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THE EFFECTIVENESS OF ROLE PLAY ON STUDENTS’

SPEAKING SKILL
(A Pre-Experimental Study at the First Grade
of SMP Muhammadiyah 37 Parung)

By:

AYU FITRIANA
108014000065

DEPARTMENT OF ENGLISH EDUCATION


FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
ABSTRACT

FITRIANA, AYU. 2014, The Effectiveness of Role Play on Students’ Speaking


Skill (A Pre-Experimental Study at the First Grade Students of SMP
Muhammadiyah 37 Parung), Skripsi, English Education Department, Faculty of
Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University of
Jakarta.

Advisors : Dr. Ratna Sari Dewi, M. Pd and Zaharil Anasy, M.Hum.


Key words : Speaking, Role Play

This study is generally attempted to find the effectiveness of role play on


students’ speaking skill for the first grade students at SMP Muhammadiyah 37
Parung academic year 2013/2014. To know whether this technique effective or
not, the writer used pre-experimental study applied in VII.5 class. The study had
been done in six meetings that were designed; first meeting was for pre-test, 4
meetings were for treatments, and the last meeting was for post-test.
As the quantitative method, the writer analyzed the data by using t-test.
The result showed that there was significant difference on the students’ speaking
achievement taught with Role Play. The students’ mean of pre-test’s score of
experiment class was 51.64. Then in post-test, the mean score of experiment class
was 63.64. In other words, role play technique is effective in teaching speaking
skill for the first grade of junior high school students.

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ABSTRAK

FITRIANA, AYU. 2014, The Effectiveness of Role Play on Students’ Speaking


Skill (A Pre-Experimental Study at the First Grade Students of SMP
Muhammadiyah 37 Parung), Skripsi, Jurusan Pendidikan Bahasa Inggris,
Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah
Jakarta.

Pembimbing : Dr. Ratna Sari Dewi, M. Pd and Zaharil Anasy, M.Hum


Kata Kunci : Berbicara, Bermain Peran

Penelitian ini bertujuan untuk mengetahui keefektifan dari teknik bermain


peran dalam kemampuan berbicara siswa (bahasa inggris) yang diuji coba pada
kelas dua SMP Muhammadiyah 37 Parung tahun akademik 2013/2014. Untuk
mengetahui efektif atau tidaknya teknik pengajaran ini, penulis menggunakan
penelitian berbasis pra-eksperimen yang diterapkan di kelas 7-5. Penelitian
dilakukan dalam 6 kali pertemuan yang didesain sebagai berikut: pertemuan
pertama untuk pre test, 4 pertemuan untuk pelatihan, dan pertemuan terakhir
untuk post test.
Sebagai metode kuantitatif, penulis menganalisa data dengan
menggunakan Test T. Hasilnya menunjukkan bahwa ada perbedaan yang
signifikan pada siswa yang diajarkan menggunakan teknik bermain peran. Nilai
rata-rata pre-test siswa kelas eksperimen adalah 51.64. Kemudian pada post test,
nilai rata-rata untuk kelas eksperimen adalah 63.64. Dengan kata lain, teknik
bermain peran efektif digunakan dalam pengajaran kemampuan berbicara untuk
siswa kelas satu tingkat sekolah menengah pertama.

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ACKNOWLEDGMENT

In the name of Allah, the Beneficent, the Merciful. All praise is to Allah,
Lord of the Worlds, who has bestowed strength and health upon the writer in
finishing this research paper. Peace and blessing be upon our prophet Muhammad
SAW, his family, companions, and all his followers.

Alhamdulillah by the grace of Allah the Highest, the writer could finish
her research paper after long hard effort of writing. Thus, she would like to
express her greatest gratitude to her beloved parents (Encu Warsu and Siti Aisyah)
who always pray, support, and motivate her in every part of her life especially in
doing this study.

And she would like to express her gratitude to her advisors Dr. Ratna Sari
Dewi, M.Pd and Zaharil Anasy, M. Hum for their patient guidance, kindness,
valuable advice, and correction during the development of this research.

The writer would also like to address her gratitude

She would like to express her deep appreciation and gratitude to:

1. All lecturers of English Education Department who have taught her new
knowledge and have given her gorgeous experiences in study.
2. Drs. Syauki, M.Pd. and Zaharil Anasy, M.Hum. The head and secretary of
English Education Department.
3. Nurlena Rifa’i, M.A, Ph.D, the Dean of Faculty of Tarbiyah and Teachers
Training.
4. The principal and the English teacher of SMP Muhammadiyah 37 Parung
for permitting and helping the writer to conduct the research.
5. Her beloved husband who always pray, support, and motivate her in every
part of her life especially during her study.
6. Her beloved best friends who have always been in the researcher side in
facing all the laughter and tears during her study, especially for Murniasih,
Naila Jauhara, Lia Nuramaliah, Sopiah and Arina Mumtazah.
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7. All her beloved friends of English Education Department Class B for
academic year 2008, and her partners’ job whose name cannot be
mentioned one by one who always help and motivate her in accomplishing
this research paper.
May Allah, the Almighty bless them all. Amin.

Finally, the writer realizes that this research paper still has some weakness
and shortage. Thus, she would be grateful to accept any suggestions and
corrections from anyone for better writing.

Jakarta, July 2014

The Writer

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TABLE OF CONTENTS

SURAT PERNYATAAN KARYA SENDIRI


LEMBAR PENGESAHAN
ENDORSEMENT SHEET
ABSTRACT .................................................................................................... i
ABSTRAK ...................................................................................................... ii
ACKNOWLEDGEMENT ............................................................................. iii
TABLE OF CONTENTS .............................................................................. v
LIST OF TABLES ......................................................................................... vii

CHAPTER I: INTRODUCTION
A. Background of the Study.................................................... 1
B. Identification of the Study.................................................. 3
C. Limitation of the Study ...................................................... 3
D. Formulation of the Study ................................................... 3
E. Objective of the Study........................................................ 3
F. The Significance of the Study ............................................ 4

CHAPTER II: THEORETICAL FRAMEWORK


A. The Understanding of Speaking as a Skill ......................... 5
1. Definition of Speaking………….................................. 5
2. Definition of Speaking Skill ......................................... 7
3. Teaching Speaking........................................................ 9
4. The Teaching Goal of Speaking .................................. 10
5. The Types of Speaking Activities................................. 14
B. The Understanding of Role Play ........................................ 16
1. Definition of Role Play as a Technique ........................ 16
2. The Purpose of Role Play ............................................. 18
3. The Types of Role Play ................................................ 20
4. The Teaching Speaking Through Role Play ................. 20

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5. The Steps Guide to Making a Role Play....................... 25
C. Thinking Framework ........................................................ 28
D. Hypothesis .......................................................................... 29

CHAPTER III: REASERCH METHODOLOGY


A. Place and Time of the Study …………. ............................ 30
B. Method of the Study ........................................................... 30
C. Population and Sampling .................................................. 30
D. The Technique of Data Collecting .................................... 31
E. The Instrument of the Study............................................... 31
F. The Technique of Data Analysis ........................................ 34
G. Statistical Hypothesis ......................................................... 36

CHAPTER IV: RESEARCH FINDING


A. The Description of the Data …………………………… 37
B. The Analysis of the Data ………………………………… 40
C. The Interpretation of Data ……………………………….. 41

CHAPTER V: CONCLUSION AND SUGGESTION


A. Conclusion …………………………………………. ....... 43
B. Suggestion …………………………………………… .... 43

REFERENCES ......................................................................................... 45
APPENDICES

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LIST OF TABLES

Table 3.1 Five Components of Grading Speaking Scale ............................ 30


Table 4.1 The Pre-Test Scores .................................................................... 37
Table 4.2 The Post-Test Scores ................................................................... 38
Table 4.3 The Comparison of the Test Result............................................. 39

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CHAPTER I

INTRODUCTION

A. Background of the Study


English Language has acknowledged as one of widely-used languages for
people in order to be able to communicate with other people from different
countries because English is the most common primary language in the world as
international language. It cannot be denied that in the competitive era of
globalization, the ability to communicate in English is precious value because in
international realtionship, English speaking ability is very important to be able to
participate in the wider world of work.
As international language, English language is also considered as an
importance language to be learned. Many people want to develop their speaking
skill and make sure their children have good English Speaking. Absolutely,
students have to produce and interact the language in any aspects of their daily
communication. It is because not sufficient for students to learn only words,
phrases and grammatical features if they want to improve their skill. This reality
make a teacher thinks that speaking skill should be improved and be mastered by
their students.
Indonesian goverment committed the quality of national education by
increasing the quality of students, teachers, curriculum, facilities, and school
management for facing globalization era.1
Students have to develop their communicative skill and student expected to
be able in using English language early. Speaking is used for many different
purposes. Each purpose may be to make social contact with people to express
opinions, to persuade someone about something, or to clarify information. Almost

1
Masnur Muslich, KTSP; Pembelajaran Berbasis Kompetensi dan Kontekstual, (Jakarta:
Bumi Aksara, 2007), p. 11.

1
2

all learners in other countries even indonesian learners study English in order to
develop proficiency in speaking.
Based on the writer‟s observation at the first grade at Junior High School of
Muhammadiyah 37 Parung, the writer found that the students are poor in English
speaking skill. Students poor and can not use English in short conversation.
Commonly, when they speak English they have no idea about what they are going
to say then they take so much time to think. Some of them did not say anything
because having less confidence of their own skill and worry about getting wrong
then they were laughed by others. The condition of teaching learning were not
active, and especially the students look less enthusiatic in learning English further
in speaking. Many factors can cause the problem of the students‟ speaking skills,
among others the students interest, the material, the media, and the technique in
teaching English. In SMP Muhammadiyah 37 Parung the English teacher teaches
the students traditionally (teacher centered) which make teacher more active than
students. Thus, this technique made the teaching learning process less
communicative. It is not effective technique in teaching speaking, monotonous in
learning, and cannot facilitate students to use the language as means of
communication.
In order to minimize those problems, the writer considers that it is necessary
to find out an alternative technique to create suitable and interesting teaching. The
teacher needs to help students encourage students anxiety, motivate them to learn
better especially help the students to overcome the speaking skill problems, and
they need any practices to assist them in developing their speaking ability. For this
reason, many techniques can be applied including role play because it encourages
the students to be actively participating in teahing learning process and many
research findings say that this technique is effective to use in teaching speaking.
This technique also gives students an opportunity to practice communicating in
different social context and social roles. In other word, this technique used in
order to know the use of English language and to get speaking fluency. It is
extremely important to emphasize that using role play is one of the tehnique to
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achieve the aim in ancouraging students to be keen in using English, especially to


be mastered in speaking English.
In this case, the writer is interested in researching and analyzing the process
of teaching speaking by using role play at the first grade of SMP Muhammadiyah
37 Parung because in this school, the students poor in English speaking skill and
look less enthusiastic in learning English further in speaking because of the
monotonous class.

