IMPROVING VOCATIONAL STUDENTS SPEAKING SKILL THROUGH ROLE PLAY TECHNIQUE.

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IMPROVING VOCATIONAL STUDENTS’ SPEAKING SKILL THROUGH ROLE PLAY TECHNIQUE

A Thesis

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

By:

NURDIANA MAHDALENA SINURAT Registration Number 209121031

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS STATE UNIVERSITY OF MEDAN

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DECLARATION

Except where appropriately acknowledged, this thesis is my own work, has been expressed in my own words and has not previously been submitted for assessment.

I understand that this paper may be screened electronically or otherwise for plagiarism.

Medan, February 2014 The Writer

Nurdiana Mahdalena Sinurat Reg.No. 209121031

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LEMB

AR

PENGESAHAN PEMBIMBING

Skripsi ini diajukan

ole

h Nurdiana Mahdalena Sinurat, NIM 209121031

J

uru

san Bahasa dan Sastra Inggris, Progra

m

S

tudi Pendidikan Bahasa lnggris/S-1

Fakultas Bahasa dan Seni

Universitas Negeri Medan

Dinyatakan t

elah

memenuhi persyaratan untuk

memperoleh gelar Sarjana Pendidikan

Medan, Maret2014

Disetujui oleh:

Dosen Pembimbing Skripsi

illem Saragih, Dipl.Appl., .Pd.

NIP 195812311986011011

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LEMBAR PENGESAHAN TIM PENGUJI

Skrip

si

ini telah diuji dan dinyatakan telah

Memenuhi persyaratan untuk memperoleh

Gelar Sarjana Pendidikan

Medan, Maret 2014 Tim Penguji

Nama TandaTangan

1. Drs.Willem Saragih, Dipl.Appl., M.Pd.

NIP.195812311986011011

2. Drs.Elia Masa Gintings, M.Hum.

NIP.19580707 198503 1007

'

3. Dr.I Wayan Dirgayasa Tangkas, M.Hum.

NIP.19640422 199203 1001 ...•...•.

4. Drs.Bachtiar, M.Pd.

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ABSTRACT

Sinurat, Nurdiana. Registration Number: 209121031. Improving Vocational Students’ Speaking Skill through Role Play Technique. A Thesis. Faculty of Languages and Arts, State University of Medan. 2014

This study was attempted to improve vocational students’ speaking skill through Role

Play Technique. This study was conducted by using classroom action research. The subject of the research was class XI EK 2 SMK Negeri 1 Merdeka, Berastagi, consists of 21 students. This research was conducted in two cycles. The instruments of collecting data were diary notes, observation sheet, questionnaire sheet, interview sheet and tests. Based on the speaking test score, it was found that the students’ score kept improving from the first test to the third test. In the orientation test, the mean score was 37.66, in the first cycle test, the mean score was 48.33, and in the second cycle test, the mean score was 57.33. There was improvement of students’ achievement from 57.33-37.66 about 19.67 points. Based on the data from diary notes, observation sheet, questionnaire sheet and interview, it was found that the students agreed that Role Play technique helped to encourage them to speak, to express the language through appropriate expressions, to think that speaking is not difficult. Thus, it was found that teaching-learning process ran well. Students were active and interested in speaking in the classroom. The result of the research shows that Role Play Technique can improve vocational students’ speaking skill.

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ACKNOWLEDGEMENT

Everything needs process. Some are easy, some are not. That process finally delivers the researcher to complete this thesis as one of the requirements for the Degree of Sarjana Pendidikan at English Department of the Faculty of Languages and Arts, State University of Medan. Praise to The Heavenly Father in the name of Jesus Christ for Thy blessing continuously.

This thesis would never happen without the help of these people. Therefore, a lot of gratitude is expressed to:

1. Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University of Medan.

2. Dr.Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts, State University of Medan.

3. Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, Faculty of Languages and Arts, State University of Medan.

4. Rika, S.Pd., M.Hum., as the Secretary of English Department, Faculty of Languages and Arts, State University of Medan.

5. Dra. Masitowarni Siregar, M. Ed., as the Head of Study Program of English Education, Faculty of Languages and Arts, State University of Medan.

6. Drs. Willem Saragih, Dipl. Appl.,M.Pd., as the thesis advisor who has guided the researcher to write the thesis thoughtfully by giving his constructive suggestions, timely and insightful comments at every stage in the preparation of the thesis.

7. Drs. Elia Masa Gintings, M.Hum., as the academic advisor.

8. Sedek Ginting, S.Pd and Nazrah Nasution, S.Pd as the headmaster and the English teacher of SMK Negeri 1 Merdeka, Berastagi and students of XI EK2. 9. M.Sinurat and N.br.Gultom, the researcher’s parents who always gives love,

prayer, motivation, cares and encourages her to give the best.

