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CHAPTER III

DISCUSSION

In this chapter the writer wants to elaborate and explain the phases of

researching that the writer had during the research. It consists of teaching

description, teaching analysis, and teaching evaluation. It also explains about

teaching activities in the classroom, the problem during teaching process, and the

effectiveness using role play method in teaching speaking English. The data is

taken from the field research at SMPN 24 Tangerang.

3.1. Teaching Description

The writer as the teacher did research at SMPN 24 Tangerang for seventh

grade, with thirty six students, consists of seventeen female students and nineteen

male students. In this school, the writer has teaching time up to two meetings in a

week for one class, 7B, on Monday at 10.30 a.m. until 11.50 a.m. and on Tuesday

at 11.10 a.m. until 01.00 p.m.

3.1.1. Teaching Preparation

Before teaching, a teacher should prepare everything well to make the

teaching and learning process going well. There are several things that must be

prepared by the writer before teaching that are lesson plan, attendance, assessment

score sheets, teaching aids (white board, black markers, eraser board, textbooks,

students worksheets, pens).

Lesson plan is the teacher’s guide to teaching in the classroom in one time.

It helps the teacher to control time management in the delivery topic in the class.

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Lesson plan also can build teachers’ confidence in teaching in the front of the

students. The contents of lesson plan includes; topic, objectives, prior knowledge,

teaching aids, times, procedures, task, interactions, and purpose. Lesson plan

contains warming up, presentation, practice, summary, production, and closure.

3.1.2. Teaching Process

In teaching process there are five parts, it is consists; first warming up, it is

process of greeting, introduction of the teacher, and taking attendance. Second is

presentation, in this parts teacher give a brainstorm about the topic, and explaining

the topic. Third is practice, teacher gives some exercise to the students. Fourth is

production, teacher gives an exercise again with another command. The last is

closure, in this part teacher gives conclusion about the topic that day, teacher give

homework to the students, and says goodbye.

a. Warming Up

Before the teacher delivers the material to the students, the teacher does a

warming up session. In the warming up session the teacher greet the students and

asks their news. Because it is the teacher’s first day of teaching, the writer firstly

introduces herself, after that the teacher takes attendance to find out who absent

that day, this session takes fifteen minutes. Warming up can make the students

more relax and enjoy before studying.

Teacher : Hi. Good morning everyone?

Students : Hallo. Good morning Miss.

Teacher : How are you today?

Students : I am fine, thank you and you?

Teacher : I am very well, thank you. Before we start learning, let’s pray

together. Pray start.

Students : *praying*

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Teacher : Finished. Ok everyone first let me introduce myself. My name is

Hanny Akbari, you can call me Miss Hanny. I am a college

student. I am studing at BSI, and I am here to replace Miss Lisa

for one month. So, please be nice to me. Ok?

Students : Ok Miss Hanny.

Teacher : Now, let me take your attendance. Are you ready?

Students : Ready Miss!

*teacher taking attendance*

b. Presentation

After the warming up session, the teacher starts to the material. In this part,

the teacher will deliver the topic about “Expression of Gratitude and How to

Respond it”. Before the teacher explains the topic, the teacher invites the students

to brainstorming about the topic. After the students begin to understand, the

teacher starts to deliver the topic and gives them a list of expression of gratitude

and how to respond it.

Teacher : Ok guys, now I have two pictures. Here it is.

Figures III. 1. Student A borrowing his pencil to his friend.

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Figures III. 2. A young man help old woman putting her stuff in the car.

Teacher : What do you thing about the first picture?

Students : *silent*

Teacher : What about the first picture?

Student : He borrowing his pencil to his friend, Miss.

Teacher : Nice, and how about the second picture?

Student : He helping old woman to putting her groceries in the car.

Teacher : Good. Now, if someone help you or lend you something, what do

you say to them?

Students : Say thank you, Miss.

Teacher : Do you know how to express you gratitude?

Student : With polite and gentle voice tone?

Teacher : Yes, that is right. And what expressions are commonly used in

expressing gratitude?

Students : Thank you, thanks you very much, and thanks a lot.

Teacher : Actually there is many more expression that you can use in

expressing gratitude. Today we will discuss about “Expression

Gratitude and How to Respond it”. Do you remember when you

can use the expression of gratitude?

Students : When someone helps us, lend something, and when someone

gives something to us.

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Teacher : Good everyone. And then this is the table about list of

expression of gratitude and the respond.

Table III. 1. List of Expression of Gratitude

How to Express Gratitude : Responses :

Thank you / Thanks

Thank you very much

Thanks a lot

I am really grateful to you for...

I should like to express my gratitude for..

I should like to express my appreciation

for..

