The perceptions of PGSD English Club Students on the use of role play in developing speaking skill.
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ABSTRACT
Bamularti, Ceria Berlanda. (2015). The Perceptions of PGSD English Club
Students on the Use of Role Play in Developing Speaking Skill. Yogyakarta:
English Language Education Study Program Sanata Dharma University.
This research aims to find out the perceptions of PGSD English Club
students on the use of role play in developing their speaking skill. Speaking is the
most important skill in language learning. Primary School of Teacher Education
or Pendidikan Guru Sekolah Dasar (PGSD) of Sanata Dharma University
provides English Club to help students to develop their speaking skill. The
technique used in teaching-learning activity to develop the students’ speaking skill
is role play. The use of role play provided the new experiences to the students in
speaking English. Therefore, from the experiences of the students in using role
play as the technique, the researcher tried to discuss and understand the
importance of the role play and how the students perceived the use of role play.
There is one research problem in this research. The research problem is
‘what are the students’ perceptions on the use of role play in developing speaking
skill?’
In order to solve the research problem, the researcher used mixed methods
in conducting this research. The data was collected by using two research
instruments. Those research instruments are questionnaire and interview. The first
thing to do in collecting the data was that the researcher distributed the
questionnaire to the students of English Club PGSD Class 2 PGSD 3. After the
students answered all questionnaires, the researcher conducted the interview with
four students.
The results of this research showed that the students had good perception
in using role play as the technique in developing their speaking skill. The students
answered the statements stated in questionnaire positively. They believed that role
play helped them in developing their speaking skill. Moreover, based on the
experience, they also believed that role play became an appropriate technique
used in teaching-learning activity, especially in speaking class of English Club
PGSD.
Keywords: perception, role play, speaking, learning motivation
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ABSTRAK
Bamularti, Ceria Berlanda. (2015). The Perceptions of PGSD English Club
Students on the Use of Role Play in Developing Speaking Skill. Yogyakarta:
Pendidikan Bahasa Inggris Universitas Sanata Dharma.
Penelitian ini bertujuan untuk menemukan persepsi mahasiswa English
Club PGSD tentang penggunakan role play dalam mengembangkan keterampilan
berbicara. Berbicara adalah keterampilan yang paling penting dalam
pembelajaran bahasa. Pendidikan Guru Sekolah Dasar (PGSD) Universitas
Sanata Dharma menyediakan English Club untuk membantu para mahasiswa
mengembangkan keterampilan mereka dalam berbicara Bahasa Inggris. Teknik
yang digunakan di dalam aktivitas pembelajaran untuk mengembangkan
keterampilan berbicara adalah role play. Penggunaan teknik role play
memberikan pengalaman baru bagi mahasiswa untuk meningkatkan keterampilan
berbicara dalam Bahasa Inggris. Dengan demikian, dari pengalaman mahasiswa
dalam penggunaan role play sebagai teknik, peneliti mencoba untuk
mendiskusikan dan memahami pentingnya role play dan bagaimana mahasiswa
memberikan persepsi tentang penggunaan role play.
Terdapat satu rumusan masalah di dalam penelitian ini. Rumusan
masalah tersebut adalah ‘Apa saja persepsi mahasiswa tentang penggunaan role
play dalam mengembangkan keterampilan berbicara?’
Untuk menyelsaikan rumusan masalah, peneliti menggunakan penelitian
campuran untuk melakukan penelitian ini. Data dikumpulkan dengan
menggunakan 2 instrumen. Instrument penelitian tersebut adalah kuesioner dan
wawancara. Hal pertama yang dilakukan untuk mengumpulkan data adalah
dengan membagikan kuesioner pada siswa English Club kelas 2 PGSD 3. Setelah
para siswa menjawab semua pertanyaan di kuesioner, peneliti melakukan
wawancara dengan empat siswa.
Hasil dari penelitian ini menunjukkan bahwa para siswa memiliki
persepsi yang baik dalam penggunaan teknik role play sebagai teknik untuk
mengembangkan keterampilan berbicara. Para siswa menjawab semua
pernyataan secara positif. Mereka percaya bahwa role play membantu mereka
dalam meningkatkan keterampilan berbicara dalam Bahasa Inggris. Terlebih
lagi, menurut pengalaman, mereka juga percaya bahwa role play menjadi teknik
yang tepat digunakan dalam aktivitas belajar mengajar khususnya di kelas
speaking di English Club PGSD.
Kata kunci: perception, role play, speaking, learning motivation
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THE PERCEPTIONS OF PGSD ENGLISH CLUB STUDENTS
ON THE USE OF ROLE PLAY IN DEVELOPING
SPEAKING SKILL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ceria Berlanda Bamularti
Student Number: 111214097
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
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THE PERCEPTIONS OF PGSD ENGLISH CLUB STUDENTS
ON THE USE OF ROLE PLAY IN DEVELOPING
SPEAKING SKILL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ceria Berlanda Bamularti
Student Number: 111214097
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
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This work is so important to me. I
dedicate this work to my family who
always support me no matter what.
Matthew 21:22
“And all things, whatsoever ye shall ask
in prayer, believing, ye shall receive.”
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ABSTRACT
Bamularti, Ceria Berlanda. (2015). The Perceptions of PGSD English Club
Students on the Use of Role Play in Developing Speaking Skill. Yogyakarta:
English Language Education Study Program Sanata Dharma University.
This research aims to find out the perceptions of PGSD English Club
students on the use of role play in developing their speaking skill. Speaking is the
most important skill in language learning. Primary School of Teacher Education
or Pendidikan Guru Sekolah Dasar (PGSD) of Sanata Dharma University
provides English Club to help students to develop their speaking skill. The
technique used in teaching-learning activity to develop the students‟ speaking skill
is role play. The use of role play provided the new experiences to the students in
speaking English. Therefore, from the experiences of the students in using role
play as the technique, the researcher tried to discuss and understand the
importance of the role play and how the students perceived the use of role play.
There is one research problem in this research. The research problem is
„what are the students‟ perceptions on the use of role play in developing speaking
skill?‟
In order to solve the research problem, the researcher used mixed methods
in conducting this research. The data was collected by using two research
instruments. Those research instruments are questionnaire and interview. The first
thing to do in collecting the data was that the researcher distributed the
questionnaire to the students of English Club PGSD Class 2 PGSD 3. After the
students answered all questionnaires, the researcher conducted the interview with
four students.
The results of this research showed that the students had good perception
in using role play as the technique in developing their speaking skill. The students
answered the statements stated in questionnaire positively. They believed that role
play helped them in developing their speaking skill. Moreover, based on the
experience, they also believed that role play became an appropriate technique
used in teaching-learning activity, especially in speaking class of English Club
PGSD.
Keywords: perception, role play, speaking, learning motivation
vii
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ABSTRAK
Bamularti, Ceria Berlanda. (2015). The Perceptions of PGSD English Club
Students on the Use of Role Play in Developing Speaking Skill. Yogyakarta:
Pendidikan Bahasa Inggris Universitas Sanata Dharma.
Penelitian ini bertujuan untuk menemukan persepsi mahasiswa English
Club PGSD tentang penggunakan role play dalam mengembangkan keterampilan
berbicara. Berbicara adalah keterampilan yang paling penting dalam
pembelajaran bahasa. Pendidikan Guru Sekolah Dasar (PGSD) Universitas
Sanata Dharma menyediakan English Club untuk membantu para mahasiswa
mengembangkan keterampilan mereka dalam berbicara Bahasa Inggris. Teknik
yang digunakan di dalam aktivitas pembelajaran untuk mengembangkan
keterampilan berbicara adalah role play. Penggunaan teknik role play
memberikan pengalaman baru bagi mahasiswa untuk meningkatkan keterampilan
berbicara dalam Bahasa Inggris. Dengan demikian, dari pengalaman mahasiswa
dalam penggunaan role play sebagai teknik, peneliti mencoba untuk
mendiskusikan dan memahami pentingnya role play dan bagaimana mahasiswa
memberikan persepsi tentang penggunaan role play.
Terdapat satu rumusan masalah di dalam penelitian ini. Rumusan
masalah tersebut adalah „Apa saja persepsi mahasiswa tentang penggunaan role
play dalam mengembangkan keterampilan berbicara?‟
Untuk menyelsaikan rumusan masalah, peneliti menggunakan penelitian
campuran untuk melakukan penelitian ini. Data dikumpulkan dengan
menggunakan 2 instrumen. Instrument penelitian tersebut adalah kuesioner dan
wawancara. Hal pertama yang dilakukan untuk mengumpulkan data adalah
dengan membagikan kuesioner pada siswa English Club kelas 2 PGSD 3. Setelah
para siswa menjawab semua pertanyaan di kuesioner, peneliti melakukan
wawancara dengan empat siswa.
