THE USE OF ROLE PLAY METHOD TO IMPROVE THE STUDENTSENGLISH SPEAKING SKILL AT THE FIFTH YEARS OF SDN BUNGKALIN

ACADEMIC YEAR OF 2011/2012.

BY SITI MAHMUDAH NIM. 08331272

ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PONOROGO 2012

THE USE OF ROLE PLAY METHOD TO IMPROVE THE STUDENTSENGLISH SPEAKING SKILL AT THE FIFTH YEARS OF SDN BUNGKALIN ACADEMIC YEAR 2011/2012

THESIS Presented to Muhammadiyah University of Ponorogo In Partial Fulfilment of the Requirement For the Degree of Sarjana in English Language Education

BY SITI MAHMUDAH NIM. 08331272

ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PONOROGO 2012

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UNIVERSITAS MUHAMMADIYAH PONOROGO FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN (STATUS TERAKREDITASI) Alamat : Jl. Budi Utomo No. 10 Telp. (0352) 481124 Fax. (0352) 461796 PONOROGO 63471

APPROVAL PAGE This is to certify that the Sarjanas thesis of SITI MAHMUDAH has been approved by the Board of Examiners as the requirement for the degree of Sarjana in English Education.

Ponorogo, September12th, 2012 Thesis Examining Committee

NikenRetiIndriastuti, S.S NIS. 044171

.. ..Chair

Ana Maghfiroh, M. Pd..............Member NIS. 0440521

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BambangHarmanto, M.Pd .........................Member NIP. 19710823 200501 1 001

Acknowledged by Head, English Department

Approved by Dean, Faculty Teacher Training and Education

NikenRetiIndriastuti, S.S NIS. 044171

BambangHarmanto, M.Pd NIP. 19710823 200501

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UNIVERSITAS MUHAMMADIYAH PONOROGO FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN (STATUS TERAKREDITASI) Alamat : Jl. Budi Utomo No. 10 Telp. (0352) 481124 Fax. (0352) 461796 PONOROGO 63471

AGREEMENT PAGE

This is to certify that the Sarjanas thesis of SITI MAHMUDAH has been approved by thesis advisors for further approval by the Board of Examiners. Ponorogo, September 12th, 2012 Advisor I,

NikenRetiIndriastuti, S.S NIS. 044171

Ponorogo, September12th,2012 Advisor II,

AnaMaghfiroh, M.Pd NIS. 0440521

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MOTTO

IMPOSSIBLE IS NOTHING, KEEP SPIRIT AND BELIEVE YOU CAN DO IT

BUILT SELF CONFIDENCE, POSITIVE THINKING AND CHANGE THE FAILURE INTO SUCCESS

WHEN I CANT FIND THE WAY, I WILL MADE THIS WAY

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DEDICATION

This thesis is dedicated to my parents who always encourage and motivate me to finish this thesis and accompanies me when I am cheerful and gloomy. Father and mother, I believe my goal will be reached with you. And all my family that always support me. My close friends and all my friends in class A English Department, who give motivation to face the future life briefly. May God bless you all..

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ACKNOWLEDGEMENT

Thanks to the Almighty God Allah SWT, the most merciful and the most gracious who has given this mercy, so the writer could finally finish this thesis assignment in achieving the Sarjana degree of English Department of Muhammadiyah University of Ponorogo. The writer realizes that this thesis would never been accomplished without the guidance, motivation and kindness from many people. This is my special acknowledgement are as following: 1. Drs. Jumadi, M.Pd as the Dean of Teacher Training and Education Faculty, Muhammadiyah University of Ponorogo. 2. NikenRetiIndriastuti, S.S as a Chief of English Departmentof Teacher Training and Education Faculty of Muhammadiyah University of Ponorogo who has given permission to the researcher to conduct this thesis. 3. NikenRetiIndriastuti, S.S and Ana Maghfiroh, M.Pd as my advisors who gave idea, advice, and profound guidance and direction in completing my study. 4. All English lectures of Muhammadiyah University of Ponorogo for the knowledge and experiences shared. 5. Sogiran, S.Pd as the Headmaster who gave permission in conducting the research.

