THESIS
By:
IKHWANUR ROMADHONI SRN : T20166048
STATE ISLAMIC UNIVERSITY
KIAI HAJI ACHMAD SIDDIQ OF JEMBER
FACULTY OF TARBIYAH AND TEACHER TRAINING ENGLISH EDUCATION PROGRAM
JUNE 2021
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That is so because Allah will never change a grace which he has bestowed on a people until they change what is in their ownselves. And verily, Allah is All Hearer, All-Knower (Al-Anfal: 53).1
“When the time gets hard, there’s no way to turn, as Allah promises He will always be there” (Writer)
1 Muhammad Taqi-ud Din Al-hilali and Muhammad Muhsin Khan, The Nobel Quran, terj (Medina
Dar-us Salam ublication, 1996), 239
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1. My belove father M. Hosen and my mother Siti Sholehah who always love, pray, motivate and support me to finish my thesis. Thanks for everything.
2. For all my belove friends, especially pedjisu who always accompany me and give me motivation to finish this thesis. And unforgatable for TBI 2. Thanks for every moment, experiance, and memory that we had
3. And the last for all people who are present in my life and help me to finish this thesis. You are amazing guys.
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mercy, health, opportunity and inspiration to finish my thesis. Secondly, Sholawat and Salam are always delivered to our prophet Muhammad SAW, who has guided us from the darkness to the lightness and brought us from the stupidity era to the lightness era.
The researcher realized that this thesis would not finish without help and guidance from other people. Therefore, I would like to express the greatest gratitude to the following people
1. Prof. Dr. H. Babun Suharto, S.E., MM as a Rector of State Islamic University of KH. Ahmad Siddiq of Jember who has given opportunity for me to study in this university.
2. Prof. Dr. Hj. Mukni’ah M.Pd.I as the Dekan of the Faculty of Tarbiyah and Teacher training who has facilitated me to study in this faculty.
3. Mr. As’ari, M.Pd.I as the Head of English Department who has motivated me to study English.
4. My advisor, Ninuk Indrayani, M.Pd who helped, guided and supported me during the writing of the thesis.
5. The head of library of State Islamic University of KH. Ahmad Shiddiq of Jember who has given opportunity for me to borrow some books in this library.
6. The lecturers of English Department who have given me knowledge.
7. The Principal of SMK Al - Qodiri Jember, Drs. H. AKHMAD RIFA’I, M.Pd.I and the staffs for giving me a permission and helping me during my research in SMK Al - Qodiri Jember.
I really realize that this thesis is far from being perfect. Therefore, I welcome all the criticism and suggestions. The researcher hopes this thesis will be useful for readers and other researchers who need it.
Jember, ..., 2022 Researcher
vii Jember.
Speaking is one of the important language skills. It was because most of people used speaking ability in transferring their idea to other people. One of the difficulties faced by English learners was the inability to engage in conversation.
Some students will not speak because they are too shy or have a high level of anxiety about talking. there are some methods in teaching speaking such as applying bingo game, storytelling, guessing game and role play. In this case, the researcher used Role Play as technique in teaching learning process to solve the students’ problem.
The objective of the research was to describe How can Role Play Technique increase the student’s speaking skill at the eleventh grade of SMK Al- Qodiri.
This research was conducted at eleventh grade of SMK Al – Qodiri Jember with 21 students those are 15 males and 6 females. This research used classroom action research (CAR) devided by two cycles. The result of first cycle showed the mean score were 63,5 it was mean there were only six students who passed the target score that was 70. Whereas, the result of the second cycle was 75, it was mean that the students had improve their score in speaking. Hence, it could be concluded that there were improvement of students speaking skill after using Role Play.
Keyword : using Role Play Technique, Speaking skill.
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APROVAL FROM BOARD EXAMINERS ... iii
MOTTO ... iv
DEDICATION ... v
ACKNOWLEDGMENT ... vi
ABSTRACT ... vii
TABLE OF APPENDIX ... viii
CHAPTER I INTRODUCTION ... 1
A. Background of Study ... 1
B. Research question... 6
C. The Objective of the Research ... 6
D. The Significance of the Research ... 6
E. Definition of Key term ... 6
CHAPTER II BREVIEW OF RELATED LITERATURE ... 9
A. Previous Study ... 9
B. Theoretical framework ... 12
CHAPTER III RESEARCH METHODOLOGY ... 26
A. Research Design ... 26
B. The Research setting ... 36
C. The Research Subject ... 37
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 38
A.
The Description of The Object ... 38
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CHAPTER V CONCLUSION AND SUGGESTION ... 69
A. Conclusion ... 69
B. Suggestion ... 70
REFERENCES ... 71
x 3. Profile of smk al-qodiri jember 4. Research licence letter
5. Research journal activities 6. Research finish letter 7. Instrument validity 8. Documentation
9. Declaration of authorship 10. Biodata
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Table 3.1 Scoring rubric for speaking skill (J.B Heaton 1990:159) ... 32
Table 4.1 Research Checklist ... 45
Table 4.2 Students Speaking Score in Post-Test ... 47
Table 4.3 Research Checklist ... 55
Table 4.4 The Students’ Speaking Post-Test 2 Score ... 57
Table 4.5 The Improvement of Student’s Speaking Skill ... 60
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CHAPTER I INTRODUCTION A. Background of Study
English is the very widely spoken language in the world and is used for communication between people from all over the globe.1 Many schools in Indonesia use English asone of the subjects of study in order to make students able to communicate well in English. By learning English, people can deliver with others around the world because English is the most common global language. People be aware that they required science to hold on in life. They need to be familiar with both their own country's knowledge, as well as the knowledge of other countries. People need to be able to communicate in English in order to have a successful connection with people from other countries. English is one of the international languages that has a large impact on international communication.
