ROLE PLAY TECHNIQUE TO IMPROVE
SPEAKING SKILLS FOR FIRST GRADE
STUDENTS AT MA ASSA
’
DIYAH BANGIL
THESIS
Submitted in partial fulfillment of the requirement for the degree of
Sarjana Pendidikan (S.Pd) in Teaching English
By
Khusnul Khoiriyah
NIM D75211068
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
PERNYATAAN KEASLIAN TULISAN
Saya yang bertanda tangan di bawah ini adalah:
Nama : Khusnul Khoiriyah
NIM : D75211068
Semester : VIII ( Delapan)
Prodi : Pendidikan Bahasa Inggris
Jurusan : Bahasa Asing
Fakultas : Tarbiyah dan Keguruan
Alamat : PERUMTAS 4 Blok 10 No. 06, Candi - Sidoarjo
Dengan ini menyatakan dengan sebenarnya bahwa skripsi yang berjudul “Role Play Technique to Improve Speaking Skills for First Grade Students at MA
Assa’diyah Bangil” adalah asli dan bukan plagiat, baik sebagian maupun keseluruhan.
Demikian pemyataan ini sesuai dengan sebenar- benarnya, apabila pernyataan ini
tidak sesuai dengan fakta yang ada, maka saya siap dimintai pertanggung jawaban
sebagaimana peraturan perundang - undangan yang berlaku.
Surabaya, August 7th, 2015
APPROVAL SHEET
This thesis by Khusnul Khoiriyah entitled “Role Play Technique to Improve Speaking Skills for First Grade Students at MA Assa’diyah Bangil ” has been
approved by the thesis advisors for further approval by the Boards of Examiners.
Surabaya, August 3rd
, 2015
Advisor I,
NIP. 1986051820110110005
APPROVAL SHEET
This thesis by Khusnul Khoiriyah entitled “Role Play Technique to Improve Speaking Skills for First Grade Students at MA Assa’diyah Bangil” has been
Examiner I,
NIP. 194708091967081001
Examiner II,
E. Significance of The Research 5
F. Scope and Limit of The Research 5
G.Definition of Key Terms 5
CHAPTER II : REVIEW OF RELATED LITERATURE
A.Review of Related Literature 7
1. Teaching Speaking 7
a. Goals and Technique for Teaching Speaking 7
1) Language Input 8
2) Structured Output 9
b. Strategies for Developing Speaking Skills 11
1) Using Minimal Responses 12
2) Recognizing Scripts 12
3) Using Language to Talk about Language 13
c. Developing Speaking Activities 14
d. Activities to Promote Speaking 15
1) Discussions 15
e. Suggestions for Teachers in Teaching Speaking 19
f. Assessing Speaking 21
1) Interviews 23
2) Live Monologues 24
3) Recorded Monologue 24
4) Role-plays 25
5) Collaborative Task and Discussions 25
2. Role Play 26
a. Stage of Role-play 28
b. Advantages of Using Role-play 29
c. Example of Role-play Situation 30
3. Pronunciation 32
a. Why Teach Pronunciation 32
b. Problem and Approaches in Pronunciation Teaching 33
1.) A Paradox 33
2.) From Reactive to Planned Teaching 34
B.Review of Previous Studies 36
CHAPTER III : RESEARCH METHOD
A.Research Design 40
B.Research Variable 41
C.Population and Sample 41
D.Research Instruments 42
E. Data Collection Technique 43
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS
A.Research Findings 47
1. Students Pre-test Score 48
2. Students Post-test Score 50
3. Students Score Improvement 52
4. Ratio (Comparison) Students Score Percentages 53
B.Discussions 56
1. Reflecting on the Research Problem 56
2. Interpreting Findings 57
3. Integrating Finding with Theoretical Framework 59
CHAPTER V : CONCLUSION AND SUGGESTION
A.Conclusion 60
B.Suggestion 60
1. For Teachers 60
2. For Next Researcher 61
CHAPTER I INTRODUCTION
This chapter discusses the area of the study that contains research background,
research question, objective of the research, hypothesis, significance of the research,
scope and limitation of the research, and definition of key terms.
A.Research Background
Teaching speaking is a very important part of second language learning. The
ability to communicate in a second language clearly and efficiently contributes to
the success of the learner in school and success later in every phase of life.
Therefore, it is essential that language teacher pay great attention in teaching
speaking, rather than leading students to pure memorization, providing a rich
environment where meaningful communication takes place is desired. With this
aim, various speaking activities can contribute a great deal to students in
developing basic interactive skills necessary for life.1 As English becomes very
important in various fields such as business, finance, industry and education, most
students hope they can speak English fluently. However, a considerable number of
students are not responding actively in speaking exercises. The factors are like the
1H. Kayi, “Teaching Speaking: Activities to Promote Speaking in a Second Language”.
students are nervous or afraid of making mistakes and the topics are not
interesting.2 To motivate the students, Kayi states that the role play activity make
students more active in the learning process and at the same time make their
learning more meaningful and fun for them. 3
In this case, to verify that role play activity can improve speaking skill, a study
can be conducted when the activity is applied and the student feels enjoyable or
fun for them. There are some reasons that make the researcher interested to
conduct this study. First, the researcher chooses pronunciation aspect to be
assessed because phonetics of English and Indonesia are different, so it leads to
difficulty for students. Second, the teacher says that the students are less active in
speaking. So, this research tests the students to use role play in speaking activities
and want to know that the activity can improve speaking skill or not for them.
Their ability in speaking is still far from good if compared with other school. The
English teacher only focuses on reading and writing. But the school has a mission
that the students can be master of foreign language, especially Arabic and English.
Third, role play is the common activities that used in speaking. Especially in
Bangil, based on the researcher‟s observation almost all of English teachers use
that activity for senior high school in first grade. In a fact, there is a school that
2Xu Jianing, “Storytelling in the EFL Speaking Classroom”.
The Internet TESL Journal. Vol. XIII, No. 11, November 2007, pp.1.
