ABSTRACT
The Implementation of Role Play in Increasing
Students’ Speaking
Ability at the Second Grade of SMK PGRI 1 Kota Agung
2013
consists of 6 classes and one class is taken as the sample. The sample is selected by using the random sampling technique by using lottery.This is a quantitative research and one group pretest-posttest design was employed. This research was conducted in 5 meetings for 3 weeks. The pretest was conducted before the treatment and posttest was conducted after the treatment. In this research the writer focuses on speaking ability in forms of interpersonal dialogue. The criteria for evaluating students’ speaking ability were based on rating scale by Haris that there are 5 aspects of speaking, namely pronunciation, vocabulary, fluency, comprehension, and grammar.
The result of pretest shows that the mean score of students’ pronunciation is 10.40. The mean score of students’ vocabulary is 9.33. The mean score of students’ fluency is 9.33. The mean score of students’ comprehension is 9.33. The mean score of students’ grammar is 8.26. The total score of students’ speaking in pretest is 1410 and the mean score of students’ speaking ability is 47.00. The result of posttest shows that the mean score of students’ pronunciation is 13.20. The mean score of students’ vocabulary is 13.73. The mean score of students’ fluency is 12.66. The mean score of students’ comprehension is 13.20, and the mean score of students’ grammar is 13.06. The total score of students’ speaking in posttest is 1972 and the mean score of students’ speaking ability is 65.73.
It was therefore concluded that Role Play could significantly increase students speaking ability. The conclusion was known by seeing the progress of students’ mean score and the total gained score of the students’ speaking ability from pretest to posttest.
THE IMPLEMENTATION OF ROLE PLAY IN INCREASING
STUDENTS’ SPEAKING ABILITY AT THE SECOND
GRADE OF SMK PGRI 1 KOTA AGUNG
(A Script)
By
MUJIONO
Advisors:
1. Drs. Hery Yufrizal M.A., Ph.D. 2. Budi Kadaryanto, S.Pd., M.A.
LANGUAGE AND ARTS EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF LAMPUNG BANDAR LAMPUNG
CURRICULUM VITAE
The writer was born in Tulung Langok, Kota Agung Tanggamus, Lampung on July 27th, 1989. He is the eldest child in his family. His beloved parents are Ayahanda Sarpon and Ibunda Juminem. He has two brothers.
He graduated from SDN 3 Kota Agung in 2001, in the same year he continued to SLTP N 1 Kota Agung and graduated in 2004. After that, he was accepted to continue his study in SMK PGRI 1 Kota Agung and graduated in 2007.
DEDICATION
This script is proudly dedicated to those who support me to keep struggling to get success, They are:
My beloved mother and father, everything that I did is
nothing compare to your love. I’m so proud to be your son.
My brothers, Andrianto and Cahyadi.
My best friends, you mean a lot of me.
All people that have helped, motivated, and supported me.
MOTTO
Learn from yesterday, do your best today, plan for a
better tomorrow, make it faithful is a priority, then
find the happiness.
51
REFERENCES
Blatner , Adam, 2002. Definition of Role Play. in
http://www.blatner.com/adam/pdntbk/rlplayedu.htm. taken 09.00 pm 23 March 2012
Brieger. 1990. The Goal of Teaching Speaking. New York: Pearson Education Inc.
Brown. 1977. Teaching by Principles: An interactive Approach to Language Pedagogy. San Francisco: State University.
Brown . 2001. Clasification the Types of Spoken Language. San Francisco: State University.
Buder. 1976. Role Play is Oral Exercises. London: London University Press. Byrne. 1984. Teaching Oral English. New Jersey: Longman Group Ltd. Edge. 1993. Role-Play as a Simple Practice Activity in Information Exchange.
New York: Paulust Press.
Harmer. 1990. The Aim of Teaching Speaking. Arizona: Arizona Sate University. Harris. 1974. Aspects of Speaking Ability. New York: Grow Hill Press.
Harris. 1974. Fluency to The Ease and Speed of The Flow of The Speech. New York: Grow Hill Press.
Harris, David P. 1978. Rating Scale. London: McGraw-Hill, University Press. Harris, David P. 1974. Testing English as a Second Language. London:
McGraw-Hill, University Press.
Farhady and Hatch. 1982. Two Basic Types of Validity. New Burry House, Inc. Rowley.
52
Klippel. 1984. The Procedure of Playing Role-Play in The Class. Michigan: Ann Arbort The University of Michigan Press.
Ladousse, Porter, Gillian. 2002. Playfull is Role Play. New York: The New York Times Company.
Lee.W.R. 1984. Language Teaching. Cambridge, United Kingdom: Cambridge University Press.
Owen. 1981. Role Play in the Classroom. Cambridge: Cambridge University Press.
Rodger and Richards. 1986. The Primary Aim of Language Teaching. New Jersey: Houghton Mifflin Company.
Sekar, Bermawy and Hasyam. 2002. The Role Play in Teaching Learning. London: Longman.
