Designing a set of English speaking materials using role-play for second semester students of The Primary School Teacher Education Study Program of Sanata Dharma University - USD Repository

  

DESIGNING A SET OF ENGLISH SPEAKING MATERIALS

USING ROLE-PLAY FOR SECOND SEMESTER STUDENTS

OF THE PRIMARY SCHOOL TEACHER EDUCATION

STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

  

A Sarjana Pendidikan Thesis

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan degree

in English Language Education

  By Paulus Aditya Hernawan

  061214113

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2012

STATEMENT OF WORK‟S ORIGINALITY

  I honestly declare that this thesis, which I have written, does not contain the work or parts the work of other people, except those cited in the quotations and the references, as a scientific paper should.

  Yogyakarta, 23 January 2012 The Writer

  Paulus Aditya Hernawan 061214113

  

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Paulus Aditya Hernawan Nomor Mahasiswa : 061214113

  Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  

DESIGNING A SET OF ENGLISH SPEAKING MATERIALS

USING ROLE-PLAY FOR SECOND SEMESTER STUDENTS

OF THE PRIMARY SCHOOL TEACHER EDUCATION

STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

  Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin ataupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 23 Januari 2012 Yang menyatakan, Paulus Aditya Hernawan

  

ABSTRACT

  Hernawan, Paulus Aditya. 2012. Designing A Set of English Speaking Materials

  

Using Role-Play for Second Semester Students of The Primary School Teacher

Education Study Program of Sanata Dharma University. Yogyakarta: English

  Language Education Study Program, Sanata Dharma University.

  This thesis was conducted to design A Set of English Speaking Materials Using Role-Play for Second Semester Students of The Primary School Teacher Education Study Program of Sanata Dharma University to help students of the Primary School Teacher Education Study Program of Sanata Dharma University enhance their speaking proficiency using role-play activities.

  There are two problems discussed in this study. They are (1) How is a set of English speaking materials using role-play for second semester students of the Primary School Teacher Education Study Program of Sanata Dharma University designed? (2) What does a set of English speaking materials using role-play for second semester students of the Primary School Teacher Education Study Program of Sanata Dharma University look like? To answer the two problems, the writer conducted pre-design survey and post-design survey. The pre-design survey was conducted to obtain data about the students‟ needs by distributing questionnaires to the students. The post-design survey was conducted to gain evaluations and feedback of the designed materials by distributing questionnaires to the lecturer of Primary School Teacher Education Study Program and the Lecturers of English Education Study Program of Sanata Dharma University.

  To answer the first question in the problem formulation, the writer combined the two instructional design models from Kemp and Yalden. Based on the Kemp‟s and Yalden‟s Instructional Design Model, the writer‟s instructional design model was constructed, namely (1) conducting need survey, (2) specifying goals, topics, and general purposes, (3) formulating learning objectives, (4) selecting and organizing contents, (5) selecting learning activities and resources, and (6) evaluating materials.

  To answer the second question in the problem formulation, the writer attached the designed materials in appendix.

  The average point of the design materials was 3.7 out to 5. Therefore, the design materials are considered acceptable and appropriate. Keywords: speaking, role-play, The Primary School Teacher Education Study Program (PGSD) of Sanata Dharma University

  

ABSTRAK

  Hernawan, Paulus Aditya. 2012. Designing A Set of English Speaking Materials

  

Using Role-Play for Second Semester Students of The Primary School Teacher

Education Study Program of Sanata Dharma University . Yogyakarta: Program Studi

  Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

  Skripsi ini ditulis untuk mendesain seperangkat materi berbicara bahasa Inggris menggunakan aktivitas bermain peran (role-play) untuk mahasiswa semester kedua dari Program Studi Pendidikan Guru Sekolah Dasar Universitas Sanata Dharma untuk membantu siswa dari Program Studi Pendidikan Guru Sekolah Dasar Universitas Sanata Dharma meningkatkan kemahiran berbicara mereka menggunakan kegiatan bermain peran.

