Improving speaking skill thorugh roleplay ( a pre-experimental study at first year students od MTs Pembangunan UIN Jakarta)
IMPROVING SPEAKING SKILL THROUGH
ROLEPLAY
(A Pre- Experime11tal Study at First Year Students of Madrasalt Tsanawiyalt
Pembangunan VIN Jakarta)
A "Skripsi"
Presented to the Faculty ofTarbiyah and Teachers Training
in Partial Fulfillment of the Requirements
for the Degree S.Pd. (Bachelor of Arts) in English Langnage Education
-Ull
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Universitas Islam Negeri
SYARIF HIDAYATULLAH JAKARTA
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lnayah Rahmawati
NIIVI.205014000365
ENGLISH EDUCATION DEPARTMENT
FACULTY OFTARBIYAHAND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
-
... ........... .
ENDORSEMENT SHEET
The ·'skripsi" (scientific paper) entitled "IMRPOVING SPEAKING SKILL
THROUGH ROLE PLAY (A Pre- Experimental Study at First Year Students of
Madrasah Tsanawiyah Pembangunan U/N Jakarta) "was written by Inayah
Rahrnawati. student's registration number 205014000365, was examined at
examination session of the Faculty of Tabiya and Teachers' Training, Syarif
Hidayatullah State Islamic University Jakarta, January 06'h, 2010. The "skripsi"
has been accepted and declared to have fulfilled one of the requirements For the
Degree S.Pd. (Bachelor of Arts) in English Language Education in the
Department of English Education.
Jakarta, January 06 1h, 2010
The Examination committee
Chairman
( ......
: Ors. Syauki, M.Pd
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: Neneng Sunengsih, S.Pd
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NIP.150293 236
Examiner I
Examiner II
( ........................ )
: Dr. Atig Susilo, MA
NIP. 150 182 900
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NIP. 19641211991031 002
Secretary
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: Drs. Sunardi Kartowisastro, Dip!. ED
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NIP. 150 002 279
Acknowledged by:
Dean ofTarbiya and Teachers' Training Faculty
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DEPARTEMEN AGAMA
UIN JAKARTA
FITK
FORM (FR)
No. Dokumen
FITK-FR-AKD-89
Tgl. Terbit
27 Juli 2009
00
1/1
No. Revisi:
JI. Ir. H. Juanda No 95 Ciputat 15412 Indonesia
Hal
SURAT PERNYATAAN KARYA SENDIRI
Saya yangbertanda tangan di bawah ini,
Nam a
: lnayah Ralimawati
Tempat/Tgl.Lahir
: Sukabumi/18 Mei 1984
NIM
: 205014000365
J urusan/Prodi
: Pendidikan Bahasa lnggiis (PB!)
Judul Skiipsi
: Improving Speaking Skill Through Role Play (A Pre-
Experimental Study at First Year Students ofMadrasah
Tsanawiyah Pembangunan UIN Jakarta)
Dosen Pembimbing
: Ora. Fahriany, M.Pd
dengan ini menyatakan bahwa shipsi yang saya buat benar-benar hasil karya sendiri
dan saya be1ianggung jaw ab secara akademis alas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satn syarat menempuh Ujian Munaqasah.
Jakarta, 04 Jan uari 2 0 I 0
Mahsiswa Ybs.
Inayah Rahmawati
NIM:20501400365
ABSTRACT
English is an international language which most of people afford to master.
English used as guidance for any instruction or any communication in the world
involves relationship, business, networking etc. So, most of people think that
English becomes a main need language after their mother tongue because it has
many advantages in many aspects.
The important of speaking skill for students is in order that they can speak it
forthrightly and confidently with their classmates, and then they get used in
rehearsing English conversation, so that they are not clumsy in practicing it
gradually.
Based on the writer observation in Madrasah Tsanawiyah Pembangunan UIN
Jakarta, most of students have difficulties in improving their speaking. They feel
anxious about their speaking ability. The students feel clumsy to speak English
and to express it because they are not really interested in speaking.
In this case the teacher needs to motivate students through new atmosphere
that make the students more interested in improving their speaking ability and
more enjoyable to practice their speaking with certain technique.
To help the teachers create the students more interesting and enjoyable in
speaking, the writer offers a teaching technique in speaking which may help the
students to achieve their speaking skill better.
Next, the technique that is offered by the writer is Role Play. Role play, as Jill
Hadfield said, is a gesture game which has special purposes, rules and involve
interesting aspect. A central, unique aspect of storytelling is its reliance on the
audience to develop specific visual imagery and detail to complete and co-create
the story.
The writer only researches in using role play in teaching writing in Madrasah
Tsanawiyah Pembangunan UIN Jakarta. The purpose of this research is to know
whether by using role play will help the students ge( easier and improve in their
speaking.
The writer realizes that this skripsi is still far from being perfect. So that, it's
pleasure for the writer that all the readers would like to give criticism or
suggestion to improve this skripsi.
Jakarta, 03 December 2009
The Writer
TABLE OF CONTENTS
APPROVEMENT SHEET ..................................................
i
ENDORSEMENT SHEET .............................. ;.....................
ii
WRITER'S REFERENCE SHEET ........................................
iii
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
iv
ACKNOWLEDGMENT....................................................... v
TABLE OF CONTENT........................................................
vii
LIST OF TABLES . ..... ............... ......... ... ......... ......... ...........
ix
LIST OF CHARTS . ..... ............... ......... ............ ... ...... ........ ... x
CHAPTER I
INTRODUCTION....................................
I
A. Background of the Study.......................... I
B. Identification of the Problem...................... 5
C. Limitation of the Problem . .. . . . . . . . . . .. .. . . .. . ... 6
D. Research question.................................
6
E. Significance of the Study . . . . . . .. . . . . . . ... . . . . . . .
6
F. Organization of the Writing....................... 6
CHAPTER II
THEORETICAL FRAMEWORK .. .... .. .... ..... 8
A. Speaking . . . . . . . . . . . . . . . . . . . . . . . . .. . . .. . . . . . . . . . . . . . . . 8
1. Definition of Speaking . . . . . . . . . . . . . . . . . . .. . . .
8
2. Teaching Speaking............................ 8
a. What is Teaching Speaking? . . . . .. . . . . . . 9
b. How to Teach Speaking? . . . . . . . . . . . . . . . . 10
c. How to Score Speaking Activities...... 11
d. Activities in Teaching Speaking . . . . . ... 13
e. Purpose of Teaching Speaking
at Madrasah Tsanawiyah Pembangunan
f.
