IMPROVING STUDENTS’ SPEAKING ABILITY
THROUGH
ROLE PLAY TECHNIQUE AT
THE FIRST GRADE OF SMK NEGERI 1
BANDAR LAMPUNG
By Septi Hartati
A Script
Submitted in a Partial Fulfillment of the Requirements for S-1 Degree
in
The Language and Arts Education Department Teacher Training and Education Faculty
LAMPUNG UNIVERSITY BANDAR LAMPUNG
MOTTO
“Intelligent plus character that is the goal of true education”
ADMITTED BY
1. Examination Committee
Chairperson : Drs. Hery Yufrizal, M.A., Ph.D.
Examiner : Dr. Muhammad Sukirlan, M.A.
Secretary : Drs. Huzairin, M.Pd.
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003
DEDICATION
This script is fully dedicated to:
My beloved parents: Haryadi and Lela Dwi Antika
My beloved sister: Yunita Dwi Andayani
My great English ‘08: Anugerah, Devina, Milah, Nisa, Siska, Susi, Eni and Kiki
Research Title : IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH ROLE PLAY TECHNIQUE AT THE FIRST GRADE OF SMK NEGERI 1 BANDAR LAMPUNG
Student’s Name : SEPTI HARTATI
Student’s Number : 0813042046
Department : Language and Arts Education
Study Program : English Education
Faculty : Teacher Training and Education
APPROVED BY Advisor Committee
Advisor I Co-Advisor
Drs. Hery Yufrizal, M.A., Ph.D. Drs. Huzairin, M.Pd. NIP 19600719 198511 1 001 NIP 19580704 198503 1 006
The Chairperson of
Language and Education Department
ACKNOWLEDGEMENTS
Praise is for Allah SWT, The Almighty God, for Blessing the writer with health and determination to finish this script. This script, entitled “Improving Students’ Speaking Ability through Role Play Technique at the First Grade of Smk Negeri 1 Bandar Lampung”, is presented to the Language and Arts of Teacher Training and Education Faculty of Lampung University as a partial fulfillment of the requirements for S-1 degree.
Among many individuals who gave generously suggestion for improving this script, first of all the writer would like to express her sincere gratitude and respect to first advisor, Drs. Hery Yufrizal, M.A., Ph.D., and also to her second advisor, Drs. Huzairin, M.Pd., who had contributed and given their evaluations, comments, suggestion during the completion of this script. The writer also would like to express her deepest gratitude and respect to Dr. Muhammad Sukirlan, M.A., for his encouragement and contribution during the seminar until this script is finished. The writer also wants to express her gratitude and respect to Budi Kadaryanto, S.Pd., M.A. as her academic advisor along the writer’s college time.
Besides, the writer would like to extend her deep appreciation to Dra. Hj. Mike Elly Rose, M.Pd. as the headmaster of SMK Negeri 1 Bandar Lampung, Puji Supriyatin, S.Pd. as the English Teacher of SMK Negeri 1 Bandar Lampung, and to the students of SMK Negeri 1 Bandar Lampung, for their nice cooperation during the research.
Most importantly her special gratitude should go to her beloved father, Haryadi and her beloved mother, Lela Dwi Antika, who always give their prayer, love, and support for every path the writer chose. Her thankfulness is also due to her sister, Yunita Dwi Andayani, for her encouragement. The writer also would like to thank for love and supports to her beloved friends: Anggun Sendi Ranti, Erna Budiarti, Anugerah, Devina, Milah, Nisa, Siska, Susi, Eny, Kiki, Kak Hari, Kak Alvin, Mbak Mei, and Mbak Lidia.
Hopefully, this script would give a positive contribution to the educational development or to those who want to carry out further research.
