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THE EFFECT OF SOCIODRAMA METHOD ON SPEAKING ABILITY AT THE SECOND GRADE SMAN 1 RANAH
BATAHAN WEST
Rika Lusiana*), LiliPerpisa, S.S,M.Pd**), HevrianiSevrika, M.Pd***)
*)ProgramStudiPendidikanBahasaInggris, STKIP PGRI Sumatera Barat [email protected]
**)StafPengajar Program StudiBahasaInggris, STKIP PGRI Sumatera Barat [email protected]
***)StafPengajar Program StudiBahasaInggris, STKIP PGRI Sumatera Barat [email protected]
ABSTRACT
This study aims to determine the effect of sociodrama method on speaking ability English language in class XI SMAN 1 Sphere Batahan Pasaman Barat. This research is a quasi- experimental quantitative research. The population of this research is the students of class XI IPS in SMAN 1 Sphere Batahan West Pasaman academic year 2015/2016, amounting to 110 students consisting of three classes, namely XI IPS 1, XI IPS 2, XI IPS 3. While the sample from this study is a class XI IPS 1 as a control and XI IPS 2 as a class experiment. The instrument used was a speaking test. The results speak English ability scores of students in analysis using the pattern of pre-test and post-test, t-test to determine the effect students 'interest towards students' ability to speak English. The results of the analysis in this study gained an average of test results to the class and grade control experiment 65.88 58.88. Hypothesis testing is done by t-test table, after testing t-test = 2.44 is greater than the t-table = 1.66 to 0.05 bermaknaan level. Thus, the findings stated that the hypothesis in this study received for students by us sociodrama method influence on students' ability to speak English.
Penelitian ini bertujuan untuk mengetahui pengaruh dari metode sociodrama terhadap kemampuan berbicara bahasa Inggris di kelas XI SMAN 1 Ranah Batahan Pasaman Barat.
Penelitian ini adalah penelitian kuantitatif yaitu quasi experimental research. Populasi dari penelitian ini adalah siswa kelas XI IPS di SMAN 1 Ranah Batahan Pasaman Barat tahun ajaran 2015/2016 yang berjumlah 110 siswa yang terdiri dari 3 kelas yaitu XI IPS1, XI IPS2, XI IPS3.
Sedangkan yang menjadi sample dari penelitian ini adalah XI IPS 1 sebagai kelas control dan XI IPS 2 sebagai kelas experiment. Instrument yang digunakan adalah tes berbicara. Hasil skor kemampuan berbicara bahasa Inggris siswa di analisis dengan menggunakan pola pre-test dan post-test, t-test untuk mengetahui pengaruh minat siswa terhadap kemampuan berbicara bahasa Inggris siswa. Hasil analisis pada penelitian ini didapat rata-rata hasil test pada kelas experiment 65,88 dan kelas control 58,88. Pengujian hipotesis ini dilakukan dengan uji t-table, setelah dilakukan pengujian t-hitung = 2,44 lebih besar dari pada t-tabel =1,66 dalam tingkat bermaknaan 0,05. Dengan demikian, temuan menyatakan bahwa hipotesis pada penelitian ini diterima karena siswa dengan menggunakan metode sociodrama memberikan pengaruh terhadap kemampuan berbicara bahasa Inggris siswa
Key Word: speaking, metode sociodrama on speaking ability
2 INTRODUCTION
Speaking is an oral communication that is needed by human being to fulfill their needs in transferring some information.
Brown (2004:112) speaking is the product of creative of linguistic strings. It means that speaking is a process of making sounds by people in order to deliver the information to the other. In speaking, the students should attend the components of speaking. Lines (2005:149) there are five components of speaking skill concerned with comprehension, grammar, vocabulary, pronunciation, and fluency
The researcher pre-observation at SMAN 1 Ranah Batahan, the researcher found many students have low speaking ability. It could be seen from the result of students’ score speaking test in semester 1 at SMAN 1 Ranah Batahan in 2015/2016 academic year. The researcher gets the means score of students speaking test at SMAN 1 Ranah Batahan from the teacher.
There are factor that cause students’
speaking ability become low. The first, students were afraid of making mistake when the learners tried to speak in front of their friends, because most of students were lack vocabulary and less pronunciation. The second, students were embarrassed to speak because their environment or social life did not support them, this situation made students do not uses English in their daily life and they just communicated in their own language and they feel shy to speak. The third, the teacher seldom used English at school in explaining the lesson, they almost always speak Indonesian and mandailing language
sociodrama method is the method that is used in teaching learning process by showing performances or utterances of people in society. Garcia and Sternberg (2000:3) defines that sociodrama is a group learning process focused on providing practice insolving problems of human relations. It means that the use of methods sociodrama more refers to the ability of students to be more willing to develop the idea and train them to talk more
The steps of sociodrama method are: a. teacher arranges scenario will be performed, b. choose some students to study the scenario two days before learning
process, c. teacher makes groups with five members in every group, d. teacher explains the competences that will be reached, e.
teacher asks students were chosen to perform the scenario prepared, f. every group attends the performance, g. teacher gives worksheet paper to each group, h.
every group states their summarizing, i.
teacher gives common summary, j.
evaluation, and k. closing. And the advantages of sociodrama method are: a.
