THE EFFECTIVENESS OF ROLE PLAY TECHNIQUE IN TEACHING ENGLISH SPEAKING AT THE SECOND GRADE STUDENTS OF SMA MUHAMMADIYAH 3 BATU

THE EFFECTIVENESS OF ROLE PLAY TECHNIQUE IN TEACHING
ENGLISH SPEAKING AT THE SECOND GRADE STUDENTS OF
SMA MUHAMMADIYAH 3 BATU

THESIS

By:
Basma Umasugi
08360033

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013

MOTTO AND DEDICATION

MOTTO
" If you want something you’ve never had, you must be willing to do something
you’ve never done.
Success is a journey, not a destination"


DEDICATED TO:
Allah SWT
Lecturers
My beloved parents
My all family

ACKNOWLEDGEMENTS

All praises be to Allah SWT, the Lord who has bestowed the blessing upon
me in completing this thesis. Peace and upon our prophet Muhammad SAW, His
families, His companion and His followers.
My appreciations goes to my first advisor Drs. Jarum, M. Ed. who had given
me his time, his meaningful guidance in completing my thesis and supporting me to
improve my English. My deep gratitude also is presented for my second advisor Dr.
Hartono, M. Pd. for valuable help, guidance, correction and suggestion for
completing my thesis.
The great regard and gratitude are given to my beloved father, Manaf
Umasugi and my beautiful mother, Maryam Umasugi, who always give me support,
pray, finance, they are my role model in the world, also my sisters K’yut, K’chy and

Tia and my brother, Ikhwan. Special thanks to my best friends Sahidastuti, Ufi,
Chacha, Susi, Mikih, Vivi, Yuni, and someone who accompanies in my happiness
and sadness, Abang Us, and all my family. The last thanks to SMA Muhammadiyah 3
Batu for giving me chance to do my research in the school.

The Writer

Basma Umasugi

TABLE OF CONTENTS

APPROVAL ........................................................................................................

i

LEGALIZATION ...............................................................................................

ii

MOTTO & DEDICATION ...............................................................................


iii

ACKNOWLEDGEMENTS................................................................................

iv

ABSTRACT .........................................................................................................

v

TABLE OF CONTENTS ....................................................................................

vi

CHAPTER I: INTRODUCTION
1.1 Background of the Study...................................................................

1


1.2 Statement of the Problem .................................................................

4

1.3 Purposes of the Study ........................................................................

4

1.4 Hypothesis .........................................................................................

4

1.5 Significance of the Study ..................................................................

4

1.6 Scope and Limitation .......................................................................

5


1.7 Definition of Key Terms ..................................................................

5

CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Language Teaching ...........................................................................

6

2.2 Speaking in a Foreign Language .......................................................

7

2.3 Teaching Speaking ............................................................................

10

2.4 Principles for Designing Speaking Techniques ................................

11


2.5 Role Play ...........................................................................................

12

2.5.1 Definition of Role Play ....................................................................

13

2.5.2 Benefit of Role Play .........................................................................

13

2.5.3 The Implementation of Role Play Technique ..................................

15

CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design ................................................................................


17

3.2 Population and Sample......................................................................

19

3.3 Research Instrument ..........................................................................

20

3.4 Data Collection..................................................................................

20

3.5 Data Analysis ....................................................................................

21

CHAPTER IV: FINDINGS AND DISCUSSIONS
4.1 Findings .............................................................................................


23

4.1.1 The Result of Pretest ........................................................................

23

4.1.2 The Result of Posttest ......................................................................

24

4 .1.3 The Result of Hypothesis Testing ..................................................

25

4.2

26

Discussions.......................................................................................


CHAPTER V: CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions .......................................................................................

28

5.2 Suggestions .......................................................................................

28

REFERENCES
APPENDIXES

REFERENCES

Ary, D., Jacobs, and Razavieh, A. 2002. Introduction to Research in Education Sixth
Edition. US: Thomson Wadsworth Inc.
Brown, Douglas. 2001. Teaching by Principles: An Interactive Approach to
Language pedagogy. Second Edition. Addison Wesley Longman, Inc.
Pearson Education Company. San Fransisco State University.

Butler, et. al. 2000. Toefl Speaking Framework: A Working Paper. Retrieved on May
23, 2012 from http//www.toefl.org.
Callahan & Clark. 1988. Teaching in the Middle and Secondary Schools. Seventh
Edition. New York. Macmillan Publishing Company.
Celce & Murcia. (Ed.). 2001. Teaching English as a Second or Foreign Language.
Third Edition. USA. Heinley & Heinley.
Dananjaya, Utomo. 2010. Media Pembelajaran Aktif. Bandung. Nuansa. Institute for
Education Reform. Universitas Paramedina.
Harmer, Jeremy. 2007. How to Teach English. New Edition. Edinburgh. Pearson
Longman.
Heniarti, A. 2009. An Experimental Research Using Role Play in English Speaking
Skill in SMA Salahudin Malang. Malang. State University of Malang.
Livingstone, Carol. 1983. Role Play in Language Learning. Edinburgh. Longman
Group Limited.
McSharry, G. & Jones, S. 2000. Role-Play in Science Teaching and Learning.
Retrieved on February 27, 2013 from www.nationalstemcentre.
Mustadi, Ali. 2012. Speaking Skill Improvement Melalui Role-Playing Pada
Kompetensi English for Instruction di PGSD. Yogyakarta. Universitas
Negeri Yogyakarta. Retrieved on February 12, 2013 from
http?//www.uny.ac.com.

Richards, J. C. & Rodgers, T. S. 1992. Approaches and Methods in Language
Teaching: A Description and Analysis. Cambridge. Cambridge University
Press.

