THE EFFECT OF ROLE PLAY TECHNIQUE ON STUDENT
S’
SPEAKING ACHIEVEMENT
A THESIS
Submitted in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan
By:
FITRI MARDIANA SIREGAR
Registration Number: 2112121009
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
ii
ACKNOWLEDGEMENT
The writer has never been exhausted in expressing her massive gratitude to
the Almighty God Allah SWT for granting the writer strength, time and health so
that the writer could finish writing her thesis. This thesis is a partial fulfillment for
the Degree of Sarjana Pendidikan at English and Literature Department, Faculty
of Languages and Arts, State University of Medan.
This thesis could not achieve accomplishment unless the writer must have
been assisted and supported by many important people whom the writer owes
them a debt of gratitude:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts, State University of Medan, Vice Dean I, II, and III and all the Administrative Staffs Suswati, S.Pd., M.Hum., the Second Thesis Consultant for giving the writer guidance, advice and help in writing this thesis
Drs. Johan Sinulingga, M.Pd., her Academic Advisor, who has supported the writer throughout the academic years.
Indra Hartoyo, S.Pd., M.Hum., her Thesis Reviewer, who has given the writer constructive critics and guidance.
All the Lecturers of English and Literature Department who have taught, guided, and advised her throughout the academic years.
iii
Bidik Misi Program which has provided scholarship for the writer to accomplish her study
Pardinan, S.Ag., the Headmaster of SMA AL-HIDAYAH Medan for his permission, support and the opportunity in allowing the writer to do observation and collecting data
Waridan, S.Pd., the English Teacher in SMA AL-HIDAYAH Medan for her guidance and support
My beloved father Maradingin Siregar and my beloved mother Lomsana Hasibuan, S.Ag., for their pray, love, support, and everything they have given to the writer not only in completing this thesis but also in her life
My beloved sister Kamisa Juliani Siregar and my beloved brother Muhammad Mardiansyah Siregar for their assistances and supports
My best friends who have been my companions through happiness and sadness: Indri Widyastuti, Nina Tiya Hara, Dini Khairani and my Rexyan family: Putra, Nancy, Ade, Connie, Christanti, Indah, Intan, Nashroh, Vika, Diah, Widya, Christiani, Arni, Junpita, Helena, Raydeni, Nomita, Rostina, Rahmadayani, Rismauli, Laura, Sartika, Sulwana, Aisyah, Nela and Faysal for the time and happiness
My roommates Murni, Vivi, and Irma for the suppport
The writer realizes that this thesis still has the paucity, she welcomes any
suggestions, comments, critics, and advices that will improve the quality of this
thesis. She hopes that this thesis will be useful for those who read and are
interested in the field of this study.
Medan, August 2015
The writer,
i
ABSTRACT
Siregar, Fitri M. The Effect of Role Play Technique on Students’ Speaking Achievement. A thesis. English and Literature Department. Faculty of Languages and Arts. State University of Medan. 2015.
The objective of this study is to investigate whether or not the use of Role Play Technique affects students’ speaking achievement. This study was conducted by using Experimental Research Design. The population of the study was the second year students of SMA AL-HIDAYAH Medan with 120 students. There were 30 students taken as the sample by using random sampling technique. The students were divided into two groups namely Experimental group and Control group. The Experimental group was taught by using Role Play technique, whereas the Control group was taught without using Role Play technique. The instrument used for collecting data was interview test. The mean score of Post-test in Experimental group (62.33) is higher than the Control group (55.8). The calculation of t-test at level significance of α=0.05 and degree of freedom df=28, shows that t-value (3.064) is higher than t-table (2.763). Therefore, the Null hypothesis is rejected and the alternative hypothesis is accepted. Dealing with the data above, it was found that the use of Role Play technique affects the students’ speaking achievement.
