THE USE OF ROLE-PLAY IN ONE OF VOCATIONAL SCHOOLS IN SUMEDANG TO IMPROVE STUDENTS’ SPEAKING SKILL.

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Dwi Undayasari, 2013

The Use of Role-Play in One of Vocational Schools in Sumedang to Improve Students’ Speaking Skill

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

The Use of Role-Play in One of Vocational Schools

in Sumedang to Improve

Students’ Speaking Skill

A Research Paper

Submitted to the Department of English Education of FPBS UPI in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

Dwi Undayasari 0807344

ENGLISH EDUCATION DEPARTMENT

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2012

The Use of Role Play in One of Vocational Schools in

Su eda g to I prove Stude ts’ Speaki g Skill

Oleh: Dwi Undayasari

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Bahasa dan Seni

Februari 2013

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

PAGE OF APPROVAL

THE USE OF ROLE PLAY IN ONE OF VACATIONAL SCHOOLS

IN SUMEDANG TO IMPROVE STUDENTS’ SPEAKING SKILL

A Research Paper

Head of English Education Department Faculty of Languange and Arts Education

Indonesia University of Education

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Dwi Undayasari, 2013

The Use of Role-Play in One of Vocational Schools in Sumedang to Improve Students’ Speaking Skill

Abstract

The research aims to investigate whether the role play technique can improve

students’ speaking skill and also to find out the students’ responses toward the use

of role play in teaching speaking. Quasi experimetal design is used to find the

effectiveness of role play in improving students’ speaking skill. The sample of the

research is from students of eleventh year in one of vocational schools in Sumedang. The sample is put into two groups, i.e. experimental group and control group. Each group consists of about 35 students. The data were collected by administering speaking test, questionnaire, and interview. As the result, the speaking data analysis shows that tobt is higher than tcrit (3.192 > 2.0244), so the

null hypothesis is rejected. It means that after treatment, the experimental group has significance difference with control group. In addition, it has large effect size (r = 0.46). The results of questionnaire and interview also show that the students had positive perceptions about role play technique. To conclude, role play is

effective to improve students’ speaking skill.

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LIST OF TABLES

Table 1.1 the Quasi Experimental Design ... 7

Table 3.1 the Quasi Experimental Design ... 30

Table 3.2 the Schedules of the Treatment ... 33

Table 3.3 the Oral English Rating Scale ... 36

Table 3.4 the Scale of Effect Size ... 41

Table 3.5 Criteria of Percentage Categories ... 42

Table 4.1 the Score of Students in Pre Test ... 43

Table 4.2 the Result of the Normality Distribution Test on Pre Test in Experimental and Control Group ... 45

Table 4.3 the Result of the Variance Homogeneity Test on Pre Test in Experimental and Control Group ... 47

Table 4.4 the Mean of Pre Test Score in Experimental and Control Group ... 48

Table 4.5 the Result of Independent Sample t-Test on Pre Test in Experimental and Control Group ... 48

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Table 4.7 the Result of the Normality Distribution Test on Post Test in

Experimental and Control Group ... 51 Table 4.8 the Result of the Variance Homogeneity Test on Post Test in

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LIST OF APPENDICES

Appendix A The Interview Transcription

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The Use of Role-Play i O e of Vocatio al Schools i Su eda g to I prove Stude ts’ Speaking Skill

CHAPTER I

INTRODUCTION

1.1 Background

The influence of globalization era has made English possess a prominent role in the world. This fact has motivated the Indonesian government to change and develop the curriculum over time until the last one, Kurikulum Tingkat Satuan Pendidikan (KTSP) in 2006. The curriculum change is purely expected to improve teaching quality and

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There are four skills in English communicative competence and one of them is speaking. Speaking skill in vocational school is one of English skills that should be developed because it can improve the

students‟ intellectual and knowledge. However, there are some problems in teaching learning of speaking skill which mainly come from the students, teachers, or the teaching system.

