Using role play in improving students speaking ability
i
A ‘SKRIPSI’
Presented to the
Faculty of Tarbiyah and Teachers’ Training in
Partial Fulfillment of the Requirements for the Degree of S. Pd
(Bachelor of Arts) in English Language Education
By
Sari Irianti
206014000168
Departement of English Education
Faculty of Tarbiyah
and Teachers’ Training
Syarif Hidayatullah State Islamic University
Jakarta
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iii
SURAT KETERANGAN PERTANGGUNGJAWABAN PENULISAN SKRIPSI
Saya yang bertanda tangan di bawah ini,
Nama
: Sari Irianti
NIM/Angkatan
: 206014000168/2006
Jurusan / Prodi
: Pendidikan Bahasa Inggris/FITK
Judul Skripsi
: Using Role Play in Improvi
ng Students’
Speaking
Ability (A Classroom Action Research in the Second
Year Students Class VIII.1 of SMP PGRI II Ciputat)
Menerangkan dengan sungguh-sungguh bahwa:
1.
Skripsi yang segera diujikan ini adalah benar-benar hasil penelitian sendiri
(bukan hasil jiplakan/plagiat)
2.
Apabila dikemudian hari terbukti/dapat dibuktikan skripsi ini hasil
jiplakan/plagiat, maka saya akan menanggung resiko diperkarakan oleh
Fakultas Tarbiyah dan Ilmu Keguruan UIN Syarif Hidayatullah Jakarta
Jakarta, 02 Maret 2011
Yang menerangkan;
Mahasiswa Ybs
Sari Irianti
(2060140000168)
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iv
Speaking Ability”. Skripsi of English
Education Department, Faculty of Tarbiyah
and Teachers Training, Syarif Hidayatullah State Islamic University, February 2011.
Advisor: Dr. H. Atiq Susilo, MA
Key words: Role Play Technique, Teaching Speaking.
This research is aimed at knowing whether students’ speaking ability can be
improved by using role play technique in the second year students of SMP PGRI II
Ciputat academic year 2010/2011.
This research uses Classroom Action Research (CAR). The Classroom
Action Research that is used in this research adopting
the Kurt Lewin’s design; it
consists of 2 cycles. Every cycle consists of four phases those are: planning, acting,
observing, and reflecting. The subject of this research is the students in VIII.I class of
SMP PGRI II Ciputat. In collecting the data, this research uses observation,
questionnaire, and test.
Based on the research findings, it can be said that using role play technique in
teaching speaking is success since the criteria of success were achieved. The criterion
of action success is 75% of students could achieve the target score of the minimal
mastery level criteria or KKM of English lesson was 65 (sixty-five). The findings of
the study are: first, related to the test result, they were 4 students or 11.11% of
students in the class who achieved the minimal mastery level criterion or KKM in
pretest. Next, in the result of posttest in cycle 1, there were 13 or 36.11% students
who achieved the minimal mastery level criterion or KKM. Next, in the result of
posttest in cycle 2, they were 32 or 88.88% students in the class who achieved The
minimal mastery level criterion or KKM. Second, related to the observation result
showed that the students were braver and more confident in speaking. It can be seen
from their participation in the class, their participation in the conversation, and their
performance. Third, related to the questionnaire result, it is proved that the response
of the students toward the teacher professionalism and their interest in learning
speaking using role play technique is 75.00% and 78.57% that means it falls into the
strong and very strong category. It can be concluded that most students love role play
technique. Moreover, they admitted that their speaking ability is improved.
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v
Speaking Ability”. Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu
Keguruan, UIN Syarif Hidayatullah, Februari 2011.
Dosen Pembimbing: Dr. H. Atiq Susilo, MA
Kata kunci: Teknik
Role Play
, Mengajar Speaking.
Penelitian ini bertujuan untuk mengetahui apakah kemampuan berbicara
bahasa inggris siswa bisa ditingkatkan dengan menggunakan teknik role play dikelas
VIII.1 SMP PGRI II Ciputat.
Penelitian ini menggunakan penelitian tindakan kelas (PTK). Desain
Penelitian Tindakan Kelas yang digunakan dalam penelitian ini adalah desain Kurt
Lewin, yang terdiri dari dua siklus Setiap siklus terdiri dari 4 tahapan yaitu:
perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek pada penelitian ini
adalah siswa kelas VIII.1 SMP PGRI II Ciputat. Teknik pengumpulan data dalam
penelitian ini adalah observasi, kuesioner, dan tes.
Hasil dari penelitian ini menunjukkan bahwa penggunaan teknik role play
dalam pengajaran speaking berhasil karena pada siklus ke dua telah mencapai kriteria
sukses. Kriteria sukses adalah 75% dari siswa dapat mencapai Kriteria Ketuntasan
Minimal atau KKM (65). Hasil yang diperoleh dari penelitian ini adalah; pertama
berdasarkan hasil tes, ada 4 siswa atau 11.11% siswa yang sudah mencapai nilai
KKM. Kemudian dari hasil posttest 1, ada 13 siswa atau 36.11% siswa yang sudah
mencapai nilai KKM. Kemudian dari hasil posttest 2, terdapat 32 siswa atau 88.88%
siswa yang sudah mencapai KKM. Kedua, berdasarkan hasil observasi dikelas, siswa
lebih berani dan percaya diri dalam berbicara menggunakan bahasa inggris. Ini dapat
dilihat dari partisipasi mereka didalam kelas, keterlibatan mereka dalam percakapan,
dan penampilan mereka didepan kelas. Ketiga, berdasarkan hasil kuestioner, dapat
dibuktikan bahwa respon siswa terhadap profesionalitas guru dan ketertarikan
mereka terhadap teknik role play adalah 75.00% dan 78.57%. Ini termasuk dalam
kategori kuat dan sangat kuat. Ini dapat disimpulkan bahwa siswa menyukai teknik
role play, mereka dapat lebih mudah belajar berbicara bahasa inggris dengan teknik
ini. Para siswa mengakui bahwa kemampuan berbicara mereka meningkat setelah
diadakan penelitian ini.
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vi
in completing this skripsi. Peace and blessing upon our prophet Muhammad SAW,
her families, her companion, and his followers.
This skripsi is presented to the English Department of the Faculty of Tarbiyah
and Teachers Training State Islamic University Syarif Hidayatullah Jakarta as partial
fulfillment of the requirements for the degree of strata 1 (S1).
This skripsi cannot be completed without a great deal of help from many
people, especially Dr. Atiq Susilo, MA as her advisor who always gives his valuable
help, guidance, correction, and suggestion for the completion of this skripsi.
Her deepest gratitude also goes to those who have helped her in finishing this
skripsi, among others:
1.
Prof. Dr. Dede Rosyada, MA, the Dean of Tarbiyah Faculty and
Teachers’
Training.
2.
Drs. Syauki, M.Pd, the head of English department and Neneng
Sunengsih, M.Pd, as the secretary of English department.
3.
All lecturers and staffs in English Department who had given their
valuable advice and cooperation.
4.
UIN Central Library, Tarbiyah Faculty Library, AMINEF Library, And
Atma Jaya Language Library for their cooperation and permission to use
their books.
5.
Mr. Syamsuddin, S.Pd as the principal of SMP PGRI II Ciputat, for his
permission to observe the school.
6.
Lailiani Hidayati, S.Pd and all teachers in SMP PGRI II Ciputat who have
given motivation and support.
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vii
8.
Her best friend Mei Totok Hari Widodo, Santi Setiyaningsih, Emah,
Margawati Natalina, Metty, and Dwi, thanks for their help, patience and
care to support the writer.
9.
All her best friend in UIN Syarif Hidayatullah, good luck to them.
10.
All people who helped the writer to finish her study that she cannot
mention one by one.
May Allah, The Almighty bless the all, Amien.
Jakarta, Februari 2011
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viii
ACKNOWLEDGEMENT ...
iii
CHAPTER I : INTRODUCTION
A.
Background of the Study ...
