A ROLE PLAY TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING ABILITY AT SEVENTH GRADE STUDENTS OF SMP NEGERI 1 PAGU-KEDIRI
A ROLE PLAY TECHNIQUE TO IMPROVE STUDENTS’
SPEAKING ABILITY AT SEVENTH GRADE STUDENTS OF
SMP NEGERI 1 PAGU-KEDIRI
THESIS
MITHALIA DIAN RAHMASARI
201110100311307
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH UNIVERSITY
SEPTEMBER 2015
A ROLE PLAY TECHNIQUE TO IMPROVE STUDENTS’
SPEAKING ABILITY AT SEVENTH GRADE STUDENTS OF
SMP NEGERI 1 PAGU-KEDIRI
THESIS
MITHALIA DIAN RAHMASARI
201110100311307
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH UNIVERSITY
SEPTEMBER 2015
A ROLE PLAY TECHNIQUE TO IMPROVE STUDENTS’
SPEAKING ABILITY AT SEVENTH GRADE STUDENTS OF
SMP NEGERI 1 PAGU-KEDIRI
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
MITHALIA DIAN RAHMASARI
201110100311307
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH UNIVERSITY
SEPTEMBER 2015
i
This thesis written by Mithalia Dian Rahmasari was approved on September 3,
2015.
By:
ii
This thesis was defended in front of the examiners of the Faculty of Teacher
Training and Education of the University of Muhammadiyah Malang
and accepted as one of the requirements to achieve
Sarjana Degree in English Education
On 3rd September, 2015
Approved by:
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Examiners:
Signatures:
1.
Drs. Sudiran M.Hum
1. …………………………
2.
Laela Hikmah N, S.Pd. M.A
2. ………………………...
3.
Dr. Hartono, M.Pd
3. ………………………...
4.
Drs. Mas’udi, M.Ed
4. …………………………
iii
MOTTO AND DEDICATION
Education is the Most Powerful Weapon Which You Can Use to Change the
World
(Nelson Mandela)
Children Must Be Taught How to Think, Not What to Think.
(Margaret Mead)
Where Young Minds Grow,
Tender Hearts Open and an Inspired Life Begins
DEDICATION:
I dedicated this thesis to:
My beloved father who has always supported me,
My Great Woman in my Own World, My Mother.
My all families,
My all friends,
iv
ORIGINALITY DECLARATION
The undersigned:
Name
: Mithalia Dian Rahmasari
Student ID Number
: 201110100311307
Program of Study
: Pendidikan Bahasa Inggris
Faculty
: Faculty of Teacher Training and Education
I declare that the work presented in this thesis was carried out by myself and does
not incorporate without acknowledgement any material previously submitted for a
degree or diploma in any university. To the best of my knowledge this thesis does
not contain any material previously published or written by another person except
where due reference is made in text.
Malang, September 3, 2015
(Mithalia Dian Rahmasari)
v
A ROLE PLAY TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING
ABILITY AT SEVENTH GRADE STUDENTS OF SMP NEGERI 1 PAGUKEDIRI
ABSTRACT
This research was carried out based on the problems faced by the researcher
when she did observation in SMP Negeri 1 Pagu-Kediri. The result of the
preliminary study at the VII Grade showed that the students’ achievement in
speaking was still unsatisfactory. Besides they had low involvement to participate
in the speaking activities. To solve the problems, the technique called role-play
technique was chosen. The problem of this research is “How to improve speaking
English ability of the seventh grade students at SMP Negeri 1 Pagu-Kediri using
role play technique.”
The research used a collaborative action research design which was
intended to improve both speaking ability and involvement in speaking activities.
The subjects of this research were 40 students (VII B Grade) of SMP Negeri 1
Pagu-Kediri. This research was conducted in two cycles by following the
procedure of action research, i.e. planning, implementing, observing, and
reflecting. The data of this research study were obtained through speaking test,
observation checklist and field notes at the end of the cycle.
The findings of this research indicated that the role-play technique was
successful in improving both the students’ speaking ability and the students’
involvement in speaking activities. The improvement could be seen from the
increase of students’ mean scores and the students’ individual score percentage
from preliminary study to Cycle 2. The students’ mean score had improved
greatly from the students’ mean score of preliminary test which was 11.4 (12.5%)
to the students’ mean score in Cycle 2 which was 19.4 and (80%) of students’
individual score achieved the score of greater than or equal to 16 or good level of
total score in speaking tests.
Keywords: speaking ability, role-play technique.
Malang, August 12, 2015
Advisor I
the Writer
Dr. Hartono, M.Pd
Mithalia Dian Rahmasari
vi
ACKNOWLEDGEMENTS
In the name of Allah, all praise to Allah, the merciful and charitable.
Alhamdulillahi Robbal Alamin this thesis has been completed because of His
guidance, blessing, and affection. As an ordinary human who has the weakness
and limitedness, the writer realize that the thesis by the title “A Role Play
Technique to Improve Students’ Speaking Ability at Seventh Grade Students of
SMP Negeri 1 Pagu-Kediri” cannot be finished without support, guidance, and
help from the other people and another side. For that, by the honor of this the
writer wants to say thank you very much to the honorable:
1. Dr. Hartono, M.Pd and Drs. Mas’udi, M.Ed who have been very helpful,
warmhearted, and patient in giving advises, ideas, and valuable time
during the process of this thesis writing.
