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2014

Ana Maryani 4ATugas

[Pick the date]

APLIKASI KOMPUTER

THE INFLUENCE OF USING ROLE PLAY TOWARD STUDENTS'

SPEAKING ABILITY AT THE SECOND YEAR STUDENTS OF

SMPN 02 SOUTH SUNGKAI ACADEMIC YEAR 2011/2012

QUANTITATIVE RESEARCH

A RESEARCH PAPER

PRESENTED TO STKIP MUHAMMADIYAH KOTABUMI-LAMPUNG IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS FOR UNDERGRADUATE DEGREE IN

ENGLISH EDUCATION STUDY PROGRAM

BY

JASRIAL ARIF

NPM 0720718048

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN (STKIP)MUHAMMADIYAH KOTABUMI LAMPUNG

MAY 2012

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THE INFLUENCE OF USING ROLE PLAY TOWARD STUDENTS'

SPEAKING ABILITY AT THE SECOND YEAR STUDENTS OF

SMPN 02 SOUTH SUNGKAI ACADEMIC YEAR 2011/2012

QUANTITATIVE RESEARCH

A RESEARCH PAPER

PRESENTED TO STKIP MUHAMMADIYAH KOTABUMI-LAMPUNG IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS FOR UNDERGRADUATE DEGREE IN

ENGLISH EDUCATION STUDY PROGRAM

BY

JASRIAL ARIF

NPM 0720718048

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN (STKIP)MUHAMMADIYAH KOTABUMI LAMPUNG

MAY 2012

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TABLE OF CONTENT

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Chapter I ....................................................................................................... 1

Introduction....................................................................................................... 1

1.1 Background of the problem........................................................................ 1

1.2 Identification of the problem ..................................................................... 5

1.3 Limitation of the problem........................................................................... 6

1.4 Formulation of the problem........................................................................ 6

1.5 Objectivis of the research........................................................................... 6

1.6 Uses of the research.................................................................................... 7

Chapter II ....................................................................................................... 8

2.1 Theory review............................................................................................. 8

2.2 Frame of think............................................................................................. 25

2.3 The hypothesis............................................................................................ 26

Chapter III ....................................................................................................... 28

3.1 Research method......................................................................................... 28

3.2 The variable of the research........................................................................ 29

3.3 Research instrument.................................................................................... 31

3.4 Data conecting technique............................................................................ 35

3.5 The data analysis......................................................................................... 36

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ContentsSEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN (STKIP).....................ii

MUHAMMADIYAH KOTABUMI LAMPUNG.............................................................ii

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN (STKIP)....................iii

MUHAMMADIYAH KOTABUMI LAMPUNG...........................................................iii

CHAPTER I.......................................................................................................................1

INTRODUCTION.............................................................................................................1

CHAPTER II.....................................................................................................................8

THEORY REVIEW, FRAME OF THINKING AND HYPOTHESIS.............................8

CHAPTER III..................................................................................................................28

RESEARCH METHODOLOGY ...................................................................................28

Bibliography....................................................................................................................43

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CHAPTER I

INTRODUCTION

1.1 Background of the Problem

In facing the global era, foreign language education is a must. The purpose of foreign

language education is to have the skills to communicate with other people, know and

understand the culture contained in a foreign language, relate language knowledge with

other relevant disciplines, comparing and contrasting the language they had learned with

other languages, and summarizes the four capabilities, so that they feels comfortable be

world citizen.

One of the languages which are considered to be learned is English. As an international

language, English plays important role in developing science, technology and art. To be

successful in English which covers the skills of reading, writing, listening and speaking

is not easy for student. Some students might show their learning interest in reading and

writing, some others in speaking and listening. However, in this research the researcher

would like to focus only on speaking because it is very crucial for the students.

Speaking is a skill that develops in students' lives. Usually, it is preceded by the skills of

listening. Speaking of course, closely related to the development of vocabulary acquired

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by the students; through listening and reading activities. Speaking ability is needed by

the students for communication in the target language because communications can

unite the individuals into groups by classifying the general concepts. In addition, it

creates and preserves the bonds of common interests, creates symbols of unity that

differentiates it from other groups, and assigning an action. It is very important to

master speaking well by implementing the experience of learning the language in the

real life.

In fact, there are many problems that occur in teaching speaking in junior high school

such as in grade eight of SMPN South Sungkai such as students do not talk or say

anything. When students work in pairs or groups they just end up chatting in their own

language, when all the students speak together, the class gets too noisy and out of hand

and teacher loses control of the classroom. Then students’ speaking ability is low,

because in fact their score is low. It’s proven from the average of their daily test score is

50,67 and only 5 students that could standard of completeness criteria from 30 students.

Besides, many teachers still use the conventional techniques. In addition, there are

problems from students. First, the students who feel bored with the teaching speaking

process are difficult to say words and to memorize during speaking class. Second, the

students have lack of motivation to practice the second language in daily conversation,

so they rarely practice English language to communicate in the class and outside the

class. Third, the students just memorize the speech script when they must speak up in

front of the class. Also, they talk with similar words and sentences on the books. It

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shows that they do not understand the content and they do not speak spontaneously by

their own words.