  Ada dua masalah yang dibahas dalam penelitian ini. Pertama adalah (1) bagaimana satu set bahan berbahasa Inggris menggunakan bermain peran untuk mahasiswa semester kedua Program Studi Pendidikan Guru Sekolah Dasar Universitas Sanata Dharma dirancang? (2) Seperti apakah penampilan seperangkat materi berbahasa Inggris menggunakan bermain peran untuk mahasiswa semester kedua Program Studi Pendidikan Guru Sekolah Dasar Universitas Sanata Dharma tersebut? Untuk menjawab dua masalah tersebut, penulis melakukan survei pra- desain dan survei paska-desain. Survei pra-desain dilakukan untuk memperoleh data tentang kebutuhan siswa dengan menyebarkan kuesioner kepada para siswa. Survei paska-desain dilakukan untuk mendapatkan evaluasi dan umpan balik dari bahan yang dirancang dengan menyebarkan kuesioner kepada staf pengajar Program Studi Pendidikan Guru Sekolah Dasar dan dosen Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma.

  Untuk menjawab pertanyaan pertama dalam perumusan masalah, penulis menggabungkan dua model desain instruksional dari Kemp dan Yalden. Berdasarkan model Kemp dan Yalden tersebut , model desain instruksional penulis dibangun, yaitu (1) melakukan survei kebutuhan, (2) menentukan tujuan, topik, dan tujuan umum, (3) merumuskan tujuan belajar, (4) memilih dan pengorganisasian isi, (5) memilih kegiatan pembelajaran dan sumber daya, dan (6) mengevaluasi materi. Untuk menjawab pertanyaan kedua dalam formulasi masalah, penulis melampirkan materi yang dirancang dalam lampiran.

  Titik rata-rata materi yang didesain adalah 3,7 ke 5. Oleh karena itu, bahan desain dianggap dapat diterima dan tepat. Kata kunci: berbicara, bermain peran, Program Studi Pendidikan Guru Sekolah Dasar Universitas Sanata Dharma

  

ACKNOWLEDGEMENTS

  First of all, I would like to give the biggest grattitude to Jesus Christ for giving unlimited blessings so that I could finish my thesis. I am sure that without His enlightement, this thesis would not be completed.

  I would also thank and send my deepest appreciation to my thesis advisor,

  

Drs. Y.B. Gunawan, M.A, for his patience and guidance so that I could finish my

  thesis. I would also thank to Dr. Retno Muljani, M.Pd, Ag. Kustulasari 81, S.Pd,

  

M.A, and Laurentia Sumarni, S.Pd, Yuseva Ariyani Iswandari, S.Pd, M. Ed

  sincerely for giving comments, opinion, and suggestions on the designed materials. I also send my thanks to Sr. Yuni FCJ and all the Primary School Teacher Education Study Program of Sanata Dharma University staffs and students for allowing this study conducted.

  I dedicate this thesis to my parents, and my family. Without the encouragemant from you all, this thesis would be a useless bundle of papers. My special thank also goes to my second family, the Language Institute staffs and instructors, Bu Retno, Bu Heny, Mbak Nana, Mas Arie, Endru, Danconk, Ade,

  

Ira, Ayuputu, Kitin, Mbak ajeng, Menyul, Mas Sandi, Mbak Yohana, Pak Kun,

Mbak Dian, Sita, Simon, Bang Jody, and all of the LB familyfor giving me spirit to

  do all the best.

  I dedicate the warmest greeting to all of the members of Konco Palsu Crew:

  

Beny „Gondrong‟, Doan „Becak‟, Marshell „ Kimcil‟, Yoga, Hosana, Sedik,

Amdreas „Kisruh‟, Adi „Jember‟, Guntur „Tander‟, Wiwit „A‟, Doni, Mupet,

Bang Kadal, Bang Miko, Eko „Limbat‟, and Duwek thanks for the great friendship

for almost 6 years. Sarce, Stella, Bertha, Nana, and other PBI students, love you all.

  I also send my gratitute to „present day‟ brothers and sisters , Cheye,

  

Gontenk, Ayu, Triyo for sharing moments both in happy and sad conditions of my

  life. The last but not least, I send the greatest love to The Lady from The Land of The Sun, Saki Muramatsu, for giving me love and spirit in all of my activities and accompanying me from the distance.