Stocker. 2005. The Best Tools Available for Teaching a Second Language. New York: Henley and Heinle Publisher Inc.
Setiyadi, Ag. Bambang. 2006. Metode Penelitian Bahasa Asing Pendekatan Kualitatif dan Kuantitatif. Yogyakarta: Graha Ilmu.
Shohamy. 1985. A Practical Handbook in Language Testing for Second Language Teacher.Tel Aviv University.
Tarigan . 1982. Speaking is the Instrument of Language. Jakarta: Rineka Cipta. Vernon. 2007. Acting by Using Role Play. Cambridge: Cambridge University
CHAPTER III RESEARCH METHOD
3.1 Research Design ... 19
3.2 Population and Sample ... 20
3.3 Data Collection Technique ... 20
3.4 Research Procedure ... 20
3.4.1 Selecting Speaking Materials ... 20
3.4.2 Determining the Instrument of the Research ... 21
3.4.3 Determining Population & Sample ... 21
3.4.4 Conducting Pretest ... 22
3.4.5 Giving Treatment ... 22
3.4.5 Conducting Posttest ... 23
3.4.7 Analyzing, Interpreting & Concluding the Data ... 23
3.5 Validity ... 24
3.5.1 Content Validity ... 24
3.5.2 Construct Validity ... 24
3.5.3 Reability of the Test ... 25
3.6 Criteria for Evaluating Students’ Speaking Ability ... 27
3.7 Data Analysis ... 29
3.8 Data Treatment ... 31
3.9 Hypothesis Testing ... 31
CHAPTER IV RESULT AND DISCUSSION 4.1 Result ... 33
CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 50
5.2 Suggestions ... 51
REFERENCES ... 53
LIST OF APPENDICES
Page
1. Result of students’ pretest score ... 56
2. Result of students’ posttest score ... 57
3. Data mean Rater 1 and 2 ... 58
4. List of students’ average score in pretest and posttest ... 59
5. Students’ pretest score R1 and R2 ... 60
6. Students’ posttest score R1 and R2 ... 61
7. Frequency of pretest ... 62
8. Frequency of posttest ... 63
9. Descriptive T-Test ... 64
10.Inter-rater reliability of pretest ... 65
11.Inter-rater reliability of posttest ... 67
12.T-test Pronunciation ... 69
13.T-test Vocabulary ... 71
14.T-test Fluency... 72
15.T-test Comprehension ... 73
16.T-test Grammar ... 75
17.Pretest-Posttest Script Conversation ... 76
LIST OF TABLES
Page
Table of Specification ... 25
Table of Rating Scale ... 27
Table of the data of score of pretest (T1) and posttest (T2) ... 30
Table of Raters Reliability ... 33
Table of Standard and Basic Competence ... 34
Table of Distribution Pretest Score ... 36
Table of Distribution Posttest Score ... 38
LIST OF GRAPH
Page
Graph of Average of students’ pretest score ... 35
Graph of Average of students’ posttest score ... 37
Graph of increasing students’ speaking ability ... 39
Research Title : THE IMPLEMENTATION OF ROLE PLAY IN
INCREASING STUDENTS’ SPEAKING ABILITY AT THE SECOND GRADE OF SMK PGRI 1 KOTA AGUNG
Name : MUJIONO
Student Number : 0853042026
Department : Language and Arts Education Study Program : English Education
Faculty : Teacher Training and Education Faculty
APPROVED BY Advisory Committee
Advisor 1 Co-Advisor 2
Drs. Hery Yufrizal M.A., Ph.D. Budi Kadaryanto, S.Pd., M.A. NIP 19600719 198511 1 001 NIP 19810326 200501 1 002
Chairperson of
Language and Arts Education Department
ADMITTED BY
1. Examination Committee
Chairperson : Drs. Hery Yufrizal M.A., Ph.D. ………
Examiner : Dra. Sudirman, M.Pd. ………
Secretary : Budi Kadaryanto, S.Pd., M.A. ………
2. The Dean of Teacher Training and Education Faculty
Dr. Hi. Bujang Rahman, M.Si. NIP 19600315 198503 1 003
THE IMPLEMENTATION OF ROLE PLAY IN INCREASING STUDENTS’ SPEAKING ABILITY AT THE SECOND GRADE OF SMK
PGRI 1 KOTA AGUNG
Mujiono
A Script
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
in
The Language and Art Department of Teacher Training and Education Faculty
ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND ART EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY
ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin. Praise and thank to God the Almighty for his
blessing to the writer so that he can accomplish the writing of this script. In this occasion I would like to express my deepest gratitude and appreciation to:
1. Prof. Dr. Cucu Sutarsyah, M.A. as the Chairman of English Education Study Program Lampung University who always helps his students. 2. Drs. Hery Yufrizal M.A., Ph.D. as the first advisor who gave his guidance,
advice, encouragement and time from begining up to completion of this script.
3. Budi Kadaryanto, S.Pd., M.A. as the second advisor who has taught me so much, made many helpul suggestions, advice and much encouragement in finishing this script.