Furthermore, the environment sometimes doesn't support the students to give a little

chance to step forward in speaking. Sometimes, when the students try to speak to their

friends in English, their friends do not want to response in English. This condition

sometimes makes students frustrated to practice speaking. Besides, English in Indonesia

is taught as foreign language in which it gives less opportunity for students to practice

speaking. Consequently, students are not confident to practice speaking. Finally, they

avoid practicing speaking.

In addition, in learning to speak, self confidence is absolutely needed, when students are

not confident, they are not able to speak fluently. Consequently, they will feel nervous

and it does not make them able to express their ideas and opinion. Basically, the goals

of learning language are to be able to use the language, to understand and to respond to

any situations as well as to read and to write. Speaking must be emphasized first than

any other skills, because by speaking, the students who learn English is expected to be

able to use, understand and communicate in any situations appropriately. Here, the

students interest in speaking and their background in speaking knowledge play an

essential role. The backgrounds in speaking such as the students have already learnt

about speaking well in the course, conversation club, etc. By having background

knowledge in speaking and the subject being discussed, it will be able to support their

speaking activity.

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In addition, it is necessary for the teacher to avoid students from boredom of studying

English by establishing an interesting atmosphere in the class. The teacher should be

able to avoid using the uninteresting techniques of speaking such as drilling,

memorizing, etc, so that, the students would regard English as enjoyable subject. Those

problems are faced by students at the second year of SMP N 2 South Sungkai, North

Lampung academic year 2011/2012.

Based on the phenomena above, the researcher tries to find the effective solution to

improve the speaking skill of second year students of SMP N 2 South Sungkai by

employing Role Play as a technique of teaching speaking. It is a flexible technique, and

it can be adapted to nearly every proficiency level.

The reason of why this research focuses on the use of Role Play is that it could give the

students new feeling in conversation session, role play can add interest to an activity

and by distributing roles can ensure participation in an activity and then demonstrate

knowledge, skills and abilities acquired. Furthermore, it also used to avoid the students

from feeling bored of the similar technique in conversation subject applied by the

teacher all the time. That is why the researcher conducted a research entitled, “ The

Influence of Using Role-play Toward Student Speaking Ability at the Second Year

Students of SMP N 2 South Sungkai North Lampung in Academic Year

2011/2012”.

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1.2 dentification of the Problem

Based on the background of the problem, the researcher identifies the problem as

follows:

1. Students’ speaking ability is low.

2. Technique of teaching speaking at the second year students SMP N 2 South

Sungkai North Lampung academic year 2011/2012 is not effective.

3. The role play technique wasn’t used optimally in teaching speaking at the

second year students SMP N 2 South Sungkai North Lampung academic year

2011/2012.

4. The students’ at the second year students SMP N 2 South Sungkai North

Lampung academic year 2011/2012 just memorize the speech script when they

must speak up in front of the class.

5. Environment at the second year students SMP N 2 South Sungkai North

Lampung academic year 2011/2012 does not support the students to practice

speaking.

6. Many of the students are not active in speaking class.

7. Many of the students at the second year of SMP N 2 South Sungkai North

Lampung academic year 2011/2012 do not do enough practice in speaking.

8. The students’ is not confident in learning to speak

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1.3 Limitation of the Problem

Based on the identification above, the researcher limits the focus of research on the

Influence of using Role-play Toward Student Speaking Ability at the Second Year

Students of SMP N 2 South Sungkai North Lampung in Academic Year 2011/2012”.

1.4 Formulation of the Problem

Referring to the identification of the problem, the researcher formulates the problem

with the question as follows: Is there any influence of using Role-play Toward Student

Speaking Ability at the Second Year Students of SMP N 2 South Sungkai North

Lampung in Academic Year 2011/2012 ?”.

1.5 Objectives of the Research

The objectives of this research are:

1. To know the influence of using role play toward students speaking ability

2. To describe the process of teaching speaking by using role play to the Students’

at the Second Year Students of SMP N 2 South Sungkai North Lampung in

Academic Year 2011/2

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1.6 Uses of the Research

The uses of this research:

1. As additional information for teachers of English about application of role play

in improving students speaking skill.

2. As information of teacher's and student's problems in learning speaking by using

role play at SMP N 2 South Sungkai.

3. The researcher himself, to get knowledge about the implementation of role play

method of student speaking ability.

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CHAPTER II

THEORY REVIEW, FRAME OF THINKING AND HYPOTHESIS

2.1 Theory Review

2.1.1 Concept of Speaking

Speaking is creative expression that can manifest personality. It is not just a mere means

of communicating ideas, but also the main tool for creating and formulating new ideas.

According to Mulgrave in (tarigan, 2008) , “Speaking is a tool to communicate ideas

organized and developed in accordance with the needs of the listener”. In addition,

Revel in Rosma (2007:7), stated that speaking is an exchange between people, of

knowledge, of information, of ideas, of opinion, of feeling so the must to be a concept

ideas and follow, of what they are going to say.

Referring to both previous statements that speaking is interactive process which

involves face to face conversation and that speaking is essential part of our life. So,

without speaking, it is impossible for us to exist in our environment. Speaking also,

unpredictable because we do not know what the persons want to speak, therefore

speaking is spontaneous.

