THE IMPLEMENTATION OF READERS’ THEATRE TO IMPROVE STUDENTS’ SPEAKING: An Action Research in a Private University in Cianjur.

THE IMPLEMENTATION OF

READERS’ THEATRE

TO IMPROVE STUDENTS’ SPEAKING

(An Action Research in a Private University in Cianjur)

A THESIS

Submitted to Post Graduate School of Indonesia University of Education as a partial fulfillment for getting Post Graduate Degree in English Education

By

YANI MARYANI S. 1202058

ENGLISH EDUCATION PROGRAM POST GRADUATE SCHOOL

INDONESIA UNIVERSITY OF EDUCATION 2015

DECLARATION PAGE

This is to certify that I myself wrote this thesis entitled

“THE IMPLEMENTATION OF READERS’ THEATRE

TO IMPROVE STUDENTS’ SPEAKING”

(An Action Research in a Private University in Cianjur).

It is not a plagiarism or made by others. Anything related to others work is written in quotation, the source which is listed in the bibliography.

If then this statement of authorization proved incorrect, I am ready to accept any academic punishment, including the withdrawal or the cancellation of my academic degree.

Bandung, July 2015

Yani Maryani S 1202058

PAGE OF APPROVAL

THE IMPLEMENTATION OF READERS’ THEATRE

TO IMPROVE STUDENTS’ SPEAKING

(An Action Research in a Private University in Cianjur)

YANI MARYANI S. 1202058

This thesis has been approved by the Board of Supervisors of the Post Graduate School of Indonesia University of Education

First Supervisor

Dr. Rd Safrina Noorman, M.A NIP. 19620729198702 2 003

Second Supervisor

Pupung Purnawarman, M. S. Ed., Ph. D NIP. 19681013199803 1 001

The Head of English Education Program of Post Graduate School Indonesia University of Education

Pupung Purnawarman, M. S. Ed., Ph. D NIP. 19681013199803 1 001

ABSTRACT

Yani Maryani, S. 1202058. 2015. The Implementation of Readers Theatre to Improve Students’ Speaking (An Action Research in a Private University in Cianjur). The First Consultant: Dr. Rd Safrina Noorman, M.A and the Second Consultant: Pupung Purnawarman, M. S. Ed., Ph. D, Post Graduate School of Indonesia University of Education.

The present study was triggered by the problem with English speaking class when students avoided practice speaking. For English teachers, how to effectively teach speaking has long been a crucial concern issue. Students’ practice might be regarded as an essential element to be taken into account for achieving a more successful speaking. Unfortunately, creating an enjoyable learning is a challenge for teachers. One way to arise students’ to practice is by using readers’ theatre, which will enable them to give more opportunities in speaking. Accordingly, the objective of this study was to investigate the implementation of readers’ theatre and students’ attitudes toward readers’ theatre. Using the design of Classroom Action Research consisted of planning, implementing, observing and reflecting, this research was conducted with twenty students of a private university in Cianjur were selected to be the participants. The data were obtained through classroom observation and questionnaires. Then they were analyzed and reported descriptively. The results of the study revealed that readers’ theatre can be used effectively to improve students’ English speaking through several ways. The research findings showed students improvement significantly in both two features of speaking, the linguistics: pronunciation, fluency, vocabulary, and paralinguistics: intonation and expression. This research then concluded that 1) Readers’ theatre has improved students’ speaking by providing stages like reading, rehearsal, and performing stage which facilitated students to speak. The improvement of students’ speaking were also assisted by the teacher’s role in deciding the reading materials used, managing group activities and providing feedback 2) Students’ attitudes toward readers’ theatre showed that readers’ theatre has positively helped students to be more active in using the language, involving all language skills from listening, speaking, reading and writing.

TABLE OF CONTENTS

PAGE OF APPROVAL ………

DECLARATION ………..

ACKNOWLEDGEMENTS……….

ABSTRACT………..

TABLE OF CONTENTS………..

LIST OF TABLES……….

LIST OF FIGURE ………

LIST OF APPENDICES……… i ii iii iv v ix x xi

CHAPTER I: INTRODUCTION

1.1 Background of the Study………... 1

1.2 Research Problems ………... 2

1.3 Purpose of the Study ………... 4

1.4 Research Questions………... 4

1.5 Scope of the Study...………... 4

1.6 Significance of the Study ………... 5

1.7 Methodology... ………... 5

1.8 Definition of Key Terms ... 6

1.9 Organization of the Thesis ………... 7

CHAPTER II: REVIEW OF LITERATURE 2.1 What is Readers Theatre ? ……….. ... 8

2.2 Elements of Readers Theatre ………... 9

2.2.2 Technical Elements ... ………... 10

2.2.2.3 Performance Elements ...………... 10

2.3 Basic Characteristics of Readers Theatre ...………... 12

2.4 Advantages of Readers Theatre for Language Learning ………... 12

2.5 Stages of Readers Theatre Implementation ……….... 15

2.5.1 Reading stage ………... 15

2.5.2 Rehearsal stage ………... 18

2.5.3 Performance stage ... 19

2.5.4 Evaluation stage ... 20

2.6 Communicative Approach in Teaching Speaking ... ………...……... 21

2.6.1 Common Problems in a Communicative Classroom ... 25

2.6.2 Teachers Role in a Communicative Classroom ... 27

2.7 Related Research Reports on Readers Theatre Implementation ... 31

2.8 Attitudes in Foreign Language Learning ... 33

2.9 Concluding Remarks ... 34

CHAPTER III: METHODOLOGY 3.1 Research Questions .………...… 35

3.2 Research Design ...……….………...… 35

3.3 Research Site and Participants ...………...…. 40

3.4 Research Materials ... 41

3.5 Data Collection Techniques ..………....……. 42

3.5.1 Observation ...………...….… 42

3.5.2 Questionnaires………... .. 46

3.6.1 Observation Data Analysis………... 47

3.6.2 Questionnaire Data Analysis………...…..…... 48

3.7 Data Triangulation………...…... 48

3.8 Concluding Remarks………...…. 49

CHAPTER IV: THE TEACHING PROGRAM 4.1 The Program Schedule of the Action Research ………. 51

4.2 Cycles of the Action Research ... 53

4.1.1 Initial Observation ... 53

4.1.2 Cycle 1 ... 56

4.1.3 Cycle 2 ... 57

4.2 4.1.4 Cycle 3 ... 59

4.3 Concluding Remarks ... 61

CHAPTER V : RESEARCH FINDINGS AND DISCUSSIONS 5.1 Readers Theatre and the Improvement of Students’ Speaking ..…………... 62

5.2 The Improvement of Students’ Speaking as a Result of Readers Theatre Stages ... 5.2.1 Reading stage ... 63

5.2. 2 Rehearsal stage ... 65

5.2. 3 Performance stage ... 66

5.2. 4 Evaluation stage ... 68

5.3 The Improvement of Students’ Speaking as a Result of the Teachers’ Role ... 68

5.3.1 Teacher’s role in deciding the reading materials …... 68

5.3.2 Teacher’s role in managing group activities ... 71

5.3.3 Teacher’s role in providing feedback... 73 5.4 Students’ Attitude towards the Implementation of Readers Theatre in Speaking 73

Classroom

5.4.1 Students’ attitudes toward RT stages ……….. 73

5.4.2 Students’ attitudes toward the Teacher’s role in RT ……….. 76

5.5 The Discussions..………... 78

5.6 Concluding Remarks ... 89

CHAPTER VI: CONCLUSIONS, LIMITATIONS AND RECOMMENDATION 6.1 Conclusions ………..……….... 90

6.2 Limitations of the Study…….………..………... 91

6.3 Recommendation for Further Studies………... 91

BIBLIOGRAPHY ……….. 93

LIST OF TABLES

Page Table 2.1 Differences between Drama and Readers’ Theatre ……….. 9 Table 3.1 Data Collection Matrix ………. 42 Table 3.2 A Form of Observation to take notes on Students’ Behavior ………... 44 Table 4.1 The Program Schedule of CAR Cyclical Process ………. 52 Table 5.1 Students’ Improvement on Speaking ………... 62 Table 5.2 A Categorical Descriptions of Students’ Positive Attitudes toward

Readers Theatre Activities. ……… 74

LIST OF FIGURES

Figure 3.1 A Classroom Action Research Cycle

………

LIST OF APPENDICES

Page

APPENDIX A Lesson Plan for Readers Theatre Cycles ……… 38

APPENDIX B Questionnaire on Students’ Attitudes toward RT ……….. 46 APPENDIX C Speaking Rubric Assessment ……….. 55

APPENDIX D Slop Culture ……….. 64

APPENDIX E My Mother is My Teacher ……… 64

CHAPTER I INTRODUCTION

This chapter which follows will present a general overview of an action research study concerning the implementation of readers’ theatre to improve students’ speaking. This chapter is initiated with background of the study followed by the research problem, the purpose of the study, the research questions, the scope of the study, the significance of the study, methodology and definitions of key terms, summed up with organization of the thesis in section 1.9.