Hasil dari penelitian ini menunjukkan bahwa para siswa memiliki
persepsi yang baik dalam penggunaan teknik role play sebagai teknik untuk
mengembangkan keterampilan berbicara. Para siswa menjawab semua
pernyataan secara positif. Mereka percaya bahwa role play membantu mereka
dalam meningkatkan keterampilan berbicara dalam Bahasa Inggris. Terlebih
lagi, menurut pengalaman, mereka juga percaya bahwa role play menjadi teknik
yang tepat digunakan dalam aktivitas belajar mengajar khususnya di kelas
speaking di English Club PGSD.
Kata kunci: perception, role play, speaking, learning motivation
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ACKNOWLEDGEMENTS
With the accomplishment of this thesis, I would like to express my deepest
and great gratitude to my Lord, Jesus Christ, who always supports me, loves me
abundantly, strengthens me, and guides me so that I can accomplish this thesis
well. When my zeal is going down, He is always near me until everything
happens as well as His plan.
I also take this opportunity to thank all people who made a contribution
in my academic life so far. I would like to express heartfelt gratitude to my
advisor, Christina Lhaksmita Anandari, S.Pd., Ed.M., who has been patiently
guiding me in doing this thesis and whose tireless efforts have made this dream a
reality. I am very indebted to her for her patience, encouragement, care, help,
motivation, and advice from the beginning of the research until the
accomplishment of this thesis. No amount of words can express my sincere
gratitude for her unending support during the research period. I also thank all the
lecturers of English Education Study Program for teaching me during my
study from the first semester until the last semester in Sanata Dharma University.
I would also deliver my best thanks to Rm. G. Ari Nugrahanta, S.J.,
S.S., BST, M.A. as the chairperson for giving me the chance to conduct the
research in Program Pendidikan Guru Sekolah Dasar. I am also sending my
deepest thanks to Teresia Dian as the tutor of English Club PGSD who also gave
me chance to conduct my research in her class. Not to forget, I also thank all
students of Class 2 PGSD 3 for their cooperation and kindness in helping me to
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collect the data.
I also take this opportunity to thank my entire extended family. This
thesis would not have been possible without the wise advice, prayer, patience, and
everlasting love of my father, Umarwoto and my mother, Sumtini. I would like
to thank my older brothers Andreas and Bedesta, my younger sister Depra, and
my sisters-in-law Dian and Nanik, who have been my ridiculous supporters and
whose time is greatly compromised during my studies.
My best regards also go to my best partners, friends and listeners who
always support me. They are Wednes, Rani, Wulan, Ishom, and Eci. My
gratitude also goes to my friends who always teach me and give me some
suggestions. They are Vivin, Elisa, Gustin, Dian, and Susan. All of them are
always coloring my days. I would appreciate their time for the laugh, love, and
every single moment we share together. My thanks are also given to my
classmates for the crazy and joyful moment during the learning process.
The last but not least, I would like to deliver my special thanks to my
heartthrob for the love, time, care, and support so that I can finally accomplish
my thesis. I thank him for always being so patient in waiting and in having the
differences between us.
Lastly, my warm regards go to all of those who have made a positive
contribution in my life.
Ceria Berlanda Bamularti
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TABLE OF CONTENTS
TITLE PAGE .....................................................................................................
i
APPROVAL PAGES .........................................................................................
ii
DEDICATION PAGE ....................................................................................... iv
STATEMENT OF WORK‟S ORIGINALITY ..................................................
v
PERNYATAAN PERSETUJUAN PUBLIKASI ................................................... vi
ABSTRACT ....................................................................................................... vii
ABSTRAK ........................................................................................................... viii
ACKNOWLEDGEMENTS ............................................................................... ix
TABLE OF CONTENTS ................................................................................... xi
LIST OF TABLES ............................................................................................. xii
LIST OF FIGURES ............................................................................................ xiv
LIST OF APPENDICES ..................................................................................... xv
CHAPTER I. INTRODUCTION .......................................................................
1
A. Research Background ........................................................................
1
B. Research Problems ............................................................................
6
C. Problem Limitation ...........................................................................
7
D. Research Objectives ..........................................................................
7
E. Research Benefits ..............................................................................
8
F. Definition of Terms ...........................................................................
9
CHAPTER II REVIEW OF RELETED LITERATURE ................................... 11
A. Theoretical Description ..................................................................... 11
1. Perception ..................................................................................... 11
1.1 Perception on Learning........................................................... 13
2. Speaking Skill ................................................................................. 14
2.1 Teaching Speaking for EFL....................................................... 18
3. Role Play ........................................................................................ 18
4. Motivation ..................................................................................... 21
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4.1 The Definition of Motivation .................................................... 21
4.2 The Relation of Motivation to Learning Performance .............. 22
4.3 How Role Play Can Influence Students‟ Motivation to Speak . 23
B. Theoretical Framework .................................................................... 24
CHAPTER III METHODOLOGY .................................................................... 26
A. Research Method ................................................................................ 26
B. Research Setting .................................................................................. 27
C. Research Participants ......................................................................... 27
D. Instruments and Data Gathering Technique....................................... 28
E. Data Analysis Technique .................................................................... 31
F. Research Procedures ........................................................................... 33
CHAPTER IV RESEACH FINDINGS AND DISCUSSION ........................... 35
A. Research Results ................................................................................ 35
B. Discussion ............................................................................................ 47
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS .................... 57
A. Conclusions ...................................................................................... 57
B. Recommendations ............................................................................ 58
REFERENCES .................................................................................................. 61
APPENDICES .................................................................................................... 65
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LIST OF TABLES
Table 3.1 Sample of the Questionnaire Form ................................................... 30
Table 3.2 Questionnaire Blueprint ..................................................................... 30
Table 4.1 The Distribution of Responses to Students‟ Perception on the Use of
Role Play ........................................................................................... 36
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LIST OF FIGURES
Figure 4.1 The Percentage of Total Responses of the from Questionnaire ........ 44
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LIST OF APPENDICES
Appendix 1 Questionnaire .................................................................................. 65
Appendix 2 Interview Question .......................................................................... 67
Appendix 3 Questionnaire Result ....................................................................... 68
Appendix 4 The Transcript of Interview............................................................. 70
Appendix 5 Students‟ Answer in Open-Ended Questions .................................. 75
Appendix 6 Sample of Students‟ Questionnaire ................................................. 79
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CHAPTER I
INTRODUCTION
Chapter I provides the background information and the rationale of the
research. This Chapter is divided into six parts. Those parts are research
background, research problem, problem limitation, research objectives, research
benefits, and definition of terms used in the research.
A.
Research Background
English has an important role since most of the information resources,
such as from internet, advertisement, or even announcement are in English.
Harmer (2007) states that there is no doubt that English is a vital linguistic tool for
many business people, academics, tourists, and citizens of the world who wish to
communicate easily across nationalities. Therefore, that is the proof that English is
used in many fields. It can also be concluded that English has been learned in
every aspect of modern life such as education, politics, economics, and science.
Thus, English as the international language should be mastered by many people
because many formal activities will use English as the communication to others.
Many countries set English as a second language and foreign language
(Barbara, 2001). In Indonesia, English is considered as a foreign language in
which English is used only for formal level such as in school, university and
occupation field. There are four skills that should be learned in English as a
foreign language. Those four skills are listening, speaking, reading, and writing.
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Speaking becomes one of the skills that is required to be developed in learning
English. Considering the important role in communicating using English,
speaking can be one of the most important and affective thing needed by people to
accomplish. Ur (1996) states that speaking seems intuitively the most important
skill among all the four skills. Therefore, speaking skill will be discussed the most
in this research.
Speaking and writing belong to productive skills. Besides, there is also
receptive skill. In this case, listening and reading belong to receptive skills. Davies
(2014) states that productive skill is the ability to communicate actively in the
foreign tongue, through speaking and writing. To make the speaking skill
increased, speaking skill should be practiced regularly. It is also explained that
speaking is often the skill upon which a person is judge (McDonough and Shaw,
2003). Thus, people must have good speaking ability because speaking is a
product of language that becomes people‟s criterion to see someone‟s language
skill rather than from listening, reading, and writing. However, many people feel
that speaking in a foreign language is harder than the others skill (Nunan, 2003).
As the researcher stated, in Indonesia, English has been decided as one of
the important subjects in school and university. Also, the government expects that
the students are able to master English as means of communication, transfer
communication, and knowledge development. Nowadays, the existence of
International School becomes a proof that the usage of English is more developed
in Indonesia. Most of international schools have the higher standards of teachers
than the national schools do. The teachers must have good skill in English
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especially when they are speaking because they will use English to teach the
students in international school. Realizing the existence of international school,
many teachers should be ready to compete with others. Therefore, this case makes
a concern for some universities to pay more attention in using English.