Technique of Teaching Speaking
at Madrasah Tsanawiyah Pembangunan
UIN Jakarta ................................. 15
B. Role Play ............................................. 15
I. Definition of Role Play . . . . . . . . . . . . . . . . .. .. . ... 15
2. Kinds of Role Play .............................. 16
C. Improving Speaking skill Through Role Play ... 17
CHAPTER III
METHODOLOGY .................................... 19
A. The purpose of Study . . . . . . . . . . . . . . . . . . . . . ..... .. . ..
19
B.
Place and Time of Study .......................... 19
C.
Subject/Participants of Study . . . . . . . . . . . . . . . . . . ... 19
D. Role and position of Study . . . . . . . . . . . . . . . . . . . . . . . . 19
E.
Data and the Source of Data . . . . . . . . . . . . . . . . . . . . . 20
F.
Instnunents of the Research ....................... 20
G. Teclmique of Collecting Data...................
CHAPTER IV
21
FINDING AND DISCUSSION ...................... 23
A. Data description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
1. Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2. \Vhilst test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 23
3. Post test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
4. Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
24
B. Data analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
CHAPTERV
CONCLUSION AND SUGGESTION .........
34
A. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
B.
Suggestion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
35
REFERENCES .. .... .. .. .. . .. . . .. .. . .. .. .. .. .... .. .... . .. .. .. .. .. .. .. .. .. . . .. ...
36
APPENDICES
LIST OF CHARTS
Chart4.1
Students' Score Change from Pretest to Post Test . . . . . . ..
32
CHAPTER I
INTRODUCTION
A. Background of The Study
Language is one of paramount tool for communication and also one of
several needs to figure out every improvement in the world. For instance,
people need language for understanding international education issue, science
and technology, for relating them with their needs.
English spoken because people understand globally and agreed with using
English for the guidance or instruction in order that they are able to find the
meaning because they are familiar with it. As that result, English is as
international language and used in most places in the world, such as for
interacting one another in different countries for many aspects, like business,
and networking, so most of people need to learn it well because it's one of
requirements of international relationship. So, English spoken by population
involve more than 300 million native speakers, and between 400 and 800
million foreign users. Most of people claim that a person who doesn't know
English is left behind from universe infonnation and its breakthrough due to
leaving English study. 1 People now compete and increase their English
qualification, for it become main need in association.
Because English is an international language, its skills are significant for
everyone to be mastered, and in Indonesia English involves into education
curriculum which every school runs, and as further explanation of English
curriculum it can be found in Standar Kompetensi (SK) and Kompetensi Dasar
(KD). Consequently, the government revealed the policy that includes English
subject into national exam standard as some special subjects such as Bahasa
Indonesia, IPA and Mathematics are included.
1
Dr. G. Manivannan, "UsingEnglish"
http://www.usingenglish.com/teachers/articles/importance-english-language. html (accessed at 21,
June 2009).
2
The curriculum that progresses now what it is called A Kurikulum Ting/cat
Satuan pendidikan (KTSP) or as issued in 2006 curriculum. In this curriculum,
English divided as it has four skills, Listening, Speaking, Reading and writing.
Listening and reading are receptive skills which are the ways in which people
extract meaning from the discourse they see or hear. 2 In English curriculum of
KTSP, each skill has Standar Kompetensi (SK) and Kompetensi Dasar (KD):
Standar Kompetensi (SK) becomes the global explanation and Kompetensi
Dasar (KD) as the specific explanation of Standar Kompetensi.
In this study, the writer only explains Standar Kompetensi and Kompetensi
Dasar of Speaking in class VII of the first semester. Based on cuniculum of
2006 especially in Speaking skill of the first semester of class VII has 2 SK's
and 4 KD's. SK of Speaking is in the third and the fourth number in English
syllabus that involves: 3
S.K.3Mengungkapkan makna dalam percakapan transaksional dan
interpersonal
sangat sederhana untuk berinteraksi dengan ling!amgan
terdekat (to deliver meaning in oral simple short transactional and interpersonal
conversation to be applied in the environment).
K.D.3.1. Melakukan interaksi dengan
lingkungan terdekat yang
melibatkan tindak tutur : orang menyapa yang be/um dikenal,
memperkenalkan diri sendiri I orang lain, dan memerintah atau melarang.
(Interacting with the environment which involves expression: Greeting
stranger, introducing oneself I other, and giving instruction or prohibition)
K.D. 3.2. Me/akukan interaksi
dengan lingkungan terdekat yang
melibatkan
tindak tutur
meminta dan memberi informasi,
mengucapkan terima kasih meminta
maaf dan
meng1mgkapkan
kesantunan. (interacting with the environment which involved: asking and
giving information, giving thanks, apologizing, and delivering another
polite expression)
SK.4. Mengungkapkan ma/ma dalam teks lisan fimgsional pendek sang.at
sederhana untuk berinteraksi dengan lingkungan terdekat (to deliver meaning
in oral simple short functional text and simple short monolog in descriptive and
recount to be applied in the environment).
K.D. 4. I. Mengungkapkan makna tindak tutur dalam teks /isan jungsional
pendek sangat sederhana (misal: instruksi, daflar belanja, selamat,
pengumuman, di/) secara akurat, lancar, dan berterima untuk berinteraksi
dengan !ingkungan terdekat. (To deliver oral meaning of simple short
2
Jeremy Harmer, The Practice of English Language Teaching (Third Edition),
(Longman; Edinburgh: 2001), p. 199.
3
Direktorat Pendidikan Nasional, Sillabus Bahasa Jnggris Ke/as 'Ill
3
functional text in oral such as instruction, shopping lists, congratulation,
announcement, etc).
K.D. 4.2 Mengungkapkan makna gagasan dalam teks lisan fimgsional
pendek sangat sederhana secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat. (To deliver idea meaning in
simple short oral functional text accurately, fluently, accepted to be
applied in the environment).
\
From those 2 SK's emphasized that short transactional, interpersonal
conversation, oral simple short functional text and simple short monolog are
necessary to be taught in the classrom. The teacher has to get them involved in
delievering those expressions in speaking activities, if not the teaching and
learning activity doesn't achieve SK's target.