Bandar Lampung, Oktober 2012
ABSTRACT
IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH ROLE PLAY TECHNIQUE AT THE FIRST GRADE OF
SMK NEGERI 1 BANDAR LAMPUNG
By Septi Hartati
There are two main objectives of this research (1) to find out whether role play technique can improve the students’ speaking ability (2)to find out which one is the most effective topic for utterance production in teaching speaking. The material of the teaching learning was about understanding and using transactional dialogue in short conversation in the different situation, such as, at the restaurant, at the office, and at bus station. The material was given based on the school curriculum that concern in secretary skill.
This research was conducted at SMK Negeri 1 Bandar Lampung. The sample of this research was students of tenth grade (X Secretary 2). The study employed times series design by giving pre-test, three treatments and post-test. To collect data, the speaking test applied speaking performance. There were two raters to judge students’ speaking performance.
The result showed that Role play technique is applicable to improve the students’ speaking ability. The result of students’ mean score pre-test I was 64.95, pre-test II was 65.78 (gain of 0.83), and pre-test III was 66.10 (gain of 0.32). Furthermore, the result of mean score post-test I was 69.27(gain of 3.17), post-test II was 72.77 (gain of 3.5), and post-test III was 77.46 (gain of 4.76). Furthermore, from the mean students’ scores from pre-test I (64.95) to the post-test I (69.27) improved about 4.31 point, from the pre-test II (65.78) to post-test II (72.77) improved 6.99 point, from the pre-test III (66.10) to post-test III (77.46) improved 11.36 point.
I.INTRODUCTION
This chapter introduces the background of the research. In this section, the writer
states how speaking is more important than the other skills. The writer also
formulates the background of the problem, research question, objective of the
problem, the uses of the research, scope of the research and definition of the
terms.
1.1Background of the Problem
English is one of the subjects matter learned by students in every educational level
in Indonesia, such as, in elementary school, junior high school and senior high
school. It covers four language skills that must be mastered; they are, listening,
speaking, reading, and writing. Speaking skill is measured in term of ability to
carry out a conversation to express ideas in the language. According to Bryne
(1984) speaking is oral communication. It is an activity conducted by people to
communicate and interact with other people in an appropriate and correct
situation.
One of the objectives of teaching English is to make the learners able to
communicate in the language. The students are expected to be able to express,
expected to use the target language in daily conversation as main goal of the
learning English. The students are expected to be able to use English as a form of
conversation in our daily activity. For example, if a person speaks English orally,
he/she is able to react, respond, express his/her ideas, and feeling to other people
and he/she also will share the information to other people through communication.
Speaking skill is measured in terms of the ability to carry out the conversation in
the language. This requirement should be fullfield through speaking ability that
should be mastered by the students. Unfortunately, the aim of using English has
not been satisfied yet although the students have learnt English since elementary
school. It can be seen from on the writer’s experience during her PPL in SMP N 2
Pakuan Ratu class VIII from July until September 2011. The fact that English has
been taught for many years but the capabillity of the students in the school is still
unsatisfactory. Parallel to the condition above, previous study done by “Lovira”
(2010). She found that the students in junior high school had difficulties in their
speaking ability.
When the writer did pre-observation in SMK N 1 Bandar Lampung, especially in
X Secretary 2 class, she found that the students’ speaking ability was
unsatisfactory. In addition, based on the interview with one of the teachers in
SMK Negeri 1 Bandar Lampung, it was found of that the students could not pass
KKM at the school. There were thirty four student (85%) who fail in the
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could pass the examination that held by the teacher. Furthermore, Standard score
in SMK N 1 is 66.70.
Some problems in speaking are still experienced by the students in Senior High
School. They often get difficulties in using English when they are trying to
interact with others. They also look reluctant in teaching learning-learning process
to use English as the mean of communication. They feel uncomfortable in using
English because of their lack of vocabulary and their confidence. Most of them
are also feel nervous and reluctant to express their ideas with their partner. They
do not want to practice and communicate in English to their partner because they
are afraid of making mistakes. Many students are afraid if they made mistakes
their friends will laugh at them. The students lacked of confidence to speak
English. Students also lacked of the vocabulary and grammar in English. They
also did not comprehend the sentences in English. They still made mistakes to
arrange words by words into the sentences in English.