In Indonesia, English is taught in four different ways: listening, reading, speaking, and writing. Speaking is an important skill for English speakers to learn. With their speaking skills, students are expected to deliver with teachers, friends, and other society. Students who are about to finish their studies abroad will have the opportunity to communicate with strangers.
Speaking is the act of delivering language through the mouth. That is the
1 Jyothi Masuram and Pushpa Nagini Sripada, “Developing Speaking Skills Through Task-Based Materials”, ScienceDirect, 9(2019), 1.
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important tool to communicate or to delivier mind things about what the speaker will be said with their society.2
Speaking is communicating ideas and feelings in an ordinary voice. It requires being able to use words to express yourself, and knowing how to use language in a way that reflects who you are. The writer believes that speaking uses the word and build the sound to deliver our ideas, feelings, thoughts, and will aloud in an ordinary voice. Besides, success in communication is often dependent as much on the audience as on the speaker.3
Speaking is a effective skill in the verbal mode. It can be more complicated than it seems at begin with, and it involves more than just pronouncing words correctly.4 Students own difficulty in learning speaking, because they must have skill in using vocabulary and procedures for using it.
In fact, not all students can speak English. Many students have difficulty speaking. Many English learners find it difficult and unappealing to learn.
There may be a reluctance to transition because of cultural factors, linguistic factors, or psychological/affective factors. Cultural factors come from what learners have experienced and the expectations they have formed based on those experiences.5
2 Tarigan, Membaca: Sebagai Suatu Keterampilan Bahasa (Bandung: Angkasa, 2008), 30.
3 Nurdevi Bte Abduh, “The Implementation Of Information Gap Activities To Improve Students’
Speaking And Reading Skills”, Exposure Journal, 2 (Mei, 2013), 70.
4 Bittner Godoy, “Improving the Speaking Skill through a Controlled-Learning Environment for 2nd year students of Traducción Inglés-Español, at Instituto Profesional ChilenoNorteamericano, Santiago de Chile”, UDLA (2012), 16.
5 David Nunan, Guralnik, Language Teaching Methodology a Textbook for Teachers, (NY:
Phoenix Ltd., 1995), 39.
The standards of verses of the Qur’an around the vital to talk continuously the truth be caught on from the examination of Divine disclosure, which is gotten by Prophet Muhammad SAW and expressed in Qur’an Surah AlAhzab in verse 70:
۟اىُلىُقَو َ َّللَّٱ ۟اىُقَّتٱ ۟اىُنَماَء َنيِذَّلٱ اَهُّيَأَٰٓ َي ااديِدَس الًْىَق
“ O you who believe! Keep your duty to Allah and fear Him, and speak (always) the truth.”6
The verse over appears that individuals must talk continuously the truth, since on the off chance that individuals misspoke with other, can make their connection unbelief with them. Moreover, Allah inquires individuals to talk continuously the truth.
One of the difficulties faced by English learners is the inability to engage in conversation. Some students will not speak because they are too shy or have a high level of anxiety about talking. Perhaps, they are shy because they are scared of making fault or their friends will ridicule them.
They are also worried because there haven't been many changes to speak.7 In preliminary study on 7th January 2021 at SMK Al-Qodiri, Some people had difficulty following the advice to communicate in classrooms.
First, the students are scared to make mistakes when they are speaking English. The second, the students still face many difficulties to pronounce each word well, this problem happens because they seldom practice
6 Muhammad Taqi-ud Din Al-Hilali and Muhammad Muhsin Khan, The Nobel Qur’an English Translation of the Meanings and Commentary, terj. (Medina Dar-us Salam Publications, 1996), 558.
7 Iswardati, “The Implementation of Group Investigation to Improve the Students’ Speaking Skill”, Dinamika Ilmu, 2 (2016), 246.
English words. The third, the students are shy and nervous to say English sentences.
Besides, based on discuss with the English teacher, the secondary grade students of SMK Al-Qodiri often find difficulties in learning English, mainly in their speaking. First, the score of students’ achievement in speaking is still poor; the result shows that there are 70 % of the students get score under the criteria minimum of success, it means that there are only 10 students who get the criteria minimum of success, it is 70. Second, the students are less interested in English, because their perception believe that English is a difficult subject. Third, the students felt bored (not enjoyable) during teaching and learning process. In addition, the teacher only used the lecturing method which only provides a few chance for students to habit the pronunciation of english sentences8.
Actually, there are some methods in teaching speaking such as applying bingo game, storytelling, guessing game and role play.
According to Burden and Byrd (2010), “Role play is a students directed activity in which students act out or dramatize a particular situation, circumstance, or idea.”(p. 156). Even, role playing can be used to clarify and demonstrate attitudes and concepts, plan and test solution to problems, and help students to set up for a real stuation.9
8 Observation,jember 9th september 2021
9 Hermina prima, “Improving Students Speaking Skill Using Role Play In English Extra Curricular Class In Smp Pangudi Luhur 1 Yogyakarta”. Hl 10. Burden, P. R., & Byrd, D. M. (2010).
Methods for effective teaching: Meeting the needs of all students. New York: Pearson Education, Inc. p. 156
creative ability to be somebody else or to be yourself in a particular circumstance for a whereas, brainstorm dialogue and making a genuine world in scenario. The school tries to help students learn by encouraging creativity and thinking, by providing a setting where students can practice new language and behavioral skills, and by motivating them to learn.Furthermore, according to Wienny Ardriyati, Role play can be used to play a role in the educational setting, such as the classroom. The students in the class can excercise a role with a certain atmosphere.10 It can help them to practice their ability in their speaking skill. The understudies are set in a certain circumstance just like the genuine life. part play can motivate the understudies in talking expertise learning. It is broadly concurred that learning takes put when exercises are locks in and unforgetable.
Role play is a method that requires students to play a role appropriate to a given situation and allows students to "become" someone or think in a particular situation in which students can improvise.Write dialogue or create your own sayings and scenarios just like in real life.