2. SMP Negeri 1 Pagu-Kediri which help the process of conducting the
research.
3. My beloved parents Muhartoko and Darmiasih who always supportedme
to finish this thesis.
4. My beloved friends Ali maksum, Didit Eko S, Wildanul ula Fauzi, and
Kiki Ratnasari who always help and give suggestion to me in finishing this
thesis.
vii
TABLE OF CONTENTS
Page
APPROVAL .....................................................................................................ii
MOTTO AND DEDICATION ........................................................................iv
ORIGINALITY DECLARATION .................................................................v
ABSTRACT ......................................................................................................vi
ACKNOWLEDGEMENTS ..............................................................................vii
TABLE OF CONTENTS .................................................................................viii
CHAPTER I: INTRODUCTION ..................................................................... 1
1.1
Background of the Research .............................................................. 1
1.2
The Research Problem ....................................................................... 5
1.3
Objective of the Research .................................................................. 5
1.4
Hypothesis of the Research ................................................................ 5
1.5
Significance of the Research .............................................................. 5
1.6
Scope and Limitation of the Research................................................ 6
1.7
The Definition of the Key Terms ....................................................... 6
CHAPTER II: REVIEW OF RELATED LITERATURE ............................. 8
2.1
Teaching English at Junior High School ............................................ 8
2.2
Teaching Speaking ............................................................................. 9
1.2.1 Problems in Teaching Speaking ............................................... 10
viii
ix
1.2.2 Techniques of Teaching Speaking ............................................ 11
2.3
Role-play Technique .......................................................................... 12
2.3.1 Advantages and Disadvantages of Role Play ........................... 13
2.4. Teaching Speaking at SMP Negeri 1 Pagu-Kediri ............................. 14
CHAPTER III: RESEARCH METHOD ......................................................... 16
3.1
Research Design ................................................................................. 16
3.2
Subject of the Research ...................................................................... 19
3.3
Time and Place ................................................................................... 19
3.4
Research Procedures .......................................................................... 19
3.4.1 Preliminary Observation ........................................................... 20
3.4.2 Planning .................................................................................... 21
3.4.3 Acting ....................................................................................... 22
3.4.4 Observing .................................................................................. 22
3.4.5 Reflecting .................................................................................. 23
3.5
Technique of the Data Analysis ......................................................... 23
3.5.1 Data from Observation ............................................................. 23
3.5.2 Data from Test .......................................................................... 24
3.6
The Criteria of the Learning Success ................................................. 25
CHAPTHER IV: RESEARCH FINDINGS AND DISCUSSION .................. 27
4.1
Research Findings .............................................................................. 27
4.1.1 Findings of Cycle 1 ................................................................... 27
ix
x
a. Planning .............................................................................. 27
b. Acting .................................................................................. 28
c. Observing ............................................................................ 29
d. Reflecting ............................................................................ 31
4.1.2 Findings of Cycle 2 ................................................................... 32
4.2
a.
Planning .......................................................................... 33
b.
Acting ............................................................................. 33
c.
Observing ....................................................................... 34
d.
Reflecting ....................................................................... 37
Discussion of the Finding................................................................... 38
CHAPTER V: CONCLUSION AND SUGGESTION .................................... 41
5.1
Conclusions ........................................................................................ 41
5.2
Suggestions......................................................................................... 41
5.2.1 For English Teacher .................................................................. 42
5.2.2 For the Future Researchers ........................................................ 42
REFERENCES ................................................................................................... 43
APPENDIXES
x
xi
LIST OF APPENDICES
Page
Appendix 1
Standar Kompetensi Dan Kompetensi Dasar ................................. 45
Appendix 2
Rencana Pelaksanaan Pembelajaran (RPP) .................................... 47
Appendix 3
Rencana Pelaksanaan Pembelajaran (RPP) .................................... 51
Appendix 4
The Procedure and the Questions of the Preliminary Test ............. 55
Appendix 5
The Procedure of the Test .............................................................. 56
Appendix 6
The Role Cards of Speaking Test on Cycle 1 and Cycle 2 ............ 57
Appendix 7
Assessing Students’ Progress ......................................................... 58
Appendix 8
Observation Checklist for the Teacher ........................................... 59
Appendix 9
Field Notes ..................................................................................... 60
Appendix 10 Scale of Speaking Skill’s Score....................................................... 61
Appendix 11 Rubric Score of Preliminary Test .................................................... 63
Appendix 12 Rubric Score of Test 1 ..................................................................... 66
Appendix 13 Observation Checklist for the Teacher Cycle 1............................... 70
Appendix 14 Assessing Students’ Progress Cycle 1 ............................................. 71
Appendix 15 Field Notes Cycle 1 ......................................................................... 73
Appendix 16 Rubric Score of Test 2 ..................................................................... 74
Appendix 17 Observation Checklist for the Teacher Cycle 2............................... 78
Appendix 18 Assessing the Students’ Progress Cycle 2 ....................................... 79
Appendix 19 Field Notes Cycle 2 ......................................................................... 81
Appendix 20 Overall Test’s Score During CAR .................................................. 82
Appendix 21 Overall Percentage of the Students’ Participation ........................... 84
Appendix 22 Pictures ............................................................................................ 85
Appendix 23 Observation Affidavits .................................................................... 86
xi
REFERENCES
Anggraeni, A. F. 2011. Improving English Speaking English Skill of Fashion
Education Students Using Educational Drama and Role-Play Techniques.