4. Drs. Sudirman, M.Pd. as the Examiner who gave his knowledge in order to make this script better.
5. Drs. Yazidin as the Headmaster of SMK PGRI 1 Kota Agung Tanggamus, Lampung who gave his permission to conduct a research at the school. 6. Herlas, S.Pd., as the English teacher of SMK PGRI 1 Kota Agung
7. 2P1 students of SMK PGRI 1 Kota Agung Tanggamus, Lampung who had become sample and participated well in this research.
8. My Beloved father Sarpon, my beloved mother Juminem, my brothers Andrianto and Cahyadi. Thank for love, support, and pray.
9. My best friends M. Zaki Saputra, S.Pd., Afrian, S.Pd., Tri Wahyudi, S.Pd., Hardiansyah Putra, Dito Setiawan, Donesa Rucci, Ariska Mitah, who has given their irreplaceable encouragement, helps, brothership and good humor in my life.
10.My close friends Kharisma, S.Pd., Noprisyah H, S.Pd., Haris Tamzil, S.Pd., Acong, S.Pd., Andimari Purbo, S.Pd., Annisa Putri, S.Pd., Syara, S.Pd., Ali, Feri, Ajek, Ridwan, Sahono, Nanda, Felya, Awen, S.H.,
Christianto, S.H., Bembeng, Kwok, Bima, and Slamet, S.Pd., who helped and motivated me.
11.My inspirators Mr.Yusuf Agus Miyanto, Mrs. Tri (The Late), Noah Band, Avenged Sevenfold and a Girl.
12.My friends in English Department 2007, 2008 and 2009 that cannot mentioned one by one for wonderful friendship. It’s been fun guys.
Bandar Lampung, February 2013 the writer
1
I. INTRODUCTION
1.1Background of the Problem
It is known that English is an International language. English is used in scientific field, new invention, pharmaceutical, medical, etc. As a developing country, Indonesia really needs English because Indonesian government is trying to improve all aspects which are usually faced by all developing countries. One of those aspects is education, which is essential.
In Indonesia, English is learnt and taught from Elementary, Junior High School, Senior High School even at the University. English means something important for the students to be taught at school based on situation and condition of the object area. However, there are some problems that faced by the students especially in English. It is realized that most of the students who passed from Senior High School still cannot speak English in the target. Therefore, it proves that English is really a difficult subject for the students. There are four skills in learning English, they are listening, speaking, reading, and writing. Speaking is very important in the skill, because speaking and human being cannot be separated from each other. Speaking is used to express their ideas and to
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In fact that the students’ learning in the class is still not satisfying yet although
they have learnt it since Elementary, it could be seen from the writer’s experience
when conducting PPL in MA 9 MA’ARIF Kota Gajah Lampung Tengah from
July until September in 2012 and many students could not speak English in appropriate way. They also felt uncomfortable in using English because of their lack of practices and also did not use the language as a habit for the need. For instance; they rather had a written test than an oral test.
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teacher teaches English in the classroom and the students do not understand the subject, the teacher should not continue teaching. He or she has to take a part to enjoy the teaching, by guessing about something or any other activities in learning English.
In general, the students of MA 9 MA’ARIF Kota Gajah Lampung Tengah were still poor in English. When the writer conducted teaching learning in that school, the students were difficult in expressing their ideas in English. For example when the teacher talked about something, there were students who wanted to respond
the teacher’s statement, but they still got restrictiveness in the vocabulary,
fluency, pronunciation and grammar. Therefore, the writer was interested in
exploring Role Play to increase students’ speaking English.
For the purpose of the research, the writer would like to apply Role Play in teaching speaking at SMK PGRI 1Kota Agung, Tanggamus, because it can bring the students to the real situation and get the knowledge without realized. Role Play is the activity that played by a group or few persons in getting fun. Teaching classroom using Role Play is the activities which make the students enjoy in learning to get the knowledge of the subject. There are some benefits in teaching speaking by using Role Play, especially because enjoyable and motivating. However, for this activity the participants normally discuss a problem of some kind with some setting that has been defined for them. They have a strong appeal
to Senior High School students. In addition Lee (1984:1) says, “It is now
generally accepted that language teaching not merely can be boring but should be
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class. Role Play is drama activity that plays by the persons in order to get fun. Shelley Vernon (2007) defined role as the person whom an actor represents in a film or play, while Role Play is a method of acting out particular ways of
behaving or pretending to be other people who deal with new situations. It is used in training courses language learning and psychotherapy. In this case, Ladousse (2002) illustrated that when students assume that Role Play is playing a part (either their own or somebody else’s) in specific situation in a safe environment in which students can be as inventive and playful as possible.
Concerning with Role Play Method, Hisyam, Bermawy, and Sekar (2002:92) states that Role Play is the learning activity which is planned to reach the goals of specific education based from daily expression. In the other source, offers a
viewpoint that “Role Play is a method for exploring the issues involved in
complex social situations. It may be used for the training of professionals or in a
classroom for the understanding of literature, history, and even science”, (Blatner,
2002). Therefore, the Role Play method that the strategy or method like a daily conversation or drama will help teacher gets the goals of teaching learning and help students to practice their lesson with enjoyable and attractive.
