The Effectiveness Of Role Play in Teaching Speaking
THE EFFECTIVENESS OF ROLE PLAY
IN TEACHING SPEAKING
(An Experimental Study for Eighth Grade of SMPN 244
North Jakarta)
By
M. NOOR AFDILLAH A.A
109014000075
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
The Effectiveness of Role Play in Teaching Speaking
A Quasi-Experimental Study at the Eight Grade of SMPN 244 Jakarta
“A Skripsi”
Presented to the Faculty of Tarbiya and Teacher‟s Training in Partial Fulfillment of the
Requirements for Degree of S.Pd. in English Language Education
DEPARTEMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
i
f__
ENDORSEMENT SHEET
The Examination Committee of the faculty of Tarbiyah and Teachers Training
certifies that the "skripsi" (Scientific Paper) entitled The Effectiveness of Role Ptay
in Teaching Speaking (A Qnrasi-Experimental Study at Eighth Grade of SMPN
244 North Jakarta), written by M.Noor Afditlah A.A , NIM 109014000075 was
examined by the committee on January 19,2015. The "skripsi" has been accepted and
declared to have fulfilled one of the requirements for Degree of S.Pd (Sl) in English
Language Education at the English Department.
Jakarta,
EXAMINATION COMMITTEE
Pd.
Chairman:
Drs. Svauki" M.
NIP. 196412r2199103 L 002
Secretary:
Zaharil Auasv. M. Hum
NrP. 19761 007 2007 r0 I 002
Examiner
I:
Examiner II:
(
Ismaliqnins Eviwliwati. M.Hum.
NIP. 19740723 200003 2 001
Desi Nahartini. M.Ed.
Acknowledged by
Dean of Faculty of Tarbiyah and Teachers Training
Dra. Nurlena Rifa'i M.A. Ph.D
NrP. 19591020 198603 2 001
ABSTRACT
M. Noor Afdillah AA, 2014, The Effectiveness of Role Play towards Students’
Speaking Ability, Skripsi, English Education Department,
The Faculty of Tarbiyah and Teachers Training, Syarif
Hidayatullah State Islamic University Jakarta.
Advisors
Key Words
: Dr. Fahriany, M.Pd., Zaharil Anasy, M.Hum.
: Speaking, role play technique.
The aim of this research was carried out to find the effectiveness of using role
play in teaching speaking for second grade of junior high school at SMPN 244
North Jakarta whether there is significance different in speaking achievement of
the students who are taught using a role play and those who are taught without
using a role play. The subjects of the study were 56 students.
The method used in this study was quantitative research through quasiexperimental study by using pre-test and post-test design. The researcher divided
two classes into an experimental class and a control class. Before the treatment,
the researcher did a pre-test in both classes. Moreover, the researcher taught
speaking by a role play technique in the experimental class. The last, the
researcher conducted a post-test in both classes to know whether a role play
technique is effective for teaching speaking in experimental class.
The researcher scored five components of speaking skills (Comprehension,
Fluency, Vocabulary, Pronunciation, and Grammar) of each student in both
classes. After that, he calculated t-test to analyze the data. Value of the tobserve was
7.49 and the degree of freedom (df) was 54 whereas the value of ttable on the
degree of significant of 5% was 2.00. As the result, the value of tobserve was higher
than ttable. It can be concluded that the using of role play technique in teaching
speaking at SMPN 244 North Jakarta was effective and the hypothesis tested in
this study was accepted.
iv
ABSTRACT
M. Noor Afdillah AA, 2014, The Effectiveness of Role Play towards Students’
Speaking Ability, Skripsi, English Education Department,
The Faculty of Tarbiyah and Teachers Training, Syarif
Hidayatullah State Islamic University Jakarta.
Dosen Pembimbing : Dr. Fahriany, M.Pd., Zaharil Anasy, M.Hum.
Kata Kunci
: Speaking, role play technique.
Penelitian ini bertujuan untuk menemukan keefektifan pengunaan role play dalam
pengajaran speaking untuk kelas 2 tingkat SMP di SMP 244 Jakarta Utara apakah
ada perbedaan yang signifikan terhadap murid-murid dalam pencapaian
pengajaran speaking yang menggunakan role play dengan yang tidak
menggunakan role play. Sample penelitian ini terdiri dari 58 siswa.
Metode yang digunakan dalam penelitian ini adalah metode kuantitatif yaitu
metode eksperimen semu dengan menggunakan desain pre-test dan post-test.
Peneliti membagi dua kelas yaitu kelas eksperimen dan kelas control. Sebelum
peneliti melakukan treatment, peneliti melakukan pre-test di kedua kelas tersebut.
Selanjutnya, Peneliti mengajarkan speaking dengan menggunakan teknil role play
di kelas eksperimen. Tahap terakhir, peneliti melakukan post-test di kedua kelas
tersebut untuk mengetahui apakah teknik role play efektif dalam pengajaran
speaking di kelas eksperimen.
Peneliti melakukan penilaian berdasarkan lima komponen speaking yaitu
(Komprehensif, Kefasihan, Kosakata, Pelafalan, dan Struktur Kalimat) pada
masing-masing murid di kedua kelas. Setelah itu, peneliti mengkalkulasi t-test
untuk menganalisis data. Nilai dari tobserve adalah 7.49 dan nilai degree of freedom
(df) adalah 54 sedangkan nilai ttable dengan derajat signifikan 5% adalah 2.00.
Maka nilai tobserve lebih tinggi dari nilai ttable. Dapat disimpulkan bahwa
penggunaan teknik role play dalam pengajaran speaking di SMPN 244 Jakarta
Utara efektif dan hipotesis yang diuji dapat diterima.
v
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praises be to Allah,
the Lord of the world who has given the Mercy and Blessing upon the writer in
completing this Skripsi. Peace and salutation be upon the prophet Muhammad, his
family and his followers.
In this occasion, the writer would like to express his greatest appreciation,
honour and gratitude to his beloved parents (Dudung Gunawan, S.Pd and Yeti
Setiawati), for their valuable supports and moral encouragement in motivating the
writer to finish his study. And also his beloved sister (Shofia Hanifah Az-Zahra)
for their supports to the writer in writing this Skripsi
The writer also would like to express his deepest gratitude to Dr. Fahriany,
M.Pd and Zaharil Anasy , M.Hum for their advices, guidances, corrections, and
suggestions in finishing this Skripsi.
His gratitude also goes to:
1. All lecturers of Department of English Education who have taught and
educated the writer during his study at UIN Syarif Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd., The Head of Department of English Education.
3. Zaharil Anasy, M.Hum., The Secretary of Department of English
Education.
4. Dra. Nurlena Rifa‟i, MA., Ph. D The Dean of Faculty of Tarbiya and
Teachers` Training.
5. Drs.Mulyana., The Headmaster of SMPN 244 Jakarta, who has given a
great chance to the writer to carry out the research at the school he leads.
6. Indah Sri Rezeki, S.Pd and Linda Rizky Nurrahmani, The English teacher
of SMPN 244 Jakarta who has helped the writer in conducting this
research.
7. Shaumi Fitriyanti, S.Pd. who always gives her support, care, love and
spirit to the writer.
vi
8. His friends in Department of English Education Academic Year
2009/2010 for sharing their knowledge, times, cares and supports.
9. To any other person who cannot be mentioned one by one for their
contribution to the writer during finishing his Skripsi. The words are not
enough to say any appreciations for their help.
May Allah bless them for all of what they have done.
Finally, the writer feels that it is really pleasure for him to receive critics
and suggestions to make this Skripsi better. He also hopes that this Skripsi would
be beneficial, particularly for him and for those who are interested in it.
Jakarta, November 04, 2014
The writer
M. Noor Afdillah A.A
vii
TABLE OF CONTENT
APPROVAL…………………………………………………………... i
ENDORSEMENT SHEET…………………………………………... ii
SURAT PERNYATAAN KARYA SENDIRI………………………. iii
ABSTRACT…………………………………………………………... iv
ACKNOWLEDGMENT……………………………………………... vi
TABLE OF CONTENT……………………………………………… viii
LIST OF TABLE……………………………………………………... xii
LIST OF FIGURE……………………………………………………. xiii
LIST OF APPENDICES……………………………………………... xiv
CHAPTER I
CHAPTER II
INTRODUCTION
A.
Background of the Study………………………….. 1
B.
Identification of the Problem……………………… 5
C.
Limitation of the Problem………………………….5
D.
Formulation of the Problem……………………….. 6
E.
Objective of study…………………………………. 6
F.