  Paulus Aditya Hernawan

  

TABLE OF CONTENTS

Page TITLE PAGE ...................................................................................................... i APPROVAL PAGE ........................................................................................... ii STATEMENT OF WORK‟S ORIGINALITY ................................................ iv LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH ........................................................................ v ABSTRACT ...................................................................................................... vi ABSTRAK ......................................................................................................... vii ACKNOWLEDGEMENTS ............................................................................ viii TABLE OF CONTENTS ................................................................................... x LIST OF TABLES .......................................................................................... xiv LIST OF FIGURES ............................................................ ..............................xv CHAPTER I. INTRODUCTION

  .................................................................................................... 1

  A. Background

  ..................................................................................... 4

  B. Problem Formulation

  ........................................................................................ 4

  C. Problem Limitation

  ...................................................................................... 5

  D. Research Objectives

  .......................................................................................... 5

  E. Research Benefits

  ........................................................................................ 5

  F. Definition of Terms

  CHAPTER II. REVIEW OF THE RELATED LITERATURE ................................................................................. 7

  A. Theoretical Description

  1. Instructional Design Models

  ................................................................ 8

  a.

  Kemp‟s Model .................................................................. 9 b.

  Yalden‟s Model .............................................................. 10

  2. Speaking Skill

  ..................................................................................... 13

  a. The Nature of Speaking .................................................. 15

  b. The Process of Speaking ................................................ 16

  c. Teaching Speaking ......................................................... 17

  d. Teaching Speaking Techniques ...................................... 17

  3. Role-play

  ............................................................................................. 18

  a. The Nature of Role-play ................................................. 19

  b. The Use of Role-play in Teaching Speaking ................... 19

  c. The Procedures of Using Role-play in Speaking Class .... 21

  ............................................................................... 22

  B. Theoretical Framework

  CHAPTER III. METHODOLOGY ......................................................................................... 24

  A. Research Method

  ................................................................................... 28

  B. Research Participants

  ................................................................................... 29

  C. Research Instruments

  1. Pre-design Study

  ................................................................................. 29

  2. Post-design Study

  ............................................................................... 30 ........................................................................... 30

  D. DataGathering Technique

  ............................................................................. 31

  E. Data Analysis Technique

  1. Pre-design Study

  ................................................................................. 31

  2. Post-design Study

  ............................................................................... 31 ...................................................................................... 33

  F. Research Procedure

  CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS A. Elaboration of steps in designing a set of speaking

  materials using role-play for the second semester students of English Club of Primary School Teacher Education Program of Sanata Dharma University. ..................................................................... 35

  1. Conducting Needs Survey

  .................................................................. 35 a.

  Students‟ needs based on the interview with the lecturer ............................................................. 36 b.

  Students‟ needs based on the interview with the students ............................................................ 37

  2. Specifying goals, topic, and general purposes

  .................................. 40

  a. Stating goals ................................................................... 41

  b. Topics ............................................................................ 41

  c. General Purposes ............................................................ 42

  3. Formulating Learning Objectives

  ..................................................... 42

  4. Selecting the Subject Contents

  .......................................................... 44

  5. Selecting Learning Activities and Resources

  ................................... 46

  6. Evaluating the Materials

  .................................................................... 47 ........... 47

  B. The Findings of the Designed Instructional Materials Evaluation

  1. The Description of the Respondents

  ................................................. 47

  2. Data Presentation

  ................................................................................ 48 a.

  The Descriptive Statistics of the Respondents‟ Opinion .. 48 b.

  Respondents‟ Comments and Suggestions on the Designed Materials .............................................. 48 C. Discussion on the Designed Instructional Materials Evaluation .............. 51

  ............................... 52

  D. Presentation of the Designed Instructional Materials

  1. The Description of the Designed Materials

  ...................................... 55

  2. The Presentation of the Designed Materials

  ..................................... 55

  CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion ........................................................................................... 57 B. Suggestion............................................................................................ 59

  1. For the English instructors/tutors of English Club of Primary School Teachers Study Program (PGSD) of Sanata Dharma University ........................................................ 59

  2. For the Further Research .............................................................. 60

  

REFERENCES ................................................................................................ 61

APPENDICES .................................................................................................. 63

APPENDIX A: Surat Izin Penelitian .............................................................. 64

APPENDIX B: Questionnaire of Evaluation .................................................. 66

APPENDIX C: Syllabus .................................................................................. 72

APPENDIX D: Lesson Plan ............................................................................. 79

APPENDIX E: Presentation of The Instructional Materials Design ............. 81

  

LIST OF TABLES

Page

Table 3.1 The Description of Post- Design Participants ...................................... 32 Table 3.