First, the problem comes from the students. Students have huge difficulty speaking English, whereas they are able to communicate in English according to the demand of working area. They feel afraid, shy or do not have self-confident to speak English. Second, the problem comes from the teachers. The teachers do not apply the variuos teaching method, whereas KTSP demands their creativity in developing his teaching strategies and media in order that the students can achieve the competencies. Third, the influence of teaching system in which teachers

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Considering the problems mentioned, a learning technique that can accommodate speaking learning and achieve its objective in oral communicative competence is Role-Play. Hypothesis of this research is Role-Play that can improve the students‟ speaking skill which is appropriate with vocational students‟ need in working area.

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scenarios or acting out a humorous situation which may, ultimately, provide an opportunity for learning in a controlled setting (Martin, et al. 2006). Sheldon (1996), in an examination of the use of kits and role playing in a traditional classroom setting, found that participants perceived

role playing as, “enjoyable and helpful for learning or remembering the

material” (p. 115). When used appropriately, skits and role plays may be

an effective facilitator or participant development.

One of the advantages of Role-Play is that it can be used to encourage general oral fluency, or to train students for specific situations especially where they are studying English for specific purpose (Harmer, 2001:274). Besides, Role-Play helps students to prepare in the difficult situations and built up experience and self confidence with handling it in real life. Because of that, this study proposes Role-Play as a technique that is used to improve students‟ speaking skill and to train for specific situations especially where they are studying English for specific purpose in vocational school.

1.2 Research Questions

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2. What are students‟ responses toward the use of Role-Play in teaching speaking?

1.3 Purposes of the Research

Relevant to the research questions above, the purposes of this research is to find out:

1. Effectiveness of Role-Play in improving students‟ speaking skill 2. Students‟ responses toward the use of Role-Play in teaching speaking

1.4 Significance of the Research

This research is useful for several parties. First, it is for the teacher. By knowing the influence of using role play as teaching technique, the teachers can implement it and improve quality of their instruction. Second, it is vital for the students because role play technique can impove their speaking skill, motivate to speak English, improve their vocabulary and practice the pronounciation.

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1. Role-Play is a speaking learning activity where the students are expected to play one of the roles in an interaction which might be reasonably expected of him in the real world. (Weir, 1990:79)

Brown (2000:183) said that Role-Play minimally involves giving a role to one or more members of a group and assigning an objective or purpose that participants must accomplish

2. Speaking is the productive skill in the oral mode. It is like the other skills, which is more complicated than it seems at first and involves more than just pronouncing words (SIL International, 1999).

Speaking skill refers to oral performance skill covering accuracy aspects (vocabulary, grammar, and pronunciation) and fluency aspects (language processing, information processing, and interacting with others). (Harmer, 2001; 270-278)

3. Vocational school students are students who enter the third level of formal education in Indonesia. Students are expected to finish this level in three years. Vocational school gives specific skill for students so they can apply and be ready for working.

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1.6.1

Research Design

The main purpose of this research is to discover the effectiveness of Role-Play in improving vocational students‟ speaking skill. Besides, this research is aims to find out the students‟ response toward the use of Role-Play in teaching speaking.

This research is a quasi-experimental study. It is a type of evaluation which aims to determine whether a program or

intervention has the intended effect on a study‟s participants. The research uses procedures in qualitative and quantitative (mixed) approach. Quantitative approach is used to analyze the data of speaking score, while quantitative approache is used to analyze the data of questionnaire and interview. Mixed approach designs are procedures for collecting, analyzing, and mixing both quantitative and qualitative data in a single study or in multiphase series in study (Creswell: 2008).

There are some elements to design the quasi experimental like purposed by Kranzler (1999; 96:97):

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Experimental Y

Group X Y PreY – PostY

Control Group Y Y PreY – PostY

1.6.2 Participants

The research is conducted in one of the vocational schools in Sumedang. The participants are 34 students of an eleventh grade class.

1.6.3 Data Collection

To collect the data, this research uses:

 Pre-test: the test that is done to find out the students‟ speaking ability before the treatment.

