THE EFFECT OF ROLE PLAY TECHNIQUE ON STUDENTS SPEAKING ACHIEVEMENT.

(1)

THE EFFECT OF ROLE PLAY TECHNIQUE ON STUDENT

S’

SPEAKING ACHIEVEMENT

A THESIS

Submitted in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan

By:

FITRI MARDIANA SIREGAR

Registration Number: 2112121009

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2015

(2)

ACKNOWLEDGEMENT

The writer has never been exhausted in expressing her massive gratitude to the Almighty God Allah SWT for granting the writer strength, time and health so that the writer could finish writing her thesis. This thesis is a partial fulfillment for the Degree of Sarjana Pendidikan at English and Literature Department, Faculty of Languages and Arts, State University of Medan.

This thesis could not achieve accomplishment unless the writer must have been assisted and supported by many important people whom the writer owes them a debt of gratitude:

 Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan

 Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts, State University of Medan, Vice Dean I, II, and III and all the Administrative Staffs

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department

 Dra. Meisuri, M.A., the Secretary of English and Literature Department

 Nora Ronita Dewi, S.S., S.Pd., M.Hum., the Head of English Education Study Program

 Dra. Masitowarni Siregar, M.Ed., the Former Head of English Education Study Program

 Dr. Rahmad Husein, M.Ed., the First Thesis Consultant and Rita Suswati, S.Pd., M.Hum., the Second Thesis Consultant for giving the writer guidance, advice and help in writing this thesis

 Drs. Johan Sinulingga, M.Pd., her Academic Advisor, who has supported the writer throughout the academic years.

 Indra Hartoyo, S.Pd., M.Hum., her Thesis Reviewer, who has given the writer constructive critics and guidance.

 All the Lecturers of English and Literature Department who have taught, guided, and advised her throughout the academic years.

 Mam Eis Sri Wahyuningsih, M.Pd., the Administration Staff of English and Literature Department, for her attention, assistance, and information in settling the administration procedures

(3)

iii

 Bidik Misi Program which has provided scholarship for the writer to accomplish her study

 Pardinan, S.Ag., the Headmaster of SMA AL-HIDAYAH Medan for his permission, support and the opportunity in allowing the writer to do observation and collecting data

 Waridan, S.Pd., the English Teacher in SMA AL-HIDAYAH Medan for her guidance and support

 My beloved father Maradingin Siregar and my beloved mother Lomsana Hasibuan, S.Ag., for their pray, love, support, and everything they have given to the writer not only in completing this thesis but also in her life

 My beloved sister Kamisa Juliani Siregar and my beloved brother Muhammad Mardiansyah Siregar for their assistances and supports

 My best friends who have been my companions through happiness and sadness: Indri Widyastuti, Nina Tiya Hara, Dini Khairani and my Rexyan family: Putra, Nancy, Ade, Connie, Christanti, Indah, Intan, Nashroh, Vika, Diah, Widya, Christiani, Arni, Junpita, Helena, Raydeni, Nomita, Rostina, Rahmadayani, Rismauli, Laura, Sartika, Sulwana, Aisyah, Nela and Faysal for the time and happiness

 My roommates Murni, Vivi, and Irma for the suppport

The writer realizes that this thesis still has the paucity, she welcomes any suggestions, comments, critics, and advices that will improve the quality of this thesis. She hopes that this thesis will be useful for those who read and are interested in the field of this study.

Medan, August 2015 The writer,

Fitri Mardiana Siregar NIM. 2112121009

(4)

ABSTRACT

Siregar, Fitri M. The Effect of Role Play Technique on Students’ Speaking Achievement. A thesis. English and Literature Department. Faculty of Languages and Arts. State University of Medan. 2015.

The objective of this study is to investigate whether or not the use of Role Play Technique affects students’ speaking achievement. This study was conducted by using Experimental Research Design. The population of the study was the second year students of SMA AL-HIDAYAH Medan with 120 students. There were 30 students taken as the sample by using random sampling technique. The students were divided into two groups namely Experimental group and Control group. The Experimental group was taught by using Role Play technique, whereas the Control group was taught without using Role Play technique. The instrument used for collecting data was interview test. The mean score of Post-test in Experimental group (62.33) is higher than the Control group (55.8). The calculation of t-test at level significance of α=0.05 and degree of freedom df=28, shows that t-value (3.064) is higher than t-table (2.763). Therefore, the Null hypothesis is rejected and the alternative hypothesis is accepted. Dealing with the data above, it was found that the use of Role Play technique affects the students’ speaking achievement.

