ABSTRACT
Bamularti, Ceria Berlanda. (2015). The Perceptions of PGSD English Club Students on the Use of Role Play in Developing Speaking Skill. Yogyakarta: English Language Education Study Program Sanata Dharma University.
This research aims to find out the perceptions of PGSD English Club students on the use of role play in developing their speaking skill. Speaking is the most important skill in language learning. Primary School of Teacher Education or Pendidikan Guru Sekolah Dasar (PGSD) of Sanata Dharma University provides English Club to help students to develop their speaking skill. The technique used in teaching-learning activity to develop the students’ speaking skill is role play. The use of role play provided the new experiences to the students in speaking English. Therefore, from the experiences of the students in using role play as the technique, the researcher tried to discuss and understand the importance of the role play and how the students perceived the use of role play.
There is one research problem in this research. The research problem is ‘what are the students’ perceptions on the use of role play in developing speaking skill?’
In order to solve the research problem, the researcher used mixed methods in conducting this research. The data was collected by using two research instruments. Those research instruments are questionnaire and interview. The first thing to do in collecting the data was that the researcher distributed the questionnaire to the students of English Club PGSD Class 2 PGSD 3. After the students answered all questionnaires, the researcher conducted the interview with four students.
The results of this research showed that the students had good perception in using role play as the technique in developing their speaking skill. The students answered the statements stated in questionnaire positively. They believed that role play helped them in developing their speaking skill. Moreover, based on the experience, they also believed that role play became an appropriate technique used in teaching-learning activity, especially in speaking class of English Club PGSD.
Keywords: perception, role play, speaking, learning motivation
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ABSTRAK
Bamularti, Ceria Berlanda. (2015). The Perceptions of PGSD English Club Students on the Use of Role Play in Developing Speaking Skill. Yogyakarta: Pendidikan Bahasa Inggris Universitas Sanata Dharma.
Penelitian ini bertujuan untuk menemukan persepsi mahasiswa English Club PGSD tentang penggunakan role play dalam mengembangkan keterampilan berbicara. Berbicara adalah keterampilan yang paling penting dalam pembelajaran bahasa. Pendidikan Guru Sekolah Dasar (PGSD) Universitas Sanata Dharma menyediakan English Club untuk membantu para mahasiswa mengembangkan keterampilan mereka dalam berbicara Bahasa Inggris. Teknik yang digunakan di dalam aktivitas pembelajaran untuk mengembangkan keterampilan berbicara adalah role play. Penggunaan teknik role play memberikan pengalaman baru bagi mahasiswa untuk meningkatkan keterampilan berbicara dalam Bahasa Inggris. Dengan demikian, dari pengalaman mahasiswa dalam penggunaan role play sebagai teknik, peneliti mencoba untuk mendiskusikan dan memahami pentingnya role play dan bagaimana mahasiswa memberikan persepsi tentang penggunaan role play.
Terdapat satu rumusan masalah di dalam penelitian ini. Rumusan
masalah tersebut adalah ‘Apa saja persepsi mahasiswa tentang penggunaan role
play dalam mengembangkan keterampilan berbicara?’
Untuk menyelsaikan rumusan masalah, peneliti menggunakan penelitian campuran untuk melakukan penelitian ini. Data dikumpulkan dengan menggunakan 2 instrumen. Instrument penelitian tersebut adalah kuesioner dan wawancara. Hal pertama yang dilakukan untuk mengumpulkan data adalah dengan membagikan kuesioner pada siswa English Club kelas 2 PGSD 3. Setelah para siswa menjawab semua pertanyaan di kuesioner, peneliti melakukan wawancara dengan empat siswa.
Hasil dari penelitian ini menunjukkan bahwa para siswa memiliki persepsi yang baik dalam penggunaan teknik role play sebagai teknik untuk mengembangkan keterampilan berbicara. Para siswa menjawab semua pernyataan secara positif. Mereka percaya bahwa role play membantu mereka dalam meningkatkan keterampilan berbicara dalam Bahasa Inggris. Terlebih lagi, menurut pengalaman, mereka juga percaya bahwa role play menjadi teknik yang tepat digunakan dalam aktivitas belajar mengajar khususnya di kelas speaking di English Club PGSD.
THE PERCEPTIONS OF PGSD ENGLISH CLUB STUDENTS
ON THE USE OF ROLE PLAY IN DEVELOPING
SPEAKING SKILL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ceria Berlanda Bamularti Student Number: 111214097
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2015
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THE PERCEPTIONS OF PGSD ENGLISH CLUB STUDENTS
ON THE USE OF ROLE PLAY IN DEVELOPING
SPEAKING SKILL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ceria Berlanda Bamularti Student Number: 111214097
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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This work is so important to me. I
dedicate this work to my family who
always support me no matter what.
Matthew 21:22
“And all things, whatsoever ye shall ask
in prayer, believing, ye shall receive.”
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vii ABSTRACT
Bamularti, Ceria Berlanda. (2015). The Perceptions of PGSD English Club Students on the Use of Role Play in Developing Speaking Skill. Yogyakarta: English Language Education Study Program Sanata Dharma University.
This research aims to find out the perceptions of PGSD English Club students on the use of role play in developing their speaking skill. Speaking is the most important skill in language learning. Primary School of Teacher Education or Pendidikan Guru Sekolah Dasar (PGSD) of Sanata Dharma University provides English Club to help students to develop their speaking skill. The technique used in teaching-learning activity to develop the students‟ speaking skill is role play. The use of role play provided the new experiences to the students in speaking English. Therefore, from the experiences of the students in using role play as the technique, the researcher tried to discuss and understand the importance of the role play and how the students perceived the use of role play.
There is one research problem in this research. The research problem is
„what are the students‟ perceptions on the use of role play in developing speaking skill?‟
In order to solve the research problem, the researcher used mixed methods in conducting this research. The data was collected by using two research instruments. Those research instruments are questionnaire and interview. The first thing to do in collecting the data was that the researcher distributed the questionnaire to the students of English Club PGSD Class 2 PGSD 3. After the students answered all questionnaires, the researcher conducted the interview with four students.