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6.

Sri WahyuWidyaningsing, S.Pd as an English Teacher and as a collaborator who gave me support, advices, and her spare time to help me finishing this research.

7.

The all of students in class five, thanks for your participation. Finally, the writer hopes that the result of this research could give

advantages to the reader. The writer believes that this research far from perfect, so the writer expects some suggestions and critics of this thesis for the better result.

Ponorogo, July 2012

Researcher

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ABSTRACT Mahmudah, Siti. 2012. The Use of Role Play Method to Improve the Students English Speaking Skill At the Fifth Years of SDN Bungkal in the Academic Year of 2011/2012 Thesis. English Department.Teacher Training and Education Faculty of Muhammadiyah University of Ponorogo. Advisors: (1) NikenRetiIndriastuti, S.S (2) Ana Maghfiroh, M.Pd. Key Words: Speaking Skill, and Role Play. English speaking skill is very important in all aspect of their life. This reality makes teachers think that speaking skill should be mastered by their students. In SDN Bungkal shows that the teaching English exactly in speaking is not effective. Although the teacher always combines listening, reading, speaking, and writing on each meeting and at the last session the students make a dialogue with their friends to try their speaking skill, only several students who practice their speaking. It is the weakness of the teaching speaking in SDN Bungkal besides their pronunciation, vocabulary, and grammar. Here, the researcher chooses role play as method in teaching speaking. Role play is, therefore, a classroom activity which gives the student the opportunity to practice the language, the aspects of role behavior, and the actual roles he may need outside the classroom. Based to the fact above, researcher concludes that statement of problem in this study is How is the result of the implementation of the role play method to improve the fifth years students speaking skill of SDN Bungkal in the academic year of 2011/2012?. So, the purpose of the study is to know the result of the implementation of the role play method for the students speaking skill at fifth years of SDN Bungkal in the academic year of 2011/2012. The research was done in SDN Bungkal, started on May 11nd until June 1nd, 2012. The subject of the research was the fifth years students that consist of 31 students. The researcher used classroom action research as the research design. The design consists of four steps, they are planning, acting, observing, and reflecting. The researcher also uses three research instruments to know their capabilty, they are test, observation, and questionnaire. The result of the test showed that in cycle 1 the minimum score was 36. But in cycle 2 they improved their score became 72. The result of checklist proved that the students were very active in the class. They were active in cooperating group, doing the conversation, and asking about difficult material. The result of questionnaire proved that most of the students were motivated and interested using role play method because it made them easier to speak. Finally, the researcher concluded that the result of this research showed there is improving students speaking skill through role play method at the fifth year students of SDN Bungkal.

TABLE OF CONTENT THE TITLLE ................................................................................................ i APPROVAL PAGE ...................................................................................... ii AGREEMENT PAGE .................................................................................. iii MOTTO ........................................................................................................ iv DEDICATION .............................................................................................. v ACKNOWLEDGEMENT ............................................................................ vi ABSTRACT .................................................................................................. viii TABLE OF CONTENT ................................................................................ ix

