THE EFFECTIVENESS OF ROLE PLAY TECHNIQUE IN TEACHING ENGLISH SPEAKING AT THE SECOND GRADE STUDENTS OF SMA MUHAMMADIYAH 3 BATU

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THE EFFECTIVENESS OF ROLE PLAY TECHNIQUE IN TEACHING ENGLISH SPEAKING AT THE SECOND GRADE STUDENTS OF

SMA MUHAMMADIYAH 3 BATU

THESIS

By: Basma Umasugi

08360033

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

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MOTTO AND DEDICATION

MOTTO

" If you want something you’ve never had, you must be willing to do something you’ve never done.

Success is a journey, not a destination"

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ACKNOWLEDGEMENTS

All praises be to Allah SWT, the Lord who has bestowed the blessing upon

me in completing this thesis. Peace and upon our prophet Muhammad SAW, His

families, His companion and His followers.

My appreciations goes to my first advisor Drs. Jarum, M. Ed. who had given

me his time, his meaningful guidance in completing my thesis and supporting me to

improve my English. My deep gratitude also is presented for my second advisor Dr.

Hartono, M. Pd. for valuable help, guidance, correction and suggestion for

completing my thesis.

The great regard and gratitude are given to my beloved father, Manaf

Umasugi and my beautiful mother, Maryam Umasugi, who always give me support,

pray, finance, they are my role model in the world, also my sisters K’yut, K’chy and

Tia and my brother, Ikhwan. Special thanks to my best friends Sahidastuti, Ufi,

Chacha, Susi, Mikih, Vivi, Yuni, and someone who accompanies in my happiness

and sadness, Abang Us, and all my family. The last thanks to SMA Muhammadiyah 3

Batu for giving me chance to do my research in the school.

The Writer

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CHAPTER III: RESEARCH METHODOLOGY

3.1 Research Design ... 17

3.2 Population and Sample ... 19

3.3 Research Instrument ... 20

3.4 Data Collection... 20

3.5 Data Analysis ... 21

CHAPTER IV: FINDINGS AND DISCUSSIONS 4.1 Findings ... 23

4.1.1 The Result of Pretest ... 23

4.1.2 The Result of Posttest ... 24

4 .1.3 The Result of Hypothesis Testing ... 25

4.2 Discussions ... 26

CHAPTER V: CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 28

5.2 Suggestions ... 28

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REFERENCES

Ary, D., Jacobs, and Razavieh, A. 2002. Introduction to Research in Education Sixth Edition. US: Thomson Wadsworth Inc.

Brown, Douglas. 2001. Teaching by Principles: An Interactive Approach to Language pedagogy. Second Edition. Addison Wesley Longman, Inc. Pearson Education Company. San Fransisco State University.

Butler, et. al. 2000. Toefl Speaking Framework: A Working Paper. Retrieved on May 23, 2012 from http//www.toefl.org.

Callahan & Clark. 1988. Teaching in the Middle and Secondary Schools. Seventh Edition. New York. Macmillan Publishing Company.

Celce & Murcia. (Ed.). 2001. Teaching English as a Second or Foreign Language. Third Edition. USA. Heinley & Heinley.

Dananjaya, Utomo. 2010. Media Pembelajaran Aktif. Bandung. Nuansa. Institute for Education Reform. Universitas Paramedina.

Harmer, Jeremy. 2007. How to Teach English. New Edition. Edinburgh. Pearson Longman.

Heniarti, A. 2009. An Experimental Research Using Role Play in English Speaking Skill in SMA Salahudin Malang. Malang. State University of Malang.

Livingstone, Carol. 1983. Role Play in Language Learning. Edinburgh. Longman Group Limited.

McSharry, G. & Jones, S. 2000. Role-Play in Science Teaching and Learning. Retrieved on February 27, 2013 from www.nationalstemcentre.

Mustadi, Ali. 2012. Speaking Skill Improvement Melalui Role-Playing Pada Kompetensi English for Instruction di PGSD. Yogyakarta. Universitas Negeri Yogyakarta. Retrieved on February 12, 2013 from http?//www.uny.ac.com.

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Richards, Jack C. & Renandya, Willy A. 2002. Methodology in Language Teaching: An Anthology of Current Practice. Edinburgh. Cambridge University Press.

Susanti, A.D. Harni. 2007. Using Role Play in Teaching Speaking. Malang. State Islamic University of Malang. Retrieved on October 3, 2012 from luluvikar.files.wordpress.com.

_______, 2011. Oxford Advanced Learner’s Dictionary. New York. Oxford University Press.

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1 CHAPTER 1 INTRODUCTION

In this chapter, the researcher describes background of the study, statement of

the problems, hypothesis, purposes of the study, significance of the study, scope and

limitation, and definition of the key terms.

1.1Background of the Study

English as one of the most widely used foreign languages plays a very

important role today. Some people want to study English because they realize that it

will give a good chance for their career. English is the key to enrich our knowledge.