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10.Timbul Pardamean Sinurat, Sahat Parsaulian Sinurat, Maruli Tua Sinurat, the researcher’s brothers who give cares, motivation and point of view about the thesis.

11.Ira Magdalena Munthe, S.Pd., the researcher’s beloved sister who has helped the researcher to revise the thesis at its process successively.

12.Lasma Dewi Anita Panjaitan, S.Pd., Emma Martina Pakpahan, S.Pd., Mory Yana Gultom, S.S., Marisi Debora, S.Pd., M.Hum. for the prayer, motivation and suggestion when the researcher faced the difficulties.

13.CIKASU Family (Ira Munthe, Mei Siti Manullang, Irma Ginting, who has become the collaborator in the research as well, Putri Sianturi); BAPUDI Family (Ester Sitorus, Sanjuni Lumbantobing, Maruli Pardede); ABODA Family (Anggreyni Tampubolon, Edo Hizkia Sinaga, Hendro Simamora, Gatot Tampubolon)

14.Astri, Irma, Putri, Resti, Hasian as the most frequently group mates in any assignments who has given their cares, prayers, friendship and motivation. However, Class of DIK A and B 2009 has given the contribution as well. 15.Orli, Orde, Cory, Nurmaulida, Conny, Survey, Debora, Novika, Tini, Dewi

and Nurtini as one thesis advisor’s guidance who has ever shared information, laughter and motivation.

16.The Coordination of UKMKP UP FBS 2011 (Mory Yana, Rina, Krista, Tanti, Dera, Riahmawani, Surya, Septaria, Betharia, Roya, Marta, Maria, Sabda, Hotmarito, Iko); The Coordination of UKMKP UP FBS 2013 (Tanti, Bernard, Eri, Permadi, Hasian, Marini, Maria, Iko) and a big family of UKMKP UP FBS

This thesis still has the paucity and she would appreciate any suggestions that would enable her to do an improvement in the future.

Medan, February 2014 The researcher

Nurdiana M. Sinurat Reg.No. 209121031

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DECLARATION

Except where appropriately acknowledged, this thesis is my own work, has been expressed in my own words and has not previously been submitted for assessment.

I understand that this paper may be screened electronically or otherwise for plagiarism.

Medan, February 2014 The Writer

Nurdiana Mahdalena Sinurat Reg.No. 209121031

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Page

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF APPENDICES ... vii

CHAPTER I INTRODUCTION ... 1

A.The Background of Study ... 1

B.The Problem of Study ... 4

C.The Objective of Study ... 5

D.The Scope of Study ... 5

E. The Significance of Study ... 5

CHAPTER II REVIEW OF LITERATURE ... 6

A.Theoretical Framework ... 6

1. Speaking ... 6

a) Nature of Speaking. ... 6

b) Speaking. ... 6

c) Types for Speaking ... 7

d) Factor of Speaking Difficulty ... 10

e) Principles for Teaching Speaking ... 13

f) Assessment of Speaking ... 16

2. Approach, Method and Technique. ... 18

3. Role Play Technique ... 19

a.The Scenario of Teaching ... 21

b.The Benefit of Using Role Play Technique ... 23

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B.Conceptual Framework ... 25