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TABLE OF CONTENT
DECLARATION
ABSTRACT ... i
ACKNOWLEDGEMENT ... ii
TABLE OF CONTENTS ... iv
LIST OF TABLES ... vii
APPENDICES ... viii
CHAPTER I: INTRODUCTION A. The Background of the Study ... 1
B. The Problem of the Study ... 4
C. The Objective of the Study ... 5
D. The Scope of the Study ... 5
E. The Significance of the Study ... 5
CHAPTER II: REVIEW OF LITERATURE A Theoretical Framework ... 6
1. Speaking ... 6
2. Functions of Speaking ... 7
v
b. Talk as Transaction ... 9
c. Talk as Performance ... 10
3. Role Play ... 12
4. Steps of Role Play ... 14
5. Significance of Role Play ... 18
B Conceptual Framework ... 22
C Hypothesis ... 24
CHAPTER III: RESEARCH OF METHODOLOGY A. Research Design ... 25
B. Population and Sample ... 26
1. Population ... 26
2. Sample ... 26
C. Instrument for Collecting Data ... 27
D. The Procedure of the Research ... 27
1. Pre-Test ... 28
2. Teaching Presentation (Treatment) ... 28
3. Post-Test ... 30
E. The Scoring of Speaking ... 31
F. Validity of the Test... 33
G. Technique of Analyzing the Data ... 34
vi
CHAPTER IV: THE DATA AND DATA ANALYSIS
A. The Data ... 36
B. Data Analysis ... 38
1. Analyzing the Data by Using T-Test ... 39
2. Testing Hypotheses ... 40
C. Research Findings ... 40
CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ... 42
B. Suggestion ... 42
vii
LIST OF TABLES
Table 3.1 Research Design ... 26
Table 3.2 Learning Scenario for Experimental Group ... 29
Table 3.3 Learning Scenario for Control Group ... 30
Table 3.4 Description of Language Components ... 31
Table 3.5 Scale Criteria ... 32
Table 4.1 The Result of Pre-test and Post-test of the Experimental ... 37
viii APPENDICES
Appendix 1
Pre-test and Post-test of Experimental Group ... 46
Appendix 2
Pre-test and Post-test of Control Group ... 47
Appendix 3
The Calculation of T-test in Experimental Group... 48
Appendix 4
The Calculation of T-test in Control Group ... 49
Appendix 5
The Calculation of T-test ... 50
Appendix 6
Critical Value of T-table ... 51
Appendix 7
Pre-test Score of Experimental Group ... 52
Appendix 8
Post-test Score of Experimental Group ... 53
Appendix 9
Pre-test Score of Control Group ... 54
Appendix 10
Post-test Score of Control Group ... 55
Appendix 11
ix Appendix 12
Post-test ... 58
Appendix 13
Example of Pre-test Transcript in Experimental Group ... 60
Appendix 14
Example of Post-test Transcript in Experimental Group ... 63
Appendix 15
Example of Pre-test Transcript in Control Group ... 66
Appendix 16
Example of Post-test Transcript in Control Group ... 69
Appendix 17
Experimental Group Lesson Plan: Suggestions ... 72
Appendix 18
Control Group Lesson Plan: Suggestions ... 76
Appendix 19
Experimental Group Lesson Plan: Expressing Wishes ... 80
Appendix 20
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
The incapability of speaking English among high school students is
still a serious problem needing to be solved. The researcher, during her
observation and interview with the English teacher in SMA Swasta
Al-Hidayah, found that most students posses inferior competence in speaking
English. This inferiority is further described by the occurrence of several
mistakes while students deliver their ideas verbally. The mistakes have
come from various aspects of speaking. They are the lack of vocabulary,
the insufficient grammar, and the inaccurate pronunciation.
The lack of vocabulary often barricades the students to refer their
ideas in target language that is English. Hence, it is difficult for students to
build the sentences. This consequently causes the students to engage
mother language in delivering the ideas and the worst, for some students,
they postpone speaking up instead.
The insufficient grammar refers to the students‟ inability to create
grammatically correct sentences. It is often that students reluctantly
convey their thoughts because of the failure in arranging the words in form
of correct sentences. It usually relates to the difficulty of differing verbal
2
Therefore, students speak English in inappropriate forms and eventually
this somehow encourages the students to remain silent.
Unexpectedly, the researcher also found that other factor halting
the students to speak up in the classroom is the inaccurate pronunciation.
The hesitance to appropriately pronounce the words can discourage the
students to participate in giving opinion in the classroom. Hence,
pronunciation plays an important role in teaching speaking as well. Byrne
(as cited in Hughes, 2002) explains that the main goal in teaching the
productive skill of speaking will be oral fluency. This can be defined as
the ability to express oneself intelligibly, reasonably, accurately and
without too much hesitation.