Practice students to remember and practice more about the drama will be performed, b.
Practice students to be initiative and creative in performing the drama, c. Express the art talent of the students from the school, d.
Grow and build the students’ ability in group working, e. Practice the students to get, receive and share the responsibility around them f. Practice students’ oral language to be better.
Audio-lingual Method was to create communicative competence in learners.
Freeman ( 2002;38) Audio- lingual method is a method in which a lot of practice and training practices in language training in the form of dialogue ,khotbah and so on. the steps of audio lingual method is taught with repetition , if audio lingual method is seeing from the utilities, this method is having many strength and weaknesses in teaching and learning process and the advantage of audio lingual are the variety of available activities. It must be said here that a huge variety of activities influences the course of a lesson and success. It is true that in audio lingual students' motivation increases because they are active and feel important during these activities.
The purpose of this research is to find out the effect of sociodrama method on speaking ability at the second grade students SMAN 1 Ranah Batahan in academic years 2015/2016
RESEARCH METHOD
This research was quasi experimental research Gay and Airasian (2000:394) quasi experimental allows the researcher to take the sample in group. In this research, the researcher took two sample group. One group for experimental group that would be taught by sociodrama method.
3 Then, another one would be taught by audio lingual, it was called control group
The population of this research was all XI IPS of SMAN 1 Ranah Batahan West Pasaman in academic years 2015/2016.
There were three classes there are 110 students, and the research took two class from three classes used the cluster sampling as a sample of this research. Gay and Airasian (2000:129) state that cluster sampling is the sampling in which group, not individual are randomly selected.
The instruments of this research is speaking test. The test is taken by the researcher and the English teacher. The oral test is record as the evidence of the speaking test.
In collecting the data there are some steps that researcher used for collecting data. First, the researcher collected the students’ English speaking score test in semester of the XI IPS 1, XI IPS 2, XI IPS 3, to know the normality and homogeneity of speaking score of students.
Then, the researcher used softwere Minitab and Manual to find the mean score for each class.
RESEARCH FINDING
. The researcher found that mean score for the experimental class which was taugh by using Sociodrama Method was 65,88 with standard deviation 10,75.
Whereas, the mean score for control class which was taught by using Audiolingual Method was 58,88, with standard deviation 15.26. The mean score for experimental class was taken from the total score of experimental class (Ʃ𝑥1=2372) divided by number of participants in experimental class (𝑛1=36). Meanwhile, the mean score for control class was taken from total score of control class (Ʃ𝑥2=2120) divided by number of participants in experimental class (𝑛2=36).
Furhtermore, the researcher found t- calculated (2,44) was higher than t-table (166) at the degree of freedom of 70 and the level significant 0.05. It can be conclude that there was significance effect of using Sociodrama Method in teaching learning speaking for senior high school students at eleventh social grade of SMAN 1 Ranah Batahan.
Interpretation
Based on the finding above, the researcher interpretation that using sociodrama method many positive impact on students’ speaking ability. In the other word, sociodrama method more effective in learning speaking. This method can gives the students opportunities try spoken. The students can build social interaction with other students with work in group discussion. It can help the students to build self-confident to speak
CONCLUSION
By conducting this research, the researcher taught speaking for eight meetings to the second grade social students of SMAN 1 Ranah Batahan West Pasaman in academic years 2015/2015. The design of this research, the researcher used quasi experimental research. The researcher used cluster sampling technique in determining sample. The researcher taken two classes as experimental class and a class as control class. XI IPS 2 class was experimental class and XI IPS 1 class was control class.
Based on the data analysis the research found it could be found some finding. First, the researcher found that t- colculate 2,44 was higher than t-table 1,66 at the degree of freedom of 70 and the level significant 0,05. It can be conclude that there was significance effect of using sociodrama method in teaching learning speaking for senior high school students at second social grade of SMAN 1 Ranah Batahan West Pasaman. Second, the students who had taught by using sociodrama method have high score in speaking than the students who had taught without sociodrama method. Third, the using sociodrama method gave positive effect teaching speaking.
ACKNOWLEDGEMENT
The researcher would like to exprees my sincere gratitude to my first advisor Lili Perpisa, S.S, M.Pd for her patience, motivation, enthusiasm, and immense knowladge, her guidance helped him in all the time of research and writing of this thesis. The researcher’s sincere thanks
4 also goes to the second advisor Hevriani Sevrika M.Pd for the continuos supposrt of this research, for her guidance, advice, suggestion and support in finishing this thesis.
REFERENCES
Brown, H Doughlas. 2004. Language Assessment: Principle and Classroom Practices. New York:
Longman.
Freeman and Diane Larsen. 2002. Teaching Techniques in English as a Second Language: Techniques and principles in language teaching.
Oxford University Press
Garcia, Pantonina and Patricia Sternberg.
2000. Sociodrama : who’s in Your Shoes: United States America.
Gay, LR and Airasian P.2000. Educational research competencies for analysis and application. New Jersey:
Prentice- Hall Company.
Linse, Caroline T. 2005. Praticial English language Teaching Young Learners. New York: McGraw- Hill Componies.