3H. Kayi, “Teaching Speaking: Activities to Promote Speaking in a Second Language”.
The Internet TESL Journal. Vol. XII No. 11, November 2006, pp.5.
seldom uses that speaking activity. Fourth, when the researcher compare with
other activity in speaking, like discussion, information gap, brainstorming, and et
cetera, there are many previous study about role play, it shows that role play is an
interesting activity in speaking skill to researched. So, the researcher wants to
continue the study to be more specific in different aspect. Fifth, it is because of the
limited time to conduct this research, the researcher chooses MA Assa‟diyah
Bangil, a private Islamic school in a village that has limited teachers and students.
So, it can make easier to handle the students and permit to the teacher to conduct
this research in his class. The number of the students in first grade is only 14
students, 10 girls and 4 boys. Previously, I had known more about the background
of the school because my house is not far from there and it helps me to survey the
situation and condition of the school efficiently. Regarding those reasons, the
researcher is interested in discussing under the following title: “Role Play
Technique to Improve Speaking Skills for First Grade at MA Assa‟diyah Bangil”.
B.Research Question
In English learning, there are many kinds of activities in developing speaking
skill. However, according to the English teacher of MA Assa‟diyah Bangil, still
many students cannot improve and develop their ability in speaking skill. The
activities of speaking skill are seldom to apply in the classroom, like role play
activities. Therefore, this study is intended to question: "Is role play activity
improves speaking skill or not?”
To know role play is the activity that can improve students‟ speaking skill or
not, then it is broken down into one problem:
- Is there any significant improvement of speaking skills after the
implementation of role play technique?
C. Objectives of the Research
Considering the statements of the problem, this study is intended to find is Role
play technique can improve not in speaking skill. The objectives of this study is:
- To find out whether there is significant improvement of speaking skills after
the implementation of role play technique.
D.Hypothesis
Hypothesis of this study are based on the two research question as follows:
Ho : Role play technique cannot improve speaking skill for the students in first
grade at MA Assa‟diyah Bangil, Pasuruan.
Ha : Role play technique can improve speaking skill for the students in first
grade at MA Assa‟diyah Bangil, Pasuruan.
E.Significances of The Research
This study is expected to give pedagogical contribution. Pedagogically, this
study is intended to contribute to success of learner in school and success later in
every phase of life, contributes in the language classroom to build speaking skill
and to give understanding of how bilingual education facilities English language
to master of speaking. In narrow scope, this study could provide teacher with
beneficial information of some activities in speaking skill that appropriate for the
students, especially for senior high school.
F. Scope and Limitation of The Research
This study only focuses on identifying the speaking activity that is seldom
applied in first grade of MA Assa‟diyah Bangil, Pasuruan, especially for students
who are sitting in the first level. The school is applying K-13 that makes the
students more active in the class. So, the researcher uses role play activity. This
study is to find out the improvement of speaking skill after the implementation of
role play technique, specifically improved in pronunciations.
G.Definition of Key Terms
To avoid misunderstanding in the way to understand this study, the researcher
needs to provide definition of terms which are often found in this study.
1. Role play technique : It is an activity in speaking that involves only two
students. The students play role in this activity so that they can give them
opportunity to have real time speaking experience.
2. Improvement : It is called improvement when the result of Wilcoxon
Test is lower than 0.05 (p<0.05) and the students‟ score increased minimum
one level in rating scale.
3. Speaking skill : Speaking in this research only focuses on
pronunciation. Other aspects such accuracy and fluency are put aside.
CHAPTER II
REVIEW OF RELATED LITERATURE
A.Review of Related Literature 1. Teaching Speaking
Teaching speaking is to teach ESL learners to:
a. Produce the English speech sounds and sound patterns
b. Use word and sentence stress, intonation patterns and the rhythm of the
second language.
c. Select appropriate words and sentences according to the proper social
setting, audience, situation and subject matter.
d. Organize their thoughts in a meaningful and logical sequence.
e. Use language as a means of expressing values and judgments.
f. Use the language quickly and confidently with few unnatural pauses, which
is called as fluency.4
a. Goals and Techniques for Teaching Speaking
The goal of teaching speaking skills is communicative efficiency.
Learners should be able to make themselves understood, using their current
proficiency to the fullest. They should try to avoid confusion in the message
4 H. Kayi, “Teaching Speaking: Activities to Promote Speaking in a Second Language”.
due to faulty pronunciation, grammar, or vocabulary, and to observe the
social and cultural rules that apply in each communication situation.
To help students develop communicative efficiency in speaking,
instructors can use a balanced activities approach that combines language
input, structured output, and communicative output.5
1) Language input
Language input comes in the form of teacher talk, listening activity,
reading passages, and the language heard and read outside of class. It
gives learners the material they need to begin producing language
themselves.
Language input may be content oriented or form oriented.
a) Content-oriented input focuses on information, whether it is simple
weather report or an extended lecture on an academic topic.
Content-oriented input may also include descriptions of learning
strategies and examples of their use.
b) Form-oriented input focuses on ways of using the language:
guidance from the teacher or another source on vocabulary,
5 http://www.nclrc.org/essentials/speaking/goalsspeak.htm, “Teaching Speaking: Goals and
Techniques for Teaching Speaking”. The National Capital Language Resource Center, Washington, DC, accessed on April 16th, 2015, pp.1.
pronunciation, and grammar (linguistic competence); appropriate
things to say in specific contexts (discourse competence);
expectations for rate of speech, pause length, turn-taking, and other
social aspects of language use (sociolinguistic competence); and
explicit instruction in phrases to use to ask for clarification and
repair miscommunication (strategic competence).
In the presentation part of a lesson, an instructor combines
content-oriented and form-oriented input. The amount of input that
is actually provided in the target language depends on students'
listening proficiency and also on the situation. For students at lower
levels, or in situations where a quick explanation on a grammar
topic is needed, an explanation in English may be more appropriate
than one in the target language.
2) Structured output
Structured output focuses on correct form. In structured output,
students may have options for responses, but all of the options require
them to use the specific form or structure that the teacher has just
introduced.