CHAPTER 1

INTRODUCTION

1.1 Background of Study .............................................................. 1 1.2 Statement of Problem .............................................................. 3 1.3 Purpose of Study ..................................................................... 4 1.4 Significance of Study .............................................................. 4 1.5 Scope and Limitation .............................................................. 4 1.6 Definition of Key Terms ......................................................... 5 CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Speaking ................................................................................. 6 2.1.1 Definition of Speaking ......................................................... 6 2.1.2 Teaching Speaking ............................................................... 7 2.2Role Play ............................................................................... 10
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2.2.1 Definition of Role Play....................................................... 10 2.2.2Types and Procedures of Role Play ..................................... 11 2.2.2.1Based on the Textbook or Scripted Role Play ................... 11 2..2.2.2Free Role Play ................................................................. 13 2.2.3Benefits of Role Play in Speaking Activities ....................... 15 CHAPTER IIIRESEARCH METHODOLOGY 3.1 Research Design ................................................................... 16 3.2 Setting and Subject ............................................................... 18 3.3 Research Procedures ............................................................. 18 3.3.1 Planning ............................................................................. 19 3.3.2 Acting ................................................................................ 23 3.3.3 Observing .......................................................................... 24 3.3.4 Reflecting .......................................................................... 24 3.3.4.1 Data Analysis .................................................................. 25 3.3.4.2 Data Classification .......................................................... 25 3.3.4.3 Data Presentation ............................................................ 25 3.3.4.4 Data Analysis Technique................................................. 26 CHAPTER IVFINDING AND DISCUSSION 4.1 Finding ................................................................................. 28 4.1.1 Cycle 1 ............................................................................... 28
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4.1.2 Cycle 2 ............................................................................... 36 4.2 Discussion............................................................................. 45 CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion ............................................................................ 47 5.2 Suggestion ............................................................................ 47 5.2.1 To English Teachers .................................................................................. 48 5.2.2 To Students ........................................................................ 48 5.2.3 To School........................................................................... 48 5.2.4 To Next Researcher ............................................................ 49 BIBLIOGRAPHY APPENDIXES

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CHAPTER I INTRODUCTION 1.1 Background of Study English is very important for all of us. As an International language, most people in the world use English to communicate among people in the world, to make a relationship, and to get social, culture, science, economy, and technology goals. That is why it is important for the people to master English. It is to increase their knowledge and to face global competition. In the international relationship, English speaking skill is very important in all aspect of their life. Speaking skill is measured in terms of the ability to carry out a conversation in the language. This reality makes teachers and parents think that speaking skill should be mastered by their students and children. According to Scott and Ytreberg (1990: 49), speaking is perhaps the most demanding skill for the teacher to teach. In their own language children are able to express emotions, communicate intentions and reactions, explore the language and make fun of it, so they expect to be able to do the same in English. Chaney, 1998, p. 13. In http://unr.edu/homepage/hayriyekstated that speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" Getting students to speak in class can sometimes be extremely easy. In a good class atmosphere, students who get on with each other, and whose English is at an appropriate level, will often participate freely and enthusiastically if we give

them suitable topic and task. However, at other times it is not easy to get students going. Maybe the class mix is not quite right, and it happen perhaps the teacher has not chosen right kind of topic. Sometimes it is the organization of the task which is fault. But a problem that occurs more often than any of these is the natural reluctance of some students to speak and to take part. In such situations the roles that teachers play will be crucial. Many techniques can be applied to solve the problems above including role play because many research finding says that this technique effective to use in teaching speaking. Role play is important in teaching speaking because it gives students an opportunity to practice in different social contexts and in different social roles. In addition, it also allows students to be creative and to put themselves in another persons place for a while. According to Livingstone (1983: 6), role play is therefore a classroom activity which gives the student the opportunity to practice the language, the aspects of role behavior, and the actual roles he may need outside the classroom. Wright on his book Pictures for Language Learning (1989: 126) state that in role play the students imagine they are in a specifieed situation. They may take on the character and role of someone else or be themselves. Based on the interview result between the writer and the English teacher at SDN Bungkal shows that the teaching English in SDN Bungkal exactly in speaking is the uses of speaking activity is not effective. Although the teacher always combines listening, reading, speaking, and writing on each meeting and at

the last session the students make a dialogue with their friends to try their speaking skill, but only several students who practice their speaking. It is the weaknesses of students in speaking besides their vocabulary, pronunciation, and grammar. Actually the students should do brainstorming before they start the speaking lesson to express their ideas easily in speaking. So, the students arent confused about what should they speak. By using role play, the writer hopes the students will be able to speak English. Hopefully, this method will help them to create their own ideas then they can speak up the ideas. Based on the problem above, the writer decides that it is necessary to conduct classroom action research at this school to make the students interested in speaking and help them to explore their ideas easily then they can speak English well. By using role play, the writer hopes that this method is able to improve students speaking skill. For these reasons, the researcher is interested in studying the use of role play method towards the students speaking skill at the fifth years students of SDN Bungkal in academic year 2011/2012.

