i
DESIGNING A SET OF ENGLISH SPEAKING MATERIALS
USING ROLE-PLAY FOR SECOND SEMESTER STUDENTS
OF THE PRIMARY SCHOOL TEACHER EDUCATION
STUDY PROGRAM OF SANATA DHARMA UNIVERSITY
A
Sarjana Pendidikan
Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the
Sarjana Pendidikan
degree
in English Language Education
By
Paulus Aditya Hernawan 061214113
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
iv
STATEMENT OF WORK‟S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, 23 January 2012 The Writer
v
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Paulus Aditya Hernawan
Nomor Mahasiswa : 061214113
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING A SET OF ENGLISH SPEAKING MATERIALS USING ROLE-PLAY FOR SECOND SEMESTER STUDENTS
OF THE PRIMARY SCHOOL TEACHER EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY
Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin ataupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 23 Januari 2012
vi ABSTRACT
Hernawan, Paulus Aditya. 2012. Designing A Set of English Speaking Materials Using Role-Play for Second Semester Students of The Primary School Teacher Education Study Program of Sanata Dharma University. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
This thesis was conducted to design A Set of English Speaking Materials Using Role-Play for Second Semester Students of The Primary School Teacher Education Study Program of Sanata Dharma University to help students of the Primary School Teacher Education Study Program of Sanata Dharma University enhance their speaking proficiency using role-play activities.
There are two problems discussed in this study. They are (1) How is a set of English speaking materials using role-play for second semester students of the Primary School Teacher Education Study Program of Sanata Dharma University designed? (2) What does a set of English speaking materials using role-play for second semester students of the Primary School Teacher Education Study Program of Sanata Dharma University look like? To answer the two problems, the writer conducted pre-design survey and post-design survey. The pre-design survey was conducted to obtain data about the students‟ needs by distributing questionnaires to the students. The post-design survey was conducted to gain evaluations and feedback of the designed materials by distributing questionnaires to the lecturer of Primary School Teacher Education Study Program and the Lecturers of English Education Study Program of Sanata Dharma University.
To answer the first question in the problem formulation, the writer combined the two instructional design models from Kemp and Yalden. Based on the Kemp‟s and Yalden‟s Instructional Design Model, the writer‟s instructional design model was constructed, namely (1) conducting need survey, (2) specifying goals, topics, and general purposes, (3) formulating learning objectives, (4) selecting and organizing contents, (5) selecting learning activities and resources, and (6) evaluating materials. To answer the second question in the problem formulation, the writer attached the designed materials in appendix.
The average point of the design materials was 3.7 out to 5. Therefore, the design materials are considered acceptable and appropriate.
vii ABSTRAK
Hernawan, Paulus Aditya. 2012. Designing A Set of English Speaking Materials Using Role-Play for Second Semester Students of The Primary School Teacher Education Study Program of Sanata Dharma University. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Skripsi ini ditulis untuk mendesain seperangkat materi berbicara bahasa Inggris menggunakan aktivitas bermain peran (role-play) untuk mahasiswa semester kedua dari Program Studi Pendidikan Guru Sekolah Dasar Universitas Sanata Dharma untuk membantu siswa dari Program Studi Pendidikan Guru Sekolah Dasar Universitas Sanata Dharma meningkatkan kemahiran berbicara mereka menggunakan kegiatan bermain peran.
Ada dua masalah yang dibahas dalam penelitian ini. Pertama adalah (1) bagaimana satu set bahan berbahasa Inggris menggunakan bermain peran untuk mahasiswa semester kedua Program Studi Pendidikan Guru Sekolah Dasar Universitas Sanata Dharma dirancang? (2) Seperti apakah penampilan seperangkat materi berbahasa Inggris menggunakan bermain peran untuk mahasiswa semester kedua Program Studi Pendidikan Guru Sekolah Dasar Universitas Sanata Dharma tersebut? Untuk menjawab dua masalah tersebut, penulis melakukan survei pra-desain dan survei paska-pra-desain. Survei pra-pra-desain dilakukan untuk memperoleh data tentang kebutuhan siswa dengan menyebarkan kuesioner kepada para siswa. Survei paska-desain dilakukan untuk mendapatkan evaluasi dan umpan balik dari bahan yang dirancang dengan menyebarkan kuesioner kepada staf pengajar Program Studi Pendidikan Guru Sekolah Dasar dan dosen Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma.
Untuk menjawab pertanyaan pertama dalam perumusan masalah, penulis menggabungkan dua model desain instruksional dari Kemp dan Yalden. Berdasarkan model Kemp dan Yalden tersebut , model desain instruksional penulis dibangun, yaitu (1) melakukan survei kebutuhan, (2) menentukan tujuan, topik, dan tujuan umum, (3) merumuskan tujuan belajar, (4) memilih dan pengorganisasian isi, (5) memilih kegiatan pembelajaran dan sumber daya, dan (6) mengevaluasi materi. Untuk menjawab pertanyaan kedua dalam formulasi masalah, penulis melampirkan materi yang dirancang dalam lampiran.
viii
Kata kunci: berbicara, bermain peran, Program Studi Pendidikan Guru Sekolah Dasar Universitas Sanata Dharma
ACKNOWLEDGEMENTS
First of all, I would like to give the biggest grattitude to Jesus Christ for giving unlimited blessings so that I could finish my thesis. I am sure that without His enlightement, this thesis would not be completed.