According to the explanation of English curriculum above that Speaking
is productive skill which has 2 SK's to be achieved, the teacher must bring the
students in rehearsing their speaking ability in their learning.
In fact, most of the teachers deny speaking ability even it includes to
curriculum and has specific SK to be achieved; even they don't realize that
students are assed with their speaking in commtrnication in their future. On
other case, the teacher teaches speaking skill, but the teaching and learning
activity is not enjoyable and interesting. Actually students enjoy their study not
only because of the lesson is taught gradually in the classroom but also the
teachers' strategy in teaching that will determine of students' comfortable in
learning activity.
The students will focus more in speaking rather than other aspect when
they communicate even though another is significant too, it is said tl1at,
"success is measured in tenns of the ability to cany out a conversation in the
target language". So, students' English skill can be measured in tl1eir utterances
because it is the last result of the whole English skills. In tlie other hand
conversational activity must be life as a product of tl1is skill as Roger Bowers
says "if the teacher knows what a natural conversation involves, he or she will
be in a better position to asses whether their learners are succeeding in
4
developing their conversational that they need in order to be effective speakers
of the target language." 4
The classroom activity should be covered by any interesting teaching
which makes them speak English better and practice it. What the students feel
now is the serious problem that must be tackled as soon as possible.
The teacher needs technique to solve the class problem because it is a
practical method or art applied to some particular task. 5 The classroom will be
life, students will be more active in study, and the problem will be easily
covered by applying technique. So that, it can measure and lead the students to
the better improvement and when one strategy doesn't work, the teacher just
need to improve that strategy or to change into suitable strategy which fits with
students' condition or the material being taught.
In this research, the writer offers the teacher role play which can lead the
students to speak English forthrightly, bravely and confidently because it is
used to express students' action normally.
Moreover Role play has useful thing for introducing students of some
imp01tance aspects such sociocultural variations which have benefit for tl1em
and also in providing its material, role play is based on the students' level and
it gained from instruction or discussion of the speech act and its variations
p1ior to the role plays tl1emselves. 6Leveling in role play is important because
every stage of learners have different comprehension and study achievement. It
makes the teacher easy finding situation to be given for the students.
Stmtridge said that among classroom activities, role-play rates highly as
suitable vehicles to use in a communicative approach to language teaching.
Role play can reduce the classroom artificiality because it provides a reason for
talking and allow tl1e learners to talk meaningfully to otl1er learners. Then, it
needs to be practiced in the classroom by the teacher to help t11e students
'Roger Bowers, Applied Linguistics and English Language Teaching, (Macmillan
publishers limited; London: 1991), pp. 66-67.
6
Free dictionary, Technique, http://mvw.thefreedictionary.com/technique, (accessed at
30 June 2009).
9
Marian Celce - Murcia, Teaching English as A Second or Foreign Language (J'hird
Edition), (Thomson learning; USA: 2001), pp. 107-108.
5
7
rehearse their speaking with their friends. Consequently, when the students get
used to practice English with their friends, they will not be clumsy to
communicate with one another in English.
Role play is the liveliest form to get the class involved in speaking. Role
play brings situations from real life into tlie classroom. Students inlagine and
assume roles. They create a pretend situation, and they pretend to be some
different persons, and of course with different act. 8 From tliat action, the
students try to produce the sentence and rehearse also otl1er aspects, such
pronunciation, Grammar, vocabulary and so forth because in their speaking
they practice all of the many skills. In addition, they enjoy tlieir role because
tliey suppose tl1eir role as tl1eir real life.
Due to speaking is important for the students; and they have some barriers
in rehearsing it because of several problems tliat mentioned above, their ability
in speaking skill needs to be monitored and increased if not tliey will miss this
skill which is listening, reading and writing skill are combined in it. From that
reason, the researcher only researches the students' improvement in speaking
ability tlrrough role play.
Based on the problems above, the writer is curious to know the influence
of Role Play in improving Speaking skill in the first year of Madrasah
Tsanawiyah Pembangunan UIN Jakarta, tlie writer will conduct tlie research by
the title " lmpriving Speaking Skill through Role Play", A Pre Expe1imental
Study at the first grade of Madrasah Tsanawiyah Pembangunan UIN Jakarta.
B. Identification of the Problem
According to what the writer writes in background of the study about
improving speaking skill tlrrough role play, tlie writer involves Identification of
the problem involves:
a.
Most of the students are still clumsy in speaking
10
Gill Sturtridge, Role Play and Simulation, (Longman; London: 1981), p. 126.
Purwamo, Teaching Speaking,
http://purwamolinguistics.blogspot.com/2006/05/teaching-speaking-9.html (accessed at 15, June
2009).
11
7
The first chapter is introduction. It consists of Backgrmmd of the study,
Identification of the problem, Limitation of the problem, Research question,
Significance of the research and Organization of the writing.
The second chapter is Theoretical Framework which includes three parts
of discussions. In part A is speaking which consists of Definition of Speaking,
and Teaching Speaking. Part B is Role Play which consists of Definition of
Role Play and Kinds of Role Play. The last part is Improving Speaking skill
Through Role Play.
The third chapter is Methodology. It contains The purpose of the research
Place and Time, Subject/Participants of the research, Role aud position of the
research, Data aud source of Data, Instruments of the research and Technique
in Collecting Data.
The fourth chapter is Finding aud Discussion. It contains Data description,
aud Data analysis.
The fifth chapter is Conclusion and Suggestion. It consists of Conclusion
and Suggestion.
CHAPTER II
THEORETICAL FRAMEWORK
A. Speaking
1. Definition of Speaking
Speaking skill, as the writer writes m the previous chapter is
productive skill that has important role rather than other skills due to its
significant and its use for communication. So that, writer will explain about
the nature of speaking itself in order that gives the obvious information
about what speaking is.
Donald and Shaw said that Speaking is not the oral production of
written language, but includes learners in the mastery of a wide range sub
skills which added together, then it supports speaking skill. 1 In addition,
speaking is not produced without some combination of language skills, but
it must be included a number of skills. So, mastering speaking is gathering
skills in thought because of including some input skills in it. As the result,
the mouth is delivering those skills orally.
Speaking is a skill which deserves attention every bit as much as
literally skill, 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.
So, speaking is global skills and has multifunction use.2
2. Teaching Speaking
a.