The results of this research showed that the students had good perception in using role play as the technique in developing their speaking skill. The students answered the statements stated in questionnaire positively. They believed that role play helped them in developing their speaking skill. Moreover, based on the experience, they also believed that role play became an appropriate technique used in teaching-learning activity, especially in speaking class of English Club PGSD.
viii
ABSTRAK
Bamularti, Ceria Berlanda. (2015). The Perceptions of PGSD English Club Students on the Use of Role Play in Developing Speaking Skill. Yogyakarta: Pendidikan Bahasa Inggris Universitas Sanata Dharma.
Penelitian ini bertujuan untuk menemukan persepsi mahasiswa English Club PGSD tentang penggunakan role play dalam mengembangkan keterampilan berbicara. Berbicara adalah keterampilan yang paling penting dalam pembelajaran bahasa. Pendidikan Guru Sekolah Dasar (PGSD) Universitas Sanata Dharma menyediakan English Club untuk membantu para mahasiswa mengembangkan keterampilan mereka dalam berbicara Bahasa Inggris. Teknik yang digunakan di dalam aktivitas pembelajaran untuk mengembangkan keterampilan berbicara adalah role play. Penggunaan teknik role play memberikan pengalaman baru bagi mahasiswa untuk meningkatkan keterampilan berbicara dalam Bahasa Inggris. Dengan demikian, dari pengalaman mahasiswa dalam penggunaan role play sebagai teknik, peneliti mencoba untuk mendiskusikan dan memahami pentingnya role play dan bagaimana mahasiswa memberikan persepsi tentang penggunaan role play.
Terdapat satu rumusan masalah di dalam penelitian ini. Rumusan masalah tersebut adalah „Apa saja persepsi mahasiswa tentang penggunaan role play dalam mengembangkan keterampilan berbicara?‟
Untuk menyelsaikan rumusan masalah, peneliti menggunakan penelitian campuran untuk melakukan penelitian ini. Data dikumpulkan dengan menggunakan 2 instrumen. Instrument penelitian tersebut adalah kuesioner dan wawancara. Hal pertama yang dilakukan untuk mengumpulkan data adalah dengan membagikan kuesioner pada siswa English Club kelas 2 PGSD 3. Setelah para siswa menjawab semua pertanyaan di kuesioner, peneliti melakukan wawancara dengan empat siswa.
Hasil dari penelitian ini menunjukkan bahwa para siswa memiliki persepsi yang baik dalam penggunaan teknik role play sebagai teknik untuk mengembangkan keterampilan berbicara. Para siswa menjawab semua pernyataan secara positif. Mereka percaya bahwa role play membantu mereka dalam meningkatkan keterampilan berbicara dalam Bahasa Inggris. Terlebih lagi, menurut pengalaman, mereka juga percaya bahwa role play menjadi teknik yang tepat digunakan dalam aktivitas belajar mengajar khususnya di kelas speaking di English Club PGSD.
Kata kunci: perception, role play, speaking, learning motivation
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ACKNOWLEDGEMENTS
With the accomplishment of this thesis, I would like to express my deepest and great gratitude to my Lord, Jesus Christ, who always supports me, loves me abundantly, strengthens me, and guides me so that I can accomplish this thesis well. When my zeal is going down, He is always near me until everything happens as well as His plan.
I also take this opportunity to thank all people who made a contribution in my academic life so far. I would like to express heartfelt gratitude to my advisor, Christina Lhaksmita Anandari, S.Pd., Ed.M., who has been patiently guiding me in doing this thesis and whose tireless efforts have made this dream a reality. I am very indebted to her for her patience, encouragement, care, help, motivation, and advice from the beginning of the research until the accomplishment of this thesis. No amount of words can express my sincere gratitude for her unending support during the research period. I also thank all the lecturers of English Education Study Program for teaching me during my study from the first semester until the last semester in Sanata Dharma University.
x collect the data.
I also take this opportunity to thank my entire extended family. This thesis would not have been possible without the wise advice, prayer, patience, and everlasting love of my father, Umarwoto and my mother, Sumtini. I would like to thank my older brothers Andreas and Bedesta, my younger sister Depra, and my sisters-in-law Dian and Nanik, who have been my ridiculous supporters and whose time is greatly compromised during my studies.
My best regards also go to my best partners, friends and listeners who always support me. They are Wednes, Rani, Wulan, Ishom, and Eci. My gratitude also goes to my friends who always teach me and give me some suggestions. They are Vivin, Elisa, Gustin, Dian, and Susan. All of them are always coloring my days. I would appreciate their time for the laugh, love, and every single moment we share together. My thanks are also given to my classmates for the crazy and joyful moment during the learning process.
The last but not least, I would like to deliver my special thanks to my heartthrob for the love, time, care, and support so that I can finally accomplish my thesis. I thank him for always being so patient in waiting and in having the differences between us.
Lastly, my warm regards go to all of those who have made a positive contribution in my life.