Considering of the problem, it seems necessary to take an action by using
appropriate technique which gives opportunity to the students to practice their
English in the classroom. An interesting technique can give the challenges and
opportunities for students to practice English in the classroom. By giving the
appropriate technique, the students are expected to have the opportunity to use
English among themselves in the classroom during teaching-learning process.
Role play is one of the way to make the students interact with their group oraly.
Role play technique can create the real situation and chance for students to speak,
act, and work together with their group. Role play can help students become more
interested and involved in classroom learning by addressing problems, and
exploring alternatives and creative solutions in terms of not only material
learning, but also in terms of integrating the knowledge learned in action (Brown
and Yule:1995). Role play creates their confidence to speak English. They will
practice speaking English with their group directly in the classroom. The students
can express their feelings, minds and opinions with their partner. Role Play also
can create students’ confidence to communicate in English at the classroom. This
technique provides the opportunity for the students to develop and revise their
understanding and perspective by exploring thought and feeling of character in the
certain situation. It means that, role play is an enjoynable task for the students that
stimulate the students to speak English directly in doing the activities in the class.
This research was conducted in SMK Negeri 1 Bandar Lampung. This school has
four skill classes, such as, accounting, secretary, business and marketing, and the
last is computer and network. The secretary skill class are divided into two
classes, Secretary 1 and Secretary 2. Furthermore, the researcher conducted the
research in X Secretary 2. Meanwhile, the context material of the teaching
learning was understanding and using transactional dialogue in short conversation.
The material was focused on ordering menu, asking someone and asking
information in public places, such as, at restaurant, at office, and at bus station.
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secretary skill. Material was taken from the students text-book which relevant to
Schoool Based Curriculum. The material was relevant to the KTSP (School Based
Curriculum) for Senior High School.
Considering the statement above, the researcher expects that role play technique
can bring the improvement in students’ speaking ability and tries to find out
which one is the most effective topic for utterance production in teaching
speaking.
1.2 Research Problem
Based on the explanation above, the researcher formulates the problems in
following the questions are:
Can role play technique improve the students’ speaking ability at the first
year of SMK Negeri 1 Bandar Lampung?
Regarding the three topics given, which one is the most effective topic for
utterance production in teaching speaking?
1.3 Objectives of the Research
Concerning the research problems, the objectives of this research are: To find out whether role play technique can improve the students’
speaking ability at the first year of SMK Negeri 1 Bandar Lampung. To find out which one is the most effective topic for utterance production
1.4 Uses of the Research The uses of this research are:
1. Practically, the result of this research can be used as consideration as one
of the technique to solve the problem of teaching speaking at senior high
school and can be used as alternative to improve students’ speaking
ability.
This research can be useful for: The Teachers
Through this research, the teachers can be used as consideration as
one of the technique to improve the students’ ability in speaking and
their performance. The Students
The implementation of role play in this research gives the chance for
students to communicate with somone by their ideas, thougt, and
feeling to other people directly and actively. The School
The result of this research can be used as consideration whether the
school will implement role play for all grades of senior high school
students. It improves speaking ability of the students. And they also
can communicate with other people directly.
2. Theoretically
The result of this research is used to support the previous theory in
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1.5 Scope of the Research
This research used time series design. This research deals with improving
students’ speaking ability through role play technique conducted at SMK Negeri 1
Bandar Lampung. The sample of this research was the students of class X
secretary 2.
The material of the teaching learning was ordering menu, asking someone, and
asking something in short conversation at public places, such as, at restaurant,at
office, and at bus station. The material was choosen because SMK focused on its
skill aspects needed as secretary. The material was taken from the student’s
text-book which was relevant to Schoool Based Curriculum. The score of the test was
based on three aspects; they are pronunciation, fluency, and comprehensibility.
1.6 Definition of Term
In order to make the same perceptions dealing with the research, the researcher
lists the terms which important to know:
Speaking
Speaking is oral communication that happen at least two people, speaker and
listener that used to delivery or express their idea, message, information or
opinion.
