Based on the findings above, it was concluded that table manner role playing was an effective strategy to improve the students' speaking skills. And the researcher will use role play in teaching speaking to improve the students' speaking skills.
Identification of the Problem
Limitation of the Problem
Focus of the Research
Formulation of the Problem
Objective of the Study
Significance of the Research
Definition of The Key Terms
Teaching Speaking
Teaching speaking is a learning process done by the teacher in the classroom by involving the students as participants. The teaching learning process is done by the teacher in the classroom by involving the students as participants.
Role Play
This means that role playing will help the students to be creative by playing in communication. According to Hedge, a good method of teaching speaking is to ask the students to speak.
Table Manner
Third, have students share the results of the class, but do not make any comments or corrections. In the role play, the writer uses speaking material as a method and in table manners as an approach to improve the speaking skills of the students for the hotel accommodation students.
Previous Related Research Finding
Second, the students who were taught through role playing have better speaking skills than those who were taught using information gap. Third, the students who were taught by using information gap have better speaking skills than those who were taught by using conventional technique.
Conceptual Framework
Second, Rosmaliwarnis (2007) did an experimental research titled "the effect of role play and information gap on students' speaking ability". Based on the above explanation, the researcher believes that table-style role-playing can improve students' English speaking skills.
Type of the Research
It means that the researcher and the teacher work together to solve their problem in teaching speaking or in this case to improve the speaking skills of their students through role play in the way of tables.
Participants and Location of the Research
Instrumentation
It was made based on the problem and the strategy used to solve the problem. In conducting the interview, the researcher will use five steps proposed by Lincoln and Cuba (In Asmawati, 2001:30) consisted of deciding who to interview, preparing interview material, introducing steps and arranging the speed of the interview and ending the interview. interview was used.
Process of the Research
The researcher observed the students at the level of diagnoses, related to the students' problems. So the researcher and the collaborator can observe the performance and desire of the students, while the discussion and the performance. In the pre-activity, the researcher started by greeting and checking the list of students in his class.
The researcher uses utilization questions in Role Play by Bordmaner because he wants to know about the state of the students, especially in the classroom. The researcher reflected the process of teaching and learning about students' speaking skills. In the class, the researcher hopes to know about the students' misconceptions about learning English.
Therefore, it is necessary for the researcher to pay particular attention to why students neglect to use role-playing at the table.
Technique of Collecting the Data
The researcher revised the design to get a better result based on the analysis of cycle 1 data and then focused on the unsolved problem. The observer completed the observation checklist based on the indicators listed in the sheet that correspond to facts in teaching speaking. In this case, the researcher and the observer will note down anything that may influence the performance of the tabletop role play for the English classroom.
This interview used to know a lot about the cause of low student motivation in the speaking class. The writer used the interview for the second year students of SMK Nusatama Padang in Class X Hotel Accommodation I when the researcher asks the students about their situation and condition in the teaching and learning process.
Technique of Analyzing the Data
When assessing students' speaking skills, the researcher used a percentage to calculate the final score. Based on the result of the above formula, the researcher categorized the students' speaking ability by comparing the percentages of pre-tests and post-tests. To clarify the difference, the researcher used graphs and matrices. The purpose of data management is to organize the data and verify its completeness, and to initiate the researcher into the process of data analysis and interpretation.
The researcher will organize the data check for completeness if they have obtained from qualitative data (the observer's comment on the student's speaking activities and the teacher's teaching activities). The purpose of the description is to give a true picture of the surroundings, and it will take place in it so that the researcher and the observed describe how students and teachers define situations and will explain their activities, their interactions and social relations between students and teacher. in speech class. He determined how to identify what is important, why it indicates about the students and the context studied in the observation checklist of students' and teachers' activities in the speaking class.
The table above is the observation sheet describing the activity of the observation result performed by the researcher's employee and the researcher if the researcher does not provide learning material.
Findings
The improvement of students’ speaking skill through role play in table manner manner
The researcher wanted the students to be able to understand by doing Tableau Role Play in cycle 2. After that, the researcher also gave some questions to help the students to write a script role play in table manner. This means that most of the students can practice tabletop roleplay well.
In this phase, the researcher wanted the students to be able to understand by making Table-style Role Play in cycle 3. Next, in this cycle, the researcher gave the students different topics to write a table-style scripted role-play. As in the first and second cycles, the students write a script and practice table-style role-playing.
3 Taking turns Most students could say taking turns when they practice tabletop role-playing. Based on the table above, we know that most students could practice role-playing in a table-top manner. This means that most students can practice tabletop role-play well.
The Factors Which Influence the Improvement of Students’ Speaking Skill through Implementing Role Play In Table Manner through Implementing Role Play In Table Manner
Applying table-based role play in the teaching of speaking is effective in developing the students' background knowledge. The application of table-style role playing in speaking teaching is effective in developing the students' background knowledge. Picture and movie helped the students to speak and try to answer the questions well.
By using table-style role play, it is good to increase the speaking skills of the students. Then the role play on the table also played a good role in increasing the speaking skills of the students. When speaking in class through tabletop role play, the employee's observation sheet can show that the teacher monitored the students' activities during the process of performing the task in group discussion.
In each cycle, the researcher always interviewed the students to get some feedback about his teaching.
Discussion
In addition to improving the speaking skills of the students, other findings have been found while applying Table Manners Role Play. By having interesting materials, the students were willing to discuss and enjoyed role-playing. Media was an effective way to develop the students' background knowledge of the given subject.
Activities, by doing role play in table form activities, the students are eager to speak because they have been given a chance to activate their background knowledge for the script given. The researcher controlled the students' activities during the process of carrying out the task in group discussion. Teaching strategy is one factor that can motivate the students to speak in the application of role play in table manner.
The implementation of tabletop role play in improving students' speaking skills in class X Hotel Accommodation 1 SMK Nusatama Padang has been successful for three months.
IMPLICATIONS
Data Findings It has been found that Tableau Role Play improves students' speaking skills. Second, the teacher needs more knowledge to handle the classroom in the teaching and learning process by activating the students' basic knowledge in order to make the learning and teaching process enjoyable.
SUGGESTIONS
Bringing role play to life: The effectiveness of role play activities in Saudi students' learning of English as a foreign language. Role-playing for ESL/EFL children in the English classroom The Internet TESL Journal, Vol.
Objectives
Review of the previous lesson, the second step in which the researcher tries to review the previous lesson for all the students in his class to know about the ability of the students in speaking class. In order for the researcher to motivate the students to know about their motivation to learn English, he made an English test. The teacher starts the main activity by using appropriate questioning and conversational strategies by asking reference questions.
And by using conversational strategies by asking reference questions, the researcher knows how far the student's motivation is in learning the English language. The teacher utilizes the role play in a tabular fashion by asking questions based on the state of the students. The researcher reflects the teaching and learning process to know about the speaking skill of the students.
In the last stage of postal activity, the researcher and his collaborator inform about the next materials in English.
Evaluation
To express the meaning of role play using oral language accurately, fluently and acceptably to interact with the environment indicator. Students are able to present their role play in tabular form in accurate grammar, vocabulary, comprehension, fluency and pronunciation. In pre-activity, the researcher will start by greeting and checking the role of the students in his class.
Able to speak the language with enough vocabulary to participate effectively in the most formal and informal. IV Able to use the language accurately at all levels normally relevant to professional needs. Speech at all levels is fully accepted by skilled native speakers in all its functions.