5
Based on the background above, the writer considered that to encourage the
students’ speaking ability in expressing their ideas and opinion in English, the
teacher should use a technique. The technique that is possible to be used is Role Play which helps the students to practice speaking playfully. The process of
teaching speaking through Role Play increased students’ achievement in speaking
significantly.
1.2. Formulation of Problem
Based on the problem above, the writer formulated the problem as follow: 1. Is there any significant increase of students’ speaking ability after being
taught by using Role Play at the second grade of SMK PGRI 1 Kota Agung Tanggamus, Lampung?
2. Which aspects of speaking will be increased after being taught by using Role Play at the second grade of SMK PGRI 1 Kota Agung Tanggamus, Lampung?
1.3. Objectives of the Research
6
1.4. Uses of the Research
The uses of the research are:
1. Theoretically, this result of this research is expected to support the
previous theories that Role Play can be used to increase students’ speaking achievement and learning activities in the class.
2. Practically, this research can be made as information to English teacher
that Role Play can be used to increase students’ speaking ability and
teachers’ performance, especially in teaching speaking.
1.5. Scope of the Research
This research was about implementation of Role Play. This research was conducted at SMK PGRI 1 Kota Agung Taggamus, Lampung and the object of this research was the second grade of Senior High School. The writer focused on the implementation of Role Play to increase speaking ability. In this research, the writer used one class, which consists of 33 students, and the material was taken from the book of Senior High School. The writer chose one class as an
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1.6 Definition of Terms
The writer included some definition of terms to support the readers in understanding this script easily as follow:
1. Teaching is the action to organize something which has contact with learning, so created the situation than can motivate the students to study effectively.
2. Speaking is an interactive process of constructing meaning that involves producing, reserving, and processing information.
3. Language Learning is how to teach and learning a language as a second language.
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II. LITERATURE REVIEW
2.1 Concept of Speaking
Byrne (1984) mentions that speaking or oral communication is a two-way process between speaker and listeners and involves the productive skills and the receptive skill of understanding. Therefore, in the process of speaking there must be at least two people: one is a speaker who gives information and the other is listener who receives information.
Speaking is a productive skill in which the speaker produces and uses the language by expressing a sequence of ideas and at the same time to get the ideas or the message across. In this case, there is a process of giving message or encoding process. Tarigan (1982:5) who says that speaking is the instrument of language and the primary aim of speaking is for communication.
Speaking is the process to express thoughts a loud using the voice or talk. Harris
(1974), in his book “Testing English as a Second Language” defines speaking is a
9
speaking as second language: Student’s skill in speaking a second language is our
fundamental concern with his ability to communicate informally on everyday subject with sufficient ease and fluency to hold the attention of his listener.
2.2 Types of Speaking
There are six types of speaking to give understanding related concepts. According to Brown (2001) that much of our language teaching is devoted to instruction in mastering English conversation. He also classifies six types of speaking classroom activities as follow:
2.2.1 Imitative
A very limited portion of classroom speaking time may legitimately be spent
generating” Human tape-recorder” speech, where for example, learner practice an
intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaning full interaction, but for focusing on some particular element of language form.
2.2.2 Intensive
Intensive speaking goes one-step beyond imitative to include any speaking
performance that is design to practice some phonological or grammatical aspect of the language. Intensive speaking can be self-imitated or it can even from part of
some pair work activity, where learners are “going over” certain forms of
10
2.2.3 Responsive
Responsive assessment tasks include interaction and test comprehension but at the somewhat limited level of very short conversations, standard greetings and small talk, simple requests and comments, and the like. The stimulus is almost always a spoken prompt (in order to preserveauthenticity), with perhaps only one or two follow - up questions or retorts:
questions or retorts:
A. Mary: Excuse me, do you have the time? Doug: Yeah. Ninefifteen.
B. T: What is the most urgent environmental problem today? S: I would say massive deforestation.
C. Jeff: Hey, Stef, how’s it going? Stef: Not bad, and yourself?
Jeff: I’m good.
Stef: Cool. Okay, gotta go.
2.2.4 Transactional (dialogue)
Transactional dialogue, which is carried out for the purpose of conveying or exchanging specific information is extend form of responsive language.
11
2.2.5 Interpersonal (dialogue)
Interpersonal dialogue carried out more for maintaining social relationship than for transmission of the facts and information. Interpersonal communication includes message sending and message reception between two or more
individuals. It can involve one on one conversations or individuals interacting with many people within a society. It helps us understand how and why people behave and communicate in different ways to construct and negotiate a social reality.
Example:
Rudi : Hi, what is your name? Andi : My name is Andi and you?
Rudi : My name is Rudi, where do you live? Andi : I live in Sukaraja, and you?
