IMPROVING STUDENTS’ SPEAKING SKILL THROUGH ROLE...
Transcript of IMPROVING STUDENTS’ SPEAKING SKILL THROUGH ROLE...
IMPROVING STUDENTS’ SPEAKING SKILL THROUGH ROLE
PLAY IN TABLE MANNER AT GRADE X, HOTEL
ACCOMODATION I OF SMK NUSATAMA PADANG
THESIS
BY
IQBAL WIJAYA
NIM: 91412
This Thesis is Submitted as Partial Fulfillment to obtain
Master Degree in Education
ENGLISH EDUCATION SECTION
LANGUAGE EDUCATION PROGRAM
GRADUATE PROGRAM
STATE UNIVERSITY OF PADANG
2013
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ABSTRAK
Iqbal Wijaya. 2012. Meningkatkan Keterampilan Berbicara Bahasa Inggris Siswa
melalui Metode Role Play Didalam Table Manner pada Siswa Kelas X,
Akomodasi Perhotelan I SMK Nusatama Padang. Pendidikan Bahasa Inggris.
Program Pasca Sarjana Universitas Negeri Padang.
Berbicara adalah salah satu keterampilan yang sangat penting dalam
pelajaran Bahasa Inggris. Bagaimanapun, keterampilan berbicara siswa kelas X
Akomodasi Perhotelan 1 SMK Nusatama Padang masih belum sesuai dengan
yang diharapkan seperti yang dibutuhkan didalam kurikulum. Masalah ini diduga
disebabkan oleh teknik mengajar guru. Penelitian ini bertujuan untuk menerapkan
keefektifan metode Role Play didalam Table Manner untuk meningkatkan
keterampilan berbicara siswa. Selain itu penelitian ini juga untuk menerapkan
faktor-faktor yang mempengaruhi peningkatan keterampilan berbicara siswa
melalui praktek Role Play didalam Table Manner.
Penelitian ini adalah Penelitian Tindakan Kelas yang terdiri dari tiga
siklus. Masing – masing siklus melibatkan perencanaan, tindakan, observasi dan
refleksi. Adapun instrumen penelitian ini adalah lembaran observasi dan tes
kemampuan berbicara. Observasi bertujuan untuk mengetahui kegiatan yang
dilakukan siswa dan guru selama proses belajar dan mengajar berlangsung.
Sedangkan tes kemampuan berbicara bertujuan untuk mengukur kemampuan
berbicara siswa pada setiap akhir siklus.
Pada siklus pertama ditemukan skor rata – rata tes kemampuan berbicara
siswa 54,56. Karena hasilnya belum memuaskan, maka penelitian dilanjutkan ke
siklus dua. Beberapa perbaikan terhadap proses belajar mengajar dilaksanakan
untuk mengatasi kelemahan yang ditemukan pada siklus satu. Kemudian pada
siklus dua ditemukan skor rata – rata tes kemampuan berbicara siswa 65,28.
Beberapa faktor yang mungkin menyebabkan peningkatan keterampilan berbicara
siswa adalah materi, media, aktivitas, pengelolaan kelas dan pendekatan guru
didalam melaksanakan strategi pembelajaran. Untuk mendapatkan hasil yang
lebih baik agar siswa lebih mengenal Role Play didalam Table Manner maka
dilakukan siklus ketiga. Akhirnya ditemukan skor rata – rata tes kemampuan
berbicara siswa 71,36. Ditemukan juga hampir seluruh siswa aktif dan senang
berbicara. Mereka merasa gembira dan berinteraksi dengan baik dengan guru dan
siswa yang lain selama proses belajar dan mengajar. Berdasarkan temuan diatas
maka dapat disimpulkan bahwa melalui Tehnik Role Play didalam Table Manner
adalah satu strategi yang efektif dalam meningkatkan keterampilan berbicara
siswa.
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ABSTRACT
Iqbal Wijaya. 2012. Improving Students’ Speaking Skill through Role Play in
Table Manner at Grade X, Hotel Accommodation I SMK Nusatama Padang.
English Education Section. Graduate Program State University of Padang.
Speaking is one of the important skills in learning English. However,
students‘ speaking skill at Grade X Hotel Accommodation I SMK Nusatama
Padang was still below expectation as required by the curriculum. This problem
might be caused by the teacher techniques in teaching. This research was aimed at
examining the effectiveness of role play in table manner in improving students‘
speaking skills. Besides this research was also aimed at identifying the factors
which influenced the improvements of students‘ speaking skill through role play
in table manner.