(5)

TABLE OF CONTENT

DECLARATION

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vii

APPENDICES ... viii

CHAPTER I: INTRODUCTION A. The Background of the Study ... 1

B. The Problem of the Study ... 4

C. The Objective of the Study ... 5

D. The Scope of the Study ... 5

E. The Significance of the Study ... 5

CHAPTER II: REVIEW OF LITERATURE A Theoretical Framework ... 6

1. Speaking ... 6

2. Functions of Speaking ... 7

(6)

b. Talk as Transaction ... 9

c. Talk as Performance ... 10

3. Role Play ... 12

4. Steps of Role Play ... 14

5. Significance of Role Play ... 18

B Conceptual Framework ... 22

C Hypothesis ... 24

CHAPTER III: RESEARCH OF METHODOLOGY A. Research Design ... 25

B. Population and Sample ... 26

1. Population ... 26

2. Sample ... 26

C. Instrument for Collecting Data ... 27

D. The Procedure of the Research ... 27

1. Pre-Test ... 28

2. Teaching Presentation (Treatment) ... 28

3. Post-Test ... 30

E. The Scoring of Speaking ... 31

F. Validity of the Test... 33

G. Technique of Analyzing the Data ... 34

(7)

CHAPTER IV: THE DATA AND DATA ANALYSIS

A. The Data ... 36

B. Data Analysis ... 38

1. Analyzing the Data by Using T-Test ... 39

2. Testing Hypotheses ... 40

C. Research Findings ... 40

CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ... 42

B. Suggestion ... 42

(8)

vii

LIST OF TABLES

Table 3.1 Research Design ... 26

Table 3.2 Learning Scenario for Experimental Group ... 29

Table 3.3 Learning Scenario for Control Group ... 30

Table 3.4 Description of Language Components ... 31

Table 3.5 Scale Criteria ... 32

Table 4.1 The Result of Pre-test and Post-test of the Experimental ... 37

(9)

viii APPENDICES

Appendix 1

Pre-test and Post-test of Experimental Group ... 46

Appendix 2

Pre-test and Post-test of Control Group ... 47

Appendix 3

The Calculation of T-test in Experimental Group... 48

Appendix 4

The Calculation of T-test in Control Group ... 49

Appendix 5

The Calculation of T-test ... 50

Appendix 6

Critical Value of T-table ... 51

Appendix 7

Pre-test Score of Experimental Group ... 52

Appendix 8

Post-test Score of Experimental Group ... 53

Appendix 9

Pre-test Score of Control Group ... 54

Appendix 10

Post-test Score of Control Group ... 55

Appendix 11

(10)

ix Appendix 12

Post-test ... 58 Appendix 13

Example of Pre-test Transcript in Experimental Group ... 60

Appendix 14

Example of Post-test Transcript in Experimental Group ... 63

Appendix 15

Example of Pre-test Transcript in Control Group ... 66

Appendix 16

Example of Post-test Transcript in Control Group ... 69

Appendix 17

Experimental Group Lesson Plan: Suggestions ... 72

Appendix 18

Control Group Lesson Plan: Suggestions ... 76

Appendix 19

Experimental Group Lesson Plan: Expressing Wishes ... 80

Appendix 20

(11)

CHAPTER I

INTRODUCTION

A. The Background of the Study

The incapability of speaking English among high school students is still a serious problem needing to be solved. The researcher, during her observation and interview with the English teacher in SMA Swasta Al-Hidayah, found that most students posses inferior competence in speaking English. This inferiority is further described by the occurrence of several mistakes while students deliver their ideas verbally. The mistakes have come from various aspects of speaking. They are the lack of vocabulary, the insufficient grammar, and the inaccurate pronunciation.

The lack of vocabulary often barricades the students to refer their ideas in target language that is English. Hence, it is difficult for students to build the sentences. This consequently causes the students to engage mother language in delivering the ideas and the worst, for some students, they postpone speaking up instead.

The insufficient grammar refers to the students‟ inability to create grammatically correct sentences. It is often that students reluctantly convey their thoughts because of the failure in arranging the words in form of correct sentences. It usually relates to the difficulty of differing verbal and nominal structures, the use of tenses, the use of pronouns, and so on.

(12)

Therefore, students speak English in inappropriate forms and eventually this somehow encourages the students to remain silent.

Unexpectedly, the researcher also found that other factor halting the students to speak up in the classroom is the inaccurate pronunciation. The hesitance to appropriately pronounce the words can discourage the students to participate in giving opinion in the classroom. Hence, pronunciation plays an important role in teaching speaking as well. Byrne (as cited in Hughes, 2002) explains that the main goal in teaching the productive skill of speaking will be oral fluency. This can be defined as the ability to express oneself intelligibly, reasonably, accurately and without too much hesitation.