What is teaching Speaking?
Teaching speaking is not as teaching other skills; it needs creativity
to get students involved in speaking. Besides, to speak English needs
high motivation, self-confidence, more glossaries or words. When the
1
McDonald and Christopher Shaw, Materials and Methods in ELT, (JB Blackwell;
Cambridge: 1992). o. 151
9
students don't have those capabilities, they will just keep silent in
speaking class. From that, role play is offered as an activity to get them
active in the class with their speaking because they deserve to get success
in their speaking comprehension. To know students' success in their
speaking activity here are the characteristic: 3
I.
Learners talk a lot.
2.
Participation is even or all the students get chance to speak
3.
Motivation is high, that they are eager to speak.
4.
Language is of an acceptable level or that is relevant with the
students.
When four characteristics above are found by the teacher or they
are achieved by the students, it indicates that speaking skill is success to
be taught in the classroom.
Teaching speaking is generally meant that to teach learners of
English to: 4
I.
Produce the English speech sounds and sound patterns
2.
Use word and sentence stress, intonation patterns and the rhythm of
the second language.
3.
Select appropriate words and sentences according to the proper
social setting, audience, situation and subject matter.
4.
Organize their thoughts in a meaningful and logical sequence.
5.
Use language as a means of expressing values and judgments.
6.
Use the language quickly and confidently with few urmatural
pauses, which are called as fluency.
In those meanings of teaching speaking above, the teacher must
pay attention of some important aspects, because teaching speaking is
about giving several concerns include producing sentences, intonation,
stress and rhythm. Those sound productions must be meaningful
3
Penny Ur, A course In Language Teaching, (Cambridge University Press; Cambridge:
1996), p ..120.
10
because it must be produced logically from thoughts. Finally, the
students can speak English fluently.
b. How to teach speaking
Teaching speaking is very crncial especially in teaching English. It
needs strategies to be held. So, there are some steps in performing it: 5
I. Using minimal response
One way to encourage such learners to begin to participate in
speaking is to help them build up a stock of minimal responses that
they can use in different types of exchanges. Such responses can be
especially useful for beginners.
Minimal responses are predictable, often idiomatic phrases that
conversation participants use to indicate understanding, agreement,
doubt, and other responses to what another speaker is saying. Having a
stock of such responses enables a learner to focus on what the other
participant is saying, without having to simultaneously plan a
response.
2. Recognizing scripts
Teachers can help students develop speaking ability by making
them aware of the scripts for different situations so that they can
predict what they will hear and what they will need to say in response.
Through interactive activities, Teachers can give students practice in
managing and varying the language that different scripts contain.
3. Using language to talk about language
Teachers can also give students strategies and phrases to use for
clarification and comprehension check, when the teachers find that the
students have difficulties in saying or they feel shy to say.
11
c. How to score Speaking activities?
To asses speaking activity of students' performance in Role Play,
the teacher needs some criteria to score, so the writer will explain
about the area of speaking assessment and criteria included in that
scoring.
According to Sahanaya and Lindeck that speaking test is scored
using four performance descriptors each on a band scale of 0 (didn't
attend the test) to 9 (almost like a native speaker). Those four
descriptors are: 6
!. Fluency and Coherence
The speaker can talk without too many long pauses at what would
be considered a nonnal speed. The speaker demonstrates coherence
in the way she or he sequences her or his information, and by using
appropriate connecting words.
2. Lexical Resource
Lexical resource means what the speaker use with his or her
vocabulary. The better the vocabulary is, the more clearly and
precisely speaker can communicate.
3. Grammatical Range and Accuracy
This description, relates to how good students' grammar is when
speaking. Students' range is generally demonstrated through the
variety of sentence structures students can use and the variation in
length.
4. Pronunciation
In this section is mainly judged by the extent to which
pronunciation makes it difficult for the examiner.
Cameron and Todd explain that there are also four factors for
assessing speaking ability, those factors as the same as what Sahanaya
13
61-70 =good
71-80 =very good
81-90 =excellent (almost like a native speaker)
d. Activities in teaching speaking
In teaching speaking, there are some activities that can be
applied in the classroom to make the class more interactive and
.
.
mterestmg:
8
I.Acting from a script
The teacher can ask the students to act out scenes from plays or their
course books. Students will often set out dialogues they have written
by themselves.
2.Communication games
These games are designed to provoke communication between
students frequently depend on an information gap, so that one student
has to talk to his partner in order to solve the puzzle, draw a picture,
put things in the right order , or find similarities and differences
between pictures.
3 .Discussion
By discussion can aim the students to arrive at any conclusion, share
any ideas and look for some solutions at final. Besides, they can get
involved in agree or disagree discussion.
4.Prepared talks
In this activity, students make presentation on a topic of their own
choice. But in this case, the students should speak from notes rather
than from a script, or it seems more 'writing like'.
5. Questiommires
14
Students can design questionnaires on any topics those are appropriate.
As they do so, the teacher can act as a resource, helping them in design
process.
6.Simulation and Role Play
In this activity, students simulate a real life encounter, as if they were
doing so in the real world.
e. Purpose of Teaching Speaking at Madrasah Tsanawiyah
Pembangunan UIN Jakarta
Based on Mariane Celcea- Murcia's opm10n that purpose of
speaking component in a language class should is to encourage the
acquisition of communication skills and to foster real communication in
and out of class room. 9 And this purpose is still not realized in most of
schools or classes because the English teachers just focus on other skills
that include to National exam.
Purpose
of
teaching
speaking
at
Madrasah
Tsanawiyah
Pembangunan UIN Jakarta itself doesn't have special purposes as what
Mariane Celcea- Murcia described. Its teaching purpose just based on
what the curriculum and syllabus stated, then English teacher is only to
support the material in English syllabus, and she is not demanded to
make real communication in and out of the classroom. So that the
students just speak and implicate it in around setting, and in this case is
practicing English only in the classroom during English class.
f. Technique of Teaching Speaking at Madrasah Tsanawiyah
Pembangunan UIN Jakarta
Technique of teaching speaking at Madrasah Tsanawiyah
Pembangunan UIN Jakarta at class seventh (VII) are quite variant, the
teachers gave games, pair group for practicing conversation in the class
9
Marianne ｃ･ｬ｣｡Ｍｍｵｲｩｾｌ＠
TPnrhinv Fnali
ROLEPLAY
(A Pre- Experime11tal Study at First Year Students of Madrasalt Tsanawiyalt
Pembangunan VIN Jakarta)
A "Skripsi"
Presented to the Faculty ofTarbiyah and Teachers Training
in Partial Fulfillment of the Requirements
for the Degree S.Pd. (Bachelor of Arts) in English Langnage Education
-Ull
----I
Universitas Islam Negeri
SYARIF HIDAYATULLAH JAKARTA
.
