THE IMPLEMENTATION OF ROLE PLAY TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING ABILITY AT FIRST YEAR OF SMAN 9 BANDAR LAMPUNG

i ABSTRACT

THE IMPLEMENTATION OF ROLE PLAY TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING ABILITY AT FIRST YEAR OF SMAN 9

BANDAR LAMPUNG Arthadina Julianda

Speaking is the productive skill of a language to express the idea or to send message to hearer. When the students speak in English they do not explore their ability to speak up because they lack of practicing more, the researcher applied Role Play Technique to improve the students’ speaking ability.

There is one main objective of this research namely to find out whether there is any improvement or not in students’ speak ing ability after being taught through Role Play Technique. This research was conducted at SMAN 9 Bandar Lampung. The sample of this research was students of ten grade, class X MIA 3. The study employed T-test design by giving pre-test, three treatments, and posttest. There were two raters to score students’ speaking performance.

By comparing the result of pre-test and posttest, it shows that there is an improvement of the students’ speaking ability after being taught through Role Play Technique. The total score increase from 59.1 in pre-test to 67.8 in posttest. It meant that the total score increase 8.7 points. In order to see which aspect of speaking improves the most, the researcher see form the mean score improvement of each aspect. The highest increase is vocabulary (2.61). the second is grammar (2.11), then fluency (1.89), pronunciation (1.5), and the lowest improvement is comprehension (0.67). The result of the computation shows that T-value (12.000) is biger than T-table (2.030) with the level of significance under 0.05. it means, that H1 of the hipothesis is accepted, there is a significant improvement of students’ speaking ability after being taught through Role Play Technique.

THE IMPLEMENTATION OF ROLE PLAY TECHNIQUE

TO IMPROVE STUDENTS’ SPEAKING ABILITY

AT FIRST YEAR OF SMAN 9 BANDARLAMPUNG

By

ARTHADINA JULIANDA

A Script

Submitted in a Partial Fulfillment of The Requirements for S-1 Degree

in

The Language and Arts Department of Teacher Training and Education Faculty

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG

2015

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CURRICULUM VITAE

Arthadina Julianda was born on July 9th, 1993 in Bandar Lampung. She is the oldest daughter of the two children from a couple, Eddy Suherli (the Late) and Irna Suryani.

She started her education at kindegarten of Al-Kautsar Bandar Lampung in 1997 and she continued her elementary school of Al-Kautsar in 1999 and graduated in 2005. In the same year, she entered junior high school Al-Kautsar Bandar Lampung and graduate in 2008. She continued her study at SMA 9 Bandar Lampung and finished in 2011. In 2011, she was accepted at the S-1 of English Education Study Program, Language and Art Education Department, FKIP, University of Lampung.

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DEDICATION

This script is fully dedicated to:

My beloved parents: Eddy Suherli (the Late) and Irna Suryani

My beloved brother: Artisna Yuskandi

iv MOTTO

“You can if you think you can” (Henry Ford)

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ACKNOWLEDGEMENT

Praise merely for Allah SWT, The Most Gracious and The Most Merciful, who always gives me all the best in this life. This script entitled: The Implementation of Role Play Technique to Improve Students’ Speaking Ability presented to fulfill one of the requirements in accomplishing the S-1 Degree at the Department of Language and Arts of Teacher Training and Education Faculty, University of Lampung.

This script could never come to existence without any support, encouragement and guidance from several dedicated people. In this occasion I would like to express my deepest gratitude to:

1. Dr. Flora, M.Pd., as the first advisor for willingness to give assitance, ideas, scientific knowledge, encouragement, kindness and patience to the writer during the research report writing process. My gratitude is also extended to Budi Kadaryanto, S.Pd. M.A., as the second advisor for his guidance, critism and revision in the writing process during the completion of this script.

2. Prof. Dr. Patuan Raja, M.Pd., as my examiner who has given suggestions and critic to make this script more valuable.

3. All of the lectures of English Department Program of Teacher Training and Education Faculty of Lampung University who have given great knowledge.

4. Headmaster and English teacher of SMAN 9 Bandar Lampung, Drs. Hendro Suyono, who has given me a chance to conduct the research in the school, managed time for the research, great contribution and help, and also for clas X MIA 3 who made time to participate in this research.

5. My beloved parents Eddy Suherly (the Late) and Irna Suryani, thanks for their endless love, patience, supporting and praying given to me, and my lovely brother Artisna Yuskandi who gives me a spirit and pray.

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6. My best partner in English Department 2011 Dewi Firdanti, Elisabeth Gracia S., Revi Marsita. Thanks for sharing, growing together and for having good time we have experienced together.

7. My another partner, M.Dhian Pratama. Thanks for sharing, helping, supporting and motivating me.

8. My close friends Ayu Martiana Putri, Azatu Zahirah, Rahma Kusuma Dewi, Ica Rizki Anefta S., Ayu Tia, Triyana Malinda. Thanks for supporting, praying, and motivating me.

9. Great fraternity of Englsih Department 2011 in B class (Bagus, Barry, Arya, Cirul, Afif, Nyoman, Jojo, Hamdan, Kharis, Widi, Nidia, Suri, Anggun, Yuni, Anggi, Nurul, Fiya, Dara, Rima, Irine, Erlin, Lia, Eva, Ire, Lala, Siwik, Komang, Sofi, Ratih, Nita) especially for Lia Annisa Mahdalena, Khairun Nisa, and Luh Ayu, thanks for your help, support and motivation.

10.Anyone that can not be mentioned directly and indirectly who has helped the writer in completing this script. The writer appreciates opinion, suggestions for improvement of this script.

Last but not least, I hope this script will give a positive contribution to education development and be useful to the readers and for the further researcher.