B. Identification of the Study


Based on what the writer writes in the background of the study about teaching
learning speaking at the first grade of SMP Muhammadiyah 37 Parung, the writer
involves the identification of study are:
1. Most of the students are still poor in English speaking skill
2. Most of students are looked less enthusiatic in learning speaking

C. Limitation of the Study


To avoid misunderstanding and to clarify the study, the writer limits the study
of this „skripsi‟ in the effectiveness of role play on students‟ speaking skill at the
First Grade of SMP Muhammadiyah 37 Parung Bogor.

D. Formulation of the Study


Based on the limitation of study, the formulation of study in this „skripsi‟ is
as follows: “Is role play technique effective on students’ speaking skill at the
First Grade of SMP Muhammadiyah 37 Parung Bogor?”

E. Objective of the Study


From the previous discussion in the background of study, the writer finds out
that using role play in teaching speaking is quite useful. Therefore, the writer
would like to prove whether the scores of speaking taught by using role play
increase or not. The writer also wants to know the process of role play activities.
4

F. Significance of the Study


The result of this study are expexted to provide useful information and
suggestions for three people, they are:
1. The Teachers
The result of this study is expexted to be useful input for english teachers
to get the alternative solution in teaching speaking.
2. The Students
The result of this study will help and give an opportunity for students to
get active learning and solve their problems in mastery speaking skill.
3. Further Researcher
Finally, these findings of this study can be used by other researchers who
are interested in English to get useful information
CHAPTER II
THEORETICAL FRAMEWORK

A. Understanding of Speaking as a Skill


Speaking skill is one of basic language skills that has important role rather
than other skills due to its significant and its use for communication. To know
how important speaking is, it needs to know what the definition of speaking,
definition of speaking skill, how to teach speaking, what is the goal of teaching
speaking and what are the types of speaking activities to promoto speaking. It will
be discussed in following point.

1. Definition of Speaking
Speaking is labeled oral production. Speaking is used by someone for
communication in daily life at school, at home or some other places.
Speaking is significant to an individual‟s living processes and experiences.
Without speaking, people must remain in almost total isolation from any kind
of society. Actually, what is the meaning of speaking? In the process of
writing this paper, the writer has tried to find out the meaning of speaking as
one of skill in mastery English language. She has finally found several
resources that explain speaking as follows.
The first definition is according to Jo McDonough and Christopher Shaw,
“Speaking is not the oral production of written language, but involves
learners in the mastery of a wide range sub-skill which added together,
consitute an overall competence in the spoken language”.1 It means that
speaking is produced by composite of language skills. Those skill are
sustaining each other, for instance; speaking skill can not be separated from
listening. Speaking skill preceded by listening to know new vocabulary and
English sound they do not hear or know before. In fact, some English
language classes only emphasize on the importance of mastering writing and

1
Jo McDonough, and Christopher Shaw, Materials and Methods in ELT: A Teacher’s Guide,
(Cambridge: Blackwell Publisher, 1993), p.151.

5
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reading rather than speaking, that it brings state of imbalance then strung out
students less to practice to speak English neither formally nor informally.
Therefore, its need to combine other language skills in mastery and to
produce good speaking. Speakers are required to be able to express orally
what they want to say as effectively as possible in order to convey the
message or the information.
In line with the explanation above, Tarigan defines that “Speaking is a
language skill that is developed in child life, which is produced by listening
skill, and at that period speaking skill is learned”.2 In other word, speaking is
obtained and learned in the early. First he listens, then he speaks, and he
understands. After that, he dessires and express how his feeling and acting out
his attitudes through speaking. Finally, he makes a written and reads its to get
more meaning and more understands about the word itself.
In the internet TESL journal Hariyye kayi said that “speaking is the
process of building and sharing meaning through the use of verbal and non
verbal symbols, in a variety of context”.3 More detail, the ability to speak as a
basic means of human communication, when we speak agreat deal more than
just mouth is involved another part of body such as trachea, nose, lungs and
more.
Based on some opinions given above, the writer infers speaking is a form
of communnication. Speaking is communicative activity to produce some
words or sentence to express the feelings, ideas, wish, etc. Then it‟s delivered
to listener for achieving information. As human beings, especially social
creature we need to express our thoughts, opinions, or feelings in order to be
accepted in social life. So that, it is important that you say is conveyed in the

2
Prof. Dr. Henry Guntur Tarigan, Berbicara sebagai Suatu Keterampilan Berbahasa,
(Bandung: Angkasa Group, 2008), p. 3.
3
Harriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language,
The internet TESL Journal, Voll. XII, No. 11, November 2006, 2014, p. 1,
(http://iteslj.org//Articles//Kayi-TeachingSpeaking.html)
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most effective way. How you say something can be as important as what you
say in getting meaning across.

2. Definition of Speaking Skill


In the eyes of globalization era skill is viewed as a form of a contribution
in the world widely. Skill is a provision that very fundamental. During
century ago a skill have grown to feather nest and to achieve the high
development of culture. However each activity its need a skill, in other word
Tarigan stated that “Skill only got and mastered by practice and have more
training”.4 The writer elaborate skill need to be trained early in order to be
skilled in doing activities in the future. Skill is a basic supplies for doing
everything in our life especially in the globalization era. Skill is ability or
expertise in achieving something that they want. So, someone is called
capable if he or she can do something which must he or she do. Skill which
have by someone is different from other, it is based on the result that
achieved. The differences caused by potential, excercise process, physical
ability and intelectual. Skill that related to language skill in education
curriculum there are four primary language skills: listening skill, speaking
skill, reading skill and writing skill. All of the skills is closely.
In the same manner as Penny Ur stated that “Speaking seems intuitively
the most important: people who know a language are referred to as „speakers‟
of that language, as if speaking included all other kinds of knowing; and
many if not most foreign language learners are primarily interested in
learning to speak”.5 Substantively, in this case speaker not only has to know
what to be delivered but also knows how to deliver it effectively in conveying
the message. Therefore, speaking skill is one of the skill that hard to be
mastered. In learning of English language speaking skill that viewed as the
most demanding in mastering English. In addition, the goal of language itself

4
Henry Guntur Tarigan, Menulis Sebagai Keterampilan Berbahasa, (Edisi, Revisi),
(Bandung: Angkasa, 2008), p. 1.
5
Ur, op. cit., p. 120.
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is communication and the aim of speaking is a language context is to promote


communicative efficiency that teacher want students to actually be able to use
the language as correctly as possible and with a purpose. Speaking skill is
capability and proficiency in saying and expressing opinion, feeling, idea and
mind through physical and psycological process which listened by partner in
communication process.
In addition, people must have good speaking skill in order to produce
words, express, state, and deliver their thought, ideas and feeling even
exchange information and convey meaning by using utterances in the form of
communication. Not all speakers have benefit of such immediate listener
feedback. This will often be done in response to the feedback they are getting
from their listeners who will show through a variety of gestures, expressions
and interuptions that they do not understand.and in face to face interaction the
speaker can use a whole range of facial expressions, gestures and general
body language to help to convey the message.6
From statements above, the writer rush to conclusions that speaking is a
skill which is used by someone to communicate something. Speaking skill is
not an instant skill to acquired. It needs a long process. Furthemore, language
is a complex system, and each system is different and requires reorganization
of students thinking with losts of exposure”. It means that it needs
tremendous amount of practice to be more successful language learner. In
short, it can be said that speaking skill is the ability to produce utterances to
express thought and convey meaning. Speaking skill is not only an ability to
articulate by mouth, but to convey the meaning of idea, opinion, feeling, etc.

6
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman Group
UK Limited, 1983), p. 48.
9

3. Teaching Speaking
Teaching is not an easy job, but it is necessary one to see our students‟
progress and know that we have helped to make it happen. Teaching speaking
seems so difficult and callenging for English teacher. Speaking can be called
as oral communication and speaking is one of skill in English learning. This
become one important subject that teacher should given. Thats why teachers
have big challenge to enable their students to master English well, especially
speaking English in class or out of the class. When teaching young learners
we constantly have to keep in mind the fact that we have in front of us is a
mised class with varied abilities, expetations, motivation level, knowledge
and last but no least, different learning styles. What is mean by teaching
speaking according to Hariyye kayi in Activities to promote Speaking in a
Second Language is to teach English Language learners to:
1) Produce the English speech sounds patterns
2) Use words and sentence stress, intonation patterns and the rhythm of
the second language
3) Select appropriate words and sentences according to the proper social
setting, audience, situation and subject matter
4) Organize their thoughts in a meaningful and logical sequence
5) Use language as a means of expressing values and judgements
6) Use the language quickly and confidently with few unnantural pauses,
which is called fluency. (Nunan 2003).7

In those meaning of teaching speaking above, the teacher must pay


attention of some important aspects include producing sentence, intonation,
rhythm and stress. Those sound productions must be meanigful because it
must be produced logically from thoughts. It will give an opportunity, useful,
encouragement to speak and that teachers hope students can learn to speak by
speaking. In addition, we need to vary our approaches and offer as much
opportunity as possible to make the whole class find a little something to hold
on to expand and grow. In brief, EFL teachers should create a classroom
environment where students have real-life communication, authentic

7
Kayi. loc. cit.
10

activities and meaningful task that promote oral language. Finally, the use of
good activities is instrinsically enjoyable that it will stimulate students to do
the task in the classroom especially in speaking task.

4. The Teaching Goal of Speaking


In many countries where English is a foreign language, a dual
goal for teenagers studying in the educational system is to pass
English entrance exams to enter good high schools and universities
and more recently, to be able to use English as a global language.
As such, much of the teaching in the junior and senior high
schools is directed at being able to analyze and comprehend
English to pass entrance examinations and to communicate in
English with people from other parts of the world, at least at a basic
level.8

In addition, in the journal of NCRLC The Essential Language Teaching


explained that “The goal of teaching speaking skills is communicative
efficiency”.9 This can be defined as the ability to express oneself intelligibly,
reasonably, accurately, fluently, confidently, and without too much hesitation.
It means that using learners‟ competence, it should be able to make them
descreasing of fault in learning especially in communication. In a scope
speaking skill to get the competence in descreasing of fault in communicative
efficiency it means that create the activities in which learners feel less
worried about speaking, less under pressure, less nervous about trying to act
out and being able to communicate things. Briefly, in this case the most
important goal are fluency and confidence. The fluency will be created by
time after time of excercises or practices. The self confidence will be created
after the students have more doing excercises and practices and they will get
the fluency with spontaneity and also accurately.