Ceria Berlanda Bamularti
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PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
CHAPTER II REVIEW OF RELETED LITERATURE ... 11
A. Theoretical Description ... 11
1. Perception ... 11
1.1 Perception on Learning... 13
2. Speaking Skill ... 14
2.1 Teaching Speaking for EFL... 18
3. Role Play ... 18
xii
4.1 The Definition of Motivation ... 21
4.2 The Relation of Motivation to Learning Performance ... 22
4.3 How Role Play Can Influence Students‟ Motivation to Speak . 23 B. Theoretical Framework ... 24
CHAPTER III METHODOLOGY ... 26
A. Research Method ... 26
B. Research Setting ... 27
C. Research Participants ... 27
D. Instruments and Data Gathering Technique ... 28
E. Data Analysis Technique ... 31
F. Research Procedures ... 33
CHAPTER IV RESEACH FINDINGS AND DISCUSSION ... 35
A. Research Results ... 35
B. Discussion ... 47
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ... 57
A. Conclusions ... 57
B. Recommendations ... 58
REFERENCES ... 61
APPENDICES ... 65
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LIST OF TABLES
Table 3.1 Sample of the Questionnaire Form ... 30 Table 3.2 Questionnaire Blueprint ... 30 Table 4.1 The Distribution of Responses to Students‟ Perception on the Use of
xiv
LIST OF FIGURES
Figure 4.1 The Percentage of Total Responses of the from Questionnaire ... 44
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LIST OF APPENDICES
Appendix 1 Questionnaire ... 65
Appendix 2 Interview Question ... 67
Appendix 3 Questionnaire Result ... 68
Appendix 4 The Transcript of Interview... 70
Appendix 5 Students‟ Answer in Open-Ended Questions ... 75
1
CHAPTER I INTRODUCTION
Chapter I provides the background information and the rationale of the research. This Chapter is divided into six parts. Those parts are research background, research problem, problem limitation, research objectives, research benefits, and definition of terms used in the research.
A. Research Background
English has an important role since most of the information resources, such as from internet, advertisement, or even announcement are in English. Harmer (2007) states that there is no doubt that English is a vital linguistic tool for many business people, academics, tourists, and citizens of the world who wish to communicate easily across nationalities. Therefore, that is the proof that English is used in many fields. It can also be concluded that English has been learned in every aspect of modern life such as education, politics, economics, and science. Thus, English as the international language should be mastered by many people because many formal activities will use English as the communication to others.
Many countries set English as a second language and foreign language (Barbara, 2001). In Indonesia, English is considered as a foreign language in which English is used only for formal level such as in school, university and occupation field. There are four skills that should be learned in English as a foreign language. Those four skills are listening, speaking, reading, and writing.
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Speaking becomes one of the skills that is required to be developed in learning English. Considering the important role in communicating using English, speaking can be one of the most important and affective thing needed by people to accomplish. Ur (1996) states that speaking seems intuitively the most important skill among all the four skills. Therefore, speaking skill will be discussed the most in this research.
Speaking and writing belong to productive skills. Besides, there is also receptive skill. In this case, listening and reading belong to receptive skills. Davies (2014) states that productive skill is the ability to communicate actively in the foreign tongue, through speaking and writing. To make the speaking skill increased, speaking skill should be practiced regularly. It is also explained that speaking is often the skill upon which a person is judge (McDonough and Shaw, 2003). Thus, people must have good speaking ability because speaking is a
product of language that becomes people‟s criterion to see someone‟s language
skill rather than from listening, reading, and writing. However, many people feel that speaking in a foreign language is harder than the others skill (Nunan, 2003).
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especially when they are speaking because they will use English to teach the students in international school. Realizing the existence of international school, many teachers should be ready to compete with others. Therefore, this case makes a concern for some universities to pay more attention in using English.
Sanata Dharma University emphasizes English proficiency for all students from English and non-English majors. For non-English majors, there should be requirement test before they graduate from this University. This test is called spoken English competency test (Tes Kemampuan Berbahasa Inggris). In order to graduate from Sanata Dharma University, the students should pass this test. Primary School Teacher Education Study Program (PGSD) is one of the study programs which prepares the primary school teacher candidate. The aim of this study program is to obtain the Primary School Teacher Education Study Program bachelors which are broad-minded, and adequate in both professional and academic competence. In other words, the teacher candidates should graduate with good skills. One of the skills that should be mastered is English speaking skill. It has been stated that some international schools in Indonesia use English as the language in teaching-learning process. Therefore, there is one test that should be taken by the students of PGSD in order to measure to what extent English is mastered by the students.
In accordance with the preparation, Primary School Teacher Education Study Program (PGSD) has created a program named English Club. This is the program which is cooperatively done by PGSD and English Language Education. It is because the teachers or the tutors of this program are from English Language
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Education Study Program. English Club is the compulsory program which should be taken by the students of PGSD in the first semester up to fourth semester. The
aim of this program is to facilitate the students to enhance the students‟ English
ability, especially in speaking skill. Therefore, the students can express their ideas with less fear and doubt. Besides, they can also graduate with good English speaking skill.
Since becoming a foreign language, the students of English Club PGSD are not accustomed to speaking English. In this research, the researcher chose Class 2 PGSD 3 as the research participants. The number of 2 in Class 2 PGSD 3 means that the students are from semester 2. Based on the observation in English Club class 2 PGSD 3, the tutor of English Club PGSD met some difficulties when she was teaching using English. The students were not motivated to speak English. The students still used Bahasa Indonesia when they asked a question or permission. Previously, the tutor had explained how to ask permission in English. The reason why students did not use English was because they were afraid of making mistakes. They would be more comfortable if they had conversation in English with their friends. It was because they could practice together with less fear of making mistakes. The result of midterm test also showed that the students of English Club PGSD had low motivation in using English. From this case, it can
be concluded that students‟ low motivation to speak English more becomes a
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make the students speak. Besides, the tutors should be able to give interesting technique while they are teaching in order to make the students that motivated in learning. Therefore, they can be free to speak in giving their ideas.
As a result of observation that has been done, there were some problems concluded that the tutor faced when they were teaching in English Club. The first problem was that the students spent a lot of time to listen than to talk. If the tutor asked them to speak in English, they only spoke very short, even they sometimes answered using Indonesian. It was because they were from non-English major. The second problem was that the students still pronounced some words incorrectly and also made many grammatical errors in speaking. They did not know how to speak correctly. They tended to be confused in choosing the words. The next problem was that the students had limited vocabulary. It was because they forgot the vocabulary that had been learned in Senior High School. The last problem was that the students needed much time to speak English because they were not sure about their speaking ability. Based on the conversation, some students said that they did not like English because English was very difficult. By these problems, the tutor have big role to overcome those problems.