Significance of the Study………………………….. 6
THEORETICAL FRAMEWORK
A. Speaking…………………………………………….... 7
1. The Nature of Speaking…………………………….7
2. The Objectives of Teaching Speaking…………….. 8
3. The Elements of Speaking………………………….10
4. The Components of Speaking……………………... 11
a. Grammatical Competence…………………….12
viii
b. Discourse Competence……………………… 12
c. Sociolinguistic Competence…………………. 12
d. Strategic Competence……………………….. 13
5. Classroom Activities………………………………. 13
6. Speaking Assessment……………………………... 15
B. Role Play……………………………………………... 18
1. Definition of Role Play……………………………. 18
2. Reason for Using Role Play……………………….. 20
3. Types of Roles in Role Play……………………….. 21
4. The Purpose of Role Play………………………….. 22
5. The Advantages of Role Play……………………… 22
6. Teaching Speaking Using Role Play………………. 24
C. Previous Study……………………………………….. 25
D. Theoretical Thinking…………………………………..27
E. Hypothesis of the Research…………………………... 28
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research………………………29
B. The Method of the Research…………………………. 29
C. Population and Sampling……………………………...29
D. The Technique of Collecting Data…………………….30
E. The Research Instrument……………………………... 30
ix
F. The Technique for Data Analysis…………………….. 32
G. Statistical Hypothesis………………………………… 35
CHAPTER IV
RESEARCH FINDINGS
A. Description of Data…………………………………... 37
I. The Description of the Pre-test Data……………….. 39
a. Comprehension Scores………………………… 39
b. Fluency Scores…………………………………. 39
c. Vocabulary Scores……………………………... 39
d. Pronunciation Scores…………………………... 39
e. Grammar Scores……………………………….. 40
II. The Description of the Post-test Data…………….. 40
a. Comprehension Scores………………………… 40
b. Fluency Scores…………………………………. 41
c. Vocabulary Scores……………………………... 41
d. Pronunciation Scores…………………………... 41
e. Grammar Scores……………………………….. 41
1. Pre-test Scores……………………………………... 41
2. Post-test Scores……………………………………. 45
3. Gained Scores……………………………………… 47
B. Analysis of Data……………………………………… 49
I. Results of Pre-test of Experimental and
Control Class……………………………………49
a. Experimental Class………………………….. 49
b. Control Class…………………………………51
2. Results of Post-test of Experimental and
Control Class……………………………………53
a. Experimental Class…………………………..53
b. Control Class………………………………... 54
3. Normality Test…………………………………. 56
a. The Normality Test of Pre-test in
x
Experimental Class…………………………..56
b. The Normality Test of Post-test in
Experimental Class…………………………..58
c. The Normality Test of Pre-test in
Controlled Class…………………………….. 61
d. The Normality Test of Post-test in
Controlled Class…………………………….. 58
4. Homogeneity Test……………………………...62
5. Hypothesis Test……………………………….. 64
C. Interpretation of the Data…………………………. 68
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion………………………………………… 70
B. Suggestion………………………………………… 70
BIBLIOGRAPHY………………………………………………………………... 72
APPENDICES…………………………………………………………………….. 75
xi
LIST OF TABLE
Table 3.1 Five Components of Grading Speaking Scale………………………….. 30
Table 4.1 The students‟ scores of pre-test of experimental class
and controlled class……………………………………………………... 43
Table 4.2 The students‟ scores of post-test of experimental class
and controlled class……………………………………………………... 45
Table 4.3 The students‟ gained scores comparison between pre-test
and post-test in experimental class and controlled class………………... 47
Table 4.4 The Frequency Distribution of the Experimental Class Pre-test……….. 50
Table 4.5 The Frequency Distribution of the Control Class Pre-test……………… 51
Table 4.6 The Frequency Distribution of the Experimental Class Post test………. 53
Table 4.7 The Frequency Distribution of the Control Class Post-test…………….. 54
Table 4.8 Calculation of Pre-Test Normality in Experimental Class………………56
Table 4.9 Calculation of Post-Test Normality in Experimental Class…………….. 58
Table 4.10 Calculation of Pre-Test Normality in Controlled Class.......................... 59
Table 4.11 Calculation of Post-Test Normality in Controlled Class………………. 61
Table 4.12 Calculation of Hypothesis Test in the Experimental Class
and Controlled Class…………………………………………………... 64
xii
LIST OF FIGURE
Figure 4.1 Diagram of Results of pre-test of Experimental Class
and Control Class………………………………………………………...40
Figure 4.2 Diagram of Results of post-test of Experimental Class
and Control Class……………………………………………………….. 42
Figure 4.3 Diagram of Frequency Distribution of the Experimental
Class Pre-test……………………………………………………………. 50
Figure 4.4 Diagram of Frequency Distribution of the Experimental
ClassPre-test……………………………………………………………. 52
Figure 4.5 Diagram of Frequency Distribution of the Experimental
Class Post-test…………………………………………………………... 53
Figure 4.6 Diagram of Frequency Distribution of the Control
Class Post-test…………………………………………………………... 55
xiii
LIST OF APPENDICES
Appendix I (RPP Kelas Eksperimen)
Appendix II (RPP Kelas Kontrol)
Appendix III(Frequency Distribution Calculation of Pre-test and Post-test)
Appendix IV (Hasil Pre-test and Post-test)
Appendix V (Soal Pre-test dan Post test)
Appendix VI (Figures of the Research)
Appendix VII (Pengesahan Proposal Skripsi)
Appendix VIII (Surat Bimbingan Skripsi)
Appendix IX (Surat Permohonan Izin Penelitian)
Appendix X (Surat Keterangan Penlitian)
xiv
CHAPTER I
INTRODUCTION
A.
Background of Study
Since English as an international language has already become one
of the compulsory subjects of both senior and junior high school, and
elementary school, it cannot be denied, that the importance of English has
gained a lot of attention from many people all over the world. It entails
Indonesian to master English; especially speaking ability successfully.
Therefore, Indonesian can communicate with people all over the world in
English fluently.
Moreover, learning English in the second grade junior high school
students has three objectives; they are to develop communicative
competence, it supposes to have an ability in comprehending and or
producing kinds of texts or certain literacy whether in oral or written
which should be fulfilled four English basic skills (listening, speaking,
reading, and writing), to improve students‟ English ability in functional
level (it means students have to be able to use English in a daily life), and
to develop students‟ ability in English communication skill for facing a
globalization era. Concerning to the problems above, the writer focuses on
developing the students‟ competence in speaking ability. As stated on
KTSP (Kurikulum Tingkat Satuan Pendidikan) that the objective English
in Junior High School is to develop communicative competence in
achieving functional literacy level whether in written or oral.1
To improve speaking ability, the role of teaching speaking in
Indonesia is very important in order to achieve communicative
competence. Therefore, not only for senior high school but also for junior
high school, Speaking becomes one of the goals of teaching and learning
1
Badan Standar Nasional Pendidikan, Kurikulum 2006, Standar Isi Untuk Satuan
Pendidikan Dasar dan Menengah, (Jakarta:2006), p. 278.
1
2
in Indonesia. Those are the reason why the writer interested in having a
research about speaking skill towards students; especially the students in
second grade of junior high school. The goals of teaching English
speaking for the second grade junior high school students at even semester
also stated in English syllabus as follows:
Standard Competence and Minimum Standard Competence of English
Subject for the Second Grade Junior High School Students at Even
Semester.
Standard
Minimum Standard Competence
Competence
Speaking
9. To express the 9.1 To express the meaning of transactional and
meaning in short
interpersonal conversation by using kinds of
verbal
expression accurately. Such as asking, giving, and
simple
transactional and
refusing
interpersonal
information, agreeing and disagreeing opinion, and
conversation
to
permission,
receiving
and
denying
offering and asking for help.
interact with their
surroundings.
9.2 To express the meaning of transactional and
interpersonal conversation by using kinds of
expression accurately. Such as asking and giving
agreement, responding the statement, and receiving a
message from the telephone.
10. To express the
meaning of
functional and
monologue oral
10.1 To express the meaning of short functional oral text
accurately.
10.2 To express the meaning of short monologue oral text
3
text in recount
accurately in recount and narrative text.
and narrative text.
Based on the standard competence and the minimum standard
competence, there are two objectives in teaching speaking that should be
fulfilled by 8th grade of junior high school, like: “To express the meaning
in short verbal simple transactional and interpersonal conversation to
interact with their surroundings” and “To express the meaning of
transactional and interpersonal conversation by using kinds of expression
accurately. Such as asking, giving, and refusing permission, receiving and
denying information, agreeing and disagreeing opinion, and offering and
asking for help”.2
Therefore, the emphasis is not only on the competence of the
language learners but also on the development of the students‟
communicative ability. In order to develop learners‟ communicative
ability, the teacher needs to create a scenario to teach the target language
enthusiastically, actively, and interestingly. Besides, the technique that
used by the teacher should be interesting because the teacher should
motivate the students to speak English confidently and to make the
students interest in speaking English. As Candlin and Neil in their book,
they stated that “The teacher‟s job is to match his or her teaching style as
well as the learner‟s learning style to the method”.3 It means that the
teacher has an important role in making a success of the students‟ learning
and he or she should decide the teaching style which can build a
motivation for improving students‟ ability; especially in speaking.
Furthermore, based on the writer experience when he taught a
speaking in junior high school, he often found some problems towards the
2
Badan Standar Nasional Pendidikan, Kurikulum 2006, op.cit.,, p. 289.
Christoper N. Candlin and Neil Mercer, English Language Teaching Its social context,
(London: Routledge, 2001), p.168.
3
4
students. The student problems frequently found by the writer were: first,
they still had poor vocabulary. Second, they were not interested in the
material about English that was given. Third, they rarely practiced
speaking. And the last, they were not confident and felt shy to speak in
front of class. In order to solve the problems, there are many techniques
that can be applied including a role play, because many research findings
say that this technique is effective to be used in teaching speaking.
Using a Role Play in teaching speaking is one of the ways to build
the students‟ interest, motivation and fluency in speaking English by
creating interaction in the class and ordering students to imagine
themselves in a situation like in the real world. As Littlewood states “in
role playing techniques learners are asked to imagine themselves in
situation which occur outside the classroom, they are asked to adopt a
specific role in this situation, they asked to behave as if the situation really
existed”.4
Role play is very important in teaching speaking because it gives
students an opportunity to practice communication in different social
context and in different social roles. It also allows students to be creative
and to put themselves in another person‟s place for a while. As Brown
stated “Role play allows some rehearsal time so that student can map out
what they are going to say, and it has the effect of lowering anxieties as
students can, even for a few moments, take on the persona of someone
other than themselves”.5
The writer hopes that in teaching speaking through a role play can
help the learning process for the students and the students become easy in
studying English. It is also required to support teaching and learning
activities in speaking. Besides, the classroom will be fun and the students
4
William Littlewood, Communicative Language Teaching - An Introduction, (Cambridge:
Cambridge University, 2002), p.49
5
Douglas Brown, Language Assessment: Principle and Classroom Practice. (San
Francisco: Longman, 2003), p.174.
5
will be more active in study. In addition, the problems of teaching
speaking English will be covered by applying technique.
As a result, 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 change into suitable strategy which fits with
students‟ condition or material being taught. It seems that a role play is
useful teaching technique that can be used in order to entertain students
and increasing their motivation in learning speaking.
B.
Identification of the Problem
The writer identifies some common problems that appear in
teaching speaking:
1.
Most of students still have low motivation in learning English;
especially in speaking, because they are too shy and afraid to take
apart in the conversation. They just speak when the teacher ask
them.
2.
The students still do not know how to speak English well.
3.
Most of the students do not realize the importance of learning
English to communicate.
4.
The teacher also become one of problem that can make students is
not interested in speaking. It can happen because the teacher does
not use the communicative teaching that can motivate the students
to speak.