8
Jerry G. Gebhard, Teaching English as a Foreign or Second Language: a teacher self-
development and metodology guide Second Edition,(United Stated of America: The University of
Michigan Press, 2006), p. 40.
9
NCRLC The Essential Language Teaching, Teaching Speaking: Goals and Techniques for
Teaching Speaking, 2014, p. 1, (www.ncrlc.org/essentials/speaking/goalsspeak.htm).
11

Another resource book Teaching English as a Second Language or


Foreign Language Second Edition, Marianne says “...the goal of speaking
component in a language class should be to encourage the acquisition of
communication skills and to faster real communication in an out of the
classroom”.10 Thus, if students able to do and mastery the communication
skill in class, so they expected must be able to communicate in real situation
by experiences in the class.
Furthermore, Jack C. Richards and Willy Renandya writes “Learning to
speak a foreign language requires more than knowing its grammatical and
semantic rules. Learners must also acquire the knowledge of how native
speakers use the language in the context of structured interpersonal exchange,
in which may factors interact”.11 Therefore, learners must be able to speak the
target language fluently and appropriately.
Herbert H. Clark stated that there are six point or assumptions in use the
language in the context. Those points are:
a. Language fundamentally is used for social purposes.
b. Language use is a species of joint action.
c. Language use always involves speaker‟s meaning and addressee‟s
understanding.
d. The basic setting for language use is face-to-face conversation.
e. Language use often has more than one layer of activity.
f. The study of language use is both a cognitive and a social science.12

From Herbert‟s opinion, the writer elaborates the goal of speaking is


students able to use English language accord with a variety of language
function in social context. Students should be able to use English language
for doing things in social activities. Its mean that the emphasize is placed on
using the target language to complete a function of language such as

10
Marianne Celce-Muria, Teaching English as a Second Language or Foreign Language
Second Edition, (Boston: Heinle and Heinle Publisher, 1991), p. 126.
11
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching,
(Cambridge: Cambridge University Press, 2002), p. 204.
12
Herbert H. Clark, Using Language, (New York: Cambridge University Press, 1996), p. 23.
12

complaining, advising or asking for information. Its focus on the social


context in which this function takes place.
From the four goals, the writer agrees with the four statements above.
And she had a notion the main goal of teaching speaking in the classroom is
for communication that use communicative competence. It includes speaking
components, either four or five components are generally recognized in
analyses of the speech process by David P. Harris13:
a. Pronounciation (including the segmental features vowels and
consonants and the stress and the intonation patterns).
We also often judge people by the way they speak, and so learners
with poor pronunciation may be judged as incompetent or lack of
knowledge, even though make the meaning of words not clear. As
stated on the article of AMEP Research Centre, pronunciation refers
to the production of sounds that we use to make meaning.14
Pronunciation is the way for speakers‟ produce clearer language
when they speak. The speaker must be able to articulate the words,
and create the physical sound that carry meaning.
b. Grammar
Grammar is the sounds and the sound patterns, the basic units of
meaning, such as words, and the rules to combine them to form new
sentences.15 It is needed for students to arrange a correct sentence in
conversation. Therefore, grammar is very important in speaking
because if the speaker does not mastering grammar structure, he
cannot speak English well.

13
David P. Harris, Testing English as a Second language, (Bombay: Tata McGraw-Hill
Publishing Company Ltd, 1977), p. 81-82.
14
Adult Migrant English Program Research Centre, Fact Sheet – What is pronunciation?,
AMEP Research Centre, October 2002, 2014, p. 1.
15
Victoria Fromkin and Robert Rodman, An Introduction to Language, (New York: Harcourt
Brace College Publisher, 1998), p. 14.
13

c. Vocabulary
As we know, vocabulary is a basic element in language. Vocabulary
is single words, set phrases, variable phrases, phrasal verbs and
idioms.16 It is clear that limited vocabulary mastery makes
conversation virtually impossible. Without grammar very little can
be conveyed, without vocabulary nothing can be conveyed.
d. Fluency (the ease and speed of the flow of speech)
In simple terms, fluency is the ability to talk accurately, quickly, and
use the expression properly.17 Fluency is the ability to read, speak, or
write easily, smoothly, and expressively. In other words, the speaker
can read, understand and respond in a language clearly and concisely
while relating meaning and context.
e. Comprehension (requires a subject to respond to speech as well as to
initiate it.
As stated by Laura in her article, comprehension is a complex
process that has been understood and explained in a number of
ways.18 Comprehension is defined as the abilty to understand
something as a knowledge and make people getting the information
that they want.

Based on all statement from some resources about the goal of teaching
speaking the writer summarize in communnicative competence, students are
able to use language is not just pattern of grammar with vocabulary items
slotted in, but also involves language functions such as inviting, agreeing and
disagreeing, suggesting, etc. Students also need for accuracy when talking to

16
Keith S. Folse, Vocabulary Myths: Applying Second Language Research to Classroom
Teaching, (Michigan: University of Michigan, 2004), p. 2.
17
Marcie Penner-Wilger, Reading Fluency: A Bridge from Decoding to Comprehension,
(Canada: AutoSkill International Inc, 2008), p. 2.
18
Laura S. Pardon, What every teacher needs to know about comprehension,International
Reading Association, 2004, 2014, p. 1
14

people in terms of the kind of language they use. Finally, students gradually
become autonomous language users. This mean that they will be able to use
words and phrases fluently without very much conscious thought.

5. The Types of Speaking Activities


Today, tachers need to be active. They need to be creative in teaching,
such as in preparing the materials, making lesson plan and choosing the right
technique an activity will be used in teaching. Teacher need to know how to
use a variety of activities in the classroom, of course, but teacher also need to
be constantly finding out about new ways of doing things. In using the
ESL/EFL classroom, there are many speaking activities and materials
available as there are creative teacher. Many activities are implemented in
order to increase student ability in spoken language. Speaking activities
provide feedback for both teacher and learner. This feedback beneficial to
know the students‟ problem during the learning process. In line with it
Harmer stated that “speaking activities can give students enormous
confidence and satisfaction, and with sensitive teacher guidance can
19
encourage them into further study”. It is like the following speaking
activities:
a. Acting from script
The teacher can ask our students to act out scenes from plays
and/or their coursebooks, sometimes filming the result. Student
will often act out the dialogues they have written themselves. This
frequently involves them in coming out to the front of the class.
b. Communication Games
Games which are designed to provoke communication between
students frequently depend on an information gap so that one
student has to talk to a partner in order to solve a puzzle, draw a
picture, put things in the right order, or find similarities and
differences between picture.

19
Jeremy Harmer, How to Teach English; An Introduction to the Practice of English
Language Teaching, (Cambridge: Addison Wesley Longman Limited, 1998), p. 88.
15

c. Discussion
One of the reason that discussion fail is that students are
reluctan to give an opinion in front of the whole class, particulary if
they cannot think of anything to say and are not, anyway, confident
of the language they might use to say it. Many students feel
extremely exposed in discussion situations.
d. Prepared Talk
A popular kind of activity is the prepared talk where a students
make a presentation on a topic of their own choice. Such talks aare
not designed for innformal spontanous conversation; because they
are prepared, they are more‟writing-like‟. However, if possible,
students should speak from notes rather than from a script.
e. Questionares
Questionares are useful because, by being pre-planned, they
ensure that both questioner and respondent have something to say
to each other. Depending upon how tightly designed they are, they
may well encourage the natural use of certain repetitive language
patterns- and thus be situated in the middle of our communication
continuum. Students can be design questionares on any topic that is
appropriate. As they do so the teacher can act as a resource, helping
them in the design process. The result obtained from questionares
can then form the basis for written work, discussion, or prepare
talks.
f. Simulation and role-play
Many students derive great benefit from simulation and role-
play. students „simualte‟ a real life encounter (such as a bussiness
meeting, an encounter in an aeroplane cabin, or an interview) as if
they were doing so in real worl, either as themselves in that
meeting oor aeroplane, or taking on the role of character different
from themselves or with thoughts and feeling they do not
necessarily share. Simulation and role-play can be usedd to
encourage general oral fluency, or to train students for specific
situations especially where they are studying ESP. 20

From the description above, it can be inferred that as a teacher he or she


want to make a communicative classroom and improve the students‟ language
ability. Therefore, the communicative classroom students should get as many
speaking opportunities as possible and their speaking time should slowly but
steadly rise so as to prepare them for various communicative situations.
Keeping in mind that each classroom offers a wide range of learners differing

20
Jeremy Harmer, The Practice of English Language Teaching Third Edition, (Cambridge:
Pearson Education Limited, 2001), p. 271-274.
16

in their abilities, knowledge, confidence, motivation and learning styles, a


teacher should hand over them with a reasonable environment taht would
help them to develop their skills. The classroom activities can help the
students to develop their ability to express themselves through speech and
action without ommitting the component of a language course. Students can
get a feedback and motivation from speaking activites as opportunities for
rehearsal in their learning.

B. The Understanding of Role Play


1. Definition of Role Play as a Technique
As a technique role play is carrying the students to act of experimenting
some specific real situation in the class. In same direction, Gillian Porter
Ladousse illustrated about role play as a technique in English teaching.
Role play is one of a whole gamut of communicative techniques
which develops fluency in language students, which promotes interaction
in the classroom and which increases motivation. Not only in peer
learning encouraged by it, but also the sharing between teacher annd
student of the responsibility for learning process. Role play is perhaps the
most flexible technique in the range, and teaches who have it at their
finger-tips are able to meet an infinite variety of needs with suitable and
effective role play exercise.21

According to Jim Scrimvener, “In role play, learners are usually given
some information about a „role‟ (e.g. a person or a job title). These are often
printed on „role cards‟. Learners take a little preparation time and then meet
up with other students to act out small scenes using their own ideas, as well as
any ideas and information from the role cards”.22 In short, students are
expected to be able to present some scenes by their own ideas related to the
role cards. The students must be have good time management to create full
preparation to get good performance with full meaning. The final result, not

21
Gillian Porter Ladousse, Role Play, (Oxford: Oxford University Press, 1997), p. 5-7.
22
Jim Scrivener, Learning Teaching; A Guidebook for English Language Teachers Second
Edition, (Oxford: Macmillan Publishers, 2005), p. 155.
17

only the actors in the role who get the full meaning but also other student who
watch that role playing will get the same thing and communicative activities
is achieved.
In the same direction, Kodotchigova stated that “In role play, the students
play a part they do not play in real life (e.g., Prime Minister, Managing
Director of a Multinational Company or a famous singer)”.23 It this case, the
students given some specific role or prominent figure to play in imitation of
real life or simulation in order to develop their ability to interact.
Additional definition by Dorathy “Role play is very important in teaching
English because it gives students an opportunity to practice communicating in
different social contexts and in different social roles”.24 Thus, role play in the
classroom situation it‟s good to make students have set the context and
support the learning. It encourages thinking and creativity, lets students
develop and practice new language and behavioral skill in a relatively non
threatening setting, and can create the motivation and involvement necessarry
for learning to occur.
In other explanation by Klippel “Role play are quite demanding foreign
language situations in that the players have to use foreign language correctly
and adequately both in terms of the foreign language itself and the particular
role that is acted out”. 25 In this case, the students must be competent in using
the foreign language accurately and appropriately. In role play the students
will be familliar to make good situations or performance with appropriate and
correct language.