 Post-test: the test is conducted to find out the students‟ speaking ability after the treatment. It is also to find out is the Role-Play effective in improvement of their speaking skill.

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 Questionnaire. The type of questionnaire is attitude scale. All students are given several statements of preferences and they are asked to give response by giving checklist in the range given. The range scales of the questionnaire are strongly agree, agree, undecided, disagree, until strong disagree.

1.6.4 Data Analysis

The data are taken from students‟ pre-test and post-test interview, and questionnaire results. The research will be analyzed by using t-test because it is primary purposed to determine whether the means of two groups of scores differ to a statistically significant degree (Kranzler, 1999; 89). The research has two matched group, so Pre test and post test are analyzed by using t-test. It is conducted by using SPSS. The result of interview and questionnaire can support the result of quantitative procces.

1.7 Organization of the Paper

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the research, significance of the research, clarification of terms, and organization of the paper.

Chapter II is Literature Review. It contains theories which is relevant to the research which consists of approaches, methods, and techniques in language teaching, teaching speaking, speaking skill, characteristics of speaking skill, types of speaking skill, elements of speaking skill, definition of Role play, procedures of Role play, and advantages of Role play.

Chapter III, Research Methodology. It provides research design, population and sample, research procedures, data collection, and data analysis.

Chapter IV is Findings and Discussion. This chapter provides the data presentation that describes the result of the data and the analysis of the data.

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CHAPTER III

RESEARCH METHODOLOGY

This study is to investigate whether role play can improve students’ speaking skill in vocational school. Specifically, this study is to find out the answering of the research questions that were mentioned in previous chapter. The researcher measures students’ speaking skill through speaking test to determine the effectiveness of treatment. There are two variables in this reaserch: (1)

dependent variable which is students’ speaking skill,and (2) independent variable which is role play technique.

This chapter presents methodology of the study that consists of research design, population and sample, research procedures, data collection, and data analysis.

3.1. Research Design

This study used a quasi-experimental study. It is a type of evaluation which aims to determine whether a program or intervention has

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analyze the data of speaking score, while quantitative approache is used to analyze the data of questionnaire and interview. Mixed approach designs is procedures for collecting, analyzing, and mixing both quantitative and qualitative data in a single study or in multiphase series in study (Creswell: 2008). Beins (2012; p.130) said that experiment study is a research project in which the investigator creates initially equivalent groups, systematically manipulates an independent variable, and compares the groups to see if the independent variable affected the subsequent behavior.

There are some elements to design the quasi experimental like purposed by Kranzler (1999; 96:97):

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Population of the study was the eleventh grade students in one of vocational schools in Sumedang in academic year of 2012-2013 which was grouped into 14 classes. Each class consists of about 35 students. It means that the total population was about 490 students.

3.2.2. Sample

The sample was taken ramdomly. There are two clasess as samples of this study, G1 as treatment or experimental group and G2 as control group. Not all of students became the sample of the study because the time is limited in conducting pre-test and post-tes. The sample for each group is about 20 students. As proposed by Coolidge (2000) that the sample should be randomly drawn from the population and the sample should be relatively large. The sample was representative of the population.

3.3. Research Procedures

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1) Preparation

The first preparation was organizing the teaching technique. Role Play technique was given in the experimental group, while usual or conventional technique was given in the control group. The researcher also prepared the teaching material and lesson plan.

The second preparation was organizing instruments of the study consisting of the speaking test, questionnaire, and interview.

2) Administering Pre-Test

Pre-test was one of the speaking tests. The experimental group and control group were asked to make conversation according to the situation given by teacher and performe it in front of the class. During the students performance in front of the class, the teacher assessed the students’ speaking skill according to the scoring system which had been provided. 3) Experimenting

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4) Administering Post-Test

Post test was done to find out the improvement of students’ speaking skill after treatment. Similar to pre test, post test was given to experimental group and control group, they were asked to make conversation according to the situation given by teacher and perform it in front of the class. During the students performance, the teacher assessed them.