Sanata Dharma University emphasizes English proficiency for all students
from English and non-English majors. For non-English majors, there should be
requirement test before they graduate from this University. This test is called
spoken English competency test (Tes Kemampuan Berbahasa Inggris). In order to
graduate from Sanata Dharma University, the students should pass this test.
Primary School Teacher Education Study Program (PGSD) is one of the study
programs which prepares the primary school teacher candidate. The aim of this
study program is to obtain the Primary School Teacher Education Study Program
bachelors which are broad-minded, and adequate in both professional and
academic competence. In other words, the teacher candidates should graduate
with good skills. One of the skills that should be mastered is English speaking
skill. It has been stated that some international schools in Indonesia use English as
the language in teaching-learning process. Therefore, there is one test that should
be taken by the students of PGSD in order to measure to what extent English is
mastered by the students.
In accordance with the preparation, Primary School Teacher Education
Study Program (PGSD) has created a program named English Club. This is the
program which is cooperatively done by PGSD and English Language Education.
It is because the teachers or the tutors of this program are from English Language
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Education Study Program. English Club is the compulsory program which should
be taken by the students of PGSD in the first semester up to fourth semester. The
aim of this program is to facilitate the students to enhance the students‟ English
ability, especially in speaking skill. Therefore, the students can express their ideas
with less fear and doubt. Besides, they can also graduate with good English
speaking skill.
Since becoming a foreign language, the students of English Club PGSD
are not accustomed to speaking English. In this research, the researcher chose
Class 2 PGSD 3 as the research participants. The number of 2 in Class 2 PGSD 3
means that the students are from semester 2. Based on the observation in English
Club class 2 PGSD 3, the tutor of English Club PGSD met some difficulties when
she was teaching using English. The students were not motivated to speak
English. The students still used Bahasa Indonesia when they asked a question or
permission. Previously, the tutor had explained how to ask permission in English.
The reason why students did not use English was because they were afraid of
making mistakes. They would be more comfortable if they had conversation in
English with their friends. It was because they could practice together with less
fear of making mistakes. The result of midterm test also showed that the students
of English Club PGSD had low motivation in using English. From this case, it can
be concluded that students‟ low motivation to speak English more becomes a
serious problem. Therefore, the teachers have the big role to motivate the students
to learn English as enjoy as they can so that they can also use English in daily
conversation very often. The most important thing as the teacher or tutor is to
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make the students speak. Besides, the tutors should be able to give interesting
technique while they are teaching in order to make the students that motivated in
learning. Therefore, they can be free to speak in giving their ideas.
As a result of observation that has been done, there were some problems
concluded that the tutor faced when they were teaching in English Club. The first
problem was that the students spent a lot of time to listen than to talk. If the tutor
asked them to speak in English, they only spoke very short, even they sometimes
answered using Indonesian. It was because they were from non-English major.
The second problem was that the students still pronounced some words incorrectly
and also made many grammatical errors in speaking. They did not know how to
speak correctly. They tended to be confused in choosing the words. The next
problem was that the students had limited vocabulary. It was because they forgot
the vocabulary that had been learned in Senior High School. The last problem was
that the students needed much time to speak English because they were not sure
about their speaking ability. Based on the conversation, some students said that
they did not like English because English was very difficult. By these problems,
the tutor have big role to overcome those problems.
There are a lot of factors that can influence learning activities. Two of
important factors that can influence the success of speaking class are teaching
technique and perception of the technique used in teaching-learning activities. The
problem of speaking class does not only come from the technique used by the
tutor but also from the students. They are too shy to express their ideas. It is
because they have lack of vocabulary. The use of teaching techniques becomes
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one of the factors that influence learning process. In this learning process, the
tutor used a technique named role play.
According to Joyce and Weil (1996) role play is a teaching strategy that
emphasizes the social nature of learning and see cooperative behavior as
stimulating students. By doing role play, the students will get much opportunity to
speak. Role play can help students to practice an actual dialogue. As explained by
Nunan (2003), role play also provides learners practice speaking the target
language before they must do in the real environment. This technique can also
encourage shy students to be more active in the learning activity. The tutors use
this technique because this technique is suitable from English Club students to
develop their speaking skill especially to make them enjoy and like learning
English. Therefore, from of the problems stated, the researcher conducted the
research to know to what extent role play can affect the students speaking ability
from their perception.
B.
Research Problem
English Club is a compulsory program which should be taken by the
students from Primary School Education Study Program (PGSD). By having this
program, the students are supposed to be primary school candidates who master
English well. In order to help students reach the goal, the tutors of English Club
use role play as the teaching technique to develop their English especially in
speaking and to make the students like studying English. Based on the problem
described in the background of the research, one research problem is formulated
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as follows: What are the students‟ perceptions on the use of role play in
developing English speaking skill?
C.
Problem Limitation
This research tried to find the students‟ perception about the use of role
play in developing English speaking skill. It was because the researcher found
some problems that were faced by the tutor of English Club when she was
teaching the students. Therefore, this research is aimed to solve the problems by
giving some questions to the students related to their perceptions in using role
play as the technique in teaching-learning activities. The researcher would see to
what extent role play helps the students of English Club PGSD Class 2 PGSD 3 in
developing their English speaking skill. This research took place in English Club
PGSD in the academic year of 2014/2015. This research was limited for the
students of English Club PGSD Class 2 PGSD 3. This class consists of 24
students who belonged to this research as the research participants. The researcher
chose this class because it applied role play in teaching-learning activities.
D.
Research Objectives
Realizing the importance of the use of role play as teaching technique in
English Club, the research is intended to focus on some objectives. The objective
of the study is to find out the perception of the second semester students of PGSD
who take English Club. Specifically, the study is aimed to see the opinion of the
students towards the use of role play in their learning process. The study is also
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aimed to identify some suggestions from the students. In other words, the study
focuses on the ways to enhance the use of role play in English Club. The
suggestions are meaningful for it can foster a better performance in English Club.
E.
Research Benefits
It is expected that the research gives some benefits to the English Club
students of Primary School Teacher Education Study Program. Besides, by doing
this research, the researcher also hopes that it is also beneficial for the tutors who
teach in English Club.
1.
English Club students of Primary School Teacher Education Study
Program
The researcher hopes that this research will give contribution to English
Club students of Primary School Teacher Education Study Program. The first
contribution is that the students know and understand more about role play. By
understanding about role play, it is expected that the students enjoy learning
English so that they can improve their speaking skill. The second contribution is
that they can express freely while they do the role play. They can speak what they
want to speak without any doubt.
2.
The Tutors of English Club
By knowing the students‟ perceptions about the use of role play, the tutors
of English Club are expected to develop the technique. Teaching technique is very
important to give high motivation to students in learning English. Therefore, if the
students give some negative perceptions, the tutor should find other techniques
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which are more interesting than role play. Also, the tutors are expected to be able
to give inspiration to other tutors in creating other strategy in order to make
students have the higher motivation in learning English. The tutors should be able
to create the strategy and to choose the technique as interesting as possible to grab
students‟ attention and to give the higher motivation to the students.
F.
Definition of Terms
One of the most notable things about the title of the study is that the title is
constructed from several keywords. Those keywords need clear definition.
Therefore, it will not be misunderstanding in this research.
1.
Perception
The first keyword in this research is perception. There are a lot of
definitions about this term. According to Gibson, Ivancevich, and Donnely
(1985), perception depends entirely upon information in the 'stimulus array' rather
than sensations that are influenced by cognition. Besides, Robbins (2005) stated
that perception is an individual process to organize and interpret the sensory
impression in order to give meaning in the environment. Therefore, it is related to
the research which gives interpretation about role play in increasing English
speaking skill. In this research, perception is seen as the way person interpret the
information whether it is good depend on the person‟s mind.
2.
Role Play
Role play is an activity where students are assigned an untrue from which
they have to improvise some kind of behavior toward the other character in the
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exercise (Paulston & Bruder, 1976). In this case, teacher gives some direction
about the characters and situation that must be done by the students. In other
words, students are asked to play the part of someone else. Besides, Lucatoni
(2002) states that role play can be very enjoyable for students and provide
excellent opportunities for using language in real life situation. It means that role
play can develop students speaking skill in their real life. In this reasearch, role
play is the technique in which the students play a role as someone else in order to
train their speaking skill.
3.
Speaking Skill
According to Nunan (2003) speaking is a communication in an oral way
for interactional purposes, to make social relation and transactional purposes.
Through speaking, people can express their ideas, thoughts and feeling orally.
In this research, speaking skill means the ability of the students to speak
English. In this case, the students are expected to give some perceptions about the
use of role play in increasing their speaking skill.
4.
Motivation
The key to the succesful learning is that the students must have higher
motivation to speak English. As explained by Pintrich and Schunk (2008),
motivation influences students‟ behavior in classroom. Motivation is something
that gets us going, keeps us working, and helps us complete the tasks (Pintrich &
Schunk, 2008). Therefore, in this research, motivation means something that from
inside or outside that stimulates desire of people to do something.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter contains of review of related literature. The theories will be
explained deeper in this chapter. Those theories will be used to be basis of the
study and to solve the research problems of this research as stated in Chapter I
This chapter is divided into two sections. Those are theoretical description and
theoretical framework.