C.
Limitation of the Problem
The writer limits the scope of this study only to discuss the
effectiveness of role play in teaching speaking in the second grade of
junior high school at SMPN 244 North Jakarta in 2013-2014 academic
years.
6
D.
Formulation of the Problem
Based on the explanation on the background the writer formulates
the problem of the research as follows: “Is role play effective in teaching
speaking for the eighth grade students at SMPN 244 North Jakarta?”
E.
Objective of the Study
The objective of the study is to find the effectiveness of using role
play in improving the students‟ speaking skill whether there is significance
difference in speaking achievement of the students who are taught using a
role play and those who are taught without using a role play.
F.
Significance of the Study
The study of this research is expected to know the effectiveness of
using role play in teaching speaking for second grade of junior high
school. Therefore, it can be one of solving problems in teaching and
learning speaking that faced by the teachers in improving the students‟
speaking ability.
Besides, by using a role play, it can motivate the students to speak
English without considering of mistakes and error in speaking. Moreover,
it helps to provide knowledge on ways to develop natural ways in speaking
activities and to become the students more active in teaching-learning
process.
This method probably will be used as a reference for those who
want to conduct a research in English teaching process, especially to know
the effectiveness of Role Play when it applied in speaking class.
CHAPTER II
THEORITICAL FRAMEWORK
A.
Speaking
1.
The Nature of Speaking
Speaking is the most natural way to communicate. It is also used
for interacting between two people in daily life, such as: at school, at home
or some other places. As Gottlieb quoted Underhill‟s opinion “speaking
generally involves two ways communication with interactive role
switching between the speaker, who conveys a message, and the listener,
who interprets responds to it”1.
Besides, speaking also is the way to express ideas, opinions, or
feelings with others by using words or sounds in delivering message. As
human beings, especially as social creatures have a need to make meaning
of their surroundings by communicating each other. They have a need to
express their thoughts, opinions, or feelings in order to be accepted in
social life. Speaking does not only make sound by the speech organs but
ideas and emotions. As Cameron states “Speaking is the active use of
language to express meaning so that other people can make sense of them,
therefore, the label of “receptive” and “productive” uses of language can
be applied to speaking respectively”.2
Furthermore, most of people communicate each other to share
some information. As Thomas says “They may want to exchange
information about something specific with one or more people, or they just
want to keep socially active by exchanging pleasantries with friends,
1
Margo Gottlieb, Assessing English Language Learners, (California: Corwin Press,
2006), p.45.
2
Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge
University Press, 2001), p.40.
7
8
neighbors, or working colleagues”.3 Therefore, if people want to share
information with others, they have to focus on what they want to say in
order to deliver the specific message clearly.
In addition, in delivering ideas and meanings of a certain situation,
a speaker has to use an accurate pattern and choose the correct words that
fit into it. As Ur stated “people who know a language are referred to as
„speakers‟ of that language, as if speaking included all other kinds of
knowing; and many if not most foreign language learners are primarily
interested in learning to speak”.4 Another expert Marianne also stated “the
ability to speak a language is synonymous with knowing that language
since speech is the basic means of human communication”. 5 As a result, a
speaker should know well about a language that he or she is used for
communicating; in order to her or his interlocutor get a good
understanding and interest with what he or she said.
Based on the definitions above, it can be concluded that speaking is
the process of sharing information with another person, one‟s knowledge,
interests, opinions or ideas. Besides, speaking also is the way to make
someone interest to the information that the speaker wants to share.
2.
The Objectives of Teaching Speaking
Speaking is one of some language skills which are essential. The
reason of people want to speak because he or she has some purposes or
functions that he or she has to be communicated with others to get his or
her goals or what he or she needs. As Richard and Renandya stated “When
we engage in discussion with someone, on the other hand, the purpose is
to seek or express opinions, to persuade someone about something, or to
3
Thomas S.C. Farrel, Succeeding with English Language Learners, (Thousand Oaks:
Corwin Press, 2006), p.74.
4
Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press,
1996),p.121.
5
Marianne Celle-Murcia, Teaching English as a Second or Foreign Language, (Boston:
Heinle & Heinle, 2001), p.103.
9
clarify information. In some situations, we use speaking to give
instructions or get things done”.6 Thus, the objectives of teaching speaking
are to persuade someone about something, to give instructions or
transaction which serves to get things done as performance which serves
some talks which are needed relate to social relationship.
McDonough
and
Shaw
also
stated
“when
genuinely
communicative, speaking is desire and purpose driven, in other words we
genuinely want to communicate something to achieve a particular end.
This may involve expressing ideas and opinion; expressing a wish or a
desire to do something; negotiating and/or solving a particular problem; or
establishing and maintaining social relationships and relationships.”7 It
means that when someone speaks, he or she has an intended for expressing
his or her ideas to his or her interlocutor.
Furthermore, there are some objectives that have to be reached by
English teacher in teaching speaking process, as Jeremy Harmer stated
“There are three basic reasons why it is a good idea to give students
speaking tasks which provoke them to use all any language at their
command. Rehearsal: getting students to have a free discussion gives them
a chance to rehearse having discussion outside the classroom. Feedback:
Speaking tasks where students are trying to use all and any language they
know provides feedback for both teachers and students. Engagement: good
speaking activities should be highly motivating.”8 As a result, the students
will get the benefit from the practice speaking task; like: he or she will get
use to speak English whether inside or outside the classroom by practicing
it, the students will get a feedback about his or her ability in speaking
6
Jack C Richard & Willy A. Renandya, Methodology in Language Teaching,
(Cambridge: University Press, 2002), p. 201.
7
Jo McDonough and Christopher Shaw. Materials and Methods in ELT, (Oxford:
Blackwell Publishing Ltd, 2003), p.134.
8
Jeremy Harmer, How to Teach English – An Introduction of Practice English Language
Teaching, (England: Addison Wesley Longman, 1998), pp. 87-88.
10
English and the students will be motivated in increasing his or her
speaking ability by following kinds of speaking activity in the classroom.
Besides, the objectives of teaching speaking should also focus on
intonation, pronunciation, stressing, etc. Teacher should be aware of those
parts because it could develop the students‟ production skill in linguistic
aspect. As Hughes states “other aim which the teacher might have: for
instance, helping student to gain awareness of or to practice some aspect
of linguistic knowledge, or to develop production skills, or to raise
awareness of some socio-linguistic or pragmatic point.”9
As a result, the objective of teaching speaking above is primarily to
give a chance for the students to express their ideas about everything that
promote their speaking ability, to train the students‟ pronunciation,
intonation, stressing, etc in speaking English, and to build the students‟
motivation in speaking English; even though, there will be some mistakes
that the students did while he or she is trying to speak English.
3.
The Elements of Speaking
Speaking is very important for student to acquire the ability to
express their ideas and opinions. Consequently, this competency should be
mastered by learners‟ language. According Jeremy Harmer, there are two
elements of speaking. First, language features, consist of:
a.
Connected speech is the modifying in sound production or
utterances such as assimilation, omission, addition, and
weakened (through contraction and stress pattering)
b.
Expressive devices are the alteration of speed, volume, and
stress of utterances to show the feeling. The use of device
contributes the ability to convey meaning.
9
Rebecca Hughes, Teaching and Researching Speaking, (London: Pearson Education,
2002), p. 6.
11
c.
Lexis and grammar related to the ability to use number
common lexical phrases, especially in the performance of
certain language functions.
d.
Negotiation language is the ability to gets benefits from
negotiators language we use to seek clarification and to
show of structure of what we are saying.
The second element of speaking is mental or social processing,
consist of:
a.
language processing: the ability to process language in their
own heads and put it into coherent order so that it comes
out it forms that are not only comprehensible, but also
convey the meanings that are intended.
b.
Interacting with others. It‟s mean that speaking also
involves a good deal of listening, and understanding of how
the other participants are feeling.
c.
Information processing: the ability to process the
information the moment we get it.10
In a conclusion, the elements of speaking are language features;
which includes pronunciation, grammar, vocabulary, fluency, and
comprehension, and mental or social processing.
4.
The Components of Speaking
There are four components of speaking based on Richards and
Renandya quoted from Kang Shumin who highlights the components
which underlies speaking effectiveness:11
10
11
Harmer,op.cit., p 270.
Richard & Renandya, op.cit., p. 207-208.
12
a.
Grammatical Competence
Grammatical competence is an umbrella concept that
includes increasing expertise in grammar (morphology and syntax),
vocabulary and mechanics. The terms mechanics refer to basic
sounds of letters and syllables, pronunciation and stress. As
Richards and Rodgers said that grammatical competence refers to
linguistic competence and formally possible because relates to
grammatical and lexical capacity.12 Thus, grammatical competence
enables speakers to use English language structure accurately and
unhesitatingly, which contributes to their fluency.
b.
Discourse Competence
Learners must develop discourse competence because they
should can make or arrange the communication whether in spoken
or written cohesively and coherence in order to convey the
conversation in a meaningful way, which is concerned with
intersentential relationships. As Olshtain and Cohen stated
“Discourse competence relates to features of text, whether it
spoken or written”13. Thus, the component of speaking not only
should be based on sentence-level grammar, but also it should be
meaningful.
c.
Sociolinguistic Competence
Language teaching is
influenced by sociolinguistic
competence in order to increase language and learning. Knowledge
of language does not adequately prepare learners for effective and
appropriate of target language. In teaching speaking, the teacher
could approach the students in teaching speaking by understanding
12
Jack C. Richards and Theodore S. Rodgers, 2 nd Edition, Approaches and Methods in
Language Teaching, (New York: Cambridge University Press, 1986), p. 71.
13
Elite Olshtain and Andrew Cohen, Teaching Speech Act Behavior to Nonative Speakers,
(Boston: Heinle & Heinle Publishers, 2001), p.154.
13
the social context in which communication takes place or situation
of speaker and interlocutor.
As Richards and Rodgers says “Sociolinguistic competence
refers to an understanding of the social context in which
communication takes place, including role relationship, the shared
information of the participants, and the communicative purpose for
their interaction.”14
d.