1.1 Background of the Study

Communicative approach in the teaching of English as a foreign language focuses on how to help students to develop communication skills, to use the language through many ways or methods. Many activities were created based on the communicative approach that stimulates language used in real-life situations. Many course books with communicative approach have been written to provide teachers with ideas and methods to practically use them.

Communicative approach is considered relevant to the aims of the teaching of English as a foreign language especially in speaking skill where the objective is emphasized on the ability to communicate. Nunan (1999), argue that success in learning a language is measured in terms of the ability to carry out a conversation in the (target) language. In addition, most foreign language students evaluate their success in language learning by the improvement of their speaking proficiency. Therefore, developing speaking skills is of vital importance in EFL/ESL programs. However for some students, especially at the research site, speaking is the most challenging skill to do in language classroom.

Although all students reported that they had been learning English since junior high school, the researcher observed that many students were not able to speak English. The strong emphasis on the learning of English is on school final examination rather than acquiring the ability to communicate in English. Widiati & Cahyono (2006) found that Indonesian EFL learners face problems in developing their

speaking performance due to their linguistic and personality factors, and the types of classroom tasks provided by the teachers. Another study (Juhana, 2012) has shown that students’ psychological factors such as fear of mistake, shyness anxiety hinder them from practicing their speaking in English class.

Since one of the factors which help students’ development in learning relies on the teacher’s role, therefore it is also the teachers who have to provide spaces for students to have genuine communication, to bring interaction through communicative activity by using various methods. Readers’ theatre (henceforth RT) in this case, is one of drama techniques using communicative approach which emphasizes the role of the learners as active participants rather than passive ones. It is expected that through the practice of RT, students will show more enthusiastic to speak in the target language rather than silently following the class.

1.2 Research Problems

Students’ speaking problems in foreign language learning cover many aspects including linguistic and personality factors. Students’ inability to correctly pronounce words is one of pronunciation problems which could be easily detected. Using the same vocabularies with long pauses, trembling when presentation etc. also the problems of speaking commonly found in classroom. In addition, many students displayed a lack of confidence in speaking English especially in grammar because of the complexity of sentence rules. Relevant researchers argue that psychological factors such as anxiety or shyness, lack of confidence, lack of motivation, and fear of mistakes are the factors commonly hinder students from speaking (Thornburry, 2005; Sato, 2003). Consequently, speaking in foreign language has been one of the reasons why speaking is avoided. As it has been said by Bygate (in Carter & Nunan, 2001) if speaking practice in a foreign language classroom is avoided, then it will certainly block the ability of this skill because they are not trained to do it.

Concerning the problems of speaking mentioned previously, it is important for teachers to give more opportunities for students to practice speaking. Harmer (2007: 123) mentioned that there are three main reasons for getting students to speak in the

classroom. Firstly, speaking activities provide opportunities for rehearsal–chances to practice real-life speaking in the classroom. Secondly, speaking tasks can provide feedback both for the teacher and students. Last, speaking practice will give students more opportunities to activate the various elements of language they have stored in the brains, the more automatic their use of these elements become. Hence, students gradually become autonomous language users through practice using words and phrases fluently without very much conscious thought.

To provide speaking practice experience, teachers can use various communicative methods like communication games, acting from scripts, discussion, prepared talks, tests, simulation, or role plays. Among all of those alternatives, the writer chose RT. It is one of drama techniques which possible to be conducted for students in all levels because the actor plays the story without memorizing the scripts. Speaking activities involving drama elements provide a useful catalyst for real-life language use because learners take an imaginative leap beyond the classroom borders (Thornburry, 2005: 96).

The use of RT in language classroom has been investigated to help students’ ability both the oral and written skills (Carrick, L., 2001, McKay, 2008, Young & Rasinsky, 2009). RT investigation and its implementation were mostly in the context for reading improvement. This study, on the other hand, attempts to apply RT in the context of building communicative skill. Concerning to insufficient previous related studies of RT in language teaching-learning, the present study strives to fill the gap by bringing RT into speaking classroom as the complimentary to previous studies. This study also attempts to learn about the attitudes of students towards RT implementation in English speaking class.

1.3 Purpose of the Study

Referring to the statement of the problem, speaking classroom for foreign language learners should take an effective way to build a communicative classroom. The purpose of this action research study then is to uncover how RT improves speaking skill. The second purpose is to reveal more information on students’ attitudes

towards the practice of RT in their speaking class, the disadvantages, if any, that might be encountered by the students regardless its advantages.

1.4 Research Questions

In line with the purposes mentioned previously, this research is intended to find the answers to the following research questions. First, how does RT improve students’ speaking? Second, what are the students’ attitudes towards the practice of RT they have engaged with?

1.5 Scope of the Study

This study focused mainly on two things. First, on how RT as a method improved speaking skill. Second, students’ attitudes toward RT practice in speaking classroom. The study used a classroom action research. According to Punch (2009: 136), this research methodology aims to design inquiry and build knowledge for use in the service of action to solve practical problems. Hence, the inquiry deliberately starts from a specific practical or answer that practical question. The writer suggested that RT has contribution to students speaking when it is implemented in foreign language classroom. This study then specifically brought together action and reflection, theory and practice to reveal knowledge on how this method facilitated students’ speaking improvement from the data obtained in each step of action research. The three cycles employed steps included devising a plan, implementing the action, doing observation, and the reflection.

1.6 Significance of the Study

The present study is expected to be significant for the practice of teaching and learning English with following contributions. The first is to enrich literature of RT research for language teaching-learning. The second is to provide teachers with information about students learning experiences to build communicative skills through action research with RT. The third is to provide information on RT as one of literature-based teaching to support students’ development in learning language.

1.7 Methodology

In line with the purposes of this research, the writer conducted a classroom action research which consisted of three reflective cycles. Each cycle of action research passes through four broad phases as it has been proposed by Kemmis and Mc Taggart (1988 in Burns, 2010: 7), namely planning, action, observation, and reflection. The first cycle may become continuing, or iterative, spiral of cycles which recur until the action researcher has achieved a satisfactory outcome and feels it is time to stop. Through these processes, the effectiveness of RT to encourage students speaking from each cycle is expected to be seen thoroughly.

The research site in this study was an English Department in a private University in Cianjur. Students get Speaking as one of compulsory subjects for some semesters as suggested in research site syllabus. However, the researcher observed that this subject has not optimally help students’ ability to communicate. Based on the researcher’s initial observation in some of Speaking sessions, several students were found uninterested to involve in Speaking classroom. In addition, the observation reported problems of speaking were basically come from two causes, the inadequate ability in speaking skills and the lack of practice in target language. Inadequate ability of speaking skills is indicated by words mispronunciation, long pauses, incorrect grammar used and poor vocabularies. Inadequate speaking practice are indicated by low participation, rare volunteering, unwilling to practice, avoiding to build communication with their peers. Those two major problems become the most leading factor to the failure at creating an encouraging classroom environment and improving students’ ability to communicate in English. Regarding inadequate interest in participating, the teacher’s teaching speaking strategy deserves to be evaluated with methods which optimally provide students with opportunities, interest and participation in completing the learning tasks. Based on the previously mentioned reason, more encouraging methods are strongly required to accomplish successful and effective teaching and learning that meet the learning goals.

Twenty students were included as participants in this study who were the first year students in academic term 2014/2015. Students’ were various in ages which were around 18 to 35 years old. The class met once a week for two credits over

eight-weeks. The duration of each meeting per week was a period of ninety minutes. The participants were taught with RT activity. The teaching activity was conducted with various themes and each theme was taught for duration of one meeting for a week. 1.8 Definitions of Key Terms

Certain key terms used prominently in this study are communicative approach, RT, speaking activity and classroom action research. This part will define those key terms regarding the definition given by the experts.