  2 The Participants‟ Opinion on the Designed Materials ......................... 33

Table 4.1 List of Topics Which Were Used in the Designed Materials ............... 41Table 4.2 List of Learning Objectives ................................................................ 43Table 4.3 Description of Post-Design Participants (Result) ................................ 48Table 4.4 Description o f Respondent‟s Opinion ................................................. 49Table 4.5 Revision on the Designed Materials .................................................... 53

  

LIST OF FIGURES

Page

Figure 2.1 Kemp‟s Model of Instructional System Development (1977:9). ......... 10Figure 2.2 Yalden‟s Instructional Model (Yalden, 1987: 88) .............................. 12Figure 2.3 The Process of Communication System (Rivers, 1968:58) ................ 16Figure 3.1 R & D Cycle and t he Writer‟s Model ................................................ 27

CHAPTER I INTRODUCTION This study is intended to design a set of learning in English Club (EC) of Pendidikan Guru Sekolah Dasar (Primary School Teacher Education Program

  /PGSD) of Sanata Dharma University. This chapter consists of six parts. The first part discusses background and the reasons for conducting the study. The second part spells out problem formulation which conveys the problems that will be discussed in the study. The third part limits the problem limitation to give clear boundary about what is discussed in the study. The fourth part outlines research objectives. The fifth part reveals the research benefits. The last part definition of terms will clarify the terms used in this study. The detailed discussion will be presented below.

A. Background of the Study

  A teacher is one of the important elements in education. In delivering knowledge to students and facilitating the learning process, a teacher needs good communication skills. Speaking is the basic skill teachers should have in delivering knowledge to students so that the students understand what the teacher say.

  As future teacher candidates, students of PGSD of Sanata Dharma University are equipped with some skills, including English communication skills.

  To increase the PGSD study program in increasing PGSD students‟ English speaking-focused course which is called English Club (EC). In EC, students are introduced to several kinds of speaking activities, such as storytelling, public speaking, and debating.

  Based on the writer‟s experience in teaching EC for two semesters, it was found that there was not enough opportunity for students to speak in the class.

  Basically the designed materials were good. However, the designed materials did not give enough opportunity for the students to speak in English naturally.

  There are many techniques that can be used to help students improve their speaking ability. Role-play is one of the methods that can be applied in the speaking class. The reason why the writer chooses role-play as the method of teaching and learning activity is because role-play is a communicative activity which involves the students to communicate in a real situation. In role-play, students can share their opinions, thoughts, and knowledge because they bring the situation in the real life condition into a conversation activity in a class. Golebiowska (1990:5) confirms that role-play is a communicative activity in which the learners are given task to complete. In order to ensure the lively and unpredictable course of activity, the learners are told who they are and what their opinions are.

  Experiences in teaching EC show that in many occasions, students were excited when they were asked to make a role-play performance. In the process of making a role-play, students were more motivated to speak and communicate in play, students are expected to be able to apply this kind of speaking activity in the real conversation.

  Despite the strengths above, some problems are identified. First, the designed materials for EC do not give students enough chances to speak. It is mentioned that the focus of EC is speaking, so it is necessary to develop a set of materials that fulfil students‟ needs to get more opportunities to speak. By giving students more opportunity to speak, it is expected that their speaking mastery will be improved.

  Second, why should it be role-play? Role-play is chosen because role-play facilitates students to speak in the real life-like condition, and as a communicative activity, role-play can help them to increase their speaking skills. Role-play also motivates them to speak because the language in role-play is personalized and put in context. The term „personalized‟ here means students can interpret the language they use, so that they can express it their own way, and it makes the language meaningful. By putting the language into context, students will be more aware of the language use.

  Role- play also offers student‟s involvement in the language learning. While doing role-play, students are allowed to own the simple and mechanical language they use by involving their personalities. It gives those students who are shy when speaking a foreign language another character to „hide behind‟. This personalization makes language more meaningful and memorable than drilling or

  The position of the designed materials can be both as the supplementary materials and as the replacement of the previous materials. The writer‟s designed materials will only focus on the story telling topics. It is implied that the writer‟s designed materials will not make any changes in the topics on the previous designed materials which are not talking about storytelling.

  This research is, therefore, aimed at developing speaking materials using role-play. It is expected that the materials presented in this research would solve the existing problem and suitable to accommodate and fulfil th e learners‟ needs.