I would also thank and send my deepest appreciation to my thesis advisor, Drs. Y.B. Gunawan, M.A, for his patience and guidance so that I could finish my thesis. I would also thank to Dr. Retno Muljani, M.Pd, Ag. Kustulasari 81, S.Pd, M.A, and Laurentia Sumarni, S.Pd, Yuseva Ariyani Iswandari, S.Pd, M. Ed sincerely for giving comments, opinion, and suggestions on the designed materials. I also send my thanks to Sr. Yuni FCJ and all the Primary School Teacher Education Study Program of Sanata Dharma University staffs and students for allowing this study conducted.
ix
I dedicate the warmest greeting to all of the members of Konco Palsu Crew:
Beny „Gondrong‟, Doan „Becak‟, Marshell „ Kimcil‟, Yoga, Hosana, Sedik,
Amdreas „Kisruh‟, Adi „Jember‟, Guntur „Tander‟, Wiwit „A‟, Doni, Mupet,
Bang Kadal, Bang Miko, Eko „Limbat‟, and Duwek thanks for the great friendship
for almost 6 years. Sarce, Stella, Bertha, Nana, and other PBI students, love you all. I also send my gratitute to „present day‟ brothers and sisters , Cheye,
Gontenk, Ayu, Triyo for sharing moments both in happy and sad conditions of my life. The last but not least, I send the greatest love to The Lady from The Land of The Sun, Saki Muramatsu, for giving me love and spirit in all of my activities and accompanying me from the distance.
x
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGE ... ii
STATEMENT OF WORK‟S ORIGINALITY ... iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH ... v
ABSTRACT ... vi
B. Problem Formulation ... 4
C. Problem Limitation ... 4
D. Research Objectives ... 5
E. Research Benefits... 5
F. Definition of Terms ... 5
CHAPTER II. REVIEW OF THE RELATED LITERATURE A. Theoretical Description ... 7
xi
c. Teaching Speaking ... 17
d. Teaching Speaking Techniques ... 17
3. Role-play ... 18
a. The Nature of Role-play ... 19
b. The Use of Role-play in Teaching Speaking ... 19
c. The Procedures of Using Role-play in Speaking Class .... 21
B. Theoretical Framework ... 22
CHAPTER III. METHODOLOGY
D. DataGathering Technique ... 30
E. Data Analysis Technique ... 31
1. Pre-design Study ... 31
2. Post-design Study ... 31
xii
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS A. Elaboration of steps in designing a set of speaking
materials using role-play for the second semester students of English Club of Primary School Teacher Education Program
of Sanata Dharma University. ... 35
1. Conducting Needs Survey ... 35
a. Students‟ needs based on the interview with the lecturer ... 36
b. Students‟ needs based on the interview with the students ... 37
2. Specifying goals, topic, and general purposes ... 40
a. Stating goals ... 41
b. Topics ... 41
c. General Purposes ... 42
3. Formulating Learning Objectives ... 42
4. Selecting the Subject Contents ... 44
5. Selecting Learning Activities and Resources ... 46
6. Evaluating the Materials ... 47
B. The Findings of the Designed Instructional Materials Evaluation ... 47
1. The Description of the Respondents ... 47
2. Data Presentation ... 48
a. The Descriptive Statistics of the Respondents‟ Opinion .. 48
b. Respondents‟ Comments and Suggestions on the Designed Materials ... 48
C. Discussion on the Designed Instructional Materials Evaluation ... 51
xiii
1. The Description of the Designed Materials ... 55
2. The Presentation of the Designed Materials ... 55
CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion ... 57
B. Suggestion... 59
1. For the English instructors/tutors of English Club of Primary School Teachers Study Program (PGSD) of Sanata Dharma University ... 59
2. For the Further Research ... 60
REFERENCES ... 61
APPENDICES ... 63
APPENDIX A: Surat Izin Penelitian ... 64
APPENDIX B: Questionnaire of Evaluation ... 66
APPENDIX C: Syllabus ... 72
APPENDIX D: Lesson Plan ... 79
xiv
LIST OF TABLES
Page
Table 3.1 The Description of Post- Design Participants ... 32
Table 3.2 The Participants‟ Opinion on the Designed Materials ... 33
Table 4.1 List of Topics Which Were Used in the Designed Materials ... 41
Table 4.2 List of Learning Objectives ... 43
Table 4.3 Description of Post-Design Participants (Result) ... 48
Table 4.4 Description of Respondent‟s Opinion ... 49
xv
LIST OF FIGURES
Page
Figure 2.1 Kemp‟s Model of Instructional System Development (1977:9). ... 10
Figure 2.2 Yalden‟s Instructional Model (Yalden, 1987: 88) ... 12
Figure 2.3 The Process of Communication System (Rivers, 1968:58) ... 16
Figure 3.1 R & D Cycle and the Writer‟s Model ... 27
1 CHAPTER I INTRODUCTION
This study is intended to design a set of learning in English Club (EC) of Pendidikan Guru Sekolah Dasar (Primary School Teacher Education Program /PGSD) of Sanata Dharma University. This chapter consists of six parts. The first part discusses background and the reasons for conducting the study. The second part spells out problem formulation which conveys the problems that will be discussed in the study. The third part limits the problem limitation to give clear
boundary about what is discussed in the study. The fourth part outlines research objectives. The fifth part reveals the research benefits. The last part
definition of terms will clarify the terms used in this study. The detailed discussion will be presented below.
A. Background of the Study
A teacher is one of the important elements in education. In delivering knowledge to students and facilitating the learning process, a teacher needs good communication skills. Speaking is the basic skill teachers should have in delivering knowledge to students so that the students understand what the teacher say.
As future teacher candidates, students of PGSD of Sanata Dharma University are equipped with some skills, including English communication skills. To increase the PGSD study program in increasing PGSD students‟ English
speaking-focused course which is called English Club (EC). In EC, students are introduced to several kinds of speaking activities, such as storytelling, public speaking, and debating.
Based on the writer‟s experience in teaching EC for two semesters, it was
found that there was not enough opportunity for students to speak in the class. Basically the designed materials were good. However, the designed materials did not give enough opportunity for the students to speak in English naturally.
There are many techniques that can be used to help students improve their speaking ability. Role-play is one of the methods that can be applied in the speaking class. The reason why the writer chooses role-play as the method of teaching and learning activity is because role-play is a communicative activity which involves the students to communicate in a real situation. In role-play, students can share their opinions, thoughts, and knowledge because they bring the situation in the real life condition into a conversation activity in a class. Golebiowska (1990:5) confirms that role-play is a communicative activity in which the learners are given task to complete. In order to ensure the lively and unpredictable course of activity, the learners are told who they are and what their opinions are.
role-play, students are expected to be able to apply this kind of speaking activity in the real conversation.