This research was a classroom action research which consisted of three
cycles. Each cycle involved planning, action, observation and reflection. The
instruments used in this research were observation and speaking test. Observation
was aimed to know both students and teacher activities during the process of
teaching and learning. Meanwhile speaking test meant to evaluate the students‘
speaking skill at the end of each cycle.
At the first cycle, it was found that the average score of the students‘
speaking test was 54,56. Because this result was not satisfying yet, the research
continued to the second cycle. Some improvements toward teaching and learning
process were made to solve the weakness found in cycle one. Then, in cycle two it
was found that the average score of students speaking test was 65,28. Some
factors that might cause the improvement of the students‘ speaking skill were the
choice of materials, media, activities, classroom management and teacher‘s
approach in doing teaching strategy. To get better result and to make the students
more familiar with role play in table manner, the third cycle was carried out.
Finally, it was found that the average score of students‘ speaking test was 71,36. It
was also found that most of the students were active and enjoy speaking class.
They felt happy and had good interaction with the teacher and other students
during the process of teaching and learning. Based on the findings above, it was
concluded that role play in table manner was an effective strategy in improving
the students‘ speaking skill.
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ACKNOWLEDGEMENTS
Alhamdulillah, researcher expresses his deepest thanks to Allah SWT for
His miracle to him to complete this thesis entitled ―Improving Students‘ Speaking
skill through Role Play in Table Manner at Grade X, Hotel Accommodation 1
SMK Nusatama Padang.‖
Therefore, the researcher wants to express his deepest gratitude and
appreaction to:
1. Dr. Kusni, M.Pd. and Dr. Hamzah MM., MA. as his advisors who
generously have given their great deal of time, helpful guidance, and
encouragements which have significantly contributed to the completion of
this thesis.
2. Prof. Drs. H. Zainil, MA., Ph.D., Prof. Dr. M. Zaim, M.Hum and Prof. H.
Jalius Jama, M.Ed., Ph.D., as his contributors who given much valuable
contributions to make this thesis become more useful and valuable.
3. All lectures at Graduate Program State University of Padang, who have
kindly supported, motivated and have given useful knowledge, well
educated services and great support to the researcher during the process of
study.
4. His beloved Father dr. H. Risman Martha, his beloved Mother Hj. Effy R.
Rasyid, his beloved sister Greatia Martha and his brother in law Dedy
Vitra Johor for their love, care and support.
5. Drs. Syamsir, the headmaster of SMK Nusatama Padang for his spirit and
motivation given to the writer.
6. Evi Enggraini, BA as my deputy headmaster of SMK Nusatama Padang.
7. Nurdewi Andriani S.Pd as my collaborators who collaborated well in
doing of this research.
8. Mr. Tung Desem Waringin for his motivated and support.
9. Febria Sri Artika, SS., M.Pd. who keeps reminding me to accomplish this
thesis soon.
10. All my friends in SMK Nusatama Padang Pak Hendra, Pak Asril, Rina
Anggraini, Haneda Seventia, Sutrisna HP, Bu Eli, Bu Falah, Mr. Rio, Fera,
Siska, Silva, Nengsih, Dini and Wiwi thanks for your spirit and your
prayer.
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11. All of my students in SMK Nusatama Padang.
12. All of friends in English Education Section, Graduate Program of State
University of Padang.
Finally, any comments and contributions to the development for further
research are really appreciated. Hopefully, this thesis is useful for everyone.
