ROLE PLAY TECHNIQUE TO IMPROVE SPEAKING SKILL FOR FIRST GRADE STUDENTS AT MA ASSA’DIYAH BANGIL.

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ROLE PLAY TECHNIQUE TO IMPROVE

SPEAKING SKILLS FOR FIRST GRADE

STUDENTS AT MA ASSA

’

DIYAH BANGIL

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd) in Teaching English

By

Khusnul Khoiriyah

NIM D75211068

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

2015

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PERNYATAAN KEASLIAN TULISAN

Saya yang bertanda tangan di bawah ini adalah:

Nama : Khusnul Khoiriyah

NIM : D75211068

Semester : VIII ( Delapan)

Prodi : Pendidikan Bahasa Inggris

Jurusan : Bahasa Asing

Fakultas : Tarbiyah dan Keguruan

Alamat : PERUMTAS 4 Blok 10 No. 06, Candi - Sidoarjo

Dengan ini menyatakan dengan sebenarnya bahwa skripsi yang berjudul “Role Play Technique to Improve Speaking Skills for First Grade Students at MA

Assa’diyah Bangil” adalah asli dan bukan plagiat, baik sebagian maupun keseluruhan.

Demikian pemyataan ini sesuai dengan sebenar- benarnya, apabila pernyataan ini tidak sesuai dengan fakta yang ada, maka saya siap dimintai pertanggung jawaban sebagaimana peraturan perundang - undangan yang berlaku.

Surabaya, August 7th, 2015

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APPROVAL SHEET

This thesis by Khusnul Khoiriyah entitled “Role Play Technique to Improve Speaking Skills for First Grade Students at MA Assa’diyah Bangil ” has been

approved by the thesis advisors for further approval by the Boards of Examiners.

Surabaya, August 3rd

, 2015

Advisor I,

NIP. 1986051820110110005

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APPROVAL SHEET

This thesis by Khusnul Khoiriyah entitled “Role Play Technique to Improve Speaking Skills for First Grade Students at MA Assa’diyah Bangil” has been

Examiner I,

NIP. 194708091967081001 Examiner II,

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LIST OF COTENTS

TITLE SHEET i

APPROVAL SHEET ii

APPROVAL SHEET iii

MOTTO iv

DEDICATION SHEET v

ABSTRACT vi

ACKNOWLEDGEMENTS vii

PERNYATAAN KEASLIAN TULISAN viii

LIST OF CONTENT ix

LIST OF TABLE xii

LIST OF PICTURE xiii

LIST OF APPENDIX xiv

CHAPTER I : INTRODUCTION

A.Research Background 1

B.Research Questions 3

C.Objective of The Research 4

D.Hypothesis 4

E. Significance of The Research 5

F. Scope and Limit of The Research 5

G.Definition of Key Terms 5

CHAPTER II : REVIEW OF RELATED LITERATURE

A.Review of Related Literature 7

1. Teaching Speaking 7

a. Goals and Technique for Teaching Speaking 7

1) Language Input 8

2) Structured Output 9

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b. Strategies for Developing Speaking Skills 11

1) Using Minimal Responses 12

2) Recognizing Scripts 12

3) Using Language to Talk about Language 13

c. Developing Speaking Activities 14

d. Activities to Promote Speaking 15

1) Discussions 15

2) Role Play 17

3) Information Gap 17

4) Brainstorming 18

5) Storytelling 18

6) Interviews 18

7) Reporting 19

e. Suggestions for Teachers in Teaching Speaking 19

f. Assessing Speaking 21

1) Interviews 23

2) Live Monologues 24

3) Recorded Monologue 24

4) Role-plays 25

5) Collaborative Task and Discussions 25

2. Role Play 26

a. Stage of Role-play 28

b. Advantages of Using Role-play 29

c. Example of Role-play Situation 30

3. Pronunciation 32

a. Why Teach Pronunciation 32

b. Problem and Approaches in Pronunciation Teaching 33

1.) A Paradox 33

2.) From Reactive to Planned Teaching 34

B.Review of Previous Studies 36

CHAPTER III : RESEARCH METHOD

A.Research Design 40

B.Research Variable 41

C.Population and Sample 41

D.Research Instruments 42

E. Data Collection Technique 43

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CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS

A.Research Findings 47

1. Students Pre-test Score 48

2. Students Post-test Score 50

3. Students Score Improvement 52

4. Ratio (Comparison) Students Score Percentages 53

B.Discussions 56

1. Reflecting on the Research Problem 56

2. Interpreting Findings 57

3. Integrating Finding with Theoretical Framework 59

CHAPTER V : CONCLUSION AND SUGGESTION

A.Conclusion 60

B.Suggestion 60

1. For Teachers 60

2. For Next Researcher 61

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CHAPTER I INTRODUCTION

This chapter discusses the area of the study that contains research background, research question, objective of the research, hypothesis, significance of the research, scope and limitation of the research, and definition of key terms.

A.Research Background

Teaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teacher pay great attention in teaching speaking, rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking activities can contribute a great deal to students in developing basic interactive skills necessary for life.1 As English becomes very important in various fields such as business, finance, industry and education, most students hope they can speak English fluently. However, a considerable number of students are not responding actively in speaking exercises. The factors are like the

1H. Kayi, “Teaching Speaking: Activities to Promote Speaking in a Second Language”.

The Internet TESL Journal. Vol. XII No. 11, November 2006, pp.5.

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students are nervous or afraid of making mistakes and the topics are not interesting.2 To motivate the students, Kayi states that the role play activity make students more active in the learning process and at the same time make their learning more meaningful and fun for them. 3

In this case, to verify that role play activity can improve speaking skill, a study can be conducted when the activity is applied and the student feels enjoyable or fun for them. There are some reasons that make the researcher interested to conduct this study. First, the researcher chooses pronunciation aspect to be assessed because phonetics of English and Indonesia are different, so it leads to difficulty for students. Second, the teacher says that the students are less active in speaking. So, this research tests the students to use role play in speaking activities and want to know that the activity can improve speaking skill or not for them. Their ability in speaking is still far from good if compared with other school. The English teacher only focuses on reading and writing. But the school has a mission that the students can be master of foreign language, especially Arabic and English. Third, role play is the common activities that used in speaking. Especially in

Bangil, based on the researcher‟s observation almost all of English teachers use

that activity for senior high school in first grade. In a fact, there is a school that

2_{Xu Jianing, “Storytelling in the EFL Speaking Classroom”.}

The Internet TESL Journal. Vol. XIII, No. 11, November 2007, pp.1.

3_{H. Kayi, “Teaching Speaking: Activities to Promote Speaking in a Second Language”.}

The Internet TESL Journal. Vol. XII No. 11, November 2006, pp.5.

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seldom uses that speaking activity. Fourth, when the researcher compare with other activity in speaking, like discussion, information gap, brainstorming, and et cetera, there are many previous study about role play, it shows that role play is an interesting activity in speaking skill to researched. So, the researcher wants to continue the study to be more specific in different aspect. Fifth, it is because of the limited time to conduct this research, the researcher chooses MA Assa‟diyah Bangil, a private Islamic school in a village that has limited teachers and students. So, it can make easier to handle the students and permit to the teacher to conduct this research in his class. The number of the students in first grade is only 14 students, 10 girls and 4 boys. Previously, I had known more about the background of the school because my house is not far from there and it helps me to survey the situation and condition of the school efficiently. Regarding those reasons, the researcher is interested in discussing under the following title: “Role Play Technique to Improve Speaking Skills for First Grade at MA Assa‟diyah Bangil”.