World.11
Based on the reason above, the analys is interested in conducting a research entitled “The Use of Role Play Technique to Improve Student’s Speaking Skills At The Eleventh Grade Of SMK Al-Qodiri.
10 Wienny Ardriyati, Roleplay: One Alternative And Effective Teaching Method To Improve Students’ Communicative Skill (Unisbank: Dinamika Bahasa & Budaya, 2009), 220
11 Bagus Putra Krisdiana* , Enny Irawati, A. Effendi Kadarisma, The Effectiveness of Role-Play Integrated with Word Cards on Students’ Speaking Skill for Communication (Universitas Negeri Malang: Jurnal Pendidikan Humaniora, 2018), 79
B. Research question
Based on the background of the study above, the reaserch question is
“How can Role Play Technique increase the student’s speaking skill at the eleventh grade of SMK Al-Qodiri?
C. The Objective of the Research
To describe The Using of Role Play Technique to Improve Student’s Speaking Skills At The Eleventh Grade Of SMK Al-Qodiri
D. The Significance of the Research
The researcher hopes that this study can be of use to others:
1. Theoretical significance
The result of this study is expected to find out strategy of implementation students’ speaking skill throught role play.
2. Practical significance
The aftereffect of this study can give the researcher helpful information on utilizing pretend in showing talking expertise. This study will give valuable exercises to work on understudy's talking ability, and this study can be a source to direct further exploration pertinent to the issue.
E. Definition of Key term 1. Speaking
Talking is one of the significant viewpoints in learning language, since talking is the significant instrument for correspondence. Without talking ability understudies will be a stupid. The instructor never knows
the perpose of understudy's mean. In talking, the expertise to create a sentence is required however it isn't the only one required in light of the fact that oral correspondence happens when somebody utilizes sentences to play out a wide range of demonstrations of fundamental. It tends to be reasoned that communicating in is a language ability or a method for correspondence wherein one can communicate his thoughts or data in a decent coherent request and expert the show mechanics of talking (articulation, syntax, jargon, familiarity, and appreciation). At the end of the day, the motivations behind talking or correspondence in English, other than having the option to depict things, people groups, places, and arrangements of even orally, we ought to have the option to communicate our thoughts, assessments, sentiments essentially and to urge ourselves to convey to others.
2. Role play
Pretend is a technique which expects understudies to assume a part which is suitable to the given circumstance and empowers understudies to become anybody or envision in a particular circumstance, which leaners might ad lib exchange or making their own expressions and situation like in a reality. Pretend is vital in training talking since it offers understudies a chance to work on giving in different social settings and in different social work. This game has a few techniques. In the first place, decide if pretends will be completed involving understudy volunteers before the class, in organizations or
little gatherings with each understudy assuming a part, or in little gatherings with job players and onlookers. Second, partition understudies into gatherings, if fitting, utilize little gathering exercises.
Third, model the expertise with a prearranged pretend. The last, propose including a couple minute time limit; and the valuable chance to perform more than one ability practice.
CHAPTER II
REVIEW OF RELATED LITERATURE A. Previous Study
These are several studies that have been carried out and related to this research. The first is a research conducted by Beauty Kharismawati Susilo with the title “Improving Students’ English Speaking Skill Through Role Play At Grade Xi At Travel Tourism Program Of SMKN 06 Yogyakarta In The Academic Year Of 2013/2014”. The research was carried out through action research that consisted of two cycles. The researcher collaborated with the English teacher in implementing the actions and an observer. The data were in the forms of qualitative and quantitative. The data qualitative were in the forms of field notes, interview transcripts, questionnaire and photographs. The quantitative data were obtained from the test results of pre-test, post-test 1 and post-test 2, and also questionnaire data. The procedures of the research were reconnaissance, planning, actions, and reflection. The validity of the data was obtained by applying the democratic validity, process validity and outcome validity, catalytic validity and dialogic validity. Meanwhile, the reliability, in this research was using interrater reliability. In addition, the researcher used time triangulation, research triangulation and investigation triangulation.12
The second research is conducted by Sumpana with the title
“Improving Students’s Speaking Skill By Roleplay : A Classroom Action
12 Beauty Kharismawati Susilo, “Improving Students’ English Speaking Skill Through Role Play At Grade Xi At Travel Tourism Program Of SMKN 06 Yogyakarta In The Academic Year Of 2013/2014”, (Thesis of English Education Department Faculty Of Languages And Arts Yogyakarta State UNIVERSITY, 2014)
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Research On The Eleventh Grade Students of Immersion Program 1 of the State Senior High School of Karangpandan Academic Year 2009/2010”. A Thesis. Surakarta. English Department of Post Graduate Program of Language Study, Muhammadiyah University of Surakarta. The research is an action research. This action research was conducted in grade XI of Immresion Program I. The procedure of the research consists of planning, acting, observing, and reflecting. In collecting the data, the writer used non- observational technique and observational technique supported with a test.
The non-observational technique consists of questionnaires and interviews.
The observational technique consists of observation and field notes. In this research, the writer acted as the practitioner. The tests were in the form of pre- test conducted in the pre-research and post-tests conducted at the end of every cycle. These tests were conducted to know how well students speak English using role playing. The result of the reearch shows that the use role play improve the students’ speaking competence, role play is an effective technique of learning, and there some strengths besides there are weaknesses. From the observation and supported with the writer’s field notes, it can be seen that the students could speak well and improve their vocabularies and grammatical structure. Using role play in speaking class could increase the student’s motivation in learning speaking.13
13 Sumpana, “Improving Students’s Speaking Skill By Roleplay : A Classroom Action Research On The Eleventh Grade Students of Immersion Program 1 of the State Senior High School of Karangpandan Academic Year 2009/2010”, (thesis of Magister Of Language Study Muhammadiyah University Of Surakarta, 2010)
The last is thesis by Irianti Sari with the title “Using Role Play in Improving Students’ Speaking Ability”. Skripsi of English Education Department, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University, February 2011. This research uses Classroom Action Research (CAR). The subject of this research is the students in VIII.I class of SMP PGRI II Ciputat. The result of the research is most students love role play technique. Moreover, they admitted that their speaking ability is improved.14
Table 2.1
Similarities and Differences of Previous Research and This Research No
1
Name/ Title Research Similarities Differences
2 3 4
1 Beauty Kharismawati Susilo’s thesis with the title “Improving Students’
English Speaking Skill Through Role Play At Grade Xi At Travel Tourism Program Of SMKN 06 Yogyakarta In The Academic Year Of 2013/2014”.
