The purpose of this research was to determine if there is any positive and significant impact of using the role play technique on students' speaking ability. This shows that there is some positive and significant impact of using role play technique on the speaking ability of eleventh grade students of SMK N 1 Pekalongan East Lampung.
INTRODUCTION
- Bckground of The Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of The Study
Therefore, the author would like to conduct a study titled "THE INFLUENCE OF ROLE-PLAYING TECHNIQUES ON SPEAKABILITY OF STUDENTS IN THE Eleventh GRADERS OF SMK NEGERI 1 PEKALONGAN EAST LAMPUNG.". Therefore, the writer limited the problems only to "the students had difficulty with speaking skills".
REVIEW OF THE RELATED THEORIES
Concept of Speaking
- Definition of Speaking
- Definition of Speaking Ability
- The Types of Role Play
- The Steps of Role Play
- The Advantages and Disadvantages of Role Play
Ha: There is a positive and significant influence of role-playing technique on the speaking skills of students in the 11th graders of SMKN 1 Pekalongan East Lampung. There was a significant influence of the role-playing technique on the speaking skills of the students in the eleventh graders of SMKN 1 Pekalongan East Lampung.
Thoretical Framework and Paradigm
- Theoretical Framework
- Paradigm
Hypothesis
Ho: there is no positive and significant influence of the role play technique on the students' speaking ability of the eleventh grades in SMKN 1 Pekalongan East Lampung.
RESEARCH METHODOLOGY
Research Design
Population, Sample and Sampling Technique
- Population
- Sample
- Sample Technique
According to Donal Ary et.al, population is defined as all members of a well-defined class of people, events or subjects.39 Marczyk et.al defines population as “all individuals of interest to the researcher”.40 The population of this study was all eleventh graders from SMKN 1 Pekalongan East Lampung. According to Marczyk et.al, the sample is representative of the population.41 Donal Ary then argues that the sample is part of the population.42 The sample is therefore the small group of the population that will be studied. It means that the sample of this survey is the number of eleventh graders of SMK Negeri 1 Pekalongan East Lampung.
The sample of this research as a respondent was the XI course Agro-Industrial Breeding B, consisting of 26 students. 40Geoffrey Marczk, et.al., Essentials of Research Design and Methodology, (New Jersey: John Willey & Sons, Inc, 2005), p. The writer took one class out of all eleven classes to become the respondent of this research at random.
Operational Definition of Variable
- Independent Variable
- Dependent Variable
The four types of sampling techniques most commonly used in education research are simple random sampling, stratified sampling, cluster sampling, and systematic sampling.43 In this case, the author used random sampling. In addition, the independent variable in this study is the use of role play which is defined as producing a lot of information about speaking skills. The use of role-playing technique helped the students generate ideas and inspirations about what English they speak.
The speaking skills test students for the eleventh graders of SMKN 1 Pekalongan East Lampung have assessment such as pronunciation, vocabulary, grammar and fluency.
Data Collecting Technique
- Test
- Documentation
- Observation
The pre-test was administered in the first meeting before doing treatments to know the students' speaking ability before using role play technique. In this research, the author gave a pre-test to the students to know their speaking level before treatment. The post-test was given in the last meeting after doing treatments to find out if the treatments give any influence of using role playing technique on the students' speaking ability.
The author used documentation to get detailed information about the state of the school's organizational structure, teacher, employers, buildings, school history, the number of students at SMKN 1 Pekalongan East Lampung and the pictures during classes. Observation is used to gain information by observing the state of students' speaking ability. By observation, the author knew what problems the students faced in terms of speaking ability.
Research Instrument
- Instrument Blueprint
- Instrument Calibration
To measure students' speaking ability, the writer tested the students by mentioning the speaking ability material that was captured through conversation/speaking practices (dialogue). 3 (Average) The student occasionally hesitates and repeats, but is generally able to maintain a flow of speech, although may need occasional prompting. 3 (Average) Mostly effective use of vocabulary for the task with some examples of appropriate.
To know whether the test has good validity or not, the author should know the validity of the test.
Data Analysis Technique
- Research Data
The writer analyzed the data using t-test to investigate whether there is a significant effect of role play technique on students' speaking ability in eleventh grade students of SMKN 1 Pekalongan East Lampung. The result of the preliminary test of students' speaking ability in the eleventh grader of SMKN 1 Pekalongan East Lampung. Based on the above data, we can see that the highest score was 65 and the lowest score was 40.
Based on the table above, it can be seen that the students who failed the test were the students who scored below 70. The result of the post-test of students' speaking ability at the eleventh grade of SMKN 1 Pekalongan East Lampung. Based on the data above, it can be found that the highest score was 73 and the lowest score was 55.