Despite the strengths above, some problems are identified. First, the designed materials for EC do not give students enough chances to speak. It is mentioned that the focus of EC is speaking, so it is necessary to develop a set of materials that fulfil students‟ needs to get more opportunities to speak. By giving
students more opportunity to speak, it is expected that their speaking mastery will be improved.
Second, why should it be role-play? Role-play is chosen because role-play facilitates students to speak in the real life-like condition, and as a communicative activity, role-play can help them to increase their speaking skills. Role-play also motivates them to speak because the language in role-play is personalized and put in context. The term „personalized‟ here means students can interpret the language
they use, so that they can express it their own way, and it makes the language meaningful. By putting the language into context, students will be more aware of the language use.
The position of the designed materials can be both as the supplementary materials and as the replacement of the previous materials. The writer‟s designed materials will only focus on the story telling topics. It is implied that the writer‟s
designed materials will not make any changes in the topics on the previous designed materials which are not talking about storytelling.
This research is, therefore, aimed at developing speaking materials using role-play. It is expected that the materials presented in this research would solve the existing problem and suitable to accommodate and fulfil the learners‟ needs.
B. Problem Formulation
In this study the researcher intends to find out the answers to the problems formulated below:
1. How is a set of speaking materials using role-play for the second semester students of EC of PGSD Sanata Dharma University designed?
2. What does a set speaking materials using role-play for the second semester students of EC of PGSD Sanata Dharma University look like?
C. Problem limitation
The research is limited in designing a set of speaking materials using role-play for EC second semester students of PGSD Sanata Dharma University. In answering the learners‟ need of English for communication, the designed material
D. Research Objectives
This research is conducted in order to:
1. Find out how a set of speaking materials using role-play in EC of PGSD Sanata Dharma is designed.
2. Present the designed set of materials.
E. Research Benefits
The benefits of this study can be classified below: 1. For Students
The students of EC of PGSD Sanata Dharma University would be provided with well developed and organized English speaking material, which are based on a scientific research.
2. For other researchers
The result of this research can be used by further researchers to be the basis of evaluating, reprogramming, and reconstructing the designed materials.
F. Definition of Terms
Some important terms need to be defined in this study. They are: 1. Role-play
2. Speaking
Speaking is one mode of communication, which deals with the action of delivering information through oral speech to the target listener. Clark and Clark (1977: 223) stated that speaking is an instrumental activity in which speakers talk in order to create certain effects on their listeners.
3. English Club (EC) of PGSD of Sanata Dharma University
7 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is divided into two parts. The first part will discuss the review of related literature underlying the study, and the second is the theoretical framework of the study. The first part consists of brief information on the basic theories of designing instructional material, role-play and speaking skill. The theories discussed will be used to establish a framework of the designed materials. A. Theoretical Description
1. Designing Instructional Materials
Obviously, in designing a learning material it is necessary to know and understand what the learner needs. Without knowing the learners‟ needs, the
designed material will not be appropriate and irrelevant for the learners. There might be an overlapping or inconsistency in deciding the topics in the material.
Hutchinson and Waters (1987:55-65) suggest some significant aspects to be taken into account in designing the instructional material as presented below:
a. Instructional material design must be based on the target need that is what the learners have to know in order to function effectively on the target situation the learner wants, and the learner needs.
b. Instructional materials design should pay attention to the significant potentialities and constraints such as experience, finance, facilities, competence, background knowledge, and time which exist in the learning situation in order to find what is possible and what is impossible to be done in the system.
c. Instructional design is supposed to develop the language-centered approach, skill approach, or learning approach.
In designing the materials, the writer attempts to use two models proposed by Kemp and Yalden. The reason why the writer uses Kemp‟s and Yalden‟s
instructional design models is that they clearly describe the systematic process a material designer should do in order to develop their own material. A brief discussion on Kemp‟s and Yalden‟s Instructional Design Model is presented as
a. Kemp‟s Instructional Material Design Model
Kemp (1977:8) presents eight elements as a plan to supply answer to three questions which are considered as the essential elements of instructional technology:
1. What must be learned (objective)?
2. What good procedures and resources, which can be used to reached the desired learning levels (acts and resources)?
3. How can we know whether the required learning has taken place (evaluation)?
The eight elements are:
1. Consider goals, list of topics, and state the general purposes for teaching each topic.
2. Enumerate learners‟ characteristics useful for instruction determination. 3. Specify the learning objectives achieved in the measurement of learners‟
behavior outcomes.
4. List the subject contents in order to clarify the learning objectives.
5. Develop pre-assessment to determine the learners‟ background, and present level of knowledge about the topic.
6. Select teaching learning activities and instructional resources that will treat the subject content so that the learners will accomplish to objectives. 7. Coordinate support services such as budgets, facilities, equipment,
8. Give evaluation to the learners through their accomplishment of objectives, which lead the instructional material‟s designer making
revision to any stages of the plan that need to improve.
The stages of Kemp‟s instructional design model can be clarified as follow: Figure 2.1 Kemp‟s model of instructional system development (1977:9)
Kemp (1977:9) says that the eight elements are interdependent. It means that the plan relating to one element may affect others and is directly related with the “revision”. Therefore, it is a flexible process. We can start from any step that
we are ready to start with and then move back and forth to the other step.
b. Yalden‟s Instructional Design Model
1. Need Survey
Need survey is a very important part in designing material. It aims to know who the learners are. Need survey is conducted to identify as much as possible the students‟ needs. The result of the need survey is used establish
the realistic and acceptable objectives. 2. Description of Purpose
After conducting the need survey, the designer describes the purpose of the language program. It will be the basis to find solution when the designer faces problems in the next steps.
3. Selection and Development of Syllabus Type
After deciding on the general category for a course, the next step is to select the type of syllabus. Yalden (1987: 108) says that there is no single model of syllabus design which is universally agreed upon. As a solution, the designer should modify the existing structural syllabuses to a completely learner-centered approach.