23
Maria A. Kodotchigova, Role Play in Teaching Culture: Six Quick Steps for Classroom
Implementation, The Internet TESL Journal, Vol. VIII, No. 7, July 2002, 2014, p. 1,
(http://iteslj.org/Techniques/Kodotchigova-RolePlay).
24
A. Anne Dorathy & Dr. S. N. Mahalakshmi, Second Language Acquisition through task
basd approach - Role Play in English LanguageTeaching, English for Spesicific Purposes World,
issue 33, Vol. 11, 2011, 2014, p. 2, (http://www.esp-
world.info/Articles_33/Doc/TBLT_Dorathy.pdf)
25
Friederike Klippel, Keep Talking: Communicative Fluency Actvities for Language
Teaching, (Cambridge: the Press Syndicate of the University of Cambridge, 1987), p. 122.
18

From the statement above, the writer concludes that role play is a
technique in English teaching which bring the students to real communication
in order to develop the student‟s skill acquisition (behavioral competence
development). This technique emphasize the social nature of learning and see
cooperative behaviour as simulating students both socially and intelectually
also apply or explore their skills in communication. In role play, students
learning through observation, giving a thought for analysis the concept, and
skills development in modelling or acting out. As the final result, students
able to communicate and creative in learning. The students will have good
competences in real communication because they are familliar with make
and act out the good performance intelligibly, reasonably, accurately,
fluently, confidently, correctly, and appropriately.

2. The Purpose of Role Play


According to Jerry Jesness, “Role laying is a good way to help students
acquire survival-level English speaking skill”.26 It means that we have seen a
need for activities that involve the students in having a communicative
purpose, using language freely with no teacher intervention. Teachers have
stressed the need for the integration of skills, showing how in real life people
seldom work with some skill that dealing with a topic.
In addition Liu & Ding stated that “Role play is apply to practical usage
in communication demands the flexibelity of participants‟ words, generally
speaking, the more approximately the activity access to reality, the more
interests students will take in”.27 In this case, the teachers focus on how role
play can encourage students to experment and innovate with the language and
crate a supportive atmosphere that allows them to make mistakes without fear

26
Jerry Jesness, Teaching English Language Learners K-12, (California: Corwin Press,
2004), p. 52.
27
Feng Liu & Yun Ding, Role Play in English Language Teaching, The internet CCSE
Journal, Vol. V, No. 10, October 2009, p. 2.
19

of embarrassment. This will contribute to their self-confidence as a speakers


and to their motivation to learn.
Other expert (Anne Lazaraton) stated that “Role play is a kind of
speaking activity which is particularly suitable for practicing the sociocultural
variations in speech acts, such as complimenting, complaining, and the
like”.28 Briefly, because role play is imitating from real life situation, it is
reasonable to assume that the focus sociocultural variations in speech acts of
real communication become an important thing.
Furthermore, Savignon could say the same “Role play is support the
students to be a good communicators. Learning how to better communicators
is important to all of us in both our private and public lives. Better
communicators mean better understanding of ourselves and others; less
isolation from those around us; and more productive, happy lives”.29 Thus,
the language class should be to encourage the acquisition of communication
skill and to foster real life communication in and out of the classroom and
makes the teaching-learning process more enjoyable with an imaginary
situations.
From those statement above, the writer elaborate the existence of role
play can be designed to offer students opportunities to practice specific pieces
of language (may be grammatical points, functional areas, lexical groups,
etc). Role play can helps students to develop all domains of learning, such as
cognitive (knowledge), psycomotor (skill) and affective (emotional).
Generally, the aim of role play in a foreign language teaching may be
efficient fluency practice, it for the sake of achieving an objective, or to

28
Marianne Celce Murcia, Teaching English as Second or Foreign Language Third Edition,
(USA: Heinle & Heinle, 2001), p. 107.
29
Sandra J. Savignon, Communicative Competence; Theory and Classroom Practice; Texts
and Contexts in Second Language Learning, (United States of America: The McGraw-Hill
Companies, Inc, Second Edition, 1983), p. 10.
20

perform a function: to pesuade, inform, inquire, threaten, etc. Role play is to


develop students‟ communication skills by putting them into a realistic
situation and many aspect is combined on it. Using role play can be create
innovative teaching and it‟s hoped can improve their ability in interactive to
explore and practice language learning.

3. The Types of Role Play


Based on some references that the writer found, role play can be
classified in three types. They are:
a. Scripted Role Play
This type involves interpreting either the textbook dialogue or
reading text in the form of speech. This type give the students the
description of a situation and model script. The main function of the text
after all is to convey the meaning of language items in a memorably
way.30
b. Unscripted Role Play
In contrast to scripted role play, the situations of unscripted role play
do not depend on textbooks or a dialogue. It is known as a free role play
or improvisation. The students only have the description of a situation on
cue cards and no model script.31

4. The Teaching Speaking Through Role Play


Role play can be classified in three; scripted role play, unscripted role
play, and free role play. So, in applying this technique, there are three ways
that can be used by the teacher.
a. Scripted Role Play
Scripted role play is a role play which is based on the dialog or text.
This type give the students the description of a situation and model script.

30
Adrian Doff, Teach English: a Training Course for Teachers, (Cambridge: the Press
Syndicate of the University of Cambridge, 1989) p. 233.
31
Ibid., p. 237
21

Example of the dialogue:


Angela : Good morning. I want to send a letter to Singapore.
Clerk : Yes – Do you want to send it air mail or ordinary mail?
Angela : I thing I‟ll send it air mail. I want it to get there quickly.
How much does it cost?
Clerk : To Singapore? That will be Rp. 30.000 please.
Angela : (give the Clerk Rp. 30.000) Here you are.
Clerk : Here‟s your stamp, and here‟s Rp. 30.000 damage.
Angela : Thank you. Where‟s the post box?
Clerk : You want the mail box. It‟s over there, by the door.

The teacher demonstrates it in front of the class. There are two ways
of organizing this:
1. Teacher could ask one or two good pairs of students to
improvise a conversation in front of the class, and then divide
the class into pairs to have similar conversations.
2. Teacher could ask students to practice the role play privately in
pairs first, and then ask one or two students to perform in front
of the class.32

b. Unscripted Role Play


As its name, unscripted, so it has no script or text for role playing.
The teachers only give the cue cards, for example:
Firstly, look at the cue card:
One student has lost a bag. He/she is at the police station
reporting it to the police. The other student is the police officer,
and asks for the details.

The procedure:
Point out; if this role play is not a text or a dialogue in the textbook,
the students themselves have to decide what language to use and how the

32
Ibid., p. 233
22

conversation should develop. To apply this role play technique, the


teacher can bring out these ideas33
1) The teacher could prepare with the whole class, by:
a) Discussing what the speakers might say (e. g. The oplice
officer would ask the student how he/she lost the bag);
b) Writing prompts on the board to the guide role play, and
any key vocabulary.
c) Providing some family pictures. This can be done by
working together with your friends.
2) The teacher could divide the class into pairs, and:
a) Let them discuss together what they might say;
b) Let them all „try out‟ the role play privately, before calling
on one or two pairs to act it out in front of the class.

Then, demonstrate the role play.


1) Tell the classroom thee situation
2) Elicit from the class some of the guest‟s questions might ask
(e.g. is this your family picture? Who are they? Is he your oldest
brother? Etc.).
3) Divide the class into pairs to practice the conversation. One
persoon in each pair should take the role of the person who is
visited; the other should be the guest.
4) Ask one or two pairs to come to the front in turn and improvise
their conversation.
Point out that is also possible to ask astudents to prepare role play for
homework, to be performed later in class. Outline one way of organizing
this:

33
Ibid., p. 237
23

1) Students divide into pairs or small group, choosing their own


partners. The teacher gives four or five different role play
situations. Each group chooses one of them.
2) In their own time (outside the class), each group prepares their
role play. they can ask the teacher for help, but the teacher
should not give them reasdy made dialogues to learn.
3) The teacher arranges a time foor each group to perform their role
play. This can be spread over several weeks, with just five
minutes of a lesson being used for two or three groups‟ role
plays.

Role play as a technique in teaching English, especially speaking, is a


human made. So, it cannot be a perfect technique which can solve all
problems.
Very often role play is done in pairs and sometimes involves interaction
between five or six different roles. Normally the groups or pairs improvise
their role pla between themselves, simultaneously, with no audience.
Sometimes, however, volunteers may perform their role play later in front of
the class.
According to Penny Ur, “This is virtually the only way teacher can give
his/her learners the opportunity to practice improvising a range of real-life
spoken language in the classroom, and is an extremely effective technique if
the students are confident and cooperative; but more inhibited or anxious
people find role play difficult and sometimes even embarrasing”.34 Thus, role
play, in many ways, can make students at least participate and speak so that
they confident to speak and later they will be able to speak fluency without
grammatical errors.
So, role play is a technique which is suitable for the students who are
confident and cooperative. In this problem, the teacher has an immportant

34
Ur, op. cit., p. 133.
24

role. The teacher needs to help the students to be cooperative and confident.
For the cooperative problem, it can be solved by grouping the students in
using this technique. By grouping this students, it involves the students‟
confident. It is because they can help each other before perform their role
play.
The advantages of role play, the writer uses the opinions of some expert
such as Gillian Porter Ladousse and Adrian Doff. Gillian, in his book Role
Play, writes the special reasons for using role play are:
a. A very wide variety of experience can be brought into the classroom
through role play. through role play, we can train our students in
speaking skills in any situation.
b. Role play puts students in situations in which they are required to
use and develop those phatic forms of language which are so
necessary in oiling the words of social relationships, but which are
so often neglected by our language teaching syllabuses. It is possible
to build up these social skills from a very low level through role
play.
c. Some people are learning English to prepare for specific roles in
their lives: people who are going to work or travel in an international
context. It is helpful for these students to have tried out and
experimented with the language they will require in the friendly and
safe environment of a classroom. For these students, role play is a
very useful dress rehearsal for real life.
d. Role play helps many shy students by providing them with a mask.
e. Perhaps the most importan reason for using role play is that it is
fun.35

While Adrian Doff points out the value of role play as a class activity as
follow:
a. Role play increases motivation.
b. Role play gives a chance to use language in new contexts and for
new topics.
c. By using role play, we are building on something that students
naturally enjoy.
d. Because they are „acting out‟ a situation, role play encourages
students to use natural expressions and intonation, as well as
gestures.36

35
Ladousse, op. cit., p. 6-7
36
Doff, op. cit., p. 240
25

In summary, the use of role play gives many advantages, such as helping
students to improve their speaking skill (including the spects of speaking
skills) and social skills, motivating them to practice their English, and the
most important reason is the students feel fun in learning English because role
play is also a kind of games.