Unpublished Thesis. Malang: Undergraduate Program of State University
of Malang.
Arikunto, Suharsimi. 2009. Penelitian Tindakan Kelas, Jakarta: Bumi Aksara.
Ary, Donald. 2010. Introduction to Research in Education: Eighth Edition.
Belmont: Wadsworth.
Blatner,
A.
2009.
Role
Play
in
Education,
(Online),
(http://www.blatner.com/adam/pdntbk/rlplayedu.htm, accessed on 6th
November 2014).
Brown, H. Douglas. 2007. Teaching by Principles: An interactive Approach to
Language Pedagogy: Third Edition, New York: Person Education.
Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to Language
Pedagogy (2nd ed.). New York: Addison Wesley Longman, Inc.
Febriyanti, R. F. 2010. Teaching Speaking of English as A Foreign Language:
Problems and Solutions. Banjarmasin: Lambung Mangkurat University.
Furnham, et, al. 2009. “A Taxonomy of Self-Estimated Human Performance.”
Journal of Individual Differences2009, Vol. 30(4):188–193.
Harmer, J. 2007. The Practice of English Language Teaching: Fourth Edition,
Harlow: Person Education Limited.
Hidayatullah, M. A. 2014. The Use of Role-Play to Improve Communicative Skill
of the Students of SMKN 3 Malang. Unpublished Thesis. Malang:
Undergraduate Program of State University of Malang.
Huang, I. Y. 2008. Role Play for ESL/EFL Children in the English Classroom.
Retrieved September 26th, 2008 from: The Internet TESL Journal, Vol.
XIV, No. 2, February 2008, (http://iteslj.org/Techniques/HuangRolePlay.html, accessed on December, 17, 2014).
Irianti, S. 2011. Using Role Play in Improving Students’ Speaking Ability. A
Classroom Action Research in the Second Year Students at VIII.1 Class of
SMP PGRI II Ciputat. Thesis. Jakarta: Undergraduate Program of State
Islamic University of Jakarta.
xii
xiii
Kayi, H. 2006. Teaching Speaking: Activities to Promote Speaking in a Second
Language. The Internet TESL Journal, Online, Vol XII, No. 11, November
2006, (http://iteslj.org/Articles/Kayi-Teaching Speaking.html, accessed on
December, 17, 2014).
Kusumah, W dan Dedi Dwitagama. 2009. Mengenal Penelitian Tindakan Kelas,
Jakarta: P.T. Index.
Ningdyah, H. S. 2009. Using Topic-Based Sequencing Role play to improve the
Speaking Skill of the Tenth Year Students of SMAN 8 Malang.
Unpublished Thesis. Malang: Undergraduate Program of State University
of Malang.
Richard, J. C. 2001.Curriculum Development in Language Teaching. Cambridge:
Cambridge University Press.
Richard, J.C and Willy A Renandya. 2002. Methodology in Language Teaching.
An Anthology of Current Practice. Cambridge: Cambridge University
Press.
Sari, N. P. 2011. Improving Students’ Speaking Ability by Using Role-Play. A
Classroom Action Research at VII Grade of SMPN 251 Jakarta. Thesis.
Jakarta: Undergraduate Program of State Islamic University of Jakarta.
Sudijono, Anas. Pengantar Statistis Pendidikan. 2008. Jakarta: P.T. Raja
Grafindo Persada.
Sudjana. 2002. Metode Statistika, Bandung: P.T. Tarsito.
Tournbury, S.2005. How to Teach Speaking. Essex:Pearson Education Ltd.
xiii
xiv
15
CHAPTER I
INTRODUCTION
This chapter presents background of the research, the research problem,
objective of the research, hypothesis of the research, significance of the research,
scope and limitation of the research and the definition of the key terms.
1.1 Background of the Research
Nowadays, the curriculum used is Kurikulum Tingkat Satuan Pendidikan
(KTSP). Based on Balitbang Depdiknas (2003: 3, cited in Irianti 2011) states that
there are three goals of teaching English at Junior High School that should be
reached. They are developing communicative competence in both spoken and
written language to reach functional literacy, generating awareness about the nature
and importance of English to improve nation’s competitiveness in global society,
and developing students’ understanding about the relationship between language
and culture. That can be concluded that in Kurikulum Tingkat Satuan Pendidikan
(KTSP) demands students of Junior High School to be able to develop
communicative competence in both spoken and written to face nation’s
competitiveness in global society.
Meanwhile, there are four language skills that should be given to support
students’ English ability. They are listening, speaking, reading and writing. Among
those skills, speaking seems to be the important one. Richards and Willy (2002)
state that speaking is the central element of communication. The speaking skill is
1
2
measured in terms of the ability to carry out a conversation in the language.
Speaking is the process of building and sharing meaning through the use of verbal
and non-verbal symbols, in a variety of contexts Chaney (1998 in Kayi: 2006). In
term of delivering and expressing students’ thoughts and feelings, they often find
some problems. The problem frequently found is that they get difficulty to use the
foreign language. Cox (1999: 152-53, cited in Ningdyah 2009) argues that students
lack of ability in speaking because of some reasons, that is the opportunity in
teaching speaking skill is limited, the students have fewer opportunities to practice,
and the teacher often dominates the classroom activities. The domination of the
teaching activities might cause low interest on the students in learning English
which affect their ability in speaking. When they are not interested in learning
English, they will not participate actively.