Structured output is designed to make learners comfortable producing
specific language items recently introduced, sometimes in combination
with previously learned items. Instructors often use structured output
exercises as a transition between the presentation stage and the practice
stage of a lesson plan. textbook exercises also often make good
structured output practice activities.
3) Communicative Output
In communicative output, the learners' main purpose is to complete a task, such as obtaining information, developing a travel plan, or creating
a video. To complete the task, they may use the language that the
instructor has just presented, but they also may draw on any other
vocabulary, grammar, and communication strategies that they know. In
communicative output activities, the criterion of success is whether the
learner gets the message across. Accuracy is not a consideration unless
the lack of it interferes with the message.
In everyday communication, spoken exchanges take place because
there is some sort of information gap between the participants.
Communicative output activities involve a similar real information gap.
In order to complete the task, students must reduce or eliminate the
information gap. In these activities, language is a tool, not an end in
itself.
In a balanced activities approach, the teacher uses a variety of
activities from these different categories of input and output. Learners at
all proficiency levels, including beginners, benefit from this variety; it is
more motivating, and it is also more likely to result in effective language
learning.
b. Strategies for Developing Speaking Skills
Speaking skills, like listening skills, are often neglected in the classroom
or teachers assume that they are an area that does not require instruction or
facilitation. In order to communicate effectively through speaking, children
must exhibit fluency, clarity, and an awareness of audience. Such verbal
communication skills are learned through practice and observation of an
effective speaker, such as the teacher.6 Students often think that the ability
to speak a language is the product of language learning, but speaking is also
a crucial part of the language learning process. Effective instructors teach
students speaking strategies using minimal responses, recognizing scripts,
and using language to talk about language that they can use to help
themselves expand their knowledge of the language and their confidence in
6 Yellen, et.al, “Developing Speaking Skills”.
Holcomb Hathaway Publishers, Scottsdale, AZ,
www.holcombhathawaypublishers.com, accesed on November 1st, 2013, pp.1.
using it. These instructor help students learn to speak so that the students
can use speaking to learn.7
1) Using minimal responses
Language learners who lack confidence in their ability to participate
successfully in oral interaction often listen in silence while others do the
talking. One way to encourage such learners to begin to participate is to
help them build up a stock of minimal responses that they can use in
different types of exchanges. Such responses can be especially useful for
beginners.
Minimal responses are predictable, often idiomatic phrases that
conversation participants use to indicate understanding, agreement,
doubt, and other responses to what another speaker is saying. Having a
stock of such responses enables a learner to focus on what the other
participant is saying, without having to simultaneously plan a response.
2) Recognizing scripts
Some communication situations are associated with a predictable
set of spoken exchanges a script. Greetings, apologies, compliments,
7
www.nclrc.org/essentials/speaking/stratspeak.htm, “Teaching Speaking: Strategies for Developing Speaking Skills”. The National Capital Language Resource Center, Washington, DC, accessed on December 24th, 2013, pp.1.
invitations, and other functions that are influenced by social and
cultural norms often follow patterns or scripts. So do the transactional
exchanges involved in activities such as obtaining information and
making a purchase. In these scripts, the relationship between a
speaker's turn and the one that follows it can often be anticipated.
Instructors can help students develop speaking ability by making
them aware of the scripts for different situations so that they can
predict what they will hear and what they will need to say in response.
Through interactive activities, instructors can give students practice in
managing and varying the language that different scripts contain.
3) Using language to talk about language
Language learners are often too embarrassed or shy to say
anything when they do not understand another speaker or when
they realize that a conversation partner has not understood them.
Instructors can help students overcome this reticence by assuring
them that misunderstanding and the need for clarification can occur
in any type of interaction, whatever the participants' language skill
levels. Instructors can also give students strategies and phrases to
use for clarification and comprehension check.
By encouraging students to use clarification phrases in class
when misunderstanding occurs, and by responding positively when
they do, instructors can create an authentic practice environment
within the classroom itself. As they develop control of various
clarification strategies, students will gain confidence in their ability
to manage the various communication situations that they may
encounter outside the classroom.
c. Developing Speaking Activities8
Traditional classroom speaking practice often takes the form of drills in
which one person asks a question and another gives an answer. The
question and the answer are structured and predictable, and often there is
only one correct, predetermined answer. The purpose of asking and
answering the question is to demonstrate the ability to ask and answer the
question.
In contrast, the purpose of real communication is to accomplish a task,
such as conveying a telephone message, obtaining information, or
expressing an opinion. In real communication, participants must manage
uncertainty about what the other person will say. Authentic
8
www.nclrc.org/essentials/speaking/developspeak.htm, “Teaching Speaking: Developing Speaking Activities”. The National Capital Language Resource Center, Washington, DC, accessed on December 24th, 2013, pp.1.
communication involves an information gap; each participant has
information that the other does not have. In addition, to achieve their
purpose, participants may have to clarify their meaning or ask for
confirmation of their own understanding.
To create classroom speaking activities that will develop
communicative competence, instructors need to incorporate a purpose and
an information gap and allow for multiple forms of expression. However,
quantity alone will not necessarily produce competent speakers. Instructors
need to combine structured output activities, which allow for error
correction and increased accuracy, with communicative output activities
that give students opportunities to practice language use more freely.
d. Activities to Promote Speaking9 1) Discussions
After a content-based lesson, a discussion can be held for various
reasons. The students may aim to arrive at a conclusion, share ideas
about an event, or find solutions in their discussion groups. Before the
discussion, it is essential that the purpose of the discussion activity is
set by the teacher. In this way, the discussion points are relevant to this
9
H. Kayi, “Teaching Speaking: Activities to Promote Speaking in a Second Language”. The Internet TESL Journal. Vol. XII No. 11, November 2006, pp.2.
purpose, so that students do not spend their time chatting with each
other about irrelevant things. For example, students can become
involved in agree/disagree discussions. In this type of discussions, the
teacher can form groups of students, preferably 4 or 5 in each group,
and provide controversial sentences like “people learn best when they
read vs. people learn best when they travel”. Then each group works on
their topic for a given time period, and presents their opinions to the
class. It is essential that the speaking should be equally divided among
group members. At the end, the class decides on the winning group who
defended the idea in the best way. This activity fosters critical thinking
and quick decision making, and students learn how to express and
justify themselves in polite ways while disagreeing with the others. For
efficient group discussions, it is always better not to form large groups,
because quiet students may avoid contributing in large groups. The
group members can be either assigned by the teacher or the students
may determine it by themselves, but groups should be rearranged in
every discussion activity so that students can work with various people
and learn to be open to different ideas. Lastly, in class or group
discussions, whatever the aim is, the students should always be
encouraged to ask questions, paraphrase ideas, express support, check
for clarification, and so on.