1
B.
Formulation of the Study ...
4
C.
Aim of the Research ...
5
D.
Significance of the Research ...
5
CHAPTER II : THEORETICAL FRAMEWORK
A.
Speaking ...
6
1.
The Definition of Speaking ...
6
2.
The Elements of Speaking ...
7
3.
Points to Consider about Speaking ...
9
4.
Types of Speaking Activities ...
10
B.
Teaching Speaking ...
10
1.
What is Teaching Speaking ...
10
2.
Reasons for Teaching Speaking ...
11
3.
The Goal of Teaching Speaking ...
12
4.
Types of Classroom Speaking Performance ...
12
5.
The Roles of Teacher during Speaking Activities ...
13
6.
The Assessment of Speaking ...
14
C.
Role Play ...
16
1.
The Definition of Role Play ...
16
2.
Reasons for Using Role Play ...
17
3.
Types of Roles in Role Play ...
17
4.
Categories of Role Play ...
18
5.
Techniques to Control Role Play ...
19
6.
The Purpose of Role Play ...
19
7.
The Significance of Role Play ...
20
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ix
B.
The Subject and the Object of the Study ...
24
C.
The Writer’s Role on the Study
...
25
D.
The Time and Place of the Study ...
25
E.
The Research Design...
25
F.
The Classroom Action Research Procedures ...
28
1.
Planning Phase ...
28
2.
Acting Phase ...
28
3.
Observing Phase ...
29
4.
Reflecting Phase ...
29
G.
The Technique of Collecting Data ...
29
1.
Observation ...
30
2.
Questionnaire ...
31
3.
Test ...
32
H.
The Technique of Data Analysis ...
34
I.
The Criteria of Action Success ...
36
CHAPTER IV: RESEARCH FINDINGS
A.
The Description of the Data ...
38
1.
Findings before Implementing the CAR ...
38
a.
The Result of
Pre Observation………. 38
b.
The Result
of Pre Test……….. 39
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x
d.
Reflecting ...
41
3. Findings of the Second Cycle
a.
Planning ...
42
b.
Acting ...
42
c.
Observing ...
43
d.
Reflecting ...
44
4.
Findings after Implementing the Classroom Action
Res
earch………
44
a.
The Result
of Pre Test………. 44
b.
The Result o
f Questionnaire……… 50
B.
The Interpretation of the Data
………
. 51
1.
The Interpretation of the Questionnaire ...
51
2.
The Interpretation of the Observation ……….. 52
3.
The Interpretation of the Test Result ...
55
CHAPTER V : CONCLUSION AND SUGGESTION
A.
Conclusion ...
58
B.
Suggestion ...
58
BIBLIOGRAPHY ...
59
APPENDIX
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xi
Appendix 2 Lesson Plan for the Cycle 1 ...
71
Appendix 3 Lesson Plan for the Cycle 2 ...
74
Appendix 4 The Questions of Pre-Test ...
78
Appendix 5 The Questions of Posttest 1 and Posttest 2 ...
79
Appendix 6 The Procedure of Pre-Test, Postt
est1, and Posttest 2………
. 80
Appendix 7 The Score of Pretest, Posttest1, and Posttest 2 ...
81
Appendix 8 The Graph Improvement of Studen
ts’ Speaking Score during CAR
82
Appendix 9 The Questions of Questionnaire ...
83
Appendix 10 The Table of Questionnaire Result ...
86
Appendix 11 The Table of Observation for the Teacher (cycle 1) ...
87
Appendix 12 The Table of Observation for the Teacher (cycle 2) ...
88
Appendix 12 The Table of Observation for the Teacher (cycle 2) ...
88
Appendix 13 The Table of Observation for the Students
(Before implementing CAR) ... 89
Appendix 14 The Table of Observation for the Students (cycle 1) ...
91
Appendix 15 The Table of Observation for the Students (cycle 2) ...
93
Appendix 16 Documentation
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Table 3.2 Assessing
Student’s P
rogress ...
31
Table 3.3 The Rating Score of Oral Test ...
32
Table 4.1 The
Students’ Speaking Score of P
retest, Posttest 1, and Posttest 2 ..
45
Table 4.2 The
Students’ Questionnaire R
esult ...
51
Table 4.3 The
Students’ Participation in Speaking during CAR
...
53
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CHAPTER I
INTRODUCTION
A. Background of the Study
English has become the primary language of communication. It is spoken by millions of people all over the world. English has become the dominant language in many fields of activity such as industry, military, business, tourism, transportation, sports, international relation etc.
In Indonesia, English is adopted as the foreign language. It involves into education curriculum that every school runs. It becomes a local content in Elementary School, a compulsory subject in Junior and Senior High School and a complementary subject of the higher education institution. This is because of the situation we are facing now; globalization era, which is very competitive. In learning English language, learners need to master four language skills. Those are listening, speaking, reading and writing. Listening and reading skills are regarded as receptive skills while speaking and writing skills are considered to be productive skills.1The four skills are all important. However, of all the four skills, speaking seems intuitively the most important.2 The curriculum that progresses now what it is called A Kurikulum Tingkat Satuan Pendidikan(KTSP). In this curriculum, the aim of the english teaching in Indonesia especially teaching english to Junior High School is to
1
Jeremy Harmer,The Practice of English Language,(New York: Longman, 1989), p.16. 2
Penny Ur,A Course in Language Teaching,(Cambridge: Cambridge University Press, 1996), p.120.
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enable students to have the ability in developing communicative competence in both oral and written form in achieving functional literacy level, to have the awareness about the essence and the important of English in increasing competition in global community, and the last is developing the students’ comprehension about interrelatedness between language and culture.3It can be concluded that Junior High School students are demanded to develop the communicative competence both in spoken and written form in order to compete in the globalization era.
Furthermore, according to KTSP 2006, speaking skill has Standar
Kompetensi (SK) dan Kompetensi Dasar (KD). Standar Kompetensi (SK)
becomes the global explanation and Kompetensi Dasar (KD) as the specific explanation of Standar Kompetensi (SK). In this study, the writer only explains Standar Kompetensi and Kompetensi Dasar of speaking skill of the first semester for the second year students in Junior High School. SK and KD of Speaking in the third and the fourth number in English syllabus that involves:
S.K.3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar. (to deliver meaning in short verbal simple transactional and interpersonal conversations to interact with their surroundings).
K.D.3.1. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, mengakui, mengingkari fakta, dan meminta dan memberi pendapat (to deliver meaning in a variety of simple spoken transactional and interpersonal conversations accurately, fluently, and meaningfully to interact with the surrounding environment that involves speech acts: ask for, give, refuse favor, ask for, give, and reject things, admit and deny the facts, and ask for and give opinions).
3
Pusat Kurikulum, Balitbang Depdiknas,Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP dan MTS,(Jakarta: 2003), p.13.
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K.D.3.2. Memahami dan merespon percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: mengundang, menerima dan menolak ajakan, menyetujui/tidak menyetujui, memuji, dan memberi selamat. (to understand and respond in a variety of simple spoken transactional and interpersonal conversations accurately, fluently, and meaningfully to interact with surrounding environment that involves speech act: invite, receive and deny the invitations, agree/disagree, express admiration and congratulation.
S.K.4. Mengungkapkan makna dalam bentuk teks lisan fungsional dan monolog pendek sederhana yang berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar (to deliver meaning in oral simple short functional text and simple short monolog in descriptive and recount to interact with their surroundings).
K.D.4.1. Mengungkapkan makna dalam bentuk teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar (to deliver meaning in oral simple short functional text accurately, fluently, accepted to interact with their surroundings) K.D.4.2. Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa nista secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount (to deliver meaning in oral simple short monologue using a variety of language accurately, fluently, and accepted to interact with their surroundings in the form of descriptive and recount text)
In short, those SK’s and KD’s emphasized that the second year students of Junior High School should master short transactional and interpersonal conversation, oral simple short functional text, and simple short monolog. If it is fail, the teaching and learning activity does not achieve the
SK’s and KD’starget.