Bandar Lampung, August 2015 The writer

CONTENTS

Page

ABSTRACT ... i

CURRICULUM VITAE ... ii

DEDICATION ... iii

MOTTO ... iv

ACKNOWLEDGEMENTS ... v

LIST OF CONTENT ... vi

LIST OF TABLE ... vii

LIST OF APPENDICES ... viii

I. INTRODUCTION... 1

1.1 Background... 1

1.2 Previous Research Finding... 4

1.3 Formulation of Problem... 5

1.4 Objective of the Research... 5

1.5 Uses of the Research... 6

1.6 Scope of the Research... 6

1.7 Definition of Terms ... 6

II. FRAME OF THE THEORIES... 8

2.1 Speaking... 8

2.2 Types of Speaking... 11

2.3 Teaching Speaking... 14

2.4 Role Play Technique... 15

2.5 Role Play in Teaching Speaking... 16

2.6 Procedure of Using Role Play in Teaching Speaking... 17

2.7 Adventages and Disadvantages from Role Play... 17

2.8 Theoretical Assumption... 19

2.9 Hypothesis... 19

III. RESEARCH METHOD... 20

3.1 Research Design... 20

3.3 Data Collecting Technique... 21

3.4 Validity of the Test... 22

3.5 Reliability of the Test... 23

3.6 Scores... 25

3.7 Data Treatment... 29

3.8 Hypothesis Testing... 30

IV. RESULT AND DISCUSSION... 31

4.1 Report of the Experiment... 31

4.2 Result of the Pretest and Posttest... 32

4.3 The Improvement of the Students’ Speaking Ability... 37

4.4 Hypothesis Testing... 42

4.5 Limitation of the Problem... 42

4.6 Discussion ... 43

V. CONCLUSSION AND SUGGESTION... 48

5.1 Conclussion... 48

5.2 Suggestion... 49

REFERENCES ... 51

TABLES

Table Page

4.1 Distribution of Pre-test... 34

4.2 Distribution of Post-test... 37

4.3 The Improvement from Pre-test to Posttest in Each Aspect... 40

APPENDICES

Appendix Page

1. Pre-Experiment Test ... 54

2. Post Experiment Test ... 55

3. Lesson Plan ... 56

4. Table the Result of Students’ Pre-test Score ... 62

5. Table the Result of Students’ Posttest Score ... 64

6. Table the Mean Score of Students’ Pre-test ... 66

7. Table the Mean Score of Students’ Posttest ... 68

8. Table of Paired Sample Test ... 70

9. Inter-rater Reliability of Pre-test Score ... 71

10. Reliability of Pre-test ... 72

11. Inter-rater Reliability of Posttest Score ... 73

12. Reliability of Posttest ... 74

13. Frequency Table of Pre-test and Posttest ... 75

14. Transcription of Pre-test ... 77

GRAPHS

Graph Page

4.1 The Average of Students’ Speaking Score in Pre-test... 33 4.2 The Average of Students’ Speaking Score in Posttest... 35 4.3 The Improvement of Average Score from Pre-test to Posttest... 38 4.4 The Improvement of Students’ Speaking in Five Aspects From

I. INTRODUCTION

This research contains a brief explanation of the introduction. It consists of the background, the formulation of problem, the objectives of the research, the uses of the research, the scope of the research, and the definition of terms.

1.1 Background

Speaking is the important factor that can support the process of mastering and increasing the quality of English for communication. In English learning, a student has to master the four basic language skills, namely listening, speaking, reading and writing. Speaking might be the skill that must be emphasized. This is like what Weltys (1976: 47) states that speaking is the main skill in communication. The teacher should promote the students to be able to communicate well.

In addition, speaking is one of the productive skills of language that can be used to express ideas or send message to the hearer or listener. It means that when one speaks, he/she produces expression that should be meaningful. Then, the receiver or the hearer can receive the message from the speaker directly without any miscommunications.

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In teaching, the teacher usually uses a technique which can improve the students’ speaking skill. Teacher will choose what technique that is appropriate for his/her students’ condition or situation. The goal of teaching speaking should improve students' communicative skills because students can express themselves and learn how to follow the social and cultural rules appropriately in each communicative circumstance.

In fact one of the four English skills which was not taught well was speaking. As the result, the students find it difficult to express their ideas, some of them felt shy to speak in English. Based on researcher’s experience in Field Practice Program (PPL) at SMAN 1 Liwa, most of the students were not actively involved in the learning process and they had low self-confidence in producing their sentences so they could not speak well. The student also felt embarrassed when they made mistakes in the class. The situation might have been caused by internal and external factors. The internal factors were motivation and interest while the external factors were teachers’ teaching techniques and teaching media as well. The teacher taught speaking by explaining the form of sentences, drilling it to students and asking students to do some written exercise at students’ worksheet. This made the student seldom to speak English. The teacher just focused on the grammar. When the teacher asked the students to show their ability in speaking task in front of class, only the active students who produced good communication in English.

In addition, most of the students’ pronunciation was not clear. It could be seen from the sound, stress, and intonation that they produced. Actually to build

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students’ self-confidence or to make the students’ enjoy in learning speaking, the teacher had to create a scenario to teach the target language in an active and interesting manner to give the students good chance for practicing. It was necessary to take an action by using appropriate technique which gave opportunities and triggers the students to practice their English in classroom. A suitable technique could give students interest and then it would increase their speaking ability.

Considering to the statement above, the researcher chose to use a technique that could motivate and give students opportunities to speak or express their ideas in a situation they were likely to encounter outside the classroom, that is using Role Play. Role Play is a type of drama activities which the student’s can play dramatization of real life situation. Role-play is one of the activities to promote speaking. Through role-play activities, the students learn how to express ideas, opinions, or feeling to others by using words or sounds of articulation. Larsen Freeman (2000: 68) explained that role-plays are important in the communicative approach because they give learners an opportunity to practice communicating in different social contexts and different social roles. A role-play is a highly flexible learning activity, which has a wide scope for variation and imagination.

