From the data analysis, the researcher found the answer of this thesis problem that had been stated in chapter 1. The researcher used two classes from the eleven classes as the sample that consists of 27 students of each class. One class was chosen to be the experimental group that the group that received treatment by using Talking Chips technique and the other one as the control group that the group was received a different treatment or without Talking Chips technique.
There was the effect of using Talking Chips technique on students’ speaking ability in descriptive text. It showed from the score of the students’ by using Talking Chips technique was higher than the pre test and it was shown significantly.
From the analysis of the data, the researcher found that the mean of experimental group was 72.59and the mean of control group was 61.48, the validity of the students in experimental group was 0.90 and the validity of the students in control group was 0.89. It showed that the mean and validity of the students in experimental group were higher than the students in control group. Then, t-test was higher than T-table (10.79> 1.67) at the level of significant was 0.05 with df = 54 (Nx + Ny – 2 = 27 + 27 -2 = 52), it showed that there was an effect of using Talking Chips technique on the students’ speaking ability in descriptive text.
Based on the result of the research, the researcher concluded that in teaching speaking by using Talking Chips technique on the students’ speaking ability in descriptive text was effective than without using Talking Chips technique.
V. Conclusion
Based on the data analysis, the researcher makes conclusion that applying Talking Chips technique make the students become enjoy in speak English without fear and hesitate to share their opinion, students were more confidence to speak English because both of them helped each other, and the result of t-test shows that tobs is higher than ttable 10.79 >1.67; p = 0.05, it can be concluded that Talking Chips technique significantly affects on students’
speaking ability. It comes from the analyzing of data, where the experimental group got the higher score than the students of control group. In post-test, the experimental group got 1960 point and the mean was 72.59 while in the control group got 1660 point and the mean was 61.48. The result of the test showed that using Talking Chips technique on students speaking ability in descriptive text is more effective than without using Talking Chips Technique on students speaking ability in descriptive text.
276 References
Brown, H. D. (2000). Principles of Language Learning and Teaching. London: Longman Publishing Group.
Gerot, Linda. (1994). Making Sense of Functional Grammar. Australia: Antipadean Educational Enterprises (AEE).
Harris, D. P. (1969). Testing English as A Second Language. New Delhi: India Offset Press.
Kagan, S and Kagan, M. (2009). Kagan Cooperative Learning. San Clemente: Kagan Publishing.
Nunan, David. (2003). Practical English Language Tecaching. Singapore: Mc Graw Hill.
Syafryadin. (2013). The Use of Talking Chips in Improving Students’Speaking Achievement.
Bandung: Universitas Pendidikan Indonesia. Retrieved from: repository.upi.edu.
Thornbury, S. (2005). How to Teach Speaking. London: Longman.
277 THE STUDENTS SPEAKING ABILITY THROUGH ROLE PLAY
Rizky Fauziah Agustin
(English Department, Nommensen HKBP University, Indonesia)
Abstract
This research was designed to find the students speaking ability through role play.
This research is qualitative descriptive. The subject of the research is the students of SMP Negeri 7 Pematangsiantar of grade Nine.The researcher concluded that the students speaking ability in expression in giving suggestion through role play is work well from score that adapted by Harris, From eighteen students there are three (3) students who got very good, fourteen (14) students who got good and one (1) student who got satisfactory in comprehension almost of the students can make a good connection with their partner and the understanding of students in responding using english very good.
Keywords: Speaking, Role play
I. Introduction
Speaking is very important skill in studying English, people need to speak in or to communicate each other and make a good communication. Speaking is a way to show the intention through spoken words. The elements of speaking might be learned in formal or informal education. Speaking english is very difficult for indonesian, especially for the students.
According to McDonough and Shaw (1993: 151) stated speaking is not the oral production of written language, but involves learners in the mastery of a wide range of sub- skill which, added together, constitute and overall competence in the spoken language.
Another word speaking is the capacity of the people put ideas into words talking about feeling they want to other people to understand. Speaking is communication between speaker and listener.The researcher found the students’ problem in speaking based on the writer researcher when having teaching practice in SMP N 7 Pematangsiantar. It was also based on the speaking test that was used by the English teacher in that school. Almost all of the students were confused and just keep silent when teaching learning process occurred. They did not dare to speak because of afraid of making mistakes.
There are many words in their mind but they lost the word when they try to speak the language.Many teachers find any other problems in learning english espesially in speaking.