Padang, 27 March 2013
The Writer,
Iqbal Wijaya
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TABLE OF CONTENTS
ABSTRAK ...................................................................................................... i
ABSTRACT .................................................................................................... ii
PERSETUJUAN AKHIR TESIS .................................................................. iii
PERSETUJUAN KOMISI UJIAN TESIS ................................................... iv
SURAT PERNYATAAN ............................................................................... v
ACKNOWLEDGEMENTS ........................................................................... vi
TABLE OF CONTENT ................................................................................. viii
LIST OF TABLES ......................................................................................... x
LIST OF FIGURES ....................................................................................... xii
LIST OF APPENDICES ............................................................................... xiii
CHAPTER I: INTRODUCTION ........................................................... 1
A. Background of the Problem........................................................... 1
B. Identification of the Problem......................................................... 6
C. Limitation of the Problem ............................................................. 6
D. Focus of the Research ................................................................... 7
E. Formulation of the Problem .......................................................... 7
F. Objective of the Study ................................................................... 7
G. Significance of the Research ......................................................... 8
H. Definition of Key Terms ............................................................... 8
CHAPTER II: REVIEW OF THE RELATED LITERATURE........... 9
A. Review of the Related Theories ................................................... 9
1. Teaching Speaking ................................................................... 9
2. Role Play .................................................................................. 15
3. Table Manner............................................................................ 21
B. Previous Related Research Finding............................................... 22
C. Conceptual Framework ................................................................. 23
CHAPTER III: RESEARCH METHOD .................................................. 26
A. Type of Research .............................................................................. 26
B. Participants and Location of the Research……………………...…. 27
C. Instrumentation .................................................................................. 27
D. Process of the Research ..................................................................... 29
E. Technique of Collecting the Data....................................................... 39
F. Technique of Analyzing the Data ....................................................... 40
CHAPTER IV: FINDINGS AND DISCUSSION .................................... 48
A. Findings ........................................................................................... 48
1. The Improvement of Students‘ Speaking Skill through Role Play in
Table Manner............................................................................ 48
First Cycle .............................................................................. 48
a. Plan .................................................................................. 49
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b. Action .............................................................................. 50
c. Observation ...................................................................... 54
d. Reflection ........................................................................ 59
Second Cycle .......................................................................... 62
a. Plan ................................................................................. 63
b. Action ............................................................................. 64
c. Observation ..................................................................... 69
d. Reflection ....................................................................... 74
Third Cycle ............................................................................. 77
a. Plan ................................................................................ 77
b. Action ............................................................................ 79
c. Observation ..................................................................... 83
d. Reflection ....................................................................... 88
2. The Factors which influence the Improvement of Students‘
Speaking Skill through Role Play in Table Manner................... 89
B. Discussion .......................................................................................... 95
CHAPTER V: CONCLUSION, IMPLICATIONS
AND SUGGESSTIONS .................................................. 99
A. Conclusion ....................................................................................... 99
B. Implications ........................................................................................ 99
C. Suggestions ........................................................................................ 100
BIBLIOGRAPHY .......................................................................................... 101
APPENDICES
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LIST OF TABLES
Tables Page
1. Indicators of Speaking Test....................................................................... 41
2. Indicators of Role Play in Table Manner .................................................. 42
3. Observation Checklist of Speaking .......................................................... 42
4. Observation Checklist of Role Play in Table Manner .............................. 43
5. The Marks of Each Indicator .................................................................... 43
6. The Process of Teaching and Learning Speaking ..................................... 45
7. Observation Sheet ..................................................................................... 46
8. Field Note…….. ........................................................................................ 46
9. The Students‘ Activity in doing Role Play in Table Manner in Cycle 1 .. 54
10. Speaking Test in Cycle 1 .......................................................................... 55
11. The Improvement of Students‘ achievement on getting Speaking Skill‘s
Indicator in Cycle 1 ................................................................................... 57
12. The Students‘ Average Mean Score on Speaking Skill in Cycle 1 ........... 58
13. The Students‘ Activity in doing Role Play in Table Manner in Cycle 2 .. 66
14. Speaking Test in Cycle Two ..................................................................... 70
15. The Improvement of Students‘ achievement on getting Speaking Skill‘s
Indicator in Cycle 2 ................................................................................... 72
16. The Students‘ Average Mean Score on Speaking Skill in Cycle 2 ........... 73
17. The Students‘ Activity in doing Role Play in Table Manner in Cycle 3 .. 81
18. Speaking Test in Cycle 3 .......................................................................... 83
19. The Improvement of Students‘ achievement on getting Speaking Skill‘s