There are a lot of factors that can influence learning activities. Two of important factors that can influence the success of speaking class are teaching technique and perception of the technique used in teaching-learning activities. The problem of speaking class does not only come from the technique used by the tutor but also from the students. They are too shy to express their ideas. It is because they have lack of vocabulary. The use of teaching techniques becomes
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one of the factors that influence learning process. In this learning process, the tutor used a technique named role play.
According to Joyce and Weil (1996) role play is a teaching strategy that emphasizes the social nature of learning and see cooperative behavior as stimulating students. By doing role play, the students will get much opportunity to speak. Role play can help students to practice an actual dialogue. As explained by Nunan (2003), role play also provides learners practice speaking the target language before they must do in the real environment. This technique can also encourage shy students to be more active in the learning activity. The tutors use this technique because this technique is suitable from English Club students to develop their speaking skill especially to make them enjoy and like learning English. Therefore, from of the problems stated, the researcher conducted the research to know to what extent role play can affect the students speaking ability from their perception.
B. Research Problem
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as follows: What are the students‟ perceptions on the use of role play in developing English speaking skill?
C. Problem Limitation
This research tried to find the students‟ perception about the use of role
play in developing English speaking skill. It was because the researcher found some problems that were faced by the tutor of English Club when she was teaching the students. Therefore, this research is aimed to solve the problems by giving some questions to the students related to their perceptions in using role play as the technique in teaching-learning activities. The researcher would see to what extent role play helps the students of English Club PGSD Class 2 PGSD 3 in developing their English speaking skill. This research took place in English Club PGSD in the academic year of 2014/2015. This research was limited for the students of English Club PGSD Class 2 PGSD 3. This class consists of 24 students who belonged to this research as the research participants. The researcher chose this class because it applied role play in teaching-learning activities.
D. Research Objectives
Realizing the importance of the use of role play as teaching technique in English Club, the research is intended to focus on some objectives. The objective of the study is to find out the perception of the second semester students of PGSD who take English Club. Specifically, the study is aimed to see the opinion of the students towards the use of role play in their learning process. The study is also
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aimed to identify some suggestions from the students. In other words, the study focuses on the ways to enhance the use of role play in English Club. The suggestions are meaningful for it can foster a better performance in English Club.
E. Research Benefits
It is expected that the research gives some benefits to the English Club students of Primary School Teacher Education Study Program. Besides, by doing this research, the researcher also hopes that it is also beneficial for the tutors who teach in English Club.
1. English Club students of Primary School Teacher Education Study Program
The researcher hopes that this research will give contribution to English Club students of Primary School Teacher Education Study Program. The first contribution is that the students know and understand more about role play. By understanding about role play, it is expected that the students enjoy learning English so that they can improve their speaking skill. The second contribution is that they can express freely while they do the role play. They can speak what they want to speak without any doubt.
2. The Tutors of English Club
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which are more interesting than role play. Also, the tutors are expected to be able to give inspiration to other tutors in creating other strategy in order to make students have the higher motivation in learning English. The tutors should be able to create the strategy and to choose the technique as interesting as possible to grab
students‟ attention and to give the higher motivation to the students.
F. Definition of Terms
One of the most notable things about the title of the study is that the title is constructed from several keywords. Those keywords need clear definition. Therefore, it will not be misunderstanding in this research.
1. Perception
The first keyword in this research is perception. There are a lot of definitions about this term. According to Gibson, Ivancevich, and Donnely (1985), perception depends entirely upon information in the 'stimulus array' rather than sensations that are influenced by cognition. Besides, Robbins (2005) stated that perception is an individual process to organize and interpret the sensory impression in order to give meaning in the environment. Therefore, it is related to the research which gives interpretation about role play in increasing English speaking skill. In this research, perception is seen as the way person interpret the
information whether it is good depend on the person‟s mind.
2. Role Play
Role play is an activity where students are assigned an untrue from which they have to improvise some kind of behavior toward the other character in the
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exercise (Paulston & Bruder, 1976). In this case, teacher gives some direction about the characters and situation that must be done by the students. In other words, students are asked to play the part of someone else. Besides, Lucatoni (2002) states that role play can be very enjoyable for students and provide excellent opportunities for using language in real life situation. It means that role play can develop students speaking skill in their real life. In this reasearch, role play is the technique in which the students play a role as someone else in order to train their speaking skill.
3. Speaking Skill
According to Nunan (2003) speaking is a communication in an oral way for interactional purposes, to make social relation and transactional purposes. Through speaking, people can express their ideas, thoughts and feeling orally.
In this research, speaking skill means the ability of the students to speak English. In this case, the students are expected to give some perceptions about the use of role play in increasing their speaking skill.
4. Motivation
The key to the succesful learning is that the students must have higher motivation to speak English. As explained by Pintrich and Schunk (2008),
motivation influences students‟ behavior in classroom. Motivation is something
11 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter contains of review of related literature. The theories will be explained deeper in this chapter. Those theories will be used to be basis of the study and to solve the research problems of this research as stated in Chapter I This chapter is divided into two sections. Those are theoretical description and theoretical framework.
A. Theoretical Description
This part discusses some important theories which are used in research discussion. There are four main aspects which will be discussed in this part. Those are theory of perception, speaking, role play, and motivation.
1. Perception
There are a lot of definitions of perception. The understanding of perception can be derived from some sources. According to Fleming and Levi (1993), perception is the process whereby one becomes aware of the world around oneself. Meanwhile, according to Hilgard et al. (1975), perception is the process where people organize and interpret the stimuli in the environment. Sometimes, the environment can influence the way of people in giving perception. Hardy and Heyes (1994) state that “the basic form of perception is people‟s born talent; meanwhile perceptional ability is the result of learning, which is determined by
the environment”. It can be concluded that perception itself is personal cognitive
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process of interpreting something and it can be derived from the environment
where the people live and then one of the people‟s senses will catch the stimuli
and they will interpret it based on their own perception.