I want to thank you for you to help me

You have been really helpful for me

I just cannot thank you enough

It means a lot for me

I cannot repay you for what you have

done

That was very kind you

I really appreciate what you have done

How can I ever thank you?

It was very nice of you to help me

My pleasure

You are welcome

No problem

I am glad that I can help you

Do not mention it

Forget it

That is what friends are

It is all right

It is nothing

That is okay

It was my pleasure

No need to thank me

That is quite all right

Teacher : Now follow and repeat after me. Thank you.

Students : Thank you.

Teacher : one more time and louder. Thank you!

Students : Thank you!

*after repeating all sentences*

Teacher : I have a dialogue, it is about expressing gratitude. I need two

students to read it. I want Dani and Ira read the dialogue. Dani

as Jim and Ira as Kimmy. Please read it loud, so, your friends

can hear it.

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Table III. 2. Example of Short Dialogue 1.

*In front of Kimmy’s house. Kimmy looks panic, so Jim ask her*

Jim : Hi Kimmy. Why you are look so panic? Something wrong?

Kimmy : Oh hi Jim. I am in rush now. I will miss my flight if I am not rush to go

to airport now.

Jim : So, what are you waiting for?

Kimmy : But my car is still fixed in garage. I cannot go by bus, the time will not

enough.

Jim : If you do not mind, I can usher you to the airport by motorcycle.

Kimmy : Actually, I am not accustomed to go by motorcycle, it will make my hair

ruins. But I have no choice. Let’s go then.

Jim : Okay, do you have helmet?

Kimmy : Yes, wait a minute. By the way, thank you very much for your kindness.

Jim : It is my pleasure.

*After read the dialogue*

Teacher : Thank you Dani and Ira. Give applause for Dani and Ira.

Students : *applause*

Teacher : So, what can we know from the dialogue that was read by Dani

and Ira?

Students : Kimmy looks panic, Jim asks her and help her.

Teacher : Why Kimmy looks panic?

Students : Because she needs to go to airport but her car is still fixed.

Teacher : Good. Is there an expression and respond of gratitude in this

dialogue?

Students : Yes.

Teacher : Can you mention it?

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Students : There are thank you very much for your kindness and it is my

pleasure.

Teacher : Nice everyone. Now, let’s create a dialogue together. So, the

situation is in class there are two students, Budi and Bagus. Budi

looks so sad because he feels very hungry but he lost his money

and Bagus asks about Budi’s situation.

*teacher writes the situation in the white board*

Teacher : So, if you are in the Budi’s position, what do you feel? You are

hungry but you lost your money.

Student 1 : I feel sad, Miss.

Student 2 : upset and angry.

Teacher : So, what would Budi say when he felt hungry and knew that his

money was gone?

Student 1 : Oh my god, I am so sad, what should I do?

Students 2 : Oh no, I lost my money

Teacher : Ok, Let’s write in the whiteboard “Oh no, what should I do?”

*teacher write in the whiteboard*

Teacher : After that Bagus came and saw Budi who was sad. If you see

your friend who is sad, what will you do?

Student 1 : Just ignore it, Miss haha

Student 2 : No, you can’t do that. You have to ask about their situation.

Student 3 : yeah, that’s right.

Teacher : Hahahaha, so, what should Budi do?

Students : asking why looks sad, Miss.

Teacher : What sentences fit to be written in the dialogue?

Students : What’s wrong Budi?

Student : Why you looks so sad, Budi?

Student : Something happen?

Teacher : So, Bagus will say “What’s wrong Budi? You look so sad, is

there something happen?”

*teacher writes the dialogue in the white board*

Teacher : After being asked by Bagus, what will Budi say?

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Student : I lost my money, but I am so hungry

Student : So, I can’t buy something to eat.

Teacher : Budi say “I lost my money, but I am so hungry. So, I can’t buy

something to eat”

*teacher writes the dialogue in the white board*

Teacher : After knowing that Budi lost his money, what will Bagus do?

Student 1 : Pray for Budi to find the money back!

*everyone laughed*

Teacher : That’s a good idea. But, is there any other ideas?

Student 2 : Lend his money, Miss.

Teacher : Awesome. So, what Bagus says to Budi?

Student 3 : It’s ok Budi. I will lend you some money.

*teacher writes the idea in the white board*

Teacher : If you lose money and very hungry, and then there is someone

who wants to lend you the money, what would you say to that

person?

Student 1 : Oh you are so nice.

Student 2 : Thank you so much.

Student 3 : Thanks

Teacher : So, Budi will say Thank you, right? Because “thank you” is very

often said, let’s find a different word.

Students : You have been really helpful for me.

*teacher write in the whiteboard*

Teacher : After Budi expressed his gratitude to Bagus, what should Bagus

say?