In fact, most of the second year students of SMP PGRI 2 Ciputat still have difficulties in speaking. It caused by some factors. Those are:
1. Most of the students are too shy and afraid to take a part in the conversation. In the other words, the students are having problem with their confidence.
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2. Most of the students are still clumsy in speaking, they just speak when the teacher ask them.
3. The students are not enthusiastic and not courage enough to involve in the speaking learning process. Therefore, they need an attractive technique to stimulate them to speak English.
It could be understood that most of the students were still difficult to achieve the minimal mastery level criterion or Kriteria Ketuntasan Minimal (KKM) for English subject, which was determined by school that is 65 (sixty-five).
Those cases are quite problematical and the writer considers that it is necessary to find out an alternative way to create suitable and interesting
technique related to students’ condition. For the need of research, the writer chooses the VIII.1 class because this class is more passive than the other class.
To solve the students’ problems in speaking, the writer uses role play technique. Role play is very important in teaching speaking. As Ur stated that,
“The use of role play has added a tremendous number of possibilities for
communication practice”.4
Because it gives students an opportunity to practice communicating in different social contexts and in different social roles, so it
can improve students’ oral performance. In addition, it also allows students to
be creative and to put themselves in another person’s place for a while. Role play is also a technique that make students work in pairs, support one another
and to make the class more interesting and to reduce students’ boredom.
B. Formulation of the Problem
The writer specifies the research in improving speaking using role play in the second year students class VIII.1 of SMP PGRI II Ciputat. Then, to make the study easy to understand, the writer formulates the problem as follow:
“Can role play improve the students’ speaking ability?”
4
Penny Ur, Discussions that Work: Task-Centered Fluency Practice, (New York: Cambridge University Press, 2007), p.9.
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C. Aim of the Research
The aims of the research are to know whether role play improve students’ speaking ability in class VIII.1 of SMP PGRI II Ciputat.
D. Significance of the Research
From the research in SMP PGRI II Ciputat, the writer performs is expected that it can be useful in terms of:
1. For the students, it assists them to solve their problems in speaking activity and it can help them to improve their speaking skill.
2. For the teacher, it gives the alternative solution in teaching speaking. 3. For the institution of SMP PGRI II Ciputat, it can be beneficial regarding
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CHAPTER II
THEORETICAL FRAMEWORK
A. SPEAKING
1. The Definition of Speaking
Speaking skill, as the writer writes in the previous chapter is one of the basic language skills that has important role rather than other skills due to its significant and its use for communication. So that, the writer will explain about the nature of speaking itself in order that gives the obvious information about what speaking is.
In the point of view of Jones, speaking is a form of communication, so it is important that what you say is conveyed in the most effective way. How you say something can be as important as what you say in getting
meaning across”.5
Based on that opinion, speaking is realized as communication, therefore, speakers are required to be able to express what they want to say as effectively as possible in order to convey the message.
5
Rhodry Jones, Speaking and Listening, (London: John Murray Publishers Ltd, 1989), p.14.
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Bygate says, “Speaking is a skill which deserves attention every bit as much as literary skills, in both first and second language. It is the skill which the students are frequently judged. It is also the vehicle par excellent of social solidarity, of social ranking, of professional advancement and of business”.6 It indicates that as one of the language skills, speaking should get the attention from teachers and learners because it plays the important role in our society.
Meanwhile, Donough and Shaw state, “There are some reasons for
speaking involved 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 relationships and friendships. Besides, fluency, accuracy, and confidence are important goal in speaking”.7 Therefore, as a language skill, speaking becomes an important component to master by the students as the main tool of verbal communication because it is a way to express ideas and opinions directly what we have in our minds.
Based on the previous definitions above, it can be synthesized that speaking is the process of using the urge of speech to pronounce vocal symbols in order to share the information, knowledge, idea, and opinion to the other person. Moreover, speaking cannot be dissociated from listening aspect, because speaking involves speaker and listener.
2. The Elements of Speaking
Speaking is a complex skill requiring the simultaneous use of a number of different abilities, which often develop at the different rates. Either four or five components are generally recognized in analyzing the speech process:8
6
Martyn Bygate, Language Teaching: A Scheme for Teacher Education; Speaking,
(Oxford: Oxford University Press, 1997), p.viii. 7
JO McDonough and Christopher Shaw,Materials and Methods in ELT, (Melbourne: Blackwell Publishing, 2003), p.134.
8
J.B. Heaton,Classroom Testing: Longman Keys to Language Teaching, (New York: Longman, 1990), pp.70-71
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a. Pronunciation (including the segmental features – vowels and consonants and the stress and intonation patterns).
As stated by Harmer, if students want to be able to speak fluently in English, they need to be able pronounce phonemes correctly, use appropriate stress and intonation patterns and speak in connected speech.9 The speaker must be able to articulate the words, and create the physical sounds that carry meaning. At the level of word pronunciation, second language learners regularly have problems distinguishing between sounds in the new language that do not exist in languages they already know.
b. Grammar
It is obvious that in order be able to speak foreign language, it is necessary to know a certain amount of grammar and vocabulary.10 Grammar is the sounds and the sound patterns, the basic units of meaning, such as words, and the rules to combine them to form new sentences.11Therefore, grammar is very important in speaking because if the speaker does not mastering grammar structure, he cannot speak English well.
c. Vocabulary
As we know, vocabulary is a basic element in language. Vocabulary is single words, set phrases, variable phrases, phrasal verbs, and idioms.12 It is clear that limited vocabulary mastery makes conversation virtually impossible.
9
Jeremy Harmer,The Practice of English Language Teaching: Fourth Edition,(Harlow: Pearson Education Limited, 2007), p.343.
10
Martin Bygate, Language Teaching: A scheme for Teacher Education; Speaking, (Oxford: Oxford University Press, 1997), p.3.
11
Victoria Fromkin and Robert Rodman, An Introduction to Language, (New York: Harcourt Brace College Publishers, 1998), p.14.
12
Keith S. Folse,Vocabulary Myths: Applying Second Language Research to Classroom Teaching, (Michigan: University of Michigan, 2004), p.2.
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d. Fluency
In simple terms, fluency is the ability to talk freely without too much stopping or hesitating.13 Meanwhile, according to Gower et-al,
fluency can be thought of as ‘the ability to keep going when speaking spontaneously’.14
When speaking fluently students should be able to get the message across with whatever resources and abilities they have got, regardless of grammatical and other mistakes.
e. Comprehension
The last speaking element is comprehension. Comprehension is discussed by both speakers because comprehension can make people getting the information they want. Comprehension is defined as the ability to understand something by a reasonable comprehension of the subject or as the knowledge of what a situation is really like.
3. Points to Consider about Speaking
Speaking is a form of communication, so it is important that you say is conveyed in the most effective way. How you say something can be as important as what you say in getting your meaning across. Jones stated that there are some points to consider about speaking. They are:
a. Clarity
The words you speak must be clear if listeners are to understand what you say. This means speaking your words distinctly and separately, not running them together, and slurring them.
b. Variety
Speech has its own rhythms and tunes. The voice usually rises, for instance, to indicate a question. Some words in a sentence require more emphasis than others if the meaning is to be clear. Unimportant words tend to be spoken more quickly than important ones. Consider things like pitch, emphasis, speed, variations in volume, pauses.
13
David Riddel, Teach English as a Second Language, (Chicago: McGraw – Hill Companies, 2001), p. 118.
14
Roger Gower, et-al, Teaching Practice Handbook, (Oxford: Heinemann English Language Teaching, 1995), p.100.