B.Research Question

In English learning, there are many kinds of activities in developing speaking skill. However, according to the English teacher of MA Assa‟diyah Bangil, still many students cannot improve and develop their ability in speaking skill. The activities of speaking skill are seldom to apply in the classroom, like role play

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activities. Therefore, this study is intended to question: "Is role play activity improves speaking skill or not?”

To know role play is the activity that can improve students‟ speaking skill or not, then it is broken down into one problem:

- Is there any significant improvement of speaking skills after the implementation of role play technique?

C. Objectives of the Research

Considering the statements of the problem, this study is intended to find is Role play technique can improve not in speaking skill. The objectives of this study is:

- To find out whether there is significant improvement of speaking skills after the implementation of role play technique.

D.Hypothesis

Hypothesis of this study are based on the two research question as follows: Ho : Role play technique cannot improve speaking skill for the students in first grade at MA Assa‟diyah Bangil, Pasuruan.

Ha : Role play technique can improve speaking skill for the students in first grade at MA Assa‟diyah Bangil, Pasuruan.

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E.Significances of The Research

This study is expected to give pedagogical contribution. Pedagogically, this study is intended to contribute to success of learner in school and success later in every phase of life, contributes in the language classroom to build speaking skill and to give understanding of how bilingual education facilities English language to master of speaking. In narrow scope, this study could provide teacher with beneficial information of some activities in speaking skill that appropriate for the students, especially for senior high school.

F. Scope and Limitation of The Research

This study only focuses on identifying the speaking activity that is seldom applied in first grade of MA Assa‟diyah Bangil, Pasuruan, especially for students who are sitting in the first level. The school is applying K-13 that makes the students more active in the class. So, the researcher uses role play activity. This study is to find out the improvement of speaking skill after the implementation of role play technique, specifically improved in pronunciations.

G.Definition of Key Terms

To avoid misunderstanding in the way to understand this study, the researcher needs to provide definition of terms which are often found in this study.

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1. Role play technique : It is an activity in speaking that involves only two students. The students play role in this activity so that they can give them opportunity to have real time speaking experience.

2. Improvement : It is called improvement when the result of Wilcoxon Test is lower than 0.05 (p<0.05) and the students‟ score increased minimum one level in rating scale.

3. Speaking skill : Speaking in this research only focuses on pronunciation. Other aspects such accuracy and fluency are put aside.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A.Review of Related Literature 1. Teaching Speaking

Teaching speaking is to teach ESL learners to:

a. Produce the English speech sounds and sound patterns

b. Use word and sentence stress, intonation patterns and the rhythm of the second language.

c. Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter.

d. Organize their thoughts in a meaningful and logical sequence. e. Use language as a means of expressing values and judgments.

f. Use the language quickly and confidently with few unnatural pauses, which is called as fluency.4

a. Goals and Techniques for Teaching Speaking

The goal of teaching speaking skills is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message

4_{H. Kayi, “Teaching Speaking: Activities to Promote Speaking in a Second Language”.}

The Internet TESL Journal. Vol. XII No. 11, November 2006, pp.1.

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due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.

To help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output.5

1) Language input

Language input comes in the form of teacher talk, listening activity, reading passages, and the language heard and read outside of class. It gives learners the material they need to begin producing language themselves.

Language input may be content oriented or form oriented.

a) Content-oriented input focuses on information, whether it is simple weather report or an extended lecture on an academic topic. Content-oriented input may also include descriptions of learning strategies and examples of their use.

b) Form-oriented input focuses on ways of using the language: guidance from the teacher or another source on vocabulary,

5 _{http://www.nclrc.org/essentials/speaking/goalsspeak.htm}_{, “Teaching Speaking: Goals and}

Techniques for Teaching Speaking”. The National Capital Language Resource Center, Washington, DC, accessed on April 16th, 2015, pp.1.

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pronunciation, and grammar (linguistic competence); appropriate things to say in specific contexts (discourse competence); expectations for rate of speech, pause length, turn-taking, and other social aspects of language use (sociolinguistic competence); and explicit instruction in phrases to use to ask for clarification and repair miscommunication (strategic competence).

In the presentation part of a lesson, an instructor combines content-oriented and form-oriented input. The amount of input that is actually provided in the target language depends on students' listening proficiency and also on the situation. For students at lower levels, or in situations where a quick explanation on a grammar topic is needed, an explanation in English may be more appropriate than one in the target language.

2) Structured output

Structured output focuses on correct form. In structured output, students may have options for responses, but all of the options require them to use the specific form or structure that the teacher has just introduced.

Structured output is designed to make learners comfortable producing specific language items recently introduced, sometimes in combination

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with previously learned items. Instructors often use structured output exercises as a transition between the presentation stage and the practice stage of a lesson plan. textbook exercises also often make good structured output practice activities.

3) Communicative Output

In communicative output, the learners' main purpose is to complete a task, such as obtaining information, developing a travel plan, or creating a video. To complete the task, they may use the language that the instructor has just presented, but they also may draw on any other vocabulary, grammar, and communication strategies that they know. In communicative output activities, the criterion of success is whether the learner gets the message across. Accuracy is not a consideration unless the lack of it interferes with the message.

In everyday communication, spoken exchanges take place because there is some sort of information gap between the participants. Communicative output activities involve a similar real information gap. In order to complete the task, students must reduce or eliminate the information gap. In these activities, language is a tool, not an end in itself.

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In a balanced activities approach, the teacher uses a variety of activities from these different categories of input and output. Learners at all proficiency levels, including beginners, benefit from this variety; it is more motivating, and it is also more likely to result in effective language learning.

b. Strategies for Developing Speaking Skills

Speaking skills, like listening skills, are often neglected in the classroom or teachers assume that they are an area that does not require instruction or facilitation. In order to communicate effectively through speaking, children must exhibit fluency, clarity, and an awareness of audience. Such verbal communication skills are learned through practice and observation of an effective speaker, such as the teacher.6 Students often think that the ability

to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies using minimal responses, recognizing scripts, and using language to talk about language that they can use to help themselves expand their knowledge of the language and their confidence in

6 _{Yellen, et.al, “Developing Speaking Skills”.}

Holcomb Hathaway Publishers, Scottsdale, AZ,

www.holcombhathawaypublishers.com, accesed on November 1st, 2013, pp.1.

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using it. These instructor help students learn to speak so that the students can use speaking to learn.7

1) Using minimal responses

Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners.

Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response.

2) Recognizing scripts

Some communication situations are associated with a predictable set of spoken exchanges a script. Greetings, apologies, compliments,

www.nclrc.org/essentials/speaking/stratspeak.htm, “Teaching Speaking: Strategies for Developing Speaking Skills”. The National Capital Language Resource Center, Washington, DC, accessed on December 24th, 2013, pp.1.

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invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated.

Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.

3) Using language to talk about language

Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check.