Rudi : I live in Sukajaya. Andi : Nice to meet you Rudi : Nice to meet you too Andi : Thank you
2.2.6 Extensive (monologue)
Students at intermediate to advanced level are called on to give extended
12
From all the types of speaking above, finally the writer chose interpersonal in treatment, pretest and posttest. Role Play used to ask the students to take conversation related to the topic.
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. The goal of teaching speaking skills is to communicate efficiency (Brieger: 1990). It meant that by mastering speaking we can express the ideas and transfer our feeling even emotion to the other people.
Harmer (1990) says that the aim of teaching speaking is to train students for communication. Spoken language is permitted people to communicate with the others. It was clear that spoken language is very important for communication in social life and also the main goal for EFL and ESL learners. Richards & Rodgers (1986) says that speaking was made the primary aim of language teaching when the Direct Method came. In the era of this method oral communication became the basis of grading the language teaching programs.
However, in teaching speaking teacher can not only teach what will be spoken but also based the situation what we deal with. The teacher should teach speaking by carrying out the students in certain situation when the topic is being talked about. The topic must be familiar to the students, so that students will be easy in
13
From the definition above, the writer assumed that in teaching speaking, teacher should choose good topics and technique of conversation in order to deliver the material and obtain the goal of learning. In learning speaking the students should not ashamed and afraid of making mistakes in communicating as long as it did not hinder communication. Based on this assumption, the writer proposed the
teaching speaking by using Role Play as the technique of learning.
2.4 Concept of Role Play
Marianne Celce-Murcia, Hilles (1988) state that Role Play is dramatization of real life situation in which the students assume roles. Here the ability to choose Role Play scenes exposes students to the types of situation they likely to encounter inside or outside of the classroom. Considering the explanation above, the writer concluded that the students faced the real life communication situation in the second language, they had real need for the communication practices that were receiving in the class.
Buder (1976) says that Role Play is exercises where the students are assigned fictious roles from which they have to improve some kinds of behavior toward the other roles in the exercises. From the statements above, could be concluded that Role Play has two components, fictious roles and improvisation that were the students played role of the characteristics of person.
14
their shyness and other personality and cultural inhibitions, making them one of the best tools available for teaching a second language.
From some definitions above, the writer concludes that Role Play is an activity where the teacher gives roles to the students and asks them to act the roles orally based on the particular ideas, situations, and attitudes.
2.5 Procedure of Teaching Speaking through Role Play
As has been mentioned above, the writer had used Role Play in teaching speaking. A strategy that needs to attract the students in speaking is Role Play. The students pretend in various social contexts and have a variety of social roles. Edge (1993) says that role-play can always be used as a simple practice activity in information exchange if that is the limited investment that students want to make in it. In teaching through Role Play the students asked to feel and think based on the situation and pretend to be what they are. Based on Klippel (1984) the procedure of playing Role Play in the class is divide into three terms: Pre activity, while activity and post activity. Here is the example of procedures of teaching speaking through Role Play:
1. Pre activities
1. The teacher greets the students.
For example: Good afternoon, how are you everybody? 2. The teacher checks the attendance list.
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attentions please …
Andi…
The student : present sir,,,
3. The teacher brainstorms to the students related to the topic. For example: The teacher : have you ever invited someone?
The students : yes mam
The teacher : what are kinds of invitation?
The students : birthday, marriage, celebrations mam,
4. The teacher commands to the students to talk about their experience. For example: the teacher asks the students about her or his experiences 5. The teacher recites or shows the example of invitation.
2. While activities
1. The teacher defines the definition of invitation.
2. The teacher introduces expressions of making, accepting and refusing an invitation.
For example: all right students, now we are going to talk about how to invite, refuse and accepting an invitation,…
3. The teacher shows to the students how to invite (as a model).
For example: ok, the students I stand here and will pretend as your friend and I will invite you in my birthday party,,,
Hi,,, guys…. On July 27th
2012 i will get my birthday party, and I am here inviting you to come, …….
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5. The teacher asks the head of the students to come in front to take 1 coil of paper which is written the situation and the topic for the materials 6. The teacher asks to the students in group to make an invitation based on
the topic.
7. The teacher asks each group to do the oral performance about their invitation that they have made in front of the class based on the situation. 8. The teacher asks the students to give comment about their performances. 9. The teacher gives comment to each performance of the group.
10. The teacher decides the best group that shows good performance.
3. Post activities
1. The teacher gives comment and explains necessary things, such as wrong pronunciation, grammatical, etc.
2. The teacher provides a chance to ask question and answer. Example: ok everybody is there any question that you are not understanding about the material have learned?
3. The teacher concludes the materials,
Example: ok class, today we have learned about….. 4. The teacher closes by saying greeting.
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2.6Advantages and Disadvantages of Role Play
Role Play has both advantages and disadvantages that the teacher should pay attention achieve more effective during teaching learning process.
1. The advantages of Role Play are as follow:
1. The students get communicative competence since the students do not only have to master the knowledge of form and meaning but also the students must be able to apply their knowledge in negotiation through the interaction between the speaker and the listener so that the meaning becomes clear.