Based on the preliminary study on the English teaching and learning
process at seventh grade of SMP Negeri 1 Pagu - Kediri, the researcher found the
students’ ability of speaking English was low. It was caused by two problems. The
first problem that seemed clearly was most the students were too shy and afraid to
take a part in the conversation. The second problem was the students had less
opportunity to practice in using the language as a means of communication because
the teacher usually asked the students to perform the dialogue in front of class and
allowed them to bring their book. They just read the conversation without knowing
how to use the expressions that have been taught by their teacher as in a real
communication. As a result, when researcher asked some questions to a student, he
2
3
just answered a few words and some of them just smiled in answering the
researcher’s questions.
The researcher considers that it is necessary to find out an alternative way
to solve the problem. The students need many practices to develop their speaking
ability. One of the best techniques that can be applied is role play. Kayi (2006) says
that Role play involves effective activities because it gives an opportunity to each
student to talk extensively in the target language. In addition, Blatner (2009: 5)
states that role play can be used to enhance these experiences and motivate
further study; or role play can be used in a more constrained, focused way to help
students understand some of the complexities of these subjects. In brief, it can be
started that role play can encourage the students not only to be actively participating
in the teaching and learning process but also to understand easily about complicated
subjects.
Some previous studies concerning the role-play technique had been done by
some researchers on different levels and grades of education. For instance,
Ningdyah (2009) did a collaborative action research in improving the speaking skill
of the tenth year students of SMAN 8 Malang by using topic-based sequencing roleplay technique. Her research finding showed that topic-based sequencing role play
technique was effective to be used in improving the students’ speaking skill. She
succeeded to improve students’ speaking skill with the score of 84.22%. With this
technique, the problems such as shyness, fear to speak up and others could decrease.
Anggraeni (2011) also did a classroom action research to improve the
speaking skill of Fashion Education Students by using educational drama and a
3
4
role-play technique. Her research finding proved that the students’ speaking skill
had improved significantly from the first cycle to the second cycle until the criteria
of success 82% could be reached. It improved not only the students’ speaking skill
in general but also the students’ speaking sub-skill such as comprehension,
structure, vocabulary, pronunciation and fluency.
Another research finding was conducted by Hidayatullah (2014). His study
aimed to improve the students’ communicative skill using role play strategy. He
conducted a classroom action research at SMKN 3 Malang. In this study, he
collaborated with the school teacher to implement the role play strategy. His
research finding showed that the students’ communicative skill gradually improved
at the end of the cycle, and the students also gradually decreased their shyness while
using English in class.
All of the research findings above prove that role play is an appropriate
technique to use in improving students’ speaking ability, and the researcher
assumes that role play can be a good alternative way for teaching English,
especially for developing speaking skill at seventh grade students of SMP Negeri 1
Pagu – Kediri because this technique can make the students active in the teaching
and learning process. It also allows students to be creative and to put themselves in
another person’s place for a while.
1.2.
The Research Problem
4
5
Based on the background of the research presented above, the research
problem is stated as follows: “How to improve speaking English ability of the
seventh grade students at SMP Negeri 1 Pagu-Kediri using role play technique?”
1.3.
Objective of the Research
In line with the research problem above, the objective of this research is to
improve speaking English ability of the seventh grade students at SMP Negeri 1
Pagu-Kediri using role play technique.
1.4.
Hypothesis of the Research
Ho
: The seventh grade students’ speaking ability at SMP Negeri 1
Pagu-Kediri will not improve by applying role-play technique.
Hi
: The seventh grade students’ speaking ability at SMP Negeri 1
Pagu-Kediri will improve by applying role-play technique.
1.5.
Significance of the Research
The result of this research is expected to give practical contribution to
English teaching, particularly at SMP Negeri 1 Pagu - Kediri where a research is
conducted. It is hoped that the use of role-playing technique will be an effective
way for the English teachers to improve the students’ speaking ability. The findings
of this research will be the guidelines in implementing the role play technique, so
other English teachers in different schools can implement this technique to teach
5
6
their students effectively. Hopefully, this finding will be a good reference for the
next researchers who are interested in taking role-play technique as their title.
1.6.
Scope and Limitation of the Research
The scope of this research is focused on the teaching speaking skill through
role play technique at seventh grade students of SMP Negeri 1 Pagu-Kediri. While,
it is limited on the expression of “asking” and “giving opinion”.
1.7.
The Definition of the Key Terms
The aim of giving the definition of the key terms is to avoid the
misunderstanding of the research. The terms which are needed to be defined in this
research are as follows:
Role play is the simulation of the real world in which the students are given
particular roles − they are told who they are and often what they think about
a certain subject. They have to speak and act from their new character’s point
of view (Harmer: 2007). So, role play is an activity where the students are
asked to express their thought, based on the expression given by the teacher.
Technique is any of a wide variety of exercise, activities, or task used in the
language classroom for realizing lesson objectives (Brown: 2007).
Role-play Technique is an activity which is used by the teacher where the
students are given opportunity to practice their speaking based on their
thought in the classroom.
6
7
Speaking is the process of building and sharing meaning through the use of
verbal and non-verbal symbols, in a variety of contexts Chaney (1998, in
Kayi: 2006). In addition, speaking is the action of humans to deliver their
thought in spoken language.
Ability refers to a more general capacity of performance in a variety of human
tasks Fleishman (1975, cited in Furnham: 2009). That means ability is human
characteristics that affect movement performance.