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lnayah Rahmawati
NIIVI.205014000365
ENGLISH EDUCATION DEPARTMENT
FACULTY OFTARBIYAHAND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
-
... ........... .
ENDORSEMENT SHEET
The ·'skripsi" (scientific paper) entitled "IMRPOVING SPEAKING SKILL
THROUGH ROLE PLAY (A Pre- Experimental Study at First Year Students of
Madrasah Tsanawiyah Pembangunan U/N Jakarta) "was written by Inayah
Rahrnawati. student's registration number 205014000365, was examined at
examination session of the Faculty of Tabiya and Teachers' Training, Syarif
Hidayatullah State Islamic University Jakarta, January 06'h, 2010. The "skripsi"
has been accepted and declared to have fulfilled one of the requirements For the
Degree S.Pd. (Bachelor of Arts) in English Language Education in the
Department of English Education.
Jakarta, January 06 1h, 2010
The Examination committee
Chairman
( ......
: Ors. Syauki, M.Pd
c······U'···1·········)
: Neneng Sunengsih, S.Pd
ｾＢＧｋ｟Ｌ＠
NIP.150293 236
Examiner I
Examiner II
( ........................ )
: Dr. Atig Susilo, MA
NIP. 150 182 900
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NIP. 19641211991031 002
Secretary
(\L
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: Drs. Sunardi Kartowisastro, Dip!. ED
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( ..................'7.77 .. ),
NIP. 150 002 279
Acknowledged by:
Dean ofTarbiya and Teachers' Training Faculty
"
,,#
DEPARTEMEN AGAMA
UIN JAKARTA
FITK
FORM (FR)
No. Dokumen
FITK-FR-AKD-89
Tgl. Terbit
27 Juli 2009
00
1/1
No. Revisi:
JI. Ir. H. Juanda No 95 Ciputat 15412 Indonesia
Hal
SURAT PERNYATAAN KARYA SENDIRI
Saya yangbertanda tangan di bawah ini,
Nam a
: lnayah Ralimawati
Tempat/Tgl.Lahir
: Sukabumi/18 Mei 1984
NIM
: 205014000365
J urusan/Prodi
: Pendidikan Bahasa lnggiis (PB!)
Judul Skiipsi
: Improving Speaking Skill Through Role Play (A Pre-
Experimental Study at First Year Students ofMadrasah
Tsanawiyah Pembangunan UIN Jakarta)
Dosen Pembimbing
: Ora. Fahriany, M.Pd
dengan ini menyatakan bahwa shipsi yang saya buat benar-benar hasil karya sendiri
dan saya be1ianggung jaw ab secara akademis alas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satn syarat menempuh Ujian Munaqasah.
Jakarta, 04 Jan uari 2 0 I 0
Mahsiswa Ybs.
Inayah Rahmawati
NIM:20501400365
ABSTRACT
English is an international language which most of people afford to master.
English used as guidance for any instruction or any communication in the world
involves relationship, business, networking etc. So, most of people think that
English becomes a main need language after their mother tongue because it has
many advantages in many aspects.
The important of speaking skill for students is in order that they can speak it
forthrightly and confidently with their classmates, and then they get used in
rehearsing English conversation, so that they are not clumsy in practicing it
gradually.
Based on the writer observation in Madrasah Tsanawiyah Pembangunan UIN
Jakarta, most of students have difficulties in improving their speaking. They feel
anxious about their speaking ability. The students feel clumsy to speak English
and to express it because they are not really interested in speaking.
In this case the teacher needs to motivate students through new atmosphere
that make the students more interested in improving their speaking ability and
more enjoyable to practice their speaking with certain technique.
To help the teachers create the students more interesting and enjoyable in
speaking, the writer offers a teaching technique in speaking which may help the
students to achieve their speaking skill better.
Next, the technique that is offered by the writer is Role Play. Role play, as Jill
Hadfield said, is a gesture game which has special purposes, rules and involve
interesting aspect. A central, unique aspect of storytelling is its reliance on the
audience to develop specific visual imagery and detail to complete and co-create
the story.
The writer only researches in using role play in teaching writing in Madrasah
Tsanawiyah Pembangunan UIN Jakarta. The purpose of this research is to know
whether by using role play will help the students ge( easier and improve in their
speaking.
The writer realizes that this skripsi is still far from being perfect. So that, it's
pleasure for the writer that all the readers would like to give criticism or
suggestion to improve this skripsi.
Jakarta, 03 December 2009
The Writer
TABLE OF CONTENTS
APPROVEMENT SHEET ..................................................
i
ENDORSEMENT SHEET .............................. ;.....................
ii
WRITER'S REFERENCE SHEET ........................................
iii
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
iv
ACKNOWLEDGMENT....................................................... v
TABLE OF CONTENT........................................................
vii
LIST OF TABLES . ..... ............... ......... ... ......... ......... ...........
ix
LIST OF CHARTS . ..... ............... ......... ............ ... ...... ........ ... x
CHAPTER I
INTRODUCTION....................................
I
A. Background of the Study.......................... I
B. Identification of the Problem...................... 5
C. Limitation of the Problem . .. . . . . . . . . . .. .. . . .. . ... 6
D. Research question.................................
6
E. Significance of the Study . . . . . . .. . . . . . . ... . . . . . . .
6
F. Organization of the Writing....................... 6
CHAPTER II
THEORETICAL FRAMEWORK .. .... .. .... ..... 8
A. Speaking . . . . . . . . . . . . . . . . . . . . . . . . .. . . .. . . . . . . . . . . . . . . . 8
1. Definition of Speaking . . . . . . . . . . . . . . . . . . .. . . .
8
2. Teaching Speaking............................ 8
a. What is Teaching Speaking? . . . . .. . . . . . . 9
b. How to Teach Speaking? . . . . . . . . . . . . . . . . 10
c. How to Score Speaking Activities...... 11
d. Activities in Teaching Speaking . . . . . ... 13
e. Purpose of Teaching Speaking
at Madrasah Tsanawiyah Pembangunan
f.