The researcher used Role Play technique because there were some advantages in Role Play, such as, it can build students’ self confidence and also it will give a chance to get some experience in handling difficult situation and in developing creative problem solving skills. The researcher assumes that Role Play technique

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is very enjoyable for student because students can be more active and interacted with their friends into drama situation based on their knowledge.

1.2 Previous Research Finding

There have been several correlated studies dealing with role play technique and speaking skill. The first finding entitled, using Role Play in improving students’ speaking ability in the second year students of SMP PGRI II Ciputat, was conducted by Irianti Sari (2011). This research was conducted to find out whether there was an improvement by using Role Play technique in improving students’ speaking ability. The target population of this study was the second year students of SMP PGRI II Ciputat, which consisted of 40 students. The researcher used pre test, post test, and questioner as the instrument. The finding of this research was there was an improvement by using Role Play technique in improving the students’ speaking ability.

The second previous study was dealing with improving students’ speaking ability in class at the second semester of the first grade of SMP Negeri 3 Meliau, which was conducted by Erasma (2012). In this research the researcher used Role play as technique in teaching speaking. The method of this research was called “A Classroom Action Research”. The subject of this research was the first grade of SMP Negeri 3 Meliau consist of 38 students. The data of this research were collected by using measurement technique that is a performance test to measure the students’ achievements. The findings of this classroom action research showed that speaking ability in class increased by using Role play technique. There were

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differences between the previous research and this research, the previous research was conducted in junior high school while this research was conducted in senior high school. Another differences was about the instrument, Irianti Sari used pre test, posttest, and questioner while this research used pre test, posttest, and treatment.

To sum up, based on the previous studies, it can be stated that all above mentioned studies reconfirmed the improvement of using Role Play technique to improve students’ speaking ability. Therefore, this research was carried out to investigate the implementation of using Role Play technique to improve students’ speaking ability at the first year of SMAN 9 Bandar Lampung.

1.3 Formulation of Problem

Based on the background above, the writer would like to take the main problem as follows:

Is there any improvement of students’ speaking ability after being taught through Role Play technique?

1.4 Objectives of the Research

The objective of this research is:

To find out whether there is any improvement of students’ speaking ability after being taught through Role Play technique.

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1.5 Uses of the Research

The findings of the study are expected to be beneficial for both theoretically and practically:

1. Theoretically, this research will be useful for supporting the theory about Role Play Technique in Speaking skill.

2. Practically, as additional information for English teacher to increase the teachers’ knowledge of English and share experience in improving the students’ speaking ability in using Role Play technique.

1.6 Scope of the Research

This quantitative research was conducted in the first grade of SMAN 9 Bandar Lampung. The researcher found out whether there was a significant improvement of students’ speaking ability after being taught through Role Play technique. The type of Role Play that would be used is transactional dialogue dealing with descriptive text. This study only focused on improving students’ speaking ability in Transactional Dialogue. Students’ improvement was found out by comparing the result of students’ recorded answers of pretest and posttest.

1.7 Definition of Terms

Improvement

The process to make students’ speaking ability getting better. This was indicated from the score of pretest and posttest.

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Role Play

Role Playing is defined as pretending to be someone else or pretending to be in a specific situation that you are not actually in at the time.

Speaking

Speaking is process of communication between at least two or more speakers. It is also two processes between speaker and listener that are produced by speaker, while the listener receives the information and processes.

II. FRAME OF THE THEORIES

There are some concepts related to the research. In the theoretical framework, the section discusses several concepts such as review of concept of speaking, types of speaking, concept of teaching speaking, technique of speaking, concept of Role Play, advantages and disadvantages of Role Play, theoretical assumption and hypothesis.

2.1 Speaking

Language is a tool for communication. People communicate with others to express their ideas, and to know others’ ideas as well. Communication takes place, where there is speech. Without speech people cannot communicate with one another. The importance of speaking skills hence is enormous for the learners of any language. Without speech, a language is reduced to a mere script. The use of language is an activity which takes place within the confines of our community. Speaking is the skill that is used to express ideas at the same time people try to get the ideas from others.

Speaking is one of the four language skills (reading, writing, listening and speaking). It is the means through which learners can communicate with others to achieve certain goals or to express their opinions, intentions, hopes and

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viewpoints. In addition, people who know a language are referred to as „speakers’ of that language. Furthermore, in almost any setting, speaking is the most frequently used language skill. As Rivers (1981: 162) argues, speaking is used

twice as much as reading and writing in our communication.However, according

to Grognet A.G (1997: 136), Speaking is one of the skills that have to be mastered by students in learning English.

Speaking is an essential tool for communicating. Hornby (1995: 37) defines that speaking is the skill that the students will be judged upon most in real-life situations. It is an important part of everyday interaction and most often the first impression of a person is based on his/her ability to speak fluently and comprehensively. Therefore, as teachers, we have a responsibility to prepare the students as much as possible to be able to speak in English in the real world outside the classroom. On the other hand, Byrne (1984: 8) says that speaking is an activity involving two or more participants as hearers and speakers who react to what they hear and their contributions. Each participant has an attention or a set of intention goal that he wants to achieve in the interaction.

From the statements, it could be stated that in speaking there is a goal or a purpose to be achieved by the speaker. Speaking involves at least two participants. It means that people cannot do it individually. They need a partner to communicate in the same language. Speaking aspect is very important in the classroom because it should be used for scoring speaking students’ ability. Haris (1974: 75) says that speaking has some aspects as described below:

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Fluency

Fluency refers to the one whose expresses quickly and easily. This is also stated by Ekbatani (2011: 34) that fluent speaer is someone who is able to express oneself readily and effortlessly.

Grammar

Grammar is the study of rules language in inflection. This dea has the same opinion with Lado (1969: 221) who says that it is a system of units and patterns of language.

Vocabulary

Vocabulary refers to the words used in language. Phrase and clauses are built up by vocabulary. Wilkins (1983: 111) also states the same idea that in short, vocabulary is very important because without words we cannot spea at all.