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Whether as a social tool (social tool) or as a tool of corporate and professional (business

or professional tools), speaking basically has three general purpose, namely:

1. Notify and report (to inform);

2. Serving and entertaining (to entertain);

3. Persuade, invite, urge, and convincing (to persuade).

Ochs and Winker in Tarigan (2008:17) combined or mixed the purposes that would

probably happen in conversation. An example, conversation may be a combination of

reporting and entertain as well as possible at once entertaining and convincing.

According to Brown (2004:141), there are five Basic Types of Speaking: Imitative,

intensive, responsive, interactive and extensive. The first basic types of speaking is

imitative, At one end of a continuing of types of speaking performance is the ability to

simply parrot back (imitative) a word or phrase or possibly a sentence. While this a

purely phonetic level of oral production, a number of prosodic, lexical, and grammatical

properties of language may be included in the criterion performance. We are interested

only in what is traditionally labeled “pronunciation”; no inferences are made about the

test-taker’s ability to understand or convey meaning or to participate in an interactive

conversation. The only role of listening here is in the short-term storage of a prompt,

just long enough to allow the speaker to retain the short stretch of language that must be

limited.

Intensive is a second type of speaking frequently employed in assessment context is the

production of short stretches of oral language designed to demonstrate competence in a

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narrow band of grammatical, phrasal, lexical, or phonological relationships (such as

prosodic elements-intonation, stress, rhythm, juncture). The speaker must be aware of

semantic properties in order to be able to respond, but interaction with an interlocutor or

test administrator is minimal at best. Example of intensive assessment tasks include

directed response tasks, reading aloud, sentence and dialogue completion; limited

picture-cued tasks including simple sequences; and translation up to the simple sentence

level.

Third, responsive assessment tasks include interaction and test comprehension but at the

somewhat limited level of very short conversations, standard greeting and small talk,

simple requests and comments, and the like. The stimulus is almost always a spoken

prompt (in order to preserve authenticity), with perhaps only one or two follow-up

questions or retorts:

A. Mary : excuse me, may I borrow your pen?

Doug : Yes, of course.

B. T : What the price this biology book?

S : It price just Rp. 20.000.

T : Okay I bought

C. Jeff : hey, Stef, how’s it going?

Stef : Not bad, and yourself?

Jeff : I’m good.

Stef : Cool. Okay, gotta go.

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The fourth is interactive, the difference between responsive and interactive speaking is

in the length and complexity of the interaction, which sometimes includes multiple

exchanges and/ or multiple participants. Interaction can take the two forms of

transactional language, which has the purpose of exchanging specific information, or

interpersonal exchanges, which have the purpose of maintaining social relationships. (In

the three dialogues cited previously, A and B were transactional, and C was

interpersonal). In interpersonal exchanges, oral production can become pragmatically

complex with the need to speak in a casual register and use colloquial language, ellipsis,

slang, humor, and other sociolinguistics conventions.

Fifth, it is extensive (monologue). Extensive speaking oral production tasks include

speeches, oral presentations, and stories-telling, during which the opportunity for oral

interaction from listeners is either highly limited (perhaps to nonverbal responses) or

ruled out altogether. Language style is frequently more deliberative (planning is

involved) and formal for extensive tasks, but we cannot rule out certain informal

monologues such as casually delivered speech (for example, my vacation in the

mountains, a recipe for outstanding pasta primavera, recounting the plot of a novel or

movie).

The main purpose of speaking is to communicate. In order to effectively convey

thoughts, the speaker must understand the meaning of all things and trying to

communicate. They should be able to evaluate the effect of communication on listeners

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and should know the principles that underlie all situations talks, both public and

private. Then, speaking is crucial part and it is not able to be separated from our life. In

communicating and delivering words, speaker must consider several things. According

to Brown (2007:352), there are some criteria that must be accounted to assess speaking,

such as: fluency, pronunciation, structure, and vocabulary.

a. Fluency

According to Wempe (2007:51), Fluency is the quality of speaking so that words and

thoughts flow from your mouth in gentle stream. Referring to the statements above we

know that fluency relate to how to control of what we say and the way we present our

message.

b. Pronunciation

According to Hornby (2003:343), pronunciation is way in which a language is spoken;

way in which a word is spoken”. Concerning to the previous statement, it can be

inferred that pronunciation is one of the key skill for learners to be mastered in

speaking. Without good pronunciation, it is so hard for the learners to speak well.