Speaking Ability is capacity of human performance in delivering their
thought in spoken language.
7
SPEAKING ABILITY AT SEVENTH GRADE STUDENTS OF
SMP NEGERI 1 PAGU-KEDIRI
THESIS
MITHALIA DIAN RAHMASARI
201110100311307
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH UNIVERSITY
SEPTEMBER 2015
A ROLE PLAY TECHNIQUE TO IMPROVE STUDENTS’
SPEAKING ABILITY AT SEVENTH GRADE STUDENTS OF
SMP NEGERI 1 PAGU-KEDIRI
THESIS
MITHALIA DIAN RAHMASARI
201110100311307
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH UNIVERSITY
SEPTEMBER 2015
A ROLE PLAY TECHNIQUE TO IMPROVE STUDENTS’
SPEAKING ABILITY AT SEVENTH GRADE STUDENTS OF
SMP NEGERI 1 PAGU-KEDIRI
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
MITHALIA DIAN RAHMASARI
201110100311307
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH UNIVERSITY
SEPTEMBER 2015
i
This thesis written by Mithalia Dian Rahmasari was approved on September 3,
2015.
By:
ii
This thesis was defended in front of the examiners of the Faculty of Teacher
Training and Education of the University of Muhammadiyah Malang
and accepted as one of the requirements to achieve
Sarjana Degree in English Education
On 3rd September, 2015
Approved by:
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Examiners:
Signatures:
1.
Drs. Sudiran M.Hum
1. …………………………
2.
Laela Hikmah N, S.Pd. M.A
2. ………………………...
3.
Dr. Hartono, M.Pd
3. ………………………...
4.
Drs. Mas’udi, M.Ed
4. …………………………
iii
MOTTO AND DEDICATION
Education is the Most Powerful Weapon Which You Can Use to Change the
World
(Nelson Mandela)
Children Must Be Taught How to Think, Not What to Think.
(Margaret Mead)
Where Young Minds Grow,
Tender Hearts Open and an Inspired Life Begins
DEDICATION:
I dedicated this thesis to:
My beloved father who has always supported me,
My Great Woman in my Own World, My Mother.
My all families,
My all friends,
iv
ORIGINALITY DECLARATION
The undersigned:
Name
: Mithalia Dian Rahmasari
Student ID Number
: 201110100311307
Program of Study
: Pendidikan Bahasa Inggris
Faculty
: Faculty of Teacher Training and Education
I declare that the work presented in this thesis was carried out by myself and does
not incorporate without acknowledgement any material previously submitted for a
degree or diploma in any university. To the best of my knowledge this thesis does
not contain any material previously published or written by another person except
where due reference is made in text.
Malang, September 3, 2015
(Mithalia Dian Rahmasari)
v
A ROLE PLAY TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING
ABILITY AT SEVENTH GRADE STUDENTS OF SMP NEGERI 1 PAGUKEDIRI
ABSTRACT
This research was carried out based on the problems faced by the researcher
when she did observation in SMP Negeri 1 Pagu-Kediri. The result of the
preliminary study at the VII Grade showed that the students’ achievement in
speaking was still unsatisfactory. Besides they had low involvement to participate
in the speaking activities. To solve the problems, the technique called role-play
technique was chosen. The problem of this research is “How to improve speaking
English ability of the seventh grade students at SMP Negeri 1 Pagu-Kediri using
role play technique.”
The research used a collaborative action research design which was
intended to improve both speaking ability and involvement in speaking activities.
The subjects of this research were 40 students (VII B Grade) of SMP Negeri 1
Pagu-Kediri. This research was conducted in two cycles by following the
procedure of action research, i.e. planning, implementing, observing, and
reflecting. The data of this research study were obtained through speaking test,
observation checklist and field notes at the end of the cycle.
The findings of this research indicated that the role-play technique was
successful in improving both the students’ speaking ability and the students’
involvement in speaking activities. The improvement could be seen from the
increase of students’ mean scores and the students’ individual score percentage
from preliminary study to Cycle 2. The students’ mean score had improved
greatly from the students’ mean score of preliminary test which was 11.4 (12.5%)
to the students’ mean score in Cycle 2 which was 19.4 and (80%) of students’
individual score achieved the score of greater than or equal to 16 or good level of
total score in speaking tests.
Keywords: speaking ability, role-play technique.
Malang, August 12, 2015
Advisor I
the Writer
Dr. Hartono, M.Pd
Mithalia Dian Rahmasari
vi
ACKNOWLEDGEMENTS
In the name of Allah, all praise to Allah, the merciful and charitable.
Alhamdulillahi Robbal Alamin this thesis has been completed because of His
guidance, blessing, and affection. As an ordinary human who has the weakness
and limitedness, the writer realize that the thesis by the title “A Role Play
Technique to Improve Students’ Speaking Ability at Seventh Grade Students of
SMP Negeri 1 Pagu-Kediri” cannot be finished without support, guidance, and
help from the other people and another side. For that, by the honor of this the
writer wants to say thank you very much to the honorable:
1. Dr. Hartono, M.Pd and Drs. Mas’udi, M.Ed who have been very helpful,
warmhearted, and patient in giving advises, ideas, and valuable time
during the process of this thesis writing.
2. SMP Negeri 1 Pagu-Kediri which help the process of conducting the
research.