Both of the research use Role Play
Both of the research use the same kill that is speaking
Both of the research have the same objective of the research that is to improve the students speaking through role play
The object is this research is the eleventh grade of SMK Al- Qodiri, and Beauty’s research is at travel tourism program of SMKN 06 Yogyakarta.
2 Sumpana’s thesis with the title “Improving Students’s Speaking Skill By Roleplay : A Classroom Action Research On The Eleventh Grade Students
Both of the research use Role Play
Both of the research use the same skill that is speaking
The aim of this research is to improve the students speaking skill use role play, while the aim of Sumpana’s research is to improve the student’s speaking skill, to check whether role play is effective learning technique,
14 Irianti Sari, title “Using Role Play in Improving Students’ Speaking Ability”, (thesis of English Education Department, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University, 2011)
of Immersion Program 1 of the State Senior High School of Karangpandan
Academic Year
2009/2010”
Both of the research have the same object that is the eleventh grade.
to know the strengths and weaknesses of role play
3
Irianti Sari thesis by the title “Using Role Play in Improving Students’
Speaking Ability”.
Both of the research Role Play
Both of the research use same skill that is speaking.
The aim of this research is to improve the students speaking skill use role play, while Sari’s research is to describe the implementation of teaching speaking using role play.
The object is this research is the eleventh grade of SMK Al- Qodiri, while Dyah’s research is at the tenth grade of SMAN 01 Gemolong
The difference of this research with the three theses above is this research is focused to how can Role Play Technique increase the student’s speaking skill at the eleventh grade of SMK Al-Qodiri.
B. Theoretical framework 1. Role Play
a. Definition of Role Play
Role-play is an activity of playing a role so closely to real life done by students in accordance with the role card, which involves fantasy or imagination to be someone else or to be ourselves in a specific situation for a while, improvising dialogue and creating a real world in scenario.15 Most role-playing exercises, each student takes the role of a person affected by an issue and studies the impacts of the
15 Bagus putra krisdiana, The Effectiveness of Role-Play Integrated with Word Cards on Students’
Speaking Skill for Communication,(malang: journal pendidikan humaniora, 2018), 79.
issues on human life and/or the effects of human activities on the world around us from the perspective of that person.16
Base on statement above, it can be concluded that role play is a strategy which requires students to play a role which is appropriate to the given situation and enables students to become anyone or imagine in a specific situation, which leaners may improvise dialogue or creating their own utterances and scenario like in a real life
b. Types of Role Play
Through role play, the teacher can encourage their students to experiment and innovate with the language, based on their imagination and creativity. It makes the joyful atmosphere to them for speaking without fear of embrassment when they make mistake. This will improve their self-esteem to speak English.
There are several types of role play activities. The first is a role play activity which is in the real situation need of the students’ lives.
For example: It involves such roles as students and teacher practice in the class. The second is a role play activity which is in some various situations that happen in the daily life but the students may or may not have direct experience.17
16 Wienny Ardriyati, Roleplay: One Alternative And Effective Teaching Method To Improve Students’ Communicative Skill, (Dinamika Bahasa & Budaya, 2009), 220
17 Beauty Kharismawati Susilo, Improving Students’ English Speaking Skill Through Role Play At Grade Xi Of Travel Tourism Program Of Smk N 6 Yogyakarta In The Academic Year, (Thesis Of English Education Department Faculty Of Languages And Arts Yogyakarta State University, 2014), 31.
c. The Advantages Using Role Play
It has been mentioned before that role play activities to promote speaking. play activities the students learn how to express ideas, opinions, or feelings to others by using or sound of articulation.
Role play activities can Through role improve the learners speaking skill in any situation and help the learners to interact. Role play was very important in teaching speaking because it gave students an opportunity to practice communicating in different social contexts and in different social roles. In addition, it also allowed students to be creative and to put themselves in another person’s place for a while. 18
In role play activities, the students are given particular roles in the target language before they do in real environment. There are many situations can be brought into the classroom and the teachers can train students to speak in any situations through role lay activities based on the students’ experience. Then, role play activities can develop the students’ competence in languages and communication in social relationships. But the role play activities should appropriate with the students’ language teaching syllabuses. The next is role play activities can increase the students’ confidence. The last is role play activities are fun activities. From the explanations above, role play have many reasons to be used in the speaking teaching learning activity.
18 Samsibar and nahruddin naro, The Effectiveness Of Role Play Method Towardstudents’
Motivation In English Conversation, (makasar: journal nasional humaniora), 108
d. The Implementation of Role Play in teaching Speaking
There are six major steps in the procedure for the role play activities in her classes. Those are deciding on the teaching materials, selecting situations and create dialogs, teaching the dialogs for role plays, having students practice the role plays, having students modify the situations and dialogs, evaluating and checking students' comprehension.19
In addition, also suggested the following steps for implementing a role play. The described as follows. Briefing stage, in this case, the students get more information about the role-play clearly.
They understand about the roles are, and also they can establish relationship boundaries among the students. The next is interaction stage. It is a chance for students to assume their roles and develop relationship with other students. It should reflect the real life situation that the role-play is simulating and may require detailed instructions for the action of different stake-holder. After that is forum stage. In this case, it sees participants who engage in direct interaction involving all the students. The aim is for negotiating to take place with the purpose of reaching resolution. Then, the last step is debriefing stage.