It can be fair to conclude that based on the elaboration above, these
mistakes: the lack of vocabulary, the insufficient grammar, and the
inaccurate pronunciation are not only as the problems need to be solved
during students‟ speech but also as the barriers that blockade them to
speak up in the classroom. And these barriers however burden the students
and affect their psychology. The students are afraid to be wrong in
speaking English. They are also shy when they encounter those mistakes.
And, they become reluctant to speak up. Consequently, in the end, the
students prefer delaying to speak up in attempt to avoid the
embarrassment.
The important factor causing the occurrence of those verbal
3
teacher in SMA Al-Hidayah Medan in teaching speaking employed
passive exercises which provide limited chance for students to actively
perform and participate in the classroom. The teacher merely instructed the
students to fill in some blank spaces in dialogues with correct expressions.
And after that, only some students were assigned to read the dialogue out
loud in front of the classroom. This practice allows the students only to
understand the use of some certain expressions in filling the incomplete
dialogues provided by the textbook and only read the dialogues. This
practice obviously barricades the students to exercise in arranging
sentences and to creatively speak out their ideas. Therefore, it leads them
to have low mastery in employing vocabularies, grammar, and
pronunciation.
The failure in speaking English in the classroom keeps occurring
since no effective solution treats the students. It has been years that the
students have learned English language yet they seem to show
insignificant improvement on their speaking achievement. This problem
can no longer be ignored.
Role play technique can improve students‟ speaking achievement.
The excellences of role play technique are the keys to cope the problems
of learning speaking English. In practicing speaking English through role
play technique, students are required to interact with other players by
employing daily expressions in exchanging information and goods. For
4
stating probability, asking and stating promise, giving judgment, and etc.
Through this, the students are trained to create sentences by exploring the
expressions which permit them to observe new vocabulary, the grammar
used, and the natural English. According to Ladousse (as cited in Shen and
Suwanthep, 2011) the incorporation of constructive role play activities into
the L2 classroom adds variety, a change of pace and opportunities for a lot
of language production, and also a lot of fun.
Rogers and Evans (2008) state that role-play was vital and central
to children‟s school experience because it helped them to develop social
skills, to cooperate with their peers, to interact with others and generally to
improve their language development. Role-play was also seen as an ideal
medium through which children could express their creativity and develop
their imaginations. The „added value‟ of role-play was that it could be used
to reinforce learning and was also a popular activity for the children and
one in which they could explore and express other aspects of their
personalities.
B. The Problem of the Study
Based on the explanation in the background of study the research
problem is formulated as follow:
“Is there any effect of Role Play Technique on students‟ speaking
5
C. The Objective of the Study
In relation to the problem of the study the objective of the study is
to investigate whether Role Play Technique has significant effect on
students‟ speaking achievement.
D. The Scope of the Study
The scope of the study is limited to investigate the second year
students of senior high school focusing on the application of Role Play
technique in teaching speaking English.
E. The Significance of the Study
This study is expected to be useful for:
1. Teachers are able to expand the knowledge related to Role Play
technique and later apply the role play technique in the classroom.
2. Students are motivated to speak up their ideas in the classroom.
3. The readers are able to enrich their knowledge related to teaching
42
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
As stated in Chapter I, the objective of the study is to investigate
the effect of Role Play technique on students’ speaking achievement. After
the data were analyzed, this research shows that there is effect of Role Play
technique on students’ speaking achievement. The students who are taught
by Role Play technique show improvement on their speaking achievement.
They are able to express their ideas more fluently. This is proved by the
calculation of t-test at the level of significance 0.05 and degree of freedom
28, the t-observed (3.064) is higher than t-table (2.763).To conclude, the
students who are taught by Role Play technique has higher ability in
speaking English compared to the students who are taught without role
play technique. Therefore, the hypothesis stated as “there is effect of role
play technique on students’ speaking achievement” is accepted.
B. Suggestions
This research discovers that the application of Role Play technique
could improve students’ speaking achievement. Therefore, this research
offers several suggestions, first English teachers are expected to expand
43
technique in the classroom. Second, students are expected to be motivated
to speak up their ideas in the classroom by using Role Play technique. And
third, the readers are able to enrich their knowledge related to teaching
44
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