Role Play
Role play is one of the types of drama activities that not only can help the students
to speak up but also create the confidently the students activity by acting someone
II. LITERATURE REVIEW
This chapter discusses about concept of speaking, type of speaking, concept of
teaching speaking, concept of role play, advantages and disadvantages of role
play, procedure of teaching speaking through role play, theoretical assumption
and hypothesis.
2.1 Concept of Speaking
Speaking is oral communication that is used to express ideas, feeling, and thought
among the people. According to Bryne (1984) speaking is oral communication. It
is a way process between speaker and listener and involve productive and
receptive skill of understanding. It means that at least two people in speaking
process, they are speaker and listener. The speaker gives the information or
message to the listener and listener tries to understand the speaker’s ideas.
Meanwhile according to Doff (1987: 2) in all of communication or conversation
two people are exchanging information or they have a communication or
conversation need. There are some reasons for people to communicate with each
other, one of which is to tell people things they do or to find things out from other
9
Furthermore, speaking is one of the central elements of communication of an
interactive process in which an individual alternately takes the roles of speakers
and listeners to communicate information, ideas, and emotions to others using oral
language (Sister, 2004:7). So, the situation of the students’ emotion affected the
quality of speaking. The main goal of speaking is to communicate. So, to deliver
the ideas effectively the speaker has to understand the meaning of all things that
will be delivered.
Brown (2001:250) states that speaking is an interactive process of constructing
meaning that involves producing, receiving, and processing information.
Moreover, the form and the meaning of speaking depend on the context in which
the conversation occurs, including the participant themselves and the purpose for
speaking. According to Chaney (1998:31), speaking is the process of building and
sharing meaning through the use of verbal and non-verbal symbol, in a variety of
contexts. So, based on this definition, speaking can take place if the speaker uses
verbal symbol like words and non-verbal symbol like gesture to convey his
intention.
Based on the theory above, it can be concluded that speaking is the process of
interaction between speaker and listener in which the speaker sends the message,
while the listener receives and process it in his mind, his feeling or opinion to
express the ideas in order to understand the intention of that message for the
Generally, there are five components of speaking skill, i.e. Comprehension,
pronunciation, fluency, grammar, and vocabulary (Syakur, 1987:3): Comprehension
According to Heaton (1991) comprehension is the ability of understanding
the speakers’ intention and general meaning. It means that
comprehensibility focuses on the students’ understanding of the
conversation. Comprehensibility measures how much interpretation is
required to understand students’ responses.
Pronunciation
It refers to the ability to produce easily comprehensible articulation
(Syakur: 1987). It means that, pronunciation is the way for students to
produce clearer language when they are speaking. Fluency
Fluency is the ease and speed of the low of the speech (Haris, 1978:81).
Fluency refers the smootnes of flow which sounds, syllables, words, and
phrases are joined together when speaking. So, fluency can be defined as
the ability to speak fluently. Grammar
It is needed for students to arrange a correct sentence in conversation.
When we speak to other people it means that we express some of our ideas
and thought orally, both listener and speaker should be understand each
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Vocabulary
Vocabulary refers to the selection of the words those are appropriate to the
topic and occasion.
However in this research, the components of speaking that are observed were
pronunciation, fluency, and comprehension. According to Heaton (1991), there
are some criteria for analyzing oral ability as follow:
Table 2.1 Rubric of Scoring System
Range Pronunciation Fluency Comprehensibility
100-90
(Excellent)
Pronunciation only very slightly influenced by mother tongue. Two or three minor
grammatical and lexical errors.
Speaks without too great an effort with a wide range of
Easy for the listener to understand the mother tongue. A few minor grammatical and lexical errors but most utterances are correct.
Has to make effort at times to search for words. Nevertheless, smooth very delivery on the whole and only a few unnatural pauses.
The speaker’s
intention and general meaning are clear. A few interruption by the listener for the sake of clarification.