A.
Theoretical Description
This part discusses some important theories which are used in research
discussion. There are four main aspects which will be discussed in this part. Those
are theory of perception, speaking, role play, and motivation.
1.
Perception
There are a lot of definitions of perception. The understanding of
perception can be derived from some sources. According to Fleming and Levi
(1993), perception is the process whereby one becomes aware of the world around
oneself. Meanwhile, according to Hilgard et al. (1975), perception is the process
where people organize and interpret the stimuli in the environment. Sometimes,
the environment can influence the way of people in giving perception. Hardy and
Heyes (1994) state that “the basic form of perception is people‟s born talent;
meanwhile perceptional ability is the result of learning, which is determined by
the environment”. It can be concluded that perception itself is personal cognitive
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process of interpreting something and it can be derived from the environment
where the people live and then one of the people‟s senses will catch the stimuli
and they will interpret it based on their own perception.
Perception as a process of interpreting of objects and other things can be
influenced by stimuli. Davidof (1975) states that stimuli of perception derived
from individual and outside of the individual. Szilagyi and Marc (1980) state that
there are three factors which influence a person‟s perception. Those three factors
are attributes of the object which consists of stimulus, motion and physical size
attributes of the situation which consists of environment or work situation, and
attributes of the person which consists of the characteristic of the person. Those
factors influence the way of person in giving perception. Besides, Davidof (1975)
shortens the factors that influence someone‟s perception into two; the first is
internal factor and the second is external factor.
a. Internal factor relates to individual. Those factors include the feeling,
experience, and ability in thinking. Each person has different personal
experience and ability toward things around them. Thus, personal experience
takes important role toward the perception.
b. External factors are from environment and stimuli. If the stimuli that appear in
society clear enough then human‟ perception will be accurate but if the stimuli
do not clear then the perception maybe will inaccurate.
Those theories of factors that influence someone‟s perception are similar.
They are related to each other. Therefore, by giving perception, people will
produce a meaningful experience of the world.
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People give some perceptions based on their feeling of subjectivity and
their experiences in the past. Therefore, it is possible if people do not give the
same perception about particular things, even though the object is the same.
Gibson and Pick (1979) also state that there is connection between perception and
experience. It means that perception and experience are related to each other.
However, perception is not always formed by the experience of someone. There is
another possibility to form perception that is based on others‟ opinion. As stated
before, stimuli can affect someone‟s perception. When the stimulus from others is
strong, this situation could affect someone‟s perception without any experience
which comes from him or her.
In this research, perception means as the response of the use of role play to
form some meaningful information to the learning process. If the students have
positive experience, they would form positive perception on the use of role play in
learning speaking. Perception that is formed by experience is stronger than
perception formed by sensation or stimuli (Santoso, 2000).
1.1
Perception on Learning
This part is discussed the connection between perception and students‟
activity in learning. As stated by Champbell et al. (2001) there are five elements
of language teaching-learning activities implementation that bulid students‟
perception. Those elements are (1) The way how the teacher teaches the students,
(2) What the teacher wants the students to learn, (3) how the students learn, (4)
What the students learn, and (5) What the purpose of learning language
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(Champbell et al, 2001). This statement means that perception on learning relates
to the beliefe and concept about knowledge or message.
2.
Speaking Skill
It is necessary to define what speaking is in order to have understanding
about speaking. Nunan (2003) explains that speaking is the productive oral skill.
Besides, Paulston and Bruder (1976) define speaking as a competency to
communicate in the target language. People who communicate the message, they
may have certain expectation as the response of person to whom they are
addressing it. Speaking makes the understanding of all information delivered
easily. In addition, according to Chaney (1998) speaking is the process of building
and sharing meaning through the use of verbal and non verbal symbols, in a
variety of context.
Mastering the art of speaking skill is the most important aspect of learning
a foreign language, and success is measured in terms of ability to carry out a
conversation in the language (Nunan, 1991). There are several functions of
speaking. Acording to Brown and Yule as cited in Nunan (1991), two basic
language functions in speaking are transactional function and interactional
function. It means that the concern of the first function is to transfer information
and the second function is maintenance speech of social relationship. Meanwhile,
Richards (2008) explains that there are three functions of speaking. Those are
speaking as interaction, speaking as transaction, and speaking as performance.
Richards (2008) explains that as interaction, speaking also means a
conversation to others. Interaction is defined as greeting and telling story. The
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main function is how speakers wish to present themselves to each other rather
than on the message that want to be delivered. This function plays social role. In
this case, according to Nunan (1991) the function is included as instructional
function.
The second function of speaking is as a transactional process. It refers to
the situation where the focus is on what is said or done (Richards, 2008). From
this case, it could be seen that the focus between the first function and the second
function are different. The last function is as performance. It refers to public
speech. The focus of this function is in the content of the message which wanted
to be delivered by the speakers to the audiences (Richards, 2008).
In this research, speaking means the activity of the students to present the
language orally, to deliver the ideas, feeling, purpose, and thought. It emphasizes
on the interaction, communication and understanding each other. It can be
concluded that speaking skill is the power or skill in presenting the language
orally to interact and communicate with others. One of the activities which can be
applied in classroom is simulation and role play (Harmer, 2007). Simulation and
role play are the activities which stimulate a real life for students as if they were
doing so in the real world (Harmer, 2007).
There must be some characteristics in order to get successful speaking
ability. The characteristics are learners talk a lot, participation is even, motivation
is high, and language is on the acceptable level (Ur, 1996).
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a.
Learners talk a lot
It means that the learners can talk as much as possible. In fact, the period
of time allotted to the activity is occupied by learners‟ talk.
b.
Participation is even
It means that all members get chance to speak and distribute the
contribution when the teacher asks the students to make a group
discussion.
c.
Motivation is high
Eagerness to speak comes up to the learners because they are interested in
the topic and have something new to say about.
d.
Language is on acceptable level
Learners express themselves in utterances that are relevant, easily,
comprehensible to each other, and acceptable level of language accuracy.
Speaking is the ability to use language in ordinary way by speech. It also means
that learners use language which is understandable.
When people speak, they construct the ideas in words, express their
perception, their feeling, and their intention. If the learners do not have skill,
understanding of the language, acknowledgement of the language, they cannot
grasp meaning of the speaker‟s mean. Therefore, people who want to speak
English well, besides learning, they need to practice it.
According to Ur (1991) there are some problems faced by learners in
speaking activities. Those problems include the lack of theme to be spoken,
inhabitation, the low of participation, and the use of mother tongue.
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a. The lack of theme to be spoken
Some learners get difficulties in thinking the structure when they want to
say. They think much about the construction of the sentences which will
be spoken. Besides, they have no motivation to express themselves
beyond the guilty feeling they should be speaking.
b. Inhibition
Unlike listening, reading, and listening activities, speaking requires some
real time exposure to an audience. Learners are often inhibited about
trying to say something in foreign language in the classroom. They worry
about making mistakes; they are shy of the attention that their speech
attracts.
c. The low of participation
This problem is compounded by tendency of some learners to dominate,
while others speak very little or not at all.
d. The use of mother tongue
Usually, most of learners share the same mother tongue in class. If they
are talking in small groups, it can be quite difficult to keep using the
target language.
Hedge (2011) states that students sometimes are nervous speaking in front
of others and occur through nervousness because they are unused to demand for
speaking in public. The problem may also come from the teacher. The teacher
would be in the position of controlling a set of strategies that would help the
students improve their speaking ability.
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2.1
Teaching Speaking for EFL
It is important to see how the teacher should teach the EFL learners
especially in speaking. Speaking for EFL is important yet it also becomes
complex problem for the teachers. Richards and Renandya (2002) explain that
Learning to speak foreign language requires more than knowing its
grammatical and semantic rules. Learners must also acquire the knowledge
of how native speakers use the language in context of structured
interpersonal exchange.
It is clear that speaking requires the ELF learners‟ deep understanding of how
English is used based on context of interaction. In order to help EFL learners
improve their speaking ability, a teacher shpuld have the right strategy to teach the
EFL learners in the classroom. Hedge (2011) gives some tips for improving
speaking. They are: keeping the activity fun and simple, having a back up plan for
the entire class, reflecting on what the techers do to help students improve their
speaking skill, not to overdue speaking activities in one lesson. Those tips can be
used by teachers to help the EFL learners have good speaking skill.
3.