Technique of Teaching Speaking
at Madrasah Tsanawiyah Pembangunan
UIN Jakarta ................................. 15
B. Role Play ............................................. 15
I. Definition of Role Play . . . . . . . . . . . . . . . . .. .. . ... 15
2. Kinds of Role Play .............................. 16
C. Improving Speaking skill Through Role Play ... 17
CHAPTER III
METHODOLOGY .................................... 19
A. The purpose of Study . . . . . . . . . . . . . . . . . . . . . ..... .. . ..
19
B.
Place and Time of Study .......................... 19
C.
Subject/Participants of Study . . . . . . . . . . . . . . . . . . ... 19
D. Role and position of Study . . . . . . . . . . . . . . . . . . . . . . . . 19
E.
Data and the Source of Data . . . . . . . . . . . . . . . . . . . . . 20
F.
Instnunents of the Research ....................... 20
G. Teclmique of Collecting Data...................
CHAPTER IV
21
FINDING AND DISCUSSION ...................... 23
A. Data description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
1. Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2. \Vhilst test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 23
3. Post test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
4. Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
24
B. Data analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
CHAPTERV
CONCLUSION AND SUGGESTION .........
34
A. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
B.
Suggestion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
35
REFERENCES .. .... .. .. .. . .. . . .. .. . .. .. .. .. .... .. .... . .. .. .. .. .. .. .. .. .. . . .. ...
36
APPENDICES
LIST OF CHARTS
Chart4.1
Students' Score Change from Pretest to Post Test . . . . . . ..
32
CHAPTER I
INTRODUCTION
A. Background of The Study
Language is one of paramount tool for communication and also one of
several needs to figure out every improvement in the world. For instance,
people need language for understanding international education issue, science
and technology, for relating them with their needs.
English spoken because people understand globally and agreed with using
English for the guidance or instruction in order that they are able to find the
meaning because they are familiar with it. As that result, English is as
international language and used in most places in the world, such as for
interacting one another in different countries for many aspects, like business,
and networking, so most of people need to learn it well because it's one of
requirements of international relationship. So, English spoken by population
involve more than 300 million native speakers, and between 400 and 800
million foreign users. Most of people claim that a person who doesn't know
English is left behind from universe infonnation and its breakthrough due to
leaving English study. 1 People now compete and increase their English
qualification, for it become main need in association.
Because English is an international language, its skills are significant for
everyone to be mastered, and in Indonesia English involves into education
curriculum which every school runs, and as further explanation of English
curriculum it can be found in Standar Kompetensi (SK) and Kompetensi Dasar
(KD). Consequently, the government revealed the policy that includes English
subject into national exam standard as some special subjects such as Bahasa
Indonesia, IPA and Mathematics are included.
1
Dr. G. Manivannan, "UsingEnglish"
http://www.usingenglish.com/teachers/articles/importance-english-language. html (accessed at 21,
June 2009).
2
The curriculum that progresses now what it is called A Kurikulum Ting/cat
Satuan pendidikan (KTSP) or as issued in 2006 curriculum. In this curriculum,
English divided as it has four skills, Listening, Speaking, Reading and writing.
Listening and reading are receptive skills which are the ways in which people
extract meaning from the discourse they see or hear. 2 In English curriculum of
KTSP, each skill has Standar Kompetensi (SK) and Kompetensi Dasar (KD):
Standar Kompetensi (SK) becomes the global explanation and Kompetensi
Dasar (KD) as the specific explanation of Standar Kompetensi.
In this study, the writer only explains Standar Kompetensi and Kompetensi
Dasar of Speaking in class VII of the first semester. Based on cuniculum of
2006 especially in Speaking skill of the first semester of class VII has 2 SK's
and 4 KD's. SK of Speaking is in the third and the fourth number in English
syllabus that involves: 3
S.K.3Mengungkapkan makna dalam percakapan transaksional dan
interpersonal
sangat sederhana untuk berinteraksi dengan ling!amgan
terdekat (to deliver meaning in oral simple short transactional and interpersonal
conversation to be applied in the environment).
K.D.3.1. Melakukan interaksi dengan
lingkungan terdekat yang
melibatkan tindak tutur : orang menyapa yang be/um dikenal,
memperkenalkan diri sendiri I orang lain, dan memerintah atau melarang.
(Interacting with the environment which involves expression: Greeting
stranger, introducing oneself I other, and giving instruction or prohibition)
K.D. 3.2. Me/akukan interaksi
dengan lingkungan terdekat yang
melibatkan
tindak tutur
meminta dan memberi informasi,
mengucapkan terima kasih meminta
maaf dan
meng1mgkapkan
kesantunan. (interacting with the environment which involved: asking and
giving information, giving thanks, apologizing, and delivering another
polite expression)
SK.4. Mengungkapkan ma/ma dalam teks lisan fimgsional pendek sang.at
sederhana untuk berinteraksi dengan lingkungan terdekat (to deliver meaning
in oral simple short functional text and simple short monolog in descriptive and
recount to be applied in the environment).
K.D. 4. I. Mengungkapkan makna tindak tutur dalam teks /isan jungsional
pendek sangat sederhana (misal: instruksi, daflar belanja, selamat,
pengumuman, di/) secara akurat, lancar, dan berterima untuk berinteraksi
dengan !ingkungan terdekat. (To deliver oral meaning of simple short
2
Jeremy Harmer, The Practice of English Language Teaching (Third Edition),
(Longman; Edinburgh: 2001), p. 199.
3
Direktorat Pendidikan Nasional, Sillabus Bahasa Jnggris Ke/as 'Ill
3
functional text in oral such as instruction, shopping lists, congratulation,
announcement, etc).
K.D. 4.2 Mengungkapkan makna gagasan dalam teks lisan fimgsional
pendek sangat sederhana secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat. (To deliver idea meaning in
simple short oral functional text accurately, fluently, accepted to be
applied in the environment).
\
From those 2 SK's emphasized that short transactional, interpersonal
conversation, oral simple short functional text and simple short monolog are
necessary to be taught in the classrom. The teacher has to get them involved in
delievering those expressions in speaking activities, if not the teaching and
learning activity doesn't achieve SK's target.