4. Production of the Proto-syllabus
5. Production of the Pedagogical Syllabus
Pedagogical syllabus is described in this stage. It provides a repertoire of words and phrases based on the function and topics. The designer‟s word
is to make the repertoire come to life.
6. Development and Implementation of Classroom Procedure
The next step is development and implementation of classroom procedure in which the designer develops the classroom procedures. It includes selection of exercise types and teaching techniques, preparation of the lesson plan, and preparation of weekly schedule.
7. Evaluation
This is the last stage in Yalden‟s instructional model. There are two aspects which are evaluated in this stage. They are the students and the material design. This stage is also called recycling stage because the whole cycle can commence again at this point.
To clarify Yalden‟s instructional model, the following is the picture of the model:
Figure 2.2 Yalden‟s Instructional Model (Yalden, 1987: 88)
model, the writer took the first step, namely need survey. The writer chose this step because it is important since a need survey becomes the foundation to determine the materials which is developed. The second step of Kemps‟ model is
not used in this design because this step has been included in the need survey. From the Kemps‟ model, the writer takes the first step, namely Goals materials, Topics, and General Purposes. It becomes the basis of the designing the. Kemps‟
third step is used to determine the objective of the designed materials based on the Process-Based Approach. Subject content becomes important because it determines the application of the principle of the Process-Based Approach in the designed-materials. The next step which is adopted from Kemp‟s model is Teaching-Learning activities. Some of methods in Process-Based Approach are applied in this step. The final step is evaluation which measures the outcome of the designed material. It is also important to obtain the evaluation values which are later used to revise the materials.
The first reason why the researcher uses these two instructional design models is to make it more specific by mentioning each step used in the material design, as it is stated in Yalden‟s model. Secondly, the concept in the Kemp‟s model possits
2. Speaking Skill
As it has shown in the title, the writer attempts to design a set of speaking materials using role-play. In this section, the writer is going to discuss the basic theory of speaking skill. This section consists of four parts, namely the nature of speaking, the process of speaking, teaching speaking, and teaching techniques.
Language learners often consider speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication. Speaking is not just delivering meaning in the form of words and sentences
Speaking involves three areas of knowledge:
1.Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation
2.Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)
3.Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason (“The Essentials of Language Teaching”, 2007).
prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation.
a. The Nature of Speaking
In their book, Brown and Yule (1989: 26-27) discussed the nature of speaking by distinguishing spoken and written language. Written language is characterized as well-formed sentences which are integrated into highly structured paragraph. Spoken language consists of short, often fragmentary utterances, in range of pronunciations. It is a skill that generally has to be learnt and practiced.
Furthermore, Brown and Yule (1983) suggest teachers who are concerned with teaching spoken language must confront the following types of questions to be considered:
1. What is the appropriate form of spoken language to teach?
2. What is reasonable model if it is considered from the pronunciation point of view?
3. Consider from teaching structure point of view, is it all right to teach the spoken language as if it were exactly like the written language but with a few “spoken expression” thrown in?
4. Is it appropriate to teach the same structures to all foreign language learners, no matter what their ages or their intensions in learning the spoken language?
5. Are those structures described in standard grammars the structures which our learners should be expected to produce when they speak English?
6. How is it possible to give learners a sort of meaningful practice in producing spoken language?
b. The Process of Speaking
When people hear someone speak, they pay attention to what the speaker sounds like almost automatically. On the basis of what they hear, they make some tentative and possibly subconscious judgements about the speaker‟s personality,
attitudes, home region and native/non-native speaker status (Luoma, 2004).
Rivers (1968:158) says learning a foreign language is more than learning a description of it. Instead the process of speaking and listening is involved. Therefore, we have to know what is involved in the process of listening and speaking. To make it easier to know the process of speaking, this following figure drives the model of communication system, which derives from Shanon and Weaver:
Figure 2.3. The process of communication system (Rivers, 1968:58)
Information source transmitter receiver destination
signal received signal
Noise source
In the model above, an information source emits a message which is encoded for transmission as a signal. The signal passes through a channel to a receiver that decodes the message for use as its destination.
and finally enables him to examine and rearrange impressions and association so that he evolves new relationship and purposes (Rivers 1968:162).
The learners need a lot of practice so that they are able to express their personal meaning. A person speaks through some motivation the person decides to speak (Lado 1964:32-33).
c. Teaching Speaking
Since speaking is one way of communication, teaching speaking cannot be separated from teaching communicative ability. By giving enough information of it, it is expected that learners can get a lot of benefit from it. Paulston and Bruder (1976) stated that communicative ability is the production of specifics ability to communicate in the target language. The point of this kind of teaching is able to communicate in some referential meaning in the target language.
It is crucial to underline that teachers have to give a lot of opportunities to the learners to practice, so that the ability to communicate in the target language will be achieved well. By giving opportunities to the learners to develop better skill in encoding their thoughts in ever more complicated patterns of the foreign speech, the learners ability will be much better than what they have got before.
d. Teaching Speaking Techniques
teaching techniques so that language learners are able to enhance their speaking ability.
Lado (1964), states that the goal of teaching speaking will be achieved effectively if the teacher has involved the techniques and procedures to manage the class. In addition, Richard and Rogers (1986:76) say the teacher has to have a special preparation to teach the language. He or she has to provide materials and exercises that enable the learners to attain the communication objectives, engage learners in communication, and require the use of communicative process
According to Rivers (1968: 165), there are some techniques used frequently in teaching speaking, namely conversation, role-play, getting information, dialogue practice, and question and answer. Those activities can be used to give the learners opportunities in speaking activities. In this study, the writer focuses on the use of role-play as a technique in teaching speaking.
3. Role -play
a. The Nature of Role-play
Role-playing is a teaching strategy that fits within the social family of models (Joyce and Weil, 2000). These strategies emphasize the social nature of learning, and see cooperative behavior as stimulating students both socially and intellectually.