 Communicative approach is one of the teaching approaches which is basically derived from the notion that learning language needs more than grammatical drilling but the emphasis is on the intended meaning of language to be able to use the language in social context (Bygate in Carter, R., & Nunan, D. (ed)., 2001: 14)

 Readers Theatre (henceforth RT) is an oral presentation of drama, prose or poetry by two or more readers that emphasizes the dramatic portrayal of various roles and characters through reading with few, if any, properties or costumes, and the performers are not required to memorize a script (McKay, 2008).

 Speaking activities as classroom activities that facilitate students to be able to use a language using appropriate features of speaking include paralinguistic and non linguistics. The paralinguistic features of speech such as pitch, stress, and intonation, whereas the non-linguistic elements such as gestures, body language, and expressions (Richards and Renandya, 2002: 204).

 A classroom action research is a method of research which is aimed at seeking solutions to problematic situation possessed by teachers and subsequently giving an attempt to improve the performances of either teachers teaching or students learning (Burns, 2010: 2).

1.9 Organization of the Thesis

This thesis pictures an action research study which encompasses six chapters. The first chapter presents general background information on the study, research

problem, purpose of the study, scope of the study, significance of the study, and organization of the thesis. Chapter Two reviews relevant literature and previous related studies with regard to the implementation of RT in the teaching and learning. Chapter Three describes a conceptual framework consisting research design, method of data collection, research instrument and data analysis. Chapter Four describes the teaching program in which RT was implemented. Chapter Five presents the result or findings of the study. Chapter Six concludes the restatement of the research problems and findings, discusses what have been discovered in the study in relation to the current issues and recommendations for further research.

CHAPTER III METHODOLOGY

This chapter covers a detailed description of research methodology deployed in this study concerning the implementation of RT in improving students‟ speaking English as foreign language tostudents at one of the private university in Cianjur, West Java. This chapter falls into eight major sections: Section 3.1 restates a research question as previously mentioned in chapter one. Section 3.2 concerns a research design where an action research is chosen in this study for several purposes. Section 3.3 informs research site and participants where 20 students at one of the private university were selected in this study. Section 3.4 outlines data collection techniques where observation and questionnaire were taken. Section 3.5 provides data analysis procedures followed by data triangulation in section 3.6 and conclusion in section 3.7.

3.1 Research Questions

As previously stated in Chapter One, there are two questions that requires answer addressed to the present study. First, how does RT improve students speaking skill? Second, what are the students‟ attitudes toward the practice of RT they have engaged with ?

3.2 Research Design

The study was undertaken on the basis of a classroom action research framework following its rationale behind the implementation of RT to the process of teaching speaking. The reasons underlying the employment of this research design were based on the following considerations.

First, since the present study required systematic procedures in its attempts to figure out what needed to improve and/or to solve the problem possessed with regard to students‟ speaking, a classroom action research was considerably suitable to be applied upon the context of the present study. This is in line with what has been agreed by Fraenkel, Wallen, and Hyun (2012: 589) who postulate

that an action research must be aimed at seeking solutions to a problematic situation possessed by teachers and subsequently giving an attempt to improve the performances of either teachers teaching or students learning. However, the term problematic situation does not necessarily imply as if the teachers teaching or students learning are ineffective and full of problems. Rather, as referred to what had been contended by Burns (2010: 2), „problematic‟ was addressed to an area wherein a teacher(s) as also the researcher may seek for a better condition through questioning and then answering it with any developing ideas and alternatives.

Second another consideration was relied on the practical basis of an action research design, in which its implementation is done in cyclical or spiraling process engaging the practitioner to start from collecting samples of teaching, analyzing and evaluating the samples, reflecting and interpreting the samples, planning to generating provision and act (Kemmis & Taggart in Punch, 2009: 136). In action research design, reflection is of important act (Burns, 2010: 5; Fraenkel, Wallen & Hyun, 2012: 590). In addition, Burns (2010:142) addresses this action research as ongoing practical action that subject to reflection and reflection on what gives rise to further ideas for practice. The practice and reflection-on-practice are important parts in the action research process.

Burns (2010:11) state the questions asked by the people doing action research are different from traditional research questions. If traditional research questions ask about what other people doing, an action research asks about what the researcher do. In an action research, the researcher plays dual roles. Teacher can be either active participants (Frankel, Wallen, Hyun, 2012: 593). In an action research, the researcher interacts with the participants in a predetermined way to see what the effect will be on the participants. There are possibilities of not being completely objective for a teacher-researcher. Therefore, they suggest that a teacher(s) can spend some time at the site to have good understanding about the students‟ personalities background, check the perception against what the data reveal, collect data from a variety of perspectives (Frankel, Wallen, Hyun, 2012: 448).

Frankel, Wallen and Hyun (2012: 592) mention that action research involves four basic stages, they are (1) identifying the research problem or question, (2) obtaining the necessary information to answer the question(s), (3) analyzing and interpreting the information that has been gathered, and (4) developing a plan of action. As a researcher, the writer followed three reflective cycles consisting of four processes as it has been proposed by Kemmis and Mc Taggart (1988 in Burns: 9), namely planning, action, observation, and reflection. This method is used in order to see the process of the improvement of students‟ speaking from the first cycle to the second one. The cycles of a classroom action research is illustrated below.

Figure 3.1. A Classroom Action Research Cycle (Kemmis & Taggart in Burns, 2010: 9)

As this study came up with the accomplishment of its cyclical process, the practical basis of action research was started from planning, acting and observing (collecting evidence), and reflecting. Reflection included the activities like analyzing, evaluating and reflecting, and re-planning and/or making provision. Since the accomplishment of the present study consisted of three cycles, the

activities in cycle 1 then were repeated in cycle 2 and 3 with some improvements and/or modifications.

In action research, the starting point for the stage of planning is identifying a problem to focus on. The initial actions were done by observations which were addressed to the preliminary investigation that was aimed at diagnosing the problematic issues possessed by the students in their speaking. The initial action in this research was started in October 2014. During the observation, the researcher found that students had problem in their speaking. There were some indications which showed their low mastery of vocabulary in speaking, for instance, the students speak with wrong pronunciation, their speaking were not fluent, they did not use grammar correctly, they felt that speaking English is difficult, their engagement in speaking EFL were low.

Based on the identification and the analysis of the problem, the researcher formulated that the problem was the students‟ rarely practice using English. The reasons underlying this problem were first, teachers still used a traditional approach in which they only demanded their students to speak with fewer portion in speaking. Second, students could not recognize their ideas well, use right pronunciation, and choose appropriate vocabulary. Third, students felt unconfident to speak, high anxiety, and unmotivated to involve and practising speaking.

Planning was aimed at bringing about some improvements on the matters that had been prior identified in the initial actions. Therefore, a „do list activities‟ notes were made to see what must be implemented. Through the process of planning, the researcher set out the aspects of observed behaviors to be improved by the students, set out planning for different actions regarding the aforementioned observed behaviors to be improved by the student; and set out a lesson plan (lesson plan for cycle 1 can be seen the appendix A).

In action and observation (collecting evidence) stage, the researcher put action on what was carefully planned in the preceding phase. There were some steps that the researcher applied to students. These steps are expected to lead students to speak through some stages in the RT including (1) reading on a RT

script, (2) RT rehearsal, (3) RT production, (4) RT evaluation. Each stage must be followed by the students in order that they were gradually supported to practise speaking which then finally could solve the students‟ problem.

On the action stage of each action research cycle, the researcher prepared a lesson plan, the RT scripts and the research instrument in a form of observation sheet for the observer.The researcher continued collecting the data by observing and videotaping the students RT performance. Throughout the observation session, the researcher monitored and took notes the changes in students‟ practice and/or the necessary information to answer the questions (see also Fraenkel, Wallen & Hyun, 2012: 592).

Next, in the stage of reflecting, the researcher analyzed, evaluated and reflected on students‟ performance. The identification of shortcomings that might make the implementation of previous action planning less successful was carried out. The results of this reflection were later taken as a consideration to plan the next treatment for the next cycle and to determine whether or not the following cycle was needed.