Pronunciation

Refers to be the person’s way of pronouncing words. Brown (2004: 157) also states that pronunciation is the language learner has to know how to pronounce and understand the words that are produced by the speaker.

Comprehension

Comprehension is the ability of understanding the speakers’ intention and general meaning. Heaton (1991: 35) also says so, it means that if a person can answer or express well and correctly, it shows that he comprehends or understands well.

In brief, speaking is the ability to produce articulation or words to express ideas. It means that people try to communicate with each other and use the language to make the listeners understand. Therefore, the people can interact with others.

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2.2 Types of Speaking

Brown (2001: 250) says that much of or language-teaching energy is devoted to instruction in mastering English conversation. He classifies the type of oral language in two parts, monologue and dialogue. Monologue is divided in two parts planned and unplanned. Dialogue is divided in two parts interpersonal and transactional. The first is monologue. It is situation when one speaker uses spoken language, as in speeches, lectures’ reading, news broadcast etc. The listener has to process long stretches of speech without interrupting the stream of speech will go on whether or not the listener comprehends. The second is dialogue, dialogue involves two or more speakers and can be subdivided into those exchanges that promote social relationship (interpersonal) and those for which the purpose is to convey propotional or factual information (transactional). Transactional dialogues, which is carried out for purpose of conveying or exchanging specific information is an extended form of responsive language.

Based on the explanation above, Role Play belongs to transactional dialogue because this technique will be two-way process and two roles. They are as speaker and listener and involve productive and receptive skill of understanding to make the people can communicate each other. Brown (2001) also provides type of classroom speaking performance, they are:

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1. Imitative

A very limited portion of classroom speaking time may legitimately be spent generating “human tape-recorder” speech, for example learner practices an intonation contour or tries to pinpoint a certain vowel sound. Imitation of kind is carried out not for the purpose of meaningful interaction but for focus on some particular element of language.

2. Intensive

Intensive speaking goes to step beyond imitative to include any speaking performance that is design to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can even form part of some pair work activity, where learners are “going over” certain forms of language.

3. Responsive

A good dealt of student speech in the classroom is responsive short applies to teacher or students initiated question or comment. These replies are usually sufficient and do not extend into dialogues. Such speech can be meaningful and authentic.

4. Transactional (dialogue)

Transactional dialogue, which is carried out for the purpose of conveying or exchanging specific information is an extended form of responsive language.

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Conversation, for example, may have more of a negotiate nature to them then does responsive speech.

5. Interpersonal (dialogue)

Interpersonal dialogue carried out more of maintaining social relationship than for the transmission of facts and information. The conversation is a little tracker for learners because they can involve some or all the following factors:

- A casual register - Colloquial language

- Emotionally charge language - Slang

- Ellipsis - Sarcasm

- A convert “agenda”

6. Extensive (monologue)

Finally, students at intermediate to advance level are called on to give extended monologues in the form of oral reports, summaries, or perhaps short speeches. In this register is more formal and deliberative.

From the explanation above, there are many types of speaking mentioned. In this case, the researcher used transactional (dialogue) as one of types of speaking because Role Play belongs to transactional (dialogue). There are two speakers

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who can share their feeling and opinion in order to get information and they can improve their creativity in scenario of dialogue.

2.3 Teaching Speaking

Teaching speaking is teaching the way to use the language for communication or transferring ideas etc. The role of the teacher in learning process is as director and facilitator. Teacher also should motivate the students to do the activity. Speaking is one of language skills considered difficult. Generally, the students can read English better than they speak it. That is why speaking is the important aspect in learning a language.

Usually, it is hard for English teacher to make their students talk in the classroom. However, Byrne (1978: 80) stated that one of the English teacher’s main tasks is to get the students to talk, to express themselves freely, but within of the language they have learned. Furthermore according to Rivers (1987: 160) teaching of speaking skill is more demanding of the teacher than teaching of any language skills. Based on the statement above, it can be said that it is important for the teacher to prepare their material and the technique in order to avoid a boring class. As it has been known that the purpose of speaking itself is to get the message or the information from the other. In order to make them understand each other, then the person should communicate.

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2.4 Role Play Technique

Role Play is a type of drama activities where the students can play dramatization of real life situation and the researcher used this technique because it is very enjoyable for the students’. Harmer stated that (1998: 92), offers this definition, “Role-play activities are those where students are asked to imagine that they are in different situations and act accordingly. Role Play as a vehicle by which students can more easily learn the fundamentals of English conversation in a specific situation, requiring the use of key words which act as signifiers for that particular situation, Stocker (2006: 1).

Role-play has been notoriously difficult to define. The introduction in one manuscript on the topic cites the fable of the blind man and the elephant, explaining that role-play “takes on different meanings for different people”, Ladousse (1987: 7). Imaginary situation is that student can become anyone they like to be for a short time. Moreover, they love acting and playing. For example, students can be a teacher, actor or animals. Students can also use a script if only the students are unfamiliar with Role Play by giving the explanation and instruction. Student can also take on the opinions of someone else in imaginary situations.

From those explanations, the researcher find out that Role Play is a technique which involves fantasy or imagination to be someone else or to be ourselves in specific situation for a moment with improvising dialogue and creating a real word in scenario. Not only have more opportunities to “act” and “interact” with their peers trying to use English language, but also students’ English speaking,

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listening and understanding will be improved. It aims at the students to encourage thinking and creative, lets students develop and practice new language and behavioral skill in more realistic and more practical way using Role Play.

2.5 Role Play in Teaching Speaking

The use of English in speaking is not simple. The speaker should master the element of speaking, such as: grammar, vocabulary, fluency, pronunciation, and comprehension. In this case, English teacher have responbilities to improve students’ speaking ability, so the teachers are demanded to have teaching methode in order to solve the problem faced by the students in learning English. The teacher also needs the appropiate technique in order to improve the students’ speaking ability. To improve students’ speaking ability many techniques can be implemeted, one of them is Role Play. Role Play is considered as a way to develop interactional uses of English. According to Oberle (2004: 199), Role Playing activities help introduce students to “real-world” situation. Role Play is also a technique that can make the students work in pairs or group, support one another and make the class more interesting. It is supported by Wilkins’ theory in Liu and Ding (2009) that Role Play is an affective technique to animate the teaching and learning athmosphere, arouse the interest of learners, and make the language acquisition impressive. Moreover, Role Play can be used to train students’ fluency and pronunciation in spesific situation (as a guide and tourist).