CHAPTER III RESEARCH DESIGN ... 27

A.Research Design... 27

B.Subject of Research... 28

C.The Instrument for Collecting Data ... 28

D.The Procedure of The Research ... 30

1. Cycle I ... 30

2. Cycle II ... 38

E. Technique of Data Analysis ... 44

CHAPTER IV THE DATA AND DATA ANALYSIS ... 47

A. The Data ... 47

1. The Diary Notes ... 47

2. Observation Sheet ... 47

3. Interview ... 47

4. Questionnaire Sheet ... 48

5. Tests ... 48

B. Data Analysis ... 48

1. The Diary Notes ... 48

2. Observation Sheet ... 49

3. Interview ... 50

4. Questionnaire Sheet ... 50

5. Tests ... 51

C. The Research Finding and Discussion ... 55

CHAPTER V CONCLUSION ... 58

A. Conclusion ... 58

B. Suggestion ... 58

REFERENCES ... 60 v

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LIST OF TABLES

Table Page

Table 2.1 Scoring Rubric ... 17

Table 3.1 Steps of Action Research in Cycle I ... 31

Table 3.2 Steps of Action Research in Cycle II ... 39

Table 4.1 Score of Students’ Speaking Test ... 52

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LIST OF APPENDICES

Appendix Page

Appendix A Lesson Plan of Cycle I ... 62

Appendix B Lesson Plan of Cycle II ... 73

Appendix C Exercises for Speaking ... 81

Appendix D Observation Sheet ... 82

Appendix E Questionairre Sheet. ... 86

Appendix F Inteview Sheet. ... 87

Appendix G Cycle I Test . ... 91

Appendix H Cycle II Test . ... 92

Appendix I Diary Notes . ... 93

Appendix J Score of Students in the Orientation Test . ... 97

Appendix K Score of Students in the Cycle I Test . ... 98

Appendix L Score of Students in the Cycle II Test . ... 99

Appendix M Improvement of Students’ Scores . ... 100

Appendix N Script of the Students’ Test. ... 101

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REFERENCES

Brown, H. Douglas.2001.Teaching by Principles: An Interactive Approach to

Language Pedagogy. Second Edition. NY: Addison Wesley Longman

Brown, H. Douglas.2003.Language Assessment Principle and Classroom

Practices.San Fransisco: Longman

Brown, H. Douglas.2004.Language Assessment Principles and Classroom

Practices.NY:Longman

Burns, Anne.2010.Doing Action Research in English Language Teaching:A

Guide for Practitioners.NewYork:Routledge

Clark, Herbert H & Clark, Eve V.1997.Psychology and Language.USA:Harcourt Brace Jovanovich

Dewi, Rosmala.2009.Profesionalisasi Guru Melalui Penelitian Tindakan

Kelas.Universitas Negeri Medan:Program Pascasarjana UNIMED

Hughes, Rebecca.2002.Teaching and Researching Speaking.London:Longman Hornby, A.S.2000.Oxford Advanced Learner’s Dictionary.UK:Oxford University

Press

Hutchinson, Tom & Waters, Alan. 1987.English for Spesific Purposes : A

Learning-Centered Approach.USA:Cambridge University Press

Johnstone, A. H. & Percival, F. (1976). Attention breaks in lectures. Education in

Chemistry at http://www.nwlink.com/~donclark/hrd/history/history2.html

assessed on July, 24th 2013

Luoma, Sari.2004. Assessing Speaking.UK:Cambridge University Press

Maxom, Michelle.2009.Teaching English as A Foreign Language for

Dummies.England.John Willey&Sons.

Sharma, Kadambari & Tuteja, Tripat.2005.Principles and Practices of Language

Teaching.New Delhi:Ajay Verma

Simatupang, Julinar.2007. Contribution of Using Role Play Technique on The

Students’ Speaking Achievement.Medan:State University of Medan

Slameto, 2003 in strategi-belajarmengajar.blogspot.com assessed on January 25th 2013 at 11.45 a.m

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Darma, Komang. 2013. Pondok Pembelajaran Speaking at http://pondokspeaking.wordpress.com/evaluasi/rubrik-penilaian assessed on January 24th 2014 at 11.34 p.m

Giri, Maskatno. 2012. Jenis-Jenis Metode Mutakhir Pembelajaran Bahasa

Inggrisat http://sukatnowonogiribelajar.blogspot.com assessed on December

24th 2012 at 11.54 p.m

Yoeng, Boe. 2012. Metode Bermain Peran (Role Playing) at http://utpkp.blogspot.com/assessed on December 27th 2012 at 10.12 p.m

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CHAPTER I

INTRODUCTION

A. Background of Study

Entering the post-modernism era, the problem of speaking still occurs. Speaking as one way to communicate verbally is still need to be improved in the

context of secondary school students’ achievement. Many students are difficult to speak English even though the government has created a slogan in 2009 sounds

“SMK BISA!” to motivate them. While doing her teaching training program in SMK N 1 Merdeka in Berastagi, the researcher found that there were only four or five of thirty eight students who were interested in learning English. She asked the reason to them. They said that English is a boring subject. They did not speak English because the teacher herself was seldom to do that. She taught them by only asking them to read the book, do the exercise and drill the conversation. There were no communication activities in order to make the students more communicative. The curriculum demand is not fulfilled by the method used by the teacher.

As a foreign language in Indonesia, there are four skills that should be achieved namely listening, speaking, reading, and writing. Of the four skills, speaking is the most important skill that needs to be developed in a classroom activity. Speaking serves either a transactional function, in that its primary purpose is to convey information and facilitate the exchange of goods and service, or it serves an interpersonal function in that its primary purpose is to establish and maintain social rela-tions. The students are expected to have a good English

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-tions. The students are expected to have a good English communication in speaking either in the transactional or interpersonal function. They need it to follow the development of the world globally.

In Indonesia, there are two categories of Secondary School, namely Senior High School and Vocational High School with two different purposes as well. Senior High School has a goal to prepare the students to enter a university. Meanwhile, Vocational High School has a goal to prepare the students to enter a job field. Thus, the Vocational High School students need a specific English lesson to reach that goal. Hutchinson and Waters (1987: 3) state that English for specific purposes is based on designing courses to meet the learners’ needs.