Perception as a process of interpreting of objects and other things can be influenced by stimuli. Davidof (1975) states that stimuli of perception derived from individual and outside of the individual. Szilagyi and Marc (1980) state that there are three factors which influence a person‟s perception. Those three factors are attributes of the object which consists of stimulus, motion and physical size attributes of the situation which consists of environment or work situation, and attributes of the person which consists of the characteristic of the person. Those factors influence the way of person in giving perception. Besides, Davidof (1975) shortens the factors that influence someone‟s perception into two; the first is internal factor and the second is external factor.
a. Internal factor relates to individual. Those factors include the feeling, experience, and ability in thinking. Each person has different personal experience and ability toward things around them. Thus, personal experience takes important role toward the perception.
b. External factors are from environment and stimuli. If the stimuli that appear in
society clear enough then human‟ perception will be accurate but if the stimuli
do not clear then the perception maybe will inaccurate.
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People give some perceptions based on their feeling of subjectivity and their experiences in the past. Therefore, it is possible if people do not give the same perception about particular things, even though the object is the same. Gibson and Pick (1979) also state that there is connection between perception and experience. It means that perception and experience are related to each other. However, perception is not always formed by the experience of someone. There is
another possibility to form perception that is based on others‟ opinion. As stated
before, stimuli can affect someone‟s perception. When the stimulus from others is
strong, this situation could affect someone‟s perception without any experience
which comes from him or her.
In this research, perception means as the response of the use of role play to form some meaningful information to the learning process. If the students have positive experience, they would form positive perception on the use of role play in learning speaking. Perception that is formed by experience is stronger than perception formed by sensation or stimuli (Santoso, 2000).
1.1 Perception on Learning
This part is discussed the connection between perception and students‟
activity in learning. As stated by Champbell et al. (2001) there are five elements of language teaching-learning activities implementation that bulid students‟ perception. Those elements are (1) The way how the teacher teaches the students, (2) What the teacher wants the students to learn, (3) how the students learn, (4) What the students learn, and (5) What the purpose of learning language
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(Champbell et al, 2001). This statement means that perception on learning relates to the beliefe and concept about knowledge or message.
2. Speaking Skill
It is necessary to define what speaking is in order to have understanding about speaking. Nunan (2003) explains that speaking is the productive oral skill. Besides, Paulston and Bruder (1976) define speaking as a competency to communicate in the target language. People who communicate the message, they may have certain expectation as the response of person to whom they are addressing it. Speaking makes the understanding of all information delivered easily. In addition, according to Chaney (1998) speaking is the process of building and sharing meaning through the use of verbal and non verbal symbols, in a variety of context.
Mastering the art of speaking skill is the most important aspect of learning a foreign language, and success is measured in terms of ability to carry out a conversation in the language (Nunan, 1991). There are several functions of speaking. Acording to Brown and Yule as cited in Nunan (1991), two basic language functions in speaking are transactional function and interactional function. It means that the concern of the first function is to transfer information and the second function is maintenance speech of social relationship. Meanwhile, Richards (2008) explains that there are three functions of speaking. Those are speaking as interaction, speaking as transaction, and speaking as performance.
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main function is how speakers wish to present themselves to each other rather than on the message that want to be delivered. This function plays social role. In this case, according to Nunan (1991) the function is included as instructional function.
The second function of speaking is as a transactional process. It refers to the situation where the focus is on what is said or done (Richards, 2008). From this case, it could be seen that the focus between the first function and the second function are different. The last function is as performance. It refers to public speech. The focus of this function is in the content of the message which wanted to be delivered by the speakers to the audiences (Richards, 2008).
In this research, speaking means the activity of the students to present the language orally, to deliver the ideas, feeling, purpose, and thought. It emphasizes on the interaction, communication and understanding each other. It can be concluded that speaking skill is the power or skill in presenting the language orally to interact and communicate with others. One of the activities which can be applied in classroom is simulation and role play (Harmer, 2007). Simulation and role play are the activities which stimulate a real life for students as if they were doing so in the real world (Harmer, 2007).
There must be some characteristics in order to get successful speaking ability. The characteristics are learners talk a lot, participation is even, motivation is high, and language is on the acceptable level (Ur, 1996).
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a. Learners talk a lot
It means that the learners can talk as much as possible. In fact, the period
of time allotted to the activity is occupied by learners‟ talk.
b. Participation is even
It means that all members get chance to speak and distribute the contribution when the teacher asks the students to make a group discussion.
c. Motivation is high
Eagerness to speak comes up to the learners because they are interested in the topic and have something new to say about.
d. Language is on acceptable level
Learners express themselves in utterances that are relevant, easily, comprehensible to each other, and acceptable level of language accuracy. Speaking is the ability to use language in ordinary way by speech. It also means that learners use language which is understandable.
When people speak, they construct the ideas in words, express their perception, their feeling, and their intention. If the learners do not have skill, understanding of the language, acknowledgement of the language, they cannot
grasp meaning of the speaker‟s mean. Therefore, people who want to speak
English well, besides learning, they need to practice it.
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a. The lack of theme to be spoken
Some learners get difficulties in thinking the structure when they want to say. They think much about the construction of the sentences which will be spoken. Besides, they have no motivation to express themselves beyond the guilty feeling they should be speaking.
b. Inhibition
Unlike listening, reading, and listening activities, speaking requires some real time exposure to an audience. Learners are often inhibited about trying to say something in foreign language in the classroom. They worry about making mistakes; they are shy of the attention that their speech attracts.
c. The low of participation
This problem is compounded by tendency of some learners to dominate, while others speak very little or not at all.
d. The use of mother tongue
Usually, most of learners share the same mother tongue in class. If they are talking in small groups, it can be quite difficult to keep using the target language.
Hedge (2011) states that students sometimes are nervous speaking in front of others and occur through nervousness because they are unused to demand for speaking in public. The problem may also come from the teacher. The teacher would be in the position of controlling a set of strategies that would help the students improve their speaking ability.