5. The Steps Guide to Making a Role Play


Based on Maria‟s opinion in the internet TESL journal, she attempts to
introduce a guide or steps and various successions in applying role play in
teaching. Based on the empirical evidence, she suggest the step-by-step guide
to making successful role play.37
a. Step 1 – A Situation for role play
In this step teachers must to take not of students‟ needs and interests.
Teacher keep eye open to students‟ opportunities when the students
practice they do not go off from the material they have learned before. At
the same time, teachers need to enhance the students‟ interests. The
teacher make sure the situation of role play is interesting. Teacher can
make available the list of topics, themes or situations in order to students
can vote one themselves without pressure. The different situations or
scene of role play can be found from teachers own live, textbook, or
watch a movie, etc. The effective role play can based on cultural
differences.

b. Step 2 – role play Design


The second step is role play design. In this step, the teacher should be
think more on how this situation may expand. Under this consideration
the teacher need to take the students‟ level of language proficiency . the
teacher can make a role play that allocable in critical topics or prolems
in order that leading to students‟ critical thinking. This will generate
tension and make the role play more intersting.

37
Kodotchigova, op. cit., p. 1- 4.
26

c. Step 3 – Linguistic Preparation


The next step in making role play is prediction of the language
needed. Introduce any new vocabulary before the role play is inquiry.
If the teacher want to enrich and to develop the understanding of the
scenario of role play from his/her students, he/she can stimulate student
with asks some questions stimulus. For example, the situation of the role
play is returning an item of electronic back to the store. The teacher asks
questions, such as, „In this situation what will you say to the
salesperson?‟, „What will the salesperson say?‟ and writes what the
students dictate on the right side of the board. In introducing new
vocabulary can make the students more confident acting out a role play.

d. Step 4 – Factual Preparation


This steps make availble some concrete information and clear role
descriptions as good as the students could play their roles with
confidence. Relevant information is needed. Describe each role in
manner that will let the students identify with the characters. Use the
second person „you‟ rather than the third person „he‟ or „she‟. If your role
presents a problem, just state the problem without giving any solutions.

e. Step 5 – Assigning the Roles


In this step teacher asks for volunteers to act out fisrtly as be agood
idea. At the beginning, the teacher act out as a model from one of the
roles and then the students have the home task to learn useful words and
expressions, think about what they can say and then act out the role play
in the next class. It is become excercise for them.
Into the bargain, teacher can portion students to be several groups.
When the teachers deciding on their composition of the several groups,
as in the balance both the abilities and the personalities is needed to taken
on it.
27

In this concerning, the teachers must to be as unobtrusive as possible.


He/she make a note of students‟ errors in preparation the feedback during
practice or revision. The error correction hoped not to discourage the
students.

f. Step 6 – Follow – up
Once role play is finished, students get debriefing without correcting
mistakes. In this step students need to get a satisfaction of their
knowledge of language they have used. So that, they can be a confidence
self for their perform or action later. If every mistake is analysized it
might make the studentss less confident and less willing to do other role
plays.
The means of follow up is asking every students‟ opinion and
comments about the role play. In this zone, the student have an
opportunity to discuss what has happened in the role play and what they
have learned by questionare as possible.

And the other opinion based on Jim Scrivener books, he stated that some
guidelines for making role play are:
a. Make sure the students understand the idea of „role play‟. do they
know what‟s going to happen? Do they know what is required of
them? Are they comfortable doing that or not?
b. Make sure the context or situation is clear.
c. Do they understand the information on their own card? Allow
reading/dictionary/thinking time(during which you go round and
help if necessary).
d. Give them time to prepare their ideas before they start – maybe
encourage note making – but when the activity starts, encourage
them to improve rather then rely on prepares speeches and notes.
The preparation work they have done will inform their role play, but
could simply get in the way if they over rely on it. (it may help to
take away the cards when the role-play starts).38

38
Scrivener, op. cit.,p. 158.
28

C. Thinking Framework
Among the four skills, speaking is increasingly important in second or foreign
language settings. However in indonesia, it is very difficult for students to
communicate with other people in English effectively. Ordinarily, students must
or need to communicate in English but they cannot perform the task successfully
due to such possible reasons as tension or emotion, shyness and lack of effective
communication skills in English. Therefore, being able to speak English
efficiently the teacher must generate a need to speak, to make students to practice.
In order to develop English learning and teaching, the writer believes that role
play has been suggested to be one plausible technique to improve their speaking
ability. In this activities, students must work together to develop a plan, resolve
problem, or complete a task.
Role play can help students become more interested and involved in
classroom learning by addressing problems, and exploring alternatives and
creative solutions in terms of not only material learning, but also in terms of
integrating the knowledge learned in action. In role plays, the simulation of real
life put into the classroom, as the result is students can upgrade their
communication skills overbearingly the language functions.
Role play is really worthwhile learning experience for both the students and
the teachers. Teachers encourage students to increase their motivation and
encourage them to engage in speaking freely and creatively. Even if, students
have more opportunities to “act” and “interact” with their peers trying to use the
English Language, but also students‟ English speaking, listening and
understanding will improve. Students learn to use the language in more realistic,
more practical way.
Based on the statement above, the writer assumed that role play may reserve
for helping the students to improve their oral ability. Role play present a real life
situation and make available the interesting lesson in order to the students can
speak freely and confidently in front of their friend in classroom. With role play
teachers can make his or her lesson classroom activity enjoyable, active, secure,
29

and full of more exposure to language input and more choice to practice the
language and develop his or her teaching techniques.This technique expectable
interesting and reduce the students‟ boredom in learning English. Therefore, Role
playing is fun and motivated, the students get the chance to speak more and it is
useful to extend knowledge into feeling. Role play is very applicable to be used
for teaching-learning English especially in speaking.

D. Hypothesis
This research is to answer such question: “Is there any significant difference
on students‟ achievement those who are taught speaking by using role play?”
The writer should propose hypothesis: “There is significant difference on
students‟ speaking achievement taught by role play”. It means that role play is an
effective technique in teaching speaking.
CHAPTER III
RESEARCH METHODOLOGY

A. Place and Time of the Study


The writer conducted the research at Junior High School Muhammadiyah 37
Parung on Jl. H. Mawi No. 292 Bojong Indah, Parung - Bogor. The field research
was done from the beginning of March until the beginning of May 2014.
In the early of March 2014, the writer asked permission to the headmaster of
the school and then she did observation from March 4, 2014. After that, she did
the research from March 17, 2014 until May 9, 2014.

B. The Method of the Study


In this research, the writer used pre-experiment method by using ”one group
pre-test and post-test design,” where the writer did an experiment in a single
group only. To know if there is any significant influence of role play on the
students’ speaking skill, the writer used the comparative technique in order to
analyze and compare the students’ scores before and after being taught by using
role play of the first year students of Junior High School Muhammadiyah 37
Parung.

C. Population and Sampling


The population of this research is the first year students of Junior High
School Muhammadiyah 37 Parung which is divided into five classes. In this
grade, the amounts of students are 125. The writer chooses VII-5 class with 22
students as the sample to observe by using purposive sampling.

30
31

D. The Technique of Data Collecting


The most important thing in this research is collecting the data that can
determine the result of the research. Some techniques will be use in collecting
data in this research are:

1. Pre-test
The writer gives the pre-test to the students. The pre-test is in oral test
form. The test consists of 10 questions and used interview technique. The
writer gives a lot of questions to the number of students individually and the
students have to respond the questions.

2. Post-test
The last step, the writer gives the post-test after the treatment had been
done by teaching speaking by using role play. The realization of the post-test
is same with the pre-test.

There is important question about the instrument of the test “Does the test that
used is valid or not? To know how it is valid, the writer asking people who use it
such as from the advisor and the teacher to recheck the validity and what they
think of the content and design of the test. Their opinions are important because
they have a lot of experiences with the test.

E. The Instrument of the Study


The oral test was divided into pre-test and post-test, the writer gives pre-test
in the first meeting and post-test in the last meeting. The witer has designed the
items for speaking test and used the individually interaction. Because the test is
oral test, the writer was divided the score into five criteria based on the scoring
procedure of oral by David P. Harris, which are the scores of pronunciation,
32

grammar, vocabulary, fluency and comprehension. The scoring procedure of oral


by David P. Harris as followed:1
Table 3.1
Five Components of Grading Speaking Scale

Rated Qualities Behavioral Statements Points


 Has few traces of foreign acccent. 5
 Always intelligible, though one is 4
conscious of definite accent.
 Pronunciation problems 3
necessitate concerntrated listening
and occasionally lead to to
Pronunciation misunderstanding.
 Very hard to understaand because 2
of pronunciation problems. Must
frequently be asked to repeat.
 Pronunciation problems to severe 1
as to make speech virtually
unintelligible.
 Makes few (if any) noticeable 5
errors of grammar or word order.
 Occasionally makes 4
grammaticaal; and/or word order
errors which do not, however,
Grammar
obscure meaning.
 Makes frequent error of grammar 3
and word order which
occasionally obscure meaning.
 Grammar and word order error 2

1
David P. Harris, Testing English as A Seecond Language, (Bombay: Tata McGraw-Hill
Publishing Company Ltd, 1977), p. 84.
33

make comprehension difficult.


Must often rephrase sentences
and/or restrict him to basic
patterns.
 Errors in grammar and word order 1
to severe as to make speech
virtually unintelligible.
 Use vocabulary and idioms is 5
virtually that of a native speaker.
 Sometimes uses inappropriate 4
terms and/or must rephrase ideas
because of lexical inadequacies.
 Frequently uses the wrong words; 3
conversation somewhat limited
Vocabulary
because of inadequate vocabulary.
 Misuse of words and very limited 2
vocabulary make comprehension
quite difficult.
 Vocabulary limitations so extreme 1
as to make conversation virtually
impossible.
 Speech as fluent and efforties as 5
that of native speaker.
 Speech of speech seems to be 4
slightly affected by languagge
Fluency problems.
 Speed and fluency are rather than 3
strongly affected by language
problems.
 Usually hesitant; often forced into 2
34

silence by lamguage limitations.


 Speech is so halting and 1
fragmentary as to make
conversation virtually impossible.
 Appears to understand everything 5
wighout difficulty.
 Understands nearly everything at 4
normal speed, although occasional
repetition maybe necessary.
 Understands most of what is said 3
at slower-than-normal speed with
Comprehension repetitions.
 Has great difficulty following 2
what is said. Can comprehend
only “social conversation” spoken
slowly and with frequent
repetitions.
 Cannot be said to understand even 1
simple conversational English.