It can be fair to conclude that based on the elaboration above, these mistakes: the lack of vocabulary, the insufficient grammar, and the inaccurate pronunciation are not only as the problems need to be solved during students‟ speech but also as the barriers that blockade them to speak up in the classroom. And these barriers however burden the students and affect their psychology. The students are afraid to be wrong in speaking English. They are also shy when they encounter those mistakes. And, they become reluctant to speak up. Consequently, in the end, the students prefer delaying to speak up in attempt to avoid the embarrassment.

The important factor causing the occurrence of those verbal mistakes is the ineffective technique in teaching speaking. The English

(13)

teacher in SMA Al-Hidayah Medan in teaching speaking employed passive exercises which provide limited chance for students to actively perform and participate in the classroom. The teacher merely instructed the students to fill in some blank spaces in dialogues with correct expressions. And after that, only some students were assigned to read the dialogue out loud in front of the classroom. This practice allows the students only to understand the use of some certain expressions in filling the incomplete dialogues provided by the textbook and only read the dialogues. This practice obviously barricades the students to exercise in arranging sentences and to creatively speak out their ideas. Therefore, it leads them to have low mastery in employing vocabularies, grammar, and pronunciation.

The failure in speaking English in the classroom keeps occurring since no effective solution treats the students. It has been years that the students have learned English language yet they seem to show insignificant improvement on their speaking achievement. This problem can no longer be ignored.

Role play technique can improve students‟ speaking achievement. The excellences of role play technique are the keys to cope the problems of learning speaking English. In practicing speaking English through role play technique, students are required to interact with other players by employing daily expressions in exchanging information and goods. For instance the expression of greeting, asking and offering help, asking and

(14)

stating probability, asking and stating promise, giving judgment, and etc. Through this, the students are trained to create sentences by exploring the expressions which permit them to observe new vocabulary, the grammar used, and the natural English. According to Ladousse (as cited in Shen and Suwanthep, 2011) the incorporation of constructive role play activities into the L2 classroom adds variety, a change of pace and opportunities for a lot of language production, and also a lot of fun.

Rogers and Evans (2008) state that role-play was vital and central to children‟s school experience because it helped them to develop social skills, to cooperate with their peers, to interact with others and generally to improve their language development. Role-play was also seen as an ideal medium through which children could express their creativity and develop their imaginations. The „added value‟ of role-play was that it could be used to reinforce learning and was also a popular activity for the children and one in which they could explore and express other aspects of their personalities.

B. The Problem of the Study

Based on the explanation in the background of study the research problem is formulated as follow:

“Is there any effect of Role Play Technique on students‟ speaking achievement?”

(15)

C. The Objective of the Study

In relation to the problem of the study the objective of the study is to investigate whether Role Play Technique has significant effect on students‟ speaking achievement.

D. The Scope of the Study

The scope of the study is limited to investigate the second year students of senior high school focusing on the application of Role Play technique in teaching speaking English.

E. The Significance of the Study

This study is expected to be useful for:

1. Teachers are able to expand the knowledge related to Role Play technique and later apply the role play technique in the classroom. 2. Students are motivated to speak up their ideas in the classroom.

3. The readers are able to enrich their knowledge related to teaching speaking English through Role Play technique.

(16)

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

As stated in Chapter I, the objective of the study is to investigate

the effect of Role Play technique on students’ speaking achievement. After

the data were analyzed, this research shows that there is effect of Role Play technique on students’ speaking achievement. The students who are taught by Role Play technique show improvement on their speaking achievement. They are able to express their ideas more fluently. This is proved by the calculation of t-test at the level of significance 0.05 and degree of freedom 28, the t-observed (3.064) is higher than t-table (2.763).To conclude, the students who are taught by Role Play technique has higher ability in speaking English compared to the students who are taught without role play technique. Therefore, the hypothesis stated as “there is effect of role play technique on students’ speaking achievement” is accepted.

B. Suggestions

This research discovers that the application of Role Play technique could improve students’ speaking achievement. Therefore, this research offers several suggestions, first English teachers are expected to expand the knowledge related to Role Play technique and later apply the role play

(17)

technique in the classroom. Second, students are expected to be motivated to speak up their ideas in the classroom by using Role Play technique. And third, the readers are able to enrich their knowledge related to teaching speaking English through Role Play technique.

(18)

REFERENCES

Babu, A. Ramesh. 2012. Role Play: Dissolution of Discomfiture for Conspicuous Communicative Approach. International Journal of Research in Social Sciences 2(3): 246-255. Retrieved from

http://www.ijmra.us/project%20doc/IJRSS_AUGUST2012/IJMRA-RSS1526.pdf

Baker, J., & Westrup, H. 2003. Essential Speaking Skills. London:Continuum. Hughes, Rebecca. 2002. Teaching and Researching Speaking. Great Britain:

Pearson Education.