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By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.

c. Developing Speaking Activities8

Traditional classroom speaking practice often takes the form of drills in which one person asks a question and another gives an answer. The question and the answer are structured and predictable, and often there is only one correct, predetermined answer. The purpose of asking and answering the question is to demonstrate the ability to ask and answer the question.

In contrast, the purpose of real communication is to accomplish a task, such as conveying a telephone message, obtaining information, or expressing an opinion. In real communication, participants must manage uncertainty about what the other person will say. Authentic

www.nclrc.org/essentials/speaking/developspeak.htm, “Teaching Speaking: Developing Speaking Activities”. The National Capital Language Resource Center, Washington, DC, accessed on December 24th, 2013, pp.1.

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communication involves an information gap; each participant has information that the other does not have. In addition, to achieve their purpose, participants may have to clarify their meaning or ask for confirmation of their own understanding.

To create classroom speaking activities that will develop communicative competence, instructors need to incorporate a purpose and an information gap and allow for multiple forms of expression. However, quantity alone will not necessarily produce competent speakers. Instructors need to combine structured output activities, which allow for error correction and increased accuracy, with communicative output activities that give students opportunities to practice language use more freely.

d. Activities to Promote Speaking9 1) Discussions

After a content-based lesson, a discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Before the discussion, it is essential that the purpose of the discussion activity is set by the teacher. In this way, the discussion points are relevant to this

H. Kayi, “Teaching Speaking: Activities to Promote Speaking in a Second Language”. The Internet TESL Journal. Vol. XII No. 11, November 2006, pp.2.

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purpose, so that students do not spend their time chatting with each other about irrelevant things. For example, students can become involved in agree/disagree discussions. In this type of discussions, the teacher can form groups of students, preferably 4 or 5 in each group, and provide controversial sentences like “people learn best when they read vs. people learn best when they travel”. Then each group works on their topic for a given time period, and presents their opinions to the class. It is essential that the speaking should be equally divided among group members. At the end, the class decides on the winning group who defended the idea in the best way. This activity fosters critical thinking and quick decision making, and students learn how to express and justify themselves in polite ways while disagreeing with the others. For efficient group discussions, it is always better not to form large groups, because quiet students may avoid contributing in large groups. The group members can be either assigned by the teacher or the students may determine it by themselves, but groups should be rearranged in every discussion activity so that students can work with various people and learn to be open to different ideas. Lastly, in class or group discussions, whatever the aim is, the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on.

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2) Role Play

One other way of getting students to speak is role-playing. Students pretend they are in various social contexts and have a variety of social roles. In role-play activity, the teacher gives information to the learners such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and…" stated Harmer cited in Kayi10

3) Information Gap

In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information. Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need. These activities are effective because everybody has the opportunity to talk extensively in the target language.

Ibid.

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4) Brainstorming

On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristic of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas.

5) Storytelling

Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own story to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Students also can tell riddles or jokes. For instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes as an opening. In this way, not only will the teacher address students‟ speaking ability, but also get the attention of the class.

6) Interviews

Students can conduct interviews on selected topics with variety people. It is a good idea that the teacher provides a rubric to students so

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that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized. After interviews, each student can present his or her study to the class. Moreover, students can interview each other and "introduce" his or her partner to the class.

7) Reporting

Before coming to class, students are asked to read the newspaper or magazine and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class.

e. Suggestions for Teachers in Teaching Speaking11

Here are some suggestions for English language teachers while teaching oral language:

Ibid, pp.4.

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1) Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.

2) Try to involve each student in every speaking activity; for this aim, practice different ways of student participation.

3) Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students.

4) Indicate positive signs when commenting on a student's response. 5) Ask eliciting questions such as "What do you mean? How did you reach

that conclusion?" in order to prompt students to speak more.

6) Provide written feedback like "Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the

materials and efficient use of your voice…"

7) Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech.

8) Involve speaking activities not only in class but also out of class; contact parents and other people who can help.

9) Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs.

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10)Provide the vocabulary beforehand that students need in speaking activities.

11)Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language.

f. Assessing Speaking12

Testing, both informally and formally, takes places at the beginning and at the end of most language course, as well as various times during the course itself. We have already noted that, at placement, and assessment of

learner‟s speaking skill can be done by means of an interview that includes different oral tasks. A placements test that includes no spoken component provides an inadequate basis for assessing speaking, and the same can be said for any test of overall language proficiency, whether it aims to test progress during the course, or achievement at the end of it.

The problem, however, with including an oral component in a test is that it considerably complicates the testing procedure, both in terms of its practicality and the way assessment criteria can be reliably applied. Setting and marking a written test of grammar is relatively easy and time-efficient. A test of speaking, on the other hand, is not. If all the students of a class

Scott Thornbury, How to Teach Speaking. Longman, pp. 124-126

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have to be interviewed individually, the disruption caused, and the time taken, may seem to outweigh the benefits. Moreover, different testers may have very different criteria for judging speaking, differences that are less acute when it comes to judging writing or grammar knowledge, for example.

All these difficulties aside, a language program that prioritizes speaking

but doesn‟t test in through speaking can‟t be said to be doing its job

properly. To re-state a point made earlier: a test of grammar is not a test of speaking. The need to test speaking through speaking is particularly acute if learners are hoping to enter for a public examination which includes a speaking component, such as the Cambridge First Certificate in English (FCE) or the International English Language Testing Service (IELTS) examination. Furthermore, where teacher or students are reluctant to engage in much classroom speaking, the effect of an oral in the final examination

can be a powerful incentive to „do more speaking‟ in class. This is known as

the wash back effect of testing, i.e. the oral nature of the test „washes back‟ into the coursework that precedes it.

It therefore makes sense to incorporate oral testing procedures into language course despite the difficulties. Since the activities designed to test speaking are generally the same as the kinds of activities designed to practice speaking, there need be no disruption to classroom practice. The

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challenge is more in deciding and applying satisfactory assessment criteria. The most commonly used spoken test types are these:

1) Interviews

These are relatively easy to set up, especially if there is a room apart from the classroom where learners can be interviewed. The class can be set some writing or reading task (or even the written component of the examination) while individuals are called out, one by one, for their interviewer. Such interviews are not without their problem, though. The rather formal nature of interviews (whether the interviewer is the

learner‟s teacher or an outside examiner) means that the situation is hardly conducive to testing more informal, conversational speaking styles. Not surprisingly, students often underperform interview-type conditions. It is also difficult to eliminate the effects of the interview – his or her questioning style, for example – on the interviewee‟s performance. Finally, if the interviewer is also the assessor, it may be difficult to maintain the flow of the talk same time making objective

judgments about interviewee‟s speaking ability. Nevertheless, there are

ways of circumventing some of these problems. A casual chat at the beginning can help put candidates at their ease. The use of pictures or pre-selected topic as a focus for the interview can help, especially if

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candidates are given one or two minutes to prepare themselves in advance. If the questions are the same for each interview, the interviewer effect is at least the same for all candidates. And having a third party present to co-assess the candidate can help ensure of objectivity.

2) Live Monologues

The candidates prepare a short talk on a pre-selected topic. This

eliminates the interviewer effect and provides evidence of the candidates‟

ability to handle an extended turn, which is not always possible in interviews. If other students take the role of the audience, a question-and-answer stage can be included, which will provide some evidence of the

speaker‟s ability to speak interactively and spontaneously. But giving a

talk or presentation is only really a valid test if these are skills that learners are likely to need, e.g. if their purpose for learning English is business, law, or education.