Government has determined a curriculum as a guideline. In the curriculum of KTSP 2006, it is stated that the purpose of teaching English in Vocational High School tends to be more communicative; especially when they get a job training (PKL). However, the fact is contrary to the expectation as it is stated above that the curriculum demand is not fulfilled by the method used by the teacher.

Meanwhile, speaking deals with uttering words. It needs practice a lot. According to Maxom (2009), speaking is the most important skill in English language teaching. She also says that mastering any language without speaking it up is impossible. In order to gain the ability of speaking, the students should communicate the language itself.

Learning English should be fun to make the students interested. When a class is monotonous, then the possibility of learning English will not be effective (Slameto, 2003 in strategi-belajarmengajar.blogspot.com). Therefore, the class

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should run interactively. Actually, at the speaking level the emphasis of learning should be on free communication. The teacher supervises a role play, while the activities in the classroom are dominated by the students. The goal of playing the role actively is that the students have more chances to use the language.

An old proverb said that practice makes perfect means the more the students practice the words, the better improvement of speaking they get. It is very important to create communication activities in the classroom in order to make the students more communicative. Communication activities are the activities in which the students are situated into a condition which requires them to use the target language in doing something to achieve a communicative purpose.

Role play technique is a way to apply that communicative purpose in the classroom. This technique concerns more to the problem brought in the play, not to the ability of the students to run the play. They focus more on the content and purpose than on the expression (Saragih, 2005: 40 as quoted in Simatupang,2007: 2). There are many things that can be achieved by the students if the teachers can create communicative activities:

1. They can improve oral fluency.

2. They can gain confidence to use English to express their thought and ideas.

3. They get opportunities to develop interactive skills.

4. They can gain enjoyment and motivation which is conducive to language acquisition.

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6. They can develop monitoring skills through working together in groups and constantly checking and revising what they are doing.

7. They can gain the valuable educational experience of working in teams and stretching their imagination.

8. They can gain the vital skills of thinking in English.

Considering that the vocational students are mostly learning about the topics that have something to do with social circumstances, this technique would help to ease the process of learning speaking. With this technique, the students will be stimulated to be active and they will receive the material better because the learning atmosphere will be enjoyable, fun and direct them to a free communication. This will create a natural conversation atmosphere where they can speak what they really want to speak according to the role play.

In relation to the problem, the researcher would like to apply this technique. Hopefully, the students will be interested to communicate in English and get improvement in speaking.

B.The Problem of Study

Based on the background of the study, the research problem is formulated as follows: “How does Role Play technique significantly improve vocational

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C.The Objective of Study

In line with the problem, the objective of this study is to find out the

improvement of the students’ speaking achievement by using Role Play technique.

D.The Scope of Study

The study is focused on the students’ achievement in speaking. It is limited to the elementary level and focused on interpersonal speaking.

In vocational school, there are three levels of competence namely novice level, elementary level and intermediate level. There are six types of speaking; they are imitative, intensive, responsive, transactional, interpersonal and extensive speaking.

The researcher uses Role Play technique. This research will be conducted through Classroom Action Research.

E.The Significance of Study

The results of this study are expected:

1. To be useful for the teacher in improving their quality of teaching speaking and their knowledge to be creative in teaching the various English materials. 2. To be useful for the students in learning speaking.

3. To be useful for those who are interested in doing research related to this study.

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58 CHAPTER V

CONCLUSION AND SUGGESTION A.Conclusion

After analyzing the data, the writer found that the students’ speaking skill was improved from the cycle I to the cycle II. It can be seen from the diary notes, questionnaire sheet and interview that showed the improvement of the students’ achievement where the students became more interested and eager to speak English. While conducting the research in the two cycles, the researcher could see the improvement from the students in their participation and ability of the students to speak up was increased. Most of them felt happy and enjoy speaking English during the research. There was not any reluctance to speak English anymore.

The improvement was also supported by the increasing of the mean of the students’ scores. The mean score of the orientation test is 37.66; the mean of the cycle I test is 48.33; and the mean of the cycle II test is 57.33. Therefore, it can be concluded that Role Play technique can improve students’ speaking skill.

B.Suggestion

The result of the study shows that the use of Role Play technique improves the students’ speaking skill. These are some suggestions offered:

1. To the teacher, it is good to conduct the teaching learning process especially for speaking by using an enjoyable and educated technique.

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2. To the students, it is suggested to train and improve the speaking by making everything in the thought expressed in the condition of relax and happy way.

3. To those who are interested to conduct a research related to this study, it is good to give a new concept of conducting the research with the relevant topics.

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