It is the most important element in role play. The students come out the roles fully for the debrief session so that they might reflect on their role and others objectively.
19 Pipit Rahayu, Role Play Strategy In Teaching Speaking, (Jurnal Ilmiah Edu Research, 2015), 65.
The teacher can make procedures that are appropriate for his own class including by adjusting the level of ability of different students in the class. According to Quisenberry The role of play should be simple, flexible, and does not require much preparation (not long-winded) both on the part of the teacher and students. therefore, the following are general guidelines from Van Ments, Marinelli, Maley, Duff and Quisenberry to help teachers prepare themselves to succeed, combine ideas.20
1) Introducing and demonstrating the advantages of role playing on the first day of class.
2) Developing ideas, warm up through drama, practice vocabulary and mime (it improves language in the minds of students). Don't spend a lot of time in this phase, seems to work best with a minimum structure.
Assigning roles. Role-cards with written cues are very helpful (mainly for beginners and intermediate students). Role play cards can be a very useful tool. Role-play cards invite students to assume the role of a specific person or character and to react to a stimulus or prompt as that person.24 It is up to the teacher to Role Play use them or not. But make sure that there is a role to every student in the classroom, that they are grouped multi culturally (to avoid their falling back into the native language), and that they don't reveal the role-card to anyone. As
20 Salies, Tania Gastao,Teaching Language Realistically: Role Play Is the Thing (Washington D.C: ERIC Clearinghouse,1995). p. 16
suggested by Golebiowska, there are three rules to be emphasized when assigning roles: (a) Don't show your role-card to anyone; (b) don't reveal all the informational once; (c) speak the target language.
a) Rehearsing in pairs or small groups (assign 10 minutes).The classroom will be noisy and busy.
b) Performing in the classroom (every group should have a turn).
Actual performances before audiences are not the objective.
Role players should only be concerned with themselves, the other role players, and the spontaneous generation of language.
It is acting for the sake of language learning, exclusively.
c) Debriefing. Give students 10 minutes, immediately after the enactment itself, to criticize the interactions, based on the difficulty and authenticity to create spontaneous language: Is it successful? Why/ why not? How is it constructed? Could it be improved? How?
d) Evaluating performances. Making that sure they know they will be graded for the easiness in generating language.
In addition, because the goal is to prepare an optimal environment in language learning, teachers should not force students to become unwanted roles. After a few initial surprises, students generally find activities that are interesting and challenging, and are willing to work together. If someone is reluctant or shy, works on a one-to- one basis, until they feel comfortable and relaxed to take part in the whole class.
2. Speaking Skill
Speaking is a discussion between two or more people regarding information, ideas, options, or feeling. Speaking is the major factor that plays the most important role in communication.
a. The Definition of Speaking
Speaking is one of two kinds of productive skills besides writing. Nunan stated that speaking is the productive aural/oral skill. It consists of producing systematic verbal utterances to convey meaning.21 Speaking is desire and purpose driven, in other words we genuinely want to communicate something to achieve a particular end.
This may involve expressing ideas and opinions; expressing a wish or a desire to do something; negotiating and/or solving a particular problem; or establishing and maintaining social relationship and friendship.22 It can be concluded that speaking is an ability of a person to express their ideas, feelings or something in their minds to others.
According to Richard and Renandya, the learners study English in order to develop their language ability in speaking.
Speaking is used for various purposes that are to express opinion, to describe something, to complain about something, to persuade someone, or to make polite requests.23 making people understand speaker’s feeling and ideas by doing an act of communication using
21 David Nunan, Practical English Language Teaching (NewYork: McGraw Hill, 2003), p.48
22 Jo McDonough, Christopher Shaw and Hitomi Masuhara, Materials and Methods in ELT (Oxford: Blackwell, 2013), 157
23 Jack C. Richard, Methodology in Language Teaching: An Anthology of Current Practice (Cambridge : Cambridge University Press, 2002), p.201.
language. At the time people produce utterances, they deliver their meanings, feelings, ideas and desires.24
The intention of speaking course is often that the students should be able to express them self in the target language; to cope with basic interactive skill like exchanging greetings, thanks, and apologies;
and to express their need, request information, service and etc.25 It means that students should master the language components, if students can master these components, they will not have difficulties to express their ideas, thought and feeling
Based on the definitions of speaking above, the writer can summarize that speaking is the capability of using language, a skill to share someone ideas, information, suggestion and feeling to another people orally.
b. Functions of Speaking
According to Richards, in Teaching Listening and Speaking, people use speaking to employ three major functions i.e. speaking as interaction, speaking as transaction, as well speaking as performance.26 1) Speaking as Interaction
Speaking as interaction is commonly found in our real social live in terms of interpersonal dialogues or conversations.
24 L. Cameron, Teaching Languages to Young Learners, (Cambridge: Cambridge University Press, 2001), 40.
25 Gillian Brown and George Yule. Teaching the Spoken Language: An Approach Based on the Analysis of Conversational English (Cambridge: Cambridge University Press,1983), p.27.
26Jack Richard, “Teaching Listening And Speaking From Theory To Practice”, Research Gate, 342 (January, 2009), p. 19
Since speaking displays interactional function that this kind of speaking is also recognized as interactional speaking. It is called interactional for some reasons i.e. it primarily established social interactional, it focuses on satisfying the participants‟ social needs, and it is Interactive and requires two-way participation.
Interactional speaking can obviously be illustrated as two or more people meet somewhere, they will exchange greetings, engage in small talk, recount recent experiences, and so forth. The participants involve in the interactional discourse because they want to get along familiarly and to establish a comfortable atmosphere of interaction among them. Interaction occur when two people are engaged in a dialogue or actively participating in the process. For example, think of the last time you went out to eat.
When you ordered was the waiter friendly, knowledgeable, and quick ? did he or she show authentic interest, assistance, and interaction in helping you with your order and paying the check, that is interaction.