A speaker who mispronounces words is likely to be embarrassing in the context of

people who know better. In many cases in the class, mispronouncing words make

students fell ashamed and finally stop speaking. This embarrassing may bring positive

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impact in which it can lead the students to employ intelligible and acceptable,

pronunciation and fluency.

c. Structure

According to Hornby (2003:429), structure is group of rules of how a sentence is built

so that it meets the standard in using the language to communicate with one another. It

is one of language components that should be taught in learning language in order to

make the interaction run well by using standard sentence structure, the listener is able to

understand the message, information, or meaning wanted to be expressed by the

speaker.

d. Vocabulary

According to Richards (2002:255), vocabulary is a core component of language

proficiency and provides much of the basis for how well learners speak, listen, read, and

write. Without an extensive vocabulary and strategies for acquiring new vocabulary,

learners often achieve less than their potential and may be discouraged from making use

of language learning opportunities around them such as listening to the radio, listening

to native speaker, using the language in different contexts, reading, or watching

televisio

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2.1.2 Concept of Teaching Speaking

According to Harmer (2007:123), there are three main reasons for getting students to

speak in the classroom. Firstly, speaking activities provide rehearsal opportunities -

chances to practice real-life speaking in the safety of the classroom. Secondly, speaking

tasks in which students try to use any or all of the languages they know provide

feedback for both teacher and students. Everyone can see how well they are doing: both

how successful they are, and also what language problems they are experiencing. And

finally, the more students have opportunities to activate the various elements of

language in their brains, the more automatic their use of these elements become. As a

result, students gradually become autonomous language users. This means that they will

be able to use words and phrases fluently without very much conscious thought.

Speaking is a crucial part of second language learning and teaching. Despite its

importance, for many years, teaching speaking has been undervalued and English

language teachers have continued to teach speaking just as a repetition of drills or

memorization of dialogues. However, today's world requires that the goal of teaching

speaking should improve students' communicative skills, because, only in that way,

students can express themselves and learn how to follow the social and cultural rules

appropriate in each communicative circumstance.

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According to Harmer (2007:132), some teachers get very involved with their students

during a speaking activity and want to participate in the activity themselves! They make

argue forcefully in a discussion or get fascinated by a role-play and start ‘playing’

themselves.

There is nothing wrong with teachers getting involved, of course, provided they do not

start to dominate. Although it is probably better to stand back so that you can watch and

listen to what’s going on, students can also appreciate teacher participant at the

appropriate level - in other words, not too much!

Sometimes, however, teachers will have to intervene in some ways if the activity is not

going smoothly. If some students in a role-play can’t think of what to say, or if a

discussion begins to dry up, the teacher will have to decide if the activity should be

stopped - because the topic has run out of steam - or if careful prompting can get it

going again. That’s where the teacher may make a point in a discussion or quickly take

on a role to push a role play forward. Prompting is often necessary but, as with

correction, teachers should do it sympathetically and sensitively.

2.1.3 Activities to Promote Speaking

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According to Harmer (2007:129) the following activities are also helpful in getting

students to practice ‘speaking -as-a-skill’. Although they are not level-specific, the last

four will be more successful with higher-level students (upper intermediate plus),

whereas the first two, in particular, are highly appropriate at lower levels (but can also

be used satisfactorily with more advanced classes).

1. Information-gap activities

An information gap is where two speakers have different bits of information, and they

can only complete the whole picture by sharing that information - because they have

different information, there is a ’gap’ between them.

One popular information-gap activity is called Describe and draw. In this activity, one

student has a picture which they must not show their partner (teachers sometimes like to

use surrealist paintings - empty doorways on beaches, trains coming out of fireplaces,

etc). All the partner has to do drawing the picture without looking at the original, so the

one with the picture will give instructions and descriptions, and the ‘artist’ will ask

questions.

2. Telling Stories

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3.

We spend a lot of our time telling other people stories and anecdotes about what

happened to us and other people. Students need to be able to tell stories in English, too.

One way of getting students to tell stories is to use the information-gap principle to give

them something to talk about. Students are put in groups. Each group is given one of a

sequence of picture which tell a story. Once they have had a chance to look at the

picture, the pictures are taken away. New groups are formed which consist of one

student from each of the original groups. The new groups have to work out what story

the original picture sequence told. For the story reconstruction to be successful, they

have to describe the picture they have seen, talk about them, work out what order they

should be in, etc. The different groups then tell the class their stories to see if everyone

came up with the same versions.

4. Favorite objects

A variation on getting students to tell personal stories (but which may also involve a lot

of storytelling) is an activity in which students are asked to talk about their favorite

objects (things like MP3 players, objects with sentimental value, instruments, clothes,

jewelers, pictures, etc). They think about how they would describe their favorite objects

in terms of when they got them, why they got them, what they do with them, why they

are so important to them and whether there are any stories associated with them.

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5. Role Play

Students pretend they are in various social contexts and have a variety of social roles.

In role-play activities, the teacher gives information to the learners such as who they

are and what they think or feel. Thus, the teacher can tell the student that "You are

David, you go to the doctor and tell him what happened last night and etc.

6. Surveys

Surveys can be used to get students interviewing each other. For example, they can

design a questionnaire about people’s sleeping habits with questions like ‘How many

hours do you normally sleep?’ ‘Have you ever walked in your sleep or talked in your

sleep?’ ‘Have you ever fallen out of bed?’ etc. They then go round the class asking each

other their questions.

7. Famous people

Students think of five famous people. They have to decide on the perfect gift for each

person. We can also get groups of students to decide on which five famous people

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(living or dead) they would most like to invite for dinner, what they would talk about

and what food they would give them.

8. Students presentations

Individual students give a talk on a given topic or person. In order for this to work for

the individual (and for the rest of the class), time must be given for the student to gather

information and structure it accordingly. We may want to offer models to help

individuals to do this. The students listening to presentations must be given some kind

of listening tasks too - including, perhaps, giving feedback.