2. It builds up the students’ creativity in their learning process. The students do not only sit as passive learners because they can actively involved in the learning process and create the students to speak more in doing the activities and motivate them to speak.
II. The Disadvantages of Role Play.
1. The teacher cannot monitor every student in the class since the classroom is noisy.
2. Some students especially for passive students may fell threatened during the Role Play.
2.7 Theoretical Assumption
It could be assumed that speaking is a crucial part of second language learning and
teaching. Teaching speaking has been undervalued and English language teachers
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dialogues. In teaching speaking, there are many techniques that can help the teacher to reach the aim of teaching learning process. The use of interesting aid is necessary for teaching speaking. Role Play was used in teaching speaking because it made students enthusiastic and active in the teaching learning process. Role Play could attract the students and also get their understanding about language. Therefore, Role Play can be an effective and interesting technique in teaching speaking.
Role Play was chosen as the technique in teaching speaking. Speaking is any process in which people share information, ideas, and feeling. Those involve all of body language mannerism and style that add meaning to give a message. The objective of teaching speaking was to make students use it for communication. The students have to understand the meaning, mastery the grammar, vocabulary and also how to pronounce and how to use it in communication in daily activities. Furthermore, the writer believed that teaching speaking using Role Play created good atmosphere in the classroom, so that the students not got bored in teaching learning process and this condition was expected to help students increase their speaking ability.
2.10 Hypothesis
Based on the review of related literatures above, the writer formulated the
hypothesis “There was a significant increase of students’ speaking ability after
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III. RESEARCH METHODS
3.1Research Design
The writer selected one class as the experimental group using random sampling. The aim of this research was to find out whether there was significant increase of
students’ speaking achievement after being taught using Role Play at the second
year of SMK PGRI 1 Kota Agung Tanggamus, Lampung. To answer the research questions, the writer used One Group Pre Test – Post Test Design. Here the writer used one class only. The design can be presented as follow:
T1 = Pre Test T2 = Post Test
X = Treatments (Setiyadi, 2006:133)
This design consists of one pretest and one posttest. Treatment was given in five meetings. The pretest was given before the treatment and posttest was conducted after the treatment.
To know whether the technique can be used in teaching speaking, the writer saw
from the increase of the students’ score in pre-test and post-tests.
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3.2 Population and Sample
The population of this research was the second year students of SMK PGRI 1 Kota Agung Tanggamus, Lampung that consists of six classes, and one class was taken as the sample. The sample was selected by using random sampling by using lottery. It meant that all classes got the same chance to be the sample. The sample of this research was class 2 P1 where the pre test and post test was administered in this class.
3.3 Data Collecting Technique
The data of the research was the students’ speaking increase before and after the
treatments. The instrument of the research was speaking test, where the writer gave pretest, treatment, and posttest to the experiment class in order to evaluate
and measure the speaking achievement. The teachers saw the students’
performance, recorded, and listened. The learners’ performance was in terms of interpersonal dialogue and concern on five aspects of speaking namely
pronunciation, vocabulary, fluency, comprehension, and grammar was based on the rating scale by Harris (1978: 84). The score range from 20-100.
3.4 Research Procedure
3.4.1 Selecting the Speaking Materials
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part of the integrated ones taught in normal classes, which were based on the School – Based Curriculum (KTSP).
3.4.2 Determining the Instruments of the Research
The instrument in this research was speaking test. The writer conducted the speaking test for the pretest and posttest. The purpose those tests for gaining the
data. The data were the students’ speaking ability score before and after the
treatment in performing a conversation in terms of interpersonal dialogue in front of the class. The test concerned on five aspects of speaking namely pronunciation, vocabulary, fluency, comprehension and grammar.
In achieving the reliability of pretest and posttest of speaking, inter rater reliability used in this research. The first rater was the writer himself and the second rater was the English class teacher itself. Both of them discussed and put mind of the speaking criteria in order to obtain the reliable result of the test. Extend validity of the pretest and posttest in this research was related to the content and the construct validity. The content validity refers to the materials which were based on the syllabus.
3.4.3 Determining Population and Sample
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chance to be the sample. The sample of research was class 2 P1 the pre test and post test was administered in this class.
3.4.4 Conducting Pretest
Pretest was given before the treatment. The test was speaking test in the forms of interpersonal dialogue. The material that tested was in the forms of interpersonal dialogue. The material that tested was related to KTSP curriculum which was suitable with their level. In the activities of pretest, the teacher commanded to the students to divide into group and each group of them asked to perform dialogue in front of the class according to the topic given. Pretest was given to know how far the competence of the students in speaking skill before the treatment. The test was held for 2 x 45 minutes. The scoring system was based on the rating scale by Harris.