3. My beloved parents Muhartoko and Darmiasih who always supportedme
to finish this thesis.
4. My beloved friends Ali maksum, Didit Eko S, Wildanul ula Fauzi, and
Kiki Ratnasari who always help and give suggestion to me in finishing this
thesis.
vii
TABLE OF CONTENTS
Page
APPROVAL .....................................................................................................ii
MOTTO AND DEDICATION ........................................................................iv
ORIGINALITY DECLARATION .................................................................v
ABSTRACT ......................................................................................................vi
ACKNOWLEDGEMENTS ..............................................................................vii
TABLE OF CONTENTS .................................................................................viii
CHAPTER I: INTRODUCTION ..................................................................... 1
1.1
Background of the Research .............................................................. 1
1.2
The Research Problem ....................................................................... 5
1.3
Objective of the Research .................................................................. 5
1.4
Hypothesis of the Research ................................................................ 5
1.5
Significance of the Research .............................................................. 5
1.6
Scope and Limitation of the Research................................................ 6
1.7
The Definition of the Key Terms ....................................................... 6
CHAPTER II: REVIEW OF RELATED LITERATURE ............................. 8
2.1
Teaching English at Junior High School ............................................ 8
2.2
Teaching Speaking ............................................................................. 9
1.2.1 Problems in Teaching Speaking ............................................... 10
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ix
1.2.2 Techniques of Teaching Speaking ............................................ 11
2.3
Role-play Technique .......................................................................... 12
2.3.1 Advantages and Disadvantages of Role Play ........................... 13
2.4. Teaching Speaking at SMP Negeri 1 Pagu-Kediri ............................. 14
CHAPTER III: RESEARCH METHOD ......................................................... 16
3.1
Research Design ................................................................................. 16
3.2
Subject of the Research ...................................................................... 19
3.3
Time and Place ................................................................................... 19
3.4
Research Procedures .......................................................................... 19
3.4.1 Preliminary Observation ........................................................... 20
3.4.2 Planning .................................................................................... 21
3.4.3 Acting ....................................................................................... 22
3.4.4 Observing .................................................................................. 22
3.4.5 Reflecting .................................................................................. 23
3.5
Technique of the Data Analysis ......................................................... 23
3.5.1 Data from Observation ............................................................. 23
3.5.2 Data from Test .......................................................................... 24
3.6
The Criteria of the Learning Success ................................................. 25
CHAPTHER IV: RESEARCH FINDINGS AND DISCUSSION .................. 27
4.1
Research Findings .............................................................................. 27
4.1.1 Findings of Cycle 1 ................................................................... 27
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x
a. Planning .............................................................................. 27
b. Acting .................................................................................. 28
c. Observing ............................................................................ 29
d. Reflecting ............................................................................ 31
4.1.2 Findings of Cycle 2 ................................................................... 32
4.2
a.
Planning .......................................................................... 33
b.
Acting ............................................................................. 33
c.
Observing ....................................................................... 34
d.
Reflecting ....................................................................... 37
Discussion of the Finding................................................................... 38
CHAPTER V: CONCLUSION AND SUGGESTION .................................... 41
5.1
Conclusions ........................................................................................ 41
5.2
Suggestions......................................................................................... 41
5.2.1 For English Teacher .................................................................. 42
5.2.2 For the Future Researchers ........................................................ 42
REFERENCES ................................................................................................... 43
APPENDIXES
x
xi
LIST OF APPENDICES
Page
Appendix 1
Standar Kompetensi Dan Kompetensi Dasar ................................. 45
Appendix 2
Rencana Pelaksanaan Pembelajaran (RPP) .................................... 47
Appendix 3
Rencana Pelaksanaan Pembelajaran (RPP) .................................... 51
Appendix 4
The Procedure and the Questions of the Preliminary Test ............. 55
Appendix 5
The Procedure of the Test .............................................................. 56
Appendix 6
The Role Cards of Speaking Test on Cycle 1 and Cycle 2 ............ 57
Appendix 7
Assessing Students’ Progress ......................................................... 58
Appendix 8
Observation Checklist for the Teacher ........................................... 59
Appendix 9
Field Notes ..................................................................................... 60
Appendix 10 Scale of Speaking Skill’s Score....................................................... 61
Appendix 11 Rubric Score of Preliminary Test .................................................... 63
Appendix 12 Rubric Score of Test 1 ..................................................................... 66
Appendix 13 Observation Checklist for the Teacher Cycle 1............................... 70
Appendix 14 Assessing Students’ Progress Cycle 1 ............................................. 71
Appendix 15 Field Notes Cycle 1 ......................................................................... 73
Appendix 16 Rubric Score of Test 2 ..................................................................... 74
Appendix 17 Observation Checklist for the Teacher Cycle 2............................... 78
Appendix 18 Assessing the Students’ Progress Cycle 2 ....................................... 79
Appendix 19 Field Notes Cycle 2 ......................................................................... 81
Appendix 20 Overall Test’s Score During CAR .................................................. 82
Appendix 21 Overall Percentage of the Students’ Participation ........................... 84
Appendix 22 Pictures ............................................................................................ 85
Appendix 23 Observation Affidavits .................................................................... 86
xi
REFERENCES
Anggraeni, A. F. 2011. Improving English Speaking English Skill of Fashion
Education Students Using Educational Drama and Role-Play Techniques.
Unpublished Thesis. Malang: Undergraduate Program of State University
of Malang.