9. Balloon debate

A group a students are in the basket of a balloon which is losing air. Only one person

can stay in the balloon a survive (the others have to jump out). Individual students

representing famous characters (Napoleon, Gandhi, Cleopatra, etc) or professions

(teacher, doctor, lawyer, etc) have to argue why they should be allowed to survive.

10. Moral dilemmas

Students are presented with a ‘moral dilemma’ and asked to come to a decision about

how to resolve it. For example, they are told that a student has been caught cheating in

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an important exam. They are then given the student’s (far-from-ideal) circumstances,

and offered five possible courses of action - from exposing the students publicly to

ignore the incident - which they have to choose between.

2.1.4 The Concept of Role-play

According to Zaini (2008:98), role-play is a planned learning activities designed to

achieve specific educational goals. In addition, Brown (2004:174), stated that role

playing is a popular pedagogical activity in communicative language-teaching classes.

Within constraints set forth by the guidelines, it frees students to be some what creative

in their linguistic output. In some versions, role play allows some rehearsal time so that

students can map out what they are going to say. And it has the effect of lowering

anxieties as students can, even for a few moments, take on the persona of someone other

than themselves.

According to Blatner (2009), Role playing, a derivative of a sociodrama, is a method for

exploring the issues involved in complex social situations. It may be used for the

training of professionals or in a classroom for the understanding of literature, history,

and even science.

From some definitions above, it can be concluded that role play is an activity where the

teacher gives role to the students and ask them to act the roles orally based on particular

idea, situation and attitudes.

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As an assessment device, role play opens some windows of opportunity for test takers to

use discourse that might otherwise be difficult to elicit. With prompts such as “pretend

that you’re a tourist asking me for directions “or” You’re buying a necklace from me in

a flea market, and you want to get a lower price,” certain personal, strategic, and

linguistic factors come into the foreground of the test-taker’s oral abilities. While Role

play can be controlled or “guided” by the interviewer, this technique takes test-takers

beyond simple intensive and responsive levels to a level of creativity and complexity

that approaches real-world pragmatics. Scoring presents the usual issues in any task that

elicits somewhat unpredictable responses from test-takers. The test administrator must

determine the assessment objectives of the role play, then devise a scoring technique

that appropriately pinpoints those objectives.

Zaini (2008:98), stated role-play based on three main aspects of the role of experience

in daily life:

1. Role-taking is the pressure of social expectations of stakeholders, for example:

According on family relationships (what to do girls), or based on duty position (how

a police agency to act), in a situation- social situations.

2. Role-making is the ability of stakeholders to change dramatically from one role to

another role and create and modify roles at any time required

3. Role-negotiation is the level which roles that negotiation with another role in

parameters and constraints of social interaction.

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In role-play, participants do the bargaining between the social expectations of a

particular role, their dynamic interpretation of that role, and the degree to which others

receive their views on the role. As learners who have a role in his life experience can

usually do role-play.

2.1.5 The Concept of Teaching Role-play

According to Zaini (2008:99), in the process of role-play participants are asked to:

a. Supposing a special role, either as their own or as anyone else.

Sign in situations that are simulations or scenarios, chosen based on relevance to

the knowledge being studied participants or curriculum materials.

b. Acting exactly as their view of the people who played in these particular

circumstances, by agreeing to act "as if" these roles are their own roles and

acting on that assumption ; and

c. Using the experiences of the same role in the past to fill in the missing gaps in a

brief role specified.

2.1.5.1 Advantage of using Role Play

Role-play can prove itself as a powerful medium of education, wherever there are roles

that can be clearly defined, that have explored possible interactions in a state that is

simulated (scenario). The results from the interaction with the scenario maker roles,

individuals, or other friends in the class, or both learn something about someone,

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problems or the specific situation of the field. Teachers involve students in role-play

because of one or more of the following reasons:

1. Demonstrating knowledge, skills and abilities acquired.

2. Demonstrating the integration of practical knowledge.

3. Comparing and contrasting the positions taken in the subject matter.

4. Applying knowledge in solving problems.

5. Making the abstract becomes concrete problems.

6. Creating a speculation against uncertainties that include knowledge.

7. Involving learners in the learning directly and experiential.

8. Encouraging learners to manipulate knowledge in a dynamic way.

9. Encouraging lifelong learning.

10. Learn the specific areas of the curriculum selectively.

11. Facilitate the expression of attitudes and feelings of students with a valid.

12. Develop an empathetic understanding.

13. Provide immediate feedback for teachers and learners.

2.1.5.2 Procedure of Teaching Speaking Using Role-Play

As has been mentioned before, the researcher will use role-play in teaching speaking.

Before starting the role-play, the researcher has to choose the topic related to the

requirement of curriculum. The procedure of using role play in speaking class is as

follows:

1. Introducing the topic related to the requirement of curriculum

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2. Giving sample utterances related to the topic.

3. Telling the students that they are going to do role-play.

4. Determining the title or place where role-play is going on or occurring.

5. Putting the students in pair or in group. Each group may consist of two persons.

6. Giving the students a few minutes to role-play with other and work out their

dialogues.