English is an international language which is very useful in this globalization era.

Therefore, English is included into Indonesian schools curriculum.

According to Brown (2001: 232), there are four skills in English, namely:

listening, speaking, reading and writing which are important in English teaching. It

means that learners can be judged as having good English proficiency when they

master those four skills. Among those four skills, speaking is one of communicative

skills that indicates that a learner can master English language actively because

speech is the most basic means of human communication (Celce and Murcia, 2001:

103). It indicates that having a good speaking skill is needed in order to make

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However, learning and understanding English are not as easy as learning and

understanding our own language because English is purely a foreign language for

Indonesian learners. When they are asked to practice speaking in English, the learners

will feel difficult. As stated by Brown (2001), there are particular characteristics of

spoken language that make oral performance difficult in some cases, namely:

clustering, redundancy, reduced forms, performance variables, colloquial language,

rate of delivery, stress, rhythm, and intonation, and interaction.

Based on that fact, there should be exciting techniques to teach speaking in

order that the learners enjoy learning speaking skill and dare to practice speaking in

the class. One of the exciting techniques to teach speaking skill is Role Play. It is

chosen because it can encourage students’ oral fluency. According to Livingstone

(1983:6), role play is a classroom activity which gives the student the opportunity to

practice the language, the aspect of role behavior, and the actual roles he or she may

need outside the classroom. In a role-play, the students are assigned roles and put

into situations that they may encounter in the real life situations. According to

Harmer (in Heniarti, 2009), role play can be used to encourage general oral fluency,

or to train students for specific situations. Therefore, role play can promote students’

active participation, and thus the students will get many chances to practice, so that

they will improve their speaking ability.

In her study, Susanti (2007) found several facts about role play. Firstly, the

use of role play makes the speaking and learning activity more enjoyable and

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students with difficulty in conversation are liberated. In addition, it is fun, and most

students will agree that enjoyment leads to better learning. Thirdly, in role play, the

world of the classroom is broadened to include the outside world. This offers a much

wider range of language opportunities. So, the students can be anyone and in any

situation they wish. Fourthly, the use of role play makes the class more active and

alive. Students are willing to participate without any forces from the teacher. And the

last, the use of role play makes the students more motivated in learning and easier to

grasp the lesson.

Knowing the finding of the previous research, the researcher is interested in

using role play as the technique to teach students’ speaking skill. This study is also

different from the previous research because the previous research focused on the

good facts about role play, while this study focuses on whether or not role play can

improve speaking skill.

In this study, the researcher chooses SMA Muhammadiyah 3 Batu to do a

research because the students of this school have been accepted in this school through

the tight selection, so this school is supposed to have the high proficiency students.

However, based on the previous interview with the English teacher, the researcher got

the information that the students have low speaking skill in English subject. The

research conducted here using role-play technique in teaching speaking to know

whether it can improve students’ speaking skill It is hoped that the effectiveness of

the role-play technique in teaching speaking skill will be successful as a teaching

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1.2Statement of the Problem

Based on the background of the study, the researcher formulates the problem

as follows, “Does teaching speaking using a role play technique improve students’

English speaking skill?”

1.3Purposes of the Study

Based on the statement of the problem, the purpose of the study is to describe

whether teaching speaking using of a role-play technique can improve students’

English speaking skill.

1.4Hypothesis

Hypothesis is a prediction of the relationship between independent variable

and dependent variable in an experiment. Based on the theory, hypothesis is stated as follows, “Teaching speaking using role-play technique improves the students’

English speaking skill at SMA Muhammadiyah 3 Batu.”

1.5Significance of the Study

The result of this research has theoretical and practical significance.

Theoretically, it is expected to be useful information about a teaching technique in

teaching speaking skill. Practically, it can be a model of practice using role play

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1.6 Scope and Limitation

The scope of this study is the improvement of students’ speaking skill through

a role play technique of teaching. It is limited to the second grade students of SMA

Muhammadiyah 3 Batu which consists of IPA and IPS class.

1.7Definition of the Key Terms

In this study, the researcher needs the definition of the key terms in order to

avoid misunderstanding and misinterpretation. The researcher clarifies the following

terms:

 Role play is a learning activity in which one behaves in the way somebody else would behave in a particular situation (Oxford Advanced Learner’s

Dictionary, 2011).

 Speaking is the use of oral language to interact directly and immediately with

others (Butler et. al., 2000).

 Technique is any of a wide variety of exercises, activities, or tasks used in the

language classroom to realize lesson objectives. The manifestation in

the classroom should be consistent with a method and therefore in

harmony with an approach as well (Brown, 2001).

 Teaching is guiding and facilitating learning, enabling, the learner to learn, and

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 Effectiveness is the extent to which stated objectives are met (Commonwealth of

THE EFFECTIVENESS OF ROLE PLAY TECHNIQUE IN TEACHING ENGLISH SPEAKING AT THE SECOND GRADE STUDENTS OF SMA MUHAMMADIYAH 3 BATU