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2.6 Procedure of Using Role Play in Teaching Speaking Unscripted Role Play

The procedures for inscripted role play adapted from Doff (1998). The procedures explained by Doff:

(Situation)

1. The students work in pairs

2. One as a tour guide, one as a tourist.

3. The tourist guide (expert) is given text about an interesting place in Indonesia.

4. The tourist asing about an interesting place in Indonesia. 5. They perform in front of class.

There are the types and procedures of role play explained by experts but it does mean that the procedures are a must. English teacher may develop their own procedures based on condistion in the class.

2.7 Advantages and Disadvantages from Role Play

Role Play has both advantages and disadvantages that the teacher should pay attention to, in order to achieve more affective during teaching learning process.

1. The advantages of Role Play

There are several advantagesin teaching Role Play technique. They are: 1. Build confidence

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Role-playing provides a safe environment to encounter these scenarios for the first time, which builds confidence in team members that can help them in their day-to-day roles.

2. Develop listening skills

Good role-playing requires good listening skills. In addition to understanding the words the other person is saying, it’s important to pay attention to body language and non-verbal clues. Better to have your team develop these skills while role-playing than when they’re trying to perform in the real world.

3. Creative problem-solving

No matter how outlandish a situation you create in a controlled environment, generally, something even more bizarre is bound to happen on the job. Role-playing will at least give your team the chance to get some experience in handling difficult situations and in developing creative problem-solving skills.

2. The disadvantages of Role Play

The researcher finds that there have advantages in Role Play, but we have to look at the disadvantages of Role Play also. They are:

1. It takes much of time during the teaching learning process. 2. The purpose can be fail if students fail to imitate the correct role.

3. It may create a threat to classroom atmosphere which can lead to the destruction of normal discipline of the classroom.

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Consequently, usig role play as a technique in teaching speaking can give a lot of advantages in spite of the disadvantages of role play itself.

2.8 Theoretical Assumption

The researcher assumes that there is possibility that Role Play can improve students speaking ability because Role Play is a technique that may be used to teach speaking. Besides that, it is an activity which helps students to use the target language and allow them to say what they want to say. This activity is cognitively challenging. In addition, a Role Play activity builds students self-confidence. Therefore, Role Play may be an effective technique for the student to improve their speaking ability.

2.9 Hypothesis

In this research, the researcher would find out the answer of the hypothesis below:

1. There is improvement in students’ speaking ability after being taught through Role Play Technique.

III. RESEARCH METHOD

This research intended to find out whether Role Play technique can be used to

improve students’ speaking ability or not. This chapter includes the research

design, the population and sample, data collecting technique step in collecting data, validity of the test, reliability of the test and hypotheses testing.

3.1 Research Design

This quantitative research which used one group pretest-posttest design (Hatch and Farhady, 1982:20). Hatch and Farhady stated that this design was an improvement over the one-shot case study because you have measured the gains that the subjects have made rather than just looking at how well everyone did at the end. The researcher chose this design to find out whether if there is the

improvement of students’ speaking ability after being taught through role play technique at the first grade of SMPN 9 Bandar Lampung. There was one class as the sample of the research. The research design is as follows:

TI X T2

Notes: T1 : Pre-test

T2 : Post-test

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(Hatch and Farhady, 1982: 24)

3.2 Population and Sample

The population of this research was the first grade of SMAN 9 Bandar Lampung. There were 10 classes of first grade in this school. Those classes were classified into MIA class and Social class. There were 6 MIA classes and 4 Sosial classes. Their ages range from 16-17 years old.

From the population above, there would be one class as the experimental class that would get treatments (teaching speaking through Role Play Technique) and it was MIA 3. This class consisted of 36 students. In determining that sample, the researcher used Random Sampling Technique.

3.3 Data Collecting Technique

In collecting the data, the researcher used: 1. Pre-test

The researcher administered pre-test before treatment. It was aimed at

knowing the students’ speaking ability before being given the treatment

using Role Play Technique. In administering the pre-test, the researcher chose the topic for the students. Then, the students had a discussion group consisting of 2 students. They had to prepare a dialogue. There are five aspects that were scored, namely: pronunciation, grammar, vocabulary, fluency, and comprehension. Pre-test was similar to the posttest. The researcher recorded the oral test by using voice recording.

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2. Treatment

This was done after pre-test to teach the students through Role Play Technique. There were three times of treatments.

3. Posttest

The researcher administered posttest after the treatments. It was aimed at

seeing the difference of students’ speaking skill after they have taught by

using Role Play Technique in speaking class. Posttest was similar to pre-test. In administering posttest, the researcher chose one topic for the students. Then, the students had a discussion group consisting of 2 students. They had to prepare a dialogue before the researcher started scoring their performance. During the test, researcher recorded by using voice recording.

4. Recording

The researcher recorded the students’ speaking ability during pre-test and posttest by using audio recorder as recording tool.

3.4 Validity of the Test

Validity helps to ensure that a test is in accordance with certain professional standards to measure what it is supposed to measure. In other words, it tells us how much a test measures what it is supposed to be measured. There are kinds of test validity: content validity, construct validity, and face validity.

23

Construct validity is the degree to which a test measures what it claims, or purports, to be measuring Brown, J. D. (1996).

Content validity is a non-statistical type of validity that involves "the systematic examination of the test content to determine whether it covers a representative sample of the behavior domain to be measured" (Anastasi & Urbina, 1997: 14). Face validity is the extent to which a test is subjectively viewed as covering the concept it purports to measure. It refers to the transparency or relevance of a test as it appears to test participants (Holden, 2010: 637).