F. The Technique of Data Analysis


To analyze the data, the writer used the comparative technique. She analyzed
and compared the score of experimental class. This technique is useful to prove
statistically, whether there are any sifnificant differences between the students’
scores of the experimental class and the students’ scores of the control class.
In analyzing the data from pre-test and post-test of the two classes, the writer
used the statistical formulation of t-test formula.2

2
Prof. Dr. Anas Sudijono, Statistik Penelitian, (Jakarta: PT. Raja Grapindo Persada, 2004), p.
289.
35

= Test observation
= Mean of Differences; the average score from the differences
gained scores between I variable and II variable, which are calculated with
the formula;

= Total score between I variable (X variable) and II variable (Y


variable).
And D is gained with the formula;

= Number of cases

= The standard deviation from diffrences between score of X


variable, which is gained with the formula;

=√ [ ]

= The standard error from mean of differences that is gained with


the formula;

df = Degree of freedom with formula N-1


36

G. Statistical Hypothesis
To prove the hypothesis, the data obtained from the experiment class and the
control class was calculated by using the t-test formula with the assumption as
follows:

to > tt : The alternative hypothesis (Ha) is accepted and the null


hypothesis (Ho) is rejected. It means there is significant difference
on students’ speaking achievement taught by role play”. It means
that role play is an effective technique in teaching speaking.
to < tt : The alternative hypothesis (Ha) is rejected and the null hypothesis
(Ho) is accepted. It means there is no significant difference on
students’ speaking achievement taught by using role play”. It
means that role play is not an effective technique in teaching
speaking.
CHAPTER IV
RESEARCH FINDINGS

A. The Description of the Data


This chapter presented the result of the research. The writer obtained two
kinds of data; the scores of pre-test and the scores of post-test.
1. The Pre-Test Scores
The data of pre-test scores can be seen in the table 4.1 below:
Table 4.1

Criteria
PRONOUNCIATION

COMPREHENSION
VOCABULARY
GRAMMAR

No Name Total
FLUENCY

1 Student 1 3 3 2 2 3 52
2 Student 2 3 3 2 2 2 48
3 Student 3 3 4 4 3 4 72
4 Student 4 2 2 2 1 1 32
5 Student 5 4 4 4 3 4 76
6 Student 6 2 2 3 2 3 48
7 Student 7 4 3 4 4 4 76
8 Student 8 3 3 3 3 3 60
9 Student 9 3 2 3 2 3 52
10 Student 10 4 4 4 3 4 76
11 Student 11 2 2 2 2 2 40
12 Student 12 3 4 4 3 4 72
13 Student 13 2 2 3 2 3 48
14 Student 14 2 3 3 2 3 52
15 Student 15 2 2 2 1 2 36
16 Student 16 2 2 2 1 2 36
17 Student 17 2 2 2 1 2 36
18 Student 18 2 2 2 1 2 36

37
38

19 Student 19 2 2 2 2 2 40
20 Student 20 2 2 2 2 2 40
21 Student 21 3 3 4 3 3 64
22 Student 22 2 2 3 2 2 44
N=22 TOTAL 1136
MEAN 51,64

As mentioned in the table, after the data analyzed, it shows that the mean
is 51,64 the median is 48 the highest score is 76 and the lowest score is 32.

2. The Post-Test Scores


The data of the post-test score can be seen in the table 4.2 below:
Table 4.2

Criteria
PRONOUNCIATION

COMPREHENSION
VOCABULARY
GRAMMAR

No Name Total
FLUENCY

1 Student 1 3 3 3 2 3 56
2 Student 2 3 3 3 3 3 60
3 Student 3 4 4 4 4 4 80
4 Student 4 2 3 2 2 3 48
5 Student 5 4 4 4 4 4 80
6 Student 6 2 3 2 2 3 48
7 Student 7 4 4 4 4 4 80
8 Student 8 3 4 4 3 4 72
9 Student 9 3 3 3 3 3 60
10 Student 10 4 4 4 4 4 80
11 Student 11 2 3 3 2 3 52
12 Student 12 4 4 4 3 4 76
13 Student 13 3 4 4 3 4 72
14 Student 14 2 3 3 3 3 56
15 Student 15 2 3 3 3 3 56
16 Student 16 2 2 3 2 3 48
17 Student 17 3 3 4 3 4 68
39

18 Student 18 2 2 3 3 3 52
19 Student 19 2 3 3 3 3 56
20 Student 20 2 3 3 2 3 52
21 Student 21 3 4 4 4 4 76
22 Student 22 3 4 4 3 4 72
N=22 TOTAL 1400
MEAN 63,64

As mentioned in the table, after the data analyzed, it shows that the mean
is 63,64 the median is 60 the highest score is 80 and the lowest score is 48.

3. The Comparison of the Test Result


The comparison of the test result can be seen in the table 4.3 below:
Table 4.3

Pre- Test Post-Test


No Score score D = (X-Y) D2 = (X-Y)2
(X) (Y)

1 52 56 -4 16
2 48 60 -12 144
3 72 80 -8 64
4 32 48 -16 256
5 76 80 -4 16
6 48 48 0 0
7 76 80 -4 16
8 60 72 -12 144
9 52 60 -8 64
10 76 80 -4 16
11 40 52 -12 144
12 72 76 -4 16
13 48 72 -24 576
14 52 56 -4 16
15 36 56 -20 400
16 36 48 -12 144
17 36 68 -32 1024
18 36 52 -16 256
19 40 56 -16 256
20 40 52 -12 144
21 64 76 -12 144
22 44 72 -28 784
N=22 ∑X = 1136 ∑Y = 1400 ∑D = -264 ∑D = 4640
2

This table shows that the result of ∑D = -264 and ∑D2 = 4640.
40

B. The Analysis of the Data


In analyzing the data, she tried to find out the standard of differences (SDD)
with the formula:

∑ ∑
=√ [ ]

=√ [ ]

=√ [ ]

=√
=√
=

To find out te mean of differences (MD) between variable X and Y, the


researcher used the formula:

After gaining the result of SDD = 8,18 the research calculated the standard
error from mean of differences (SEMD) between variable X and Y:


41

The las calculation is determining the result of t observation (to) of the test
with formula:

The result -6,741 indicated that there was a difference of degree as much as
-6,741. Regardless the minus, it does not indicate negative score.

Then, to complete the result of the research, the writer finds out the degree
of freedom (df) with the formula:

df = 21 (see table of “t” value at the degree of significance of 5% and 1%)


At the degree of signi ficance 5% = 2,080
At the degree of significance 1% = 2,831
The result is 2,080 < 6,741 > 2,831
The result of analyzing the data by using the above formula shows that the
coefficient is 6,741. It means that there is a significance increse after the role play
is used to teach speaking.

C. The Interpretation of Data

Having analyzed the data of pre-test and post-test by using t-test formula,
the result shows that the coefficient is 6,741. It means that there is significance
increase in teaching speaking by using role play.

From the result of calculation, it is obtained the value of the t observation


(to) is 6,741 the degree of freedom (df) is 21 (obtained from N-1) = (22-1=21).
42

The writer used the degree of significance of 5% and 1%. In the table of
significance, it can be seen the df 21 and the degree of significance of 5% and 1%
the value of degree of significance are 2,080 and 2,831. If compared with each
value of the degrees of significance, the result is 2,080 < 6,741 > 2,831.
According to Sudjiono if the result of calculation to (t-observation) is higher than
tt (t-table), to > tt ; the null hypothesis (Ho) is rejected. If the result of calculation to
(t observation) is lower than tt (t table), to < tt ; the null hypothesis is accepted.
Since the scores obtained from the result of calculating, the alternative hypothesis
(Ha) is accepted and the null hypothesis (Ho) is rejected. In other word, the writer
hypothesis is accepted. It means that there is significant differences between
students’ achievement in learning speaking skill using role play.

Based on the result of data analysis, it is proven that the students’ score of
speaking taught by using role play is increase. It means that the use of role play in
teaching speaking is effective. Another reason based on the students’ responses is
because most students find that role play is enjoyable. This reason leads to better
attention in learning and stimulate them to participate in role play activities.
CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
Based on the resesarch, the writer concludes that:
1. From the result of the analysis of the research, it is proven that the
students’ score of speaking taught by using role play is increase. This
result has answered the research question that the use of role play in
teaching speaking is effective.
2. The use of role play makes the speaking amd learning activity more
enjoyable and interesting. It is because role play helps the shy students
by providing a mask, where students with difficulty in conversation
are liberated. In addition, it is fun and most students will agree that
enjoyment leads to better learning.
3. The use of role play makes the class more active and alive. Students
are willing to participate without any forces from the teacher.
4. The use of role play makes the students more motivated in learning
and easier to grasp the lesson.

B. Suggestion
The succes in teaching speaking does not depend on the lesson program
only, but more important is how the teacher present the lesson and uses various
techniques to make the cass more enjoyable and lively. Therefore the writer would
like to give suggestions in applying role play. and after making the conclusion
above, there are some suggestions for teachers:
1. Teachers should increase the student motivation and interest in
learning English by using fun technique such as role play that can
make the students express their ideas.

43
44

2. Find the materials that related to the syllabus, if the research is


focusing on the speaking subject, the researcher has to match it with
the Standard of Competence (Standar Kompetensi) speaking part.
3. Making a careful choice of topic and tasking to stimulate interest;
On the whole, the clearer the purpose of the role play the more
motivated students will be.
4. Giving some instruction or training in role play procedure;
Before starting the role play, the teacher should give the instruction or
characters for each member. For example, telling learners to make sure
that everyone in the group contributes to the theme or situation of role
play.
5. Keeping students speaking the target language
6. Time limit
The teacher should make sure the topic or theme that will be played is
appropriate with the time.
REFERENCES

Celce-Murcia, Marianne, Teaching English as a Second Language or Foreign


Language Second Edition, Boston: Heinle and Heinle Publisher, 1991.

____________________, Teaching English as Second or Foreign Language


Third Edition, USA: Heinle & Heinle, 2001.

Clark, Herbert H., Using Language, New York: Cambridge University Press,
1996.

Centre, Adult Migrant English Program Research, Fact Sheet – What is


pronunciation?, AMEP Research Centre, October 2002.

Doff, Adrian, Teach English: a Training Course for Teachers, Cambridge: the
Press Syndicate of the University of Cambridge, 1989.

Dorathy, A. Anne & S. N. Mahalakshmi, Second Language Acquisition through


task based approach - Role Play in English Language Teaching, English
for Spesicific Purposes World, issue 33, Vol. 11, 2011.

Folse, Keith S., Vocabulary Myths: Applying Second Language Research to


Classroom Teaching, Michigan: University of Michigan, 2004.

Fromkin, Victoria and Robert Rodman, An Introduction to Language, New York:


Harcourt Brace College Publisher, 1998.

Gebhard, Jerry G., Teaching English as a Foreign or Second Language: a teacher


self-development and metodology guide Second Edition,United Stated of
America: The University of Michigan Press, 2006.

