A. Findings
2. The Factors Which Influence the Improvement of Students’ Speaking Skill through Implementing Role Play In Table Manner through Implementing Role Play In Table Manner
Based on the observation, interview and researcher experience during the application of role play in table manner, the collaborator and the researcher concluded that the main factor that influences the changes of students speaking skill is teaching strategy. They were as follows:
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a. The students in Hotel Accommodation 1 at grade X feel interesting to practice English.
In this research, the researcher used three topics. The topics were first American Service, second Ala Carte Service, and third Asian Service. The topics that researcher choose for applying role play in table manner was interesting. It found from the students answer and interview. Researcher asked a student named Devi, ―Was the topic that I gave you interesting?‖
Then, Devi said, ―Yes, sir. The topic was interesting, we like the topic, sir.‖ Researcher also asked the other student, ―Was, the topic difficult to understand for you?‖ One student named Alya said ―Not so difficult, sir, because you helped us in understanding it by giving us some question.‖
The data has gotten from the observation and written by the collaborator. The collaborator said that the researcher gave interesting story to the students and in every cycle the researcher gave different interesting topic. To know the effectiveness of teaching speaking by using role play, the writer gives oral test to the students. Because the test is oral test, the writer divided the score into five criteria, which are the scores of pronunciation, grammar, vocabulary, fluency and comprehension. Each criteria, then, is rated into five scale of rating scores, it is based on Brown (2004:157) scale rating scores.
By having interesting materials, the students had willingness to have discussion and used English in speaking class. They also enjoyed practicing role play in table manner in front of the class with their group.
b. By applying role play in table manner in teaching speaking is effective to develop the students‘ background knowledge.
Applying role play in table manner in teaching speaking is effective to develop the students‘ background knowledge. It was obtained from the data collected from collaborator‘s observation, researcher‘s experience and interview from the students. Collaborator wrote in the observation sheet when the teacher showed picture and movie to the students. It helped the students to answer the teacher‘s question. Moreover, it attracted the students‘ attention. Picture and movie helped the students to speak and try to answer the questions well.
Based on the students answer on researcher‘s interviewing, it also proved that the picture and movie helped them to speak. Researcher asked,
―Did the picture and movie helped you to say something about the story?‖
Then Ayunda replied, Yes sir. The picture and movie that you showed us helped us to say something about role play in table manner.‖ Then, researcher also asked Fransiska, ―Did the questions from the teacher help you to practice role play in table manner?‖ She answered, ―Yes, sir. From your question, we could practice role play in table manner.‖
There were three activities were done in applying role play in table manner. They were activating the students background knowledge, role play and table manner. These three activities supported the students to speak.
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The collaborator said that the students got the idea to say something since the researcher activating their background knowledge from the question given. For example researcher asked, ―Look at the picture and movie, what are in the restaurant?‖ Then the students said, ―handling complaint, Sir.‖ Then, researcher asked, ―What is the waiter probably doing with his guest? The students replied, ―May be the waiter are talking with his guest to finish their problem, sir.‖
Next, from the interview between the student and researcher, it also supported that role play in table manner helped them to increase their speaking skill. Researcher asked a student named Alya Rohayali, ―Do you think role play strategy in table manner is good to improve your speaking skill?‖ Alya Rohayali answered, ―Yes, I do, it improve my eagerness and motivate me to speak.‖ From this statement the researcher concluded that 80% students feel develop their background knowledge and 20% students feel doubt.
c. By applying role play in table manner has good to increase the students speaking skill.
Then role play in table manner also had a good role to increase the students speaking skill. It can be concluded from the researcher‘s question to the students. Researcher asked, How does role play in table manner improve your speaking skill?‖ Then Lidia replied, ―Dengan role play in table manner kami termotivasi berbicara karena kami ingin lebih baik sewaktu mempresentasikan naskah drama pendek kami.‖ (By having role
play in table manner we are motivated to speak among us because we want to be better at the time we present our script). We often practiced it before speaking class.‖ Next, Lidia also answered, ―Ya, kami berdiskusi sebelum mempresentasikan naskah role play table manner kami dan memberikan kesempatan kepada kami untuk mengeja kosa kata Bahasa Inggris yang sulit, Pak.‖ (―Yes, we have discussing before presenting our script sir‖).
From this statement the researcher concluded that there are 60 % students increase their speaking skill and 40% students bad their speaking skill.
d. The students feel enjoy to practice their speaking skill in their group discussion.
In this research teacher‘s control on students‘ activities could improve students‘ willingness to speak. In speaking class through role play in table manner, it can be shown from collaborator observation sheet that the teacher controlled the students‘ activities during the process of doing the task in group discussion. It made the students focused on their task and stop doing other activities.
Next, it also concluded from the interview got from the students. The researcher asked a student named Nofri, ―What is the teacher‘s in improve your speaking skill in the classroom?‖ Then Nofri replied, ―Bapak selalu mengontrol kegiatan kami dan membantu kami sewaktu kami mendapat kesulitan pada kata dan ucapan‖ (―You always control our activity and help us when we have difficulties in finding difficult word or pronunciation‖). By researcher‘s controlling, the students insisted to speak
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as well as motivated to use English in group discussion. From the statement above there are 80% students feel enjoy and 20% students feel doubt.
e. The Students feel motivated to practice their English when they work as a daily worker.
Teaching strategy through role play in table manner determined the success of teaching results. As it done in this research, the researcher tried hard to have good strategy to the students. So that it was one factor that could improve the students‘ speaking skill. In every cycle, the researcher always interviewed the students to have a suggestion about his teaching.
On the first cycle, the researcher asked a student named Devi, ―Did role play in table manner help you to say something in English?‖ Devi said
―Yes, sir. By using role play in table manner help us to say something in English, when we make order from our guest in restaurant.‖ Then in cycle two, the researcher asked a student named Rori, ―Was the topic difficult to understand you?‖ Rori replied, ―I have lack of vocabulary, sir‖. So the researcher persuade him by giving a slow light blow on his shoulder while researcher suggested to listen to his friend discussion and tried to ask his friend about the problem he had. Then in cycle three, the researcher asked a student named Indra, ―What is the role play in table manner in improving your speaking skill?‖ Indra replied, ―We can speak English because we get new topic from yours explanation, and we know how to handle the request from the guest when we work as a daily worker in hotel, sir‖.
Based on collaborator observation, the teaching strategy is one factor that could motivate the student to speak in applying role play in table manner. She said that ―the researcher was a kind and friendly teacher‖.
She also said that ―the researcher gave a personal approach to the lower students and always increases the best students‘ motivation by giving reward for them.‖ By doing so, all the students got full attention from the researcher. As a result, the students have eagerness to speak English. From the statement above there are 80% students have good motivation and 20%
students feel bad mood.