3) Recorded Monologue

There are perhaps less stressful than a more public performance and, for informal testing, they are also more practicable in a way that live monologue are not. Learners can take turns to record themselves talking about a favorite sport or pastime, for example, in a room adjacent to the

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classroom, with minimal disruption to the lesson. The advantages of recorded tests is that the assessment can be after the event, and result can

be „triangulated‟ – that is, other examiners can rate the recording and their rating can be compared to ensure standardization.

4) Role-plays

Most students will be used to doing at least simple role-plays in class,

so the same format can be used for testing. The other „role‟ can be played

either by the tester or another students, but again, the influence of the interlocutor is hard to control. The role-play should not require sophisticated performance skills or a lot of imagination. Situations grounded in everyday reality are best. They role-play should use the information in a travel brochure to make a booking at a travel agency. This kind of test is particularly valid if it closely matches the learners‟ needs. One problem, though, with basing the test around written data is that it then becomes a partial test of reading of reading skills as well.

5) Collaborative Task and Discussions

These are similar to role-plays except that the learners are not required to assume a role but simply to be themselves. For example, two candidates might be set the task of choosing between selections of job

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applicants on the basis of their own opinions to a set of statements relevant to a theme. Of course, as with role-plays, the performance of one

candidate is likely to affect that of the others, but at least the learners‟

interactive skills can be observed in circumstances that closely approximate real-life language use.

2. Role Play

Role-play is a piece of activity exploited by different approaches to language teaching. It is a useful tool since through this activity, according to Tateyama cited in Aliakbari13 states that more cognitive demands on learners‟ comprehension and production system are made and learners‟ ability to instantaneously incorporate sociopragmatic and pragmalinguistic knowledge in interaction are examined. The reasons to adopt role-play here are threefold:

a. First, it is challenging; in role plays learners display instantaneously sociopragmatic and pragmalinguistic knowledge in interaction. b. Second, role-play is fun and motivating. It provides the chance for

quieter students to express themselves in a more forthright way and the world of the classroom is broadened to include the outside world, thus offering a much wider range of language opportunities.

M. Aliakbari, – B. Jamalvandi, “The Impact of 'Role Play' on Fostering EFL Learners' Speaking Ability; a Task-Based Approach”. Journal of Pan-Pacific Association of Applied Linguistics, 2010, pp.20.

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c. Finally, it is a piece of activity which Tateyama has practiced in conversation classes for years.

In addition, “The technique is virtually one of the ways we can give our learners the opportunity to practice improving a range of real-life spoken language in the classroom.” states Che-jun cited in Aliakbari.14

When students were assigned a situation to role play in, they had put in the effort to think of the appropriate language that could be used to express their views and thoughts for communication. It also helped them to acquire speaking skill and oral fluency, which also helped to boost their confidence level. As speaking skill requires more „practice and exposure‟, role play can play an effective role. A clear observation of the similarly assigned situation helped the students to adapt to the moods and vocal expression of the given situation, which they could then perform. For example, when they were assigned to play the roles of a salesman and a customer, they were introduced to a „different social context‟ which was new, interesting, and challenging for them. It gave them an opportunity to show their creativity because the life style, language, emotion, environment, expression and body language would be different. As they took preparation for the play, it not only helped them to gain their confidence but also helped in acquiring fluency in the target language. In role play, although as teachers we gave them selected topics,

14 Ibid

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they selected the words that suited the situation and also helped them to increase their vocabulary.15

a. Stage of Role-play16

In role-playing the student is representing and experiencing a character known in everyday life. The use of role-playing emphasizes personal concerns, problems, behavior, and active participation. It improves interpersonal skills, improves communication skills, and enhances communication.

The role-playing approach can be used in a variety of settings, including the classroom. The principle behind role-playing is that the student assumes a particular personality of a different person, such as a historical character.

One possible use of role-playing might be to introduce a topic, using the

students‟ background knowledge to introduce and interest them in a new

unit of study. But probably more often, role-playing is used as a strategy in which students use their background knowledge in addition to acquiring new information about the character in order to better play the role.

Priscilla Islam, - Tazria Islam, “Effectiveness of role play in enhancing the speaking skills of the

learners in a large classroom: An investigation of tertiary level students”. Bangladesh: Stamford University Bangladesh, 2012, pp.220.

Lori Jarvis, et.al, “Role-Playing as a Teaching Strategy”. Staff Development and Presentation,

2002, pp. 3-4.

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Skilled teachers have generally used skits, plays, newscasts, and other forms of drama to motivate students when new information in introduced. Role playing activities can be divided into four stages:

1) Preparation and explanation of the activity by the teacher 2) Student preparation of the activity

3) The role-playing

4) The discussion or debriefing after the role-play activity

b. Advantages of Using Role-play17

The educational advantages from using role-play in teaching include the following:

1) It encourages individuals, while in role, to reflect upon their knowledge of a subject. As such, role-play is an excellent teaching method for reviewing material at the end of a course of study.

2) Individuals are required to use appropriate concepts and arguments as defined by their role. As roles change, so might relevant concepts and arguments. Students may come, as a consequence, to appreciate more fully the relevance of diverse opinion, and where and how it is formed. 3) Participation helps embed concepts. The importance of creating an

active learning environment is well recognized if the objective is one of

Ibid, pp.4.

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deep, rather than surface learning. Role-playing can make a valuable contribution in this process.

4) It gives life and immediacy to academic material that can be largely descriptive and/ or theoretical.

5) It can encourage students to empathize with the position and feelings of others - something that, in the normal process of teaching, is likely to be missed.

c. Example of Role-play Situation 1) Example 118

Student A: Your hobby is tennis. You love sports and you don‟t

normally approve of “quiet” hobbies like painting, gardening and such like. Tell your friend about your hobby and ask him/ hers. Perhaps

you‟ll change your opinion about “quiet” hobbies.

Student B: Your hobby is knitting. You love making things with your

own hands. You don‟t really like sports and games like tennis and football because you see no sense in them. Tell your friend about your

hobby and ask him/ hers. Perhaps you‟ll change your opinion about “active” hobbies.

Ulyanova N.P. et.al, “Focus on Speaking (Fluency Activities Book for Second Year Students)”. 2005, pp.17

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2) Example 219

Student A: You have a lot of on-line friends, you‟re an experienced

Internet user and you can‟t live without it. Your mother thinks that you

are missing your real life spending your time on-line. She tries to make you spend more time doing your homework or playing with friends, but not on the computer. Make her see that the Internet is a really cool thing, that your on-line friends are real too, they just live on the other side of the world. You are not missing out on your real life, on the contrary, your life is full and interesting.

Student B: Your son/ daughter have a lot of on-line friends, he/ she is

an experienced Internet user and he/ she can‟t live without it. You think

that he/ she is missing out on his/ her real life spending his/ her time on-line. You try to make him/ her spend more time doing his/ her homework or playing with friends, but not on the computer.

3) Example 320

Student A: You are going on holiday. You are worried about the safety of your flat. Ask your friend to give you some advice on how to make your flat safe.

Ibid, pp.19. 20

Ibid, pp.22.