2) Role Play
One other way of getting students to speak is role-playing. Students
pretend they are in various social contexts and have a variety of social
roles. In role-play activity, the teacher gives information to the learners
such as who they are and what they think or feel. Thus, the teacher can
tell the student that "You are David, you go to the doctor and tell him
what happened last night, and…" stated Harmer cited in Kayi10
.
3) Information Gap
In this activity, students are supposed to be working in pairs. One
student will have the information that other partner does not have and
the partners will share their information. Information gap activities
serve many purposes such as solving a problem or collecting
information. Also, each partner plays an important role because the
task cannot be completed if the partners do not provide the information
the others need. These activities are effective because everybody has
the opportunity to talk extensively in the target language.
10
Ibid.
4) Brainstorming
On a given topic, students can produce ideas in a limited time.
Depending on the context, either individual or group brainstorming is
effective and learners generate ideas quickly and freely. The good
characteristic of brainstorming is that the students are not criticized for
their ideas so students will be open to sharing new ideas.
5) Storytelling
Students can briefly summarize a tale or story they heard from
somebody beforehand, or they may create their own story to tell their
classmates. Story telling fosters creative thinking. It also helps students
express ideas in the format of beginning, development, and ending,
including the characters and setting a story has to have. Students also
can tell riddles or jokes. For instance, at the very beginning of each
class session, the teacher may call a few students to tell short riddles or
jokes as an opening. In this way, not only will the teacher address
students‟ speaking ability, but also get the attention of the class.
6) Interviews
Students can conduct interviews on selected topics with variety
people. It is a good idea that the teacher provides a rubric to students so
that they know what type of questions they can ask or what path to
follow, but students should prepare their own interview questions.
Conducting interviews with people gives students a chance to practice
their speaking ability not only in class but also outside and helps them
becoming socialized. After interviews, each student can present his or
her study to the class. Moreover, students can interview each other and
"introduce" his or her partner to the class.
7) Reporting
Before coming to class, students are asked to read the newspaper or
magazine and, in class, they report to their friends what they find as the
most interesting news. Students can also talk about whether they have
experienced anything worth telling their friends in their daily lives
before class.
e. Suggestions for Teachers in Teaching Speaking11
Here are some suggestions for English language teachers while
teaching oral language:
11
Ibid, pp.4.
1) Provide maximum opportunity to students to speak the target language
by providing a rich environment that contains collaborative work,
authentic materials and tasks, and shared knowledge.
2) Try to involve each student in every speaking activity; for this aim,
practice different ways of student participation.
3) Reduce teacher speaking time in class while increasing student
speaking time. Step back and observe students.
4) Indicate positive signs when commenting on a student's response.
5) Ask eliciting questions such as "What do you mean? How did you reach
that conclusion?" in order to prompt students to speak more.
6) Provide written feedback like "Your presentation was really great. It
was a good job. I really appreciated your efforts in preparing the
materials and efficient use of your voice…"
7) Do not correct students' pronunciation mistakes very often while they
are speaking. Correction should not distract student from his or her
speech.
8) Involve speaking activities not only in class but also out of class;
contact parents and other people who can help.
9) Circulate around classroom to ensure that students are on the right track
and see whether they need your help while they work in groups or pairs.
10)Provide the vocabulary beforehand that students need in speaking
activities.
11)Diagnose problems faced by students who have difficulty in expressing
themselves in the target language and provide more opportunities to
practice the spoken language.
f. Assessing Speaking12
Testing, both informally and formally, takes places at the beginning and
at the end of most language course, as well as various times during the
course itself. We have already noted that, at placement, and assessment of
learner‟s speaking skill can be done by means of an interview that includes
different oral tasks. A placements test that includes no spoken component
provides an inadequate basis for assessing speaking, and the same can be
said for any test of overall language proficiency, whether it aims to test
progress during the course, or achievement at the end of it.
The problem, however, with including an oral component in a test is that
it considerably complicates the testing procedure, both in terms of its
practicality and the way assessment criteria can be reliably applied. Setting
and marking a written test of grammar is relatively easy and time-efficient.
A test of speaking, on the other hand, is not. If all the students of a class
12
Scott Thornbury, How to Teach Speaking. Longman, pp. 124-126
have to be interviewed individually, the disruption caused, and the time
taken, may seem to outweigh the benefits. Moreover, different testers may
have very different criteria for judging speaking, differences that are less
acute when it comes to judging writing or grammar knowledge, for
example.
All these difficulties aside, a language program that prioritizes speaking
but doesn‟t test in through speaking can‟t be said to be doing its job
properly. To re-state a point made earlier: a test of grammar is not a test of
speaking. The need to test speaking through speaking is particularly acute if
learners are hoping to enter for a public examination which includes a
speaking component, such as the Cambridge First Certificate in English
(FCE) or the International English Language Testing Service (IELTS)
examination. Furthermore, where teacher or students are reluctant to engage
in much classroom speaking, the effect of an oral in the final examination
can be a powerful incentive to „do more speaking‟ in class. This is known as
the wash back effect of testing, i.e. the oral nature of the test „washes back‟
into the coursework that precedes it.