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2.1 Teaching Speaking for EFL
It is important to see how the teacher should teach the EFL learners especially in speaking. Speaking for EFL is important yet it also becomes complex problem for the teachers. Richards and Renandya (2002) explain that
Learning to speak foreign language requires more than knowing its grammatical and semantic rules. Learners must also acquire the knowledge of how native speakers use the language in context of structured interpersonal exchange.
It is clear that speaking requires the ELF learners‟ deep understanding of how
English is used based on context of interaction. In order to help EFL learners improve their speaking ability, a teacher shpuld have the right strategy to teach the EFL learners in the classroom. Hedge (2011) gives some tips for improving speaking. They are: keeping the activity fun and simple, having a back up plan for the entire class, reflecting on what the techers do to help students improve their speaking skill, not to overdue speaking activities in one lesson. Those tips can be used by teachers to help the EFL learners have good speaking skill.
3. Role Play
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The shared experiences and engagement in role play and acting help pupils to develop the essential language skills of speaking and listening (Line, 1997 in Thompson and Evans, 2010). According to Lucatoni (2002) role play can be enjoyable for learners and provide excellent opportunities for using language in real life situation.
Role play provides the students with a simple activity and a meaningful exercise. In doing role play, the students are not only trained to practice their speaking skill, but also learn a social aspect. Paulston and Bruder (1976) believe that role play is an exercise where the students are assigned to play some kinds of behavior. Meanwhile, Hedge (2011) describes role play as a speaking activities which involves dialogues, settings, situations, and roles which are made by teachers. Furthermore, role play also invites students to experience how to use the language by themselves. According to Oyabu in Haruyama (2010) role play is suitable for making an environment in which students are not silent but rather can naturally speak in.
Doff (1990) also explains that role play is a way to bring situation from real life into the classroom activity. Using role play as a technique in learning process gives some benefits, they are: role play is a fun technique, role play allows students to have some experiments with language they learn, the students will have a chance to apply some kind of expression which is usually ised in target language conversation (Doff, 1990). The next benefit is that role play provides special opportunity to go beyond what has been taught in class and to draw on the full range of their language competencies. Role play also engages the
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learner physical activity. It means that role play forces students to have some kind physical movement. Students have to act as the role that is given.
The other benefit is that role play allows student to express the students who have sense of humor. As one of teaching technique, role play gives the students opportunity to express themselves freely (Doff, 1990). The last benefit according to Doff (1990), role play offers good listening practice. It means that when other students are doing role play in front of the class, the others should listen to what they are performing.
Ladousse (1996) also explains about the reason why role play is beneficial to use in learning process. Those reasons include:
a. Role play puts students in situation in which they are required to use any roles of relationship to develop their sociolinguistic competence.
b. Through role play, teacher can train the students in speaking skills in any situation.
c. Role play helps many shy students by providing them with a mask. In the role play, students pretend as someone else.
d. The students can enjoy their imagination because role play is fun.
e. Role play is one of communicative techniques which develops fluency in language students, which promotes interaction in the classroom and which increases motivation.
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c. Roles which few students will ever experience directly themselseves, but which are easy to play because the students have such vast indirect experience.
d. Fantasy role, which are fictitious, imaginary, and possible even absurd. 4. Motivation
Motivation is described in this section. There are three parts that will be discussed. Those are the definition of motivation and the relation between motivation and learning and performance, and the last is about how role play can
influence students‟ motivation to speak English.
4.1 The Definition of Motivation
Woolfolk (2013) defines motivation as an internal state that arouses, directs, and maintains behavior. Besides, Mouly (1973) explains that motivation is a state of tension directing behaviors toward the attainment of a goal. Those definitions mean that motivation is something that directs behavior toward a particular goal. Meanwhile, Pintrich and Schunk (2008) explain that motivation is a process which involves two main elements such as goal and activity. There are two kinds of motivation; intrinsic motivation and extrinsic motivation (Pintrich & Schunk, 2008). Courage and willingness are included as intrinsic motivation. On the other hand, external motivation comes from external factor that influences a person attitude toward something. Reward or punishment can be something that influence motivation. Woolfolk (2013) also states that motivation stems from factors like interest or curiosity is called intrinsic motivation. When students are motivated, they do not need incentives of punishment to make them work because
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the activity itself is rewarding. When students do something in order to earn reward, avoid punishment, please teacher, or some other reason, they experience extrinsic motivation (Woolfolk, 2013).
4.2 The Relation of Motivation to Learning and Performance
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Teacher and students have to be aware that motivation gives a great influence in the successful leaning. Motivation can influence what, when, and how people learn (Pintrich and Schunk, 2008). Meanwhile, good relationship and learning situation that is made by the teacher can make a successful learning process. Dornyei (2001) states:
A successful learning process requires motivational teaching
practice. It uses teacher‟s role in the learning process where teacher has to meet this four characteristics: (a) Creating the basic motivational situation (b) Generation initial motivation (c) Maintaining and protecting motivation and (d) Encouraging positive retrospective self- evaluation (p. 30).
Successful learning affects the students‟ perception on the lesson which
has a significant effect toward the students‟ motivation.
4.3 How Role Play Can Influence Students’ Motivation to Speak English
Increasing students‟ motivation to speak can be done by various ways. The
very first way that can be used is experiential learning. This is the method in teaching-learning activity to help students in improving their knowledge and skills through their experiences. Cahyani (2003) believes that when the students find a comfortable learning situation, it leads to an enjoyable learning situation and makes them more motivated. Role play enables people to experience and achieve in a way that their normal work might not. Through role play, the students experience themselves a certain condition, which is close to their life.
The second way to increase students‟ motivation is by creating interesting
task. A speaking task called as an interesting one when it is related to the students‟
lives and highlights ways learning can be applied in real life situations (Lumsden,
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1994). Furthermore, Doff (1990) also explains that role play is a way to bring situation from real life into the classroom activity.