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Student B: Your friend is going on holiday. You are worried about the safety of his/ her flat. He/ she feels really nervous. Give him/ her advice on how to make his/ her flat safe.

3. Pronunciation

a. Why Teach Pronunciation?21

A consideration of learners‟ pronunciation errors and of how these can

inhibit successful communication is a useful basis on which to assess why it is important to deal with pronunciation in the classroom. When a learner says, for example, soap in a situation such as a restaurant when they should have said soup, the inaccurate production of a phoneme can lead to misunderstanding (at least on the part of the waitress). A learner who consistently mispronounces a range of phonemes can be extremely difficult for a speaker from another language community to understand. This can be very frustrating for the learner who may have a good command of grammar and lexis but have difficulty in understanding and being understood by a native speaker.

Gerald Kelly, “How to Teach Pronunciaton. Longman”. 2000, pp. 11.

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b. Problems and Approaches in Pronunciation Teaching22

There are two key problems with pronunciation teaching. Firstly it tends to be neglected. And secondly when it is not neglected, it tends to be reactive to a particular problem that has arisen in the classroom rather than being strategically planned.

1.) A Paradox

The fact that pronunciation tends to suffer from neglect may not be due to teaching lacking interest in the subject but rather to a feeling of doubt as to how to teach it. Many experienced teachers would admit to a lack of knowledge of the theory of pronunciation and they may therefore feel the need to improve their practical skills in pronunciation teaching. In spite of the fact that trainees and less experienced teachers may be very interested in pronunciation, their concern with grammar and vocabulary tends to take precedence. Language learners, on the other hands, often show considerable enthusiasm for pronunciation. They feel it something that would help them to communicate better. So, paradoxically, even though both teachers and learners are keen on the subject, it is often neglected.

Teachers of pronunciation need:

Ibid, pp. 13-14.

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1. A good grounding in theoretical knowledge 2. Practical classroom skill

3. Access to good ideas for classroom activities

2.) From Reactive to Planned Teaching

A lot of pronunciation teaching tends to be done in response to errors which students make in the classroom. Such reactive teaching is, of course, absolutely necessary, and will always be so. Grammatical and lexical difficulties arise in the classroom too, and teachers also deal with these reactively. However, when it comes to planning a lesson or devising a timetable of work to be covered, teachers tend to make grammar their first concern. Lexis follows closely behind, with items of

vocabulary and longer phrase being „slotted in‟ where appropriate. A

look at the contents pages of most coursebooks will show that we tend to think of the organization of language in terms of grammatical structures, although some more recent publication claim to have a lexically arranged syllabus. Therefore, it is quite natural to make grammar the primary reference when planning lessons.

Yet pronunciation work can, and should, be planned for too. Teachers should regard features of pronunciation as integral to language analysis and lesson planning. Any analysis of language that disregards

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or sidelines factors of pronunciation is incomplete. Similarly, a lesson which focuses on particular language structures or lexis needs to include features of pronunciation in order to give students the full picture, and hence a better chance of being able to communicate successfully. While planning, teachers should decide what pronunciation issues are relevant to the particular structures and lexis being dealt with in the lesson. They can also anticipate the pronunciation difficulties their students are likely to experience, and further plan their lesson accordingly. There will still, of course, be reactive work to be done in the classroom, just as there is with grammar and lexis, but by anticipating and planning, the teacher can present a fuller analysis to learners, and give them the opportunity for fuller language practice. Integrating pronunciation teaching fully with the study of grammatical and lexical features has the further incremental benefit that learners will increasingly appreciate the significance of pronunciation in determining successful communication.

Sample lesson divided into three main types:

a.) Integrated lessons, in which pronunciation forms an essential part of the language analysis and the planning process, and the language presentation and practice within the lesson.

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b.) Remedial or reactive lessons, where a pronunciation difficulty which arise in class is dealt with there and then, in order to facilitate the successful achievement of classroom tasks.

c.) Practice lessons, in which a particular feature of pronunciation is isolated and practiced for its own sake, forming the main focus of a lesson period.

B.Review of Previous Studies

There are some previous studies that attempted to explain speaking activities especially about storytelling and role play dialogue. First, the study conducted by

M. Aliakbari and B. Jamalvadi entitled “The Impact of „Role Play‟ on Fostering EFL Learners‟ Speaking Ability: A Task-Based Approach”. The similarity with this research: 1. Using pre and post-test to measure the subjects‟ speaking ability. The differences with this research: 1. the participant of previous study is university students. The subject of this research is still senior high school students. 2. The previous study focus on the assessment of writing and speaking. This research is only focus on speaking. 3. In research design, the previous study uses experimental design and this study uses quasi-experimental design.23

M. Aliakbari, – B. Jamalvandi, “The Impact of 'Role Play' on Fostering EFL Learners' Speaking Ability; a Task-Based Approach”. Journal of Pan-Pacific Association of Applied Linguistics. 2010.

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Second, the study conducted by Hayriye Kayi entitled “Teaching Speaking:

Activities to Promote Speaking in a Second Language.” The similarity with this

research is explains about the material that related to teaching speaking, like the activities that promote speaking and suggestion for teaching speaking. The differences with this research is the previous study is more detail and focus on explaining the activities in speaking. However, besides focus on activities in speaking, this study is more detail to explain about the materials that related to teaching speaking.24

Third, the study conducted by Priscilla Islam and Tazria Islam entitled

“Effectiveness of role play in enhancing the speaking skills of the learners in a

large classroom: An investigation of tertiary level students”. The similarities with this research are: 1. to know the improvement of the students‟ speaking skill

through role play activity. 2. To collect the data uses classroom observation and

students‟ performance evaluation result. The differences with this research: 1. the

previous study research in large class, this research in small class. 2. The research design used case study, this study uses quasi experimental design. 3. To analyze the data, the previous study used qualitative and this study uses quantitative.25

24_{H. Kayi, “Teaching Speaking: Activities to Promote Speaking in a Second Language”.}

The Internet TESL Journal. Vol. XII No. 11, November 2006.

Priscilla Islam, - Tazria Islam, “Effectiveness of role play in enhancing the speaking skills of the

learners in a large classroom: An investigation of tertiary level students”. Bangladesh: Stamford University Bangladesh, 2012.

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Fourth, the study conducted by Suchismita Bhattacharjee, PhD entitled

“Effectiveness of Role-Playing as a Pedagogical Approach in Construction

Education”. The similarities with this research: 1. There are pre and post-test. 2. To know the effectiveness (improvement) of the students using role play for the teaching strategy. The differences with this research: 1. Research design, the previous study presents the result of an experimental study, whereas this study presents an quasi experimental study. 2. There are two methods in previous study: traditional teaching method and role-playing teaching method, this study only focus on role play. 3. The participant of the previous study is more than this study, the previous study is 50 students and this research only 14 students.26

Fifth, the study conducted by By Lori Jarvis, Kathryn Odell, and Mike Troiano

entitled “Role-Playing as a Teaching Strategy”. The similarity with this research is related review that explains about the stage and the advantages of using role play as the teaching strategy in speaking. The differences with this research is the previous study only focus on role play, whereas this study is also focus on speaking skill.27

Sixth, the study conducted by Joseph Luca and Deanna Heal entitled “Is Role -play an effective teaching approach to assist tertiary students to improve

Suchismita Bhattacharjee, PhD, “Effectiveness of Role-Playing as a Pedagogical Approach in

Construction Education”. Oklahoma: University of Oklahoma. 2014. 27

Lori Jarvis, et.al, “Role-Playing as a Teaching Strategy”. Staff Development and Presentation,

2002.