5) Administering questionnaire and interview

Questionnaire and interview were to find out the students’ response toward the use of role play in teaching English. Questionnaire and interview were given to experimental group and the researcher record it. 6) Analyzing and interpreting the data

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The study was held in eight meetings for each group. Schedules of the treatment is described as follow:

Table 3.2

The Schedule of the Treatment

Meetings Treatment Date

1st meeting Pre-Test October 8th 2nd meeting Material: Hobbies and interest

*preparation for role play

October 10th

3th meeting Material: Hobbies and interest *role play

5th meeting Material: Telling peolpe’s job and educational background *role play

October 22th

6th meeting Material: curriculum vitae *role play

October 24th

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and fact *role play

8th meeting Post-Test October 31th

3.4. Data Collection

To collect the data, this study used:

3.4.1. Speaking Test

Pre-test is the test which is done to find out the students’ speaking ability before giving treatment. Post-test is conducted to find out the

students’ speaking ability after the treatment and to investigate whether the role-play effective in improving their speaking skill.

3.4.2. Interview

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3.4.3. Questionnaire

One of questionnaire type is attitude scale. All students were given several statements of preferences and they were asked to give response by giving checklist in the range given. The ranges scales of the questionnaire were strongly agree, agree undecided, disagree, and strong disagree. The researcher used questionnaire because it can be mailed or given to large numbers of people at the same time, (Fraenkel & Wallen: 1990).

3.4.4. Scoring System

According to Harmer (2001), speaking is divided into two main categories, accuracy and fluency as explained in the previous chapter. This is the criteria of scoring system to measure the fluency of students’ speaking skill which is used in speaking test (pre-test and post-test). The oral English rating scale is proposed by Haris (1969, cited in Reni Rhamdiani, 2008) as follow:

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The Oral English Rating Scale

SCORE CRITERIA

5 Has few traces of foreign accent.

4 Always intelligible, though one is conscious of a definite accent.

3 Pronounciation problems necessitate concentrated listening and occasionally lead to misunderstanding.

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

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

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 occasionally obscure meaning.

2

Grammar and word order errors make comprehension difficult. Must often rephrase sentences and or restrict himself to basic patterns.

1 Errors in grammar and word order so severe as to make speech virtually unintelligible. ideas because of lexical inadequacies.

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

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

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virtually imposible.

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

4 Speed of speech seems to be slightly affected by language

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

5 Appears to understand everything without difficulty.

4 Understans nearly everything at normal speed, although occasional repetition may be necessary.

3 Understands most of what is said at slower-that-normal speed with repetations.

2

Has great difficulty following what is said. Can comprehend

onnly “social conversation” spoken slowly and with frequent

repetations.

1 Cannot be said to understand even simple conversational English.

3.5. Data Analysis

3.5.1. The Speaking Test Data Analysis

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According to Coolidge (2000), t-test and its critical values are based on the upon the assumption that the sample dependent variable values come from a population of values that is normally distributed. The normality distribution test can be calculated with SPSS 16.0 for windows by using Kolmogorov-Smornov Test. The hypotheses of this study are:

H0 : The data of the experimental and control groups is normally

distributed.

H1 : The data of the experimental and control groups is not normally

distributed.

The criteria of normality distribution test by using 5% level of significance (p= 0,05, two tailed test) are:

If the significance value (Sig.) < 0.05, H0 is rejected

If the significance value (Sig.) > 0.05, H0 is not rejected

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3.5.1.2. Variance Homogeneity Test

The assumption is that the variances of the two groups about their respective means will be equal or approximately equal no matter whether the two groups’ means are different or not (Coolidge, 2000). Variance homogeneity test can be calculated with SPSS 16.0 for windows by using Levene’s Test. The hypotheses used are as follow:

H0 : The variance of the experimental and control groups are

homogenous

H1 : The variance of the experimental and control groups are nor

homogenous

The criteria of variance homogeneity test by using 5% level of significance (p= 0,05, two tailed test) are:

If the significance value (Sig.) < 0.05, H0 is rejected

If the significance value (Sig.) > 0.05, H0 is not rejected

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Asymp. Sig. is higher than 0.05, it means that the variance of the experimental and control groups is not homogenous.