Arikunto, Suharsimi. 2009. Penelitian Tindakan Kelas, Jakarta: Bumi Aksara.
Ary, Donald. 2010. Introduction to Research in Education: Eighth Edition.
Belmont: Wadsworth.
Blatner,
A.
2009.
Role
Play
in
Education,
(Online),
(http://www.blatner.com/adam/pdntbk/rlplayedu.htm, accessed on 6th
November 2014).
Brown, H. Douglas. 2007. Teaching by Principles: An interactive Approach to
Language Pedagogy: Third Edition, New York: Person Education.
Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to Language
Pedagogy (2nd ed.). New York: Addison Wesley Longman, Inc.
Febriyanti, R. F. 2010. Teaching Speaking of English as A Foreign Language:
Problems and Solutions. Banjarmasin: Lambung Mangkurat University.
Furnham, et, al. 2009. “A Taxonomy of Self-Estimated Human Performance.”
Journal of Individual Differences2009, Vol. 30(4):188–193.
Harmer, J. 2007. The Practice of English Language Teaching: Fourth Edition,
Harlow: Person Education Limited.
Hidayatullah, M. A. 2014. The Use of Role-Play to Improve Communicative Skill
of the Students of SMKN 3 Malang. Unpublished Thesis. Malang:
Undergraduate Program of State University of Malang.
Huang, I. Y. 2008. Role Play for ESL/EFL Children in the English Classroom.
Retrieved September 26th, 2008 from: The Internet TESL Journal, Vol.
XIV, No. 2, February 2008, (http://iteslj.org/Techniques/HuangRolePlay.html, accessed on December, 17, 2014).
Irianti, S. 2011. Using Role Play in Improving Students’ Speaking Ability. A
Classroom Action Research in the Second Year Students at VIII.1 Class of
SMP PGRI II Ciputat. Thesis. Jakarta: Undergraduate Program of State
Islamic University of Jakarta.
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Kayi, H. 2006. Teaching Speaking: Activities to Promote Speaking in a Second
Language. The Internet TESL Journal, Online, Vol XII, No. 11, November
2006, (http://iteslj.org/Articles/Kayi-Teaching Speaking.html, accessed on
December, 17, 2014).
Kusumah, W dan Dedi Dwitagama. 2009. Mengenal Penelitian Tindakan Kelas,
Jakarta: P.T. Index.
Ningdyah, H. S. 2009. Using Topic-Based Sequencing Role play to improve the
Speaking Skill of the Tenth Year Students of SMAN 8 Malang.
Unpublished Thesis. Malang: Undergraduate Program of State University
of Malang.
Richard, J. C. 2001.Curriculum Development in Language Teaching. Cambridge:
Cambridge University Press.
Richard, J.C and Willy A Renandya. 2002. Methodology in Language Teaching.
An Anthology of Current Practice. Cambridge: Cambridge University
Press.
Sari, N. P. 2011. Improving Students’ Speaking Ability by Using Role-Play. A
Classroom Action Research at VII Grade of SMPN 251 Jakarta. Thesis.
Jakarta: Undergraduate Program of State Islamic University of Jakarta.
Sudijono, Anas. Pengantar Statistis Pendidikan. 2008. Jakarta: P.T. Raja
Grafindo Persada.
Sudjana. 2002. Metode Statistika, Bandung: P.T. Tarsito.
Tournbury, S.2005. How to Teach Speaking. Essex:Pearson Education Ltd.
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15
CHAPTER I
INTRODUCTION
This chapter presents background of the research, the research problem,
objective of the research, hypothesis of the research, significance of the research,
scope and limitation of the research and the definition of the key terms.
1.1 Background of the Research
Nowadays, the curriculum used is Kurikulum Tingkat Satuan Pendidikan
(KTSP). Based on Balitbang Depdiknas (2003: 3, cited in Irianti 2011) states that
there are three goals of teaching English at Junior High School that should be
reached. They are developing communicative competence in both spoken and
written language to reach functional literacy, generating awareness about the nature
and importance of English to improve nation’s competitiveness in global society,
and developing students’ understanding about the relationship between language
and culture. That can be concluded that in Kurikulum Tingkat Satuan Pendidikan
(KTSP) demands students of Junior High School to be able to develop
communicative competence in both spoken and written to face nation’s
competitiveness in global society.
Meanwhile, there are four language skills that should be given to support
students’ English ability. They are listening, speaking, reading and writing. Among
those skills, speaking seems to be the important one. Richards and Willy (2002)
state that speaking is the central element of communication. The speaking skill is
1
2
measured in terms of the ability to carry out a conversation in the language.
Speaking is the process of building and sharing meaning through the use of verbal
and non-verbal symbols, in a variety of contexts Chaney (1998 in Kayi: 2006). In
term of delivering and expressing students’ thoughts and feelings, they often find
some problems. The problem frequently found is that they get difficulty to use the
foreign language. Cox (1999: 152-53, cited in Ningdyah 2009) argues that students
lack of ability in speaking because of some reasons, that is the opportunity in
teaching speaking skill is limited, the students have fewer opportunities to practice,
and the teacher often dominates the classroom activities. The domination of the
teaching activities might cause low interest on the students in learning English
which affect their ability in speaking. When they are not interested in learning
English, they will not participate actively.