Harris, David P., Testing English as a Second language, Bombay: Tata McGraw-
Hill Publishing Company Ltd, 1977.

Harmer, Jeremy, The Practice of English Language Teaching, New York:


Longman Group UK Limited, 1983

_______________, How to Teach English, London: Addison Wesley Longman,


1996.

_______________, How to Teach English; An Introduction to the Practice of


English Language Teaching, England: Addison Wesley Longman Limited,
1998.

45
46

_______________, The Practice of English Language Teaching Third Edition,


Longman: Pearson Education Limited, 2001.

Haycraft, John, An Introduction to English Language Teaching, London:


Longman Group Limited, 1978.

Hornby, AS, Oxford Advance Learner’s Dictionary, Oxford: Oxford University


Press, Sixth Edition, 1987.

Jesness, Jerry, Teaching English Language Learners K-12, California: Corwin


Press, 2004.

Kayi, Harriye, Teaching Speaking: Activities to Promote Speaking in a Second


Language, The internet TESL Journal, Voll. XII, No. 11, November 2006.

Klippel, Friederike, Keep Talking: Communicative Fluency Actvities for


Language Teaching, Cambridge: the Press Syndicate of the University of
Cambridge, 1987.

Kodotchigova, Maria A., Role Play in Teaching Culture: Six Quick Steps for
Classroom Implementation, The Internet TESL Journal, Vol. VIII, NO. 7,
July 2002.

Ladousse, Gillian Porter, Role Play, Oxford: Oxford University Press, 1997.

Liu, Feng & Yun Ding, Role Play in English Language Teaching, The internet
CCSE Journal, Vol. V, No. 10, October 2009.

McDonough, Jo & Christopher Shaw, Materials and Methods in ELT; A


Teacher’s Guide, Cambridge: Blackwell Publisher, 1993.

Muslich, Masnur, KTSP; Pembelajaran Berbasis Kompetensi dan Kontekstual,


Jakarta: Bumi Aksara, 2007.

Penner-Wilger, Marcie, Reading Fluency: A Bridge from Decoding to


Comprehension, Canada: AutoSkill International Inc, 2008.

Pardon, Laura S., What every teacher needs to know about


comprehension,International Reading Association, 2004.

Richards, Jack C. and Willy A. Renandya, Methodology in Language Teaching,


Cambridge: Cambridge University Press, 2002.

Savignon, Sandra J., Communicative Competence; Theory and Classroom


Practice; Texts and Contexts in Second Language Learning Second Edition,
United States of America: The McGraw-Hill Companies, Inc, 1983.
47

Scrivener, Jim, Learning Teaching; A Guidebook for English Language Teachers


Second Edition, Oxford: Macmillan Publishers, 2005.

Sudijono, Anas, Statistik Penelitian, Jakarta: PT. Raja Grapindo Persada, 2004.

Tarigan, Henry Guntur, Berbicara sebagai Suatu Keterampilan Berbahasa,


Bandung: Angkasa Group, 2008.

_____________________, Menulis Sebagai Keterampilan Berbahasa, (Edisi


Revisi), Bandung: Angkasa, 2008.

The Essential Language Teaching, NCRLC, Teaching Speaking; Goals and


Techniques for Teaching Speaking, 2014.

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Press, 1996.

http://iteslj.org//Articles//Kayi-TeachingSpeaking.html

www.ncrlc.org/essentials/speaking/goalsspeak.htm

http://iteslj.org/Techniques/Kodotchigova-RolePlay

http://olc.spsd.sk.ca/De/PD/instr/strats/roleplaying/index.html

http://www.ccsenet.org/journal/index.php/ass/article/viewFile/3988/3534

http://www.esp-world.info/Articles_33/Doc/TBLT_Dorathy.pdf
Appendix 1

STANDAR KOMPETENSI DAN KOMPETENSI DASAR KELAS VII


SEMESTER 2

9. Berbicara 9.1. Mengungkapkan makna dalam


Mengungkapkan makna dalam percakapan transaksional ( to get
percakapan transaksional dan things done ) dan interpersonal (
interpersonal sangat sederhana bersosialisasi ) sangat sederhana
untuk berinteraksi dengan dengan menggunakan ragam bahasa
lingkungan terdekat lisan secara akurat, lancar dan
berterima untuk berinteraksi dengan
lingkungan terdekat yang melibatkan
tindak tutur : meminta dan memberi
jasa, meminta dan memberi barang,
dan meminta memberi fakta
9.2. Mengungkapkan makna dalam
percakapan transaksional (to get things
done) & interpersonal (bersosialisai)
sangat sederhana dengan menggunakan
ragam bahasa lisan secara akurat,
lancar dan berterima untuk
berinteraksi dengan lingkungan
terdekat yang melibatkan tindak tutur :
meminta dan memberi pendapat,
menyatakan suka dantidak suka,
meminta klarifikasi, merespon secara
interpersonal
10. Berbicara 10.1. Mengungkapkan makna yang terdapat
Mengungkapkan makna dalam dalam teks lisan fungsional pendek
teks lisan fungsional dan sangat sederhana dengan menggunakan
monolog pendek sangat ragam bahasa lisan secara akurat,
sederhana berbentuk descriptive lancar, dan berterima untuk
dan procedure untuk berinteraksi dengan lingkungan
berinteraksi dengan lingkungan terdekat
terdekat 10.2. Mengungkapkan makna dalam
monolog pendek sangat sederhana
dengan menggunakan ragam bahasa
lisan secara akurat, lancar dan
berterima untuk berinteraksi dengan
lingkungan terdekat dalam teks
berbentuk descriptive dan procedure
Appendix 2
SILABUS
Sekolah : SMP Muhammadiyah 37 Parung
Kelas : VII (tujuh)
Mata Pelajaran : Bahasa Inggris
Semester : 2 (dua)
Standar Kompetensi : 9. Berbicara
Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan
lingkungan terdekat

Indikator Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Pencapaian Teknik Bentuk Contoh
Dasar Pembelajaran Pembelajaran*) Waktu Belajar
Kompetensi Instrumen Instrumen

9.1 Mengungkapkan Percakapan singkat 1. Tanya jawab Bertanya dan Unjuk kerja Bermain 1. Perform the dialogue 4x40  Script
makna dalam memuat ungkapan- yang berkaitan menjawab peran with your friend in menit percakapan
percakapan ungkapan : dengan materi berbagai the front of the dari buku
transaksional ( to informasi : class! teks
get things done ) Contoh: 2. Membahas
dan interpersonal kosakata dan Tes Lisan Merespon 2. Listen to the  Alat peraga
( bersosialisasi ) A : Pass me the tata bahasa: 1. Meminta ungkapan expression and
sangat sederhana Pencil please! noun, dan memberi respond to it ,  Rekaman
dengan B : Sure. here you adjective, jasa example :
menggunakan are. adverb, noun a. Pass me the salt,
ragam bahasa lisan phrase please.
secara akurat, lancar A : Give me the 2. Meminta b. Give me the
dan berterima untuk paper Please! 3. Menirukan dan memberi paper,please.
Indikator Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Pencapaian Teknik Bentuk Contoh
Dasar Pembelajaran Pembelajaran*) Waktu Belajar
Kompetensi Instrumen Instrumen
berinteraksi dengan B : Sure, here it is. ungkapan- barang c. Did you come
lingkungan terdekat ungkapan yang late?
yang melibatkan A: Did you come digunakan 3. Meminta Unjuk kerja Bermain 3. Create a dialoque
tindak tutur : here yesterday ? dalam dan peran based on the role
meminta dan B : I did percakapan memberi cards and perform it.
memberi jasa, sesuai materi fakta
meminta dan Tata Bahasa
memberi barang, - Verbs: Like, need, 4. Berlatih
dan meminta want dengan teman
memberi fakta - Simple Past Tense mengunakan
ungkapan-
Kosakata ungkapan yang
- Kata Terkait tema ada dalam
dan jenis teks percakapan
sesuai materi
Ungkapan baku
- Here it is 5. Bermain peran
- Here you are menggunakan
ungkapan yang
telah dipelajari.
Indikator Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Pencapaian Teknik Bentuk Contoh
Dasar Pembelajaran Pembelajaran*) Waktu Belajar
Kompetensi Instrumen Instrumen

9.2 Mengungkapkan Percakapan singkat 1. Mendengarkan Bertanya dan Unjuk kerja Bermain 1. Perform a dialogue 4x40  Script
makna dalam memuat ungkapan- dan merespon menjawab peran about asking and menit percakapan
percakapan ungkapan : pertanyaan berbagai giving opinion with dalam buku
transaksional (to get tentang topik Informasi : your own words! teks
things done) & Contoh : materi yang
interpersonal akan 1. Meminta &  Script
(bersosialisai) A : What do you disampaikan Memberi otentik
sangat sederhana think of this? pendapat Tes lisan Daftar 2. Answer the following
dengan B : Not bad 2. Mendengarkan pertanyaan questions orally!  Rekaman
menggunakan dan merespon percakapan
ragam bahasa lisan A : I like tea pembahasan
secara akurat, lancar B : I don’t tentang Unjuk kerja Bermain 3. Create a dialoque  Alat peraga
dan berterima untuk kosakata dan 2. Menyatakan peran based on the role
berinteraksi dengan A : Are you sure tatabahasa suka dan cards and perform it
lingkungan terdekat B : I am yang terkait tidak suka
yang melibatkan dengan topik
tindak tutur : A : Do you? materi yang Tes lisan Menjawab Give your positive
meminta dan B : I do akan singkat response
memberi pendapat, disampaikan 3. Meminta a. Do You ?
menyatakan suka Tata Bahasa klarifikasi b. Are You ?
dantidak suka, - Verb be 3. Mendengarkan c. Can You ?
meminta klarifikasi, - Verb do model d. Does she ?
merespon secara - Verb have percakapan
interpersonal transaksional 4. Merespon
dan secara
interpersonal interpersonal
dengan topik
Indikator Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Pencapaian Teknik Bentuk Contoh
Dasar Pembelajaran Pembelajaran*) Waktu Belajar
Kompetensi Instrumen Instrumen
Kosa kata materi yang
 Kata terkait tema dipelajari
 Kata terkait jenis
teks 4. Menirukan
model
Ungkapan Baku percakapan
 Wonderful ! transaksional
 Excellent ! dan
interpersonal
dengan topik
materi yang
dipelajari

5. Melakukan
percakapan
transaksional
dan
interpersonal
dengan teman
dengan materi
yang dipelajari
Standar Kompetensi : 10. Berbicara
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan procedure
untuk berinteraksi dengan lingkungan terdekat

Indikator Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Pencapaian Teknik Bentuk Contoh
Dasar Pembelajaran Pembelajaran *) Waktu Belajar
Kompetensi Instrumen Instrumen