Indicator in Cycle 3 ................................................................................... 85
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20. The Students‘ Average Mean Score on Speaking Skill in Cycle 3 ........... 87
21. The Students‘ Average Mean Score on Speaking Test in Cycle 1 to 3 .... 88
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LIST OF FIGURES
Figures Page
1. Conceptual Framework ............................................................................. 24
2. The Action Research Model ..................................................................... 31
3. The Improvement of Students‘ achievement on getting Speaking Skill‘s
Indicator in Cycle 1 ................................................................................... 57
4. The Students‘ Average Mean Score on Speaking Skill in Cycle 1 ........... 58
5. The Improvement of Students‘ achievement on getting Speaking Skill‘s
Indicator in Cycle 2 ................................................................................... 72
6. The Students‘ Average Mean Score on Speaking Skill‘s in Cycle 2 ........ 73
7. The Improvement of Students‘ achievement on getting Speaking Skill‘s
Indicator in Cycle 3 ................................................................................... 86
8. The Students‘ Average Mean Score on Speaking Skill‘s in Cycle 3 ........ 87
9. The Students‘ Average Mean Score on Speaking Test in Cycle 1 to 3 .... 89
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LIST OF APPENDICES
Appendices Page
1. Lesson Plan ….. ........................................................................................... 104
2. The Score Criteria of Speaking Test ............................................................ 116
3. Observation Checklist of Speaking Test ...................................................... 118
4. Observation Checklist of Role Play in Table Manner ................................. 130
5. The Process of Teaching and Learning Speaking ........................................ 133
6. Observation Sheet ........................................................................................ 146
7. The Marks of Each Indicator ....................................................................... 166
8. Attendance List ........................................................................................... 178
9. Interview Guide ........................................................................................... 181
10. Field Note .................................................................................................. 183
11. Picture……….. .......................................................................................... 186
12. Text ……….. ............................................................................................. 196
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CHAPTER I
INTRODUCTION
A. Background of the Problem
Based on the School Based Curriculum (KTSP) 2006, teaching English at
Vocational High School has been oriented to the four language skills;
listening, speaking, reading, and writing. They should be implemented
integratedly. The curriculum consists of standard competency and basic
competency. In other words, each standard competency should involve all
language skills; such as if the teacher teaches about greeting, leave takings,
introduction, and saying goodbye. He should modify teaching materials via
teaching media in listening by using tape recorder, VCD, and LCD in learning
English language. While in speaking, the teacher should be able to stimulate
the students to understand and communicate orally which is related to the
topic discussed. In Reading the students should be able to comprehend text.
And in writing, the students should be able to compose or write their ideas and
opinions which are related to the topic.
According to the writer—to achieve the purpose of teaching English—the
teacher as a key person in teaching and learning process should be creative in
choosing the materials and techniques of teaching in order that the students can
master the four language skills.
Based on the writers observation, the main phenomena among the students
of Vocational High School is that they feel shy and get bored to practice the
English language. In learning the English language, the learners are reluctant to
speak English.
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Learners are often lacking in practice speaking. During the learning
process, some students often take permission to go out and talk to each other
during teaching and learning process and it is hard for the learners to express
their own ideas. The curriculum of Vocational High School states that the
objective of learning English is to make the students able to communicate by
using English in their daily life. Yet, the students cannot speak after
graduating. On the field, teachers have applied certain technique in teaching
speaking but it cannot improve students‘ speaking skill.
However, the teaching of English in the researcher‘s school is not able to
provide the students with communication skill yet. Related to this condition,
the researcher insisted to improve the teaching of English at SMK Nusatama
Padang, in order to give more focus to the teaching speaking in
communication in their activities. Although the Curriculum 2006 has oriented
to the four language skills but essentially, teaching English at Vocational High
School is more emphasized on speaking skill. It is caused by work demand
which requires the employees to be able to speak English. Therefore, English
teacher at Vocational High School should produce their output that has skill in
speaking. Therefore, to enable the students to communicate in spoken English
fluently, they should acquire important components of language skills, such as:
grammar, vocabulary, and pronunciation.
Consequently, if one cannot speak English he is assumed to be unable to
communicate in that language. It can be understood that speaking skill cannot
be ignored in teaching language. Thus, speaking skill is one of the important
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language skills that should be mastered by the students. The students should be
able to improve their speaking skill in learning and practice based on their
major skill by the help of teaching strategy used by the teacher.
There are a lot of efforts to increase the teacher ability in teaching
speaking, such as through teacher upgrading programs. During the training,
there are a lot of techniques introduced such as practicing the dialogue in pairs,
practicing short drama, describing thing or people, and role play. And the
researcher will use role play in teaching speaking to improve the students
speaking skill.
At SMK Nusatama Padang, especially grade X Hotel Accommodation I,
teaching English is focused on speaking skills. In teaching speaking, teacher
implements pair work technique. In this case, the teacher divides the students
into groups consisting of two people in one group. Then the teacher shares the
conversation text, and asks the students to understand the conversation. Next,
asks them to practice the conversation in front of the class. At the end, asks the
students to convey or express their own ideas to retell the conversation in front
of the class.
One of the negative consequences of the technique is that some students
are bored in learning speaking. They frequently feel sleepy and get bored in the
classroom, so they do not pay attention to the teachers‘ explanations. Some
students take permission to go out of the class and some of them talk to each
other during teaching and learning process. In other words, teaching learning
process cannot run well.