3.5.1.3. t-test Computation

The t-test is purposed to determine whether the means of two groups of score differ to a statistically significant degree (Kranzler,1999). The independent t-test can be calculated by using SPSS 16.0 for windows and the independent t-test can be calculated after normality distribution and variance of homogenity test are fulfilled. The hypotheses used is as follow:

H0 : There were no significance differences between the

experimental and control groups.

H1 : There were significance differences between the experimental

and control groups.

The criteria of independent t-test test by using 5% level of significance (p= 0,05, two tailed test) are:

If tobt < tcrit at 0,05 level, H0 is not rejected

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The level of significant criterion for t-test stated that if tobt is

lower than tcrit, it means that there were no significance differences

between the experimental and control groups. While if tobt is higher than

tcrit, it means that there were significance differences between the

experimental and control groups.

3.5.1.4. The Effect Size

Effect size refers to effect of the influence of independent variable upon the dependent variable (Coolidge, 2000). Coefficient correlation of effect size formula is as follow:

In which:

r = coefficient correlation t = the value of tobt

df = the value of degree of freedom

The t refers to the tobt from postest data in the independent

t-test and df = N-2. The scale of effect size:

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The Scale of Effect Size

Effect Size r value

Small .100 Medium .243 Large .371

3.5.2. The Questionnaire Data Analysis

The data were calculated from frequency students’ answer. The formula of percentage to calculate the questionnaire is as follow:

Notes:

P : Percentage

Fo : frequency of students’ answer

N : number of samples

The data were put into the criteria of percentage catagories. It can

shows that number of students’ responses toward the questionnaire.

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Criteria of Percentage Catagories

Percentage of Respondent Criteria

1-25 % Small number of the students 26-49 % Nearly half of the students

50% Half of the students

51-75% More than half of the students 76-99% Almost all of the students

100% All of the students

3.5.3. The Interview Data Analysis

After distributing the questionnaire, the researcher did interview to clarify the information toward the questionnaire and to more explore

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter is divided into two parts. First is the conclusion of the findings and discussion and the second is the suggestion for the follow up studies.

5.1 Conclusions

According to the findings and discussions, the analysis of students’ speaking score shows that the normality distribution of the experimental and control group are normally distributed and the variance of the both of groups are homogenous or equal. In addition, the t-test computation shows that tobt is higher

than tcrit, so the null hypothesis is rejected. It means that there is significance

difference between experimental and control group in their speaking skill. In other words, after treatment, the experimental group has significance difference with control group. In addition, the effect size of the treatment has large effect size upon students’ speaking score. To conclude, role play is effective to improve

students’ speaking skill.

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teaching speaking. To conclude, there are some advantages of role play that was felt by students, as follow:

a. Role play can improve their speaking skill, especially in pronunciation and vocabulary.

b. Role play can motivate the students to speak English because it is one of interesting teaching methods.

c. Role play demands the students to be more active and give them opportunity to speak English.

d. Role play makes the students learn materials easily because it gives real context.

5.2 Suggestions

Role play is one of teaching techniques to improve students’

communicative competence. In this case, role of teacher is important to help students to achieve the learning objectives. Because of that, the researcher would like to propose some suggestions for the English teacher and the researcher in further study, as follow:

a. The teacher should prepare the lesson plan well before teaching the materials, because it helps to achieve the successful in teaching learning. b. The teacher is suggested to choose the materials or topics that are interesting

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c. The teacher is suggested to give the real context appropriately to students’ need.

d. The teacher should manage the time efficiently and effectively because role play consumes more times

e. The teacher is suggested to use the various activities to support role play. It is done to avoid students’ boredem toward role play technique.

f. The teacher should give students various vocabularies and teach them how to pronounce the words.

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