It therefore makes sense to incorporate oral testing procedures into
language course despite the difficulties. Since the activities designed to test
speaking are generally the same as the kinds of activities designed to
practice speaking, there need be no disruption to classroom practice. The
challenge is more in deciding and applying satisfactory assessment criteria.
The most commonly used spoken test types are these:
1) Interviews
These are relatively easy to set up, especially if there is a room apart
from the classroom where learners can be interviewed. The class can be
set some writing or reading task (or even the written component of the
examination) while individuals are called out, one by one, for their
interviewer. Such interviews are not without their problem, though. The
rather formal nature of interviews (whether the interviewer is the
learner‟s teacher or an outside examiner) means that the situation is
hardly conducive to testing more informal, conversational speaking
styles. Not surprisingly, students often underperform interview-type
conditions. It is also difficult to eliminate the effects of the interview –
his or her questioning style, for example – on the interviewee‟s
performance. Finally, if the interviewer is also the assessor, it may be
difficult to maintain the flow of the talk same time making objective
judgments about interviewee‟s speaking ability. Nevertheless, there are
ways of circumventing some of these problems. A casual chat at the
beginning can help put candidates at their ease. The use of pictures or
pre-selected topic as a focus for the interview can help, especially if
candidates are given one or two minutes to prepare themselves in
advance. If the questions are the same for each interview, the interviewer
effect is at least the same for all candidates. And having a third party
present to co-assess the candidate can help ensure of objectivity.
2) Live Monologues
The candidates prepare a short talk on a pre-selected topic. This
eliminates the interviewer effect and provides evidence of the candidates‟
ability to handle an extended turn, which is not always possible in
interviews. If other students take the role of the audience, a
question-and-answer stage can be included, which will provide some evidence of the
speaker‟s ability to speak interactively and spontaneously. But giving a
talk or presentation is only really a valid test if these are skills that
learners are likely to need, e.g. if their purpose for learning English is
business, law, or education.
3) Recorded Monologue
There are perhaps less stressful than a more public performance and,
for informal testing, they are also more practicable in a way that live
monologue are not. Learners can take turns to record themselves talking
about a favorite sport or pastime, for example, in a room adjacent to the
classroom, with minimal disruption to the lesson. The advantages of
recorded tests is that the assessment can be after the event, and result can
be „triangulated‟ – that is, other examiners can rate the recording and
their rating can be compared to ensure standardization.
4) Role-plays
Most students will be used to doing at least simple role-plays in class,
so the same format can be used for testing. The other „role‟ can be played
either by the tester or another students, but again, the influence of the
interlocutor is hard to control. The role-play should not require
sophisticated performance skills or a lot of imagination. Situations
grounded in everyday reality are best. They role-play should use the
information in a travel brochure to make a booking at a travel agency.
This kind of test is particularly valid if it closely matches the learners‟
needs. One problem, though, with basing the test around written data is
that it then becomes a partial test of reading of reading skills as well.
5) Collaborative Task and Discussions
These are similar to role-plays except that the learners are not required
to assume a role but simply to be themselves. For example, two
candidates might be set the task of choosing between selections of job
applicants on the basis of their own opinions to a set of statements
relevant to a theme. Of course, as with role-plays, the performance of one
candidate is likely to affect that of the others, but at least the learners‟
interactive skills can be observed in circumstances that closely
approximate real-life language use.
2. Role Play
Role-play is a piece of activity exploited by different approaches to
language teaching. It is a useful tool since through this activity, according to
Tateyama cited in Aliakbari13 states that more cognitive demands on learners‟
comprehension and production system are made and learners‟ ability to
instantaneously incorporate sociopragmatic and pragmalinguistic knowledge
in interaction are examined. The reasons to adopt role-play here are threefold:
a. First, it is challenging; in role plays learners display instantaneously
sociopragmatic and pragmalinguistic knowledge in interaction.
b. Second, role-play is fun and motivating. It provides the chance for
quieter students to express themselves in a more forthright way and
the world of the classroom is broadened to include the outside world,
thus offering a much wider range of language opportunities.
13
M. Aliakbari, – B. Jamalvandi, “The Impact of 'Role Play' on Fostering EFL Learners' Speaking Ability; a Task-Based Approach”. Journal of Pan-Pacific Association of Applied Linguistics, 2010, pp.20.
c. Finally, it is a piece of activity which Tateyama has practiced in
conversation classes for years.
In addition, “The technique is virtually one of the ways we can give our
learners the opportunity to practice improving a range of real-life spoken
language in the classroom.” states Che-jun cited in Aliakbari.14
When students were assigned a situation to role play in, they had put in the
effort to think of the appropriate language that could be used to express their
views and thoughts for communication. It also helped them to acquire
speaking skill and oral fluency, which also helped to boost their confidence
level. As speaking skill requires more „practice and exposure‟, role play can
play an effective role. A clear observation of the similarly assigned situation
helped the students to adapt to the moods and vocal expression of the given
situation, which they could then perform. For example, when they were
assigned to play the roles of a salesman and a customer, they were introduced
to a „different social context‟ which was new, interesting, and challenging for
them. It gave them an opportunity to show their creativity because the life
style, language, emotion, environment, expression and body language would
be different. As they took preparation for the play, it not only helped them to
they selected the words that suited the situation and also helped them to
increase their vocabulary.15
a. Stage of Role-play16
In role-playing the student is representing and experiencing a character
known in everyday life. The use of role-playing emphasizes personal
concerns, problems, behavior, and active participation. It improves
interpersonal skills, improves communication skills, and enhances
communication.
The role-playing approach can be used in a variety of settings, including
the classroom. The principle behind role-playing is that the student
assumes a particular personality of a different person, such as a historical
character.
One possible use of role-playing might be to introduce a topic, using the
students‟ background knowledge to introduce and interest them in a new
unit of study. But probably more often, role-playing is used as a strategy in
which students use their background knowledge in addition to acquiring
new information about the character in order to better play the role.