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Consequently, when the teacher gives the tasks to the students such as text
dialogue, some students are unable to practice the dialogue. They find it is hard
to get the ideas in the dialogue that they have just read. They cannot read well
all the sentences in the dialogue. They don‘t know how to pronounce the
words. Ideally, in speaking activity the students can speak fluently,
comprehend the information, and use good grammar, pronunciation and
vocabulary.
Theoretically, the problems are due to several potential causes. It could be
from the learners, the learning materials and the teaching strategy. The learners
play important role in determining their success in speaking activities. There
are some factors related to them such as prior knowledge, motivation,
vocabulary mastery, and speaking strategies.
Teaching materials also influence students‘ ability in speaking. In this
case, the teacher only uses the materials which are stated in one book without
analyzing it first, whether they are appropriate for the students and make them
interest or not. The mistakes in choosing speaking materials can influence
students such as being bored and difficult to pronounce the sentence. That‘s
why; the speaking material should be authentic and something new for the
students in daily life.
Furthermore, teachers‘ teaching strategy can give the significant effect to
the students‘ success in speaking. Usually, the teacher likes to use the strategy
that makes him or her easy to manage the class. He or she asks students to read
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the text and practice the dialogue. If the students found the difficulties, the
teacher will repeat the dialogue.
Therefore, the problems found at SMK Nusatama Padang are caused by
inappropriate teaching strategy used by the teacher in teaching speaking. There
are some strategies to solve the problem in learning speaking, such as
information gap, role play, simulation, games, pair work, group work, picture
dictation, drama, etc.
From the phenomena above, the researcher considers that strategy is
needed to teach students who want to be better in learning English language.
Therefore, the researcher is interested in using role play in teaching speaking.
This is a good strategy to improve students‘ speaking skill by using role play in
table manner. Brown (2004:174) states that; ―Role Play is a popular
pedagogical activity in communicative language-teaching classes. Within
constraints set forth by guidelines, it frees students to be somewhat 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‖. From this statement
the teacher knows that using role play helps his students‘ to improve their
speaking competence as well as their learning motivation in integrated
evaluation classroom context and daily activity based on their mother tongue
without leaving English language learning context.
Inappropriate teaching strategy used in teaching speaking makes the
students bored and unmotivated in learning speaking. Thus, teacher needs to
use good teaching strategies that make students more interested and
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enthusiastic in practice speaking. One of the strategies is role play, which
enables students to roughly prepare what they are going and improvise it
during speaking to make the conversation go well. In response to this, the
researcher conducted an action research about improving students speaking
ability through role play in table manner at SMK Nusatama Padang.
B. Identification of the Problem
Based on the background of the problem above, the researcher identifies
some problems found in teaching speaking at SMK Nusatama Padang. First,
the learners are bored in learning speaking. Second, the learners are reluctant to
speak English. Third, the learners have lack of practice. Fourth, some students
often take permission to go out and talk to each other during teaching learning
process. Fifth, the learners are hard to express their own ideas. Sixth, teacher
uses inappropriate teaching strategy.
C. Limitation of the Problem
After identifying the problems happening during teaching-learning process
the researcher limits the problems on the students‘ and the teacher‘s sides. The
first problem is about students who feel bored and takes time in learning
English. The second problem is that teaching technique used by teacher in
teaching speaking is inappropriate. Third, students have insufficient practice of
speaking in the class. The researcher decided to apply role play technique in
the class. The researcher hopes to solve the problem immediately by applying
role play in table manner at SMK Nusatama Padang for the first year students.
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D. Focus of the Research
The researcher will focus the study on improving speaking skill through
role play in table manner at grade X Hotel Accommodation I Students‘ of SMK
Nusatama Padang 2011/2012.
E. Formulation of the Problem
This research will be done to answer the research question as follow:
1. To what extent does role play in table manner improve the students‘
speaking skill at grade X Hotel Accommodation Students‘ 1 of SMK
Nusatama Padang (2011/2012)?
2. What factors influence the changes of students‘ speaking skill by
implementing role play in table manner at grade X Hotel Accommodation
1 Students‘ of SMK NUSATAMA Padang?
F. Objective of the Study
The objective of the research is to identify the effectiveness of role play in
improving speaking skill in table manner. They are:
1. To find out the effectiveness of role play to improve the students‘ speaking
skill at grade X Hotel Accommodation I Students‘ of SMK Nusatama
Padang 2011/2012.