Paulston and Bruder (1976:70) stated that role-play is an exercise where students are assigned fictitious role from which they have to improvise some kind of behavior toward the other role character in the exercise. Role-play is an action where a person or a group of persons behave and speak like other person does; the purpose of this action is to entertain or to show their speaking ability.
Golebiowska (1990:5) confirms that role-play is a communicative activity in which the learners are given task to complete. In order to ensure the lively and unpredictable course of activity, the learners are told who they are and what their opinions are. In this study, role-play refers to a method used in EC class to facilitate students practicing their speaking ability. Students are asked to make a small group, and then they are asked to make a short role-play to present in front of the class.
b. The Use of Role-play in Teaching Speaking
developing their skill in making decision in their own way, and communicating in groups (Waney, 1980:3).
Further Paulston and Bruder (1976:70) state that the format of role-play consists of three basics: the situation, the roles, and the useful expressions. The situation is a good place to practice the speaking skill in the objective of a given role-play. The role consists of the roles, the list of the characters and characterization. Useful expression provides the linguistics information on the using of role-play. The grammar patterns which are necessary also fit here. The example of it is question for interview situation.
Albert P‟Rayan (2007) stated that a role play is an activity in which the
participants or students of a language course assume the roles of some imaginary characters and, as a team, create a story based on a situation and enact the play in front of audience. Through this activity the students can practice certain language functions and learn speaking skills. Moreover, he proposed some features of a good role-play as listed follows:
a. A good role-play is based on a familiar situation.
b. The group of characters does not exceed two to three members. c. It gives extensive speaking practice to the participants.
d. It is based on real world context and allows students to speak naturally. e. It is interesting and enjoyable.
f. It develops the participant‟s creativity. g. It fosters their critical thinking skills.
c. The Procedures of Using Role-play in Speaking Class
It is necessary to have a systematic procedures in order to make the use of role-play in speaking class can be effective and lively. The procedures also ensure the unpredictable of the course activity. Aleksandra Golebiowska (1990, 5-16) states some procedures of using role-play in speaking class, the procedures can be seen in a list below:
1. The teacher introduces the general theme of the role-play. In this activity, the teacher is expected not spending too much time, so that the learners will not be bored and exhausted before the role-play take place.
2. Before having role-play, the teacher may teach the functions that the learners need during the subsequent activity. In this activity, the teacher teaches the language in use given.
3. In this part, the teacher may decide who is going to be which character. It can be based on the language proficiency, personality, or at random. The teacher also expected to introduce the learners about the three parts in the role-play, which are: situation, role, and useful expression.
4. When the time of doing role-play comes, the teacher should give the learners time to prepare what they are going to do or to say, or at least to prepare the other thing related to the role-play activity itself.
B. Theoretical Framework
Speaking is one of the basic skills in English mastery, and it is important to be developed. In many cases, learners are facing difficulties in achieving speaking skill. In order to help students to get clear understanding of speaking and develop their skill of it, there must be an effective technique to be developed. Therefore, in this study the writer attempts to design a set of English instructional speaking material for EC of PGSD of Sanata Dharma University using role-plays. The activity that developed in this study focuses on the role-playing activity. During the role-play activity, learners get their freedom to speak actively. They also have more chances to express and clarify their way of thinking, gain al lot of experience in simulating events in real life, and they also have an opportunity to communicate with others in acceptable way.
In designing the speaking materials, the writer develops a theoretical model with these following steps:
1. Conducting needs survey (Yalden)
The writer conducted interview to gather the data in needs analysis. The respondents are ten second students of PGSD of Sanata Dharma University and 1 lecturer of EC.
2. Stating goals, topic, and general purposes (Kemp)
3. Stating the learning objectives (Kemp)
The next thing that has to be stated after stating the goal, topic, and general purpose is learning objectives. The learning objectives include all of the objectives that should be stated in terms of activities that would best promote learning.
4. Listing the subject content (Kemp)
The aim of this step is clarifying the learning objectives. Subject content must be relevant and related to learning objectives and the learners‟ needs.
The subject content consists of the selection of the specific knowledge, skills, and attitudinal factors of any topic.
5. Selecting Learning Activities and Resources (Kemp)
Teacher should be able to encourage students to learn actively. A teacher should have an interesting method and strategy to make students take part in the learning process enthusiastically.
6. Evaluation (Yalden)
24 CHAPTER III METHODOLOGY
This chapter discusses the methodology used in designing a set of speaking material using role-play in English Club (EC) of Primary School Teacher Education/ Pendidikan Guru Sekolah Dasar (PGSD) of Sanata Dharma University. In detail, the methodology covers the research method, the respondents, the instrument of data collecting, the technique of analyzing data, and the procedures of implementing the methodology.
A. Research Method
In this part, the writer explains the method used in the study. This research deals with two major formulated problems. The first is, how a set of speaking materials using role-play material for second semester students of EC of PGSD Sanata Dharma University is designed. The second, what a set speaking material using role-play material for second semester students of EC of PGSD Sanata Dharma University looks like. In solving these two problems, this study used Research and Development method (R&D). Borg & Gall (1983:772) states that Educational Research and Development is a process used to develop and validate educational products. Products which can be produced are teaching materials, teaching methods, assessment instruments. The goal of R&D is to produce products which function to solve learning problems.
Testing, Main Product Revision, Main Field Testing, Operational Product Revision, Operational Product Testing, Final Product Revision, and Dissemination and Implementation (Borg & Gall, 1983: 775). The writer only used five first steps of R & D in this research. Since the products of this study are not implemented, it did not need final product revision and implementation. The writer did main product revision based on the results of the materials evaluation questionnaire. The steps are Research and Information Collecting, Planning, Develop Preliminary Form of Product, Preliminary Field Testing, and Main Product Revision.
The writer also combined some steps from Yalden, and Kemp models to help the writer developed a theoretical model. The writer‟s theoretical model
consists of six steps; while the writer adapted only five steps of R&D cycle. The writer gives the explanation of each step to know whether the writer‟s model.