15
Priscilla Islam, - Tazria Islam, “Effectiveness of role play in enhancing the speaking skills of the
learners in a large classroom: An investigation of tertiary level students”. Bangladesh: Stamford University Bangladesh, 2012, pp.220.
16
Lori Jarvis, et.al, “Role-Playing as a Teaching Strategy”. Staff Development and Presentation,
2002, pp. 3-4.
Skilled teachers have generally used skits, plays, newscasts, and other
forms of drama to motivate students when new information in introduced.
Role playing activities can be divided into four stages:
1) Preparation and explanation of the activity by the teacher
2) Student preparation of the activity
3) The role-playing
4) The discussion or debriefing after the role-play activity
b. Advantages of Using Role-play17
The educational advantages from using role-play in teaching include the
following:
1) It encourages individuals, while in role, to reflect upon their knowledge
of a subject. As such, role-play is an excellent teaching method for
reviewing material at the end of a course of study.
2) Individuals are required to use appropriate concepts and arguments as
defined by their role. As roles change, so might relevant concepts and
arguments. Students may come, as a consequence, to appreciate more
fully the relevance of diverse opinion, and where and how it is formed.
3) Participation helps embed concepts. The importance of creating an
active learning environment is well recognized if the objective is one of
17
Ibid, pp.4.
deep, rather than surface learning. Role-playing can make a valuable
contribution in this process.
4) It gives life and immediacy to academic material that can be largely
descriptive and/ or theoretical.
5) It can encourage students to empathize with the position and feelings of
others - something that, in the normal process of teaching, is likely to be
missed.
c. Example of Role-play Situation
1) Example 118
Student A: Your hobby is tennis. You love sports and you don‟t
normally approve of “quiet” hobbies like painting, gardening and such
like. Tell your friend about your hobby and ask him/ hers. Perhaps
you‟ll change your opinion about “quiet” hobbies.
Student B: Your hobby is knitting. You love making things with your
own hands. You don‟t really like sports and games like tennis and
football because you see no sense in them. Tell your friend about your
hobby and ask him/ hers. Perhaps you‟ll change your opinion about
“active” hobbies.
18
Ulyanova N.P. et.al, “Focus on Speaking (Fluency Activities Book for Second Year Students)”. 2005, pp.17
2) Example 219
Student A: You have a lot of on-line friends, you‟re an experienced
Internet user and you can‟t live without it. Your mother thinks that you
are missing your real life spending your time on-line. She tries to make
you spend more time doing your homework or playing with friends, but
not on the computer. Make her see that the Internet is a really cool
thing, that your on-line friends are real too, they just live on the other
side of the world. You are not missing out on your real life, on the
contrary, your life is full and interesting.
Student B: Your son/ daughter have a lot of on-line friends, he/ she is
an experienced Internet user and he/ she can‟t live without it. You think
that he/ she is missing out on his/ her real life spending his/ her time
on-line. You try to make him/ her spend more time doing his/ her
homework or playing with friends, but not on the computer.
3) Example 320
Student A: You are going on holiday. You are worried about the safety
of your flat. Ask your friend to give you some advice on how to make
Student B: Your friend is going on holiday. You are worried about the
safety of his/ her flat. He/ she feels really nervous. Give him/ her advice
on how to make his/ her flat safe.
3. Pronunciation
a. Why Teach Pronunciation?21
A consideration of learners‟ pronunciation errors and of how these can
inhibit successful communication is a useful basis on which to assess why it
is important to deal with pronunciation in the classroom. When a learner
says, for example, soap in a situation such as a restaurant when they should have said soup, the inaccurate production of a phoneme can lead to misunderstanding (at least on the part of the waitress). A learner who
consistently mispronounces a range of phonemes can be extremely difficult
for a speaker from another language community to understand. This can be
very frustrating for the learner who may have a good command of grammar
and lexis but have difficulty in understanding and being understood by a
native speaker.
21
Gerald Kelly, “How to Teach Pronunciaton. Longman”. 2000, pp. 11.
b. Problems and Approaches in Pronunciation Teaching22
There are two key problems with pronunciation teaching. Firstly it tends
to be neglected. And secondly when it is not neglected, it tends to be
reactive to a particular problem that has arisen in the classroom rather than
being strategically planned.
1.) A Paradox
The fact that pronunciation tends to suffer from neglect may not be
due to teaching lacking interest in the subject but rather to a feeling of
doubt as to how to teach it. Many experienced teachers would admit to a
lack of knowledge of the theory of pronunciation and they may therefore
feel the need to improve their practical skills in pronunciation teaching.
In spite of the fact that trainees and less experienced teachers may be
very interested in pronunciation, their concern with grammar and
vocabulary tends to take precedence. Language learners, on the other
hands, often show considerable enthusiasm for pronunciation. They feel
it something that would help them to communicate better. So,
paradoxically, even though both teachers and learners are keen on the
subject, it is often neglected.
Teachers of pronunciation need:
22
Ibid, pp. 13-14.
1. A good grounding in theoretical knowledge
2. Practical classroom skill
3. Access to good ideas for classroom activities
2.) From Reactive to Planned Teaching
A lot of pronunciation teaching tends to be done in response to errors
which students make in the classroom. Such reactive teaching is, of
course, absolutely necessary, and will always be so. Grammatical and
lexical difficulties arise in the classroom too, and teachers also deal
with these reactively. However, when it comes to planning a lesson or
devising a timetable of work to be covered, teachers tend to make
grammar their first concern. Lexis follows closely behind, with items of
vocabulary and longer phrase being „slotted in‟ where appropriate. A
look at the contents pages of most coursebooks will show that we tend
to think of the organization of language in terms of grammatical
structures, although some more recent publication claim to have a
lexically arranged syllabus. Therefore, it is quite natural to make
grammar the primary reference when planning lessons.
Yet pronunciation work can, and should, be planned for too.