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teamwork skills?” The similarity with this research is related review, to know the

improvement of the students uses pre and post-test. The differences with this research: 1. The previous study is focus on improving teamwork skills whereas this study is focus on improving speaking skill. 2. The research method of the previous study used case study, this research uses quasi experimental. 3. For collecting the data, the previous study used mix qualitative and quantitative, this study only use quantitative.28

Seventh, the study conducted by El Sayed Dadour and Jill Robbins entitled

“University-Level Studies Using Strategy Instruction to Improve Speaking Ability

in Egypt and Japan”. The similarity with this research uses strategy to improve

speaking ability. The differences with this research: 1. The previous study used mix qualitative and quantitative, whereas this study is only use quantitative. 2. The class divides into two groups to test. In this study, all of the students in a class use the same test. 3. To analyze the data, the previous study used ANOVA, this study uses Wilcoxon test.29

Joseph Luca, - Deanna Heal, ”Is role-play an effective teaching approach to assist tertiary students

to improve teamwork skills?”. Sydney: University of Sydney. 2006. 29

El Sayed Dadour, - Jill Robbins, “University-Level Studies Using Strategy Instruction to Improve Speaking Ability”. Egypt: Mansoura University, pp. 157-166.

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CHAPTER III RESEARCH METHOD

This chapter shows the description of the research method used in this study. There are some components which are used to carry out the study, they are: research design, research variable, population and sample, research instruments, data collection technique, and data analysis technique.

A.Research Design

Based on the statement in research question, this research uses quasi experimental. The researcher uses quasi experimental study because it is a type of evaluation which aims to determine whether a program or intervention has the intended effect on a study‟s participant.30

To know that role play activity can improve students‟ speaking skill or not, testing hypothesis was presented. The key hypotheses of this study were:

Ho : Role play technique cannot improve speaking skill for the students in first grade at MA Assa‟diyah Bangil, Pasuruan.

Ha : Role play technique can improve speaking skill for the students in first grade at MA Assa‟diyah Bangil, Pasuruan.

www.nationaltechcenter.org, “Quasi-Experimetal Study”. National Center for Technology Innovation, access on April 10th, 2015.

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Where:

Ho = Null Hypothesis Ha = Alternative Hypothesis

B.Research Variable

There were two variables used in this research; Independent Variable and Dependent Variable.

1. Independent Variable

According to Elis31, Independent Variable is variable that influence and explain other variables. In this research, independent variable was Role play technique.

2. Dependent Variable

While dependent variable is variable that is influenced by independent variable.32 In this research, dependent variable was speaking skills.

C.Population and Sample

Population and sample are necessary parts of a research. Population is generalization that consists of object or subject and has certain quality or

Elis Rahmawati. An Analysis of Test- taking Strategies Used In TOEFL By Sixth Semester Students of English Education Department UIN Sunan Ampel Surabaya. Surabaya: UIN Sunan Ampel Surabaya. 2014, pp. 49.

32 Ibid.

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characteristics which is determined by the researcher to learn and to make a conclusion.33

Accessible population is the population of subjects accessible to the researcher for drawing a sample. Sample is a part of population. There are two steps of sampling:

1. Population

The population of this research is the first grade of MA Assa‟diyah in academic year 2014/ 2015, contain of 14 students.

2. Sample

MA Assa‟diyah Bangil, Pasuruan only has a classroom of the first grade. There are only 14 students in a class. So, the sample will be taken from all of the population to follow the test.

D.Research Instruments

Instruments are the most important to find out result of the research. The

instrument that used in this research is rubric assessment sheet. It‟s content of the

aspect that is assessed, criteria, score, rating scale, and total score. The aspect that

is assessed by the researcher is pronunciation. There are five criteria “Sempurna”,

Donald Ary, et.al. Introduction to Research in Education. Canada: Wadsworth, 2006. pp. 148-149. 42

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“Ada beberapa kesalahan namun tidak mengganggu makna”, “Ada beberapa

kesalahan dan mengganggu makna”, “Banyak kesalahan dan mengganggu

makna”, and “Terlalu banyak kesalahan dan mengganggu makna”. The scores are

1-5. The rating scale are from “excellent”, “good”, “average”, “poor”, and “very

poor”. The total score is the result from ”the score that the students got X 20”.

More clearly, it can be seen in Appendix 2.

E.Data Collection Technique

In collecting the data, the researcher uses some steps, they are:

a. First meeting, 35 minutes for pre-test and 105 minutes for treatment the role play activity.

b. Second meeting, 105 minutes for treatment the role play activity and 35 minutes for post-test.

Explanation:

1. Pre and post-test steps:

a.)The researcher gives the students dialogue conversation sheet about the transaction between seller and consumer.

b.)The students try to act the content of the sheet in pairs by turn.

c.)The researcher selects a group to act out in front of the class, with or without script and assess their performances.

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2. Treatment steps:

a) The researcher making sure that the students already understand the basic grammar point.

b) The researcher pre-teaches any new vocabulary in the dialogue conversation sheet about the transaction between seller and consumer. It can be a good opportunity to add a little new vocabulary.

c) The students read in pairs.

d) The researcher asks the students to list the difficult words or the new vocabulary.

e) The students translate the difficult words by turn.

f) The researcher asks the students to imitate the researcher‟s pronunciation. g) The students and the researcher translate the script together.

h) The researcher and the students reading the script together with right pronunciation.

i) The students swap roles and repeat. j) The students swap partnersand repeat.

k) The researcher demonstrates the idea of how to act.

l) The students repeat, but acting. With original or new partners.

m)The students do skeleton version in pairs. NOT writing! And act out the dialogue.

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F. Data Analysis Technique

Data analysis in this research is quantitative, by which the data is measured in the form of numbers. After the data has been collected, the data is analyzed by using Wilcoxon signed-rank test. The Wilcoxon signed-rank test is a non-parametric statistical hypothesis test used when comparing two related samples, matched samples, or repeated measurements on a single sample to assess whether their population mean ranks differ (i.e. it is a paired difference test). It can be used as an alternative to the paired Student's t-test, t-test for matched pairs, or the t-test for dependent samples when the population cannot be assumed to be normally distributed.34 This research uses Wilcoxon test because when it tested in Normality Test by Kolmogorov-Smirnov Statistic, the data cannot be assumed to be normally distributed. The data is assumed to be normally distributed if the significance > 0,05 (p>0,05). From the Table 3.1, the significance of the Variable 1 is 0,031, Variable 2 is 0,000. Those data are lower than 0,05 (p<0,05), it is not normally distribution. So, Wilcoxon test is appropriate to analyze these data.

Richard Lowry. Concepts & Applications of Inferential Statistics. 2011.

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Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

VAR00001 .238 14 .031 .889 14 .079

VAR00002 .347 14 .000 .735 14 .001

a. Lilliefors Significance Correction

Table 3.1

This test is uses to determine whether there is any significant improvement or not between pre and post-test after the implementation of role play in students‟ speaking skill.