  B. Problem Formulation

  In this study the researcher intends to find out the answers to the problems formulated below:

  1. How is a set of speaking materials using role-play for the second semester students of EC of PGSD Sanata Dharma University designed?

  2. What does a set speaking materials using role-play for the second semester students of EC of PGSD Sanata Dharma University look like?

  C. Problem limitation

  The research is limited in designing a set of speaking materials using role-play for EC second semester students of PGSD Sanata Dharma University. In answering the learners‟ need of English for communication, the designed material

D. Research Objectives

  This research is conducted in order to: 1.

  Find out how a set of speaking materials using role-play in EC of PGSD Sanata Dharma is designed.

2. Present the designed set of materials.

E. Research Benefits

  The benefits of this study can be classified below: 1.

  For Students The students of EC of PGSD Sanata Dharma University would be provided with well developed and organized English speaking material, which are based on a scientific research.

2. For other researchers

  The result of this research can be used by further researchers to be the basis of evaluating, reprogramming, and reconstructing the designed materials.

F. Definition of Terms

  Some important terms need to be defined in this study. They are: 1.

  Role-play Paulston and Bruder (1976:70) stated that role-play is an exercise where students are assigned fictitious role from which they have to improvise

  2. Speaking Speaking is one mode of communication, which deals with the action of delivering information through oral speech to the target listener. Clark and Clark (1977: 223) stated that speaking is an instrumental activity in which speakers talk in order to create certain effects on their listeners.

  3. English Club (EC) of PGSD of Sanata Dharma University English Club (EC) is a speaking-focus English course held by the Elementary School Teacher Education study program (PGSD) of Sanata Dharma University. This course is a 4 semester compulsory program for semester 1 through semester 4 students of PGSD of Sanata Dharma Universit

CHAPTER II REVIEW OF RELATED LITERATURE This chapter is divided into two parts. The first part will discuss the review

  of related literature underlying the study, and the second is the theoretical framework of the study. The first part consists of brief information on the basic theories of designing instructional material, role-play and speaking skill. The theories discussed will be used to establish a framework of the designed materials.

A. Theoretical Description

  Three sub topics will be discussed in details under this sub heading. The first part is Designing Instructional Materials. This part provides an overview and discusses the Instructional Materials Design to be used in this study. It discusses how the instructional materials are designed, and what stages should be accomplished in designing the instructional materials. In the second part, the writer would like to discuss the speaking skill is discussed thoroughly. It is essential to discuss the basic theory of speaking since the designed materials in this study deals with speaking skill. The last part of this section discusses role- play. The basic theory of role-play used as the technique in the designed materials is presented in this part, the nature of role-play and how role-play is implemented in language learning is outlined.

1. Designing Instructional Materials

  Obviously, in designing a learning material it is necessary to know and understand what the learner needs. Without knowing the learners‟ needs, the designed material will not be appropriate and irrelevant for the learners. There might be an overlapping or inconsistency in deciding the topics in the material.

  Hutchinson and Waters (1987:55-65) suggest some significant aspects to be taken into account in designing the instructional material as presented below: a.

  Instructional material design must be based on the target need that is what the learners have to know in order to function effectively on the target situation the learner wants, and the learner needs.

  b.

  Instructional materials design should pay attention to the significant potentialities and constraints such as experience, finance, facilities, competence, background knowledge, and time which exist in the learning situation in order to find what is possible and what is impossible to be done in the system.

  c.

  Instructional design is supposed to develop the language-centered approach, skill approach, or learning approach.

  In designing the materials, the writer attempts to use two models proposed by Kemp and Yalden. The reason why the writer uses Kemp‟s and Yalden‟s instructional design models is that they clearly describe the systematic process a material designer should do in order to develop their own material. A brief

a. Kemp‟s Instructional Material Design Model

  Kemp (1977:8) presents eight elements as a plan to supply answer to three questions which are considered as the essential elements of instructional technology: 1.

  What must be learned (objective)? 2. What good procedures and resources, which can be used to reached the desired learning levels (acts and resources)?

  3. How can we know whether the required learning has taken place (evaluation)?

  The eight elements are: 1.

  Consider goals, list of topics, and state the general purposes for teaching each topic.

  2. Enumerate learners‟ characteristics useful for instruction determination.

  3. Specify the learning objectives achieved in the measurement of learners‟ behavior outcomes.

  4. List the subject contents in order to clarify the learning objectives.

  5. Develop pre-assessment to determine the learners‟ background, and present level of knowledge about the topic.

  6. Select teaching learning activities and instructional resources that will treat the subject content so that the learners will accomplish to objectives.