Role Play
Role play is defined as an activity which involves students‟ participation
in speaking, use certain situation and make students release their ideas ( Joyce and
Weil, 1996). Ladousse (1996) believes that a role play gives students more
opportunity to use language in elaborate dialogues within culturally relevant and
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ABSTRACT
Bamularti, Ceria Berlanda. (2015). The Perceptions of PGSD English Club
Students on the Use of Role Play in Developing Speaking Skill. Yogyakarta:
English Language Education Study Program Sanata Dharma University.
This research aims to find out the perceptions of PGSD English Club
students on the use of role play in developing their speaking skill. Speaking is the
most important skill in language learning. Primary School of Teacher Education
or Pendidikan Guru Sekolah Dasar (PGSD) of Sanata Dharma University
provides English Club to help students to develop their speaking skill. The
technique used in teaching-learning activity to develop the students’ speaking skill
is role play. The use of role play provided the new experiences to the students in
speaking English. Therefore, from the experiences of the students in using role
play as the technique, the researcher tried to discuss and understand the
importance of the role play and how the students perceived the use of role play.
There is one research problem in this research. The research problem is
‘what are the students’ perceptions on the use of role play in developing speaking
skill?’
In order to solve the research problem, the researcher used mixed methods
in conducting this research. The data was collected by using two research
instruments. Those research instruments are questionnaire and interview. The first
thing to do in collecting the data was that the researcher distributed the
questionnaire to the students of English Club PGSD Class 2 PGSD 3. After the
students answered all questionnaires, the researcher conducted the interview with
four students.
The results of this research showed that the students had good perception
in using role play as the technique in developing their speaking skill. The students
answered the statements stated in questionnaire positively. They believed that role
play helped them in developing their speaking skill. Moreover, based on the
experience, they also believed that role play became an appropriate technique
used in teaching-learning activity, especially in speaking class of English Club
PGSD.
Keywords: perception, role play, speaking, learning motivation
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ABSTRAK
Bamularti, Ceria Berlanda. (2015). The Perceptions of PGSD English Club
Students on the Use of Role Play in Developing Speaking Skill. Yogyakarta:
Pendidikan Bahasa Inggris Universitas Sanata Dharma.
Penelitian ini bertujuan untuk menemukan persepsi mahasiswa English
Club PGSD tentang penggunakan role play dalam mengembangkan keterampilan
berbicara. Berbicara adalah keterampilan yang paling penting dalam
pembelajaran bahasa. Pendidikan Guru Sekolah Dasar (PGSD) Universitas
Sanata Dharma menyediakan English Club untuk membantu para mahasiswa
mengembangkan keterampilan mereka dalam berbicara Bahasa Inggris. Teknik
yang digunakan di dalam aktivitas pembelajaran untuk mengembangkan
keterampilan berbicara adalah role play. Penggunaan teknik role play
memberikan pengalaman baru bagi mahasiswa untuk meningkatkan keterampilan
berbicara dalam Bahasa Inggris. Dengan demikian, dari pengalaman mahasiswa
dalam penggunaan role play sebagai teknik, peneliti mencoba untuk
mendiskusikan dan memahami pentingnya role play dan bagaimana mahasiswa
memberikan persepsi tentang penggunaan role play.
Terdapat satu rumusan masalah di dalam penelitian ini. Rumusan
masalah tersebut adalah ‘Apa saja persepsi mahasiswa tentang penggunaan role
play dalam mengembangkan keterampilan berbicara?’
Untuk menyelsaikan rumusan masalah, peneliti menggunakan penelitian
campuran untuk melakukan penelitian ini. Data dikumpulkan dengan
menggunakan 2 instrumen. Instrument penelitian tersebut adalah kuesioner dan
wawancara. Hal pertama yang dilakukan untuk mengumpulkan data adalah
dengan membagikan kuesioner pada siswa English Club kelas 2 PGSD 3. Setelah
para siswa menjawab semua pertanyaan di kuesioner, peneliti melakukan
wawancara dengan empat siswa.
Hasil dari penelitian ini menunjukkan bahwa para siswa memiliki
persepsi yang baik dalam penggunaan teknik role play sebagai teknik untuk
mengembangkan keterampilan berbicara. Para siswa menjawab semua
pernyataan secara positif. Mereka percaya bahwa role play membantu mereka
dalam meningkatkan keterampilan berbicara dalam Bahasa Inggris. Terlebih
lagi, menurut pengalaman, mereka juga percaya bahwa role play menjadi teknik
yang tepat digunakan dalam aktivitas belajar mengajar khususnya di kelas
speaking di English Club PGSD.
Kata kunci: perception, role play, speaking, learning motivation
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THE PERCEPTIONS OF PGSD ENGLISH CLUB STUDENTS
ON THE USE OF ROLE PLAY IN DEVELOPING
SPEAKING SKILL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ceria Berlanda Bamularti
Student Number: 111214097
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
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THE PERCEPTIONS OF PGSD ENGLISH CLUB STUDENTS
ON THE USE OF ROLE PLAY IN DEVELOPING
SPEAKING SKILL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ceria Berlanda Bamularti
Student Number: 111214097
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
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This work is so important to me. I
dedicate this work to my family who
always support me no matter what.
Matthew 21:22
“And all things, whatsoever ye shall ask
in prayer, believing, ye shall receive.”
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ABSTRACT
Bamularti, Ceria Berlanda. (2015). The Perceptions of PGSD English Club
Students on the Use of Role Play in Developing Speaking Skill. Yogyakarta:
English Language Education Study Program Sanata Dharma University.
This research aims to find out the perceptions of PGSD English Club
students on the use of role play in developing their speaking skill. Speaking is the
most important skill in language learning. Primary School of Teacher Education
or Pendidikan Guru Sekolah Dasar (PGSD) of Sanata Dharma University
provides English Club to help students to develop their speaking skill. The
technique used in teaching-learning activity to develop the students‟ speaking skill
is role play. The use of role play provided the new experiences to the students in
speaking English. Therefore, from the experiences of the students in using role
play as the technique, the researcher tried to discuss and understand the
importance of the role play and how the students perceived the use of role play.
There is one research problem in this research. The research problem is
„what are the students‟ perceptions on the use of role play in developing speaking
skill?‟
In order to solve the research problem, the researcher used mixed methods
in conducting this research. The data was collected by using two research
instruments. Those research instruments are questionnaire and interview. The first
thing to do in collecting the data was that the researcher distributed the
questionnaire to the students of English Club PGSD Class 2 PGSD 3. After the
students answered all questionnaires, the researcher conducted the interview with
four students.
The results of this research showed that the students had good perception
in using role play as the technique in developing their speaking skill. The students
answered the statements stated in questionnaire positively. They believed that role
play helped them in developing their speaking skill. Moreover, based on the
experience, they also believed that role play became an appropriate technique
used in teaching-learning activity, especially in speaking class of English Club
PGSD.
Keywords: perception, role play, speaking, learning motivation
vii
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ABSTRAK
Bamularti, Ceria Berlanda. (2015). The Perceptions of PGSD English Club
Students on the Use of Role Play in Developing Speaking Skill. Yogyakarta:
Pendidikan Bahasa Inggris Universitas Sanata Dharma.
Penelitian ini bertujuan untuk menemukan persepsi mahasiswa English
Club PGSD tentang penggunakan role play dalam mengembangkan keterampilan
berbicara. Berbicara adalah keterampilan yang paling penting dalam
pembelajaran bahasa. Pendidikan Guru Sekolah Dasar (PGSD) Universitas
Sanata Dharma menyediakan English Club untuk membantu para mahasiswa
mengembangkan keterampilan mereka dalam berbicara Bahasa Inggris. Teknik
yang digunakan di dalam aktivitas pembelajaran untuk mengembangkan
keterampilan berbicara adalah role play. Penggunaan teknik role play
memberikan pengalaman baru bagi mahasiswa untuk meningkatkan keterampilan
berbicara dalam Bahasa Inggris. Dengan demikian, dari pengalaman mahasiswa
dalam penggunaan role play sebagai teknik, peneliti mencoba untuk
mendiskusikan dan memahami pentingnya role play dan bagaimana mahasiswa
memberikan persepsi tentang penggunaan role play.
Terdapat satu rumusan masalah di dalam penelitian ini. Rumusan
masalah tersebut adalah „Apa saja persepsi mahasiswa tentang penggunaan role
play dalam mengembangkan keterampilan berbicara?‟
Untuk menyelsaikan rumusan masalah, peneliti menggunakan penelitian
campuran untuk melakukan penelitian ini. Data dikumpulkan dengan
menggunakan 2 instrumen. Instrument penelitian tersebut adalah kuesioner dan
wawancara. Hal pertama yang dilakukan untuk mengumpulkan data adalah
dengan membagikan kuesioner pada siswa English Club kelas 2 PGSD 3. Setelah
para siswa menjawab semua pertanyaan di kuesioner, peneliti melakukan
wawancara dengan empat siswa.