Based on the preliminary study on the English teaching and learning
process at seventh grade of SMP Negeri 1 Pagu - Kediri, the researcher found the
students’ ability of speaking English was low. It was caused by two problems. The
first problem that seemed clearly was most the students were too shy and afraid to
take a part in the conversation. The second problem was the students had less
opportunity to practice in using the language as a means of communication because
the teacher usually asked the students to perform the dialogue in front of class and
allowed them to bring their book. They just read the conversation without knowing
how to use the expressions that have been taught by their teacher as in a real
communication. As a result, when researcher asked some questions to a student, he
2
3
just answered a few words and some of them just smiled in answering the
researcher’s questions.
The researcher considers that it is necessary to find out an alternative way
to solve the problem. The students need many practices to develop their speaking
ability. One of the best techniques that can be applied is role play. Kayi (2006) says
that Role play involves effective activities because it gives an opportunity to each
student to talk extensively in the target language. In addition, Blatner (2009: 5)
states that role play can be used to enhance these experiences and motivate
further study; or role play can be used in a more constrained, focused way to help
students understand some of the complexities of these subjects. In brief, it can be
started that role play can encourage the students not only to be actively participating
in the teaching and learning process but also to understand easily about complicated
subjects.
Some previous studies concerning the role-play technique had been done by
some researchers on different levels and grades of education. For instance,
Ningdyah (2009) did a collaborative action research in improving the speaking skill
of the tenth year students of SMAN 8 Malang by using topic-based sequencing roleplay technique. Her research finding showed that topic-based sequencing role play
technique was effective to be used in improving the students’ speaking skill. She
succeeded to improve students’ speaking skill with the score of 84.22%. With this
technique, the problems such as shyness, fear to speak up and others could decrease.
Anggraeni (2011) also did a classroom action research to improve the
speaking skill of Fashion Education Students by using educational drama and a
3
4
role-play technique. Her research finding proved that the students’ speaking skill
had improved significantly from the first cycle to the second cycle until the criteria
of success 82% could be reached. It improved not only the students’ speaking skill
in general but also the students’ speaking sub-skill such as comprehension,
structure, vocabulary, pronunciation and fluency.
Another research finding was conducted by Hidayatullah (2014). His study
aimed to improve the students’ communicative skill using role play strategy. He
conducted a classroom action research at SMKN 3 Malang. In this study, he
collaborated with the school teacher to implement the role play strategy. His
research finding showed that the students’ communicative skill gradually improved
at the end of the cycle, and the students also gradually decreased their shyness while
using English in class.
All of the research findings above prove that role play is an appropriate
technique to use in improving students’ speaking ability, and the researcher
assumes that role play can be a good alternative way for teaching English,
especially for developing speaking skill at seventh grade students of SMP Negeri 1
Pagu – Kediri because this technique can make the students active in the teaching
and learning process. It also allows students to be creative and to put themselves in
another person’s place for a while.
1.2.
The Research Problem
4
5
Based on the background of the research presented above, the research
problem is stated as follows: “How to improve speaking English ability of the
seventh grade students at SMP Negeri 1 Pagu-Kediri using role play technique?”
1.3.
Objective of the Research
In line with the research problem above, the objective of this research is to
improve speaking English ability of the seventh grade students at SMP Negeri 1
Pagu-Kediri using role play technique.
1.4.
Hypothesis of the Research
Ho
: The seventh grade students’ speaking ability at SMP Negeri 1
Pagu-Kediri will not improve by applying role-play technique.
Hi
: The seventh grade students’ speaking ability at SMP Negeri 1
Pagu-Kediri will improve by applying role-play technique.
1.5.
Significance of the Research
The result of this research is expected to give practical contribution to
English teaching, particularly at SMP Negeri 1 Pagu - Kediri where a research is
conducted. It is hoped that the use of role-playing technique will be an effective
way for the English teachers to improve the students’ speaking ability. The findings
of this research will be the guidelines in implementing the role play technique, so
other English teachers in different schools can implement this technique to teach
5
6
their students effectively. Hopefully, this finding will be a good reference for the
next researchers who are interested in taking role-play technique as their title.
1.6.
Scope and Limitation of the Research
The scope of this research is focused on the teaching speaking skill through
role play technique at seventh grade students of SMP Negeri 1 Pagu-Kediri. While,
it is limited on the expression of “asking” and “giving opinion”.
1.7.
The Definition of the Key Terms
The aim of giving the definition of the key terms is to avoid the
misunderstanding of the research. The terms which are needed to be defined in this
research are as follows:
Role play is the simulation of the real world in which the students are given
particular roles − they are told who they are and often what they think about
a certain subject. They have to speak and act from their new character’s point
of view (Harmer: 2007). So, role play is an activity where the students are
asked to express their thought, based on the expression given by the teacher.
Technique is any of a wide variety of exercise, activities, or task used in the
language classroom for realizing lesson objectives (Brown: 2007).
Role-play Technique is an activity which is used by the teacher where the
students are given opportunity to practice their speaking based on their
thought in the classroom.
6
7
Speaking is the process of building and sharing meaning through the use of
verbal and non-verbal symbols, in a variety of contexts Chaney (1998, in
Kayi: 2006). In addition, speaking is the action of humans to deliver their
thought in spoken language.
Ability refers to a more general capacity of performance in a variety of human
tasks Fleishman (1975, cited in Furnham: 2009). That means ability is human
characteristics that affect movement performance.
Speaking Ability is capacity of human performance in delivering their
thought in spoken language.
7