69-60
(Good)
Pronunciation is still moderately influenced by mother tongue but no serious phonological errors. A few
Although she/he has made an effort and search for words, there are unnatural pauses. Fairly
grammatical and lexical errors but only one or two major errors range of expression.
are necessary to help him to convey the message or to seek clarification.
59-40
(Fair)
Pronunciation is influenced by mother tongue but only serious phonological errors. Several grammatical and lexical errors, some of cause confusion.
Has to make an effort for much of the tome often has to understand a lot of what he said, but he tongue with the errors causing a breakdown in communication. Many making the effort at the times. Limited range of expression.
Only small bits can be understood and errors as well as basic grammatical and lexical errors. No evidence of having mastered any of the language skills areas practice in the
Full of long unnatural pauses. Very halting and fragmentary delivery. At times gives up making the effort very limited.
13
course. clarify anything he
seems to have said.
2.2 Type of Speaking
Brown (2001:251) classifies the type of oral language as the figure below:
In monologue, when a speaker uses spoken language, the hearer has to process
long strengtches of speech without interruption. The streams of speech go on
whether or not hearer comprehend. Examples of monolugue are speech, lecturer,
reading, news broadcast etc. Monolugue can be devided into planned and
unplanned. While in dialogues, there are two or more speakers involved. It can be
subdivided into the promote social relationship (interpersonal). And those for
which the purpose is to convey factual information (transactional). Brown also
provides types of classroom speaking performance, they are:
1. Imitiative
Practicing an intonation contour or try pinpoint a certain vowel sound is an
example of imitative speaking. The imitiative is caried out not for the
purpose of meaningful interaction, but for focusing on some particular
element of language form.
Type of Speaking
2. Intensive
Intensive speaking includes any speaking performance that is designed to
practice some phonological or grammatical aspect of language. It is goes
one-step beyond imitiative speaking.
3. Responsive
A good deal of students speech in the classroom is responsive short replies
to teacher or students-initiated questions or comment. These replies are
usually sufficient and do not extend into dialogues. Such as, speech can be
meaningful and authentic.
4. Transactional (dialogue)
Transactional dialogue carries out for the purpose of conveying or
exchanging specific information or idea is an extended from of responsive
language.
5. Interpersonal (dialogue)
Interpersonal dialogue carries out more for mainting social relationship
than for the transmition of facts and information. The conversation are
little trickier for the learners because they can involve some or all the
following factors; a casual register, colloquial language, emotionally,
charged language, slag, and convert agenda.
6. Extensive (monologue)
Extensive monologue is extended monologues in form of oral reports,
summaries or perhaps short speeches. In this, the register is more formal
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2.3 Concept of Teaching Speaking
Teaching speaking means teaching how to use language for communication, for
transferring ideas, thought or even feeling to other people. One of the success in
teaching learning process may depend on technique or starategy the teacher
employs in the classroom.
Rivers (1978:6) states that speaking is developed from the first context with the
language. Thus, we have to introduce speaking with the language that we learn,
because speaking is the way process for students to express their emotions,
communicative needs, interaction to other people in any situation and influence
the others.
Speaking lesson is one of the bridge for the learners between a classroom and the
world outside. The teacher must give the learners practice opportunities for
purposeful communication in meaningful situation. It means that, if the students
do not learn how to speak or do not get any opportunity to speak in the language
classroom they may soon lose their motivation and not interest in learning. On the
other hand, if the right activities are taught in the right way, speaking in class can
be a lot of fun, raise general learner motivation and make the English language
classroom a fun and dynamic place.
From the explanation above, the researcher can conclude that the teacher must be
give real situation and opportunity for the students to practice in many context and
2.4 Concept of Role Play
Role Play is one of the types of drama activities. Harmer (1983) states that role
play activities are those whose students are asked to imagine that they are in
different situation and act accordingly. Furthermore, speaking role-play involves
being an imaginary person usually in a hypothetical situation and sometimes in a
real one (Venugopal, 1986). In addition, Gillian Porter Ladoussc (1995) illustrate
that when the students assume a Role, they play a part (either their own or
somebody else) in specific situation.