Strategic Competence
Concerning to the component of speaking, strategic
competence refers to the ability to know and how to keep
conversation going, how to finish the conversation, and how to
clear up communication breakdown as well as comprehension
problems. As harmer stated “when choosing who should come out
to the front of class we need to be careful not to choose the shyest
students first, and we need to work to create the right kind of
supportive atmosphere in the class.”15
From the explanation above, the writer can concludes that
there are four components areas of speaking skill which each area
plays as its function and there are also some factors affect the
effectiveness of speaking and should be in the teaching speaking.
5.
Classroom Activities
Most English teachers face the problem of having passive students
who difficult to speak in the class and no willingness to speak in class. In
traditional classroom activity, speaking practice often takes the form or
drills which one person asks question and another gives an answer. The
purpose of asking and answering the question is to demonstrate the ability
14
Richards and Rodgers, loc.cit.
Jeremy Harmer, The Practice of English Language Teaching, (Cambridge: Pearson
Education Limited, 2001), p.8.
15
14
to ask and answer the question. However, it can make the students get
bored and get a low motivation in trying to speak English.
Therefore, to create classroom speaking activities that will develop
communicative competence, the teacher should provide students with
communicative activities in which the student can engage actively in
teaching and learning process. Gottlieb give “some example of typical
speaking activities that occur in the classrooms:
a.
Book talks in which story grammar (characters, setting,
events) is revealed
b.
Debates on school related topics or current issues
c.
Dialogues between students on social or culturally related
topics
d.
Interviews between students or between students and adults
e.
Presentations/reports on content related assignments
f.
Role plays/ dramatizations of historical or social events
g.
Speeches or reports based on research or topic of interest
h.
Task analyses or demonstrations on how to do activities,
processes, or procedures
i.
Story retelling from illustrations or personal experiences
j.
Student led conferences on original works of portfolios
k.
Think-alouds (personal reactions to reading) on articles,
stories, or literature
l.
Two way tasks on maps or missing information”16
Besides, in classroom activity teacher need preparation in order to
during teaching learning activity do not feel boring. To anticipate this case
Ur and Wright give the step that teacher may need:
a.
A quick warm up for the beginning to get your students into
the right mood for learning;
16
Gottlieb, op.cit., p.47.
15
b.
An idea for a brief vocabulary review before starting a new
text;
c.
A light filler to provide relief after a period of intense effort
and concentration;
d.
A brief orientation activity to prepare a change of mood or
topic;
e.
A game or amusing item to round off the lesson with a
smile.17
The writer emphasize that the classroom activities in teaching
speaking should be interest and interactive because it will motivate the
students in achieving the goals of teaching speaking. These are some
classroom activities that can be conducted by the teacher in teaching
speaking, such as: role plays, storytelling, presentation, debates, etc.
6.
Speaking Assessment
Speaking is a complex skill that using different ability to assess it.
Speaking skill is generally recognized in analysis of speech process that is
pronunciation, grammar, vocabulary, fluency, and comprehension. As
Gottlieb stated “The principal components of speech include grammar,
vocabulary, intonation and stress, pronunciation, fluency and accuracy.”18
However, before the teacher assesses the students, Nation and Newton
stated there are “two main aspects of direct procedure for testing speaking
1. The way in which the person being tested is encouraged to speak, 2. The
way in which the speaker‟s performance is assessed.”19 For assessing
speaking performance, it is include rating scale and communicative result.
17
Penny Ur and Andrew Wright, Five Minutes Activities, (Cambridge: Cambridge
University, 2007), p. x.
18
Gottlieb, op.cit.p.46
19
I.S.P Nation and J. Newton, Teaching ESl/EFL Listening and Speaking, New York and
London: Routledge, 2009), p.171.
16
Moreover, the criteria of assessing speaking should be to young
learner curriculum. As McKay stated “they can be written to reflect the
construct being assessed and to reflect the young learner curriculum”.20
Based on the criterion above the writer using Penny McKay for
scoring speaking, the writer chooses five criteria that will be used for
speaking assessment. There are Comprehension, Fluency, Vocabulary,
Pronunciation, and Grammar for describes performance and to see
progress of the students. As Mckay stated “the scale describes
performance in lower levels in negative terms, as incorrect and week. For
positive impact, criteria and descriptors for young learners are more
suitable when they describe strengths and progress rather than errors.”21
Below is the rating scale that will be used by the researcher in
assessing the students‟ speaking based on McKay: 22
Proficiency Description
Comprehension:
1.
Cannot understand even simple conversation.
2.
Has great difficulty following what is said. can comprehend only
“socal conversation”spoken slowly and with frequent repittition.
3.
Understand most of what is said at slower-than-normal speed with
repetition.
4.
Understands nearly everything at normal speed. Although
occasional repetition may be necessary.
5.
Understand
everyday
conversation
and
normal
classroom
discussions without difficulty.
20
Penny Mckay, Assessing Young Language Learners, (Cambridge: Cambridge University
Press, 2006), pp. 292.
21
Penny Mckay, op.cit., p. 290
22
Penny Mckay, op.cit., pp. 290-292
17
Fluency :
1.
Speech is so halting and fragmentary as to make conversation
virtually impossible.
2.
Usually hesiatant; often forced into silence by languge limitations.
3.
Speech in everyday communication and classroom dicussion is
frequently disrupted by the student‟s search for the correct manner
of expression.
4.
Speech in everyday communication and classroom discussion in
generally fluent, with occasional lapses while the students searches
for the correct manner of expression.
5.
Speech in everyday conversation and in classroom discussion is
fluent and effortless approximating that of a native speaker.
Vocabulary :
1.
Vocabulary limitations so extreme as to make conversation
virtually impossible.
2.
Misuse of words and very limited vocabulary make comprehension
quite difficult.
3.
Frequently uses the wrong words conversation somewhat limited
because of inadequte vocabulary.
4.
Occasionally uses inappropriate terms or must rephrase ideas
because of inadequate vocabulary.
5.
Use of Vocabulary and idioms approximates that of a native
speaker.
Pronunciation :
1.
Pronunciation problem so severe as to make speech virtually
unintelligible.
2.
Very hard to understand because pronunciation problem, must
frequently be asked to repeat in order to be understood.
18
3.
Pronunciation problems necessitate concentration on the part of
listener and occasionally lead to misunderstanding.
4.
Always intelligible, though one is concious of a definite accent and
occasinal inappropriate intonation patterns.
5.
Pronunciation and intonation approximates that a native speaker.
Grammar :
1.
Errors in grammar and word order so severe as to make speech
virtually unintelligible.
2.
Grammar and word order error make comprehension difficult.
Must often rephrase or restrict what is said to basic patterns.
3.
Makes frequent errors of grammar and word order which
occasionally obscure meaning.
4.
Occasionally make grammatical or word order errors which do not
obscure meaning.
5.
B.
Grammatical usage and word order approximate a native speaker‟s.
Role Play
1.
Definition of Role Play
As the writer focuses in his research, he will explain about the
nature of role play, as a specific topic that will be discussed.
Ur stated “Role play is used to refer to all sorts of activities where
learners imagine themselves in a situation outside classroom, sometimes
playing the role of someone other than themselves, and using language
appropriately to the new context.”23 Based on the definition above, role
play is a method to play the role of others character in any kinds of
situations.
23
Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press,
1996), p. 131.
19
Moreover, according to Snow, “role plays are form of pair practice
that allows students freedom to play, improvise, and create.”24 In this case,
students can come to real situation although they are not in that situation.
For example, students pretend to be travel agents and customers in a
conversation about how to book an airplane‟s ticket.
Besides, according to Diane, “Role plays are very important in
CLT because they give students an opportunity to practice communicating
in different social contexts and in different social roles, and Role plays can
be set up so that they are very structured or in less a less structured way” 25
It means the teacher tells the students who they are and what they should
do. The teacher also tells the students what the situation is, and what they
are talking about, but the students determine what they will say. Students
also receive feedback on whether or not they have effectively
communicated.
In Role play there are many subject topics available for role play
purposes, such as compiling and presenting a news magazine program for
radio or television. According to McDonough and Shaw “Role play
materials are often written specifically to get learners to express opinions,
to present and defend points of view and to evaluate arguments.”26 On the
other hand in Role play learners also require learners to use language to
get the meaning, and learners also require paying more attention to
maintenance of social relationships.
From the explanations above, the writer concluded that the role
play is a technique which involves fantasy or imagination to be someone
else or to be ourselves in a specific situation for a while, improvising
dialogue and creating a real world scenario. It aims at the students to
24
Don Snow, From Language Learner to Language Teacher, (Virginia: TESOL, Inc,
2007), p.112.
25
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford:
Oxford University Press, 2000), p.134.
26
McDonough and Shaw, op.cit., p.145.
20
encourage their thinking and creativity, to develop and train the students of
a new language and behavioral skills in relatively nonthreatening setting,
and to create the motivation of the students in speaking.
2.
Reason for Using Role Play
There are many reasons why teacher using role play technique in
teaching speaking. By using role play, students feel free to play, improvise
and create their idea. Besides, many students will be more creative and
active to play their role because the teacher gives opportunities to students
to explore their actions. As Duffy quoted on Featherstone and Cummings
“imaginative play gives children opportunities to explore and represent
actions, roles, relationships, situation, characters from a variety of sources,
narratives and stories.”27
Furthermore, using role play in teaching speaking the students also
can train their intellectual, social and imaginative because by using role
play students have a chance to train choice and make decisions about the
nature and direction of their play. Rogers quoted on Rogers and Evans
“the use of highly structured role play environment raises some important
questions about the extent to which children in early childhood settings
have the opportunity to exercise choice and to make decisions about the
nature and direction of their play”28
In addition, according to Ladousse “Perhaps the most important
reason for using Role Play is that it is fun”.29 In role play technique the
students expected enjoy when they play their roles in front of the class.
While students understand what is expected of them, they thoroughly
enjoy letting their imagination.
27
Sally Featherstones with Anne Cummings, Role-Play in the Early Years, (London: A&C
Black Publishers, 2009), p.6.
28
Sue Rogers and Julie Evans, Inside Role Play in Early Childhood Education, (New York:
Routledge Taylor and Francis Group), p.37.