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c. Audience and tone
The way you speak and the tone you use will be affected by the audience to whom you are speaking.15
In short, in speaking, speakers must consider the three points above so that they can convey meaning as effectively as possible. 4. Types of Speaking Activities
The most important feature of speaking activity is to provide an opportunity for the students to get individual meanings across and utilize every area of knowledge they have. According to Riddel, there are the various kinds of activities that can be implemented by teachers in order to stimulate students to speak. Those activities are ranking, balloon debate, debates, describing visuals, role-plays, students’ talks, and discussion.16In this study, the writer chooses role play as a technique to improve the
students’ speaking skill because it can work with any levels. With lower
levels, give them a realistic context (especially if in an English-speaking country) like shopping, and a realistic role (i.e. the customer, not the shop assistant).
B. Teaching Speaking
1. What is teaching speaking?
What is meant by teaching speaking according to Hayriye Kayi in
Activities to Promote Speaking in a Second Language (http//: iteslj.org/Technique/Kayi-TeachingSpeaking.html) is to teach English language 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.
15
Rhodry Jones,Speaking and Listening, (London: John Murray Publishers Ltd, 1989), p.14.
16
David Riddel,Teaching English as a Foreign / Second Language,(Chicago: McGraw– Hill Companies, 2001), p.117
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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.17
In those meanings of teaching speaking above, the teacher must pay attention of some important aspects include producing sentences, intonation, rhythm and stress. Those sound productions must be meaningful because it must be produced logically from thoughts.
2. Reasons for Teaching Speaking
Harmer stated that there are three main reasons for getting students to speak in the classroom:
a. Speaking activities provide rehearsal opportunities changes to practice real life speaking in the safety of the classroom.
b. Speaking tasks in which students try to use any or all of language they know provide feedback for both teacher and students. Everyone can see how well they are doing: both how successful they are and what language problems they are experiencing.
c. In speaking, 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.18
17
Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language, http: //iteslj.org/Techniques /Kayi-TeachingSpeaking.html (Accessed on August 20, 2010).
18
Jeremy Harmer,How to Teach English,(Harlow: Pearson Education Limited, 2007), p. 123.
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Seen how speaking activities provide activities provide opportunities for rehearsal give both teacher and students feedback and motivate students because of their engaging qualities. Above all, they help students to be able to produce language automatically.
3. The Goal of Teaching Speaking
The goal of teaching speaking skills is communicative efficiency.19It means learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.
4. Types of Classroom Speaking Performance
Brown offered six similar categories apply to the kinds of oral production that students are expected to carry out in the classroom:
a. Imitative
A very limited portion of classroom speaking time may
legitimately be spent generating “human tape recorder” speech, where,
for example, learners practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form.
b. Intensive
Intensive speaking goes one step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can even form part of some pair activity, where learners
are “going over” certain forms of language.
c. Responsive
A good deal of student speech in the classroom is responsive; short replies to teacher or student-initiated questions or comments.
d. Transactional (dialogue)
Transactional language, carried out for the purpose of conveying or exchanging specific information, is an extended form of responsive language.
19
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e. Interpersonal (dialogue)
Interpersonal dialogue carried out more for the purpose of maintaining social relationships than for the transmission of facts and information.
f. Extensive (monologue)
Finally, students at intermediate to advanced levels are called on to give extended monologues in the form of oral reports, summaries, or perhaps short speeches. Here the register is more formal and deliberative. These monologues can be planned or impromptu.20
Each category above can be implemented based on the students’ level and students’ ability. Here are the summary purpose of each element: imitative for focusing on some particular element of language form, intensive to practice some phonological or grammatical aspect of
language, responsive can stimulate students’ in speaking, transactional
to invite students to engage in a conversation, interpersonal to learn how such features as the relationship in the conversation, and extensive is to practice in the form of oral reports, summaries, or perhaps in short speeches.
5. The Roles of the Teacher during Speaking Activities
During speaking activities, teachers need to play number of different roles. They can be prompter, participant, even feedback provider as viewed by Harmer as follow:
a. Prompter
When students sometimes get lost in speaking, teacher can leave them to struggle out of situations on their own, and indeed sometimes, this may best option. However, teacher may be able to help students and the activity to progress by offering discrete suggestions.
b. Participant
Teachers should be good animators when asking students to produce language. This can be achieved by setting up an activity
20
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, (New York: Pearson Education, 2001), pp. 271-274.
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clearly and with enthusiasm. At other times, teachers may want to participate in discussions or role play themselves.
c. Feedback Provider
When students are in the middle of speaking task, over-correction may inhibit them and take the communicativeness out of the activity. On the other hand, helpful and gentle correction may get students out of difficult misunderstanding and hesitations.21
In summary, when teacher being a prompter, a participant, even a feedback provider, they have to be careful that they do not force students, do not participate too much, and do over correction.
6. The Assessment of Speaking
Speaking is a complex skill requiring the simultaneous use of different ability which often develops at different roles. Speaking skill are generally recognized in analysis of speech process that are pronunciation, grammar, vocabulary, fluency and comprehension. Heaton presented the sample of an oral English rating scale that used 1-6 points.22 Below is the
frame of Heaton’soral English rating scale:
Table 2.1
The Rating Scores of Oral Test
6 Pronunciation good - only 2 or 3 grammatical errors - not much searching for words - very few long pauses-fairly easy to understand - very few interruptions necessary - has mastered all oral skills on course.
5 Pronunciation slightly influenced by L1–a few grammatical errors but most sentences correct – sometimes searches for words – not too many long pauses – general meaning fairly clear but a few
21
Jeremy Harmer,The Practice of English Language Teaching: Fourth Edition,(Harlow: Pearson Education Limited, 2007), pp.347-348.
22
J.B. Heaton, Classroom Testing: Longman Keys to Language Teaching,(New York: Longman, 1990), pp.70-71.
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interruptions necessary – has mastered almost all oral skills in course
4 Pronunciation influenced a little by L1– a few grammatical errors but only 1 or 2 causing serious confusion –searches for words– a few unnatural pauses - conveys general meaning fairly clearly –a few interruptions necessary but intention always clear – has mastered most of oral skills on course
3 Pronunciation influenced by L1- pronunciation and grammatical errors – several errors cause serious confusion – longer pauses to search for word meaning – fairly limited expressions – much can be understood although some effort needed for parts – some interruptions necessary– has mastered only some of oral skills on course
2 Several serious pronunciation errors – basic grammar errors – unnaturally long pauses – very limited expression – needs some effort to understand much of it – interruptions often necessary and sometimes has difficulty in explaining or making meaning clearer
–only a few of oral skills on course mastered
1 A lot of serious pronunciation errors –many basic grammar errors
– full of unnaturally long pauses – very halting delivery – extremely limited expressions –almost impossible to understand– interruptions constantly necessary but cannot explain or make meaning clearer–very few of oral skills on course mastered
Each element characteristic is then defined into six chart behavioral statements as stated in the frames above. The writer will objectively see
the characteristic of each student’s speaking ability whether they achieve
1,2,3,4,5 and 6. In order to case the computation the writer converts the small score of Heaton to the scale of 100 as follow:
6 = 87-100 5 = 77-86
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4 = 67-76 3 = 57-66 2 = 46-56 1 = below 45
C. ROLE PLAY
1. The Definition of Role Play
Many experts have different opinions in defining role play. The following are some of the point of view about role play.
Ur stated, “Role play is giving students a suitable topic provides
interest and subject – matter for discussion, dividing them into groups
improves the amount and quality of the verbal interaction”.23 Here, the writer concludes that the students will communicate more freely if they have a role to hide behind.
According to Gower et-al, “A role play is when students take the part of a particular person: a customer, a manager, a shop assistant, for example. As this person, they take part in a situation, acting out a conversation. It is unscripted, although general ideas about what they are going to say might be prepared beforehand. These might well come out of
a text or a previous context”.24
It means that role play has number of possibilities for communication practice. Students are no longer limited to the kind of language used by learners in a classroom.
Meanwhile according to Revell, role play defined as an
individual’s spontaneous behavior reacting to others in a hypothetical situation. The essential core of the activity is understanding the situation of
another person, and to do this well the ‘player’ needs to come to grips
23
Penny Ur, Discussions that Work: Task–Centred Fluency Practice,(Cambridge:
Cambridge University Press, 1981), pp. 9- 11. 24
Roger Gower, et-al,Teaching Practice: A handbook for Teachers in Training,(Oxford: Macmillan Education, 2005), p. 105.