Hasil dari penelitian ini menunjukkan bahwa para siswa memiliki
persepsi yang baik dalam penggunaan teknik role play sebagai teknik untuk
mengembangkan keterampilan berbicara. Para siswa menjawab semua
pernyataan secara positif. Mereka percaya bahwa role play membantu mereka
dalam meningkatkan keterampilan berbicara dalam Bahasa Inggris. Terlebih
lagi, menurut pengalaman, mereka juga percaya bahwa role play menjadi teknik
yang tepat digunakan dalam aktivitas belajar mengajar khususnya di kelas
speaking di English Club PGSD.
Kata kunci: perception, role play, speaking, learning motivation
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ACKNOWLEDGEMENTS
With the accomplishment of this thesis, I would like to express my deepest
and great gratitude to my Lord, Jesus Christ, who always supports me, loves me
abundantly, strengthens me, and guides me so that I can accomplish this thesis
well. When my zeal is going down, He is always near me until everything
happens as well as His plan.
I also take this opportunity to thank all people who made a contribution
in my academic life so far. I would like to express heartfelt gratitude to my
advisor, Christina Lhaksmita Anandari, S.Pd., Ed.M., who has been patiently
guiding me in doing this thesis and whose tireless efforts have made this dream a
reality. I am very indebted to her for her patience, encouragement, care, help,
motivation, and advice from the beginning of the research until the
accomplishment of this thesis. No amount of words can express my sincere
gratitude for her unending support during the research period. I also thank all the
lecturers of English Education Study Program for teaching me during my
study from the first semester until the last semester in Sanata Dharma University.
I would also deliver my best thanks to Rm. G. Ari Nugrahanta, S.J.,
S.S., BST, M.A. as the chairperson for giving me the chance to conduct the
research in Program Pendidikan Guru Sekolah Dasar. I am also sending my
deepest thanks to Teresia Dian as the tutor of English Club PGSD who also gave
me chance to conduct my research in her class. Not to forget, I also thank all
students of Class 2 PGSD 3 for their cooperation and kindness in helping me to
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collect the data.
I also take this opportunity to thank my entire extended family. This
thesis would not have been possible without the wise advice, prayer, patience, and
everlasting love of my father, Umarwoto and my mother, Sumtini. I would like
to thank my older brothers Andreas and Bedesta, my younger sister Depra, and
my sisters-in-law Dian and Nanik, who have been my ridiculous supporters and
whose time is greatly compromised during my studies.
My best regards also go to my best partners, friends and listeners who
always support me. They are Wednes, Rani, Wulan, Ishom, and Eci. My
gratitude also goes to my friends who always teach me and give me some
suggestions. They are Vivin, Elisa, Gustin, Dian, and Susan. All of them are
always coloring my days. I would appreciate their time for the laugh, love, and
every single moment we share together. My thanks are also given to my
classmates for the crazy and joyful moment during the learning process.
The last but not least, I would like to deliver my special thanks to my
heartthrob for the love, time, care, and support so that I can finally accomplish
my thesis. I thank him for always being so patient in waiting and in having the
differences between us.
Lastly, my warm regards go to all of those who have made a positive
contribution in my life.
Ceria Berlanda Bamularti
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TABLE OF CONTENTS
TITLE PAGE .....................................................................................................
i
APPROVAL PAGES .........................................................................................
ii
DEDICATION PAGE ....................................................................................... iv
STATEMENT OF WORK‟S ORIGINALITY ..................................................
v
PERNYATAAN PERSETUJUAN PUBLIKASI ................................................... vi
ABSTRACT ....................................................................................................... vii
ABSTRAK ........................................................................................................... viii
ACKNOWLEDGEMENTS ............................................................................... ix
TABLE OF CONTENTS ................................................................................... xi
LIST OF TABLES ............................................................................................. xii
LIST OF FIGURES ............................................................................................ xiv
LIST OF APPENDICES ..................................................................................... xv
CHAPTER I. INTRODUCTION .......................................................................
1
A. Research Background ........................................................................
1
B. Research Problems ............................................................................
6
C. Problem Limitation ...........................................................................
7
D. Research Objectives ..........................................................................
7
E. Research Benefits ..............................................................................
8
F. Definition of Terms ...........................................................................
9
CHAPTER II REVIEW OF RELETED LITERATURE ................................... 11
A. Theoretical Description ..................................................................... 11
1. Perception ..................................................................................... 11
1.1 Perception on Learning........................................................... 13
2. Speaking Skill ................................................................................. 14
2.1 Teaching Speaking for EFL....................................................... 18
3. Role Play ........................................................................................ 18
4. Motivation ..................................................................................... 21
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4.1 The Definition of Motivation .................................................... 21
4.2 The Relation of Motivation to Learning Performance .............. 22
4.3 How Role Play Can Influence Students‟ Motivation to Speak . 23
B. Theoretical Framework .................................................................... 24
CHAPTER III METHODOLOGY .................................................................... 26
A. Research Method ................................................................................ 26
B. Research Setting .................................................................................. 27
C. Research Participants ......................................................................... 27
D. Instruments and Data Gathering Technique....................................... 28
E. Data Analysis Technique .................................................................... 31
F. Research Procedures ........................................................................... 33
CHAPTER IV RESEACH FINDINGS AND DISCUSSION ........................... 35
A. Research Results ................................................................................ 35
B. Discussion ............................................................................................ 47
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS .................... 57
A. Conclusions ...................................................................................... 57
B. Recommendations ............................................................................ 58
REFERENCES .................................................................................................. 61
APPENDICES .................................................................................................... 65
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LIST OF TABLES
Table 3.1 Sample of the Questionnaire Form ................................................... 30
Table 3.2 Questionnaire Blueprint ..................................................................... 30
Table 4.1 The Distribution of Responses to Students‟ Perception on the Use of
Role Play ........................................................................................... 36
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LIST OF FIGURES
Figure 4.1 The Percentage of Total Responses of the from Questionnaire ........ 44
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LIST OF APPENDICES
Appendix 1 Questionnaire .................................................................................. 65
Appendix 2 Interview Question .......................................................................... 67
Appendix 3 Questionnaire Result ....................................................................... 68
Appendix 4 The Transcript of Interview............................................................. 70
Appendix 5 Students‟ Answer in Open-Ended Questions .................................. 75
Appendix 6 Sample of Students‟ Questionnaire ................................................. 79
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CHAPTER I
INTRODUCTION
Chapter I provides the background information and the rationale of the
research. This Chapter is divided into six parts. Those parts are research
background, research problem, problem limitation, research objectives, research
benefits, and definition of terms used in the research.
A.
Research Background
English has an important role since most of the information resources,
such as from internet, advertisement, or even announcement are in English.
Harmer (2007) states that there is no doubt that English is a vital linguistic tool for
many business people, academics, tourists, and citizens of the world who wish to
communicate easily across nationalities. Therefore, that is the proof that English is
used in many fields. It can also be concluded that English has been learned in
every aspect of modern life such as education, politics, economics, and science.
Thus, English as the international language should be mastered by many people
because many formal activities will use English as the communication to others.
Many countries set English as a second language and foreign language
(Barbara, 2001). In Indonesia, English is considered as a foreign language in
which English is used only for formal level such as in school, university and
occupation field. There are four skills that should be learned in English as a
foreign language. Those four skills are listening, speaking, reading, and writing.
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Speaking becomes one of the skills that is required to be developed in learning
English. Considering the important role in communicating using English,
speaking can be one of the most important and affective thing needed by people to
accomplish. Ur (1996) states that speaking seems intuitively the most important
skill among all the four skills. Therefore, speaking skill will be discussed the most
in this research.
Speaking and writing belong to productive skills. Besides, there is also
receptive skill. In this case, listening and reading belong to receptive skills. Davies
(2014) states that productive skill is the ability to communicate actively in the
foreign tongue, through speaking and writing. To make the speaking skill
increased, speaking skill should be practiced regularly. It is also explained that
speaking is often the skill upon which a person is judge (McDonough and Shaw,
2003). Thus, people must have good speaking ability because speaking is a
product of language that becomes people‟s criterion to see someone‟s language
skill rather than from listening, reading, and writing. However, many people feel
that speaking in a foreign language is harder than the others skill (Nunan, 2003).
As the researcher stated, in Indonesia, English has been decided as one of
the important subjects in school and university. Also, the government expects that
the students are able to master English as means of communication, transfer
communication, and knowledge development. Nowadays, the existence of
International School becomes a proof that the usage of English is more developed
in Indonesia. Most of international schools have the higher standards of teachers
than the national schools do. The teachers must have good skill in English
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especially when they are speaking because they will use English to teach the
students in international school. Realizing the existence of international school,
many teachers should be ready to compete with others. Therefore, this case makes
a concern for some universities to pay more attention in using English.
Sanata Dharma University emphasizes English proficiency for all students
from English and non-English majors. For non-English majors, there should be
requirement test before they graduate from this University. This test is called
spoken English competency test (Tes Kemampuan Berbahasa Inggris). In order to
graduate from Sanata Dharma University, the students should pass this test.