In this research the researcher used content validity and construct validity. Content validity was concerned with whether or not the content of the test was sufficiently representative and comprehensive for the test to be valid measure it was supposed to measure. In content validity, the materials gave by the curriculum used. In this case, the researcher gave role card that supposed to comprehend by the second year students of senior high school. To get the content validity of speaking test, the researcher tried to arrange the materials based on the objective of teaching in syllabus for second grade of senior high school. Construct validity focuses on the kind of the test that is used to measure the

students’ ability.

This research was valid, because it measure what it has to measure.

3.5 Reliability of the Test

Reliability of the test is consistency which a test yields the same result in measuring whatever it does measure. So, a test cannot measure anything well unless it measures consistently (Haris,1974: 14). Reliability of the speaking test is

24

examined by using statistical measurement proposed by Shohamy (1988: 213) in Hayanti (2010: 39)

The statistical formula is:

R= 1- 6.(∑d2) N.(N2-1) Notes:

R : Reliability

N : Number of the students

d : The difference of the rank correlation

1-6 : Constant number

After finding the coefficient between raters, researcher then analyzed the criteria. There are five criteria according to Hatch and Farhady (1982: 247). They are:

A very low reliability ranges from 0.00 to 0.19

A low reliability ranges from 0.20 to 0.39

An average reliability ranges from 0.40 to 0.59

A high reliability ranges from 0.60 to 0.79

A very high reliability ranges from 0.80 to 1.00

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Reliability of Pre-test

R=

R=

R=

R= 1- 0.2629343

R= 0.74 (high reliability)

Reliability of Posttest R=

R=

R=

R= 1- 0.5444658

R= 0.46 (average reliability)

3.6 Scores

In evaluating the students’ speaking scores, the researcher used the Oral English

Rating sheet proposed by Harris (1974: 84). Based on the Oral English Rating sheet, there are five components, namely: pronunciation, fluency, grammar, vocabulary and comprehension.

26

Here is the sample of the Oral rating sheet:

Pronunciation

- 5 Easy to understand and has a native speaker accents - 4 Easy to understand though with a certain accent

- 3 there are problems that make the listener must full attention and sometimes there is a misunderstanding

- 2 Difficult to understand because there is a problem in pronunciation, often asked to repeat

- 1 having serious pronunciation problems that cannot be understood

Grammar

- 5 making few (if any) noticeable errors of grammar or word order

- 4 occasionally makes grammatical and word order errors which do not, however, obscure meaning.

- 3 making frequent errors of grammar and word order which obscure meaning. - 2 grammar and word orders make comprehension difficult. Must often rephrase

sentences and/ or restrict him basic pattern.

- 1 errors in grammar and word order so severe as to make speech virtually unintelligible.

Vocabulary

- 5 the uses of vocabulary and idioms are virtually that of a native speaker.

- 4 sometimes use inappropriate terms and or/ must rephrase ideas because of lexical inadequacies.

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- 3 frequently use the wrong word: conversation somewhat limited because of inadequate vocabulary.

- 2 misuses of word and very limited vocabulary make comprehension quite difficult.

- 1 vocabulary limitation so extreme as to make conversation virtually impossible.

Fluency

- 5 speeches as fluent and effortless as that of a native speaker.

- 4 speed of speech seems to be slightly affected by language problems. - 3 speed and fluency are rather strongly affected by language problems. - 2 usually hesitant, often forced into silence by language problems.

- 1 speech as so halting and fragmentary as to make conversation virtually impossible.

Comprehensible

- 5 appear to understand everything without difficulty.

- 4 understand nearly everything at normal speed although occasional repetition may be necessary.

- 3 understand most of what they said at lower than normal speed with repetitions. - 2 having a great difficulty following what they said. Only comprehend “social

conversation” spoken with frequent repetition.

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In this case, the researcher made an equation of making students’ oral tests. Each score was multiplied by four, so the total score is 100. Here is the identification

score of students’ speaking ability:

If a student gets 5, so 5 x 4 = 20 If a student gets 4, so 4 x 4 = 16 If a student gets 3, so 3 x 4 = 12 If a student gets 2, so 2 x 4 = 8 If a student gets 1, so 1 x 4 = 4

For example: A student got 4 in grammar, 4 in vocabulary, 3 in fluency, 2 in comprehension and 2 in pronunciation.

Grammar 4 x 4 = 16

Vocabulary 4 x 4 = 16

Fluency 3 x 4 = 12

Comprehension 2 x 4 = 8 Pronunciation 2 x 4 = 8 Total = 60 It means he/ she gets 60 in speaking.

The score of speaking based on the five components can be compared in the percentage as follows:

Grammar 20%

Vocabulary 20%

Fluency 20%

Comprehension 20%

Pronunciation 20%

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Table of Rating Sheet Score Students’ codes Pron. (1-20) Fluency. (1-20) Gram. (1-20) Voc. (1-20) Comp. (1-20) Total (1-100) 1. 2. 3. 4. 5.

3.7 Data Treatment

After conducting pretest and posttest, the researcher analyzed the data. It was used to know whether there was an increase of the student’s speaking ability by using Role Play technique. The manual formula is as follows:

Data of Pretest and Posttest from the Two Rater

No. Students

Pretest Posttest Gain

R1 R2 Mean R1 R2 Mean Pre-Post

1. 2. 3.

30

4. 5.

3.8 Hypothesis Testing

The hypothesis testing was used to prove whether the hypothesis proposed in this research was accepted or not. The hypothesis was analyzed by using Repeated Measures T-test of Statistical Package for Social Sciences (SPSS) windows version 15. The writer used the level of significance 0.05 in which the hypothesis is approved if sign <p. It means that the probability of error in the hypothesis is only 5%.

H0: There is no improvement in students’ speaking ability after being taught through Role Play Technique.

H1: There is an improvement in students’ speaking ability after being taught through Role Play Technique.