The third way to increase students‟ motivation to speak is by providing
them with an enjoyable learning situation. It means that teacher should create a fun activity. Role play is one of fun activities. It frees the students to relax and let them enjoy class activity. It is supported by the theory of Ladousse (1996) that role play is fun because students can enjoy their imagination.
B. Theoretical Framework
In theoretical framework, the researcher tried to relate the theory and this research. The research is about the students‟ perception on the use of role play. Based on Hilgard et al. (1975), perception is the process where people organize and interpret the stimuli in the environment. The students‟ perceptions are important since they influence students‟ motivation to learn and behave in the learning activities. On the other hand, the techniques of teaching are also important to facilitate the teaching-learning process. The implementation of role play refers from the shared experiences and engagement in role play and acting help pupils to develop the essential language skills of speaking and listening (Line, 1997 in Thompson and Evans, 2010). To answer the first research problem, the researcher used the theory from Hardy and Heyes (1994) stated that “the basic
form of perception is people‟s born talent; meanwhile perceptional ability is the
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Role play as a technique in learning speaking also brings some perception for the students. The students perceive role play as a good technique if they have good experience about it. As Lucatoni (2002) stated, role play can be enjoyable for learners and provide excellent opportunities for using language in real life situation.
The analysis of motivation can answer to what extent role play can help
students in improving students‟ speaking ability in English. The researcher used
theory from Dornyei (2001). The others theories will be explained more in the discussion.
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CHAPTER III METHODOLOGY
In this chapter, the researcher presents the methods of the study to solve the problems stated in Chapter I. In addition, there is also the description of outlines of the procedure in gathering and analyzing the data. There are six parts in Chapter III, they are: Research Method, Research Setting, Research Participants, Research Instrument and Data Gathering Technique, Data Analysis Technique, and Research Procedures.
A. Research Method
This research was conducted to figure out how role play developed
students‟ speaking skill of English Club in PGSD class 2 PGSD 3 based on their
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numbers of indibiduals (Creswell, 2015, p. 15). Quantitative and qualitative data might employ similar approaches, such as interview and questionnaire (Creswell, 2015, p. 19).
B. Research Setting
This research was conducted in the even semester Academic Year of 2014/2015 starting on May until June 2015. The researcher conducted the research every Thursday at 9 a.m to 11 a.m. The setting of this study was the English Club PGSD class. The class that was conducted from the research was class 2 PGSD 3.
C. Research Participants
The population which was used in this research was the students of Primary School Teacher Education (PGSD) who were taking English Club in the academic year of 2014/2015. There were six classes of English Club. In this case, the research participants in this research were the students from class 2 PGSD 3 of English Club PGSD. There were twenty four students from this class who were asked to fill in the questionnaire. For one thing, class 2 PGSD 3 of English Club PGSD was chosen because the tutor of English Club used more role play as the technique in teaching speaking.
After distributing the questionnaires to the students, the researcher also had the interview. The researcher chose four students in order to gain more data
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information. Besides, this interview was done in order to verify, recheck, and clarify the data from the questionnaires.
D. Instruments and Data Gathering Technique
A research instrument is defined as the tool for gathering the data. There are several major types of instruments. The researcher used the combination of questionnaire and interview as the research instrument. For quantitative research, questionnaire was used as the instrument whereas, for qualitative research, interwiew was used as the instrument. Gall et al (2003) state that both questionnaire and interview are used in educational research to collect data which relates to the experience, opinions, interests, and the like. Thereby, the consideration of choosing the combination between questionnaire and interview as the tools for gathering the data is those two instruments fit to the purpose of the research.
1. Questionnaire
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they are open-ended and closed-ended questionnaire. Close- ended questionnaire provides the participants with the answer. This is the reason why the participants were asked to choose the most suitable answer that fit on them. Open- ended questionnaire enables the participants to answer the questions freely. In this case, the researcher used the combination of those two kinds of questionnaire.
In this research, the researcher distributed questionnaire to twenty four students in English Club class. The first part of questionnaire was close-ended question which consisted of fifteen items. Meanwhile, the second part was open-ended question which consisted of three items. In the second part, the students were not given such idea or option to answer but they could freely answer the questions given based on their experiences. As a result, those items covered the answer for the research problem.
The questionnaire was designed in the form of statements which has scale for each statement to measure the frequency of agreement. The scale used in this research was Likert Scale. Likert scale is the scale which typically asks for the extent of agreement consists of a five-point scale ranging from “strongly
disagree” to “strongly agree” (Gall et al, 2003). In this research, the researcher
omitted the undecided item because it can give misunderstanding for the respondents and it did not contribute any responses. In this research, there were fifteen statements in close- ended question and three questions in open-ended question.
The data collection was done by distributing the questionnaire to the students after they experienced their learning process using role play. Then the
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students were asked to fill in the questionnaire sheets and answer the open-ended items. On the same day, the questionnaires should be submitted to the researcher. Having collected the questionnaire, the researcher could start working on the data and analyze the data. The following table below was the example of the table in the questionnaire.
Table 3.1 Sample of the Questionnaire Form
No Statement SD D A SA
1 Role Play helps you to speak more fluent
Table 3.1 shows the sample of the questionnaire form used in this
research. In this table the researcher tried to explain the example of the statement in close-ended question. Besides, this table also explains the ranging of scales in
which “SD” is for “strongly disagree”, “D” is for “strongly disagree”, “A”, is for
“agree”, and“SA” is for “strongly agree.
Table 3.2 Questionnaire Blueprint
Questions Indicators Form
1-7 Students‟ perception on
the use of role play
Close-Ended
8-15 The students‟ experience
after doing role play
Close-Ended
1-3 Review on the students‟
opinion about the use of role play
Open-ended
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the table that number 1 to 7 is related to the student‟ perceptions about the use of role play. Meanwhile, statement number 8 to 15 is related to the students‟ experience after doing role play. This table also explains the open-ended question in the questionnaire. There were three number is the open-ended questions. Those
three numbers consisted of the review on the students‟ opinion about the use of
role play.
