Besides the theory from Gillian who divides role play into four types, there is another theory from Donn Byrne who says that role play can be divided into two
groups:
-
Scripted Role Play
From the name we can know that in scripted role play, students use script as a tool to help them doing the play. By using script students can decided
what they should say in front of the class.
- Unscripted Role Play
Unscripted role play is the opposite of scripted role play. In unscripted role play text or not is not used because students just doing their play by
improvisation based on the situation given by the teacher. The students asked to be creative in developing their play. Unscripted role play also
usually called as free role play.
4. Advantages and Disadvantages of Using Role Play in Teaching Speaking
The same as the other techniques role play also has two side of quality. Although it is known as a good technique which has a lot of advantages in its
utility but role play also has some limitation or disadvantages. The advantages of using role play are:
In role-playing the learner expresses feeling and attitudes
Role-playing encourage creativity Role play provides the learner with the opportunity to feel the
situation rather than merely intellectualize about it The learner is motivated
Learners are being prepared for actual situations to be faced Role-playing can be used to develop social skills
Affective learning can be taught andor effectively evaluated A system of communication based on action rather than words is used,
Role-playing provides an opportunity to pretest ideas of significance for future reference
One learns to organize thoughts and responses instantly while reacting to a situation or question
Learners learn to remain calm in the face of adversity or pressure.
Meanwhile the disadvantages of using role play are: Learners sometimes emphasize performance over the intended lesson,
Role-playing is time consuming Some learners are unable to identify with the characters or situation
Those learners with talent often monopolize the situation Learners often get carried away in their roles, which can lead to
disruption of the class of distortion of the learning
Hot topics and controversial issues often get out of hand in role- playing
This method may be harmful to those learners who lack the necessary skills those who are shy, or those who have speech problems
Role-playing sometimes turns out to be a dud if it fails to relate to the learner or lesson intended
Playing roles demands some imagination on the part of the individual learners involved
Role-playing may benefit only the actual participants unless the objectives for the class have been clearly specified.
Consequently, using role play as a technique in teaching speaking can give use a lot of advantages in spite of the disadvantages of role play itself.
2.5 Procedures of Teaching Role Play - Unscripted Role Play
The procedures for unscripted role play adapted from Doff 1988. The procedures explained by Doff are explained below:
Situation One student has lost a bag.
Heshe is at the police station. The other student is the police officer, and asks for details.
To brings out this ideas:
1 The teacher could prepare the whole class, by: a Discussing what the speakers might say e.g. the police officer would asks
the students how he or she lost the bag. b Writing prompt on the board to guide the role play, and any key
vocabulary. 2 The teacher could divide the class into pairs or groups, and:
a Let them discuss together what they may say. b Let them all try out the role play privately, before calling on one or two
pairsgroups to act out in front of the class. There are the types and procedures of role play explained by experts but it
does mean that the procedures are a must. English teacher may develop their own procedures based on the condition in the class.
2.6 Theoretical Assumption
As a means of communication, languages have to be used in both written and oral form but the fact that we have is many of students cannot use the oral form
of language properly and correctly. It can be caused by many factors one of the factors is because their lack of ability in speaking. There are many techniques
that can help students to improve their speaking ability. One of the techniques is role play. Many experts say in their theories that role play is one of the most
suitable techniques in improving students’ speaking ability. Most of them stated that role play can improve learner’s ability in speaking. Some of the experts says
that the most affected aspects of speaking in teaching peaking through role play is fluency.
Role play also improves students’ motivation in learning.
2.6 Hypotheses
Based on the assumption above, researcher has two hypotheses related to the research questions. The hypotheses are stated as follows:
1. there will be some improvements occur in using role play as a technique in
teaching speaking and in teaching speaking through role play 2.
Fluency is the most influenced aspect in rising point among the aspects of speaking.
III. RESEARCH METHOD
This chapter will explain about the method used in the research, points will be explained in this chapter are: the design of the research, population and sample will
be taken by the researcher
3.1 Design
This research was aimed to know whether role play can increase speaking ability of the student or not. Sugiyono, 2006 states that experimental design is a study which
aimed at finding out the influence of particular treatment. This research used quantitative research quasi experimental as the research design
.Quantitative research is a kind of research in which the data used to tend to use statistic measurement in deciding the conclusion Hatch and Farhady, 1982:22. It
was conducted using one group pretest posttest design. The result was gotten from the comparison of the two tests pre-test and post-test. According to Setiyadi, 2006, the
design is described as follows:
T1 X T2 T1
: Pre-test
X :
treatment T2 : Post-test
A pretest is an activity before treatment given from the pre-test we can know how far the ability of the students. After that, the researcher gave two treatments to the
students using role play as the teaching method. Finally, a posttest was aimed to see the result of the research after the treatment conducted.
3.2 Population and sample
The population of this research was the second grade of MAN 01 Bandar Lampung. The researcher used one experimental class to be treated. The population selected by
using purposive sampling. The researcher chose the class that has moderate score in English subject. XI IPA 2 Was chosen as the sample of the research.
3.3 Instruments
This research used two instruments namely pre-test, post-test in order to answer the research questions. There would be one pre-test and one post-test in this research.
Sugiyono, 2006 stated that instrument is a media used to collect the data. The instruments are described as follows:
a. Pre-Test Speaking Test
Pretest conducted to find out whether they have relatively the same ability in speaking before treatment. The pre-test given was speaking test using dialogue
oral production. The selection of theme for the dialogue was made by the researcher.
b. Post-Test Speaking Test
Post-test was given to the students who had been included in the pretest. It was conducted in the end of the research. It was done after giving treatments and
exercises to the experimental group. The result of the post-test was used to compare the data of the pre-test and making conclusion weather role play can
increase students’ speaking ability. The procedure of post-test and the kind of test was the same as pre-test.
3.4 Research Procedure 1. Preparing the Lesson Plan
The lesson plan was designed to be implemented during treatment to the experimental group. The researcher designed the lesson plan for three
meetings of treatments. The first and the last meeting were allocated to conduct the pretest and posttest out of the treatments. The lesson plan was
designed based on the National curriculum of English for second grade students of senior high school which consists of Competence Standard, Basic
Competence, Indicator, Instructional Objective, and Lesson Materials. In addition, Method technique, Steps of the activity, Source Lesson, and the
evaluation were also involved.