Richards, Jack C. & Renandya, Willy A. 2002. Methodology in Language Teaching:
An Anthology of Current Practice. Edinburgh. Cambridge University Press.
Susanti, A.D. Harni. 2007. Using Role Play in Teaching Speaking. Malang. State
Islamic University of Malang. Retrieved on October 3, 2012 from
luluvikar.files.wordpress.com.
_______, 2011. Oxford Advanced Learner’s Dictionary. New York. Oxford
University Press.

CHAPTER 1
INTRODUCTION

In this chapter, the researcher describes background of the study, statement of
the problems, hypothesis, purposes of the study, significance of the study, scope and
limitation, and definition of the key terms.

1.1 Background of the Study
English as one of the most widely used foreign languages plays a very
important role today. Some people want to study English because they realize that it
will give a good chance for their career. English is the key to enrich our knowledge.
English is an international language which is very useful in this globalization era.
Therefore, English is included into Indonesian schools curriculum.
According to Brown (2001: 232), there are four skills in English, namely:
listening, speaking, reading and writing which are important in English teaching. It
means that learners can be judged as having good English proficiency when they
master those four skills. Among those four skills, speaking is one of communicative
skills that indicates that a learner can master English language actively because
speech is the most basic means of human communication (Celce and Murcia, 2001:
103). It indicates that having a good speaking skill is needed in order to make
communication easier in this globalization era.

1

2

However, learning and understanding English are not as easy as learning and
understanding our own language because English is purely a foreign language for
Indonesian learners. When they are asked to practice speaking in English, the learners
will feel difficult. As stated by Brown (2001), there are particular characteristics of
spoken language that make oral performance difficult in some cases, namely:
clustering, redundancy, reduced forms, performance variables, colloquial language,
rate of delivery, stress, rhythm, and intonation, and interaction.
Based on that fact, there should be exciting techniques to teach speaking in
order that the learners enjoy learning speaking skill and dare to practice speaking in
the class. One of the exciting techniques to teach speaking skill is Role Play. It is
chosen because it can encourage students’ oral fluency. According to Livingstone
(1983:6), role play is a classroom activity which gives the student the opportunity to
practice the language, the aspect of role behavior, and the actual roles he or she may
need outside the classroom. In a role-play, the students are assigned roles and put
into situations that they may encounter in the real life situations. According to
Harmer (in Heniarti, 2009), role play can be used to encourage general oral fluency,
or to train students for specific situations. Therefore, role play can promote students’
active participation, and thus the students will get many chances to practice, so that
they will improve their speaking ability.
In her study, Susanti (2007) found several facts about role play. Firstly, the
use of role play makes the speaking and learning activity more enjoyable and
interesting. Secondly, role play helps the shy students by providing a mask, where

3

students with difficulty in conversation are liberated. In addition, it is fun, and most
students will agree that enjoyment leads to better learning. Thirdly, in role play, the
world of the classroom is broadened to include the outside world. This offers a much
wider range of language opportunities. So, the students can be anyone and in any
situation they wish. Fourthly, the use of role play makes the class more active and
alive. Students are willing to participate without any forces from the teacher. And the
last, the use of role play makes the students more motivated in learning and easier to
grasp the lesson.
Knowing the finding of the previous research, the researcher is interested in
using role play as the technique to teach students’ speaking skill. This study is also
different from the previous research because the previous research focused on the
good facts about role play, while this study focuses on whether or not role play can
improve speaking skill.
In this study, the researcher chooses SMA Muhammadiyah 3 Batu to do a
research because the students of this school have been accepted in this school through
the tight selection, so this school is supposed to have the high proficiency students.
However, based on the previous interview with the English teacher, the researcher got
the information that the students have low speaking skill in English subject. The
research conducted here using role-play technique in teaching speaking to know
whether it can improve students’ speaking skill It is hoped that the effectiveness of
the role-play technique in teaching speaking skill will be successful as a teaching
technique.

4

1.2 Statement of the Problem
Based on the background of the study, the researcher formulates the problem
as follows, “Does teaching speaking using a role play technique improve students’
English speaking skill?”

1.3 Purposes of the Study
Based on the statement of the problem, the purpose of the study is to describe
whether teaching speaking using of a role-play technique can improve students’
English speaking skill.

1.4 Hypothesis
Hypothesis is a prediction of the relationship between independent variable
and dependent variable in an experiment. Based on the theory, hypothesis is stated as
follows, “Teaching speaking using role-play technique improves the students’
English speaking skill at SMA Muhammadiyah 3 Batu.”

1.5 Significance of the Study
The result of this research has theoretical and practical significance.
Theoretically, it is expected to be useful information about a teaching technique in
teaching speaking skill. Practically, it can be a model of practice using role play
technique in teaching English speaking skill.

5

1.6 Scope and Limitation
The scope of this study is the improvement of students’ speaking skill through
a role play technique of teaching. It is limited to the second grade students of SMA
Muhammadiyah 3 Batu which consists of IPA and IPS class.

1.7 Definition of the Key Terms
In this study, the researcher needs the definition of the key terms in order to
avoid misunderstanding and misinterpretation. The researcher clarifies the following
terms:


Role play is a learning activity in which one behaves in the way somebody else
would behave in a particular situation (Oxford Advanced Learner’s
Dictionary, 2011).



Speaking is the use of oral language to interact directly and immediately with
others (Butler et. al., 2000).



Technique is any of a wide variety of exercises, activities, or tasks used in the
language classroom to realize lesson objectives. The manifestation in
the classroom should be consistent with a method and therefore in
harmony with an approach as well (Brown, 2001).



Teaching is guiding and facilitating learning, enabling, the learner to learn, and
setting the conditions for learning (Brown, 2000).

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Effectiveness is the extent to which stated objectives are met (Commonwealth of
Australia, 2013)