CHAPTER I INTRODUCTION
A. Background of the Study
English has become the primary language of communication. It is spoken by millions of people all over the world. English has become the
dominant language in many fields of activity such as industry, military, business, tourism, transportation, sports, international relation etc.
In Indonesia, English is adopted as the foreign language. It involves into education curriculum that every school runs. It becomes a local content in
Elementary School, a compulsory subject in Junior and Senior High School and a complementary subject of the higher education institution. This is
because of the situation we are facing now; globalization era, which is very competitive. In learning English language, learners need to master four
language skills. Those are listening, speaking, reading and writing. Listening and reading skills are regarded as receptive skills while speaking and writing
skills are considered to be productive skills.
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The four skills are all important. However, of all the four skills, speaking seems intuitively the most important.
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The curriculum that progresses now what it is called A Kurikulum Tingkat Satuan Pendidikan KTSP. In this curriculum, the aim of the english
teaching in Indonesia especially teaching english to Junior High School is to
1
Jeremy Harmer, The Practice of English Language, New York: Longman, 1989, p.16.
2
Penny Ur, A Course in Language Teaching, Cambridge: Cambridge University Press, 1996, p.120.
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enable students to have the ability in developing communicative competence in both oral and written form in achieving functional literacy level, to have the
awareness about the essence and the important of English in increasing competition in global community, and the last is developing the students’
comprehension about interrelatedness between language and culture.
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It can be concluded that Junior High School students are demanded to develop the
communicative competence both in spoken and written form in order to compete in the globalization era.
Furthermore, according to KTSP 2006, speaking skill has Standar Kompetensi SK dan Kompetensi Dasar KD. Standar Kompetensi SK
becomes the global explanation and Kompetensi Dasar KD as the specific explanation of Standar Kompetensi SK. In this study, the writer only
explains Standar Kompetensi and Kompetensi Dasar of speaking skill of the first semester for the second year students in Junior High School. SK and KD
of Speaking in the third and the fourth number in English syllabus that involves:
S.K.3. Mengungkapkan makna dalam percakapan transaksional
dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan
sekitar. to deliver meaning in short verbal simple transactional and interpersonal conversations to interact with their surroundings.
K.D.3.1. Mengungkapkan makna dalam percakapan transaksional to get things done dan interpersonal bersosialisasi sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang
melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, mengakui, mengingkari fakta, dan meminta
dan memberi pendapat to deliver meaning in a variety of simple spoken transactional and interpersonal
conversations accurately, fluently, and meaningfully
to interact with the surrounding environment that involves speech acts: ask for, give, refuse favor, ask
for, give, and reject things, admit and deny the facts, and ask for and give opinions.
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Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP dan MTS, Jakarta: 2003, p.13.
K.D.3.2. Memahami dan merespon percakapan transaksional to get things done dan interpersonal bersosialisasi sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang
melibatkan tindak tutur: mengundang, menerima dan menolak ajakan, menyetujuitidak menyetujui, memuji, dan memberi selamat. to
understand and respond in a variety of simple spoken transactional and interpersonal conversations accurately, fluently, and meaningfully to
interact with surrounding environment that involves speech act: invite, receive and deny the invitations, agreedisagree, express admiration
and congratulation.
S.K.4. Mengungkapkan makna dalam bentuk teks lisan fungsional dan monolog pendek sederhana yang berbentuk descriptive dan recount untuk
berinteraksi dengan lingkungan sekitar to deliver meaning in oral simple short functional text and simple short monolog in descriptive and recount to
interact with their surroundings.
K.D.4.1. Mengungkapkan makna dalam bentuk teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara
akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar to deliver meaning in oral simple short functional text
accurately, fluently, accepted to interact with their surroundings
K.D.4.2. Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa nista secara akurat, lancar, dan
berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount to deliver meaning in oral simple
short monologue using a variety of language accurately, fluently, and accepted to interact with their surroundings in the form of descriptive
and recount text
In short, those SK’s and KD’s emphasized that the second year students of Junior High School should master short transactional and
interpersonal conversation, oral simple short functional text, and simple short monolog. If it is fail, the teaching and learning activity does not achieve the
SK’s and KD’s target. In fact, most of the second year students of SMP PGRI 2 Ciputat still
have difficulties in speaking. It caused by some factors. Those are: 1. Most of the students are too shy and afraid to take a part in the
conversation. In the other words, the students are having problem with their confidence.
2. Most of the students are still clumsy in speaking, they just speak when the teacher ask them.
3. The students are not enthusiastic and not courage enough to involve in the speaking learning process. Therefore, they need an attractive technique to
stimulate them to speak English. It could be understood that most of the students were still difficult to
achieve the minimal mastery level criterion or Kriteria Ketuntasan Minimal KKM for English subject, which was determined by school that is 65 sixty-
five. Those cases are quite problematical and the writer considers that it is
necessary to find out an alternative way to create suitable and interesting technique related to students’ condition. For the need of research, the writer
chooses the VIII.1 class because this class is more passive than the other class. To solve the students’ problems in speaking, the writer uses role play
technique. Role play is very important in teaching speaking. As Ur stated that, “The use of role play has added a tremendous number of possibilities for
communication practice”.
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Because it gives students an opportunity to practice communicating in different social contexts and in different social roles, so it
can improve students’ oral performance. In addition, it also allows students to be creative and to put themselves in another person’s place for a while. Role
play is also a technique that make students work in pairs, support one another and to make the class more interesting and to reduce students’ boredom.
B. Formulation of the Problem
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