29
Gillian Porter Ladousse, Role Play, (Oxford: Oxford University Press, 2004), p.7
21
The writer can conclude that
IN TEACHING SPEAKING
(An Experimental Study for Eighth Grade of SMPN 244
North Jakarta)
By
M. NOOR AFDILLAH A.A
109014000075
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
The Effectiveness of Role Play in Teaching Speaking
A Quasi-Experimental Study at the Eight Grade of SMPN 244 Jakarta
“A Skripsi”
Presented to the Faculty of Tarbiya and Teacher‟s Training in Partial Fulfillment of the
Requirements for Degree of S.Pd. in English Language Education
DEPARTEMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
i
f__
ENDORSEMENT SHEET
The Examination Committee of the faculty of Tarbiyah and Teachers Training
certifies that the "skripsi" (Scientific Paper) entitled The Effectiveness of Role Ptay
in Teaching Speaking (A Qnrasi-Experimental Study at Eighth Grade of SMPN
244 North Jakarta), written by M.Noor Afditlah A.A , NIM 109014000075 was
examined by the committee on January 19,2015. The "skripsi" has been accepted and
declared to have fulfilled one of the requirements for Degree of S.Pd (Sl) in English
Language Education at the English Department.
Jakarta,
EXAMINATION COMMITTEE
Pd.
Chairman:
Drs. Svauki" M.
NIP. 196412r2199103 L 002
Secretary:
Zaharil Auasv. M. Hum
NrP. 19761 007 2007 r0 I 002
Examiner
I:
Examiner II:
(
Ismaliqnins Eviwliwati. M.Hum.
NIP. 19740723 200003 2 001
Desi Nahartini. M.Ed.
Acknowledged by
Dean of Faculty of Tarbiyah and Teachers Training
Dra. Nurlena Rifa'i M.A. Ph.D
NrP. 19591020 198603 2 001
ABSTRACT
M. Noor Afdillah AA, 2014, The Effectiveness of Role Play towards Students’
Speaking Ability, Skripsi, English Education Department,
The Faculty of Tarbiyah and Teachers Training, Syarif
Hidayatullah State Islamic University Jakarta.
Advisors
Key Words
: Dr. Fahriany, M.Pd., Zaharil Anasy, M.Hum.
: Speaking, role play technique.
The aim of this research was carried out to find the effectiveness of using role
play in teaching speaking for second grade of junior high school at SMPN 244
North Jakarta whether there is significance different in speaking achievement of
the students who are taught using a role play and those who are taught without
using a role play. The subjects of the study were 56 students.
The method used in this study was quantitative research through quasiexperimental study by using pre-test and post-test design. The researcher divided
two classes into an experimental class and a control class. Before the treatment,
the researcher did a pre-test in both classes. Moreover, the researcher taught
speaking by a role play technique in the experimental class. The last, the
researcher conducted a post-test in both classes to know whether a role play
technique is effective for teaching speaking in experimental class.
The researcher scored five components of speaking skills (Comprehension,
Fluency, Vocabulary, Pronunciation, and Grammar) of each student in both
classes. After that, he calculated t-test to analyze the data. Value of the tobserve was
7.49 and the degree of freedom (df) was 54 whereas the value of ttable on the
degree of significant of 5% was 2.00. As the result, the value of tobserve was higher
than ttable. It can be concluded that the using of role play technique in teaching
speaking at SMPN 244 North Jakarta was effective and the hypothesis tested in
this study was accepted.
iv
ABSTRACT
M. Noor Afdillah AA, 2014, The Effectiveness of Role Play towards Students’
Speaking Ability, Skripsi, English Education Department,
The Faculty of Tarbiyah and Teachers Training, Syarif
Hidayatullah State Islamic University Jakarta.
Dosen Pembimbing : Dr. Fahriany, M.Pd., Zaharil Anasy, M.Hum.
Kata Kunci
: Speaking, role play technique.
Penelitian ini bertujuan untuk menemukan keefektifan pengunaan role play dalam
pengajaran speaking untuk kelas 2 tingkat SMP di SMP 244 Jakarta Utara apakah
ada perbedaan yang signifikan terhadap murid-murid dalam pencapaian
pengajaran speaking yang menggunakan role play dengan yang tidak
menggunakan role play. Sample penelitian ini terdiri dari 58 siswa.
Metode yang digunakan dalam penelitian ini adalah metode kuantitatif yaitu
metode eksperimen semu dengan menggunakan desain pre-test dan post-test.
Peneliti membagi dua kelas yaitu kelas eksperimen dan kelas control. Sebelum
peneliti melakukan treatment, peneliti melakukan pre-test di kedua kelas tersebut.
Selanjutnya, Peneliti mengajarkan speaking dengan menggunakan teknil role play
di kelas eksperimen. Tahap terakhir, peneliti melakukan post-test di kedua kelas
tersebut untuk mengetahui apakah teknik role play efektif dalam pengajaran
speaking di kelas eksperimen.
Peneliti melakukan penilaian berdasarkan lima komponen speaking yaitu
(Komprehensif, Kefasihan, Kosakata, Pelafalan, dan Struktur Kalimat) pada
masing-masing murid di kedua kelas. Setelah itu, peneliti mengkalkulasi t-test
untuk menganalisis data. Nilai dari tobserve adalah 7.49 dan nilai degree of freedom
(df) adalah 54 sedangkan nilai ttable dengan derajat signifikan 5% adalah 2.00.
Maka nilai tobserve lebih tinggi dari nilai ttable. Dapat disimpulkan bahwa
penggunaan teknik role play dalam pengajaran speaking di SMPN 244 Jakarta
Utara efektif dan hipotesis yang diuji dapat diterima.
v
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praises be to Allah,
the Lord of the world who has given the Mercy and Blessing upon the writer in
completing this Skripsi. Peace and salutation be upon the prophet Muhammad, his
family and his followers.
In this occasion, the writer would like to express his greatest appreciation,
honour and gratitude to his beloved parents (Dudung Gunawan, S.Pd and Yeti
Setiawati), for their valuable supports and moral encouragement in motivating the
writer to finish his study. And also his beloved sister (Shofia Hanifah Az-Zahra)
for their supports to the writer in writing this Skripsi
The writer also would like to express his deepest gratitude to Dr. Fahriany,
M.Pd and Zaharil Anasy , M.Hum for their advices, guidances, corrections, and
suggestions in finishing this Skripsi.
His gratitude also goes to:
1. All lecturers of Department of English Education who have taught and
educated the writer during his study at UIN Syarif Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd., The Head of Department of English Education.
3. Zaharil Anasy, M.Hum., The Secretary of Department of English
Education.
4. Dra. Nurlena Rifa‟i, MA., Ph. D The Dean of Faculty of Tarbiya and
Teachers` Training.
5. Drs.Mulyana., The Headmaster of SMPN 244 Jakarta, who has given a
great chance to the writer to carry out the research at the school he leads.
6. Indah Sri Rezeki, S.Pd and Linda Rizky Nurrahmani, The English teacher
of SMPN 244 Jakarta who has helped the writer in conducting this
research.
7. Shaumi Fitriyanti, S.Pd. who always gives her support, care, love and
spirit to the writer.
vi
8. His friends in Department of English Education Academic Year
2009/2010 for sharing their knowledge, times, cares and supports.
9. To any other person who cannot be mentioned one by one for their
contribution to the writer during finishing his Skripsi. The words are not
enough to say any appreciations for their help.
May Allah bless them for all of what they have done.
Finally, the writer feels that it is really pleasure for him to receive critics
and suggestions to make this Skripsi better. He also hopes that this Skripsi would
be beneficial, particularly for him and for those who are interested in it.
Jakarta, November 04, 2014
The writer
M. Noor Afdillah A.A
vii
TABLE OF CONTENT
APPROVAL…………………………………………………………... i
ENDORSEMENT SHEET…………………………………………... ii
SURAT PERNYATAAN KARYA SENDIRI………………………. iii
ABSTRACT…………………………………………………………... iv
ACKNOWLEDGMENT……………………………………………... vi
TABLE OF CONTENT……………………………………………… viii
LIST OF TABLE……………………………………………………... xii
LIST OF FIGURE……………………………………………………. xiii
LIST OF APPENDICES……………………………………………... xiv
CHAPTER I
CHAPTER II
INTRODUCTION
A.
Background of the Study………………………….. 1
B.
Identification of the Problem……………………… 5
C.
Limitation of the Problem………………………….5
D.
Formulation of the Problem……………………….. 6
E.
Objective of study…………………………………. 6
F.