The analysis and evaluation were not on all aspects of classroom observation in the phase of reflection (as implemented in the stage of initial actions). Otherwise, the evaluation was addressed only to some particular observed problems and/or issues that had been decided and narrowed in the stage of the initial actions.

Next, in order to bring about improvements on the evaluated teaching aspects in the preceding phase, re-developing a plan of action was subsequently implemented. This so doing was called the stage of „re-planning‟. It even seemed to be a follow up given by the students as a response to the prior results of reflection activities. In this case, the teacher somehow might still guide and help the students.

Below are the description of each step which were implemented in this study.

1. _{Action 1}

The researcher implemented the steps that have been prepared. The researcher did three steps which covers preparation on the lesson plan, the script, the observation sheet, recording students and teacher‟s action.

2. _Observation

Observing the action is monitoring the effect of the action. It was carried out simultaneously while the researcher took the action. The observation was not only in the teaching learning process but also on the learning progress the students achieved. Observing the action was done to know whether the action applied has effect or not.

3. _Reflection

Reflecting on the action was done to know and find out how well the action solved the problem faced in the teaching learning process. The researcher should know how far the use of strategy meets the criteria if the students have accomplished the purpose of the study; they are the RT implementation and students speaking skills improvement. Reflection provides the useful information for preparing the next action. From the results of the reflection, the researcher prepares a plan for the next cycle. 4. _{Revised plan}

Reflection is the last step for a cycle in a classroom action research. Based on the results of the reflection, the researcher could determine whether he has to continue or to stop the research. If it is needed, the revised plan can be designed since there is a relation between one cycle and the next cycle.

3.3 Research Site and Participants

The present study was carried out to 20 students on the basis of purposive sampling method at one of the private university in Cianjur, West Java, Indonesia for several intentions. First, purposively, RT was implemented to find out how it helps students speaking. Second, to explore the possibility of using an approach to

help them gain positive attitude, more motivated and confident to communicate in English.

The participants were fully aware of being selected as research participants to undertake speaking classroom with RT technique with the aim of discovering the aspects of RT that improve speaking skills and what stages were involved. 3.4 Research Materials

According to Ludolph (2013), literature used to make a good RT script works if it has a strong line, conflict, plot, action, humour, and interesting characters. The script used also contains dialogues and is not filled with lots of description/descriptive passages. In this study, the materials used in speaking are taken from the “Thirty 10-Minute Plays for 4, 5, and 6 actors” (Dixon, et.al: 200) and “Sixty Comedy Duet Scenes for Teens” (Allen: 2001).

“Thirty 10-Minute Plays for 4, 5, and 6 Actors” is a collection of script materials contain different titles of dialogues for used in classroom learning. The themes are various with popular, close to real-life topics, serious but interesting. The materials are edited by Michael Bigelow Dixon, Tanya Palmer, and Brendan Healy (2001).

“Sixty Comedy Duet Scenes for Teens” by Laurie Allen (2008) is a collection of script materials contain different titles of dialogues with more relaxing topics for applied in classroom. The themes are commonly around young people talks. The students will enjoy the stories since they propose real life situations for laughter.

The scripts used for plays were in titled “My Mother is My Teacher”, “Drama Class” (Allen, 2008), and “Slop Culture” by Robb Badlam (2001). They were one act plays with domestic dramas genre. They were prefered to use because they were written in contemporary English using fairly simple main plot. They contained plenty of conversational interaction as the nature of plays are seek to involve all the members of the group. The themes were interesting which enable students to identify with the characters in the play as well as with the situation. The contents were relatively concrete.

3.5 Data Collection Techniques

This section will cover two techniques in collecting data. Techniques of triangulating data by using variety of instrument in order to see the data objectively from various angles (Fraenkel, Wallen & Hyun, 2012: 458; Burns, 2010: 95-96, Alwasilah, 2009: 150). The data collection techniques are decided in effort to answer the research questions mentioned in chapter one.

Table 3.1 Data Collection Matrix

Questions Data source 1 Data source 2

1. How does RT improve students' speaking?

Researcher used observation, took field-notes and then videotaped the students speaking during their performances and analyzed them.

Students‟ performance during RT and the recording of RT.

2. What are the students' attitudes towards the practice of RT they have engaged with?

Researcher used observation, took field-notes and then videotaped the students' attitudes during the practice of RT and analyzed them.

Administered the questionnaire to evaluate the students' attitudes

towards RT

implementation

The description of each data collection techniques, observation and a questionnaire, then are discussed on the following.

3.5.1 Observation

According to Burns (2010: 57) observing and describing have a key role to play in action research. Collecting data through observation is to do with „making familiar things strange‟, or in other words, seeing things that are before our eyes in ways we don‟t always really „see‟. Observation in action research is about asking self-reflective questions like: What is really happening here? What role(s) are the researcher taking up in his/her class? What role(s) are researcher‟s students taking? Action research observation is different from the routine kind of looking/seeing that teachers do every day. Observation is much more self-conscious because it is: focused to seek specific information about something,

objective to see things as they really are, reflective to see things from a position of inquiry and analysis, documented to record information, evaluated and re-evaluated to check a researcher‟s own interpretations again later by him/herself or collaboratively with others.

Observation in this study was intended to obtain data of students‟ learning experience in classroom activities with RT technique which encompasses four stages: reading, rehearsing, performing, and evaluating. The observation was also intended to answer the first research question on the implementation of RT and the aspects which contribute to students speaking development. The researcher served as a observer as well as the teacher in implementing RT to students. Through ongoing observation of the students, the teacher can gain a substantial data to answer research questions as well as understanding their participants (Al Wasilah, 2011: 98). As the researcher, the writer took this insightful reflection which led to a deeper understanding and to sense students‟ attitude during the teaching and learning process which then lead towards professionality in teaching.

Other observer served as a complete observer was invited to class to play a passive role in the effort to minimize the subjectivity that might inevitably be encountered by the researcher. The presence of this observer was intended to take notes at the scene while the teaching and learning process was going on in order to avoid missing important events (Burns, 2010: 58). Other observer served to help the researcher avoided personal influence on the result and bias in interpreting the data, making judgment and justifying the findings. Hence, reliability of the observational evidence can be constructed. Having co-observer during classroom observation may contribute to the observation results to re-evaluate the classroom from a different perspective and to receive input (suggestions, ideas, resources) from a colleague (Fraenkel, Wallen & Hyun, 2012).

The data of observation are recorded in the form of notes. These notes are produces using a decriptive and narrative style and are not structured as observation checklist. These observation notes are made by the researcher or other participants to note descriptions and accounts of what happened in the classroom,

including the physical layout, verbal and non-verbal information, the structure of the groups, or the sequences of activities and tasks. The following is a form of observation to take notes on students‟ strategic behaviors adapted from Chamot, Barnhardt, and Dirstine (1998).

Date : Time began: Time ended: Number of

students present: Description of

Activity:

Strategies observed: Additional Notes:

Table 3. 2. A form of observation to take notes on students‟ behaviors

The researcher applied a shadow observation where the researcher set aside block of time, simply to follow what an individual or group does as they go about their activities. This observation focuses on students movements, interactions or behaviours, while taking or noticing the main features. Burns (2010:70) emphasizes that to do a shadow observation, a researcher need to make sure that he/she can position him/herself close enough to the participants without becoming directly involved in their activities to observe carefully what students do and say. Of the many things occured in one time in the classroom, the observation in this study covers limited to particular areas. First, students improvement in speaking as a result of RT technique. Second, the aspects of RT which support students‟ speaking improvement. This data is collected from students in its natural environment, such as a classroom.

The videotaping was also used to capture the students‟ behaviors was carried out deliberately. The purpose was to record the sufficient and accurate verbal exchanges during the classroom instruction, which was impossible to do by the use of notes alone (Burns, 2010: 70). Each session of teaching and learning

process was videotaped to capture both teacher and students‟ performance and

throughout overall procedures of RT took place in the classroom. Burns (2010:70) says that video recordings allow the researcher to observe gestures, facial expressions, body movements and the general look and feel in the classroom. Burns also believed that these features are useful if a researcher want to examine the classroom more holistically. In addition, video recordings make the researcher easier to note where there is something that strikes as notable, important events and illuminates the issue that is searched.

However, the disadvantage of using video recording was sometimes it was disturbed by unimportant noise happen at background of the research place. Participants may become distracted by the recording equipment, and this means they may not act or speak as they would normally. Therefore to overcome this problem the researcher record several sessions so that participants get used to having the equipment present.