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

Concerning with the statement of the problems, in this chapter the researcher would like to describe and analyze the findings during the research process

conducted at MA Assa‟diyah Bangil. It intends to answer the problems of the study.

In findings, the researcher describes the process of calculating and presenting result of the data. Furthermore, in the discussion the researcher deduces from the research findings.

A.Research Findings

The researcher had done the research and had gotten the complete data from the research instrument included test. To gain the objectives of the research, the researcher had analyzed the data systematically and accurately. The data then analyzed in order to make conclusion about the objective of the study. The purpose of findings is to answer research question in chapter one.

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1. Students Pre-test Score

No. Name Score

1 Aulia 80

2 Choirul Nisak 20

3 Ikfi Masrurina 60

4 Linda Rodiatul Azizah 20

5 Masrikhan 60

6 M. Ilham Nur F. 20

7 M. Vanani 40

8 Nur Hidayati 60

9 Nurul Hidayati 40

10 Ririn Nadya 40

11 Roudlotul Baridah 40

12 Sri Wahyuni 40

13 Utiya Laras Wati 60

14 Wakhid 40

Table 4.1

From the table 4.1, there are 14 students; 10 girls and 4 boys. The score of the students around 20 until 80; 3 students got score 20, 6 students got 40,

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score 60 for 4 students, and only a student got score 80. Those score are gotten from the students before they got treatment about the material. In the table, lots of students got score 40. In rating scale (see Appendix 2), score 40 is POOR level. Just one student who included GOOD level, that is a student who got score 80. There are no students who got EXCELLENT level (score100).

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2. Students Post-test Score

No. Name Post-test

1 Aulia 100

2 Choirul Nisak 60

3 Ikfi Masrurina 80

4 Linda Rodiatul Azizah 60

5 Masrikhan 80

6 M. Ilham Nur F. 60

7 M. Vanani 60

8 Nur Hidayati 100

9 Nurul Hidayati 60

10 Ririn Nadya 80

11 Roudlotul Baridah 60

12 Sri Wahyuni 60

13 Utiya Laras Wati 80

14 Wakhid 60

Table 4.2

The table above presents the score after the researcher treat the material to the students about role play activity. After they got treatment, tehere are

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no students who got score 20 (VERY POOR level) and 40 (POOR level). More than half of students got score 60 (AVERAGE level). There are also students who got EXCELLENT score, although only two students.

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3. Students Score Improvement

No. Name Pre-test Post-test

Improvement

Yes No

1 Aulia 80 100 √

2 Choirul Nisak 20 60 √

3 Ikfi Masrurina 60 80 √

4 Linda Rodiatul Azizah 20 60 √

5 Masrikhan 60 80 √

6 M. Ilham Nur F. 20 60 √

7 M. Vanani 40 60 √

8 Nur Hidayati 60 100 √

9 Nurul Hidayati 40 60 √

10 Ririn Nadya 40 80 √

11 Roudlotul Baridah 40 60 √

12 Sri Wahyuni 40 60 √

13 Utiya Laras Wati 60 80 √

14 Wakhid 40 60 √

Table 4.3

The table shows about the improvement of the students‟ score in pre-test and post-test. All of the students can improve their score from pre-test to

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post-test. There are students‟ score that can improve until two level; three

students that got score from 20 „VERY POOR‟ to 60 „AVERAGE‟ (student

2, student 4, and student 6), a students that got score from 60 „AVERAGE‟

to 100 „EXCELLENT‟ (student 8), and a student got score 40 „POOR‟ to 80 „GOOD‟ (student 10). Others, they can improve their score only one level.

4. Ratio (Comparison) Students Score Percentages

Score

Percentages Percentages

Pre-test Post-test

20 21% 0%

40 43% 0%

60 29% 57%

80 7% 29%

100 0% 14%

Table 4.4

As seen in the table 4.4, there are differences in students score percentages. In pre-test, 21% students got score 20 and there are no students that got score 20 in post-test. In pre-test, 43% students got score 40, and there are also no students who got that score. Score 60, there are 29% students in pre-test, and 57% in post-test. Score 80, there is only 7%

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students who got it in pre-test, and 29% in post-test. For the excellent score, there are no students who got score 100, and there are 14% students in post-test.

5. Output Data

NPar Tests

/WILCOXON=VAR00001 WITH VAR00002 (PAIRED) /MISSING ANALYSIS.

[DataSet0]

Wilcoxon Signed Ranks Test Ranks

N Mean Rank Sum of Ranks VAR00002 -

VAR00001

Negative Ranks 0a .00 .00

Positive Ranks 14b 7.50 105.00

Ties 0c

Total 14

a. VAR00002 < VAR00001 b. VAR00002 > VAR00001 c. VAR00002 = VAR00001

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Table 4.5

Output Ranks above present the comparison of the students‟ score in pre-test and post-pre-test. As seen in the table, there are Negative Ranks, Positive

Ranks, and Ties. Negative Ranks show that there are no students‟ score after

treatment lower than before treatment. Positive Ranks show that all of the

students‟ score after treatment higher than before treatment. Ties show that

there are no students‟ score after and before treatment are same.

Test Statisticsb

VAR00002 - VAR00001

Z -3.416a

Asymp. Sig. (2-tailed) .001 a. Based on negative ranks. b. Wilcoxon Signed Ranks Test

Table 4.6

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Test Statistics show the result of Wilcoxon test, from the test got the

significance value 0,001 (p<0,05). So the conclusion is “There is significant difference of students‟score before treatment and after treatment.”

B.DISCUSSIONS

In this part, this research addressed some discussion toward two areas; reflecting on the research problems, interpreting findings, and integrating findings with theoretical framework. For more detail about the discussion, it can be seen in the next explanation.

1. Reflecting on the Research Problem

Reflecting on the research problems contained of result to answer research problem have been discussed in Chapter I. The question namely:

Is there any significant improvement of speaking skills after the implementation of role play technique?

From the Table 4.3, seen that all of the students‟ score are improves. By

using Role play activity. They can improve their speaking skill, especially in pronunciation. From the Table 4.4, the rating scales of the students before treatment are start from VERY POOR until GOOD. However, after treatment in post-test their rating scales are improved from AVERAGE until EXCELLENT.

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2. Interpreting Findings

In comparison students score percentages (Table 4.4), there is any significant improvement. Score 20 in pre-test is 21% and there are no students that got it in post-test. It‟s mean that there are no students that in VERY POOR level. Score 40 in pre-test is 43% and there are no students in POOR level after treatment. Score 60 in pre-test is 29% and improved become 57%. More half of students are in AVERAGE level after they got treatment. Score 80 (GOOD level), in pre-test only 7% or a student who can got that score, however in post-test can improve become 29%. The last score is 100. Before treatment, there are no students that got it. After treatment there is 14% (two students) can get EXCELLENT score. It can be concluded that before treatment of students‟

score around 20 until 80. But the mean of students‟ score are 40 (POOR) and 60 (AVERAGE). After treatment, their scores are improved become 60 until

100 (AVERAGE until EXCELLENT level). However, the mean of students‟

score are 60 (AVERAGE) and 80 (GOOD). To more clearly, it can be seen in the chart picture below:

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a. Mean of Pre-test Score Chart

Picture 4.1

b. Mean of Post-test Score Chart

Picture 4.2

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3. Integrating Findings with Theoretical Framework.