Teachers should regard features of pronunciation as integral to language
analysis and lesson planning. Any analysis of language that disregards
or sidelines factors of pronunciation is incomplete. Similarly, a lesson
which focuses on particular language structures or lexis needs to
include features of pronunciation in order to give students the full
picture, and hence a better chance of being able to communicate
successfully. While planning, teachers should decide what
pronunciation issues are relevant to the particular structures and lexis
being dealt with in the lesson. They can also anticipate the
pronunciation difficulties their students are likely to experience, and
further plan their lesson accordingly. There will still, of course, be
reactive work to be done in the classroom, just as there is with grammar
and lexis, but by anticipating and planning, the teacher can present a
fuller analysis to learners, and give them the opportunity for fuller
language practice. Integrating pronunciation teaching fully with the
study of grammatical and lexical features has the further incremental
benefit that learners will increasingly appreciate the significance of
pronunciation in determining successful communication.
Sample lesson divided into three main types:
a.) Integrated lessons, in which pronunciation forms an essential part of
the language analysis and the planning process, and the language
presentation and practice within the lesson.
b.) Remedial or reactive lessons, where a pronunciation difficulty
which arise in class is dealt with there and then, in order to facilitate
the successful achievement of classroom tasks.
c.) Practice lessons, in which a particular feature of pronunciation is
isolated and practiced for its own sake, forming the main focus of a
lesson period.
B.Review of Previous Studies
There are some previous studies that attempted to explain speaking activities
especially about storytelling and role play dialogue. First, the study conducted by
M. Aliakbari and B. Jamalvadi entitled “The Impact of „Role Play‟ on Fostering
EFL Learners‟ Speaking Ability: A Task-Based Approach”. The similarity with
this research: 1. Using pre and post-test to measure the subjects‟ speaking ability.
The differences with this research: 1. the participant of previous study is
university students. The subject of this research is still senior high school students.
2. The previous study focus on the assessment of writing and speaking. This
research is only focus on speaking. 3. In research design, the previous study uses
experimental design and this study uses quasi-experimental design.23
23
M. Aliakbari, – B. Jamalvandi, “The Impact of 'Role Play' on Fostering EFL Learners' Speaking Ability; a Task-Based Approach”. Journal of Pan-Pacific Association of Applied Linguistics. 2010.
Second, the study conducted by Hayriye Kayi entitled “Teaching Speaking:
Activities to Promote Speaking in a Second Language.” The similarity with this
research is explains about the material that related to teaching speaking, like the
activities that promote speaking and suggestion for teaching speaking. The
differences with this research is the previous study is more detail and focus on
explaining the activities in speaking. However, besides focus on activities in
speaking, this study is more detail to explain about the materials that related to
teaching speaking.24
Third, the study conducted by Priscilla Islam and Tazria Islam entitled
“Effectiveness of role play in enhancing the speaking skills of the learners in a
large classroom: An investigation of tertiary level students”. The similarities with
this research are: 1. to know the improvement of the students‟ speaking skill
through role play activity. 2. To collect the data uses classroom observation and
students‟ performance evaluation result. The differences with this research: 1. the
previous study research in large class, this research in small class. 2. The research
design used case study, this study uses quasi experimental design. 3. To analyze
the data, the previous study used qualitative and this study uses quantitative.25
24 H. Kayi, “Teaching Speaking: Activities to Promote Speaking in a Second Language”.
The Internet TESL Journal. Vol. XII No. 11, November 2006.
25
Priscilla Islam, - Tazria Islam, “Effectiveness of role play in enhancing the speaking skills of the
learners in a large classroom: An investigation of tertiary level students”. Bangladesh: Stamford University Bangladesh, 2012.
Fourth, the study conducted by Suchismita Bhattacharjee, PhD entitled
“Effectiveness of Role-Playing as a Pedagogical Approach in Construction
Education”. The similarities with this research: 1. There are pre and post-test. 2.
To know the effectiveness (improvement) of the students using role play for the
teaching strategy. The differences with this research: 1. Research design, the
previous study presents the result of an experimental study, whereas this study
presents an quasi experimental study. 2. There are two methods in previous study:
traditional teaching method and role-playing teaching method, this study only
focus on role play. 3. The participant of the previous study is more than this study,
the previous study is 50 students and this research only 14 students.26
Fifth, the study conducted by By Lori Jarvis, Kathryn Odell, and Mike Troiano
entitled “Role-Playing as a Teaching Strategy”. The similarity with this research
is related review that explains about the stage and the advantages of using role
play as the teaching strategy in speaking. The differences with this research is the
previous study only focus on role play, whereas this study is also focus on
speaking skill.27
Sixth, the study conducted by Joseph Luca and Deanna Heal entitled “Is Role
-play an effective teaching approach to assist tertiary students to improve
26
Suchismita Bhattacharjee, PhD, “Effectiveness of Role-Playing as a Pedagogical Approach in
Construction Education”. Oklahoma: University of Oklahoma. 2014. 27
Lori Jarvis, et.al, “Role-Playing as a Teaching Strategy”. Staff Development and Presentation,
2002.
teamwork skills?” The similarity with this research is related review, to know the
improvement of the students uses pre and post-test. The differences with this
research: 1. The previous study is focus on improving teamwork skills whereas
this study is focus on improving speaking skill. 2. The research method of the
previous study used case study, this research uses quasi experimental. 3. For
collecting the data, the previous study used mix qualitative and quantitative, this
study only use quantitative.28
Seventh, the study conducted by El Sayed Dadour and Jill Robbins entitled
“University-Level Studies Using Strategy Instruction to Improve Speaking Ability
in Egypt and Japan”. The similarity with this research uses strategy to improve
speaking ability. The differences with this research: 1. The previous study used
mix qualitative and quantitative, whereas this study is only use quantitative. 2.
The class divides into two groups to test. In this study, all of the students in a class
use the same test. 3. To analyze the data, the previous study used ANOVA, this
study uses Wilcoxon test.29
28
Joseph Luca, - Deanna Heal, ”Is role-play an effective teaching approach to assist tertiary students
to improve teamwork skills?”. Sydney: University of Sydney. 2006.