Video recordings were done while participants read a scenario in pairs or small groups. They were given a chance to rehearse the scripts. Although participants at first felt uncomfortable when video recording was done, they felt no longer threatened after few times. In the end of their performance, learners were given a chance to evaluate the RT performance orally.

Only one camcorder was used. This camcorder recorded the whole lesson. During the process, there was certainly a possibility where those who were being taped, the students, acted differently and not normally. However, such situation did not take so long because those being taped accepted it and got used to it once the camcorder was treated as a natural part of the classroom setting (Gebhard, 2009: 20). Therefore, on the basis of this claim, the use of camcorder was not hidden. Instead, the place where the camcorder was best put was highly considered. This was supposed to anticipate the unexpected results, such as unclear view and voices and the like.

Having attained the data from the videotaping, there was a technique to do the analysis. To this respect, the present study conducted the so called „stimulated recall‟, which was acknowledged by Nunan (2009: 259). The benefits of using stimulated recall is a researcher can document the perspective of lesson

participants without interrupting them while the lesson is in progress, The videotapings prompt participants‟ memories with data from the event, the researcher can get better information by asking them to remember the lesson when the video recordings are re-displayed.

3.5.2 Questionnaire

Feedback from the students‟ attitudes were collected in a questionnaire (see appendix B). A questionnaire is a research instrument which allows a researcher to get responses from several people through a survey, checklist or schedule (Burns, 2010: 81). Dornyei (2001) notes that through questionnaires a researcher can obtain three types of information: factual or demographic (who the participants are and their background/experiences); behavioural (what they do, or did in the past); attitudinal (attitudes, opinions, beliefs, interests and values). For this research, the items used for questionnaires are in form of open ended items in which the items look for a free-form response. From this type of questionnaire, a researcher can take responses from different perspective. The responses are fairly short but give the researcher information that may not be easily captured numerically.

This research used open items which askes for concrete information or be very open to a variety of answers. In this type of question, the participants are completely free to provide personal, free-ranging kind of response. These questions are especially useful in giving the participants an opportunity to say things they feel might have been missed out in the survey. The students gave their feed back by responding to a questionnaire. To avoid misinterpretations, the researcher was present at the time questionnaire was given and clarifying the questions. The participants were allowed to answer using their native language in order that they more feel free in expressing their feelings relating to questions.

3.6 Data Analysis Procedure

This section focuses on the analysis of data that were collected through observation and questionnaire. All the data obtained were organized and classified. Burns (2010: 104) proposes that analysis in action research is a part of

a challenging process and the process of reflecting on data in combination with doing the action is essential. Burnaford (2001) as cited in Burns (ibid.) says that on going reflection is satisfying and makes the research worthwhile. Burns gives some useful steps a researcher can follow to get an overall framework for analysis are: (1) assembling the data by reviewing the initial or revised questions and start going through the data and look for broad patterns, (2) coding the data by coding data into more specific patterns or categories, identify the data sources qualitatively or quantitatively, (3) comparing the data across different sets of data, develop tables, charts and display them in a concise form, (4) building meanings and interpretations, do reflecting beyond the immediate surface details, look for more abstract „big picture‟ concepts, pose questions and refine personal theories about the meanings of the research, (5) reporting the outcomes.

Since this study acquire data qualitatively, the data are analyzed without using numbers. The main tools for analyzing qualitative data are categorising and analysing talk. Detail of each data analysis is enumerated below:

3.6.1 Observation Data Analysis

Observation notes were classified into the fourth stages of RT (reading, rehearsing, performing, evaluating) on the basis of what activities performed by both the researcher and the students in each meeting. Meanwhile, the data taken from audio visual recording were utilized to confirm what had been written on observation sheets. In this study, six groups of questions for field notes analysis proposed by Emerson et al (1995) as cited in Silverman (2005:175) were guided the researcher in understanding an on-going class by considering :

(1) What are people doing? What are they trying to accomplish? (2) How exactly do they do this? What specific means and/or strategies do they use? (3) How do members talk about, characterize and understand what is going on? (4) What assumptions are they making? (5) What do I see going on here? What did I learn from these notes? (6) Why did I include them?

Miles and Huberman‟s suggestion, cited in Silverman (2005:177) about “data reduction, data display and conclusion drawing/verification” were used in this study to analyze the data from observation. Data reduction involves selecting,

focusing, simplifying, abstracting and transforming raw data; Data display involves assembling data into displays such as graphs, charts, and conclusion to clarify the main direction of the analysis. Conclusion drawing involves deciding what things mean, noting regularities, patterns, explanations, possible configurations, causal flows and propositions. Verification involves testing the provisional conclusions for the data plausability, the sturdiness, the confirmability, the validity.

3.6.2 Questionnaire Data Analysis

Data of questionnaire was obtained by administering a questionnaire consisting 15 items provided in appendix B. The result of the questionnaire was to

see students‟ attitude toward the process of teaching and learning using RT. 3.7 Data Triangulation

There were two methods of data collection to increase the validity of the data. The methods were observation and students questionnaire.The aspects being analyzed will be on the implementation of three main RT activities such as reading script, rehearsing and performing the play. Also the elements of drama as mentioned above, the literature, the technical, and the performance aspect. Particularly for speaking skills, the aspects of speaking being evaluated are on fluency, pronunciation, intonation, grammar, vocabulary, and comprehension. Whether students worked cooperatively, pronounced words correctly and understandably, used grammar correctly, and spoke fluently (see appendix C).

The researcher examined to see if participants felt the same way for the same reason. One recommended way of analyzing data is to look at the data for commonalities and develop codes. The most common way to analyze data is to analyze a small portion of the data to look for keywords, phrases and events and use these to generate categories (Silverman, 2005). The researcher looked over the data for frequently used words and ideas and then looked at the data to see if there were other comments that were noteworthy.

The assumptions that underpin the way a researcher conduct an action research process are connected to the issue of research validity. The data is valid

when it actually measures what it was intended to measure (Marzyk, et. al, 2005). The validity of measurement approaches is therefore a critical aspect of the overall research design. Action research is trustworthy or has its validity when it meets the following criteria (Burns, 2010). First, it has well defined research questions, data collection methods, data analysis that work towards improving educational situation. Second, using more than one source of information. Third, maintain objectivity and perspective. Fourth, the legitimations are relevant with teaching contexts and practices.

The first criteria has been accomplished through reflections on all steps in action research cycles include the research question, planning, observing, acting and reflecting. The second criteria was accomplished through triangulation of data. Triangulation refers to “the attempt to get a „true‟ fix on a situation by combining different ways of looking at it or different findings” as it is stated by Silverman (2005: 212). Triangulation on data collection means combination of angles on the data that will help researchers more objectivity. The multiple sources then are compared, contrasted and cross-checked to see if the finding through one source is backed up by another evidence. In this research, this triangulation came from collecting data via three different methods: an observation sheet that collects data from observer point of view, a video recording to collect data on students‟ RT, a questionnaire to obtain students attitudes on RT. Respondent validation was also done by going back to the subject with the researcher tentative results and refines them in the lights of subjects‟ reactions (Reason and Rowan in Silverman, 2005). Triangulation has a number of advantages. Besides it provides a more balanced picture, it can also explain things that seem to contradict or not support each other.

3.8 Concluding Remarks

In summary, this chapter focuses on the research methodology that is employed in this study to discover the aspects of RT that helpstudents‟ speaking skill as the major interest of this study. As previously stated, a classroom action research design guided this study which involved 20 students at one of the

university in Cianjur, West Java. Observation and questionnaire were the two research instruments. In the meantime, data triangulation was reached by collecting various data such as observation and questionnaire. In brief, the aforementioned research methodology in this study serves as a vehicle for conducting this study. The following chapter will present the findings of the study with respect to the aspects that improve students speaking skill and students‟ attitude towards the practice of RT in their learning.