2. To identify the factors that influence the changes of the students‘ speaking
skill through implementing role play in table manner at grade X students‘
of Hotel Accommodation I Students‘ of SMK Nusatama Padang.
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G. Significance of the Research
This research is expected to give valuable contribution to both theoretical
and practical values. Theoretically, the result of this research will give
significance theories of teaching speaking skill for the English Teachers. This
research will helpful for English teachers to practice their methods or technique
and can overcome the problems that they are encountered in teaching speaking.
Since this research is carried out at grade X students‘ SMK Nusatama Padang,
it is hoped that it can overcome the teacher‘s problems in motivating the
students to speak English. Practically, it will be beneficial for helping teacher
to improve his/her teaching quality by revising the method or strategy of
teaching. In other words, this research can be worth for the teaching of
speaking skill at SMK Nusatama Padang. Finally, this research is useful for
students, who learn English especially speaking skills by practicing role play in
table manner. Since this research is far from perfect, other researchers may
conduct the same research in different aspect in the future.
H. Definition of The Key Terms
To avoid misunderstanding of the terms used in this research, the key
terms are defined as follows:
1. Speaking skill is the skill of the 1st year students of SMK Nusatama
Padang to express their ideas, orally in real life communication.
2. Role Play in Table Manner is a short drama like classroom activities in
which students take the role of different participants in a situation and
act out what might typically happen in that situation.
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CHAPTER II
REVIEW OF THE RELATED LITERATURE
A. Review of the Related Theories
The researcher will explain some ideas of the experts related to the
research problem. It is about the contribution of role play in table manner
toward improving students‘ speaking skill in English at grade X of Hotel
Accommodation I SMK Nusatama Padang. On this chapter the researcher
explains about teaching speaking, role play and table manner briefly.
1. Teaching Speaking
Teaching speaking is learning process which done by the teacher in the
class by involving the students as participants. The teacher has to do this
activity by considering everything related to the teaching learning process
especially by using syllabus or curriculum provided as guidance for teaching
English. Both the teacher and the students are hoped to be active because there
are some objectives that must be achieved from the teaching-learning process
activity.
―The aim of teaching speaking is to train students for communication‖
(Hammer, 1998:87). Therefore, activities in speaking class should focus on
developing individual language use. This requires the teacher not only to create
a warm and humanism classroom atmosphere but also to provide opportunities
for students to speak. In this case, the teacher creates the strategy to improve
the students‘ speaking skill. It is by asking students to interact with their pairs
or their group member in speaking activities. In teaching speaking has to know
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about how to create situation based on the context for the teacher establishing
interaction among students.
―Speaking is the process of building and sharing meaning through the use
of verbal and non – verbal symbols in a variety of contexts‖ (Chaney 1998:13).
Learning to speak in English will be easier when learners are actively engaged
in attempting to communicate. Learners learn to speak by speaking; it is the
teacher‘s role to give students opportunities to speak English spontaneously
and creatively. Teaching learning process is done by the teacher in the class by
involving the students as participants. The teacher has to do this activity by
considering everything related to the teaching learning process especially by
using syllabus or curriculum provided as guidance. Both the teacher and
students are expected to be active because there are some objectives that must
be achieved from the teaching learning activity.
Kayi (2006:5) gives some suggestions to English language
teachers while teaching oral language, the suggestions are;
1) Provide maximum opportunity to speak the target
language by providing a rich environment that contains
collaborative work, authentic materials and tasks, and
shared knowledge.
2) Try to involve each student in every speaking activity for
this aim, practice speaking activity, practice different ways
of student participation.
3) Reduce teacher speaking time in class while increasing
student speaking time, step back and observe students.
4) Indicate positive signs when commenting on a student‘s
response.
5) Ask eliciting questions such as ―What do you mean? How
did you reach that conclusion?‖ in order to prompt
students to speak more
6) Provide written feedback like ―You efforts in preparing
the materials and efficiently use of your voice.‖
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7) Do not too often correct the student‘s pronunciation
mistakes while they are speaking, the correction should
not distract student from his or her speech
8) Involve speaking activities not only in class but also out of
class; contact parents and other people who can help
9) Circulate around classroom to ensure that students are on
the right tract and see whether they need your help while
they work in groups or pairs
10) Provide the vocabulary before handling the students that
they need in speaking activities
11) Diagnose problems faced by students who have difficulty
in expressing themselves in the target language and
provide more opportunity to practice the spoken language.