  7. Coordinate support services such as budgets, facilities, equipment,

  8. Give evaluation to the learners through their accomplishment of objectives, which lead the instructional material‟s designer making revision to any stages of the plan that need to improve. The stages of Kemp‟s instructional design model can be clarified as follow:

Figure 2.1 Kemp‟s model of instructional system development (1977:9)

  Kemp (1977:9) says that the eight elements are interdependent. It means that the plan relating to one element may affect others and is directly related with the “revision”. Therefore, it is a flexible process. We can start from any step that we are ready to start with and then move back and forth to the other step.

b. Yalden‟s Instructional Design Model

  According to Yalden (1987: 88), there are seven stages in designing

  1. Need Survey Need survey is a very important part in designing material. It aims to know who the learners are. Need survey is conducted to identify as much as possible the students‟ needs. The result of the need survey is used establish the realistic and acceptable objectives.

  2. Description of Purpose After conducting the need survey, the designer describes the purpose of the language program. It will be the basis to find solution when the designer faces problems in the next steps.

  3. Selection and Development of Syllabus Type After deciding on the general category for a course, the next step is to select the type of syllabus. Yalden (1987: 108) says that there is no single model of syllabus design which is universally agreed upon. As a solution, the designer should modify the existing structural syllabuses to a completely learner-centered approach.

  4. Production of the Proto-syllabus In this stage, Yalden (1987: 138) argues that the syllabus designer will turn to the description of the content that the syllabus will have, i.e., the preparation of syllabus specification. The designer should select and combine items in each category. In other word, the designer should also

  5. Production of the Pedagogical Syllabus Pedagogical syllabus is described in this stage. It provides a repertoire of words and phrases based on the function and topics. The designer‟s word is to make the repertoire come to life.

  6. Development and Implementation of Classroom Procedure The next step is development and implementation of classroom procedure in which the designer develops the classroom procedures. It includes selection of exercise types and teaching techniques, preparation of the lesson plan, and preparation of weekly schedule.

  7. Evaluation This is the last stage in Yalden‟s instructional model. There are two aspects which are evaluated in this stage. They are the students and the material design. This stage is also called recycling stage because the whole cycle can commence again at this point. To clarify

  Yalden‟s instructional model, the following is the picture of the model:

Figure 2.2 Yalden‟s Instructional Model (Yalden, 1987: 88)

  All steps in the two instructional models above would not be used in this model, the writer took the first step, namely need survey. The writer chose this step because it is important since a need survey becomes the foundation to determine the materials which is developed. The second step of Kemps‟ model is not used in this design because this step has been included in the need survey.

  From the Kemps‟ model, the writer takes the first step, namely Goals materials, Topics, and General Purposes. It becomes the basis of the designing the. Kemps‟ third step is used to determine the objective of the designed materials based on the Process-Based Approach. Subject content becomes important because it determines the application of the principle of the Process-Based Approach in the designed- materials. The next step which is adopted from Kemp‟s model is Teaching-Learning activities. Some of methods in Process-Based Approach are applied in this step. The final step is evaluation which measures the outcome of the designed material. It is also important to obtain the evaluation values which are later used to revise the materials.

  The first reason why the researcher uses these two instructional design models is to make it more specific by mentioning each step used in the material design, as it is stated in Yalden‟s model. Secondly, the concept in the Kemp‟s model possits that the process of designing can be started from any step. Another strength is there is an emphasis on the materials, the objectives, in the choice of learning sources.

2. Speaking Skill

  As it has shown in the title, the writer attempts to design a set of speaking materials using role-play. In this section, the writer is going to discuss the basic theory of speaking skill. This section consists of four parts, namely the nature of speaking, the process of speaking, teaching speaking, and teaching techniques.

  Language learners often consider speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.

  Speaking is not just delivering meaning in the form of words and sentences Speaking involves three areas of knowledge: 1.

  Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation

  2. Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building) 3. Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason (“The Essentials of Language Teaching”, 2007). prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation.

a. The Nature of Speaking

  In their book, Brown and Yule (1989: 26-27) discussed the nature of speaking by distinguishing spoken and written language. Written language is characterized as well-formed sentences which are integrated into highly structured paragraph. Spoken language consists of short, often fragmentary utterances, in range of pronunciations. It is a skill that generally has to be learnt and practiced.