CHAPTER V

RESEARCH FINDINGS AND DISCUSSIONS

This chapter presents the research outcome which divided into three primary findings. Firstly, students‟ improvement of speaking as results of RT stages: reading, rehearsal, performance and evaluation. Secondly, students‟ improvement of speaking as results of teacher‟s roles in selecting reading materials to perform, the forming of group, and providing feedback. Thirdly, the students‟ attitudes toward the implementation of RT on speaking classroom, their participation in class activities: and improvement in speaking. In this study, the findings will show that questionnaire data supported observation. Section 5.1 shows data of students‟ speaking performance from initial observation and after cycles of action research using RT. Section 5.2 and 5.3 elaborate findings of data from observation during the action research cycle. Section 5.4 provides discussion of questionnaire data. Section 5.5 reveals discussion of overall data sources, followed by the conclusions of RT, unexpected findings and concluding remarks in section 5.6. 5.1 Readers’ Theatre and the Improvement of Students’ Speaking

The action research on implementing RT improved students‟ speaking on the followings aspects.

Speaking Aspects Pre-Cycle Cycle 1 Cycle 2 Cycle 3

Pronunciation 2 2.5 3.2 3.5

Vocabulary 2 2.5 3.0 3.3

Fluency 2 2.5 3.2 3.4

Intonation 2 2.5 3.1 3.3

Expression 2 2.5 3.1 3.2

Table 5.1 Students‟ improvement on speaking

The mean of students‟ speaking aspects were observed to rise. The most significant results were in the aspects of pronunciation and fluency. Students

pronunciation and fluency were improved because they did several times of rehearsal before the performance. The data to support the findings were based on the result of the observation from Cycle 1 up to 3. Based on the observation, there were several worthy aspects can be underlined which were assumed to come up in RT and help to improve speaking skills. For more focused analysis, the observation findings which support the improvement of speaking were then classified into two, the first is the improvement of speaking as results of RT stages and the second is the improvement of speaking as results of the teacher‟s role when implementing RT. The description of each aspect is on the following. 5.2 The Improvement of Students’ Speaking as a Result of Readers’ Theatre

Stages

5.2.1 Reading Stage

Reading stage was a preliminary activity, conducted in every session of RT throughout three cycles of action research. In this stage, students worked on the script by reading the text together in groups. They were given choices to decide scripts to play. Reading stage was aimed at establishing students‟ background knowledge concerning a play.

At the first meeting in cycle 1, the scripts were given, all the students read carefully. This situation was captured by classroom observation video that being

used in this study to record data of students‟ activities in class. Students

discussed how characters should be played. In cycle 3, a male student acted like female because the script required female character and there was no other female members. In all cycles, students used their imagination to make their performance as closely as possible with the script.

While reading the script, several lines with unfamiliar vocabularies encouraged students to check the meaning on the dictionaries, asked their friends or consult to the teacher. The examples of these moments captured when they

asked the meaning of the word „sink in‟, „detest‟, and „inadmissible‟ in sentences

Cycle 1: Slop Culture

Excerpt 1

Brian : Oh, come on! Dylan : Can’t do it. Brian : That’s my answer! Dylan : Inadmissible.

Script materials (see appendix D)

Cycle 3 : My Mother is My Teacher Excerpt 1

Mom : If you study, you’ll do fine

Lisa : But what if it’s too hard for me? What if it just doesn’t sink in?

Wouldn’t you help me out? Like maybe give me a little extra credit?

Excerpt 2

Lisa : But Mom, can’t you tutor me at home after dinner? Because you know I detest mornings!

Script materials (see appendix E)

The above excerpts proved the examples of vocabularies which were considered new for students. In this stage, the teacher then helped students by clearly give instruction about the task. In cycle 2, teacher provided students more time and guidance to read their scripts. Each group was approached while they were discussing the reading materials. By the time, students were encouraged to ask and speak up. In the end of RT stage, students were enable to interpret imaginatively and appropriately. In other words, reading has encouraged students to develop their personalization in language learning as stated by Stevick (1989). Personalization, according to Phillips (in Zalta, 2006) makes language more meaningful and memorable than drilling or mechanical repetition.

The reading stage was actually the basic of the successfull oral performance. All students had to read, to understand as well as to perform the characters on the texts. Therefore, to make their performance as closely as possible with the script,

they struggled in discussing their views about the topic and it encouraged them to express how each character should be portrayed.

5.2.2 Rehearsal Stage

In this stage, students started to used expression. They learned words articulation, pronunciation, intonation, as well as the gestures, the body language, the face mimic. They learned to be actors and actress. There were desire to act as they want, there were freedom to express. Subconsciously, they remembered certain repeated lines after the practice. Certain words were memorized unintentionally in their contexts.

After several rehearsals, students was captured gradually overcome their fear of speaking. They were became less-conscious, more confident in their spoken English and their self-image as English speakers increased remarkably. Their speaking were well articulated and easy to understand and so thus their fluency which was improved. Involving students with enjoyable and exciting active reading procedures according to Jordon & Harrel (2000) will provide the key to fluency and higher level of comprehension.

The writer noted important things occured during the process of the rehearsal. In second cycle, rehearsal was done by allowing students sufficient time to rehearse the script to gradually overcome students‟ fear of speaking. It has proved that by giving students opportunities to re-read scripts in anticipation of a performance, teachers actually provided practice in meaningful and purposeful context, and student confidence levels to speak has increased because they have well prepared for each performance as Casey and Chamberlain (2006) have investigated it.

Students reported that RT activity provided them the opportunity to use words and expressions that were appropriate and relevant to their daily contexts. By the time they rehearsed before the actual performance, they learned vocabulary and sentence constructions which was crucial in expressing the realistic characters they had read in the script. These situations happened and in parallel as well in some RT studies (Adams, 2003).

The intonation and stress of speaking in RT is important as the main objective of this activity lies on expression rather than memorizing. The rehearsal stage provided time for students to try out different ways of saying the lines, to think critically of such factors such as intonation, stress and rhythm. In this study, some expressions used were perceived innappropriate. Some students were captured speaking with local accents and the expression which required students for more practicing in their speaking classroom. Students used the local accents several times and subconsciously. In this case, teacher assisted students by being a role model by pronouncing certain vocabularies.

Engagement was also happened during the rehearsal time which was an important condition for learning in RT. Engagement occured when learners believe that they are capable and likely to engage in whatever is being demonstrated. Learners are also more likely to be engaged if the demonstrations are given by those they trust and anxiety is minimized therefore the teacher demonstration has been found to be significant (Cambourne, 1995).

5.2.3 Performance Stage

In this stage, students perform the script dialogue in front of their classmates. Students‟ facial expressions, intonations, and gestures were demonstrated to convey the character. Literature reffered it as characterization. During performance stage, students watched while other students were playing. In first cycle, it was observed that students performance were done initially by sitting, however in second and third cycle students performed by standing up. While the others were performing, the audience were asked to listen and respect. Although there were still some mistakes, students were satisfied because they have succesfully accomplished their group performance.

In third cycle, students‟ performance was more concise and well articulated. They used expression with loud and soft voices when reading the following lines:

Cycle 3 : Drama Class Excerpt 4:

ANDREW : But that’s not true! I can act! I can ! And … and I can act and dance at the same time! Did you know that? ( Does a little tap dance) See? And I can sing well! Put me in your next musical! (Sings a little tune). See? Dancing, singing, acting! I can do it all! (Drops to his knees.) Please, Mr. Watts, I love this class! Don’t kick me out of Drama! Please, if you do … seriously. If you do …. I feel as if I might die! And look! My eyes … my eyes are welling up with tears! (Crying) I’m begging you! Begging you!

Script materials (see appendix F)

According to Wessels (1987 : 68) the clarity of voice is important because the voice which is not loudly enough will hinder communication. In performance stage, the activities were more interactional and expressive, in compared to the usual lesson that use informational talks, as it is said by Felton, Little, Parsons, and Scahffner (1998). This finding is in line with Wessel (1987) in chapter two, that the implementation of drama is obvious in getting students to speak.

In performance stage, the conditions of engagement were also observed. The students tried to perform according to the plan and the practice become authentic as it was for a real audience. The engagement has supported students safe feeling since they were supported by their group. In line with the statement by Camboune, the memorization of script was no longer done by students. As Cambourne said, students still can read the text, have practices and get feedback from the audience (1995).

In third cycle, it was found that students performed with great enthusiasms. The process of RT were more alive, the atmosphere was supportive for both the audience and the presenters. This situation occured in reading and rehearsal time, readers had opportunities to experiment with language, to hear fluent reading modelled by teachers and peers, and to re-read for a meaningful purpose which is relevant with Casey and Chamberlain (2006). As Allington and Stayter (1991) suggest, one of the ultimate goal for RT is reading to be

independent and to actively engage in constructing meaning through critical thinking and analysis. The readers are expected to “lose themselves” in text and to find pleasure and gain information from their reading.