According to the explanation of English curriculum above that Speaking
is productive skill which has 2 SK's to be achieved, the teacher must bring the
students in rehearsing their speaking ability in their learning.
In fact, most of the teachers deny speaking ability even it includes to
curriculum and has specific SK to be achieved; even they don't realize that
students are assed with their speaking in commtrnication in their future. On
other case, the teacher teaches speaking skill, but the teaching and learning
activity is not enjoyable and interesting. Actually students enjoy their study not
only because of the lesson is taught gradually in the classroom but also the
teachers' strategy in teaching that will determine of students' comfortable in
learning activity.
The students will focus more in speaking rather than other aspect when
they communicate even though another is significant too, it is said tl1at,
"success is measured in tenns of the ability to cany out a conversation in the
target language". So, students' English skill can be measured in tl1eir utterances
because it is the last result of the whole English skills. In tlie other hand
conversational activity must be life as a product of tl1is skill as Roger Bowers
says "if the teacher knows what a natural conversation involves, he or she will
be in a better position to asses whether their learners are succeeding in
4
developing their conversational that they need in order to be effective speakers
of the target language." 4
The classroom activity should be covered by any interesting teaching
which makes them speak English better and practice it. What the students feel
now is the serious problem that must be tackled as soon as possible.
The teacher needs technique to solve the class problem because it is a
practical method or art applied to some particular task. 5 The classroom will be
life, students will be more active in study, and the problem will be easily
covered by applying technique. So that, it can measure and lead the students to
the better improvement and when one strategy doesn't work, the teacher just
need to improve that strategy or to change into suitable strategy which fits with
students' condition or the material being taught.
In this research, the writer offers the teacher role play which can lead the
students to speak English forthrightly, bravely and confidently because it is
used to express students' action normally.
Moreover Role play has useful thing for introducing students of some
imp01tance aspects such sociocultural variations which have benefit for tl1em
and also in providing its material, role play is based on the students' level and
it gained from instruction or discussion of the speech act and its variations
p1ior to the role plays tl1emselves. 6Leveling in role play is important because
every stage of learners have different comprehension and study achievement. It
makes the teacher easy finding situation to be given for the students.
Stmtridge said that among classroom activities, role-play rates highly as
suitable vehicles to use in a communicative approach to language teaching.
Role play can reduce the classroom artificiality because it provides a reason for
talking and allow tl1e learners to talk meaningfully to otl1er learners. Then, it
needs to be practiced in the classroom by the teacher to help t11e students
'Roger Bowers, Applied Linguistics and English Language Teaching, (Macmillan
publishers limited; London: 1991), pp. 66-67.
6
Free dictionary, Technique, http://mvw.thefreedictionary.com/technique, (accessed at
30 June 2009).
9
Marian Celce - Murcia, Teaching English as A Second or Foreign Language (J'hird
Edition), (Thomson learning; USA: 2001), pp. 107-108.
5
7
rehearse their speaking with their friends. Consequently, when the students get
used to practice English with their friends, they will not be clumsy to
communicate with one another in English.
Role play is the liveliest form to get the class involved in speaking. Role
play brings situations from real life into tlie classroom. Students inlagine and
assume roles. They create a pretend situation, and they pretend to be some
different persons, and of course with different act. 8 From tliat action, the
students try to produce the sentence and rehearse also otl1er aspects, such
pronunciation, Grammar, vocabulary and so forth because in their speaking
they practice all of the many skills. In addition, they enjoy tlieir role because
tliey suppose tl1eir role as tl1eir real life.
Due to speaking is important for the students; and they have some barriers
in rehearsing it because of several problems tliat mentioned above, their ability
in speaking skill needs to be monitored and increased if not tliey will miss this
skill which is listening, reading and writing skill are combined in it. From that
reason, the researcher only researches the students' improvement in speaking
ability tlrrough role play.
Based on the problems above, the writer is curious to know the influence
of Role Play in improving Speaking skill in the first year of Madrasah
Tsanawiyah Pembangunan UIN Jakarta, tlie writer will conduct tlie research by
the title " lmpriving Speaking Skill through Role Play", A Pre Expe1imental
Study at the first grade of Madrasah Tsanawiyah Pembangunan UIN Jakarta.
B. Identification of the Problem
According to what the writer writes in background of the study about
improving speaking skill tlrrough role play, tlie writer involves Identification of
the problem involves:
a.
Most of the students are still clumsy in speaking
10
Gill Sturtridge, Role Play and Simulation, (Longman; London: 1981), p. 126.
Purwamo, Teaching Speaking,
http://purwamolinguistics.blogspot.com/2006/05/teaching-speaking-9.html (accessed at 15, June
2009).
11
7
The first chapter is introduction. It consists of Backgrmmd of the study,
Identification of the problem, Limitation of the problem, Research question,
Significance of the research and Organization of the writing.
The second chapter is Theoretical Framework which includes three parts
of discussions. In part A is speaking which consists of Definition of Speaking,
and Teaching Speaking. Part B is Role Play which consists of Definition of
Role Play and Kinds of Role Play. The last part is Improving Speaking skill
Through Role Play.
The third chapter is Methodology. It contains The purpose of the research
Place and Time, Subject/Participants of the research, Role aud position of the
research, Data aud source of Data, Instruments of the research and Technique
in Collecting Data.
The fourth chapter is Finding aud Discussion. It contains Data description,
aud Data analysis.
The fifth chapter is Conclusion and Suggestion. It consists of Conclusion
and Suggestion.
CHAPTER II
THEORETICAL FRAMEWORK
A. Speaking
1. Definition of Speaking
Speaking skill, as the writer writes m the previous chapter is
productive skill that has important role rather than other skills due to its
significant and its use for communication. So that, writer will explain about
the nature of speaking itself in order that gives the obvious information
about what speaking is.
Donald and Shaw said that Speaking is not the oral production of
written language, but includes learners in the mastery of a wide range sub
skills which added together, then it supports speaking skill. 1 In addition,
speaking is not produced without some combination of language skills, but
it must be included a number of skills. So, mastering speaking is gathering
skills in thought because of including some input skills in it. As the result,
the mouth is delivering those skills orally.
Speaking is a skill which deserves attention every bit as much as
literally skill, 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.
So, speaking is global skills and has multifunction use.2
2. Teaching Speaking
a.