It means that role play in the classroom consist of the acting out by the students of
the situation and the idea. Furthermore, the students can illustrate and imagine or
act as the other people or their selves based on the common situation in produce
the speaking skill in certain communication. So, it is clear that role play is the role
based on the situation that given.
Role Play is one of the techniques that give the opportunity for students to
practice the language.The writer expects that role play is an enjoyable task for the
students; it is assumes that it can encourage the students to speak English.
Moreover, according to Brown and Yule (1995), constructive role play can help
students becomemore interested and involved in classroom learning by addressing
problems, and exploring alternatives and creative solutions in terms of not only
17
It means that Role Play is a one of the kind techniques that not only focus in
material but also act to give chance for students to speak English actively in
teaching-learning process. The students give the one situation based on the role
card to more active to speak and act or pretend that one is another person or just
as themselves involves a realistic situation. In this situation, the students attempt
to think, act, speak, react and by exploring thoughts and feelings of character in
given situation as they think that the people would.
Brown (2001:183) states that role play minimally involves (a) giving a role to one
or more members of a group (b) assigning an objective or purpose that participant
must accomplish. He also suggested that role play can be conducted with a single
person, in pairs or in a group, with each person assigned a role to accomplish an
objective. Furthermore, Role playing activities can be divided into four stages:
“1. Preparation and explanation of the activity by the teacher. 2. Student preparation of the activity.
3. The role-playing.
4. The discussion or debriefing after the role-play activity. (Cherif & Somervill, 1998)”
Therefore, in designing role play, the teacher lets the students practice in pairs or
small groups, every student can be involved in the role play exercises and enjoy
the benefit of role play. In role play activity, the teacher gives explanation of the
material and opportunity for students to interact. She/he also gives the students to
prepare the activity in pairs or their group that have divided before. In times, the
students can work and discuss together with their friends at the group. So, this
situation can build the enjoyable situation for the students to communicate with
Based on the explanation above, role play is really a worthwhile learning
experience for both the students and the teachers. Not only can students have
more opportunities to “act” and “interact” with their group to use English
language, but also students’ English speaking, listening and understanding will be
improved. Role play can brings the liveliness atmosphere in the class. Students
learn to use the language in more realistic and more practical way.
There are some both advantages and disadvantages role play that the teacher
should pay attention to in order to achieve more effective during teaching learning
process.
1. Advantages of Role Play
a. Role Play is one of the best technique in teaching speaking. It consists of
more than two persons that can develop teamwork to communicate and
share their idea.
b. Role Play is the technique that gives chance for the students get some
practice speaking English in the class.
c. Role play can create the students’ creativity in their learning process. The
students do not only sit as passive learners because they can actively
involve in the learning process and create the students to speak more in
doing the activities and motivate them to speak.
d. Under the roles, the students can role and act as someone or themselves to
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2. Disadvantages of Role Play
a. The using of student’s native language in monolingual group, sometimes
teacher finds the groups talking in their native language in discussion
while they are require to use English.
b. Indiscipline and noisy
If the teacher goes and concentrate on one group excluding the others, the
rest of the students will become noisy.
2.5 Procedure of Teaching Speaking through Role Play
Procedure of playing role play in the class is devided into three terms. They are;
pre-activity, while-activity, and post-activity. Here are the procedure of teaching
speaking through role play:
1. Pre Activities
Teacher greets the students.
For example: Good morning students, how are you feeling ok today? Teacher gives the questions or brainstorming to the students related to
the topic that they are going to learn.
For example: Teacher : “Have you ever visited restaurant”.
Students : “Yes, I have”.
Teacher : “Do you know how to order the menu at the
restaurant”.
Students : “Yes, I do”.
2. While Activities
Teacher introduces how to order the menu at the restaurant.
For example: “Now, we would like to learn how to order the menu at
restaurant by using role play technique”.