In Table 4.5, Positive Rank show that the score of 14 students in post-test are higher than pre-post-test, it means that 100% students can improve their score. Exactly they can improve the aspect of speaking assessment as pronunciation (see Appendix 2). However, beside their pronunciations are improved, after the treatment using role play, it can create an active learning environment. It can encourage students to empathize with the position and feelings of others.35 Role-play is also fun and motivating for them. It provides the chance for quieter students to express themselves in a more forthright way and the world of the classroom is broadened to include the outside world, thus offering a much wider range of language opportunities.36

Lori Jarvis, et.al, “Role-Playing as a Teaching Strategy”. Staff Development and Presentation, 2002, pp. 4.

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CHAPTER V

CONCLUSION AND SUGGESTION

A.CONCLUSION

The conclusion that can be drawn toward research questions is this study shows

there is significant improvement in students‟ speaking skill, especially in pronunciation aspect. However, there are not only in pronunciation, but also students‟ motivation. It can be seen from learning environment in the class that more active, fun and motivating. From the result of Wilcoxon Test, there are differences score in pre-test and post-test. In Positive Rank there are 14 students,

it means that all of the students‟ scores improve. Post-test students‟ scores are higher than pre-test. The mean of students‟ score in pre-test are 40 and 60. In rating scale are included POOR and AVERAGE level whereas the mean of

students‟ score in post-test are 60 and 80. It means that their level are improved become AVERAGE and GOOD.

B.SUGGESTION

1. For Teachers

Based on the research which is found by the researcher, there are many developments appear through the process of the research. The researcher hopes

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that after reading this thesis, it can help teachers more creative to choose appropriate method and speaking activity in teaching speaking in the class.

2. For Next Researchers

This study still has some limitations. The limitation of this research only assesses the pronunciation aspect. The researcher hopes that next researcher assesses other aspects like fluency and accuracy by using role play. The next researchers can also assess more than one aspect in speaking assessment if had more enough time.

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REFFERENCES

Aliakbari, M., – B. Jamalvandi, 2010. “The Impact of 'Role Play' on Fostering EFL Learners' Speaking Ability; a Task-Based Approach”. Journal of Pan-Pacific Association of Applied Linguistics.

Ary, Donald, Lucy C. J., Crish Sorensen and Asghar Rizavieh. 2006. “Introduction to

Research in Education”. Canada: Wadsworth.

Bhattacharjee, Suchismita, PhD. 2014. “Effectiveness of Role-Playing as a

Pedagogical Approach in Construction Education”. Oklahoma: University of Oklahoma.

Islam, Priscilla, - Tazria Islam. 2012. “Effectiveness of role play in enhancing the speaking skills of the learners in a large classroom: An investigation of tertiary

level students”. Bangladesh: Stamford University Bangladesh.

Jarvis, Lori, Kathryn Odell, and Mike Troiano. 2002. “Role-Playing as a Teaching

Strategy”. Staff Development and Presentation.

Jianing, Xu. 2007. “Storytelling in the EFL Speaking Classroom”. The Internet TESL Journal. Vol. XIII, No. 11, November.

Kayi, H. 2006. “Teaching Speaking: Activities to Promote Speaking in a Second Language”. The Internet TESL Journal. Vol. XII No. 11, November.

Kelly, Gerald. 2000. “How to Teach Pronunciaton”.Longman.

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3. Integrating Findings with Theoretical Framework.

35_{Lori Jarvis, et.al, “Role-Playing as a Teaching Strategy”.}

Staff Development and Presentation, 2002, pp. 4.

M. Aliakbari, – B. Jamalvandi, “The Impact of 'Role Play' on Fostering EFL Learners' Speaking Ability; a Task-Based Approach”. Journal of Pan-Pacific Association of Applied Linguistics, 2010,

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CHAPTER V

CONCLUSION AND SUGGESTION

A.CONCLUSION

The conclusion that can be drawn toward research questions is this study shows

students‟ score in post-test are 60 and 80. It means that their level are improved become AVERAGE and GOOD.

B.SUGGESTION

1. For Teachers

Based on the research which is found by the researcher, there are many developments appear through the process of the research. The researcher hopes

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that after reading this thesis, it can help teachers more creative to choose appropriate method and speaking activity in teaching speaking in the class.

2. For Next Researchers

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REFFERENCES

Ary, Donald, Lucy C. J., Crish Sorensen and Asghar Rizavieh. 2006. “Introduction to

Research in Education”. Canada: Wadsworth.

Bhattacharjee, Suchismita, PhD. 2014. “Effectiveness of Role-Playing as a

Pedagogical Approach in Construction Education”. Oklahoma: University of Oklahoma.

Islam, Priscilla, - Tazria Islam. 2012. “Effectiveness of role play in enhancing the speaking skills of the learners in a large classroom: An investigation of tertiary

level students”. Bangladesh: Stamford University Bangladesh.

Jarvis, Lori, Kathryn Odell, and Mike Troiano. 2002. “Role-Playing as a Teaching

Strategy”. Staff Development and Presentation.

Jianing, Xu. 2007. “Storytelling in the EFL Speaking Classroom”. The Internet TESL Journal. Vol. XIII, No. 11, November.

Kayi, H. 2006. “Teaching Speaking: Activities to Promote Speaking in a Second Language”. The Internet TESL Journal. Vol. XII No. 11, November.

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Luca, Joseph, - Deanna Heal. 2006. ”Is role-play an effective teaching approach to assist tertiary students to improve teamwork skills?”. Sydney: University of Sydney.

N. Ulyanova P., Ovchinnikova N.I., Ivashenko O.V. 2005. “Focus on Speaking (Fluency Activities Book for Second Year Students)”.

Rahmawati, Elis. 2014. “An Analysis of Test- taking Strategies Used In TOEFL By Sixth Semester Students of English Education Department UIN Sunan Ampel

Surabaya”. Surabaya: UIN Sunan Ampel Surabaya.

Sayed, El Dadour, - Jill Robbins, “University-Level Studies Using Strategy Instruction to Improve Speaking Ability”. Egypt: Mansoura University.

Thornbury, Scott. How to Teach Speaking. Longman.

Yellen, Blake, and De Veries. 2013. “Developing Speaking Skills”. Holcomb Hathaway Publishers, Scottsdale, AZ, www.holcombhathawaypublishers.com, accesed on November 1st.

www.nclrc.org/essentials/speaking/developspeak.htm. 2013. “Teaching Speaking: Developing Speaking Activities”. The National Capital Language Resource Center, Washington, DC, accessed on December 24th.

http://www.nclrc.org/essentials/speaking/goalsspeak.htm. 2015. “Teaching Speaking:

Goals and Techniques for Teaching Speaking”. The National Capital

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www.nclrc.org/essentials/speaking/stratspeak.htm. 2013. “Teaching Speaking: Strategies for Developing Speaking Skills”. The National Capital Language Resource Center, Washington, DC, accessed on December 24th.

www.nationaltechcenter.org. 2015. “Quasi-Experimetal Study”. National Center for Technology Innovation, access on April 10th.

ROLE PLAY TECHNIQUE TO IMPROVE SPEAKING SKILL FOR FIRST GRADE STUDENTS AT MA ASSA’DIYAH BANGIL.