Primary School Teacher Education Study Program (PGSD) is one of the study
programs which prepares the primary school teacher candidate. The aim of this
study program is to obtain the Primary School Teacher Education Study Program
bachelors which are broad-minded, and adequate in both professional and
academic competence. In other words, the teacher candidates should graduate
with good skills. One of the skills that should be mastered is English speaking
skill. It has been stated that some international schools in Indonesia use English as
the language in teaching-learning process. Therefore, there is one test that should
be taken by the students of PGSD in order to measure to what extent English is
mastered by the students.
In accordance with the preparation, Primary School Teacher Education
Study Program (PGSD) has created a program named English Club. This is the
program which is cooperatively done by PGSD and English Language Education.
It is because the teachers or the tutors of this program are from English Language
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Education Study Program. English Club is the compulsory program which should
be taken by the students of PGSD in the first semester up to fourth semester. The
aim of this program is to facilitate the students to enhance the students‟ English
ability, especially in speaking skill. Therefore, the students can express their ideas
with less fear and doubt. Besides, they can also graduate with good English
speaking skill.
Since becoming a foreign language, the students of English Club PGSD
are not accustomed to speaking English. In this research, the researcher chose
Class 2 PGSD 3 as the research participants. The number of 2 in Class 2 PGSD 3
means that the students are from semester 2. Based on the observation in English
Club class 2 PGSD 3, the tutor of English Club PGSD met some difficulties when
she was teaching using English. The students were not motivated to speak
English. The students still used Bahasa Indonesia when they asked a question or
permission. Previously, the tutor had explained how to ask permission in English.
The reason why students did not use English was because they were afraid of
making mistakes. They would be more comfortable if they had conversation in
English with their friends. It was because they could practice together with less
fear of making mistakes. The result of midterm test also showed that the students
of English Club PGSD had low motivation in using English. From this case, it can
be concluded that students‟ low motivation to speak English more becomes a
serious problem. Therefore, the teachers have the big role to motivate the students
to learn English as enjoy as they can so that they can also use English in daily
conversation very often. The most important thing as the teacher or tutor is to
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make the students speak. Besides, the tutors should be able to give interesting
technique while they are teaching in order to make the students that motivated in
learning. Therefore, they can be free to speak in giving their ideas.
As a result of observation that has been done, there were some problems
concluded that the tutor faced when they were teaching in English Club. The first
problem was that the students spent a lot of time to listen than to talk. If the tutor
asked them to speak in English, they only spoke very short, even they sometimes
answered using Indonesian. It was because they were from non-English major.
The second problem was that the students still pronounced some words incorrectly
and also made many grammatical errors in speaking. They did not know how to
speak correctly. They tended to be confused in choosing the words. The next
problem was that the students had limited vocabulary. It was because they forgot
the vocabulary that had been learned in Senior High School. The last problem was
that the students needed much time to speak English because they were not sure
about their speaking ability. Based on the conversation, some students said that
they did not like English because English was very difficult. By these problems,
the tutor have big role to overcome those problems.
There are a lot of factors that can influence learning activities. Two of
important factors that can influence the success of speaking class are teaching
technique and perception of the technique used in teaching-learning activities. The
problem of speaking class does not only come from the technique used by the
tutor but also from the students. They are too shy to express their ideas. It is
because they have lack of vocabulary. The use of teaching techniques becomes
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one of the factors that influence learning process. In this learning process, the
tutor used a technique named role play.
According to Joyce and Weil (1996) role play is a teaching strategy that
emphasizes the social nature of learning and see cooperative behavior as
stimulating students. By doing role play, the students will get much opportunity to
speak. Role play can help students to practice an actual dialogue. As explained by
Nunan (2003), role play also provides learners practice speaking the target
language before they must do in the real environment. This technique can also
encourage shy students to be more active in the learning activity. The tutors use
this technique because this technique is suitable from English Club students to
develop their speaking skill especially to make them enjoy and like learning
English. Therefore, from of the problems stated, the researcher conducted the
research to know to what extent role play can affect the students speaking ability
from their perception.
B.
Research Problem
English Club is a compulsory program which should be taken by the
students from Primary School Education Study Program (PGSD). By having this
program, the students are supposed to be primary school candidates who master
English well. In order to help students reach the goal, the tutors of English Club
use role play as the teaching technique to develop their English especially in
speaking and to make the students like studying English. Based on the problem
described in the background of the research, one research problem is formulated
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as follows: What are the students‟ perceptions on the use of role play in
developing English speaking skill?
C.
Problem Limitation
This research tried to find the students‟ perception about the use of role
play in developing English speaking skill. It was because the researcher found
some problems that were faced by the tutor of English Club when she was
teaching the students. Therefore, this research is aimed to solve the problems by
giving some questions to the students related to their perceptions in using role
play as the technique in teaching-learning activities. The researcher would see to
what extent role play helps the students of English Club PGSD Class 2 PGSD 3 in
developing their English speaking skill. This research took place in English Club
PGSD in the academic year of 2014/2015. This research was limited for the
students of English Club PGSD Class 2 PGSD 3. This class consists of 24
students who belonged to this research as the research participants. The researcher
chose this class because it applied role play in teaching-learning activities.
D.
Research Objectives
Realizing the importance of the use of role play as teaching technique in
English Club, the research is intended to focus on some objectives. The objective
of the study is to find out the perception of the second semester students of PGSD
who take English Club. Specifically, the study is aimed to see the opinion of the
students towards the use of role play in their learning process. The study is also
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aimed to identify some suggestions from the students. In other words, the study
focuses on the ways to enhance the use of role play in English Club. The
suggestions are meaningful for it can foster a better performance in English Club.
E.
Research Benefits
It is expected that the research gives some benefits to the English Club
students of Primary School Teacher Education Study Program. Besides, by doing
this research, the researcher also hopes that it is also beneficial for the tutors who
teach in English Club.
1.
English Club students of Primary School Teacher Education Study
Program
The researcher hopes that this research will give contribution to English
Club students of Primary School Teacher Education Study Program. The first
contribution is that the students know and understand more about role play. By
understanding about role play, it is expected that the students enjoy learning
English so that they can improve their speaking skill. The second contribution is
that they can express freely while they do the role play. They can speak what they
want to speak without any doubt.
2.
The Tutors of English Club
By knowing the students‟ perceptions about the use of role play, the tutors
of English Club are expected to develop the technique. Teaching technique is very
important to give high motivation to students in learning English. Therefore, if the
students give some negative perceptions, the tutor should find other techniques
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which are more interesting than role play. Also, the tutors are expected to be able
to give inspiration to other tutors in creating other strategy in order to make
students have the higher motivation in learning English. The tutors should be able
to create the strategy and to choose the technique as interesting as possible to grab
students‟ attention and to give the higher motivation to the students.
F.
Definition of Terms
One of the most notable things about the title of the study is that the title is
constructed from several keywords. Those keywords need clear definition.
Therefore, it will not be misunderstanding in this research.
1.
Perception
The first keyword in this research is perception. There are a lot of
definitions about this term. According to Gibson, Ivancevich, and Donnely
(1985), perception depends entirely upon information in the 'stimulus array' rather
than sensations that are influenced by cognition. Besides, Robbins (2005) stated
that perception is an individual process to organize and interpret the sensory
impression in order to give meaning in the environment. Therefore, it is related to
the research which gives interpretation about role play in increasing English
speaking skill. In this research, perception is seen as the way person interpret the
information whether it is good depend on the person‟s mind.
2.
Role Play
Role play is an activity where students are assigned an untrue from which
they have to improvise some kind of behavior toward the other character in the
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exercise (Paulston & Bruder, 1976). In this case, teacher gives some direction
about the characters and situation that must be done by the students. In other
words, students are asked to play the part of someone else. Besides, Lucatoni
(2002) states that role play can be very enjoyable for students and provide
excellent opportunities for using language in real life situation. It means that role
play can develop students speaking skill in their real life. In this reasearch, role
play is the technique in which the students play a role as someone else in order to
train their speaking skill.
3.
Speaking Skill
According to Nunan (2003) speaking is a communication in an oral way
for interactional purposes, to make social relation and transactional purposes.
Through speaking, people can express their ideas, thoughts and feeling orally.
In this research, speaking skill means the ability of the students to speak
English. In this case, the students are expected to give some perceptions about the
use of role play in increasing their speaking skill.
4.
Motivation
The key to the succesful learning is that the students must have higher
motivation to speak English. As explained by Pintrich and Schunk (2008),
motivation influences students‟ behavior in classroom. Motivation is something
that gets us going, keeps us working, and helps us complete the tasks (Pintrich &
Schunk, 2008). Therefore, in this research, motivation means something that from
inside or outside that stimulates desire of people to do something.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter contains of review of related literature. The theories will be
explained deeper in this chapter. Those theories will be used to be basis of the
study and to solve the research problems of this research as stated in Chapter I
This chapter is divided into two sections. Those are theoretical description and
theoretical framework.