Teacher explains the material and introduces the role play technique.
Teacher teaches them how to order the menu and gives the material in a
paper which contents table of how to order the menu and how to
pronounce some difficult words accurately and fluently.
For example: “ Now here i have the paper that contain table of order
menu. Listen to me carefully and repeat after me”. Teacher asks their comprehension and new difficult vocabularies.
For example: “ Do you understand?”
“ Is there any difficult vocabulary?”
Teacher asks randomly the students whether they have got the answer
or not by asking them.
For example: “ Do you have any idea how to order the menu?”
Teacher devides the class in-group that consisted of three or four
students.
Then, teacher asks the students to move on their group and gives the
students for five minutes to role play making dialogue with their group
related to the topic and work out the dialogue.
For example: “Now, move on to your group and i will give you ten
minutes to make dialogue and then you may work out
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Teacher moves from one group to another and help the students, such
as, in vocabulary, pronunciation, and comprehensibility. The teacher
also monitors the class.
Teacher asks the students to perform their role play in front of the class.
For example: “ OK, time is up and it’s time for each group performs
your dialogue in front of the class”.
Teacher makes the situation conductive to make the play run smoothly
and asks the students to make note about miss spelling pronunciation,
difficult vocabulary, comprehension, and the possible wrong grammar
that students made. The teacher makes a note of common mistakes and
ensure that the students do not lose motivation by being corrected
directly or straight after the role play.
Teacher evaluates students’ speaking ability, such as, pronunciation,
fluency, and comprehensibility by using oral test sheet consists of
students’ score based on their oral production.
3. Post Activity
Teacher gives comment and explains necessary things, such as, wrong
pronunciation, fluency, and comprehensibility.
Teacher provides a chance for students to ask question and try to
answer them.
For example: “Ok students, is there any questions”.
Teacher asks the students randomly to conclude the lesson that she has
For example: “ OK class, is there someone can conclude about our
lesson today?”
Teacher closes the class by greeting.
For example: “ All right students, that is the end of our meeting today.
Thank you very much and good bye”.
2.6 Explanation of Each Topic
This is secretary class consist female students in the class and skill based as
secretary. So, the topics of the research related to secretary skill that included in
public formal situation, they are at restaurant, at office, and at bus station. And
each topic would be explained as follow:
1. Restaurant Formal Situation Topic
This topic focuses on how to order and offer menu at formal situation in
restaurant. The expression of this topic explained as follows:
Offer Order
Do you want to order something?
Is there anything I can do for you?
How can I help you?
What can I do for you?
What would you like to drink?
What would you like for dessert?
Yes, I want.
2. Office Formal Situation Topic
This topic focuses on the conversation that is happened both a secretary
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someone and how to make a memo/ message. The expression of this topic
explained as follows:
Is there Mr. John at the office at this now?
Can I take a message?
Yes, you can. Please tell him
that I would come in this office at ….
Yes, of course. Please tell him
that he/she should call me because…..
3. Bus Station Formal Situation Topic
This topic focuses conversation at bus station formal situation which
happen both an officer and a traveler. This topic concerns how to ask
information based on the time table at the bus station. Some expressions
you can use the conversation as follows:
Questions Responses
How do we go to Bali?
Which one the buses will go to
Bandung?
When will the bus leave?
What is the ticket price?
How much is the cost?
You can go there by bus or car
travel.
Bus 76 will go to Bandung.
It will leave at 7.00 pm.
The ticket price is 250,000 rupiahs.
2.7 Theoretical Assumption
From the literature review above, firstly, the researcher assumes that Role Play
Technique can improve the students’ speaking ability. The reason why the
researcher assumes like that is because role play technique can give opportunities
the students to develop their speaking ability. Moreover, role play technique will
create the students more active during teaching-learning process. In additional,
role play technique also can give positive influence in improving speaking ability
because it gives attempts to think, act, speak, and react as they think that person
would and a opportunity to practice communication in different social contexts.