The criteria for accepting the hypothesis are as follows: If P< 0,05 H1 is accepted

If P>0,05 H0 is accepted

The researcher used SPSS to calculate the result whether it was significant or not based on the hypothesis.

V. CONCLUSION AND SUGESTION

This chapter is the final chapter of this research report. This chapter presents the conclusion of the research findings and suggestion for English teacher who wants to try to use peer correction as the alternative technique to teach writing and for those who want to conduct similar research using Role Play as the technique.

5.1 Conclusion

Having conducted the research at the first grade of SMAN 9 Bandar Lampung and analyzed the data, the researcher would like to give the conclusion as follows:

Role Play Technique is applicable to encourage the students to improve their speaking skill, pronunciation, grammar, vocabulary, fluency, and comprehension. It could be proven from the improvement of the students’ mean scores in the pretest and the posttest. The result of the posttest was higher than the result of the pretest. The mean score in the pretest was 59.1, and then, it increased in the posttest up to 67.8. Learning process using Role Play Technique makes the students can build self confident and solve their problem by themselves, because they practiced to speak and have self correction. By practicing a lot, there will be an improvement of the students’ speaking skill.

49

5.2 Suggestions

Referring to the conclusion above, the researcher’s suggestion can be listed as following:

Suggestion for English Teachers

 For the English teacher who wants to use Role Play Technique is suggested to be able to make some variation of topics in teaching so that the students will be interested in learning English.

 In implementing this technique, the teacher should give more attention to students awareness in comprehension since the result of this research the lowest improvement was comprehension.

 The English teacher is suggested to use Role Play Technique in teaching speaking because the researcher found in the field that most of students were interested to study speaking through Role Play Technique.

Suggestion for Further Researcher

 The researcher implemented Role Play technique to improve students’ speaking ability and found out that the most improvement aspect of speaking is vocabulary. Further researcher should pay attention more to the lowest aspect by developing the technique to make a significant improvement of the lowest aspect.

 In this research, the researcher used Role Play technique to improve speaking skill. Further researcher should try to use this technique to improve the other skills.

50

 Besides, the researcher used this technique to improve students’ speaking ability of Senior High School. Further reseacher should conduct this technique at different levels of students.

51

REFERENCES

Anastasi, A., and Urbina, S. 1997 Psychological testing (7th ed.) Upper Saddle River, NJ: Prentice Hall.

Brown, H. Dauglas. 2001. Teaching by Principles. An Interactive Approach to Language Pedagogy. San Francisco: State University.

Brown, H. Dauglas. 2004. Language Assessment Principle and Classroom Practice. Sanfransisco: Longman.

Byrne, Donn. 1984. Teaching Oral English. New Jersey: Longman Group Ltd. Ekbatani, Glayol. 2011. Measurement and Evaluation in Post-Secondary ESL.

New York: Routiedge

Erasma. 2012. Improving Students’ Speaking Ability in Class at the Second Semester of the First Grade of SMP Negeri 3 Meliau. Sebelas Maret University.

Grognet, A.G.1997. Definition of Speaking skill .providence:jamastown publisher. Harmer. 1987. Oxford Advance Learner ’sDictionary. Oxford: Oxford University

Press, Sixth Edition.

Harris, David P. 1974.Testing English a Second Language. New York. Mc. Graw Hill Book Company

Hatch and Farhady. 1982. Research Design and Statistic for Applied Lingustic. Los angles: New Bury House Publisher Inc.

Heaton, J.B 1991. Writing English Language Testing. New York: Longman Inc. Holden, Ronald B. 2010. "Face validity". The Corsini Encyclopedia of

Psychology (4th ed.). Hoboken, NJ: Wiley. pp. 637–638 Hornby. 1995.Definition of Speaking skill. New York: publisher.

Kopenen, M., & Riggenbach, H. 2000. Overview: Varying perspectives on fluency. In H. Riggenbach (Ed.). Perspectives on fluency (pp. 5-24). Ann Arbor, MI: The University of Michigan Press

52

Lado, Robert and Charles C. Fries. 1969. English Pattern Practice: Establishing Patterns as Habits. New Delhi: Hill Publishing Co. Itd.

Larsen, Freeman .Techniques and Principle Teaching.2nd Oxford: Oxford University Press 2000.

Lennon, P. 2000. The lexical element in spoken second language fluency. In H. Riggenbach(Ed.). Perspectives on fluency (pp. 25-42). Ann Arbor, MI: The University of Michigan Press

Liu, F. And Ding, Y. 2009. Asian Social Science. Role-Play in English Language Teaching, Vol 5, No. 10, October 2009 (online)

Oberle, A.P. 2004. Understanding Public Land Management through Role Play. Journal of Geography, 103(5), 199-210

Rivers, W. 1981. Teaching Foreign Language Skills (2nd ed.). Chicago: University of

Chicago Press.

Rivers, Wilga. M. 1987. Interactive Language Teaching. New York: Cambridge Language Teaching Library.

Sari, Irianti. 2011. Using Role Play in improving Students’ Speaking Ability in the Second Year Students of SMP PGRI II Ciputat.University of Education Bandung.

Shohamy, Elena. 1985. A Practical Handbook in Language Testing for The Second Language Teacher: Tel Aviv University.

Slameto, Elena. 1984. A Practical Handbook in Language Testing for The Second Language Teacher: Tel Aviv University.

Stocker,D. 2000. English Language Teaching Articles: ESL Role-play. Retrieved July 19, 2006.

Welty, Don. A., and Doroty R. Welty. 1976. The Teacher Aids in the Instruction Team. New York: Mc. Graw Hill.

Wilkins, D. A. 1983. Second Language Learning and Teaching. London: Edward Arnold Publisher Ltd.

30

4.

5.