Significance of the Study………………………….. 6
THEORETICAL FRAMEWORK
A. Speaking…………………………………………….... 7
1. The Nature of Speaking…………………………….7
2. The Objectives of Teaching Speaking…………….. 8
3. The Elements of Speaking………………………….10
4. The Components of Speaking……………………... 11
a. Grammatical Competence…………………….12
viii
b. Discourse Competence……………………… 12
c. Sociolinguistic Competence…………………. 12
d. Strategic Competence……………………….. 13
5. Classroom Activities………………………………. 13
6. Speaking Assessment……………………………... 15
B. Role Play……………………………………………... 18
1. Definition of Role Play……………………………. 18
2. Reason for Using Role Play……………………….. 20
3. Types of Roles in Role Play……………………….. 21
4. The Purpose of Role Play………………………….. 22
5. The Advantages of Role Play……………………… 22
6. Teaching Speaking Using Role Play………………. 24
C. Previous Study……………………………………….. 25
D. Theoretical Thinking…………………………………..27
E. Hypothesis of the Research…………………………... 28
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research………………………29
B. The Method of the Research…………………………. 29
C. Population and Sampling……………………………...29
D. The Technique of Collecting Data…………………….30
E. The Research Instrument……………………………... 30
ix
F. The Technique for Data Analysis…………………….. 32
G. Statistical Hypothesis………………………………… 35
CHAPTER IV
RESEARCH FINDINGS
A. Description of Data…………………………………... 37
I. The Description of the Pre-test Data……………….. 39
a. Comprehension Scores………………………… 39
b. Fluency Scores…………………………………. 39
c. Vocabulary Scores……………………………... 39
d. Pronunciation Scores…………………………... 39
e. Grammar Scores……………………………….. 40
II. The Description of the Post-test Data…………….. 40
a. Comprehension Scores………………………… 40
b. Fluency Scores…………………………………. 41
c. Vocabulary Scores……………………………... 41
d. Pronunciation Scores…………………………... 41
e. Grammar Scores……………………………….. 41
1. Pre-test Scores……………………………………... 41
2. Post-test Scores……………………………………. 45
3. Gained Scores……………………………………… 47
B. Analysis of Data……………………………………… 49
I. Results of Pre-test of Experimental and
Control Class……………………………………49
a. Experimental Class………………………….. 49
b. Control Class…………………………………51
2. Results of Post-test of Experimental and
Control Class……………………………………53
a. Experimental Class…………………………..53
b. Control Class………………………………... 54
3. Normality Test…………………………………. 56
a. The Normality Test of Pre-test in
x
Experimental Class…………………………..56
b. The Normality Test of Post-test in
Experimental Class…………………………..58
c. The Normality Test of Pre-test in
Controlled Class…………………………….. 61
d. The Normality Test of Post-test in
Controlled Class…………………………….. 58
4. Homogeneity Test……………………………...62
5. Hypothesis Test……………………………….. 64
C. Interpretation of the Data…………………………. 68
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion………………………………………… 70
B. Suggestion………………………………………… 70
BIBLIOGRAPHY………………………………………………………………... 72
APPENDICES…………………………………………………………………….. 75
xi
LIST OF TABLE
Table 3.1 Five Components of Grading Speaking Scale………………………….. 30
Table 4.1 The students‟ scores of pre-test of experimental class
and controlled class……………………………………………………... 43
Table 4.2 The students‟ scores of post-test of experimental class
and controlled class……………………………………………………... 45
Table 4.3 The students‟ gained scores comparison between pre-test
and post-test in experimental class and controlled class………………... 47
Table 4.4 The Frequency Distribution of the Experimental Class Pre-test……….. 50
Table 4.5 The Frequency Distribution of the Control Class Pre-test……………… 51
Table 4.6 The Frequency Distribution of the Experimental Class Post test………. 53
Table 4.7 The Frequency Distribution of the Control Class Post-test…………….. 54
Table 4.8 Calculation of Pre-Test Normality in Experimental Class………………56
Table 4.9 Calculation of Post-Test Normality in Experimental Class…………….. 58
Table 4.10 Calculation of Pre-Test Normality in Controlled Class.......................... 59
Table 4.11 Calculation of Post-Test Normality in Controlled Class………………. 61
Table 4.12 Calculation of Hypothesis Test in the Experimental Class
and Controlled Class…………………………………………………... 64
xii
LIST OF FIGURE
Figure 4.1 Diagram of Results of pre-test of Experimental Class
and Control Class………………………………………………………...40
Figure 4.2 Diagram of Results of post-test of Experimental Class
and Control Class……………………………………………………….. 42
Figure 4.3 Diagram of Frequency Distribution of the Experimental
Class Pre-test……………………………………………………………. 50
Figure 4.4 Diagram of Frequency Distribution of the Experimental
ClassPre-test……………………………………………………………. 52
Figure 4.5 Diagram of Frequency Distribution of the Experimental
Class Post-test…………………………………………………………... 53
Figure 4.6 Diagram of Frequency Distribution of the Control
Class Post-test…………………………………………………………... 55
xiii
LIST OF APPENDICES
Appendix I (RPP Kelas Eksperimen)
Appendix II (RPP Kelas Kontrol)
Appendix III(Frequency Distribution Calculation of Pre-test and Post-test)
Appendix IV (Hasil Pre-test and Post-test)
Appendix V (Soal Pre-test dan Post test)
Appendix VI (Figures of the Research)
Appendix VII (Pengesahan Proposal Skripsi)
Appendix VIII (Surat Bimbingan Skripsi)
Appendix IX (Surat Permohonan Izin Penelitian)
Appendix X (Surat Keterangan Penlitian)
xiv
CHAPTER I
INTRODUCTION
A.
Background of Study
Since English as an international language has already become one
of the compulsory subjects of both senior and junior high school, and
elementary school, it cannot be denied, that the importance of English has
gained a lot of attention from many people all over the world. It entails
Indonesian to master English; especially speaking ability successfully.
Therefore, Indonesian can communicate with people all over the world in
English fluently.
Moreover, learning English in the second grade junior high school
students has three objectives; they are to develop communicative
competence, it supposes to have an ability in comprehending and or
producing kinds of texts or certain literacy whether in oral or written
which should be fulfilled four English basic skills (listening, speaking,
reading, and writing), to improve students‟ English ability in functional
level (it means students have to be able to use English in a daily life), and
to develop students‟ ability in English communication skill for facing a
globalization era. Concerning to the problems above, the writer focuses on
developing the students‟ competence in speaking ability. As stated on
KTSP (Kurikulum Tingkat Satuan Pendidikan) that the objective English
in Junior High School is to develop communicative competence in
achieving functional literacy level whether in written or oral.1
To improve speaking ability, the role of teaching speaking in
Indonesia is very important in order to achieve communicative
competence. Therefore, not only for senior high school but also for junior
high school, Speaking becomes one of the goals of teaching and learning
1
Badan Standar Nasional Pendidikan, Kurikulum 2006, Standar Isi Untuk Satuan
Pendidikan Dasar dan Menengah, (Jakarta:2006), p. 278.
1
2
in Indonesia. Those are the reason why the writer interested in having a
research about speaking skill towards students; especially the students in
second grade of junior high school. The goals of teaching English
speaking for the second grade junior high school students at even semester
also stated in English syllabus as follows:
Standard Competence and Minimum Standard Competence of English
Subject for the Second Grade Junior High School Students at Even
Semester.
Standard
Minimum Standard Competence
Competence
Speaking
9. To express the 9.1 To express the meaning of transactional and
meaning in short
interpersonal conversation by using kinds of
verbal
expression accurately. Such as asking, giving, and
simple
transactional and
refusing
interpersonal
information, agreeing and disagreeing opinion, and
conversation
to
permission,
receiving
and
denying
offering and asking for help.
interact with their
surroundings.
9.2 To express the meaning of transactional and
interpersonal conversation by using kinds of
expression accurately. Such as asking and giving
agreement, responding the statement, and receiving a
message from the telephone.
10. To express the
meaning of
functional and
monologue oral
10.1 To express the meaning of short functional oral text
accurately.
10.2 To express the meaning of short monologue oral text
3
text in recount
accurately in recount and narrative text.
and narrative text.
Based on the standard competence and the minimum standard
competence, there are two objectives in teaching speaking that should be
fulfilled by 8th grade of junior high school, like: “To express the meaning
in short verbal simple transactional and interpersonal conversation to
interact with their surroundings” and “To express the meaning of
transactional and interpersonal conversation by using kinds of expression
accurately. Such as asking, giving, and refusing permission, receiving and
denying information, agreeing and disagreeing opinion, and offering and
asking for help”.2
Therefore, the emphasis is not only on the competence of the
language learners but also on the development of the students‟
communicative ability. In order to develop learners‟ communicative
ability, the teacher needs to create a scenario to teach the target language
enthusiastically, actively, and interestingly. Besides, the technique that
used by the teacher should be interesting because the teacher should
motivate the students to speak English confidently and to make the
students interest in speaking English. As Candlin and Neil in their book,
they stated that “The teacher‟s job is to match his or her teaching style as
well as the learner‟s learning style to the method”.3 It means that the
teacher has an important role in making a success of the students‟ learning
and he or she should decide the teaching style which can build a
motivation for improving students‟ ability; especially in speaking.
Furthermore, based on the writer experience when he taught a
speaking in junior high school, he often found some problems towards the
2
Badan Standar Nasional Pendidikan, Kurikulum 2006, op.cit.,, p. 289.
Christoper N. Candlin and Neil Mercer, English Language Teaching Its social context,
(London: Routledge, 2001), p.168.
3
4
students. The student problems frequently found by the writer were: first,
they still had poor vocabulary. Second, they were not interested in the
material about English that was given. Third, they rarely practiced
speaking. And the last, they were not confident and felt shy to speak in
front of class. In order to solve the problems, there are many techniques
that can be applied including a role play, because many research findings
say that this technique is effective to be used in teaching speaking.
Using a Role Play in teaching speaking is one of the ways to build
the students‟ interest, motivation and fluency in speaking English by
creating interaction in the class and ordering students to imagine
themselves in a situation like in the real world. As Littlewood states “in
role playing techniques learners are asked to imagine themselves in
situation which occur outside the classroom, they are asked to adopt a
specific role in this situation, they asked to behave as if the situation really
existed”.4
Role play is very important in teaching speaking because it gives
students an opportunity to practice communication in different social
context and in different social roles. It also allows students to be creative
and to put themselves in another person‟s place for a while. As Brown
stated “Role play allows some rehearsal time so that student can map out
what they are going to say, and it has the effect of lowering anxieties as
students can, even for a few moments, take on the persona of someone
other than themselves”.5
The writer hopes that in teaching speaking through a role play can
help the learning process for the students and the students become easy in
studying English. It is also required to support teaching and learning
activities in speaking. Besides, the classroom will be fun and the students
4
William Littlewood, Communicative Language Teaching - An Introduction, (Cambridge:
Cambridge University, 2002), p.49
5
Douglas Brown, Language Assessment: Principle and Classroom Practice. (San
Francisco: Longman, 2003), p.174.
5
will be more active in study. In addition, the problems of teaching
speaking English will be covered by applying technique.
As a result, 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 change into suitable strategy which fits with
students‟ condition or material being taught. It seems that a role play is
useful teaching technique that can be used in order to entertain students
and increasing their motivation in learning speaking.
B.
Identification of the Problem
The writer identifies some common problems that appear in
teaching speaking:
1.
Most of students still have low motivation in learning English;
especially in speaking, because they are too shy and afraid to take
apart in the conversation. They just speak when the teacher ask
them.
2.
The students still do not know how to speak English well.
3.
Most of the students do not realize the importance of learning
English to communicate.
4.
The teacher also become one of problem that can make students is
not interested in speaking. It can happen because the teacher does
not use the communicative teaching that can motivate the students
to speak.
C.