Based on the suggestion above it can be concluded that in learning speaking
skill there are some steps that we should know in teaching speaking there are;
1). Provide maximum opportunity by providing a rich environment, 2). Involve
the students to practice English, 3). Observe the students, 4). One way of
getting students to speak is through role play. Students pretend that 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 students
that you are Waiter; you go to the kitchen and tell him about your customer
order, and so on.
Therefore, it is essential that language teachers pay great attention to
teaching speaking rather than leading students to pure memorization, providing
a rich environment where meaningful communication takes place is desired.
With this aim, various speaking activities such as those listed above can
contribute a great deal students in developing basic interactive skills that is
necessary for their life. These activities make students more active in the
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learning process and at the same time make their learning more meaningful and
fun for them. Speaking is one central elements of communication. Teacher
should be able to give opportunities to the students to use and practice the
language learned by applying certain activities. If they do not have opportunity
to speak, their speaking ability will never increase.
Donald (2004:2) asserts that students often highlight listening
and speaking as their biggest problems in learning a new language
because of the demands of those skills and the way they are
taught. Particularly in teaching speaking, it usually consists of
language practice activities (discussions, information gap,
practicing drama, role play, etc), or is used to practice a specific
grammar point. More over Donald (2004:3) state ―we can do
these activities in the classroom to prepare students for real
situation. First, what do students need? Second, practical
suggestions of classroom activities in practice English. Third,
what language should teach in learning English? Fourth, how do I
get students to use new language?‖
Based on the statements above, the teacher should know how to encourage the
students to do speaking task. The students should be given clear instruction of
what task that they are going to do. In this case, the students are able to get free
discussion, use all and any language they know, motivate them to speak. The
teacher creates the teaching strategy by considering the type of speaking
activities.
In teaching speaking and oral communication, the teacher not only
considers some factors above but also he or she should pay attention to the
element of speaking.
According to Harmer (2002:269), there are two elements of speaking, they
are:
13
First, language features consist of the first connected speech. In
the connected speech, sounds are modified (assimilation), omitted
(elision), added (linking) or weakened (through contractions and stress
patterning). It is the reason for the teacher to involve the students in
the designed activities specifically to improve their connected speech.
To expressive devices that consist of the pitch and stress of particular
and non-verbal (paralinguistic). The use of these devices contributes
to the ability to convey meanings.
Second, they allow the extra mental social processing. There are
consists of; first, language processing that involves the retrieval of
words and phrases from memory and their assembly into syntactically
and propositionally appropriate sequences. One of the main reasons
for including speaking activities in language lesson is to help students
develop habits of rapid language processing in English. Second,
interacting with others participants are feeling, and knowledge of how
linguistically to take turns or allow others to do so.
Third, information processing that the teacher needs to be able to
process the information. The longer it takes for ‗the penny to drop‘ the
less effective, the teacher as instant communicators. However, it
should be remembered this instant response is very culture-specific,
and is not prized by speakers in many other language communities.
a. classroom speaking activities
In Teaching and learning process especially for speaking class, the
teacher should be creative in choosing the activities. The classroom
speaking activities should be able to motivate students and make them
interested to speaking in the target language (i.e. English). Harmer
also (2002:271-276) proposes some classroom activities as follows:
1. Acting from a script
The teacher can ask students to act out scenes they play and/or
from their course books, sometimes from the film as the
recourses.
2. Communication games
Games which are designed to provocate communication
between students frequently depend on an information gap,
when one student has to talk to a partner in order to solve a
puzzle, draw a picture (describe and draw), put things in the
right order (describe and arrange), or find similarities and
differences between pictures.
3. Discussion
One of the reasons that discussions fail (when they do) is that
the students are reluctant to give an opinion in front of the whole
class, particularly if they cannot think of anything to say
anyway, they are confident of the language they might use to
say it. Many students feel extremely exposed in discussion
situation.
14
4. Prepared talks
A popular kind of activity is to prepare talk where students make
a presentation on a topic of their own choice. Such talks are not
designed for informal spontaneous conversation; because they
are prepared, they are more ‗writing-like‘ than speaker.
However, it is possible for the students to speak from notes
rather than from a script.
5. Questionnaires
Questionnaires are useful because by being pre-planned, they
ensure that both questionnaire and respondent have something to
say to each other. Depending upon how tightly they designed,
they may well encourage the natural use of certain repetitive
language patterns and thus situated in the middle of
communication continuum.