5.2.4 Evaluation Stage

As social events, RT has inherent rules and conventions to guide activities. The rules include that participants are usually expected to be seated and watch while others perform, and to actively participate when it is their turn. Students‟ performances were evaluated in the evaluation stage. The video recordings were also re-played to know students responses. Some students said that their performance were not satisfying. They expected to have the other opportunity to perform. This has proved that RT has increased students‟ expectation for more succesful performance. As it has been proposed by Cambourne (1995) that the basis of succesfull performance is the confidence that they will achieve what they are expected to achieve and it is important for learners to receive messages that tell them they can be successful. Through evaluation stage, students was captured to express opinion about the presentation, to discuss their interpretation toward the story and finally improve their speaking which is according to Dixon, Davies, and Politano (1996 in Carrick, 2001), evaluation will support students learning. 5.3 The Improvement of Speaking as Result of the Teacher’s Role

The students‟ improvement of speaking was also revealed as the result of

teacher‟s role. The teacher‟s roles were observed in the involvement on deciding the reading materials used, in managing group activities and providing feedback which revealed as results of RT performance.

5.3.1 Teacher’s role in deciding the reading materials.

Reading materials were initially ackowledged by the teacher in each cycle. During reading stage, students found certain script had to be understood as it has different culture context. Certain lines were considered unacceptable in

Indonesian culture. Students found, for example, in the script “My Mother is My Teacher”.

Excerpt 4

Lisa : (Turns) Mom, never, and I mean never tell me that stuff during class, OK?

Mom : What? That I hate it when you leave your undergarments all over the bathroom floor?

Lisa : Mom! Remember! You don’t know me and I don’t know you! And most importantly, I’m not your daughter!

Script materials (see appendix E). However, it was observed that students kept do reading the lines when the performance without eliminating this part. Students further said in questionnaire that different culture implicitly shown in the script instead has given more insights to the cultures outside Indonesian culture. Further, this has lead the materials become interesting and leading to more curiosity. It is in allignment with Goodman,Watson, and Burke (in McKay, 2008) that reading is both active and language process because it changes readers knowledge before they start reading and of what they read at the end. This finding also supported Belliveau & Kim (2014) who proposed that any drama-based activities also facilitate opportunities for L2 learners to use language, experience it contextually, and develop their intercultural communicative competence.

Appropriate scripted texts for RT materials are important. A connection created between the readers and the text has made easier for students to understand, to respond, to interpret the text into performance. Even, it has been one of valuable literary experiences. Based on the idea which is postulated by Rosenblatt (1978), a connection between the reader and the text become the foundation to the next level of learning that is to respond. Rosenblatt further added that the transactional, recursive process involving the reader and the text in which the reader brings past their personal knowledge, experiences, feelings, ideas, and attitudes to the text ultimately supported understanding and influenced the meaning-making process involved in reading.

The text or written material in RT has become the medium through which the students as readers and the author transact. In time students discussed the text,

they tried to find out what were the intention of the author in writing text. The transaction between reader and author has resulted in significant changes in understanding and responding a text (McKay, 2008). The responses are important feedback for learning, growth, and improvement. The feedback itself is a part of the RT preparation process toward the other stages.

With regards to the role of the teacher, although RT tend to be a learner centred strategy, this strategy provided spaces for teacher to take important roles. The teacher‟s role would help much on encouraging students to ask and speak up. In this stage, students‟ expression were assissted during they read and rehearse through modelling to portray different characters and situations realistically. In this study, the teacher assistance was in form of clearly giving instruction about the task, by providing students more time and guidance to read their scripts. Each group was approached while they were discussing the reading materials.

Since the teacher and the learner used plays with various roles and situations, there were greater variety of different contexts for talk. In this study, students like the reading materials because the theme proposed relates to common themes. The context become closer to the real world. Accordingly, students could understood the various linguistic forms and communication contexts provided in

the text, which will enhance the learner‟s speaking competence (Janudom & Wanasomsithi, 2009).

On the reading stage, RT provided materials as well as strategy for learning literature which were popular among students and could be one point of interest for speaking tasks. In the first and second cycle of this study, it was revealed that certain groups seemed enjoyed with their performance but the other still felt confused of the script they performed. They argued that the script had not created stimulus for students to actively engage in reading the story. That is why, the preferences of reading materials is important to avoid students resistance on the script since they had no familiarity with the genre (as finding by Ng & Yip, 2010). In this case, the teacher provided scripts in the comedy genre or the other daily lives theme in order that literature could help students to easily the story. The alternatives of the choices were based on several criteria. The texts had to be

Bygate, M. (2001). Speaking. In Carter, R. & Nunan, D. (2001) The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: CUP.

Buzzeo, Toni. (2011). Readers’ Theater in the Classroom and Library: Pathway to Increased

Fluency and Comprehension. In www.tonibuzzeo.com. Retrieved on 10/22/2015

Campbell, Kimberly Hill. (2007). Less is More: Teaching Literature with Short Texts. Grades 6 – 12. Stenhouse Publishers.

Cambourne, B. L. (1988). The whole story: Natural learning and the acquisition of literacy. Auckland, New Zealand: Ashton- Scholastic.

Cambourne, B. L. (1995). Toward an educationally relevant theory of literacy learning; Twenty years of inquiry. The Reading Teacher. 49, 182–190.

Cameron, D. (2001). Working with Spoken Discourse. London: Sage.

Canale, M. & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing, Applied Linguistics, 1.

Carrick, L. (2001). Internet Resources for Conducting Readers Theatre. Reading Online, 5 (1). Available: http://readingonline.org.

Carter, R. & McCArthy, M. (1995) Grammar and the Spoken Language. Applied Linguistics 16, 2. 141-155.

Carter, R., & Nunan, D. (ed). (2001). The Cambridge Guide to the Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.

Casey, S., & Chamberlain, R. (2006). Bringing Reading Alive through Readers Theatre. Illinois Reading Council Journal, 34, 17–25.

Chamot, A., Barnhardt, S., & Dirstine, S. (1998). Conducting Action Research in the Foreign Language Classroom. National Capital Language Resource Center. Washington DC. Collins, P. & Hollo, C. (2000). English Grammar: An Introduction. Basingstoke: Palgrave.

Dass, Birkam K. (ed.) (1984) "Communicative Language Teaching". (Anthology Series 14). Singapore: Singapore University Press.

DiYanni, R. (2000). Drama: An Introduction. Boston: McGraw-Hill.

Dixon, Michael B., Palmer, T., & Healy, B. (2001). Thirty 10-Minute Plays for 4, 5, and 6 Actors from Actore Theatre of Lousville’s National Ten-Minute Play Contest. USA: Smith and Kraus.

Dörnyei, Z. (1998). Motivation in Second and Foreign Language Learning. Language Teaching, 31,117- 35.

Dornyei, Z. (2003). Questionnaire in second language research: Construction, administration and processing. Mahwah, NJ: Lawrence Erlbaum Associates.

Fernandez, L. and Coil, A. (1986) "Drama in the classroom". Practical Teaching 6:3, pp.18-21.

Frankel, J. R., Wallen, N. E. & Hyun, Helen H. (2012). How to Design and Evaluate Research in Education. US: McGraw Hill.

Felton, M.G.Little, B. Parsons and M. Schaffner. (1988).Drama, Language and Learning. NADIE Paper No.1.Australia:National Association for Drama in Education.

Gajalakshmi. (2013). High School Students’ Attitude towards Learning English Language.

International Journal of Scientific and Research Publications, Volume 3, Issue 9, September 2013

Gan, Zhengdong. (2012). Understanding L2 Speaking Problems : Implications for ESL Curriculum Development in a Teacer Training Institution in Hong Kong. Australian Journal of Teacher Education. Vol 37: Issue 1. Article 3. Available at: http://ro.ecu.edu.au/ajte/vol37/iss1/3

García, Ana Llinares. (2005). The Effect of Teacher Feedback on EFL Learners´ Functional Production in Classroom Discourse. Anglogermanica Online. Universidad Autónoma de Madrid (Spain).