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with the other participants’ roles, not just his own .25
It can be illustrated that in role play, a player is given basic information about who he is, what he is like, and what he wants to do. A player must interact with others relate to the situation to theirs.
The writer concludes that role play is a technique in English teaching in which the students learn in an imaginary situations or roles in
order to develop the students’ fluency. The situations and the roles are
made as a real life situation so the students know the functions of English in real life.
2. Reasons for Using Role Play
There are many reasons why teachers should use role play technique in teaching speaking as viewed by Nation and Thomas in
Communication Activities. Those are:
a. Role play allows a wider range of language functions and language varieties to occur than would normally occur within a classroom. b. Role play allows exploration of cultural issues, in particular,
appropriate ways to behave in certain situations such as when being offered food or drink.
c. Role play can add interest to an activity and by distributing roles can ensure participation in an activity.
d. Role play can result in repetition of speaking activity by providing a change.26
In short, role play covers a wide range of possibilities because in students have to enter into many different situations. Moreover, it can help students to achieve maximum communication.
3. Types of Roles in Role Play
Ladousse viewed that there are several types of role in role play:
a. The first is the roles which correspond to a real need in the students’
lives. In this category, it involves such roles as doctors dealing with patients, or salesman traveling abroad.
25
Jane Revell, Teaching Techniques for Communicative English, (London: Macmillan Press, 1994), pp. 60-61.
26
I.S.P. Nation and G.I. Thomas,Communication Activities, (Wellington, University of Wellington, 1988), p.21.
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b. The second type of role is the students play themselves in a variety of situations, which may or may not have direct experience. The example, which include in this category is a customer complaining or a passengers asking for information.
c. The third type is the type that few students will ever experience directly themselves, but it is easy to play because the teachers have such vast indirect experience of them. The television journalist is a good example of this type and it is very useful kind of role taken from real life.
d. The last type is fantasy roles, which are fictitious, imaginary, and possible even absurd.27
In summary, the overall aim of those types of role is very similar: to train students to deal with the unpredictable nature of language.
4. Categories of Role in Role Play
According to Littewood as stated in Revell, there are five categories of role in role play, they are:
a. ‘Inherent’ roles, such as sex orage roles. b. ‘Ascribed’ roles, such as class or nationality. c. ‘Acquired’ roles, one’s job, for example.
d. ‘Actional’ roles, such as patient, a coach traveler, or a client in a restaurant, all of which occur in the course of our active life and which are temporary.
e. ‘Functional’ roles, such as offering help or expressing regret.28
For learners, actional and functional roles will be of most use. There is a common core of actional roles which most learners must be perform creatively, such as asking for directions or buying a newspaper. Meanwhile in functional roles, learners enter into many different situations and because of this; a large amount of time should be devoted to their practice.
27
Gillian Porter Ladousse, Role Play,(New York: Oxford University Press, 1997), p.13.
28
Jane Revell, Teaching Techniques for Communicative English, (London: Macmillan Press LTD, 1994), P. 61.
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5. Techniques to Control Role Play
There are many techniques that can be used by teachers to control the class during role play. Meanwhile, Littlewood proposed four techniques may use by the teachers in control role play in their class. Those are:
a. Role play controlled through cued dialogues b. Role play controlled through cues and information c. Role play controlled through situation and goals d. Role play in the form of debate or discussion
In this study, the writer will conduct role play using two techniques. In the first cycle of CAR, the writer will conduct role play through cued dialogues. Meanwhile in the second cycle of CAR, the writer will conduct role play through cues and information in order to stimulates students to be more active and creative to use their own sentences.
6. The Purpose of Role Play
Role playing (dramatization) helps to bring the language to life and to give the learners some experience of its use as a means of communication.29 Therefore, the main purpose of role play is to develop communication situation. The realistic communication situation gives the students new experience in using the language they have learned, and the experience is good for remembering what they have learned.
Hence, the writer concludes the goal of teaching speaking is similar to the goal of role play technique that is communication. It means role play 29
Gillian Porter Ladousse, Role Play, (New York: Oxford University Press, 1997), p. 147.
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can be applied in teaching speaking and it can help students in improving their speaking skill.
7. The Significance of Role Play
It has been mentioned before that role play is one of the activities which is particularly suitable for practicing the sociocultural variations in speech acts, such as complimenting, complaining, and the like. According to Ladousse, role play uses different communicative techniques and develops fluency in the language, promotes interaction in the classroom and increases motivation. Even, role play helps many shy learners by providing a mask. In addition, it is fun and most learners will agree that enjoyment leads to better learning.30 Based on that statement, the writer assumes that role play gives many advantages: such as improving
students’ speaking ability, motivating them to practice their English, and
the most important one is the students feel fun in learning English because role play is also a kind of games.
D. Teaching Speaking Using Role Play
In improving speaking skill through role play, the teacher and collaborator ask the students to perform group by group, the topic is about asking and giving opinions based on the S.K.3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar (to deliver meaning in short verbal simple transactional and interpersonal conversations to interact with their surroundings) and K.D. 3.1.
Mengungkapkan makna dalam percakapan transaksional dan
interpersonal sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, mengakui, mengingkari fakta, dan
30
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meminta dan memberi pendapat(to deliver meaning in a variety of simple spoken transactional and interpersonal conversations accurately, fluently, and meaningfully to interact with the surrounding environment that involves speech acts: ask for, give, refuse favor, ask for, give, and reject things, admit and deny the facts, and ask for and give opinions).
To hold role playing, the teacher must prepare some steps to make good performance. Here are the stages in Role Play activity:31
1. The teacher arranges or prepares scenario that will be performed by the students. This scenario is important for the students to know the situation of their roles.
2. The teacher appoints some students to learn about the scenario several days before teaching and learning activity. Giving time for the students is useful to have them good preparation for acting.
3. The teacher makes groups of students consists of five people per group. The teacher has to makes group in variant member due to their ability of speaking. So, the smart student is combined with low student.
4. The teacher explains about competence will be achieved. The teacher enlightens the students that from their performance, they will know some expression of giving opinions and it response, and making and declining and invitation.
5. The teacher calls a group of students who have been chosen to play prepared scenario. On the other hand, the teacher chooses the group to perform.
6. Each student in his/her group observes scenario being performed. 7. After finishing the performance, each student is given work sheet for
discussing each group performance.
31
Departemen Pendidikan Nasional, Model Pembelajaran yang Efektif, (Jakarta: Dekdiknas, 2009), p.4.
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8. Every group which has performed gives conclusion about what scenario has been performed.
9. The teacher gives general conclusion. That is about the material that has been done by the students in their role play.
10. Evaluation. It is held by test to know their understanding in the material.
11. Closing
E. Conceptual Framework
This research is done in order to know the influence of role play technique in teaching speaking. Speaking is a skill used by someone to communicate orally in daily life whether at school or outside the school. Most teachers tried to find techniques in order to make students interested in learning speaking. At least, they can speak in a simple conversation freely.
In fact, the students of the second grade of SMP PGRI II Ciputat have difficulties in speaking subject. It caused by some factors: first, they are too shy and afraid to speak in the front of the class because lack of self-confidence. Second, they are unmotivated and lack of practice. Lastly, they need an interesting technique to stimulate them to speak in the class.
In order to solve the students’ problem faced by students of the second
grade of SMP PGRI II Ciputat, and make students more motivated, role play may provide for helping the students to improve their oral ability. Role play present a real life situation and provide the most useful and interesting lesson so the students can speak freely and confidently in the front of the class and this technique quite interesting and reduce students’ boredom in learning English.
Based on the statement above, the writer assumed that role play can be very applicable to be used for teaching-learning English especially in speaking.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method of research, subject, and object of the study, time and place, research design, the Classroom Action Research (CAR) procedures technique of collecting data, technique of the data analysis, and the criteria of the action success.