First, the writer is going to explain the five steps of R&D which are used in this study:
1. Research and information collecting
This step includes review of literature, classroom observations, and preparation of report of state of the art. In this step, the writer collected data from second semester students of EC PGSD of Sanata Dharma University. In this step, a need survey called pre-design survey was conducted. The data was obtained by interviewing 10 students, and 1 tutor of EC to know the students‟ wants, lacks, and necessities in the learning
instructional materials. This step can also be found in the writer‟s model. In other words, the writer‟s step has the same feature as the first step of
R&D. 2. Planning
This step includes defining skills, stating objectives determining course sequence, and small scale feasibility testing. Borg and Gall (Borg & Gall, 1983: 779) points out that the most important aspect in planning is statement of specific objective to be achieved by the product. The objective is the basis of developing teaching material as the product of this research. The writer applied this idea in the second and third writer‟s step, namely determining goals, topics, and general purposes, and learning objectives.
3. Develop preliminary form of product
This step includes preparation of instructional materials, handbooks, and evaluation devices. This step is also applied in the fourth and fifth step of the writer‟s model which are determining subject content and also teaching
and learning activities and resources. In this step the writer made the design based on the students‟ needs that were obtained from the result of
pre-design interview. 4. Preliminary field testing
feedbacks, evaluation, and suggestion from the respondents. The respondents of this questionnaire were tutor of EC PGSD of Sanata Dharma University, and also some lectures of PBI of Sanata Dharma University. The purpose of this step are both to evaluate the designed materials and also to measure the relevance of the materials.
5. Main product revision
This step includes the revision of products as suggested in preliminary test result.
In order to make it easier to understand about the relation between R&D steps with the writer‟s steps, the following figure is going to show the relation of
both steps.
Figure 3.1 R & D Cycle and the Writer‟s Model
Step 1
Develop preliminary form of product
Step 4
Preliminary field testing
Step2
Goals, topic, and general purposes
B. Research Participants
There were three types of participants in this study:
1. The first participants were second semester students of PGSD of Sanata Dharma University. They were asked to be the interviewee in getting the data in pre-design activities to know the needs and problems they found in EC.
2. The second participant was the tutor of EC. The writer would like to get as much as possible information from the tutor‟s perception of students‟ needs and problems in EC. As well as the students, the tutor here had role as the interviewee in pre-design activities. In post-design activities, the tutor also given a questionnaire to obtain feed back about the designed materials in order to revise and improve it.
3. The other participants were English lecturers of the English Education Study Program of Sanata Dharma University. The lecturers (together with the tutor of EC) were as the participants in postdesign survey to fill post-design questionnaires. The questionnaires were aimed to obtain the participants‟ feedback to check whether the designed materials were
C. Research Instruments
In this study, the writer used two kinds of instrument in order to collect the data from respondents both in pre-design and post-design activities.
1. Pre- Design Study
In this pre-design study, the writer applied the first step of R and D that is Research and Information Collecting. Here the writer used an interview checklist and a pre-design questionnaire as the instrument.
There are two kinds of interview according to Ary et al (1972: 174). The first is structured interview in which the respondents are restricted to answer only on the questions attached. The questions in this type of interview are called closed-questions. The other kind of interview is called unstructured interview. The unstructured interview is more flexible and informal. The respondents may give the answers freely. The questions which are used in this interview are called openended questions.
The interview which was used in this pre-design study was structured interview. This means that the interviewee may answer the questions which were already prepared by the writers. The purpose of conducting this interview is to get some information about the students‟ background knowledge and also the teaching learning process conducted in the writing class. All the data gathered from this interview are used to design the materials.
to be respondents of the interview. They are asked to answer some questions related to how role-play can help students improve their speaking ability. Before asking students to answer the question, the researcher gave some explanation about the research, the purpose of it, and the position of respondents toward this research. After giving some explanation about the research, respondents are asked about the question individually, so that the researcher could get their individual understanding.
2. Post- Design Study
In this study, the writer used questionnaire in post-design survey to obtain evaluation and suggestion about the materials designed. The questionnaire was distributed to the PGSD‟s lecturer who is in charge of EC and also some lectures
of English Language Education Study Program (PBI) of Sanata Dharma University. This questionnaire aimed to get comments, feedback, and suggestions, to the designed materials. The comments, feedback and suggestions would be useful to revise the design so that the material would be appropriate for EC students of PGSD of Sanata Dharma.
D. Data Gathering Technique
The researcher analyze the data by seeing the students‟ perception that can
be seen from the interview result, then the researcher comparing the result of the interview with the note that made during researcher‟s observation, and draw a
condition of the respondents. By conducting the interview, the writer will get the data based on the students‟ point of view. The data which was got from students
will be very subjective; each of the students will have different answer on to each other. But it is needed to know the real condition in the class by having observation and note taking. By having observation, the writer will be able to see the condition of respondents in the learning process, so it will be clear for the writer to get the information to get the data both from respondents and observation.
E. Data Analysis Technique
This section discussed the technique in analyzing data. The data was acquired from the pre-design study and the post design-study.
1. Pre- Design Study
In the pre- design study, the writer analyzed the result of the interview with the second semester students of PGSD Sanata Dharma University. The results of the interview were descriptively analyzed. It means that the writer built a conclusion on each question. The writer conducted this study by interviewing ten students and one English lecturer of PGSD of Sanata Dharma University.
2. Post- Design Study
Study Program of Sanata Dharma University. In this section, the writer analyzed three kinds of data. The first data was about the background of the participants. The data here consist of the educational background of the respondents; their teaching experience.