7. Asking the students to perform their role-play front of class.

8. When role-play is over, the teacher gives a follow up season by giving

explanation of structure or everything needs to focus in including the role-play

dialogue.

Example of dialogue:

Topic : Inviting a person and accepting an invitation

Place : At home through the phone

Mia : Hello.. Can I speak to Dany, please…

Dany : Yes.. I’m Dany..

Mia : Owh.. Hi Dany

This is Mia. Are you busy tonight ? I mean…

Could you come to my place tonight ?

Dany : Sure. What is the occasion ?

Mia : Well, my mom is cooking “opor ayam”.

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You said that you would like to try Indonesian food.

Dany : Yes, what time do you want me to come ?

Mia : At seven o’clock.

Dany : That’s right. So see you tonight, Mia...

The teacher asks to students to identify the expression of invitation and practice the

dialogue above in pair. After that, the teacher will correct the students’ pronunciation.

2.1.5.3 Review of related Research

Sundari Yurni (2010) carried out classroom action research to analyze weather role play

can be used to improve students’ speaking ability. Classroom action research was

chosen because she was interested in observing the activity of process teaching learning

in the class. The subject of research is 8th class students of SMPN Bumi Jaya in class 8A

Consisting of 34 students; 23 boys and 11 girls. The instrument of this research was a

set of role play test to measure students’ speaking ability.

The research concluded with the following findings;

1. The role play technique can increase the students speaking ability at the second year

of junior high school Bumi Jaya Abung Timur Lampung Utara Academic year

2009/2010. The percentage of students success from pronunciation increased up to

25

2. 12%, grammar : 18 %, vocabulary : 25 %, fluency : 17 % and comprehension : 28

%. The result of the test in each cycle shows that the students made progress in each

aspect of speaking ability after being taught using role play.

3. The role play has positive effect because it can motivate the students to speak as role

play provides in which the students the activity to involve themselves in each

performance. In other words, the role play provides more opportunity to the students

to practice communication and attract the students in following the class activity

more actively. The average scores on first cycle is 62,58, in second cycle is 66,58

and in third cycle is 79,41.

Based on the findings, the researcher concluded that the use of role play in teaching

learning process makes the class more of a learner centered than a teacher centered one

and the students have many choices to express their ideas on what their role ask, who

they are and what they should say.

2.2 Frame of Thinking

In learning speaking skill, the students often find some problems. The problem t h a t i s

the students who feel bored with the teaching speaking process make them difficult to

say words and to memorize during speaking class. Other reasons are because of lack

motivation to practice the second language in daily conversation. They are also just

memorizing the speech script when they must speak up in front of the class. And they

talk with similar words and sentences on the books. It shows that they do not understand

26

the content and they do not speak spontaneously by their own word. Many factors can

cause the problem of the students speaking skills namely the students interest, the

material, and the media among others including the technique in teaching

English.

There are many techniques that can be applied to solve the problem including role play

because some researches findings show that this technique is effective to use in

teaching speaking. Role play is a good technique in teaching speaking because it gives

students an opportunity to practice communicating in different social contexts and in

different social roles. In addition, it also allows students to be creative and to put

themselves in another persons place for a while.

The influence of using role-play toward students speaking ability can be seen from the

following Picture;

PICTURE 1. THE INFLUENCE OF USING ROLE-PLAY TOWARD

STUDENTS’ SPEAKING ABILTY

ROLE-PLAY STUDENTS SPEAKING

ABILITY

2.3 The Hypothesis

27

Based the theories and explanation above, the researcher process the hypothesis as

follows.

Ha : There is influence of using role-play toward students’ speaking ability

H0 : There is no influence of using role-play toward students’ speaking ability

28

CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Method

The research method that is used in this research is quasi-experiment research. In this

research, the researcher builds up a problem or situation to know the effect or the

environment such as the teacher and the students. This research is a quantitative

research using nonequivalent control group design. It has two groups consisting of

experiment group and control group. Experiment group given treatment with role play

method and control group is not given treatment but taught by conventional technique.

In this design, pretest and posttest are administrated to investigate whether the use of

role play can influence the students’ speaking ability.

According to Sugiyono (2009:116) the design of nonequivalent control group is as

follow:

O1 X O2

O3 O4

Note:

O1 : Pretest

O3 :Pretest

29

X : Treatment

O2 : Posttest

O4 : Posttest

This design consists of the pretest and posttest. Firstly, the researcher administers a pre

test to the students to measure students’ speaking before applying role-play. Besides, the

researcher will give a posttest to the experiment and control class to know the students’

progress in speaking ability. The researcher will compare the result of posttest of both

classes, whether there is a significant influence of role-play toward students’ speaking

ability. If the average score of the posttest in experiment class is higher than the average

score of the post test in control class, it means that there is influence of using role-play

toward students’ speaking ability.