  Furthermore, Brown and Yule (1983) suggest teachers who are concerned with teaching spoken language must confront the following types of questions to be considered: 1.

  What is the appropriate form of spoken language to teach? 2. What is reasonable model if it is considered from the pronunciation point of view?

  3. Consider from teaching structure point of view, is it all right to teach the spoken language as if it were exactly like the written language but with a few “spoken expression” thrown in? 4. Is it appropriate to teach the same structures to all foreign language learners, no matter what their ages or their intensions in learning the spoken language? 5. Are those structures described in standard grammars the structures which our learners should be expected to produce when they speak

  English? 6. How is it possible to give learners a sort of meaningful practice in producing spoken language?

b. The Process of Speaking

  When people hear someone speak, they pay attention to what the speaker sounds like almost automatically. On the basis of what they hear, they make some tentative and possibly subconscious judgements about the speaker‟s personality, attitudes, home region and native/non-native speaker status (Luoma, 2004).

  Rivers (1968:158) says learning a foreign language is more than learning a description of it. Instead the process of speaking and listening is involved.

  Therefore, we have to know what is involved in the process of listening and speaking. To make it easier to know the process of speaking, this following figure drives the model of communication system, which derives from Shanon and Weaver:

Figure 2.3. The process of communication system (Rivers, 1968:58)

  Information source transmitter receiver destination

signal received

signal

  Noise source

  In the model above, an information source emits a message which is encoded for transmission as a signal. The signal passes through a channel to a receiver that decodes the message for use as its destination.

  To teach speaking skill, it is needed to understand the process involved in speech. Through speech, man his expresses emotions, communicates his and finally enables him to examine and rearrange impressions and association so that he evolves new relationship and purposes (Rivers 1968:162).

  The learners need a lot of practice so that they are able to express their personal meaning. A person speaks through some motivation the person decides to speak (Lado 1964:32-33).

  c. Teaching Speaking

  Since speaking is one way of communication, teaching speaking cannot be separated from teaching communicative ability. By giving enough information of it, it is expected that learners can get a lot of benefit from it. Paulston and Bruder (1976) stated that communicative ability is the production of specifics ability to communicate in the target language. The point of this kind of teaching is able to communicate in some referential meaning in the target language.

  It is crucial to underline that teachers have to give a lot of opportunities to the learners to practice, so that the ability to communicate in the target language will be achieved well. By giving opportunities to the learners to develop better skill in encoding their thoughts in ever more complicated patterns of the foreign speech, the learners ability will be much better than what they have got before.

  d. Teaching Speaking Techniques

  Brown and Yule (1989: 25) state that learning to talk in foreign language teaching techniques so that language learners are able to enhance their speaking ability.

  Lado (1964), states that the goal of teaching speaking will be achieved effectively if the teacher has involved the techniques and procedures to manage the class. In addition, Richard and Rogers (1986:76) say the teacher has to have a special preparation to teach the language. He or she has to provide materials and exercises that enable the learners to attain the communication objectives, engage learners in communication, and require the use of communicative process

  According to Rivers (1968: 165), there are some techniques used frequently in teaching speaking, namely conversation, role-play, getting information, dialogue practice, and question and answer. Those activities can be used to give the learners opportunities in speaking activities. In this study, the writer focuses on the use of role-play as a technique in teaching speaking.

3. Role -play In this study, the writer emphasizes the use of role-play in speaking class.

  In this section, the writer is going to discuss about role-play. There are three parts that will be discussed in this section, namely: the nature of role-play, the use of role-play in teaching speaking, and the procedures of using role-play. After discussing those three parts, it is expected that there will be clear view in how role-play can be used in teaching speaking.

  a. The Nature of Role-play

  Role-playing is a teaching strategy that fits within the social family of models (Joyce and Weil, 2000). These strategies emphasize the social nature of learning, and see cooperative behavior as stimulating students both socially and intellectually.

  Paulston and Bruder (1976:70) stated that role-play is an exercise where students are assigned fictitious role from which they have to improvise some kind of behavior toward the other role character in the exercise. Role-play is an action where a person or a group of persons behave and speak like other person does; the purpose of this action is to entertain or to show their speaking ability.