3.8 Hypothesis Testing

The hypothesis testing was used to prove whether the hypothesis proposed in this research was accepted or not. The hypothesis was analyzed by using Repeated Measures T-test of Statistical Package for Social Sciences (SPSS) windows version 15. The writer used the level of significance 0.05 in which the hypothesis is approved if sign <p. It means that the probability of error in the hypothesis is only 5%.

H0: There is no improvement in students’ speaking ability after being taught through Role Play Technique.

H1: There is an improvement in students’ speaking ability after being taught through Role Play Technique.

The criteria for accepting the hypothesis are as follows: If P< 0,05 H1 is accepted

If P>0,05 H0 is accepted

The researcher used SPSS to calculate the result whether it was significant or not based on the hypothesis.

V. CONCLUSION AND SUGESTION

This chapter is the final chapter of this research report. This chapter presents the conclusion of the research findings and suggestion for English teacher who wants to try to use peer correction as the alternative technique to teach writing and for those who want to conduct similar research using Role Play as the technique.

5.1 Conclusion

Having conducted the research at the first grade of SMAN 9 Bandar Lampung and analyzed the data, the researcher would like to give the conclusion as follows:

Role Play Technique is applicable to encourage the students to improve their speaking skill, pronunciation, grammar, vocabulary, fluency, and comprehension. It could be proven from the improvement of the students’ mean scores in the pretest and the posttest. The result of the posttest was higher than the result of the pretest. The mean score in the pretest was 59.1, and then, it increased in the posttest up to 67.8. Learning process using Role Play Technique makes the students can build self confident and solve their problem by themselves, because they practiced to speak and have self correction. By practicing a lot, there will be an improvement of the students’ speaking skill.

49

5.2 Suggestions

Referring to the conclusion above, the researcher’s suggestion can be listed as following:

Suggestion for English Teachers

 For the English teacher who wants to use Role Play Technique is suggested to be able to make some variation of topics in teaching so that the students will be interested in learning English.

 In implementing this technique, the teacher should give more attention to students awareness in comprehension since the result of this research the lowest improvement was comprehension.

 The English teacher is suggested to use Role Play Technique in teaching speaking because the researcher found in the field that most of students were interested to study speaking through Role Play Technique.

Suggestion for Further Researcher

 The researcher implemented Role Play technique to improve students’ speaking ability and found out that the most improvement aspect of speaking is vocabulary. Further researcher should pay attention more to the lowest aspect by developing the technique to make a significant improvement of the lowest aspect.

 In this research, the researcher used Role Play technique to improve speaking skill. Further researcher should try to use this technique to improve the other skills.

ability of Senior High School. Further reseacher should conduct this technique at different levels of students.

51

REFERENCES

Anastasi, A., and Urbina, S. 1997 Psychological testing (7th ed.) Upper Saddle River, NJ: Prentice Hall.

Brown, H. Dauglas. 2001. Teaching by Principles. An Interactive Approach to Language Pedagogy. San Francisco: State University.

Brown, H. Dauglas. 2004. Language Assessment Principle and Classroom Practice. Sanfransisco: Longman.

Byrne, Donn. 1984. Teaching Oral English. New Jersey: Longman Group Ltd. Ekbatani, Glayol. 2011. Measurement and Evaluation in Post-Secondary ESL.

New York: Routiedge

Erasma. 2012. Improving Students’ Speaking Ability in Class at the Second Semester of the First Grade of SMP Negeri 3 Meliau. Sebelas Maret University.

Grognet, A.G.1997. Definition of Speaking skill .providence:jamastown publisher. Harmer. 1987. Oxford Advance Learner ’sDictionary. Oxford: Oxford University

Press, Sixth Edition.

Harris, David P. 1974.Testing English a Second Language. New York. Mc. Graw Hill Book Company

Hatch and Farhady. 1982. Research Design and Statistic for Applied Lingustic. Los angles: New Bury House Publisher Inc.

Heaton, J.B 1991. Writing English Language Testing. New York: Longman Inc. Holden, Ronald B. 2010. "Face validity". The Corsini Encyclopedia of

Psychology (4th ed.). Hoboken, NJ: Wiley. pp. 637–638 Hornby. 1995.Definition of Speaking skill. New York: publisher.

Kopenen, M., & Riggenbach, H. 2000. Overview: Varying perspectives on fluency. In H. Riggenbach (Ed.). Perspectives on fluency (pp. 5-24). Ann Arbor, MI: The University of Michigan Press

Patterns as Habits. New Delhi: Hill Publishing Co. Itd.

Larsen, Freeman .Techniques and Principle Teaching.2nd Oxford: Oxford University Press 2000.

Lennon, P. 2000. The lexical element in spoken second language fluency. In H. Riggenbach(Ed.). Perspectives on fluency (pp. 25-42). Ann Arbor, MI: The University of Michigan Press

Liu, F. And Ding, Y. 2009. Asian Social Science. Role-Play in English Language Teaching, Vol 5, No. 10, October 2009 (online)

Oberle, A.P. 2004. Understanding Public Land Management through Role Play. Journal of Geography, 103(5), 199-210

Rivers, W. 1981. Teaching Foreign Language Skills (2nd ed.). Chicago: University of

Chicago Press.

Rivers, Wilga. M. 1987. Interactive Language Teaching. New York: Cambridge Language Teaching Library.

Sari, Irianti. 2011. Using Role Play in improving Students’ Speaking Ability in the Second Year Students of SMP PGRI II Ciputat.University of Education Bandung.

Shohamy, Elena. 1985. A Practical Handbook in Language Testing for The Second Language Teacher: Tel Aviv University.

Slameto, Elena. 1984. A Practical Handbook in Language Testing for The Second Language Teacher: Tel Aviv University.

Stocker,D. 2000. English Language Teaching Articles: ESL Role-play. Retrieved July 19, 2006.

Welty, Don. A., and Doroty R. Welty. 1976. The Teacher Aids in the Instruction Team. New York: Mc. Graw Hill.

Wilkins, D. A. 1983. Second Language Learning and Teaching. London: Edward Arnold Publisher Ltd.