3.2 The Population, sample and sampling technique

3.2.1 The Population

According to Arikunto (2010:173), population is all of subjects of research. In addition,

Sugiyono (2010:215) states, population is meant as generalization region consisting of

the object or subject that has certain qualities and characteristics that set by the

researcher to learn and then drawn conclusions. Similarly, Furqon (2008:146), states

that population is collection of object, person or situation that has one general the same

characteristic

30

Based on the opinions above, it can be concluded that the population is the object or

subject that is in a region and meet certain requirements relating to the research

problem. It means that the population of students or the total number of the students or

research subjects. The population of this research is the second year students of SMPN

2 South Sungkai North Lampung. There are 4 classes as population.

TABLE 1

DATA OF POPULATION THE SECOND GRADE OF SMPN 2 SOUTH

SUNGKAI NORTH LAMPUNG ACADEMIC YEAR 2011/2012.

No Class Gender Number of

studentsMale Female

1 VIII A 19 21 402 VIII B 13 17 303 VIII C 13 17 304. VIII D 18 12 30

Number 63 67 130

3.2.2 The Sample

According to Arikunto (2010:174), sample has part of meaning or representative of the

population that will be observed, then the taking and determination of the samples must

fulfill the requirements. In this research researcher takes two classes, those are VIII.B

and VIII.C as the sample of research. The first class will be the experimental class and

the second one will be the control class. Therefore, the number of sample are 60

students.

31

3.2.3 The Sampling Technique

Sugiyono (2009:116) stated that in noneqiuvalent control group design, sample that is

used for the control group and experimental group are not chosen randomly. Therefore,

the sampling technique that is used is purposive sampling. In addition, Sugiyono

(2009:124) stated that purposive sampling is sampling technique with certain

considerations; the researcher took two classes namely VIII.B and VIII.C because both

of them were taught by the same teacher and their learning achievement is almost the

same.

VIII A

Taken not randomly VIII B

VIII B

VIII C

VIII C

Sample classes

VIII D

Class population

3.3 Research Instrument

PICTURE 2. PURPOSIVE SAMPLING TECHNIQUE

32

The instrument of this research is 5 invitation expression situations with instrument

lattice of invitation expression with some aspects: pronunciation, vocabulary, fluency

and structure. The instrument lattice is as follows:

TABLE 2. THE INSTRUMENT LATTICE

No Variable Aspect Indicator

1. Ability in

expressing

invitation

1. Pronunciation

2. Vocabulary

3. Fluency

4. Structure

Use expression of invitation with

acceptable pronunciation

Use expression of invitation with

proper vocabulary.

Use expression of invitation with

fluent and effortless as that of native

speaker.

Use expressions of invitation with

appear to understand in structure

without difficulty.

3.3.1 The Validity of instrument

According to Sukmadinata (2010:228), Validity instrument indicates that the result of a

measuring describe the aspect which was measured. Validity actually indicates the

result of using instrument not its instrument. An instrument was said valid or had

validity if instrument well measure aspect which was measured. Besides validity

instrument had high level, medium, low or not valid. There are kinds of validity namely

content validity, construct validity, and criterion validity. In this research the researcher

33

choose construct validity to measure the validity of test instrument from the students’

speaking ability in role play. To get construct validity of the test instruments; oral test,

the researcher uses the opinions from expert or usually called as expert’s judgment. In

this case; the expert judgment is the two advisors of the researcher himself.

3.3.2 The Reliability of Instrument

Reliability related to the level of determination result of measuring. An instrument had

levels of adequate reliability, if the instrument was used to measure aspects that were

measured several times and the results were the same or relatively the same. In this

research to measure about the reliability of the test instrument from students’ speaking

ability in role play, the researcher uses interrater reliability. According to Azwar

(2001:105) interrater reliability is a procedure to give a score based on subjective

judgment toward specific aspect which is done by systematic observation directly and

indirectly.

The score which is given in interrater reliability is done by two or more different raters

at the similar instrument toward the similar sample. Next, the rater will give a score into

the students’ answer, and then compared the score from each rater to see whether their

scores are similar or different.

Furthermore, Azwar (2001:9) says that the limitation of different analyzed result

between rater is about 0,0 – 1,0. If the coefficient reliability is gotten among the score

34

range above, it means that there is a consistency result of test instrument between rater

and the test instrument can be said reliable.

According to Ebel in (Azwar, 2001:106), the formula to estimate interrater reliability as

follows:

Descriptions:

rxx’ : Coefficient reliability xSs

2 : Variant between subject that is influenced by ratingSe

2 : Variant interact between subject and rater The formula to calculate Se

2 and Ss2 are:

Descriptions:

i : Rating number which is given by a rater to a subjectT : The number of rating which is received by a subject to all ratersR : The number of rating which is given by a rater to all subjectn : Total subject k : Total rater

35

After the result of the calculation is found by those following formula above, rcalculation is

interpreted to the rscore table to know how far the reliability of the test instruments;

constructing speaking test. According to Riduwan (2009:98), table interpretation of

reliability can be shown from the table below:

Table 3. INTERPRETATION OF RELIABILITY

Score Interpretation0.800 – 1.000 Very High0.600 – 0.800 High0.400 – 0.600 Enough0.200 – 0.400 Low0.000 – 0.200 Very Low

3.4 Data Collecting Technique

3.4.1 Test

In this research, the researcher will give the students two tests namely Pretest and

Posttest. The tests will be given to know the students achievement before and after they

are given treatment.

a. Pretest

Pretest will be conducted before giving treatment to know how far the students’

speaking ability. The type of pretest is oral with criteria how to speak extending

invitation, accepting invitation and rejecting invitation. In determining the scoring of

36

students’ speaking skill, the indicators used cover pronunciation, vocabulary, fluency

and structure.

b. Posttest

The posttest will be conducted in order to know the progress of students’ speaking

ability by using role-play as treatment. The type of posttest is oral with criteria how to

speak extending invitation, accepting invitation and rejecting invitation. In other words,

the posttest cover the same criteria as in pretest.