3.4.5 Giving the Treatment
In the treatment, which was given three times, the writer applied Role Play
technique in order to increase students’ speaking achievement. The treatment was
held in 2 X 45 minutes per lesson. The materials that used in the treatment were
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3.4.6 Conducting Posttest
The posttest was administered after treatment in 2 x 45 minutes. It was to know the progress of the students’ speaking ability after being given the treatment using Role Play. The scoring system was based on the rating scale by Harris.
In conducting the posttest the learners was provided some topics to take a conversation in pairs or group. The test was oral test and directly the teacher called the group one by one to come in front of the class to perform their dialogue. The learners were asked to speak clearly since their voice was recorded during the test. The materials for pretest and posttest were taken from the students’
handbook. The form of the test was subjective test since there was no exact answer.
3.4.7 Analyzing, Interpreting and Concluding the Data
After collecting the data that was the students’ utterances in performing the
dialogue, the recorded voices were listening carefully by the two raters. The data analyze refered to rating scale namely pronunciation, vocabulary, fluency, comprehension and grammar.
First, scoring the pretest and posttest, and then tabulating the result of the test, calculating the mean of the pretest and posttest for experimental class. Finally, drawing the conclusion from the result of the pretest and post test, that was used, repeated Measures T-Test of SPSS(Statistical Package for Social Science)
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3.5 Validity
A test was considered valid if the test measure the object to be measured and suitable with the criteria (Hatch and Farhady, 1982; 250). According to the Hatch and Farhady (1982; 281) there are two basic types of validity; content validity and construct validity. Extend validity of the pretest and posttest in this research related to the content and the construct validity of the test.
3.5.1 Content Validity
To get the content validity of the test, the writer adopted the test based on the
students’ handbook and the curriculum used. Content validity was concerned with
the test which was sufficiently representative and comprehensive. In the content validity and the material were given suitable related to the curriculum. It meant that the materials were suitable to the students. Content validity is the extent to which a test measures a representative sample of the subject meter content, the focus of content validity is adequacy of the sample and simply on the appearance of the test (Hatch and Farhady, 1982).
3.5.2. Construct Validity
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certain aspects (pronunciation, vocabulary, fluency, comprehension, and
grammar). A table of specification was an instrument that helped the writer planed the test.
3.1. Table of Specification
Aspects Theories
1. Pronunciation It refers to the ability to produce easily comprehensible articulation. (Brown 1977:4)
Pronunciation refers to the intonation patterns (Harris 1974:81).
2. Vocabulary Vocabulary means the appropriate diction which is used in communication (Brown 1977:4)
Vocabulary refers to the selection of words that suitable with content (Harris 1974: 68-69).
3. Fluency Fluency to the ease and speed of the flow of the speech (Harris 1974:81)
Fluency can be defined as the ability to speak fluently and accurately. Signs of fluency include a reasonably fast speed of speaking and only a small numbers of pause (Brown 1977:4)
4. Comprehension It defines that comprehension for oral communication that requires a subject to respond to speech as well as to initiate it (Brown 1977:4)
5. Grammar It is needed for students to arrange a correct sentence in conversation (Harris 1974).
It is students’ ability to manipulate and to
distinguish appropriate grammatical from inappropriate ones (Heaton 1978:5)
3.5.3 Reliability of the Test
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is consistent in its score and gives us an indication of how accurate the test score are (Shohamy, 1985:70). In achieving the reliability of the pretest and posttest of speaking, inter rater reliability was used in this research. The first rater was the writer himself and the second rater was the English teacher. Both of them discussed and put mind of the speaking criteria in order to obtain the reliable result of the test.
The writer also used the statistical formula for counting the reliability score between first and second raters.
The statistical formula of reliability is as follow:
R= 1
(see appendices)
R = Reliability
N = Number of students
D = the different of rank correlation 1-6 = Constant number
After finding the coefficient between raters, writer analyzed the coefficient of reliability with the standard of reliability below:
a) A very low reliability (range from 0.00 to 0.19)
b) A low reliability (range from 0.20 to 0.39)
c) An average reliability (range from 0.40 to 0.59)
d) A high reliability (range from 0.60 to 0.79)
e) A very high reliability (range from 0.80 to 0.100)
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3.6 Criteria for Evaluating Students’ Speaking Ability
The consideration of criteria for evaluating students’ speaking ability was based
on the oral rating sheet from Harris (1974; 48). There were five aspects to be tested; pronunciation, vocabulary, fluency, comprehension, and grammar.
In evaluating the students' speaking scores, the writer and the second rater listened to the students' record voice in judging the score. The students' utterances were recorded because it helped the raters to evaluate more objectively. Based on the oral rating sheet from Harris (1974:84), there were five aspects to be tested. Bellow is the table rating scales;
3.2 Table of rating Scale Aspects of
speaking Rating scales
Description
Pronunciation
5 Speech is fluent and effortless as that native speaker.
4 Always intelligible though one is conscious of a definite accent. 3
Pronunciation problems necessitate concentrated listening and Occasionally
lead to understanding.
2
Very hard to understand because of pronunciation problem most Frequently
asked to repeat.