A. The Method of Research
The method used in this study is Classroom Action Research (CAR) method which is derived from the root an action research. Because it occurs in the classroom frame, it is called CAR.
Kemmis in Hammersley defined action research as following: “Action research is a form of self –reflective enquiry undertaken by participants a social (including educational) situations in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practices, and (c) the situations in which the practices are carried
out”.32
Thus, clear that classroom action research is evaluative and reflective as it aims to bring about change and improvement in practice.
32
Martyn Hammersley,Educational Research: Current Issues,(London: Paul Chapman Publishing Ltd, 1993), p. 177.
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According to Michael J. Wallace, CAR is a type of classroom research carried out by the teacher in order to solve problems or to find answers toward context-specific issues.33It means that to begin the CAR, the researcher or the teacher needs to identify and investigate problems within a specific situation.
Another expert, Burns says, “Action research functions best when it is
co-operative action research. Co-operative action research has the concomitants of beneficial effects for workers, and the improvement of the services, conditions, and the functions of the situation. In education, this activity translates into more practice in research and problem-solving by teachers, administrators, pupils, and certain community personnel, while the quality of teaching and learning is in the process of being improved”.34 From the statement above, we can concluded that in the scope of education, Classroom Action Research is done to improve the quality of teachers, administrators, students, the teaching learning process, and certain community personnel. Furthermore, it will give the better results when done collaboratively.
Based on the statement above, Classroom Action Research is method carried out as a device to overcome diagnosed problems in learning activity in the class. It might be essential to improve the quality of teachers, administrators, students, the teaching learning process, and certain community personnel. Furthermore, it will give the better results when done collaboratively of teaching learning process in education.
B. The Subject and the Object of Study 1. The Subject of Study
The subject of this study is the students in VIII.1 class of SMP PGRI II Ciputat, academic year 2010/2011. The number of students consists of 36 (thirty-six). It is chosen based upon the writer’s observation 33
Michael J. Wallace,Action Research for Language Teachers, (Cambridge: Cambridge University Press, 2006), p.5.
34
Anne Burns, Collaborative Action Research for English Language Teachers,
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at that class proving that they are not enthusiastic and not courage enough to involve in the speaking learning process. They were encountered with the hesitance of practicing the material as well as the drilling conducted by the teacher in the learning process. In the other words, the students have the problems with their confidence. Therefore, they could not cope with the class material. That is why they need an appropriate strategy to help them improve their speaking.
2. The Object of Study
The object of this study is role play technique to improve students’ speaking ability.
C. The Writer’s Role on the Study
In this role, the writer is not only as the observer whilst the action but also she makes a lesson plan and the assessment or test before CAR (pre-test) and after CAR (post-test) in each final cycle. Furthermore, the writer also collects and analyzes data then reporting the result of study. On the other side, the teacher carries out the action based upon the lesson plan has been made.
D. The Time and Place of the Study
This research is carried for 2 (two) months started from October up to November 2010. The place is in the VIII.1 class of SMP PGRI II Ciputat, academic year 2010/ 2011.
E. The Research Design
The Classroom Action Research (CAR) procedure used in this research is
Kurt Lewin’s design. It consists of two cycles in which each cycle contains four phases; planning, acting, observing, and reflecting. Moreover, in this study the writer will conduct this classroom action research into two cycles.
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at least two cycles continuously”.35 This means that a classroom action research should be conducted at least in two cycles. If the results are less satisfactory, researchers can perform the cycle once again in order to achieve the criteria that have been determined.
In order to be clear, the writer would like to present a model of Action Research stated by Kurt Lewin in a figure below:
Figure 3.1
Kurt’s Lewin’s Action Research Design 35
Suharsimi Arikunto, Penelitian Tindakan Kelas,(Jakarta: Bumi Aksara, 2009), p.23.
Planning
Cycle I
Observing
Acting Reflecting
Planning
Cycle II Acting
Reflecting
Observing
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Figure 3.2
The Phases of Classroom Action Research that Modified by the Writer
(Adapted from Kurt Lewin’s Action Research Design)
CYCLE 1
CYCLE II
Planning
Choose the appropriate material and topic related to the syllabus
Make the lesson plan
Prepare the observation checklist for the teacher and the students
Prepare posttest 1
Acting
Give expressions and vocabularies needed
Explain the instruction for practicing
Practice role play activity
Students perform role play in the front of the class
Evaluate and give general conclusion Observing
Observe thestudents’ participation
Observe thestudents’ achievement Reflecting
Evaluate the teaching and learning process
Analyze the students’ achievement Revise the lesson plan for the next cycle
Acting
Review the previous material
Give the new topic
Group work (practice role play)
Students perform role play in the front of the class
Evaluate and give general conclusion Planning
Revise lesson plan and modify the technique
Reselect the material
Prepare the observation checklist for the students and teacher
Prepare questionnaire and posttest 2
Observing
Observethe students’ achievement
Observethe students’ participation Reflecting
Analyze the students’ progress in
speaking based on the score they get in posttest 2
Analyze the students’ response based on
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F. The Classroom Action Research Procedures:
The Classroom Action Research using Kurt Lewin’s design consists of four phases within one cycle. Those are planning, acting, observing, and reflecting. After accomplishing the first cycle, it will be probably found a new problem or the previous unfinished problems yet. Therefore, it is necessary to continue to the second cycle in line with the same concept of the first cycle.
To make clear what happens in every phase, here are the explanations: 1. Planning Phase
Planning usually starts with something like a general idea. For one reason or another it seems desirable to reach certain objective.36 This phase was the first step of research procedure. This was the most important step in conducting Action Research as by knowing the problems, the writer and the teacher could find a good solution to solve the problem arose. Furthermore, in this phase the planning is divided into two types. Those are general planning and specific planning. The general planning is aimed at organizing whole aspects referred to Classroom Action Research. On the other side, the specific planning will be formed into lesson planning based on the current used syllabus.37 The lesson plan has been prepared to be implemented in VIII.1. class of SMP PGRI II Ciputat. 2. Acting Phase
According to Arikunto, the acting phase should be implemented at least two cycles continuously; and the time period for each cycle depends on the material needs that existed in the semester or annual program designed by the teacher.38 Related to the condition of limited teaching learning period, the writer and the teacher take the action phase during two weeks within two cycles in which each cycle consists of two meetings in action. In this phase, the writer and the teacher collaborate to carry out the
36
Martyn Hammersley,Educational Research: Current Issues,(London: Paul Chapman Publishing Ltd, 1993), p. 178.
37
Wijaya Kusumah dan Dedi Dwitagama,Mengenal Penelitian Tindakan Kelas,(Jakarta: P.T. Indeks, 2009), p. 39.
38
Suharsimi Arikunto,Penelitian Tindakan Kelas,(Jakarta: Bumi Aksara, 2009), pp.21-23.
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planned action. The teacher uses the determined strategy as she is teaching while the writer observes the class condition during teaching and learning activity.
3. Observing Phase
Observing was the activity of collecting data to supervise to what extent the result of acting reach the objective. It was carried out to find and obtain the development of the learning process and the effect of the action.39 The data being taken were quantitative and qualitative data. The
quantitative data covered the students’ progress (the students’ score) while the qualitative data comprised the students’ interest and students’
response.
4. Reflecting Phase
After collecting the data, the writer analyzes the data of teaching learning process. Then, the writer reflects herself by seeing the result of the observation, whether the teaching learning process of speaking using role play technique is good to imply in teaching and learning process at 8.1 grade students of SMP PGRI 2 Ciputat or not. If the first plan is unsuccessful, proven by students’ achievements, the writer will make the
next plan (replanning) to solve students’ problems and to get a better score
in order to achieve at least 75% students who passed KKM 65 (sixty-five).