Less opportunity and confidence in speaking are other problems. By mastering speaking, they can carry out conversation with others, give ideas and change the information with their friends. They also could not express or respond something for example on the conversation they can not express their opinions whether they agree or disagree on a thing they only give a short answer like yes or no because no media to help them in developing their speaking activity. The researcher also found that students comprehension in giving respondsisstill low.
Because of those facts, it is obvious that the teaching and learning of English have failed to make students have good to speak using English.The main objective of teaching English is to enable students to use the language effectively, either in speaking or writing.Many techniques can be applied including role play because many research findings say that this technique is effective to use in teaching speaking. As Ur, Penny (1996: 131) stated role play is all sort of activities where learners imagine themselves in a situation outside the classroom, sometimes playing the role of someone other than themselves, and using language appropriate in the new context. “What is the students speaking ability through role play at grade IX SMP Negeri 7
278 Pematangsiantar?. To find out the students speaking ability at third grade students of SMP N 7 Pematangsiantar after using role play method. By using role play later, students will know how to give the suggestionand make a good conversation. The researcher limits the study by using role play method to analyze students speaking ability at third grade of SMP N 7 Pematangsiantar. The researcher limit to the expression giving suggestion that focused on the comprehension of the students.
II. Literature Review A. Speaking
1. The Definition of Speaking
Speaking is the way to carry out our feeling through words, conversation with other.
Nunan (1991: 39) stated Speaking is the single most important aspect of learning a second or foreign language and success is measured in term of the ability to carry out a conversation in the language.Speaking is important to support students’ ability to use the language. As one of language skill, speaking has given an important contribution to human work. The important thing is speaking can be seen in people daily activities. English has four skill that have difficulty in each skill including speaking.
Speaking is increasingly important in second or foreign language. As Widdowson in McDonough and Shaw (1993: 153) comment: ‘what is said is dependent on an understanding of what else has been said in the interaction.’ It means that if we are wrong in pronouncing a word that can lead the listener does not understand or even misunderstanding about what we want to convey to the listeners.
2. Component of Speaking
There are some components of speaking to be mastered:
a) Pronouciation
According to Pollard (2008: 65) stated Pronounciation is an essential aspect of learning to speak foreign language. If a student do not pronounce word correctly, it can be very difficult to understand him/her. For example when learners says good lack to energize her/his friends where they should have said good luck the inaccurate production of a phoneme can lead to misunderstanding.
b) Grammar
According to Ur, Penny (1996: 75), Grammar is the way words are put together to make correct sentences.Grammar does not only affect how units of language are combined in order to ‘look right’; it also affects their meaning Ur, Penny (1996: 76).
c) Vocabulary
Vocabulary can be defined , as the words we teach in the foreign language. However, a new item of vocabulary may be more than a single word for example, post office and mother-in-law, which are made of two or three words but express a single idea.
There are also multi-word idiom such as call a day, where the meaning of the phrase can not be deduce from an analysis the component words Ur, Penny (1996: 60).
d) Fluency
In Oxford Advanced Learner’s Dictionary said that fluency is the quality of being language easily and well and other definition fluency is defined as the ability to read with speed, accuracy and proper expression, by the good fleuncy we can easy to understand what they want to say.
e) Comprehension
279 In Oxford Advanced Learner’s Dictionary said that comprehension is the ability to understand of the meaning(written or spoken). It can be means that comprehension is the action or capability of understanding something.
3. Problem in Learning Speaking
Learning speaking is one of the difficult skill in english language. Many student’s can write well what they want to write but it is different in speaking the student’s can’t speak well even though they had to prepare the material. According to Ur, Penny (1996: 121 ) stated many some problems is getting learners to talk in the classroom there are:
a) Inhibition. Unlike reading, writing and listening activities, speaking requires some degree of real-time exposure to an audience. Learners are often inhibited about trying to say things in a foreign language in the classroom: worried about making mistakes, fearful of criticism or losing face, or simply shy of the attention that their speech attracts.
b) Nothing to say. Even they are not inhibited, you often hear learners complain that that they can’t think of anything to say: they have no motive to express themselves beyond the guilty feeling that they should be speaking.
c) Low or uneven participation. Only one participant can talk at a time if he or she is to be heard; and in a large group this means that each one will have only very little talking time. This problem is compounded by the tendency of some learners to dominate, while others speak very little or not at all.
d) Mother-tongue use. In classes where all, or number of, the learners share the some mother tongue, they may tend to use it: because it is easier it feels unnatural to speak to one another in a foreign language, and because they feel less ‘exposed’ if they are speaking their mother tongue. If they are talking in small groups it can be quite difficult to get some classes- particularly the less disciplined or motivated ones – to keep to the target language.