2) Speaking as Transaction
A transaction is an interaction that focuses on getting something done, rather than maintaining social interaction. As regard to speaking types, beside recognizing interactional speaking as a medium for maintaining social relationships between the participants, we also need to recognize transactional speaking as a
medium for transacting message being spoken. The message meaning and making oneself understood clearly and accurately are the central focus. Moreover, transactional activities can be thought as consisting of a sequence of individual moves or function which, together, constitute a „script‟. For example, when people order food in restaurant, they usually look at the menu, ask any necesarry questions and then tell the waitperson what they want. The wait person may ask additional questions and then repeat their order to check. When people check into hotel, the transaction usually start with a greeeting, the clerk enquires if the person has a reservation, the client confirm and provide his or her name and so on.
3) Speaking as Performance
Speaking as performance is recognized as the third type of speaking which refers to public speaking, that is, a speaking type that transmits information in front of an audience, such as classroom presentations, public announcements, lecture as well as speeches. Performance speaking is commonly delivered in the form of monolog rather than dialog.27 Example of speaking as performence are giving a class report about a school trip, conducting a class debate, giving a speech of welcome, making a sales presentation, giving a lecture.
27 A. Kaharuddin Bahar, M. Hum, Interaksional Speaking a Guide to Enhance Natural Communication Skills in English, p.2-9.
The main features of talk as performence are a focus on both message and audience, predictable organization and sequencing, importance of both form and accuracy, language is more like written language, often monologic. Some of the skills involved in using talk as performence are using an appropriate format, presenting information in a appropriate sequence, maintaining audience engagement, using correct pronunciation and grammar, creating an effect on the audience, using appropriate vocabulary, and using an appropriate opening and closing.
c. Teaching speaking
Teaching and learning process of English in Junior High School is based on the school based curriculum. The latest approach stressed that the language is acquired through communication. The basic language assumptions are:
1) Language as a means of communication is used to express meaning grammatically.
2) Learning a foreign language is how to communicate using that language itself as a target language, written or orally. They are supported by the elements of the target language.
Speaking is an interactive task and it happens under real time processing constraints. It means that they will be able to use words and phrases fluently without very much conscious thought. There are three main reasons for getting students to speak in the classroom. Firstly,
speaking activities provide rehearsal opportunities - chances to practise real-life speaking in the safety of the classroom. Secondly, speaking tasks in which students try to use any or all of the language they know provide feedback for both teacher and students. Everyone can see how well they are doing: both how successful they are, and also what language problems they are experiencing. And finally, the more students have opportunities to activate the various elements of language they have stored in their brains, the more automatic their use of these elements become. As a result, students gradually become autonomous language users. This means that they will be able to use words and phrases fluently without very much conscious thought.28
Teaching speaking is to teach our learners to:
a. Produce the English speech sounds and sound patterns.
b. Use word and sentence stress, intonation patterns and the rhythm of the second language or foreign language.
c. Select appropriate words and sentences according to the proper social setting audience, situation and subject matter.
d. Organize their thoughts in a meaningful and logical sequence.
e. Use language as a means of expressing values and judgments.
f. Use the language quickly and confidently with few unnatural pauses, which is called as fluency.
28 Jeremy Harmer, How to Teach English, (Harlow: Pearson Education, 2007), 123
Based on explanation above teaching speaking is an activity to make students as second language learner or foreign language learner to produce their speech. so, they can speak fluently and confident without very much conscious thought in front of people or other students.
d. Problems in Speaking
In learning English speaking, some students will make problems or errors when they try to uttered words, phrases or sentences. Problems or errors in speaking can‟t correct themselves, therefore it is need explanation. According to Ur (1991:121), there are some problems faced by the students in speaking. The problems of speaking include student inhibition, nothing to say, the low of participation, the theme to be spoken, and the use of mother tongue;29 1) Inhibition
The students usually inhibited when trying to speak some words in speaking activities. Because they worry about making mistakes and simply shy in speaking English language.
2) Nothing to say
The students cannot think of anything to say, because they have no motivation to express themselves in speaking. Actually, the students often lack confidence and less of vocabularies in their
29 Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press 1991), 121.
speaking ability. And they feel insufficient in language skills to express exactly what they want to say.
3) Low participation
The students have low participant when they speak, this mean that they have only very little talking time. This problem is compounded by the tendency of some learners to dominate, while other speaks very little or not at all.
4) Mother tongue use
The students usually use mother tongue in speaking activities, because it is easier, and also they feel less exposed if they are speaking their mother tongue. If they are talking in small groups it 17 can be quite difficult to get some classes – particularly the less disciplined or motivated ones-to keep to the target language.
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the research methodology which is used in conducting this research. It is dividing into seven parts. Those are research design, location of research ,the subject of the research, technique of collecting data, technique of data analysis, validation of data, research procedure.
A. Research Design
The design of this research is Classroom Action Research, because it is focused on students’ problem and a group of students in Classroom. Burns states that action research is a reflective process that aims to solve particular teaching/learning that has been identified.30 According to Kemmis and McTaggart stated that ”action research is an action which is conducted to inquire self-reflective and improve his or her instruction by evaluating his or her own practice.31
Classroom Action Research design is usually done in collaborative between the researcher and the teacher. The teacher is the English teacher of MA Al – Firdaus Panti Jember. The teacher as collaborator, whom involved the process of the research. The collaborator should complete an observation sheet which is given by the researcher.
In the Classroom Action Research (CAR), the researcher will apply guessing game technique. The researcher acts as English teacher that will
30 Anne Burns, Collaboative Action Research For English Language Teachers (Cabridge University Press, 2000), 30.
31 Kemmis dan Mctaggart, The Action Research Planner, (Victoria Deakin University Press, 1998), 15.
26
implement guessing game technique in the class while observes the students’
performance in the teaching and learning process. In observing the students’
activities, the researcher will be helped by the English teacher of the school.