The description of the participant‟s background is presented as follows:
Table 3.1 The Description of Post- Design Participants
Respondents Sex
Educational Background
Teaching Experience (in years)
M L D3 S1 S2 S3 <1 1-5 >10
The next data was descriptive data about the participant‟s statements. The
writer used Likert Scale questionnaire. In this questionnaire, the judgments of the participants used five points agreement:
1 : strongly disagree with the ststement 2 : disagree with the statement
3 : undecided
4 : agree with the statement
5 : strongly agree with the statement
The table is presented as follows:
Table 3.2 The Participants‟ Opinion On The Designed Materials
No Respondents‟ Opinions N
Degrees of Agreement
1 2 3 4 5
Note: N : Number of participants
Based from the data collected from the questionnaire, it will be shown whether the materials were acceptable or not. The writer wrote the description based on the table.
The last data were taken from open-ended questions. The writer wrote the description of the respondents‟ answers, opinions, suggestions, and evaluations.
The result of the open-ended questions will be used as the basis of the final revision of the designed materials.
F. Research Procedure
In this section, the writer describes the steps of conducting the study. The steps of conducting this study can be seen as follows:
1. Determining the topic of the research, objectives, goals and doing library research to get any information of the research topic.
3. Conducting interview with second semester students of PGSD to get the information about what they want and need to study in EC.
4. Analyzing respondents‟ answers.
5. Designing a set of English speaking materials using role-play in English Club for the second semester students of PGSD Sanata Dharma University.
6. Distributing questionnaires to one PGSD lecturer and two English Language Study Program lecturers about the designed materials. 7. Analyzing respondents‟ answers.
35 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents the result of this study. This chapter is divided into four parts. The first is the elaboration of steps in designing a set of speaking material using role-play for the second semester students of English Club of Primary School Teacher Education Program of Sanata Dharma University, the second are the findings of the designed instructional materials evaluation, the third is the discussion on the designed instructional materials evaluation, and the last is the presentation of the designed instructional materials.
A. Elaboration of steps in designing a set of speaking materials using role-play for the second semester students of English Club of Primary School Teacher Education Program of Sanata Dharma University.
The writer used the model in the theoretical framework to answer the first problem formulation. There are six steps in the writer‟s theoretical framework. The following is the explanation of each step.
1. Conducting Needs Survey
a. Students‟ Need based on the Interview with the Lecturer
In order to get the information of what students need, the writer conducted an interview with one of the lecturers. From the interview, the researcher obtained a lot of data related to the students needs. This following is the result of the interview; the data will be presented in the form interpretation from the interviewee‟s answer:
1) What do you think of the implementation of English Club in this study program to improve students‟ English proficiency?
English Club (EC) is a good media for accommodating students to speak in English. The goals of this activity are good for the students‟ English
proficiency. The various motivations to speak in English of each student made it difficult to find the appropriate teaching technique in EC.
2) Students were motivated in doing role-play activity, what do you think? Students are interested in activity that can facilitate them to take a part in the learning process. In short, the students of EC like interactive and practical activities including role-play.
vocabulary but also how to use the English proficiency to develop student‟s soft skills in accordance with pedagogical aspects a teacher should have. 4) What obstacle that may be found in conducting role-play in the class?
Time is the greatest barrier in applying role-play in the class; students need a lot of time to do the role-play. While doing role-play, students were very excited, but they forgot that the time was limited. The lack of grammar and vocabulary mastery is the next challenge for students to develop a good and acceptable role-play. Almost all students still use Indonesian construction in making an English sentence; even they speak Indonesian a lot while doing the learning process.
5) What kind of role-play materials should be designed to fulfill students‟ need in enhancing their English proficiency?
Role-play is an activity that involves students‟ participation and it can also be applied to cover almost all of English mastery, and it has a lot of enjoyment. Based on those facts above, it is necessary to develop a set of materials which can accommodate students to study grammar, vocabulary, and other English skills in an interesting way.
b. Students‟ Need based on the Interview with Students
1) Do you know what the purpose of EC is?
Almost all of respondents knew what the purpose of EC is. They could mention the definition of EC and explained the reason why their study program holds this program for all of students from the first up to the fourth semester. They mentioned that the purpose of this activity is to enhance their English speaking mastery.
2) What advantage did you get when joining EC?
Students mentioned that during EC session, they were given a lot of activities to improve their speaking mastery. Furthermore, they also mentioned that they were excited when they did interactive activities like group discussion, presentation, role-play, or games rather than just listening to the tutor‟s explanation.
3) What learning activities were applied in EC?
In the next question, the respondents mentioned the learning activities which were used in EC, the activities are: listening to the tutor‟s lecturing, doing
games, making story, and doing role-play. 4) What is role-play based on your opinion?
According to respondents, role-play was an activity in which students could act to be another person who was different from their original personality; they could speak freely and develop their speaking mastery.
5) What advantage did you get while doing role-play?
Students could also learn vocabulary, grammar, and speaking fluency with a lot of enjoyment.
6) How can role-play improve students‟ speaking ability?
In students opinion, by doing role-play they can improve their speaking and vocabulary mastery. Role-play can also help them to increase their self confident in speaking and how to use various kinds of English expression. 7) What obstacle did you find while doing role-play?
Students had difficulties dealing with vocabulary. Students found that they could make the concept of the role-play, but when they wanted to find the appropriate words, they didn‟t know what to do. The difficulty in pronouncing the words and sentences in their role-play was the other difficulty for them.
8) What should be prepared before doing role-play?
Before doing role-play, students mentioned that they have to make the script and memorize it. Then they need also to find the appropriate English words, and this thing was quite difficult for them.
9) What kind of topic used in the role-play do you think can improve your speaking proficiency?
Based on the analysis of the interview, the writer found some information as follows:
1) Each student has different motivation to speak.
2) Students are interested in doing interactive and practical learning activities including role-play. They like doing learning activities which made them to be involved in the learning process actively.
3) Students still have difficulties in vocabulary and grammar mastery. They often couldn‟t find appropriate words while speaking or writing. They also
often used Bahasa Indonesia construction while making sentences or speaking.
4) Students prefer to study topics that they already know, and it should be familiar with their daily life rather than topics which is really new for them. 5) Students should prepare the script before they act the role-play.