1 Pronunciation problem so severe as to make speech unintelligible.
Vocabulary
5 Use of vocabulary and idiom virtually that is of native speaker.
4
Sometimes use inappropriate terms and must rephrase ideas, because of
inadequate vocabulary. 3
Frequently use the wrong word, conversation somewhat limited because of
inadequate vocabulary. 2
Misuse of words and very limited vocabulary make comprehension quite
difficult.
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make conversation virtually impossible.
Fluency
5 Speech is fluent and effortless as that of native speaker.
4 Speed of speech seems rather strongly affected by language problems. 3 Speed and fluency are rather strongly
affected by language problems. 2 Usually hesitant often forced into silence
by language problems.
1 Speech is so halting and fragmentary as to make conversation virtually impossible.
Comprehension
5 Appear to understand everything without difficulty.
4
Understand nearly everything at normal speed although occasionally repetition
may be necessary.
3 Understand most of what is said at slower that normal speed with repetition.
2
Has great difficulty following what is said can comprehend only" social conversation" spoken slowly and with
frequent repetition.
1 Can not be said to understand even simple conversation in English.
Grammar
5 Grammar almost entirely in accurate phrases.
4
Constant errors control of very few major patterns and frequently preventing
communication.
3
Frequent errors showing some major patterns uncontrolled and causing
occasional irritation and misunderstanding.
2 Few errors, with no patterns of failure. 1 No more than two errors during the
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The scores of each point are multiplied by four; Hence, the highest score is 100
Here the identification of the scores If the students get 5, so5 X 4 = 20
4, so 4 X 4 = 16 3, so 3 X 4 = 12 2, so 2 X 4 = 8 1, so 1 X 4 = 4 For instance:
A student got 5 in Pronunciation, 4 in Vocabulary, and 3 in Fluency, 2 in comprehension and 1 in grammar. Therefore, the student’s total score will be: Pronunciation 5 X 4 = 20
Vocabulary 4 X 4 = 16 Fluency 3 X 4 = 12 Comprehension 2 X 4 = 8 Grammar 1 X 4 = 4 Total = 60 It means he or she got 60 for speaking.
3.7 Data Analysis
After conducting pretest and posttest, the writer analyzed the data. It was used to
know whether there was significant increase of the student’s speaking ability. The
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Then the mean of pre-test was compared to the mean of post-test to see whether Role Play has positive increase to students’ speaking ability. In order to know whether the students get an increase, the writer used the following formula.
I=M2-M1 Notes:
I = the increase of students’ speaking achievement. M2 = the average score of post-test
M1 = the average score of pre-test
After the data collected, the writer treated the data by using the following procedures:
3.3 Table of the data of score of pretest (T1) and posttest (T2) Pretest
No Student Code
Pronunciati
on Vocabulary Fluency
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According to Setiyadi (2006:168-169), using Repeated Measures T-Test for hypothesis testing has 3 basic assumptions, namely:
1. The data is interval or ratio
2. The data is taken from random sample in population 3. The data is distributed normally
And the writer took the data by using random sample in population.
3.9 Hypothesis Testing
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Ho : There was no significant increase of students’ speaking ability after
taught using Role Play at SMK PGRI 1 Kota Agung Tanggamus Lampung.
Hα : There was significant increase of students’ speaking ability after
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V. CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Having conducted the research at the first grade of SMK PGRI 1 Kota Agung Tanggamus Lampung and analyzing the data, the writer would like to state some conclusions as follows:
1. There is significant increase of students’ speaking ability after being taught
speaking by using Role Play. It can be proved from the increase of the students’ mean score from the pretest to posttest. The result of post test was
higher than the result of pre test. There is positive increase in students’ speaking ability from the mean pretest (47.00) to posttest (65.73) or increse 18.73%. The result of the hypothesis test shows that the hypothesis is accepted (p>0.05). It means that there is a significant increase of students’ speaking ability after being taught speaking by using Role Play.
2. Role Play gives the positive increase on each aspects of speaking the class situation, such as: 1) pronunciation, from 40.10 to 13.20, the students focused seriously on the pronunciation and they got the increase of fluent. 2)
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students understood most of what is said at slower that normal speed with repetition. 5) Grammar, from 8.26 to 13.06 they got better in grammar almost entirely in almost accurate.
5.2 Suggestions
Considering the findings of research, the writer would like to recommend some suggestions as follows:
1. Since there is positive impact in students’ increase speaking ability after being taught by using Role Play, English teachers are suggested to use Role Play in teaching speaking. Speaking is essential that most students considered as difficult skill. In order to make the lesson was easy and interesting, the teacher have to clever and initiative in using an interesting way or strategy that attract the students attention and interest. They should also use any technique in teaching. Role Play is one of effective technique that can be used in teaching speaking. The teacher should be able to select the appropriate topic of the conversation for their students. Teacher can find it from any sources or make it by themselves since in the rule of education. Then, it brings into the class and uses it as teaching technique with any interesting activities. By doing this, the students are motivated in joining the class. They also will not get bored in teaching learning process.
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