Gardner, R. (1985). Social psychology and second language learning. The role of attitudes and motivation. London: Edward Arnold

Gebhard, Jerry G. (2009). Teaching English as a Foreign Language. A Self Development and Methodology Guide. Second Edition. USA: The University of Michigan Press.

Griffee, Dale T. (2012). An introduction to Second Language Research Methods: Design and Data TESL-EJ Publications. University of California: Berkeley.

Harmer, Jeremy. (2007). How to Teach English. England. Person Education Limited.

Harmer, Jeremy. (2001). The Practice of English Teaching. England. Person Education Limited.

Huff, Cliff. (2012). Action Research on Using Role Play Activity in an Adult ESL Level One Class. Minnesota: Hamline University.

Hughes, Rebecca. (2002). Teaching and Researching Speaking. 2nd Ed. UK: Pearson Education Limited.

Janudom, R., & Wanasomsithi, P. (2009). Drama and the Questioning Techniques: Powerful Tools For the Enhancement of Students Speaking Abilities and Positive Attitudes

Towards EFL Learning. ESP World. Issue 5 (26), Volume 8. Chulalongkorn University, Thailand.

Johnson, G M., & Broadley, T. (2012). Web-based Active Learning and Frequent Feedback: Engaging First-Year University Students, in Herrington, A. and Schrape, J. and Singh, K. (ed), Engaging Students with Learning Technologies, pp. 77-96. Perth, Western Australia: Curtin University.

http://espace.library.curtin.edu.au:80/R?func=dbin-jump-full&local_base=gen01-era02&object_id=187303

Johnson, K. and Morrow K. (1981) Communication in the Classroom. London: Longman Jordan & Harrell. (2000). Readers Theatre: A Creative Tool for Strengthening Skills of

Emergent Readers. Kindergarten Education: Theory, Research and Practice, 5: 73-80. Juhana. (2012). Psychological Factors that Hinder Students from Speaking in English Class

(A Case Study in a Senior High School in South Tangerang, Banten, Indonesia). Journal of Education and Practice. Vol 3. No 12. Indonesia Open University.

Holden, Susan (1981) Drama in Language Teaching. England: Longman.

Kao, S.(1994). Classroom interaction in a drama-oriented English conversation class of first-year college students in Taiwan : A Teacher-researcher study (Chinese Text). PhD. Dissertation. The Ohio State University.

Kao and O'N eill. (1981). Kao S. & O'Neill, C.(1998). Words into worlds: Learning a second language through process drama. Stanford: Ablex Publishing Corporation.

Kozub, Robin. (2000). Reader’s Theatre and Its Affect on Oral Language Fluency. San Diego State University.

Kozulin, A. (1986). Thougt and Language by Lev Vygotsky. Cambridge: The Massacuthess Institute Technology Press.

Lawson, L. (2002). Scaffolding as a Teaching Strategy. Retrieved October, 22, 2015, from http://condor.admin.ccny.cuny.edu/~group4/Lawson.

Lorber, Deborah A. (2008). The Readers’ Theatre Experience and Its Effect on Oral Language Fluency. Kennesaw State University.

Ludolph, Marilyn. (2013). Readers Theatre Education Resource Guide. The National

Children’s Book and Literacy Alliance. http://www.thencbla.org/ReadersTheater.html

Maley, A., & Duff, A. (1978). Drama techniques in language learning : A Resource Book of Communication Activities for Language Teachers. Cambridge, NY: Cambridge University Press.

Marzyk, G., Matteo, D., Festinger. D. (2005) Essentials of Research Design and Methodology. USA: John Wiley & Sons, Inc.

Mascolo, Michael F.(2009). Students-Centered and Teacher-Centered Pedagogy:Teaching and Learning as Guided Participation. Pedagogy and the Human Sciences,1, No. 1, 2009, pp. 3-27.

McCarthy, M. & O’ Keeffe, A. (2004). Research in the Teaching of Speaking. Annual Review of Applied Linguistics 24, 26-43.

McCarthy, M. (1998). Spoken Language and Applied Linguistics. Cambridge: Cambridge University Press.

McKay, Marlene. (2008). Readers Theatre-Take Another Look- It’s More Than Fluency Instruction. Learning Landscape. Volume 2. University of Alberta.

McKay, Sandra. (1982). Literature in the ESL Classroom. TESOL Quarterly, Vol. 16, No. 4 (Dec., 1982), pp. 529-536. Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL)

Mercer, N. (2008). Talk and Development of Reasoning and Understanding. Human Development, Vol. 51, 90-100.

Mordecai, Joyce (1985) "Drama and second language learning". Spoken English, 18:2, pp.12-15.

Noursi, Omar Al. (2013). Attitude towards Learning English: The Case of the UAE Technological High School. Educational Research. Vol 4 (1) pp.21-30, January (2013).

Ng, Patrick. (2003). Energising the ESL classroom through Readers Theatre. STETS Language and Communication Review Journal, 2(2), 25-28.

Ng, Patrick. (2009). Readers Theatre: Dramatising Environment Issues for Oral Skills Development. The Asian Conference on Education. Conference Proceedings.

Ng, Patrick. & Yip, Esther Butcher. (2010). Improving Oral Proficiency in a Japanese University EFL Course. ELTWorldOnline.com December 2010 h ttp://blog.nus.edu.sg/eltwo/2010/12/20/readers-theatre-improving-oral-proficiency-in-a-japanese-university-efl-course/ Volume 2 retrieved on 10/22/2015

Ng, Patrick. (2010). Improving Oral Skills through Readers Theatre: A Study of Views of Japanese EFL Learners.

Nunan, D. (1999) Second Language Teaching and Learning. Boston: Heinle & Heinle Publishers.

Nunan, D & Bailey, Kathleen M. (2009). Exploring Second Language Classroom Research. UK: Heinle.

Parkinson, B. & Thomas, Helen R. (2000). Teaching Literature in a Second Language. Edinburgh: Edinburgh University Press.

Popoola, S O. Labo. (2010). The Place of Literature in the Teaching of English Language as a Second Language. The Social Sciences 5 (10): 49-54, 2010. Medwell Journals.

Punch, Keith. F. (2009). Introduction to Research Methods in Education. Sage Publications. Read, Carol. (2008). Scaffolding Children through Drama. IATEFL Young Learner

Publication 2008-2

Rosenblatt, L.M. (1978). Literature as Exploration (5th ed). New York, NY: The Modern Language Association.

Sakale, Sana. (2012). Rethinking Speaking Skills in EFL (English as a Foreign Language) Settings. Sino-US English Teaching, ISSN 1539-8072 April 2012, Vol. 9, No. 4, 1100-1111.

Sam, Wan Yee. (1990).

Drama in Teaching English as a Second Language -

A Communicative Approach

. The English Teacher Vol XIX July 1990. University of Malaya.

Sato, Koichi. ( 2003). Improving Our Students Speaking Skills: Using Selective Error Correction and Group Work to Reduce Anxiety and Encourage Real Communication. Japan: Akita Prefectural

Schunk, Dale H. (2012). Learning Theories. An Educational Perspective. USA: Pearson Education.

Silverman, David. (2005). Doing Qualitative Research. London: Sage Publications.

Sirisrimangkorn, L., & Suwanthep, J. (2013). The Effects of Integrated Drama Based Role Play and Student Teams Achievement Division on Students Speaking Skills and Affective Involvement. Scenario. Volume 2013. Issue 2. Thailand: Suranaree University of Technology.

Stevick, Earl. (1989). Success with Foreign Languages. UK: Prentice Hall. Thornburry, Scott. (2005). How to Teach Speaking. USA: Person Education. Ur, Penny. ( 1988). Grammar Practice Activities. Cambridge : CUP.

Vygotsky, L. (1987 ). Interaction between Learning and Development. From Mind and Society. Cambridge: Harvard University Press.

Wessels, Charlin. (1987). Drama. Oxford : Oxford University Press.

Winston, J. (1998). Drama, Narrative, and Moral Education. London: Falmer Press.

Young, C., & Rasinski, T. (2009). Implementing Readers Theatre as an Approach to Classroom Fluency Instruction. The Reading Teacher. Vol. 63. No. 1.

Zalta, Latvia. (2006). Using Drama with Children. English Teacher Forum (2006 Number 2) Widiati, U. & Cahyono, B. Y. (2006). The Teaching of EFL Speaking in the Indonesian