G. The Technique of Collecting Data
Technique of collecting data in this research using qualitative data and quantitative data. The qualitative data consists of observation. Meanwhile, the quantitative data uses questionnaire, pre-test and post-test.40 The completely explanation as follows:
1. Observation
39
Susilo,Penelitian Tindakan Kelas,(Yogyakarta: Pustaka Book Publisher, 2007), p.22. 40
Suharsimi Arikunto,Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp.127-132.
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Observation was done to identify teaching and learning activities, especially speaking activities directed by the real teacher, and to reveal
problem of speaking activity in classroom. It may be about the teacher’s
performance during Classroom Action Research and students’ response concerning the use of role play technique.
The teacher’s performance during Classroom Action Research will
be observed by using Communicative Orientation of Language Teaching Observation Scheme by Genesee and Upshur as follow:41
Table 3.1
Communicative Orientation of Language Teaching Observation Scheme
School :
Teacher :
Subject :
Date of Visit :
Coder :
Teacher Verbal Interaction Target Langu age Information Gap Sustained Speech Reaction to Form/ message
Incorporation of Teacher Utterances Asking Info/ L 1 L 2 P re d ic t Un p re d ic t P se b o R eq u es t Ge n u in e R eq u es t M in im al S u st ai n ed F o rm M es sa g e C o rr ec ti o n R ep et it io n P ar ap h ra se C o m m en t E x p la n at io n C la ri fi ca ti o n R eq u es t E la b o ra ti o n R eq u es t 41
Fred Genesee and John A. Upshur,Classroom-Based Evaluation in Second Language Education, (Cambridge: Cambridge University Press, 1996), p. 78.
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On the other hand, to measure students’ progress in speaking during Classroom Action Research, the writer will use observation table according to Mattews as follow:42
Table 3.2
Assessing Students’ Progress
Skills Progress
Participation in class
Participation in conversations Participation in discussions
Giving oral presentations (perform) Pronunciation
Fluency
Feeling confident about speaking
Then, the writer will use the following key to complete the table above: + = satisfactory progress, but need a little more practice
√= some progress, but need much more practice
–= little or no progress, need to pay special attention to improve this skill
2. Questionnaire
For many reasons, the questionnaire is the most widely used technique for obtaining information from subjects. A questionnaire is relatively economical, has the same questions for all subjects, and can ensure anonymity.43 In this study, the writer used questionnaire to know
the students’ response toward the teaching learning activity during
Classroom Action Research. The writer provided a questionnaire that
42
Candace Matthews, Speaking Solution: Interaction, Presentation, Listening, and Pronunciation Skills,( New Jersey: Prentice-Hall Inc, 1994), p.111.
43
James H. Mcmillan and Sally Schumacher, Research Education: Evidence- Based Inquiry,(New York: Pearson Education, 2006), p. 194.
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consists of 25 items in the form of Liker’s scale.44
For positive items the SS (Strongly Agree) is given score 4, the S (Agree) is given score 3, the TS (Disagree) is given score 2 and the STS (Strongly Disagree) is given score 1.
3. Test
The test used in this study is pre-test and post-test. To know
students’ existing knowledge of speaking ability, the writer gives oral test
to the students. Because the test is oral test, the writer divided the score into five criteria, which are the scores of Pronunciation, grammar,
vocabulary, fluency, and comprehension. It is based Heaton’s scale rating
scores.45 After that, to get the mean, the scores from all criteria are sum and divided into five. The pre-test is done before implementing role play technique. Meanwhile, the post-test is implemented after using role play technique. The test is held on every second action of each cycle. Here are the rating scores of oral test by Heaton:
Table 3.3
The Rating Scores of Oral Test
6 Pronunciation good - only 2 or 3 grammatical errors - not much searching for words - very few long pauses-fairly easy to understand - very few interruptions necessary - has mastered all oral skills on course.
5 Pronunciation slightly influenced by L1–a few grammatical errors but most sentences correct – sometimes searches for words – not too many long pauses – general meaning fairly clear but a few interruptions necessary – has mastered almost all oral skills in course
44
See appendix 6 45
J.B. Heaton, Classroom Testing: Longman Keys to Language Teaching,(New York: Longman, 1990), pp.70-71.
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4 Pronunciation influenced a little by L1– a few grammatical errors but only 1 or 2 causing serious confusion –searches for words– a few unnatural pauses - conveys general meaning fairly clearly –a few interruptions necessary but intention always clear – has mastered most of oral skills on course
3 Pronunciation influenced by L1- pronunciation and grammatical errors – several errors cause serious confusion – longer pauses to search for word meaning – fairly limited expressions – much can be understood although some effort needed for parts – some interruptions necessary– has mastered only some of oral skills on course
2 Several serious pronunciation errors – basic grammar errors – unnaturally long pauses – very limited expression – needs some effort to understand much of it – interruptions often necessary and sometimes has difficulty in explaining or making meaning clearer
–only a few of oral skills on course mastered
1 A lot of serious pronunciation errors –many basic grammar errors
– full of unnaturally long pauses – very halting delivery – extremely limited expressions –almost impossible to understand– interruptions constantly necessary but cannot explain or make meaning clearer–very few of oral skills on course mastered
Each element characteristic is then defined into six chart behavioral statements as stated in the frames above. The writer will objectively see
the characteristic of each student’s speaking ability whether they achieve
1,2,3,4,5 and 6. In order to case the computation the writer converts the small score of Heaton to the scale of 100 as follow:
6 = 87-100 5 = 77-86 4 = 67-76 3 = 57-66
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2 = 46-56 1 = below 45
H. The Technique of Data Analysis 1. Analyzing the Result of the Test
In analyzing the numerical data, first the writer tries to get the average ofstudents’ speaking skill per action within one cycle. It is used to
know how well students’ score as a whole on speaking skill. It uses the
formula:46
̅
= meanx = individual score
n = number of students
Second, the writer tries to get the class percentage which pass the KKM 65 (sixty five). It uses the formula:47
P = the class percentage F = Total percentage score N = number of students
Third, after getting mean of students’ score per actions, the writer
identifies whether or not there might have students’ improvement score on
46
Sudjana,Metode Statistika,(Bandung: P.T. Tarsito, 2002), p. 67. 47
Anas Sudijono,Pengantar Statistik Pendidikan,(Jakarta: P.T. Raja Grafindo Persada, 2008), p.43.
=∑
P = F X 100% N
(48)
speaking skill from pre-test and post-test score in cycle 1 and cycle 2. In analyzing that, the writer uses the formula:48
P =Percentage of students’ improvement y = pre-test result
y1= post-test 1
P = percentage of students’ improvement
y= pre-test result y2= post-test 2
2. Analyzing Students’ Response
Besides analyzing the result of the test and observing the activity during classroom Action Research, the writer also uses questionnaire to
find out students’ response toward role play technique in speaking. In analyzing the students’ response, the writer uses formula:
P = X100%
P = The percentage
F = frequency of the percentage is being calculated N = Number of cases
48
David E. Meltzer,The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa: Departement of Physics and Astronomy, 2008), p.3.
P = x 100%
(49)
Next, based on the result of the percentage of the students’ response, the
writer also uses the criterion of score interpreting as follow:
Strongly agree = 4
Agree = 3
Disagree = 2
Strongly Disagree = 1
After tabulating all answers, the writer calculates the percentage of the strength of the response by using formula as follow:49
P = x 100%
After each answer is calculated, the score is processed based on the criterion of interpretation score as follow:50
Percentage 0% - 25% = very low Percentage 26%- 50% = low Percentage 51% - 75% = strong Percentage 76% - 100% = very strong I. The Criteria of the Action Success
Based on the school agreement between the researcher and the teacher, classroom action research can be called successful if it can exceed the criteria that have been determined, that is when there is 75 ℅ of students could achieve the target score.51 It means that during CAR students have to achieve
49
Anas Sudijono,Pengantar Statistik Pendidikan, (Jakarta: P.T. Raja Grafindo, 2008), p.43.
50
Riduwan, Belajar Mudah Penelitian untuk Guru, Karyawan dan Pemula, (Bandung: Alfa beta, 2005), p.89.