Limitation of the Problem
The writer limits the scope of this study only to discuss the
effectiveness of role play in teaching speaking in the second grade of
junior high school at SMPN 244 North Jakarta in 2013-2014 academic
years.
6
D.
Formulation of the Problem
Based on the explanation on the background the writer formulates
the problem of the research as follows: “Is role play effective in teaching
speaking for the eighth grade students at SMPN 244 North Jakarta?”
E.
Objective of the Study
The objective of the study is to find the effectiveness of using role
play in improving the students‟ speaking skill whether there is significance
difference in speaking achievement of the students who are taught using a
role play and those who are taught without using a role play.
F.
Significance of the Study
The study of this research is expected to know the effectiveness of
using role play in teaching speaking for second grade of junior high
school. Therefore, it can be one of solving problems in teaching and
learning speaking that faced by the teachers in improving the students‟
speaking ability.
Besides, by using a role play, it can motivate the students to speak
English without considering of mistakes and error in speaking. Moreover,
it helps to provide knowledge on ways to develop natural ways in speaking
activities and to become the students more active in teaching-learning
process.
This method probably will be used as a reference for those who
want to conduct a research in English teaching process, especially to know
the effectiveness of Role Play when it applied in speaking class.
CHAPTER II
THEORITICAL FRAMEWORK
A.
Speaking
1.
The Nature of Speaking
Speaking is the most natural way to communicate. It is also used
for interacting between two people in daily life, such as: at school, at home
or some other places. As Gottlieb quoted Underhill‟s opinion “speaking
generally involves two ways communication with interactive role
switching between the speaker, who conveys a message, and the listener,
who interprets responds to it”1.
Besides, speaking also is the way to express ideas, opinions, or
feelings with others by using words or sounds in delivering message. As
human beings, especially as social creatures have a need to make meaning
of their surroundings by communicating each other. They have a need to
express their thoughts, opinions, or feelings in order to be accepted in
social life. Speaking does not only make sound by the speech organs but
ideas and emotions. As Cameron states “Speaking is the active use of
language to express meaning so that other people can make sense of them,
therefore, the label of “receptive” and “productive” uses of language can
be applied to speaking respectively”.2
Furthermore, most of people communicate each other to share
some information. As Thomas says “They may want to exchange
information about something specific with one or more people, or they just
want to keep socially active by exchanging pleasantries with friends,
1
Margo Gottlieb, Assessing English Language Learners, (California: Corwin Press,
2006), p.45.
2
Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge
University Press, 2001), p.40.
7
8
neighbors, or working colleagues”.3 Therefore, if people want to share
information with others, they have to focus on what they want to say in
order to deliver the specific message clearly.
In addition, in delivering ideas and meanings of a certain situation,
a speaker has to use an accurate pattern and choose the correct words that
fit into it. As Ur stated “people who know a language are referred to as
„speakers‟ of that language, as if speaking included all other kinds of
knowing; and many if not most foreign language learners are primarily
interested in learning to speak”.4 Another expert Marianne also stated “the
ability to speak a language is synonymous with knowing that language
since speech is the basic means of human communication”. 5 As a result, a
speaker should know well about a language that he or she is used for
communicating; in order to her or his interlocutor get a good
understanding and interest with what he or she said.
Based on the definitions above, it can be concluded that speaking is
the process of sharing information with another person, one‟s knowledge,
interests, opinions or ideas. Besides, speaking also is the way to make
someone interest to the information that the speaker wants to share.
2.
The Objectives of Teaching Speaking
Speaking is one of some language skills which are essential. The
reason of people want to speak because he or she has some purposes or
functions that he or she has to be communicated with others to get his or
her goals or what he or she needs. As Richard and Renandya stated “When
we engage in discussion with someone, on the other hand, the purpose is
to seek or express opinions, to persuade someone about something, or to
3
Thomas S.C. Farrel, Succeeding with English Language Learners, (Thousand Oaks:
Corwin Press, 2006), p.74.
4
Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press,
1996),p.121.
5
Marianne Celle-Murcia, Teaching English as a Second or Foreign Language, (Boston:
Heinle & Heinle, 2001), p.103.
9
clarify information. In some situations, we use speaking to give
instructions or get things done”.6 Thus, the objectives of teaching speaking
are to persuade someone about something, to give instructions or
transaction which serves to get things done as performance which serves
some talks which are needed relate to social relationship.
McDonough
and
Shaw
also
stated
“when
genuinely
communicative, speaking is desire and purpose driven, in other words we
genuinely want to communicate something to achieve a particular end.
This may involve expressing ideas and opinion; expressing a wish or a
desire to do something; negotiating and/or solving a particular problem; or
establishing and maintaining social relationships and relationships.”7 It
means that when someone speaks, he or she has an intended for expressing
his or her ideas to his or her interlocutor.
Furthermore, there are some objectives that have to be reached by
English teacher in teaching speaking process, as Jeremy Harmer stated
“There are three basic reasons why it is a good idea to give students
speaking tasks which provoke them to use all any language at their
command. Rehearsal: getting students to have a free discussion gives them
a chance to rehearse having discussion outside the classroom. Feedback:
Speaking tasks where students are trying to use all and any language they
know provides feedback for both teachers and students. Engagement: good
speaking activities should be highly motivating.”8 As a result, the students
will get the benefit from the practice speaking task; like: he or she will get
use to speak English whether inside or outside the classroom by practicing
it, the students will get a feedback about his or her ability in speaking
6
Jack C Richard & Willy A. Renandya, Methodology in Language Teaching,
(Cambridge: University Press, 2002), p. 201.
7
Jo McDonough and Christopher Shaw. Materials and Methods in ELT, (Oxford:
Blackwell Publishing Ltd, 2003), p.134.
8
Jeremy Harmer, How to Teach English – An Introduction of Practice English Language
Teaching, (England: Addison Wesley Longman, 1998), pp. 87-88.
10
English and the students will be motivated in increasing his or her
speaking ability by following kinds of speaking activity in the classroom.
Besides, the objectives of teaching speaking should also focus on
intonation, pronunciation, stressing, etc. Teacher should be aware of those
parts because it could develop the students‟ production skill in linguistic
aspect. As Hughes states “other aim which the teacher might have: for
instance, helping student to gain awareness of or to practice some aspect
of linguistic knowledge, or to develop production skills, or to raise
awareness of some socio-linguistic or pragmatic point.”9
As a result, the objective of teaching speaking above is primarily to
give a chance for the students to express their ideas about everything that
promote their speaking ability, to train the students‟ pronunciation,
intonation, stressing, etc in speaking English, and to build the students‟
motivation in speaking English; even though, there will be some mistakes
that the students did while he or she is trying to speak English.
3.
The Elements of Speaking
Speaking is very important for student to acquire the ability to
express their ideas and opinions. Consequently, this competency should be
mastered by learners‟ language. According Jeremy Harmer, there are two
elements of speaking. First, language features, consist of:
a.
Connected speech is the modifying in sound production or
utterances such as assimilation, omission, addition, and
weakened (through contraction and stress pattering)
b.
Expressive devices are the alteration of speed, volume, and
stress of utterances to show the feeling. The use of device
contributes the ability to convey meaning.
9
Rebecca Hughes, Teaching and Researching Speaking, (London: Pearson Education,
2002), p. 6.
11
c.
Lexis and grammar related to the ability to use number
common lexical phrases, especially in the performance of
certain language functions.
d.
Negotiation language is the ability to gets benefits from
negotiators language we use to seek clarification and to
show of structure of what we are saying.
The second element of speaking is mental or social processing,
consist of:
a.
language processing: the ability to process language in their
own heads and put it into coherent order so that it comes
out it forms that are not only comprehensible, but also
convey the meanings that are intended.
b.
Interacting with others. It‟s mean that speaking also
involves a good deal of listening, and understanding of how
the other participants are feeling.
c.
Information processing: the ability to process the
information the moment we get it.10
In a conclusion, the elements of speaking are language features;
which includes pronunciation, grammar, vocabulary, fluency, and
comprehension, and mental or social processing.
4.
The Components of Speaking
There are four components of speaking based on Richards and
Renandya quoted from Kang Shumin who highlights the components
which underlies speaking effectiveness:11
10
11
Harmer,op.cit., p 270.
Richard & Renandya, op.cit., p. 207-208.
12
a.
Grammatical Competence
Grammatical competence is an umbrella concept that
includes increasing expertise in grammar (morphology and syntax),
vocabulary and mechanics. The terms mechanics refer to basic
sounds of letters and syllables, pronunciation and stress. As
Richards and Rodgers said that grammatical competence refers to
linguistic competence and formally possible because relates to
grammatical and lexical capacity.12 Thus, grammatical competence
enables speakers to use English language structure accurately and
unhesitatingly, which contributes to their fluency.
b.
Discourse Competence
Learners must develop discourse competence because they
should can make or arrange the communication whether in spoken
or written cohesively and coherence in order to convey the
conversation in a meaningful way, which is concerned with
intersentential relationships. As Olshtain and Cohen stated
“Discourse competence relates to features of text, whether it
spoken or written”13. Thus, the component of speaking not only
should be based on sentence-level grammar, but also it should be
meaningful.
c.
Sociolinguistic Competence
Language teaching is
influenced by sociolinguistic
competence in order to increase language and learning. Knowledge
of language does not adequately prepare learners for effective and
appropriate of target language. In teaching speaking, the teacher
could approach the students in teaching speaking by understanding
12
Jack C. Richards and Theodore S. Rodgers, 2 nd Edition, Approaches and Methods in
Language Teaching, (New York: Cambridge University Press, 1986), p. 71.
13
Elite Olshtain and Andrew Cohen, Teaching Speech Act Behavior to Nonative Speakers,
(Boston: Heinle & Heinle Publishers, 2001), p.154.
13
the social context in which communication takes place or situation
of speaker and interlocutor.
As Richards and Rodgers says “Sociolinguistic competence
refers to an understanding of the social context in which
communication takes place, including role relationship, the shared
information of the participants, and the communicative purpose for
their interaction.”14
d.