6) Time allocation is one obstacle found when conducting role play in the class. Based on the result of the interviews which were conducted to the lecturer and students, all of the students‟ needs were clear. The data from the interviews
were used to design a set of instructional speaking materials which appropriately fulfilled all of the students‟ needs.
2. Specifying goals, topic, and general purposes
a. Stating goals
Based on the interview which was conducted with the lecturer of PGSD, it was mentioned that EC is equipping students with English knowledge so that as teacher candidates, the students of PGSD have enough English skill to face the real condition of present day education. For the second semester students, it was expected that they have skill to understand narrative text and tell a story to the audience. From this information, it was concluded that the goal of EC for the second semester students was “Be able to express meanings in short functional
text in the form of narrative to interact with environment.” This goal also applied as the competence standard in the syllabus in the designing of the instructional materials.
b. Topics
In selecting the topics, the researcher followed the topic selection of the materials which were used in EC. The selected topics in the EC materials are: introduction of storytelling, folklore, fairytale, fable, and spoof. Since the designed materials used role-play as the learning method, the researcher put introduction to role-play in the first topic, along with introduction to storytelling. The list of topics in the designed materials can be seen below:
Table 4.1 List of Topics which were Used in The Designed Materials
Meeting Topic
3 Fairytale
Meeting Topic
4 Fable
5 Spoof
c. General Purpose
The general purpose was formulated based on the goal of the EC, which was students are be able to express meanings in short functional text in the form of narrative to interact with environment. In the interview, the lecturer stated that students needed to have a learning activity which could accommodate them to involve in the learning process actively and master grammar and vocabulary so that they could speak in English well. In addition, students stated that role-play was a learning activity that involved them to take part in the learning process actively, but they still needed to have a good vocabulary and grammar mastery.
As the conclusion, the researcher should design a set of instructional speaking materials using role-play so that students were accommodated to be involved in the learning process actively and to master vocabulary and grammar. Here, the general purpose was formulated: students are able to express meanings in short functional text in the form of narrative to interact with environment using role-play.
3. Formulating Learning Objectives
that students should achieve in every meeting successfully. When students were able to achieve the target in a meeting, it means that what was expected in the beginning of the learning was successfully gained. The learning objectives were presented in this following table:
Table 4.2 List of Learning Objectives
Unit Topic Learning Objectives
1 Introduction to storytelling and role-play
Students are able to:
Mention the characteristics of every type of
narrative text used in storytelling.
Identity the generic structure of narrative text.
2 Folklore Students are able to:
Mention the definition and the generic
structure of folklore.
Make and perform a short role-play
performance. 3 Fairytale Students are able to:
Mention the definition and the generic
structure of fairy tale.
Make and perform a short role-play
performance.
Mention the definition and the generic
structure of fable.
Make and perform a short role-play
performance. 5 Spoof Students are able to:
Mention the definition and the generic
structure of spoof.
Make a short spoof and perform a standup
comedy.
4. Selecting the Subject Contents
Subject content is the appropriate topics chosen by the material designer to facilitate the learning process. Selecting the subject content should be based on the purposes of the design and also the related theories. In this study, the researcher intended to design a set of speaking materials using role-play. The theories of using role-play in teaching speaking were used to develop a set of well designed materials.
before enacting the role-play, decide who is going to be which character, and give the learners time to prepare what they are going to do or to say. Based on the theories on how to use role-play in speaking class by Golebiowska, the researcher chose 5 units to design, they are: (1) introduction to storytelling and role-play, (2) folklore, (3) fairytale, (4) fable, and (5) spoof.
Each unit of the designed materials consist of four sections, the clear explanation about the sections will be clarified as follows:
a. Get Ready!
This section provided activities to build the students‟ motivation so that they
could find the ideas about what they were going to learn. In this section, mostly students would see a picture and short clues or questions to lead them to the topic which was going to be learned.
b. Check this out!
In this section, students were given deeper information and tasks related to the topic. From the meeting two through meeting five, students would find examples of the text, vocabulary building, grammar in use, and also the useful expressions which were going to be used in the upcoming section.
c. Show time!
Check this out! section. After finished making the role-play, students enacted their role-play in front of the class.
d. Self Evaluation
There was an activity in this section, which was self evaluation. In the end of the meeting, each student would be given a sheet of paper containing several questions related to what went well and what should be improved in the learning process. By doing this self evaluation, it was expected that students realized what aspects should be maintained or improved, in according to enhance their knowledge.
5. Selecting Learning Activities and Resources
paper containing several questions related to what went well and what should be improved in the learning process.
In order to create successful teaching learning activities, the writer needs some instrument resources to facilitate. The writer adapted some examples of text from books and internet which are considered suitable with the topics.
6. Evaluating the Materials
The designed materials were evaluated by distributing questionnaires to one PGSD lecturer and two PBI lecturers of Sanata Dharma University. This designed materials evaluation aimed at measuring whether the materials were appropriate, well designed, and relevant with the purpose of the study. By obtaining the feedback and suggestions from the respondents, the researcher conducted material revisions and improvements.
B. The Findings of the Designed Instructional Materials Evaluation
The questionnaires were distributed in order to obtain feedback from the respondents. The feedback would be used to revise the designed instructional materials. The description of the respondent and also the results of the evaluation are presented in this part.
1. The Description of the Respondents
or not. The clear description of the respondents would be presented in the following table:
Table 4.3 Description of the Post-Design Participants (result)
Respondents Sex
From the data above there were three lecturers who would give evaluation of the designed materials. There were two PBI lecturers and one PGSD lecturer. The PGSD lecturer is a S2 graduate. One lecturer of PBI is S1 graduate, and the another is S3 graduate.
2. Data Presentation
This section presents two parts. The first part describes the presentation of the descriptive statistics of the respondents‟ opinions. The second part presents respondents‟ comments and suggestions on the designed instructional materials.
A. The Descriptive Statistics of the Respondents‟ Opinion
Questionnaires were used to obtain the data from the respondents. The respondents evaluated the designed materials by choosing one of the points of agreements. The assessment of the respondents‟ opinions on the designed