29
El Sayed Dadour, - Jill Robbins, “University-Level Studies Using Strategy Instruction to Improve Speaking Ability”. Egypt: Mansoura University, pp. 157-166.
CHAPTER III RESEARCH METHOD
This chapter shows the description of the research method used in this study.
There are some components which are used to carry out the study, they are: research
design, research variable, population and sample, research instruments, data
collection technique, and data analysis technique.
A.Research Design
Based on the statement in research question, this research uses quasi
experimental. The researcher uses quasi experimental study because it is a type of
evaluation which aims to determine whether a program or intervention has the
intended effect on a study‟s participant.30
To know that role play activity can
improve students‟ speaking skill or not, testing hypothesis was presented. The key
hypotheses of this study were:
Ho : Role play technique cannot improve speaking skill for the students in first
grade at MA Assa‟diyah Bangil, Pasuruan.
Ha : Role play technique can improve speaking skill for the students in first
grade at MA Assa‟diyah Bangil, Pasuruan.
30
While dependent variable is variable that is influenced by independent
variable.32 In this research, dependent variable was speaking skills.
C.Population and Sample
Population and sample are necessary parts of a research. Population is
generalization that consists of object or subject and has certain quality or
31
Elis Rahmawati. An Analysis of Test- taking Strategies Used In TOEFL By Sixth Semester Students of English Education Department UIN Sunan Ampel Surabaya. Surabaya: UIN Sunan Ampel Surabaya. 2014, pp. 49.
32 Ibid.
characteristics which is determined by the researcher to learn and to make a
conclusion.33
Accessible population is the population of subjects accessible to the researcher
for drawing a sample. Sample is a part of population. There are two steps of
sampling:
1. Population
The population of this research is the first grade of MA Assa‟diyah in
academic year 2014/ 2015, contain of 14 students.
2. Sample
MA Assa‟diyah Bangil, Pasuruan only has a classroom of the first grade.
There are only 14 students in a class. So, the sample will be taken from all of
the population to follow the test.
D.Research Instruments
Instruments are the most important to find out result of the research. The
instrument that used in this research is rubric assessment sheet. It‟s content of the
aspect that is assessed, criteria, score, rating scale, and total score. The aspect that
is assessed by the researcher is pronunciation. There are five criteria “Sempurna”,
33
“Ada beberapa kesalahan namun tidak mengganggu makna”, “Ada beberapa
kesalahan dan mengganggu makna”, “Banyak kesalahan dan mengganggu
makna”, and “Terlalu banyak kesalahan dan mengganggu makna”. The scores are
1-5. The rating scale are from “excellent”, “good”, “average”, “poor”, and “very
poor”. The total score is the result from ”the score that the students got X 20”.
More clearly, it can be seen in Appendix 2.
E.Data Collection Technique
In collecting the data, the researcher uses some steps, they are:
a. First meeting, 35 minutes for pre-test and 105 minutes for treatment the role
play activity.
b. Second meeting, 105 minutes for treatment the role play activity and 35
minutes for post-test.
Explanation:
1. Pre and post-test steps:
a.)The researcher gives the students dialogue conversation sheet about the
transaction between seller and consumer.
b.)The students try to act the content of the sheet in pairs by turn.
c.)The researcher selects a group to act out in front of the class, with or without
script and assess their performances.
2. Treatment steps:
a) The researcher making sure that the students already understand the basic
grammar point.
b) The researcher pre-teaches any new vocabulary in the dialogue conversation
sheet about the transaction between seller and consumer. It can be a good
opportunity to add a little new vocabulary.
c) The students read in pairs.
d) The researcher asks the students to list the difficult words or the new
vocabulary.
e) The students translate the difficult words by turn.
f) The researcher asks the students to imitate the researcher‟s pronunciation.
g) The students and the researcher translate the script together.
h) The researcher and the students reading the script together with right
pronunciation.
i) The students swap roles and repeat.
j) The students swap partnersand repeat.
k) The researcher demonstrates the idea of how to act.
l) The students repeat, but acting. With original or new partners.
m)The students do skeleton version in pairs. NOT writing! And act out the
dialogue.
F. Data Analysis Technique
Data analysis in this research is quantitative, by which the data is measured in
the form of numbers. After the data has been collected, the data is analyzed by
using Wilcoxon signed-rank test. The Wilcoxon signed-rank test is a
non-parametric statistical hypothesis test used when comparing two related samples,
matched samples, or repeated measurements on a single sample to assess whether
their population mean ranks differ (i.e. it is a paired difference test). It can be used
as an alternative to the paired Student's t-test, t-test for matched pairs, or the t-test for dependent samples when the population cannot be assumed to be normally
distributed.34 This research uses Wilcoxon test because when it tested in
Normality Test by Kolmogorov-Smirnov Statistic, the data cannot be assumed to
be normally distributed. The data is assumed to be normally distributed if the
significance > 0,05 (p>0,05). From the Table 3.1, the significance of the Variable
1 is 0,031, Variable 2 is 0,000. Those data are lower than 0,05 (p<0,05), it is not
normally distribution. So, Wilcoxon test is appropriate to analyze these data.
34
Richard Lowry. Concepts & Applications of Inferential Statistics. 2011.
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
VAR00001 .238 14 .031 .889 14 .079
VAR00002 .347 14 .000 .735 14 .001
a. Lilliefors Significance Correction
Table 3.1
This test is uses to determine whether there is any significant improvement or
not between pre and post-test after the implementation of role play in students‟
speaking skill.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
Concerning with the statement of the problems, in this chapter the researcher
would like to describe and analyze the findings during the research process
conducted at MA Assa‟diyah Bangil. It intends to answer the problems of the study.
In findings, the researcher describes the process of calculating and presenting result
of the data. Furthermore, in the discussion the researcher deduces from the research
findings.
A.Research Findings
The researcher had done the research and had gotten the complete data from
the research instrument included test. To gain the objectives of the research, the
researcher had analyzed the data systematically and accurately. The data then
analyzed in order to make conclusion about the objective of the study. The