3.5 The Data Analysis

Data analysis was aimed to determine the final condition between experimental groups

and control groups. Data which was used in the analysis were the pretest and posttest

data. The data analysis steps are as the following:

3.5.1 Normality test data

Normality test is used to determine whether the experiment group and control group

because the requirement for normally distributed data analysis in this study one of

which is the data must be normally distributed. To calculate the normality of a group of

37

test used Lilliefor `s according to Sudjana (2005:466) test for normality with the

formula Lilliefor` s needs the steps as follows:

a. Determine the raw number by using the formula

S

xxZ i

i

−=

Description:

iZ = Number of raw

ix = The values obtainedx = AverageS = Standard deviation

b. Opportunity determines each raw numbers with the formula:

)()( ii ZZPZF ≤=

c. Determine the proportion by using the formula

Numbers z1, z2, ……zn that ≤ Zi

S(Zi =

n

d. Calculating Absolute price using the formula: )()( ii ZSZF −

e. Determining the largest absolute value, which is called L0 and then compare L0,

with Ltabel.

f. Normal criteria if L0 < Ltabel so, the group has normal distribution

38

3.5.2 Homogeneity Test

Before the data is processed needs to be done homogeneity test because it needs to be

known if samples were taken completely homogeneous. To test the homogeneity of the

two groups, it was used homogeneities test with the biggest variance compared to the

smallest variance. Requirement of homogeneous test was the second data must have

normal distribution. The homogeneous test formula by Riduwan (2009:120) is as

follows (variation homogenous test):

The biggest variance

Fcalculated =

The smallest variance

The steps to measure homogeneity test:

The first step : looking for values of the biggest variance and the smallest

variance with the variation homogenous test formula

The second step : comparing the value F calculated with the F table, using the

formula:

df numerator = n - 1 (for the biggest variance)

df denominator = n - 1 (for the smallest variance)

significant level (α) = 0.05, then look at Table F

with the testing criteria as follows:

if F calculated ≥ F table, it means the data is not homogeneous

if F calculated ≤ F table, it means the data is homogeneous

39

H0 : there is no difference variant of experiment class with control class

(homogeneous)

Ha : there is difference variant of experiment class with control class

(no homogeneous)

Statistical hypothesis to be proved is:

H0 : 2σ

eksperiment = 2σ control

Ha : 2σ

eksperiment ≠ 2σ control

3.5.3. Hypothesis Test

To test the hypothesis, the formula used was the test of the influence of two averages

which were used to determine whether there was influence or no influence between two

data. So, the statistical analysis technique to test the effect on average is Independent

group T-test. According to Nurgiyantoro et al (2004:181), Independent group T-test is

used for comparing means from two groups which is different and both of group are

taken in different situation. According to Sugiyono (2010:274), the formula of t-test is

as follow:

2

22

1

21

21

n

s

n

s

xxt

+

−=

t = t-test

1x = Average sample 1

40

2x = Average sample 2

s1 = Standard deviation of sample 1

s2 = Standard deviation of sample 2

1n = The total number of students in control class

2n = The total number of students in experiment class

21s = Variant of sample 1

21s = Variant of sample 2

r = Correlation between two samples.

Hypothesis will be proved is:

Ha : there is positive influence of using role-play toward students’ speaking ability

at the second year students of SMPN 02 South Sungkai North Lampung.

Ho : there is no positive influence of using role-play toward students’ speaking

ability at the second year students of SMPN 02 South Sungkai North

Lampung.

Meanwhile statistical hypothesis to be proved are:

H0 : µ = µ2

Ha : µ ≠ µ2

Testing criteria is as follows:

if –t table ≤ t calculate ≤ + t table. So, H0 is accepted

if –t table > t calculate > + t table. So, Ha is rejected

41

To test the influence of two averages reinforcement value (difference between the value

of pretest and posttest) between experimental group and control group namely by

testing the two parties and the level of significance (α) = 0.05. If the result of

reinforcement (the difference between the pretest and posttest value) between

experimental group and control group did not have normal distribution and not

homogeneous then the formula to prove the hypothesis is non-parametric statistical

methods using the Mann-Whitney U test .

According to Setiadi (2003:201), the Mann-Whitney U test has function to compare the

mean of two different groups and both taken in different situations. According to

Sarwoko (2007: 223), statistical of Mann-Whitney is as follows:

n1 (n1 + 1)

U = n1.n2 = - R1

Note:

n1 = is number of the first sample

n2 = is number of the second sample

R1 = is ranking number for the first sample data

REFERENCEs

Bibliography

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