1.2 Statement of Problem Based on the background of the study, the statement of the problem of the researcher is: How is the result of the implementation of the role play method to improve the fifth years students speaking skill of SDN Bungkal in academic year 2011/2012?

1.3 Purpose of Study According to the statement of the problem above, the purpose of the study is: To know the result of the implementation of the role play method for the students speaking skill at fifth years of SDN Bungkal in academic year 2011/2012.

1.4 Significance of Study The results of this research are expected to be useful for: 1) The students It can be hoped to improve the students speaking skill and give support to the students more to be active in learning process. 2) English Teacher The result of the study can be useful information in teaching speaking and the teacher can use it as the alternative method. 3) Other researcher The result of this study can be used as reference for the other researcher to solve the same problem of learning. 1.5 Scope and Limitation The scope of this research is teaching English to improve students speaking skill. The writer focuses in improving students speaking skill by using role play. The writer uses fifth years students as the subject of the research.

1.6 Definition of Key Terms To avoid misunderstanding, the writer defines the key terms used in this research. The key terms are as follow: Role Play : is therefore a classroom activity which gives the student the opportunity to practice the language, the aspects of role behavior, and the actual roles he may need outside the classroom. Livingstone (1983: 6). Speaking skill : The action of conveying information or expressing one's thoughts and feelings in spoken language.The Oxford Pocket Dictionary of Current English

(2009).http://www.encyclopedia.com accessed on March 27th 2012. : Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts". Chaney (1998, on

p.13).http://unr.edu/homepage/hayriyekaccessed December 19th 2011)

BIBLIOGRAPHY

Arikunto, Suharsimi. 2002. ProsedurPenelitian. Jakarta: PT RinekaCipta. Dasna, I Wayan.2010. PenelitianTindakanKelas&PenulisanKaryaIlmiah.Malang: UniversitasNegeri Malang. Doff, Adrian. 1988. Teach English. British: Cambridge University Press. Ghony, Djunaidy. 2008. PenelitianTindakanKelas. Malang: UIN Malang Press. Harmanto, Bambang. Handbook University of Ponorogo. of Research.Ponorogo: Muhammadiyah

Haris, David P. 1969. Testing English as a Second Language.University of Tulsa. Kunandar.2008. LangkahMudahPenelitianTindakanKelasSebagaiPengembanganReferensi Guru.Jakarta: PT Raja GrafindoPersada. Lado, Robert. 1961. Language Testing. New York: Longmans. Livingstone, Carol. 2005. Role Play in Language Learning. New York: Longman Group Limited. Marsudiono. 2010. Language Testing. Ponorogo: Muhammadiyah University of Ponorogo. Scoot, Wendy A &Lisbeth H. Ytreberg. 1990. Teacing English to Children.United States of America: Longman Inc., New York. Sulistyo, H. Gunadi H & Sri Rachmajanti. 2008. Guidelines to English Instruction Practices in The Classroom. Malang: State University of Malang Wiriatmaja, Rochianti. 2005. MetodePenelitianTindakanKelas. Bandung: PT. RemajaRosdakarya. Woods, Caroline. 2005. Teaching and Assessing Skills in Foreign Languages. United Kingdom: Cambridge University Press. Wright, Andrew. 1989. Pictures for Language Learning. Cambridge University Press.

Http.//www.encyclopedia.com/doc/1O999-speaking.html (accessed on December 19th 2011) Http://iteslj.org/Articles/Kayi-Teaching Speaking.html (accessed on December 19th 2011) Http://www.nclrc.org/essentials/speaking/goalspeak.htm (accessed on December 19th 2011)

LIST OF APPENDIXES 1. 2. 3. 4. 5. 6. RencanaPelaksanaanPembelajaran cycle 1 Observation checklist cycle 1 Questionnaire cycle 1 RencanaPelaksanaanPembelajaran cycle 2 Observation checklist cycle 2 Questionnaire cycle 2