This research intends to improve students’ speaking skill through guessing game technique.
The researcher uses Kemmis and McTaggrart statement that Classroom Action Research (CAR) has four steps that are planning, action, observation, and reflection. The design of CAR shows in figure 3.1.
Figure 3.1. Classroom Action and Research Procedure adopted from Kemmis and Taggart, cited in Koshy 2005.32
32 Valsa Koshy, Action Research for Improving Practice, (London : Paul Chapman Publishing, 2005), 4.
Preliminary study
Observing the class, interviewing the teacher, giving questionnaires, obtaining students’ achievement
Planning the action
Establishing research schedule, preparing a lesson plan, preparing technique, materials, establishing a criteria of success,
Implementing the action Applying the planned procedure of a particular technique used in the study
Reflecting
Analyzing the collected data and dtermining whether criteria of success are fulfilled or not
Observing
Gathering data about the implementation of the technique
Not success success
Revising the plan and continuing to the next cycle
Conclution and Report
1. Planning
Planning refers to the proposed strategies to be developed and be used in the research. According to Kemmis and McTaggart stated
“planning means make a plan for the action that will be conducted in order to improve learning practice, in detail and clear manner”.33 The researcher arranges the schedule of the research. In the planning, the researcher explains what, why, where, who, and how to concern the action. Also the action that is planned should be suitable with the condition of the students.
The schedule of research activities that have been planned by the researchers are:
a. Establishing research schedule
b. The researcher determines the materials role play c. The researcher determines the media
d. The researcher determines the number of the students e. Observation sheet
f. The researcher makes a lesson plan and the criteria of success
Planning is arranged based on preliminary study, such the teacher requires the early observation of class and students’ situation. From this activity, the reseacher will get the general description about the problem in the class. Then, the researcher do the implementation of teaching learning process in the classroom.
33 Kemmis and McTaggart, The Action Research Planner, (Victoria: Deakin University. 1998), 15.
2. Acting/implementing
Acting is which the teachers put the plan into actions in order to collect information or data during teaching and learning process. The researcher acts the scenario of the research while the other teacher becomes the observer. Role play technique is used in the scenario:
a. Introducing and demonstrating the advantages of role playing on the first day of class.
b. Developing ideas, warm up through drama, practice vocabulary and mime (it improves language in the minds of students).
Assigning roles. Role-cards with written cues are very helpful (mainly for beginners and intermediate students). Role play cards can be a very useful tool. Role-play cards invite students to assume the role of a specific person or character and to react to a stimulus or prompt as that person.24 It is up to the teacher to Role Play use them or not. But make sure that there is a role to every student in the classroom, that they are grouped multi culturally (to avoid their falling back into the native language), and that they don't reveal the role-card to anyone. As suggested by Golebiowska, there are three rules to be emphasized when assigning roles: (a) Don't show your role-card to anyone; (b) don't reveal all the informational once; (c) speak the target language.
c. Rehearsing in pairs or small groups (assign 10 minutes).The classroom will be noisy and busy.
d. Performing in the classroom (every group should have a turn).
Actual performances before audiences are not the objective.
Role players should only be concerned with themselves, the other role players, and the spontaneous generation of language.
It is acting for the sake of language learning, exclusively.
e. Debriefing. Give students 10 minutes, immediately after the enactment itself, to criticize the interactions, based on the difficulty and authenticity to create spontaneous language: Is it successful? Why/ why not? How is it constructed? Could it be improved? How?
f. Evaluating performances. Making that sure they know they will be graded for the easiness in generating language.
3. Observing
In this step, the reseacher collaborate with the teacher as the collaborator to observed the classroom while implementing the action in each cycle (it will be done 3 times in each) and they observed the class situation, the student’s speaking activities (Including fluency, pronunciation and vocabulary), the student’s responses to the materials in the teaching learning process, the student’s interaction, enthusiasthic participation in disscusion, doing exercise nd other activities. They made some notes during observation by using checklist given.
The technique of collecting data which will be used by researcher to get the data are:
a. Primary Data Speaking test
To get the result of the research and the students’ activity in teaching and learning process, the researcher is going to give speaking test. The test that is used is oral test. The test that used is group test, the material is playing a drama with asking and giving opinion. The students would understand the material. Then they would understand the characteristics of the personality in the dialogue. From this test, the researcher and the collaborator could take the students’ scores and this can check the improvement of student’ speaking skill.
In this speaking test, there is a different criteria of success that is given by the researcher and the teacher. During the activity of speaking test, the tolerance score between the researcher and the teacher is 3. It has been the agreement between the researcher with the collaborator. It means that, if the teacher gives 75, the researcher should increase the score for 3 points, means the researcher should give 78.
The researcher evaluated the students’ speaking performances by preparing the scoring rubric that was adapted from Brown. The table scoring rubric for speaking skill as follow:
Table 3.1
Scoring rubric for speaking skill (J.B Heaton 1990:159).34 Aspects
Indicators
Score 4 Score 3 Score 2 Score 1 Content The content
of
conversation is easy to understand
Most content of
conversation is difficult to understand
Difficult to follow the conversation
Content of conversation too difficult to understand Pronunciation Pronunciation
is almost always very clear/accurate
Pronunciation is usually clear/accurate with a few problems.
Pronunciation errors and make it difficult to understand.
Pronunciation is so bad and it cannot be understood.
Grammar There is no or little mistake in grammar.
Sometimes makes mistake in grammar but it does not influence the meaning.
Often makes mistake in grammar and it influence the meaning.
The grammar mistake is so bad and it is difficult to understand.
Vocabulary Uses a variety vocabulary and
expression
Uses a variety vocabulary but sometimes makes some errors in words choice.
Using wrong vocabulary and it is difficult to understand.