Jarvis, L., Odell, K., & Troiano, M. 2002. Role-playing as a Teaching Strategy. Retrieved from

http://imet.csus.edu/imet3/odell/portfolio/grartifacts/Lit%20review.pdf Kodotchigova, Maria. 2002. Role Play in Teaching Culture. The Internet TESL

Journal 8(7). Retrieved from http://iteslj.org/Techniques/Kodotchigova-RolePlay.html

Ladousse, G. P. 1987. Role Play. Oxford: Oxford University Press.

Nickerson, S. 2007. Role Play: An Often Misused Active Learning Strategy. Essays on Teaching Excellence Toward the Best in the Academy 19(5). Retrieved from http://podnetwork.org/content/uploads/V19-N5-Nickerson.pdf

Pandiya. 2013. Rubrics on Scoring English Tests for Four Language Skills. Jurnal Pengembangan Humaniora 13(1): 43-49. Retrieved from

http://www.polines.ac.id/ragam/index_files/jurnalragam/ppr5%20apr13.p df

Rahimy, R., & Safarpour, S. 2012. The Effect of Using Role-Play on Iranian EFL

Learners’ Speaking Ability. Asian Journal of Social Sciences & Humanities 1(3): 50-59. Retrieved from

http://www.ajssh.leena-

luna.co.jp/AJSSHPDFs/Vol.1(3)/AJSSH2012(1.3-06).pdf&sa=U&ei=HfzaVOXiNM7juQSWhYHoCw&ved=0CDEQFjAE &usg=AFQjCNEeqCMt75L7p21UC-wZANvaY4lCWg

Rayhan, J. M. 2014. The Impact of Using Role Play Techniques on Improving

(19)

Richard, J. C. 2008. Teaching Listening and Speaking. Cambridge: Cambridge University Press.

Rogers, S., & Evans, J. 2008. Inside Role-Play in Early Childhood Education. Oxon: Routledge.

Ross, S. M., & Morrison, G. R. Experimental Research Method. Retrieved from (http://www.aect.org/edtech/38.pdf)

Shen, L., & Suwanthep, J. 2011. E-learning Constructive Role Plays for EFL

Learners in China’s Tertiary Education. Asian EFL Journal 49(1): 4-29.

Retrieved from

http://www.asian-efl-journal.com/PTA/January_2011.pdf&sa=U&ei=HfzaVOXiNM7juQSWh YHoCw&ved=0CCUQFjAC&usg=AFQjCNEc0D8TCBJSBwVhDaK9E 49IqvN5hw

Ziafar, M., & Toughiry, N. 2014. The Relationship between Teaching

Conversation through Role Play and the Students’ Speaking

Development. International Journal of Language Learning and Applied

Linguistics World (IJLLALW) 5(1): 547-553. Retrieved from

http://www.ijllalw.org/finalversion5142.pdf&sa=U&ei=HfzaVOXiNM7j uQSWhYHoCw&ved=0CCsQFjAD&usg=AFQjCNH3fBtwfrCkqpT4G QOMb8lkyC5Gjg

(1)

B. The Problem of the Study

Based on the explanation in the background of study the research problem is formulated as follow:

“Is there any effect of Role Play Technique on students‟ speaking achievement?”

(2)

C. The Objective of the Study

In relation to the problem of the study the objective of the study is to investigate whether Role Play Technique has significant effect on students‟ speaking achievement.

D. The Scope of the Study

The scope of the study is limited to investigate the second year students of senior high school focusing on the application of Role Play technique in teaching speaking English.

E. The Significance of the Study

This study is expected to be useful for:

3. The readers are able to enrich their knowledge related to teaching speaking English through Role Play technique.

(3)

CONCLUSION AND SUGGESTIONS

A. Conclusion

As stated in Chapter I, the objective of the study is to investigate the effect of Role Play technique on students’ speaking achievement. After the data were analyzed, this research shows that there is effect of Role Play technique on students’ speaking achievement. The students who are taught by Role Play technique show improvement on their speaking achievement. They are able to express their ideas more fluently. This is proved by the calculation of t-test at the level of significance 0.05 and degree of freedom 28, the t-observed (3.064) is higher than t-table (2.763).To conclude, the students who are taught by Role Play technique has higher ability in speaking English compared to the students who are taught without role play technique. Therefore, the hypothesis stated as “there is effect of role play technique on students’ speaking achievement” is accepted.