Hypothesis Testing
- Putting the data into the formula Chi-square
- Putting the data into formula t-test
It was an advantage to know the influence of the role-playing technique on the students' speaking ability from the results of these tests. This means that the alternative hypothesis (Ha) explains "there is a positive and significant influence of role-play technique on students' speaking ability." The researcher used the t-test formula to find out whether there is a positive and significant influence of the role play technique on the students' speaking ability of the eleventh graders in SMKN 1 Pekalongan East Lampung.
Preparation of the table to prove whether there is the influence of role play technique on the students' speaking ability in the eleventh graders of SMKN 1 Pekalongan East Lampung. The score pre- and post-test result of the Students' speaking ability No name pre-test. From the value above it can be deduced that there is a positive and significant influence of Role Play technique on the students' speaking ability at the eleventh grade of SMK N 1 Pekalongan East Lampung.
Interpretation
Discussion
The test was used by the researcher in the pre-test before giving experimental treatments using role play technique. Based on the above table, it can be seen that the students who passed the test were the students who got a minimum of 70, there were 3 students or 11.54%. Therefore, it can be concluded that "the role play technique has a positive and significant influence on the students' speaking ability of the eleventh graders in SMKN 1 Pekalongan East Lampung."
The variables were tested using the chi-square formula and T-test to investigate whether there is a positive and significant effect of the role-playing technique on students' speaking skills in the eleventh graders of SMKN 1 Pekalongan East Lampung. They had low motivation to speak English, lacked the vocabulary to communicate using English, and students had problems with speaking ability. Thus, it has been shown that role playing can be used as an alternative technique to speaking skills.
Limitation
Menyusun teks lisan dan tulis untuk mengungkapkan dan menanggapi ungkapan mengungkapkan pendapat dan pikiran, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam ungkapan untuk mengungkapkan pendapat dan pikiran, tergantung pada konteks penggunaannya. Mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam ungkapan untuk menyatakan pendapat dan pikiran sesuai dengan konteks penggunaannya.
Mampu menyusun teks lisan untuk mengungkapkan dan menanggapi ungkapan.. mengungkapkan pendapat dan pemikiran dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks. Siswa mampu menyusun teks lisan untuk menyatakan dan menanggapi ungkapan pendapat dan pikiran, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks. Mampu menyusun teks lisan untuk mengungkapkan dan menanggapi ungkapan pendapat dan pikiran, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
CONCLUSION AND SUGGESTION
Conclusion
Based on the analysis data above, the researcher concluded that "there was a positive and significant influence of Role Playing Technique on the students' speaking ability in the eleventh graders of SMKN 1 Pekalongan East Lampung." Ramin Rahimy and Samaneh Safapour, "The Effect of Using Role Play on Iranian EFL Learners' Speaking Ability", Full Print. Sandra Cornbleet and Ronald Carter, "The Language of Speech and Writing," (New York: Routledge London, 2002).
Yaowaluck Ruampol, "Perkembangan Berbicara Menggunakan Cerita Rakyat Berdasarkan Aktivitas Pertunjukan untuk Siswa Anak Usia Dini", International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, (Thailand: World Academy of Science, Engineering and Technology), Vol : 8, No: 7, 2014. Bersyukur atas kesempatan belajar bahasa Inggris sebagai bahasa komunikasi internasional yang diwujudkan dalam semangat belajar. Setelah menyelesaikan proses pembelajaran, siswa dapat mensyukuri karunia Tuhan Yang Maha Esa atas kesempatan mempelajari bahasa Inggris sebagai bahasa komunikasi internasional dengan perilaku yang santun dan hati-hati dalam menyusun teks lisan untuk mengungkapkan dan menanggapi ungkapan pendapat dan pikiran, dengan memperhatikan memperhitungkan fungsi sosial. , struktur teks dan unsur kebahasaan, secara benar dan sesuai konteks.
60 menit . jawabannya. f) Siswa berpartisipasi dalam interaksi mengemukakan pendapat dan pikiran. g) Siswa menirukan model interaksi dengan mengemukakan pendapat dan pikiran. h) Di bawah bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi mengungkapkan pendapat dan pikiran (fungsi sosial, struktur teks, dan unsur kebahasaan). Siswa menggunakan dialog untuk mendemonstrasikan cara mengungkapkan pernyataan, pertanyaan, dan tanggapan atas ungkapan saran dan tawaran. Perhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai dengan konteks yang dinilai. F.
Suggestion
- Syllabus
- Lesson Plan of Pre-test
- Lesson Plan of Post-test
- Instrumen of Pre-test
- Instrumen of Post-test
- Students Score at Pre-test
- Students Score at Post-test
- Documentation
- Research Letter
