students will easy to reach the goal of learning.

1.5 The Scope and Limitation

The scope of this research is students’ problems on the role play technique in speaking

class. Furthermore, it is limited on 44 students and one speaking lecturer in the speaking II class

at the second semester of English Department, STKIP PGRI Banjarmasin, 2014/2015 academic

year.

1.6 The Definition of Key Terms

The terms used in this study are defined as follows:

1. Problem is a situation in which a person is motivated to reach a goal, but a obstacle or

some obstacles block attainment of the goal (Klein in Ratnasari, 2009)

2. Role play is activities where students are asked to imagine that they are in different

situations and act accordingly (Harmer, 1998, p. 92).

3. Techniques are any of wide variety of exercise, activities, or tasks used in the language

classroom for realizing lesson objectives (Brown, 2000, p. 16).

4. Speaking is an interactive process of constructing meaning that involves producing,

receiving, and processing information (Brown, 1994).

In conclusion, this chapter has already described the background study of this research,

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of key terms. Each section has explained in detail as the basic information of this research. Then,