Strategic Competence
Concerning to the component of speaking, strategic
competence refers to the ability to know and how to keep
conversation going, how to finish the conversation, and how to
clear up communication breakdown as well as comprehension
problems. As harmer stated “when choosing who should come out
to the front of class we need to be careful not to choose the shyest
students first, and we need to work to create the right kind of
supportive atmosphere in the class.”15
From the explanation above, the writer can concludes that
there are four components areas of speaking skill which each area
plays as its function and there are also some factors affect the
effectiveness of speaking and should be in the teaching speaking.
5.
Classroom Activities
Most English teachers face the problem of having passive students
who difficult to speak in the class and no willingness to speak in class. In
traditional classroom activity, speaking practice often takes the form or
drills which one person asks question and another gives an answer. The
purpose of asking and answering the question is to demonstrate the ability
14
Richards and Rodgers, loc.cit.
Jeremy Harmer, The Practice of English Language Teaching, (Cambridge: Pearson
Education Limited, 2001), p.8.
15
14
to ask and answer the question. However, it can make the students get
bored and get a low motivation in trying to speak English.
Therefore, to create classroom speaking activities that will develop
communicative competence, the teacher should provide students with
communicative activities in which the student can engage actively in
teaching and learning process. Gottlieb give “some example of typical
speaking activities that occur in the classrooms:
a.
Book talks in which story grammar (characters, setting,
events) is revealed
b.
Debates on school related topics or current issues
c.
Dialogues between students on social or culturally related
topics
d.
Interviews between students or between students and adults
e.
Presentations/reports on content related assignments
f.
Role plays/ dramatizations of historical or social events
g.
Speeches or reports based on research or topic of interest
h.
Task analyses or demonstrations on how to do activities,
processes, or procedures
i.
Story retelling from illustrations or personal experiences
j.
Student led conferences on original works of portfolios
k.
Think-alouds (personal reactions to reading) on articles,
stories, or literature
l.
Two way tasks on maps or missing information”16
Besides, in classroom activity teacher need preparation in order to
during teaching learning activity do not feel boring. To anticipate this case
Ur and Wright give the step that teacher may need:
a.
A quick warm up for the beginning to get your students into
the right mood for learning;
16
Gottlieb, op.cit., p.47.
15
b.
An idea for a brief vocabulary review before starting a new
text;
c.
A light filler to provide relief after a period of intense effort
and concentration;
d.
A brief orientation activity to prepare a change of mood or
topic;
e.
A game or amusing item to round off the lesson with a
smile.17
The writer emphasize that the classroom activities in teaching
speaking should be interest and interactive because it will motivate the
students in achieving the goals of teaching speaking. These are some
classroom activities that can be conducted by the teacher in teaching
speaking, such as: role plays, storytelling, presentation, debates, etc.
6.
Speaking Assessment
Speaking is a complex skill that using different ability to assess it.
Speaking skill is generally recognized in analysis of speech process that is
pronunciation, grammar, vocabulary, fluency, and comprehension. As
Gottlieb stated “The principal components of speech include grammar,
vocabulary, intonation and stress, pronunciation, fluency and accuracy.”18
However, before the teacher assesses the students, Nation and Newton
stated there are “two main aspects of direct procedure for testing speaking
1. The way in which the person being tested is encouraged to speak, 2. The
way in which the speaker‟s performance is assessed.”19 For assessing
speaking performance, it is include rating scale and communicative result.
17
Penny Ur and Andrew Wright, Five Minutes Activities, (Cambridge: Cambridge
University, 2007), p. x.
18
Gottlieb, op.cit.p.46
19
I.S.P Nation and J. Newton, Teaching ESl/EFL Listening and Speaking, New York and
London: Routledge, 2009), p.171.
16
Moreover, the criteria of assessing speaking should be to young
learner curriculum. As McKay stated “they can be written to reflect the
construct being assessed and to reflect the young learner curriculum”.20
Based on the criterion above the writer using Penny McKay for
scoring speaking, the writer chooses five criteria that will be used for
speaking assessment. There are Comprehension, Fluency, Vocabulary,
Pronunciation, and Grammar for describes performance and to see
progress of the students. As Mckay stated “the scale describes
performance in lower levels in negative terms, as incorrect and week. For
positive impact, criteria and descriptors for young learners are more
suitable when they describe strengths and progress rather than errors.”21
Below is the rating scale that will be used by the researcher in
assessing the students‟ speaking based on McKay: 22
Proficiency Description
Comprehension:
1.
Cannot understand even simple conversation.
2.
Has great difficulty following what is said. can comprehend only
“socal conversation”spoken slowly and with frequent repittition.
3.
Understand most of what is said at slower-than-normal speed with
repetition.
4.
Understands nearly everything at normal speed. Although
occasional repetition may be necessary.
5.
Understand
everyday
conversation
and
normal
classroom
discussions without difficulty.
20
Penny Mckay, Assessing Young Language Learners, (Cambridge: Cambridge University
Press, 2006), pp. 292.
21
Penny Mckay, op.cit., p. 290
22
Penny Mckay, op.cit., pp. 290-292
17
Fluency :
1.
Speech is so halting and fragmentary as to make conversation
virtually impossible.
2.
Usually hesiatant; often forced into silence by languge limitations.
3.
Speech in everyday communication and classroom dicussion is
frequently disrupted by the student‟s search for the correct manner
of expression.
4.
Speech in everyday communication and classroom discussion in
generally fluent, with occasional lapses while the students searches
for the correct manner of expression.
5.
Speech in everyday conversation and in classroom discussion is
fluent and effortless approximating that of a native speaker.
Vocabulary :
1.
Vocabulary limitations so extreme as to make conversation
virtually impossible.
2.
Misuse of words and very limited vocabulary make comprehension
quite difficult.
3.
Frequently uses the wrong words conversation somewhat limited
because of inadequte vocabulary.
4.
Occasionally uses inappropriate terms or must rephrase ideas
because of inadequate vocabulary.
5.
Use of Vocabulary and idioms approximates that of a native
speaker.
Pronunciation :
1.
Pronunciation problem so severe as to make speech virtually
unintelligible.
2.
Very hard to understand because pronunciation problem, must
frequently be asked to repeat in order to be understood.
18
3.
Pronunciation problems necessitate concentration on the part of
listener and occasionally lead to misunderstanding.
4.
Always intelligible, though one is concious of a definite accent and
occasinal inappropriate intonation patterns.
5.
Pronunciation and intonation approximates that a native speaker.
Grammar :
1.
Errors in grammar and word order so severe as to make speech
virtually unintelligible.
2.
Grammar and word order error make comprehension difficult.
Must often rephrase or restrict what is said to basic patterns.
3.
Makes frequent errors of grammar and word order which
occasionally obscure meaning.
4.
Occasionally make grammatical or word order errors which do not
obscure meaning.
5.
B.
Grammatical usage and word order approximate a native speaker‟s.
Role Play
1.
Definition of Role Play
As the writer focuses in his research, he will explain about the
nature of role play, as a specific topic that will be discussed.
Ur stated “Role play is used to refer to all sorts of activities where
learners imagine themselves in a situation outside classroom, sometimes
playing the role of someone other than themselves, and using language
appropriately to the new context.”23 Based on the definition above, role
play is a method to play the role of others character in any kinds of
situations.
23
Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press,
1996), p. 131.
19
Moreover, according to Snow, “role plays are form of pair practice
that allows students freedom to play, improvise, and create.”24 In this case,
students can come to real situation although they are not in that situation.
For example, students pretend to be travel agents and customers in a
conversation about how to book an airplane‟s ticket.
Besides, according to Diane, “Role plays are very important in
CLT because they give students an opportunity to practice communicating
in different social contexts and in different social roles, and Role plays can
be set up so that they are very structured or in less a less structured way” 25
It means the teacher tells the students who they are and what they should
do. The teacher also tells the students what the situation is, and what they
are talking about, but the students determine what they will say. Students
also receive feedback on whether or not they have effectively
communicated.
In Role play there are many subject topics available for role play
purposes, such as compiling and presenting a news magazine program for
radio or television. According to McDonough and Shaw “Role play
materials are often written specifically to get learners to express opinions,
to present and defend points of view and to evaluate arguments.”26 On the
other hand in Role play learners also require learners to use language to
get the meaning, and learners also require paying more attention to
maintenance of social relationships.
From the explanations above, the writer concluded that the role
play is a technique which involves fantasy or imagination to be someone
else or to be ourselves in a specific situation for a while, improvising
dialogue and creating a real world scenario. It aims at the students to
24
Don Snow, From Language Learner to Language Teacher, (Virginia: TESOL, Inc,
2007), p.112.
25
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford:
Oxford University Press, 2000), p.134.
26
McDonough and Shaw, op.cit., p.145.
20
encourage their thinking and creativity, to develop and train the students of
a new language and behavioral skills in relatively nonthreatening setting,
and to create the motivation of the students in speaking.
2.
Reason for Using Role Play
There are many reasons why teacher using role play technique in
teaching speaking. By using role play, students feel free to play, improvise
and create their idea. Besides, many students will be more creative and
active to play their role because the teacher gives opportunities to students
to explore their actions. As Duffy quoted on Featherstone and Cummings
“imaginative play gives children opportunities to explore and represent
actions, roles, relationships, situation, characters from a variety of sources,
narratives and stories.”27
Furthermore, using role play in teaching speaking the students also
can train their intellectual, social and imaginative because by using role
play students have a chance to train choice and make decisions about the
nature and direction of their play. Rogers quoted on Rogers and Evans
“the use of highly structured role play environment raises some important
questions about the extent to which children in early childhood settings
have the opportunity to exercise choice and to make decisions about the
nature and direction of their play”28
In addition, according to Ladousse “Perhaps the most important
reason for using Role Play is that it is fun”.29 In role play technique the
students expected enjoy when they play their roles in front of the class.
While students understand what is expected of them, they thoroughly
enjoy letting their imagination.
27
Sally Featherstones with Anne Cummings, Role-Play in the Early Years, (London: A&C
Black Publishers, 2009), p.6.
28
Sue Rogers and Julie Evans, Inside Role Play in Early Childhood Education, (New York:
Routledge Taylor and Francis Group), p.37.
29
Gillian Porter Ladousse, Role Play, (Oxford: Oxford University Press, 2004), p.7
21
The writer can conclude that