2. Interview
The researcher also chose interview as the instrument to gather the data. It was obvious that interview helped the researcher to gather information related to the research objectives. Interview is a process of oral question (Gall et al, 2003). By doing the interview, the researcher can also find out the additional information that is missed (Maxwell, 2013). In the interview, the researcher can address about personal questions related to the experiences. Maxwell (2013) also states that through the interview, the researcher can also check the accuracy (e.g from questionnaire or observation).
The researcher chose four students from English Club PGSD class 2 PGSD 3 to be the participants in the interview. There were six items of the interview list. In this case, the four students took their turn to meet the researcher one by one. The researcher asked the students about the six items of the interview list. The researcher also used the recording to record the interview. After the interviews have done, the researcher started summarizing the data of the interview. By doing this way, it was also possible for the researcher to start analyzing the data.
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E. Data Analysis Technique
In supporting this research, there were two kinds of data. The first data was derived from questionnaire while the second data was from the interview. The result of questionnaire was applied in tables. Meanwhile, the result of the data from interview was presented in descriptive forms. The researcher analyzed the data from the answers of questionnaire and from the interview research question comparing to some theories which was written in chapter two.
The researcher counted the average score to determine the major response of each statement to find the result of the data from the close-ended questions. The presentation of numbers from questionnaire in close-ended question was aimed at making the description data clearer. The researcher also analyzed the result of the close-ended answer by making it into percentage to make it easy to measure and represent the result of the data.
Having collected the questionnaires, the researcher analyzed them by recording all the data in table and discussed them based on the frequency. The researcher counted the percentage of the answer by using the following formula:
× 100 %
x = The number of the students who choose the degree of agreement n = The total number of all the students
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summarized in paragraph and contrasted as well as compared. Then, the researcher made the conclusion based on the data obtained.
F. Research Procedures
In conducting this research, the researcher used several steps. These steps were:
1. Defining the problem and finding the theories
The very first step of this research was to formulate the research problem. The problem statement of this research asked about what the students‟ perceptions are. Finding the theories also included as the first step in conducting this research. The researcher noted all of the information related to the problems, especially the theory.
2. Designing the research and the data collection instruments
By the research question defined, “what” of the research has been established.
In this step, the researcher started to about who, where, when, and how related to the research. After that, the researcher started thinking about the instruments used to collect the data. As a result, the researcher decided to use questionnaire and interview as the instruments of this research.
3. Collecting the data
In this step, the researcher did the activity in collecting the data a. Distributing the questionnaires
The researcher distributed the questionnaire to the students in the last meeting.
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b. Conducting the interview
The researcher conducted the interview to the students after they answered the questionnaire. The researcher conducted the interview using video recorder.
4. Analyzing the data
The researcher began to analyze the data. The data which was analyzed was from questionnaire and interview. The researcher used Likert scale in analyzing the data from questionnaire especially from close-ended question. Meanwhile, the data from interview and open- ended questions were analyzed by coding.
5. Generating and interpreting the findings and discussion and final research report
The data were obtained from questionnaire and interview. In this step, the researcher started to interpret the findings by presenting the explanation from the result of the data. After interpreting the finding, the researcher then drew conclusions based on the findings. After all the procedures done, the researcher made the final report of the research.
6. Reporting Directly
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter presents the research results and discussion of the research
about the use of role play in increasing students‟ English speaking skill from their
perceptions. This chapter also discusses the answers of research questions which are formulated in the problem formulation. This discussion is divided into two major parts. The first part presents the results of this research. Meanwhile, the second part provides the discussion. Each analysis of the research problems was discussed and strengthened by theories written in the review of related literature.
A. Research Results
This part consists of the results of the questionnaires and the interview from the students. Therefore, there were quantitative data and qualitative data. The quantitative data was from questionnaire and the qualitative data was from interview. The results of the questionnaires and interview were based on the
students‟ experience during learning activities by using role play as the technique.
The research problem of this research focused on the students‟ perception
on the use of role play in developing their English speaking skill. There are two parts in the results. The first is from the questionnaire and the second is from the interview.
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1. Questionnare
The questions which were related to this problem consisted of fifteen questions. There was degree of agreement that should be chosen by the students based on their experiences. Those were “strongly disagree”, disagree”, “agree”, and “strongly disagree”. On the last meeting, the questionnaires were distributed by the researcher.
To be detailed the researcher presented the data using the table. This table presented the percentage of the result from questionnaires.
Table 4.1 The Distribution of Responses to Students’ Perceptions on the Use of Role Play teaching technique in teaching- learning activity.
4. Role play makes me speak naturally.
12.5% 62.5% 25% 5. Role play helps me to speak fluently.
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9. I enjoy learning speaking through role play. 12.5%
62.5% 25% 10.
I am very pleased in playing the role as
someone because I can speak more through. 16.7% 58.3% 25%
11.
I can experience the improvement of my
English speaking ability through role play. 12.5% 58.3% 29.2%
12.
I can experience the improvement of my
fluency in English speaking ability. 16.7% 62.5% 20.8%
13.
The use of role play can develop my
confidence when I speak English. 4.2% 75% 20.8%
14.
Through role play, I am motivated to speak
English continually. 8.3% 58.3% 33.4%
15. Through role play, I get lots of new words. 12.5% 58.3% 29.2%
The first statement was about students‟ interesting in doing role play. The
data showed the percentage of the students who answered “strongly disagree”,
“disagree”, “agree”, and “strongly agree”. Most of the students chose “agree”.
They agreed that role play was interesting technique to use in teaching-learning activity. This statement is proven by the percentage of the students who agree that role play was one of the interesting techniques to teach English, especially to help them in increasing their English speaking skill. It was 62.5% of the total respondents or 15 students out of 24 students agreed with the statement. Besides,
nine students or 37.5% of the students chose “strongly agree”. There were no
students who chose “disagree” and “strongly disagree”. Fleming and Levi (1993)