Students : That is what friend is

*teacher write in the white board*

Teacher : We have managed to create a dialogue that contains the

expression of gratitude and how to respond it. Good job

everyone. Now, I want Fairus and Ilham to read the dialogue we

have created.

*Fairus and Ilham read the dialogue*

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Table III. 3. Example of Short Dialogue 2.

In the class, Budi looks so sad. Bagus asked him.

Budi : Oh no. What should I do?

Bagus : What’s wrong Budi? You look so sad. Something

happen?

Budi : I lost my money, but I’m so hungry. So I can’t buy

something to eat.

Bagus : It’s ok Budi. I will lend you some money.

Budi : You have been really helpful for me.

Bagus : That is what friend is

c. Practice

After the students understand the material, the teacher gave them exercise.

The purpose of giving exercise is to find out how far the students understand the

material that has been delivered. This session spent thirty minutes.

Teacher : So, Have you already understand about Expression of gratitude

and how to respond it?

Students : Yes, Miss.

Teacher : Now, you can team up with your chair mate to make a role play

dialogue about expression of gratitude. The dialogue must

consist of one expression of gratitude and one respond of

expression of gratitude. You can use the expression of gratitude

from the list before. The situation is, you are in the supermarket,

one as a customer and the other as a salesperson. The customer

asks about the butcher with the sales person. Do you

understand?

Students : Yes, Miss.

Teacher : Ok, I will give you 5 minutes to make the dialogue.

Students : Ok, Miss.

*after five minutes*

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Teacher : Have you done?

Students : Not yet, Miss. Can you give us five minutes more, please?

Teacher : Ok, after five minutes I want you to finish the dialogue.

Students : Ok, Miss. Thank you.

*after five minutes*

Teacher : Have you done guys?

Students : Yes, Miss.

Teacher : Let’s see, who will be the first group who will be read their

dialogue. Ok, Ammara and Nara, please read your dialogue.

*teacher appointed several group to read out their dialogue*

d. Production

Teacher : Now, I will form a group by dividing it up according to your

absence number. One group consists of three people. How it

works is still same as before. I will give you the situation and

you will make the dialogue. But, now you will choose the

situation. I have set up a box containing ten cards that have three

different situations. Now, I will define the group.

*teacher defines the group*

Teacher : Now I want you to join your group that I mentioned earlier.

*students join their own group*

Teacher : Ok, now decide who will be the leader in your group. Each

group leader must take one card in the box.

*students choose group leader for their own group*

Teacher : Is it determined who will be the group leader?

Students : Yes, Miss.

Teacher : Ok, I want the group leader to come forward and take the card

in the box.

*every group leader comes forward to take the card in the box*

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Table III. 4. Situations for Role Play

Situation 1.

In the hospital, the first one as doctor.

The second as nurse. The last as patient

Teacher : Are all the groups already get their cards?

Students : Yes, miss.

Teacher : Okay, now I will give you fifteen minutes to make a dialogue.

After that I want you to present your dialogue in front of the

class.

Students : Ok Miss

*the students start make a dialogue, teacher circles the class to see who needs

help*

Teacher : have you done guys?

Students : Yes miss!

Teacher : Ok, now I will call one by one group to present their dialogue

in front of the class. The first is Adelia, Adrian Dwi , dan

Adrian Sahputra.

*the students present their dialogue in front of the class*

Teacher : give applause to our first team!

*applause*

Situation 2.

In the hotel, the first one as guest. The

second one as receptionist, the last one as

bellboy.

Situation 3.

In the restaurant, the first one as guest.

The second one as waitress. The last one

as cashier.

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Teacher : now, the second team is Tio, Fauzi and Ammara. Let’s present

your dialogue.

*teacher call one by one group to present their dialogue in front of the class*

e. Closure

Teacher : So, can anyone review what we have learned today?

Student : I am Miss

Teacher : Yes Marsha?

Student : Today we learned about expression of gratitude and how to

respond it. If you want to express your gratitude, you must be

polite and with gentle voice tone.

Teacher : Good job Marsha. Give big applause to Marsha.

Students : *applause*

Teacher : thank you Marsha for helping me to review our lesson today.

The bell will ring shortly. We had better end our class today.

Thank you for your attention everyone. See you tomorrow

guys.

Students : You are welcome and See you miss.

3.2. Teaching Analysis

This chapter contains the analysis of teaching activities when using role play

method as a way for teaching expression of gratitude and how to respond it. After

teacher applied role play in her teaching process, the teacher find the result of the

problem.

The data of teaching analysis is taken from the field research in the SMPN

24 Tangerang. The data of analysis collects from the beginning of teaching

process. It includes from the warming up session, presentations, practice,

production, and closure. In the learning process, the teacher finds that the

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students’ speaking skill is still low. It is because they feel shy and do not have

confident to speak in front of the class.