What is teaching Speaking?
Teaching speaking is not as teaching other skills; it needs creativity
to get students involved in speaking. Besides, to speak English needs
high motivation, self-confidence, more glossaries or words. When the
1
McDonald and Christopher Shaw, Materials and Methods in ELT, (JB Blackwell;
Cambridge: 1992). o. 151
9
students don't have those capabilities, they will just keep silent in
speaking class. From that, role play is offered as an activity to get them
active in the class with their speaking because they deserve to get success
in their speaking comprehension. To know students' success in their
speaking activity here are the characteristic: 3
I.
Learners talk a lot.
2.
Participation is even or all the students get chance to speak
3.
Motivation is high, that they are eager to speak.
4.
Language is of an acceptable level or that is relevant with the
students.
When four characteristics above are found by the teacher or they
are achieved by the students, it indicates that speaking skill is success to
be taught in the classroom.
Teaching speaking is generally meant that to teach learners of
English to: 4
I.
Produce the English speech sounds and sound patterns
2.
Use word and sentence stress, intonation patterns and the rhythm of
the second language.
3.
Select appropriate words and sentences according to the proper
social setting, audience, situation and subject matter.
4.
Organize their thoughts in a meaningful and logical sequence.
5.
Use language as a means of expressing values and judgments.
6.
Use the language quickly and confidently with few urmatural
pauses, which are called as fluency.
In those meanings of teaching speaking above, the teacher must
pay attention of some important aspects, because teaching speaking is
about giving several concerns include producing sentences, intonation,
stress and rhythm. Those sound productions must be meaningful
3
Penny Ur, A course In Language Teaching, (Cambridge University Press; Cambridge:
1996), p ..120.
10
because it must be produced logically from thoughts. Finally, the
students can speak English fluently.
b. How to teach speaking
Teaching speaking is very crncial especially in teaching English. It
needs strategies to be held. So, there are some steps in performing it: 5
I. Using minimal response
One way to encourage such learners to begin to participate in
speaking is to help them build up a stock of minimal responses that
they can use in different types of exchanges. Such responses can be
especially useful for beginners.
Minimal responses are predictable, often idiomatic phrases that
conversation participants use to indicate understanding, agreement,
doubt, and other responses to what another speaker is saying. Having a
stock of such responses enables a learner to focus on what the other
participant is saying, without having to simultaneously plan a
response.
2. Recognizing scripts
Teachers can help students develop speaking ability by making
them aware of the scripts for different situations so that they can
predict what they will hear and what they will need to say in response.
Through interactive activities, Teachers can give students practice in
managing and varying the language that different scripts contain.
3. Using language to talk about language
Teachers can also give students strategies and phrases to use for
clarification and comprehension check, when the teachers find that the
students have difficulties in saying or they feel shy to say.
11
c. How to score Speaking activities?
To asses speaking activity of students' performance in Role Play,
the teacher needs some criteria to score, so the writer will explain
about the area of speaking assessment and criteria included in that
scoring.
According to Sahanaya and Lindeck that speaking test is scored
using four performance descriptors each on a band scale of 0 (didn't
attend the test) to 9 (almost like a native speaker). Those four
descriptors are: 6
!. Fluency and Coherence
The speaker can talk without too many long pauses at what would
be considered a nonnal speed. The speaker demonstrates coherence
in the way she or he sequences her or his information, and by using
appropriate connecting words.
2. Lexical Resource
Lexical resource means what the speaker use with his or her
vocabulary. The better the vocabulary is, the more clearly and
precisely speaker can communicate.
3. Grammatical Range and Accuracy
This description, relates to how good students' grammar is when
speaking. Students' range is generally demonstrated through the
variety of sentence structures students can use and the variation in
length.
4. Pronunciation
In this section is mainly judged by the extent to which
pronunciation makes it difficult for the examiner.
Cameron and Todd explain that there are also four factors for
assessing speaking ability, those factors as the same as what Sahanaya
13
61-70 =good
71-80 =very good
81-90 =excellent (almost like a native speaker)
d. Activities in teaching speaking
In teaching speaking, there are some activities that can be
applied in the classroom to make the class more interactive and
.
.
mterestmg:
8
I.Acting from a script
The teacher can ask the students to act out scenes from plays or their
course books. Students will often set out dialogues they have written
by themselves.
2.Communication games
These games are designed to provoke communication between
students frequently depend on an information gap, so that one student
has to talk to his partner in order to solve the puzzle, draw a picture,
put things in the right order , or find similarities and differences
between pictures.
3 .Discussion
By discussion can aim the students to arrive at any conclusion, share
any ideas and look for some solutions at final. Besides, they can get
involved in agree or disagree discussion.
4.Prepared talks
In this activity, students make presentation on a topic of their own
choice. But in this case, the students should speak from notes rather
than from a script, or it seems more 'writing like'.
5. Questiommires
14
Students can design questionnaires on any topics those are appropriate.
As they do so, the teacher can act as a resource, helping them in design
process.
6.Simulation and Role Play
In this activity, students simulate a real life encounter, as if they were
doing so in the real world.
e. Purpose of Teaching Speaking at Madrasah Tsanawiyah
Pembangunan UIN Jakarta
Based on Mariane Celcea- Murcia's opm10n that purpose of
speaking component in a language class should is to encourage the
acquisition of communication skills and to foster real communication in
and out of class room. 9 And this purpose is still not realized in most of
schools or classes because the English teachers just focus on other skills
that include to National exam.
Purpose
of
teaching
speaking
at
Madrasah
Tsanawiyah
Pembangunan UIN Jakarta itself doesn't have special purposes as what
Mariane Celcea- Murcia described. Its teaching purpose just based on
what the curriculum and syllabus stated, then English teacher is only to
support the material in English syllabus, and she is not demanded to
make real communication in and out of the classroom. So that the
students just speak and implicate it in around setting, and in this case is
practicing English only in the classroom during English class.
f. Technique of Teaching Speaking at Madrasah Tsanawiyah
Pembangunan UIN Jakarta
Technique of teaching speaking at Madrasah Tsanawiyah
Pembangunan UIN Jakarta at class seventh (VII) are quite variant, the
teachers gave games, pair group for practicing conversation in the class
9
Marianne ｃ･ｬ｣｡Ｍｍｵｲｩｾｌ＠
TPnrhinv Fnali