Secondly, the researcher assumes of three different topics, there is one topic that
is the most effective for utterance production. Furthermore, the researcher
assumes that the last topic is the most effective than others in teaching speaking
through role play technique. The researcher assumes like that is because the
students are expected to feel enjoyable. The students who are feeling afraid and
not active in teaching-learning will adapt with this technique. In addition, the
students can motivate to follow the topic because they are encouraged through
role play. This topic also relates to their daily life so that the students have
background knowledge about this topic. Furthermore at the last topic, the students
can be more active and more enjoyable to interact and communicate English in
teaching-learning process.
Based on the previous explanation in the theories, the researcher assumes that
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students’ speaking ability and there is the most effective topic for utterance
production in teaching speaking.
2.8 Hypothesis
Regarding the theories and assumption above, the writer would like to formulate
hypothesis as follows:
Role play technique can improve the students’ speaking ability at the first
year of SMK Negeri 1 Bandar Lampung.
There is the most effective topic for utterance production in teaching
V. CONCLUSION AND SUGGESTION
To answers the formulation of the problems and refers to the results draws the
following conclusions:
5.1 Conclusion
1. Role play technique is applicable to improve the speaking ability. It can be
seen from the finding of the research. Total gain score of students’
speaking achievement from pre-test to post-test was; the result of students’
mean score in pre-test I was 64.95, pre-test II was 65.78 (gain of 0.83),
and pre-test III was 66.10 (gain of 0.32). Furthermore, the result of mean
score in post-test I was 69.27 (gain of 3.17), post-test II was 72.77 (gain of
3.5), and post-test III was 77.46 (gain of 4.76). Furthermore, from the
mean students’ scores from pre-test I (64.95) to the post-test I (69.27)
improved about 4.31 point, from the pre-test II (65.78) to post-test II
(72.77) improved 6.99 point , from the pre-test III (66.10) to post-test III
(77.46) improved 11.36 point. The result of this research showed that there
was improvement of students’ speaking ability by comparing the mean
scores both pre test and post test.
2. Regarding the three topics given, there is the most effective topic for
utterance production. Those topics are; restaurant formal situation, office
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finding of the research. The mean score of topic I was 69.27 and was up
to 72.77 and the mean score at last topic was up 77.46. The first pair that
was 1st topic and 2nd topic. Mean score in 1st topic was 69.27 and in 2nd
topic, students’ mean score was 72.77 (gain of 3.5) that showed its
significant value that is 0.000 (p<0.05). The second pair was 2st topic and
3rd topic. Mean score in 2ndtopic, students’ mean score was 72.77 and in
3rdtopic, students’ mean score was 77.46 (gain of 4.76) that showed its
significant value that is 0.000 (p<0.05). The result of this research shows
that the third topic is the most effective topic for utterance production in
teaching speaking by giving the three different topics.
5.2 Suggestion
Based on the finding, the researcher will state the suggestion as follows:
1. After having the research especially role play technique in helping the
students to enhance their speaking ability, the researcher suggests to the
English teachers to apply the technique in the classroom for teaching
implication particularly teaching speaking.
2. Since it is quite difficult to handle big class in applying this technique, the
teacher should be able to manage the class by giving more attention to the
students. It can be done by monitoring the students’ activity frequently,
whether they are active or not during the teaching learning process and
when they have group or pair working. The teacher should move around
LIST OF FIGURES
Figure page
4.1 Frequencies of Students’ Speaking Score in Pre-test ... 45
4.2 Average Students’ Score of each Aspect in Pre-test ... 45
4.3 Frequencies of Students’ Speaking Score in Post-test ... 48
4.4 Average Students’ Score of each Aspect in Post-test ... 48
LIST OF TABLES
Table page
2.1 Rubric of Scoring System ... 11
4.1 Result of Students’ Speaking Score in Pre-test ... 43
4.2 Result of Students’ Speaking Score in Post-test ... 47
4.3 Pair Sample I (Topic I and Topic II) ... 50
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