A.
Theoretical Description
This part discusses some important theories which are used in research
discussion. There are four main aspects which will be discussed in this part. Those
are theory of perception, speaking, role play, and motivation.
1.
Perception
There are a lot of definitions of perception. The understanding of
perception can be derived from some sources. According to Fleming and Levi
(1993), perception is the process whereby one becomes aware of the world around
oneself. Meanwhile, according to Hilgard et al. (1975), perception is the process
where people organize and interpret the stimuli in the environment. Sometimes,
the environment can influence the way of people in giving perception. Hardy and
Heyes (1994) state that “the basic form of perception is people‟s born talent;
meanwhile perceptional ability is the result of learning, which is determined by
the environment”. It can be concluded that perception itself is personal cognitive
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process of interpreting something and it can be derived from the environment
where the people live and then one of the people‟s senses will catch the stimuli
and they will interpret it based on their own perception.
Perception as a process of interpreting of objects and other things can be
influenced by stimuli. Davidof (1975) states that stimuli of perception derived
from individual and outside of the individual. Szilagyi and Marc (1980) state that
there are three factors which influence a person‟s perception. Those three factors
are attributes of the object which consists of stimulus, motion and physical size
attributes of the situation which consists of environment or work situation, and
attributes of the person which consists of the characteristic of the person. Those
factors influence the way of person in giving perception. Besides, Davidof (1975)
shortens the factors that influence someone‟s perception into two; the first is
internal factor and the second is external factor.
a. Internal factor relates to individual. Those factors include the feeling,
experience, and ability in thinking. Each person has different personal
experience and ability toward things around them. Thus, personal experience
takes important role toward the perception.
b. External factors are from environment and stimuli. If the stimuli that appear in
society clear enough then human‟ perception will be accurate but if the stimuli
do not clear then the perception maybe will inaccurate.
Those theories of factors that influence someone‟s perception are similar.
They are related to each other. Therefore, by giving perception, people will
produce a meaningful experience of the world.
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People give some perceptions based on their feeling of subjectivity and
their experiences in the past. Therefore, it is possible if people do not give the
same perception about particular things, even though the object is the same.
Gibson and Pick (1979) also state that there is connection between perception and
experience. It means that perception and experience are related to each other.
However, perception is not always formed by the experience of someone. There is
another possibility to form perception that is based on others‟ opinion. As stated
before, stimuli can affect someone‟s perception. When the stimulus from others is
strong, this situation could affect someone‟s perception without any experience
which comes from him or her.
In this research, perception means as the response of the use of role play to
form some meaningful information to the learning process. If the students have
positive experience, they would form positive perception on the use of role play in
learning speaking. Perception that is formed by experience is stronger than
perception formed by sensation or stimuli (Santoso, 2000).
1.1
Perception on Learning
This part is discussed the connection between perception and students‟
activity in learning. As stated by Champbell et al. (2001) there are five elements
of language teaching-learning activities implementation that bulid students‟
perception. Those elements are (1) The way how the teacher teaches the students,
(2) What the teacher wants the students to learn, (3) how the students learn, (4)
What the students learn, and (5) What the purpose of learning language
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(Champbell et al, 2001). This statement means that perception on learning relates
to the beliefe and concept about knowledge or message.
2.
Speaking Skill
It is necessary to define what speaking is in order to have understanding
about speaking. Nunan (2003) explains that speaking is the productive oral skill.
Besides, Paulston and Bruder (1976) define speaking as a competency to
communicate in the target language. People who communicate the message, they
may have certain expectation as the response of person to whom they are
addressing it. Speaking makes the understanding of all information delivered
easily. In addition, according to Chaney (1998) speaking is the process of building
and sharing meaning through the use of verbal and non verbal symbols, in a
variety of context.
Mastering the art of speaking skill is the most important aspect of learning
a foreign language, and success is measured in terms of ability to carry out a
conversation in the language (Nunan, 1991). There are several functions of
speaking. Acording to Brown and Yule as cited in Nunan (1991), two basic
language functions in speaking are transactional function and interactional
function. It means that the concern of the first function is to transfer information
and the second function is maintenance speech of social relationship. Meanwhile,
Richards (2008) explains that there are three functions of speaking. Those are
speaking as interaction, speaking as transaction, and speaking as performance.
Richards (2008) explains that as interaction, speaking also means a
conversation to others. Interaction is defined as greeting and telling story. The
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main function is how speakers wish to present themselves to each other rather
than on the message that want to be delivered. This function plays social role. In
this case, according to Nunan (1991) the function is included as instructional
function.
The second function of speaking is as a transactional process. It refers to
the situation where the focus is on what is said or done (Richards, 2008). From
this case, it could be seen that the focus between the first function and the second
function are different. The last function is as performance. It refers to public
speech. The focus of this function is in the content of the message which wanted
to be delivered by the speakers to the audiences (Richards, 2008).
In this research, speaking means the activity of the students to present the
language orally, to deliver the ideas, feeling, purpose, and thought. It emphasizes
on the interaction, communication and understanding each other. It can be
concluded that speaking skill is the power or skill in presenting the language
orally to interact and communicate with others. One of the activities which can be
applied in classroom is simulation and role play (Harmer, 2007). Simulation and
role play are the activities which stimulate a real life for students as if they were
doing so in the real world (Harmer, 2007).
There must be some characteristics in order to get successful speaking
ability. The characteristics are learners talk a lot, participation is even, motivation
is high, and language is on the acceptable level (Ur, 1996).
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a.
Learners talk a lot
It means that the learners can talk as much as possible. In fact, the period
of time allotted to the activity is occupied by learners‟ talk.
b.
Participation is even
It means that all members get chance to speak and distribute the
contribution when the teacher asks the students to make a group
discussion.
c.
Motivation is high
Eagerness to speak comes up to the learners because they are interested in
the topic and have something new to say about.
d.
Language is on acceptable level
Learners express themselves in utterances that are relevant, easily,
comprehensible to each other, and acceptable level of language accuracy.
Speaking is the ability to use language in ordinary way by speech. It also means
that learners use language which is understandable.
When people speak, they construct the ideas in words, express their
perception, their feeling, and their intention. If the learners do not have skill,
understanding of the language, acknowledgement of the language, they cannot
grasp meaning of the speaker‟s mean. Therefore, people who want to speak
English well, besides learning, they need to practice it.
According to Ur (1991) there are some problems faced by learners in
speaking activities. Those problems include the lack of theme to be spoken,
inhabitation, the low of participation, and the use of mother tongue.
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a. The lack of theme to be spoken
Some learners get difficulties in thinking the structure when they want to
say. They think much about the construction of the sentences which will
be spoken. Besides, they have no motivation to express themselves
beyond the guilty feeling they should be speaking.
b. Inhibition
Unlike listening, reading, and listening activities, speaking requires some
real time exposure to an audience. Learners are often inhibited about
trying to say something in foreign language in the classroom. They worry
about making mistakes; they are shy of the attention that their speech
attracts.
c. The low of participation
This problem is compounded by tendency of some learners to dominate,
while others speak very little or not at all.
d. The use of mother tongue
Usually, most of learners share the same mother tongue in class. If they
are talking in small groups, it can be quite difficult to keep using the
target language.
Hedge (2011) states that students sometimes are nervous speaking in front
of others and occur through nervousness because they are unused to demand for
speaking in public. The problem may also come from the teacher. The teacher
would be in the position of controlling a set of strategies that would help the
students improve their speaking ability.
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2.1
Teaching Speaking for EFL
It is important to see how the teacher should teach the EFL learners
especially in speaking. Speaking for EFL is important yet it also becomes
complex problem for the teachers. Richards and Renandya (2002) explain that
Learning to speak foreign language requires more than knowing its
grammatical and semantic rules. Learners must also acquire the knowledge
of how native speakers use the language in context of structured
interpersonal exchange.
It is clear that speaking requires the ELF learners‟ deep understanding of how
English is used based on context of interaction. In order to help EFL learners
improve their speaking ability, a teacher shpuld have the right strategy to teach the
EFL learners in the classroom. Hedge (2011) gives some tips for improving
speaking. They are: keeping the activity fun and simple, having a back up plan for
the entire class, reflecting on what the techers do to help students improve their
speaking skill, not to overdue speaking activities in one lesson. Those tips can be
used by teachers to help the EFL learners have good speaking skill.
3.
Role Play
Role play is defined as an activity which involves students‟ participation
in speaking, use certain situation and make students release their ideas ( Joyce and
Weil, 1996). Ladousse (1996) believes that a role play gives students more
opportunity to use language in elaborate dialogues within culturally relevant and
sign