Table III. 5. Assessment Criteria

No. Aspect Criteria Score

1. Pronunciation

Very good 4

There are some mistakes but they

do not interfere with meaning

3

There are some mistakes and

interfere with meaning

2

Many mistakes and interfere with

meaning

1

2. Intonation

Very good 4

There are some mistakes but they

do not interfere with meaning

3

There are some mistakes and

interfere with meaning

2

Many mistakes and interfere with

meaning

1

3. Fluency

Very fluent 4

Fluent 3

Quite fluently 2

Less fluent 1

4. Performance

Very interesting 4

Interesting 3

Quite interesting 2

Less interesting 1

Source : Syllabus of SMPN 24 Tangerang

Scoring: (score maximum 4 x 4 = 16)

Value of achievement = Acquisition score x 100

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Table III. 6. Practice Score

NO NAME

Practice

Practice Production

1 ADELIA NUR ANGGRAENI 44 56

2 ADRIAN DWI SAPUTRA 63 75

3 ADRIAN SAHPUTRA 37 69

4 AGUSTIO BAYU SETIAWAN 69 75

5 AHMAD FAUZI KAMAL 44 69

6 AMMARA KHASHI SAMIRA 81 94

7 ATIKAH FARAH 50 69

8 BAGUS DWI DARMAWANSYAH 56 81

9 CHAIRUNISSA NURDJANAH 50 81

10 DANI WIDIYONO 25 56

11 DESY NURMELIA PUTRI 81 94

12 ELSA HERLIANA PUTRI 50 81

13 FAIRUS MUZAKI 25 56

14 FIRDAUS AL SIDDIQ 50 88

15 GILANG MULIA ALVIANTO 56 88

16 HAFIDZA NAZWA NURAULIA 50 88

17 HANDI SOBIRIN 38 81

18 IFTAH NORMALIA 38 81

19 ILHAM RIZKY ALFARIZ 32 75

20 IRA PUSPITA SARI 32 75

21 JULIAN NAUFAL YEHEZKIEL 31 75

22 KHAIRUNNISA 69 94

23 M. RIZKI RAMADHAN 31 75

24 MARSHA ARTIKHA SURYO YUWONO 88 94

25 MUHAMAD ARIF FIRDAUS 25 75

26 MUHAMAD RIFAI 63 88

27 MUHAMMAD DAVI SODRI 63 88

28 MUHAMMAD ZAIDAN FIRJATULLAH 78 88

29 NAJMAH HAKIMAH 50 75

30 NARA YAUMI AZKA 81 94

31 NILOFAR ZHAFIRA HANIFA 69 88

32 POPPY DWIDIA GUSTANTI 50 81

33 RIYADHATUL ARIKAL BILQIS 50 81

34 SANDHIKA CIPTA DEWANTO 75 81

35 SEPTI AULIA 50 81

36 TEGAR ATTAR ARDIANSYAH 63 88

Mean 53 80

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Example of value of students achivement :

Name: Marsha Artikha Suryo Yuwono

Table III. 7. Example of value of students achievement

No. Aspect Criteria Score

1. Pronunciation

Very Good.

Reason: There is no mistake in her

pronunciation.

4

2. Intonation

Very Good.

Reason: Her intonation is really fit

with the situation. 4

3. Fluency Fluent

Reason: 3

4. Performance Very Interesting

Reason: 4

Acquisition score = 4 + 4 + 3 + 4 = 15

Value of Achievement = 15 x 100

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= 93,75 94

Based on the result of the data analysis, it is proven that the students’ score

of speaking taught by using role play is better. It means that the use of role play in

teaching quite effective. Another reason based on the student’s responses is

because most students find that role play is enjoyable.

3.3. Teaching Evaluation

In teaching evaluation, the writer explains about the problems that arise in

the process of teaching speaking skill using role play method in SMPN 24

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Tangerang and how to solve the problems. There are several problems that appear

during the teaching process. The writer will explain with mention the solution.

The first problem is, the students feel shy and do not have confident to

speak English in front of the class. In that case, the teacher must build an

enjoyable atmosphere in the classroom, so that the students feel more relaxed.

Second problem is, the students had difficult about pronunciations, intonation,

fluent. The writer mentions the vocabulary and the students follow it together. It

helps the students to make good pronunciations.

Using role play method in the class is very time consuming. The teacher’s

must manage the time carefully in the lesson plan and follow it. The students

sometimes makes noisy and chaos during the teaching process. If it happens, the

writer must create a new rule for the students who are noisy, for example; if there

are the students who are noisy will get a punishment. The punishment is the

students who are making noisy; he/she will write something in English.