10.1 Mengungkapkan Teks fungsional 1. Tanya jawab Mengungkapkan Unjuk Uji petik 1. Give insttruction 4x40  Script percakapan
makna yang pendek berbentuk : yang berkaitan makna dalam teks kerja berbicara to your friend menit dari buku teks
terdapat dalam teks dengan materi fungsional pendek orally based on
lisan fungsional  Instruksi berbentuk : the picture.  Alat peraga
pendek sangat  Daftar barang 2. Membahas - Instruksi
sederhana dengan  Pengumuman kosakata dan - Daftar barang 2. Mention the
menggunakan  Ucapan selamat tata bahasa: - Pengumuman things you find in
ragam bahasa lisan noun, noun - Ucapan ...
secara akurat, Tata Bahasa phrase, adj, selamat
lancar, dan  Imperatives verb, adverb
berterima untuk  Quantifiers  Memberi 3. Announce a
berinteraksi dengan 3. Menirukan instruksi secara certain
lingkungan terdekat Kosakata ungkapan- lisan. information to
ungkapan yang your friend
 Kata terkait jenis
digunakan  Menyebutkan
teks
dalam daftar barang
percakapan tertentu.
Ungkapan Baku
sesuai materi
 Well done
 Mengumumkan
 Congratulations 4. Mendengarkan sesuatu
 Happy birthday teks fungsional /
pendek
Indikator Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Pencapaian Teknik Bentuk Contoh
Dasar Pembelajaran Pembelajaran *) Waktu Belajar
Kompetensi Instrumen Instrumen

5. Menjawab  Mengucapkan 4. Say something to


pertanyaan selamat your friend when
tentang isi teks ...
yang didengar a. He/She got
good score at
6. Menggunakan english test
ungkapan-
ungkapan yang b. won the game
ada dalam
percakapan
sesuai materi
dengan teman
berpasangan

7. Mengguanakan
ungkapan-
ungkapan sesuai
dengan materi
dalam
keadaan/situasi
nyata
Indikator Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Pencapaian Teknik Bentuk Contoh
Dasar Pembelajaran Pembelajaran *) Waktu Belajar
Kompetensi Instrumen Instrumen

10.2. Mengungkapkan Teks monolog 1. Mendengarkan Mengungkapkan Tes Daftar 1. Answer the 4x40  Script monolog
makna dalam berbentuk : dan merespon berbagai informasi lisan pertanyaan following menit teks
monolog pendek berbagai hal dalam teks questions orally! deskriptif/prosedur
sangat sederhana  Descriptive tentang teks monolog dalam buku teks
dengan  Procedure deskriptif/prose berbentuk
menggunakan dur - Descriptive  Script otentik
ragam bahasa lisan Kosa kata - Procedure
secara akurat,  Kata terkait 2. Memperhatikan  Rekaman monolog
lancar dan tema / jenis dan merespon  Menyebutkan
berterima untuk teks. penjelasan fungsi  Alat peraga
berinteraksi tentang kosakata komunikatif
dengan lingkungan dan tatabahasa teks yang
terdekat dalam Ciri kebahasaan dalam teks didengar.
teks berbentuk teks: monolog
descriptive dan  Deskriptif Deskriptif/prose  Menyebutkan
procedure  Prosedur dur tentang ciri
Tea/How to kebahasaan Unjuk Uji petik 2.a. Describe
Tata Bahasa: make a cup of teks yang kerja berbicara something
 Present Tense tea. didengar. /someone with
your own words
 Imperatives
3. Mendengarkan  Melakukan orally in front of
model monolog monolog the class!
Ungkapan Baku
lisan tentang dalam bentuk
 Well,..
teks deskriptif /
 You know that ? deskriptif/prose prosedur
dur
Indikator Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Pencapaian Teknik Bentuk Contoh
Dasar Pembelajaran Pembelajaran *) Waktu Belajar
Kompetensi Instrumen Instrumen

4. Mendiskusikan Uji petik b. Tell your friends


dalam kelompok berbicara how to do
draft monolog something (make a
mendeskripsika cup of tea)
n kembali,
menyampaikan
prosedur dengan
kata-kata sendiri

5. Melakukan
monolog lisan
secara individu
Appendix 4

Expressing likes and dislikes

Cards A
You invite your friend go to the restaurant. And you order some food
to the waiter. You must to ask him/her before, what are food that
he/she likes or dislike that your friend wants to order.

Cards B
Your mother asks you to Mal. And your mother is offering some
clothes and shoes may be that it’s you like or dislike. You must to tell
what do you like or dislike that you want to buy to your mother.

Card C
Your friend will have birthday tomorrow. You didn’t know what
she/he like. Ask to her/his mother what she like or dislike.

Card D
Your young sister was crying. You want to buy something for her.
You offering ice cream, a doll, candy, etc. she dislike all of them. She
like chocholate.

Card E
Your friend ask you to go to the caffe. She is offering some kind drink.
Tell him/her what you like to drink. Give a reason why do you like
that drink.

Card F
Your brother give you s gift from singapure. But you don’t like it. your
brother asks you what do you like. Why do you like it.

Card G
Your friend ask you about you holiday. You visit to Bali. What do you
like / dislike in there and why do you like/dislike it. Tell to your
friend.
Expressing asking and giving opinion

Cards A
You want to buy new mobilephone. Ask your sister’s opinion about it.
Your sister disagree with you and ask her why she disagree.

Cards B
You want to get the party with your friends tonight. You asks your
sister’s opinion, what dress that proper for you. Your sister agree with
you, and she give addition opinion about footwear.

Card C
You and your friend are talking about a plan for a holiday. You wants
to visit some places in yogyakarta. Ask your friend’s opinion about
your plan.

Card D
You and your friend are talking about beautiful places in Indonesia.
You think every beach in Indonesia is wonderfull. Your friend
disagree with you. She/he think some of the beach still dirty.

Card E
You ask your friend what about the visitors should not feed the
animals in the zoo. why your friend agree with that idea.

Card F
You think smoking in public places is not polite. Ask your friend’s
opinion about that. Ask your friend what should to be handdle the
pollution air.

Card G
You and your friend are talking about your plans for holiday. Your
friend ask you to visit his/her uncle in Semarang, but you have another
opinion to get holiday in Bogor. Your friend join with you.
Expressing Asking and Giving something

Cards A
You are general manager. You have to meeting with your client. You
need to brought an important document for your project, but you was
forgot it. you need a help from your assistant.

Cards B
You are the richest man in your village. You see a beggar. The beggar
looks very hungry. You offer the beggar some bread. The beggar
accept your offer.

Card C
You are having luch in a restaurant. You need more sugar for your tea.
You ask to the waitress.

Card D
You and your friend will go to Halloween party. You need your
friend’s help to prepare the costume. Your friend accept it.

Card E
You are a prince. You are on the way to a village and you feel very
thisrty. Suddenly, you meet a woman who offers you a drink. You
know that she is a witch. You refuse her offer.

Card F
You are a fortune teller. You know that these is a black magician who
wants to hurt the princess. You offer a magic ring to protect her from
evil curse from the witch. Unfortunately, the princess refuse the ring.

Card G
You are shepherd. You see a stupid giant. He wants to cut a rope but
he does not know how to do it. you offer him a knife. He accepts your
offer.
Describing People

Cards A
You introduce your new young sister that newborn last night. How
does she look like. Tell to your friend.

Cards B
When you got holiday, you met a tourism from Tunisia. You try to
describe how he does look like.

Card C
You have a favourite actor. You try to tell to your friend how does
he/she look like.

Card D
You get new school. You find out a new friend. She/he is kind person.
You like him/her. Try to tell about him/her appearances to your sister.

Card E
Your friend has an idols. You ask him what his idol look like. Your
friend tell you about his idol appearances.

Card F
Your mother is an actor. your friend ask you what she look like. You
tell to your friend what your mother appearance.

Card G

When you are jogging at morning, you find out a lonely child in the
street. You didn’t know him. Decribe that child appearance in one
media in order to his parent know that their child was lost.
Appendix 6

THE QUESTIONS OF PRE – TEST AND POST-TEST

1. What is your name?


2. Could you spell your name?
3. Where do you live?
4. What do you like?
5. Why do you like it?
6. What kind of jobs that the working of asking and offering something that you
know?And how do you practice it?
7. What will you say if you want to ask your friends’ opinion about something ?
8. What is your view about doraemon cartoon movie?Give me the reasons that
support your opinions?
9. Can you tell me briefly about your family?
10. What do your family do mostly everyday?
Appendix 7

Tabel Uji t

NILAI-NILAI DALAM DISTRIBUSI t

ɑ untuk uji dua pihak (two tail test)


0,50 0,20 0,01 0,05 0,02 0,01
ɑ untuk uji satu pihak (one tail test)
dk 0,25 0,10 0,05 0,025 0,001 0,005
1 1,000 3,078 6,314 12,706 31,821 63,657
2 0,816 3,886 2,290 4,303 6,695 9,925
3 0,765 3,638 2,353 3,182 4,541 5,841
4 0,741 1,533 2,132 2,776 3,747 4,604
5 0,727 1,476 2,012 2,776 3,365 4,032
6 0,718 1,440 1,943 2,571 3,143 3,707
7 0,711 1,415 1,896 2,447 2,998 3,499
8 0,706 1,397 1,860 2,365 2,896 3,355
9 0,703 1,383 1,853 2,306 2,821 3,250
10 0,700 1,372 1,812 2,262 2,764 3,169
11 0,697 1,369 1,796 2,228 2,718 3,106
12 0,695 1,365 1,782 2,201 2,681 3,055
13 0,692 1,350 1,771 2,179 2,650 3,012
14 0,691 1,345 1,761 2,160 2,624 2,977
15 0,690 1,341 1,753 2,145 2,602 2,947
16 0,689 1,337 1,746 2,131 2,583 2,921
17 0,688 1,333 1,740 2,120 2,567 2,898
18 0,688 1,330 1,734 2,110 2,552 2,878
19 0,687 1,328 1,729 2,096 2,539 2,861
20 0,687 1,325 1,725 2,086 2,528 2,845
21 0,686 1,323 1,721 2,080 2,518 2,831
22 0,686 1,321 1,717 2,074 2,508 2,819
23 0,685 1,319 1,714 2,069 2,500 2,807
24 0,685 1,318 1,711 2,064 2,492 2,797
25 0,684 1,316 1,708 2,060 2,485 2,787
26 0,684 1,315 1,706 2,056 2,479 2,779
27 0,684 1,314 1,703 2,052 2,473 2,771
28 0,683 1,313 1,701 2,048 2,467 2,763
29 0,683 1,311 1,699 2,045 2,462 2,756
30 0,683 1,310 1,697 2,042 2,457 2,750
40 0,681 1,303 1,684 2,021 2,423 2,704
60 0,679 1,296 1,671 2,000 2,390 2,660
120 0,677 1,289 1,658 1,980 2,358 2,617
∞ 0,674 1,282 1,645 1,960 2,326 2,576

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