Uses limited vocabulary
Fluency Speak
fluently and little
hesitation
Speak frequent confused, and unwell
Speak frequent confused and unwell
Speak is so halting and really make confused Based on Heaton’s Book, every test whether it be shorts, informal classroom test or a public examination, should be as valid as the constructor can make it.35 If you are trying to asses a person’s ability to speak a second language in a conversational setting, asking
34 J.B Heaton, Writing English Language Test, (London and New York, 1990), 159.
35 J.B Heaton, Writing English Language Test,...159.
the learner to answer paper and pencil multiple choice question requiring grammatical judgments does not achieve content validity.36 A test that requires the learner actually to speak within some sort of authentic context does, and if a course has perhaps ten objectives but only two are covered in a test, then content validity suffers.37
b. Secondary Data 1) Observation
In this case, the researcher will observe teaching and learning process to know the condition in class of eleventh grade, also the students’ response about speaking skill.
2) Interview
Interview is used to get the data of the problem that happens in the class, by asking the teacher about students’ problem in the class, especially speaking skill. Then the researcher finds the cause of why students’ English score is low. So, from the interview to teacher and the students, the researcher get the data about students’
speaking skill.
3) Document review
The researcher uses document review to collect the data, such the students’ presence list, the data of school profile which is included the background of the school, the vision and the mission of the school, and the data these are needed in the research
36 H. Doglas Brown, Language Assesment: Principle and Classroom Practice, 23.
37 Ibid, 23.
4. Reflecting
Reflection means analyzing and interpreting the results of Classroom Action Research have performed, might also perform subsequent action planning to improve its lack.38 In this stage, the researcher analyses the result of students’ speaking test score based on the formula about the average score and the percentage of the class which passed the minimum level criterion (KKM) in part of the data analysis and based on the criteria of success and also the result of the observation. If the result is successful, the researcher can finish it. If the result is fail, the researcher should revise the plan and continue to the next cycle.
The data analysis used in this research is the observation students’
activities during teaching and learning process and interview before and after implementing Classroom action Research (CAR). To identify whether the students’ speaking improve or not, the researcher uses the steps to analyze the result of students’ speaking. To identify the mean of the students’ score, the researcher uses the following formula: 39
Mx = Notes :
Mx = The students mean score
X = The sum of the score of all students N = The number of students
38 Kemmis and McTaggart, The Action Research Planner, (Victoria: Deakin University. 2000), 10
39 Sugiyono, Statistik Untuk Penelitian (Bandung: CV Alphabeta, 2017), 49.
The result of students speaking will be analysis by using the following formula to find out the percentage score: 40
E = x 100%
Notes:
E: The percentage of students who achieve the minimum standard score
n: The number of students who achieved the minimum score N: The total number of students.
a. Validity of Data
The validity of a test is the extent to which it measures what it is supposed to measure and nothing else. Based on Heaton’s book, every test whether it is a short, informal classroom test or a public examination, should be as valid as the constructor can make it.41 Validity should be determine by the purpose will be reached by using test. Therefore, validity refers to the result of an evaluation procedure that uses for they are attended. Simply, in Indonesia “valid” means
“shahih”. There are some types of validity. They are content validity, dace validity, construct validity, empirical validity, and consequential validity.
In this research, the researcher applies content validity. Content validity is a kind of validity depends on a careful analysis of the
40 Ali, Muhammad, Strategi Penelitian Pendidikan, (Bandung : Angkasa, 2003), 186.
41 J.B. Heaton, Writing English Language Tests, (London and New York, 2000), 159
language being tested and of the particular course objectives.42 Simply, content validity is talking about the content of the test. The test that will be given should be made by the expert or understand about the test. Then, the test should be suitable with the curriculum. The content of the test should be suitable with the material and also see the test according to the purpose. Beside it we will know the test is suitable withal aspects or not.
b. Criteria Of Success
This research will be success if the research objectives indicator is reached. In this research, the achievement of indicator is students reach the minimum score is 75 are equal to higher 70% of total students in the class.
B. The Research setting
This research is conducted at The Eleventh Grade Of SMK Al-Qodiri.
It is located in gebang, Jember. The reason why the researcher chooses this school because Role Play technique has never been applied in this school and the teachers agree if the researcher will conduct this research with the aim to improve students’ speaking skill. Furthemore, students got problem in speaking. So that, the researcher decide to do this research in SMK Al-Qodiri Gebang, jember.
42 J.B. Heaton, Writing English Language Tests, (London and New York, 2000), 160
C. The Research Subject
The subjects of the research are the At Eleventh Grade Of SMK Al- Qodiri. The class consists of 31 students; 11 males and 20 females. This grade is chosen because the students’ speaking skill was low. They have some problems in speaking such as lack of vocabulary, can not pronounce words well, and feel shy when have to speak in front of the class and it all needs to be improved. The technique is needed to help them in improving students’
speaking skill. The researcher decides Role Play technique because it is considered as the appropriate technique to solve their problem.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the researcher presents the findings and the discussion of this research. The description is based on the student‟s speaking test and perception checklist.
A.
The Description of The Object
SMK Al-Qodiri Jember was settled by the caretakers of the Al-Qodiri Islamic boarding school, Gebang Jember. SMK Al-Qodiri Jember is located Street No 139-A Manggar, Gebang Jember. This school was built in 2011.
Which consist 13 classrooms buildings, a science laboratory building, a computer laboratory building, a library, a prayer room, a teacher‟s office room, 2 canteens, 2 toilets of female, 2 toilets of male, and 2 toilets of teachers. This school has been accredited “B” and also applied 2013 curriculum. The vision of SMK Al-Qodiri Jember is “Creating generation which has a noble character, full of achievements, and showing Islamic values”. While the mission is “Increasing a professionalism and guiding innovative teaching and learning activities, Habituating a good character and behavior, Equipping the teaching and learning tools, Habituating the worship into daily life”. This school has 53 teachers. SMK Al-Qodiri Jember also has 1028 students registered in the academic year 2020/2021. There are 5 class of each grade namely A, B, C, D, E, F and G class with 25-30 students of each class.
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