51
Wijaya Kusumah dan Dedi Dwitagama,Mengenal Penelitian Tindakan Kelas,(Jakarta: P.T. Indeks, 2009), p. 53.
(50)
the target score of KKM 65 of speaking test started from the pre-test until the second post-test in cycle two. Moreover, CAR is able to be called fail if it is cannot exceed the criteria that have been detained. Then, the alternative action would be done in the next cycle.
(51)
CHAPTER IV
RESEARCH FINDINGS
This chapter presents the result of research. In this case, it discusses the result of the research in improving student’ speaking ability by using role play technique in the VIII.1 class of SMP PGRI II Ciputat academic year 2010/2011. This chapter concerns with the description of the data (before the implementation the Classroom Action Research, during the implementation of Classroom Action Research, and after implementing the Classroom Action Research) and the interpretation of the data.
A. The Description of the Data
1. Findings before Implementing the Classroom Action Research a. The Result of Pre Observation
Pre observation was conducted to observe the process of teaching learning in speaking activity before implementing the action. The writer conducted pre observation in the VIII.1 and VIII.2 class on the 1st and 5th October 2010. Based on the pre observation result, the VIII.1 class showed they are more passive than another class. Most students in VIII.1 did not participate in class conversation, discussion, and shy in giving oral presentations. They were not courage to involve in the speaking learning process. They were encountered with the hesitance of practicing the material as well as the drilling conducted by
(1)
Appendix 13
Assessing the Students’ Progress (Before Implementing CAR)
Name Skills
P
ar
ti
ci
p
at
io
n
i
n
cl
as
s
P
ar
ti
ci
p
at
io
n
i
n
co
n
v
er
sa
ti
o
n
s
P
ar
ti
ci
p
at
io
n
i
n
g
ro
u
p
d
is
cu
ss
io
n
Gi
v
in
g
o
ra
l
p
re
se
n
ta
ti
o
n
s
P
ro
n
u
n
ci
at
io
n
F
lu
en
cy
F
ee
li
n
g
co
n
fi
d
en
t a
b
o
u
t
sp
ea
k
in
g
Progress
S1 √ √ √ √ √ √ _
S2 _ – – _ _ √ _
S3 _ – _ _ _ _ _
S4 – – – _ – – –
S5 – – – _ – – –
S6 _ _ _ _ – – _
S7 √ √ √ _ – √ –
S8 _ – _ _ – _ _
S9 _ _ – _ – – _
S10 – – – _ – _ –
S11 – √ – _ – – _
S12 – – – _ _ _ –
S13 _ – – – _ – _
S14 _ – – _ _ – _
S15 – – √ _ √ √ –
S16 _ – _ _ – – –
(2)
P
ar
ti
ci
p
at
cl
as
s
P
ar
ti
ci
p
at
co
n
v
er
sa
ti
P
ar
ti
ci
p
at
d
is
cu
ss
io
Gi
v
in
g
o
ra
p
re
se
n
ta
ti
P
ro
n
u
n
ci
at
F
lu
en
cy
F
ee
li
n
g
c
ab
o
u
t
sp
ea
S18 √ √ √ √ √ √ √
S19 – – – _ – – –
S20 – – _ _ – – –
S21 – – _ _ – – _
S22 – _ _ _ – – _
S23 – – – _ – – –
S24 √ √ √ √ √ √ √
S25 – – – _ – – _
S26 _ _ – _ – – _
S27 _ – – _ – – _
S28 – – _ _ – – _
S29 _ _ – _ – – _
S30 – – – _ – – _
S31 √ √ √ √ √ √ √
S32 _ √ – _ √ √ _
S33 _ – – _ – – _
S34 – – _ _ – – _
S35 √ √ √ √ √ √ √
S36 – – – _ – _ _
Total Percentage
16.66 %
22.22 %
19.44 %
13.88 %
19.4 4%
25 %
11.11 %
(3)
Appendix 14
Assessing the Students’ Progress (Cycle 1 of CAR)
Name Skills
P
ar
ti
ci
p
at
io
n
i
n
cl
as
s
P
ar
ti
ci
p
at
io
n
i
n
co
n
v
er
sa
ti
o
n
s
P
ar
ti
ci
p
at
io
n
i
n
g
ro
u
p
d
is
cu
ss
io
n
Gi
v
in
g
o
ra
l
p
re
se
n
ta
ti
o
n
s
P
ro
n
u
n
ci
at
io
n
F
u
en
cy
F
ee
li
n
g
co
n
fi
d
en
t a
b
o
u
t
sp
ea
k
in
g
Progress
S1 – √ √ – – – √
S2 √ – – √ √ √ √
S3 √ – √ _ √ √ √
S4 – – – _ – – –
S5 – – – _ – – –
S6 √ √ √ √ – √ √
S7 – – – _ – – –
S8 √ – √ √ – √ √
S9 √ √ – _ – √ √
S10 – – – √ – √ –
S11 – – – √ – – √
S12 – – – _ √ √ –
S13 √ – – – √ – √
S14 √ – – √ √ √ √
S15 – – – _ – – –
S16 √ – √ _ – – –
(4)
P
ar
ti
ci
cl
as
s
P
ar
ti
ci
co
n
v
P
ar
ti
ci
d
is
cu
Gi
v
in
p
re
se
P
ro
n
u
F
lu
en
F
ee
li
ab
o
u
S18 √ √ √ √ √ √ √
S19 – – – √ – – –
S20 – – √ √ – – –
S21 – – √ _ – – √
S22 – √ √ √ – – √
S23 – – – √ – – –
S24 √ √ – √ – – √
S25 – – – √ – – √
S26 √ √ – √ – √ √
S27 √ – – _ – – √
S28 – – √ _ – – √
S29 √ √ – √ – √ √
S30 – – – _ – – √
S31 √ √ √ √ √ √ √
S32 √ – – _ – – √
S33 √ – – _ – – √
S34 – – √ _ – – √
S35 √ √ √ _ √ √ √
S36 – – – _ – √ √
Total Percentage
47.22 %
30.55 %
36.11 %
44.44 %
22.22 %
38.8 8%
72.22 %
(5)
Appendix 15
Assessing the Students’ Progress (Cycle 2 of CAR)
Name Skills
P
ar
ti
ci
p
at
io
n
i
n
cl
as
s
P
ar
ti
ci
p
at
io
n
i
n
co
n
v
er
sa
ti
o
n
s
P
ar
ti
ci
p
at
io
n
i
n
g
ro
u
p
d
is
cu
ss
io
n
Gi
v
in
g
o
ra
l
p
re
se
n
ta
ti
o
n
s
p
ro
n
u
n
ci
at
io
n
fl
u
en
cy
F
ee
li
n
g
co
n
fi
d
en
t a
b
o
u
t
sp
ea
k
in
g
Progress
S1 √ √ √ √ + + +
S2 + + √ + √ √ +
S3 + + + + + + +
S4 √ √ _ _ _ _ _
S5 √ √ _ _ _ _ _
S6 + + √ + √ √ +
S7 √ √ _ _ _ _ _
S8 + + + + + + +
S9 + + + + + + +
S10 √ √ + √ √ + +
S11 + + √ + √ √ +
S12 + √ √ + √ √ +
S13 √ + + + √ √ +
S14 + + + + + + +
S15 + √ √ + √ √ +
S16 √ + √ + √ √ +
S17 √ + √ + √ √ +
S18 + + + + + + +
(6)
S23 √ √ + + √ √ √
S24 √ √ + + √ √ +
S25 + √ + + √ √ +
S26 √ + √ + √ √ +
S27 √ √ √ + √ √ +
S28 √ + √ + √ √ +
S29 + + + + √ √ +
S30 √ + √ + √ √ +
S31 √ √ √ √ √ – √
S32 – – √ √ √ √ √
S33 √ + √ – √ √ +
S34 √ √ √ + √ √ +
S35 + + + + + + +
S36 + √ + + + + +
Total Percentage