6. Simulation and Role-play
Many students derive great benefit from simulation and role
play. Students‘ a real-life simulation encounter as if they are
doing so in the real world, either themselves in their meeting, or
taking the role of different character from themselves or with
thinking and feelings they do not necessarily share. Simulation
and role play can be used to encourage general oral fluency.
7. The roles of the teacher
The roles of the teacher in speaking activities are as follows:
a. Prompter. Students sometimes get lost, cannot think of
what to say next, or in some other way they lose the
fluency that the teacher expected.
b. Participant. Teachers should be good animators when
asking students to produce language.
c. Feedback provider. The vexed question of when and how
to give feedback in speaking activities is answered by
considering carefully the effect of possible different
approaches.
Based from that quotation above by using role play will improve students
speaking skill. Thus, in the next section the writer explores the use of role play
in speaking class.
15
2. Role Play
Furness (1976:19) explains that a child can enjoy and profit from a role
play experience ―in terms of improved communication skills, creativity,
increased social awareness, independent thinking, verbalization of opinions,
and development of values and appreciation of the art of drama.‖ From the
statement above, it could be concluded that role play is the term of improving
student communication skill for their social interaction in communication skill.
Richards (1980:40) recommends as six step procedure for role
playing; 1) Preliminary activity; 2) A model dialogue; 3) Learning to
perform the role play with the help of role cards; 4) Listening to
recording of native speakers performing the role play with role
cards; 5) Follow-up; 6) Repeating the sequence.
Larsen-Freeman (1986:10) states that role plays, whether
structured or less structured, are in the communicative approach
because they give learners an opportunity to practice communication
in different social contexts and roles. A role play is a highly flexible
learning activity which has wide scope for the variation and
imagination.
Based on this statement above it can be concluded that role play has structure
in communicative approach for their skill in speaking.
Next, Ladaouse (1987:12) states that Role play uses different communicative
techniques and develops learner fluency in the language, promotes interaction
in the classroom and increases motivation. Here peer learning is encouraged
and sharing of responsibility between teacher and the learner in the learning
process. It means that in using role play the students use their communicative
technique.
16
Role play is a technique in teaching speaking. The students are asked to
play a role given by the teacher based on the specific situation. According to
Richards (1988:318) role play is a drama-like classroom activities in which
students take the role of different participants in a situation and act out what
might typically happen in that situation. The students play the role in small
group or in pair in order to get the communication during the conversation.
Furthermore, Richard (1988:136) states that role play has high appeal for
students because it allows them to be creative and to put themselves in another
person‘s place for while. In other words, students will play out of him/her for a
moment. It means that role play will help the students to be creative by playing
in communication.
According to Hedge (2000:280) Role Play is a good method in teaching
speaking in order to ask the students to talk. The activity that can be applied in
the classroom is a simple dialogue. The dialogue can be created by the teacher
based on the specific situation or teacher asks the students to create the short
dialogue based on situation given. The situation can be in the shopping center
between guest and customer service, in the restaurant between waiter/waitress
and guest, in the school between teacher and students, in the office manager
and secretary, or in the house between mother and her son. The students acted
the role as natural as possible. It means that one should consider the setting and
situation of the role taken.
Next Celce (2001:107) defines that role plays can be performed
through prepared script, created from a set prompts and expression,
or written using and consolidating knowledge gained from
instruction or discussion of speech act and its variation prior to the
17
role plays themselves. Furthermore, Ladaousse (2004:7) indicates
that ―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.‖ In
addition he pointed out that role play encourages peer learning and
sharing the responsibility for learning between teacher and students.
He suggests role play to be perhaps the most flexibility techniques,
and with suitable and effective role-play exercises, teachers can meet
varieties utterance needed.
Based on the two experts above, they have same opinion about role play as
important part in communicative approach and technique that can develop
fluency in the language and it also increases students‘ motivation.
Then, Brown (2004:56), states that ―Role-Play minimally involves (a)
giving a role to one or more members of a group and (b) assigning an objective
or purpose that participants must accomplish.‖ Brown suggested role-play can
be conducted with a single person; in pairs or in accomplish an objective. In
conclusion, the two authors above state that role play can be done in small
group or pair. The teacher can divide the students into some groups or some
pairs in order to practice role play in classroom.
Admin (2004) states that there are some ways of successful
classroom role play:
a. Prepare for success
b. The role of the teacher:
1. Facilitator: students may need new language to be
‗fed‘ in by the teacher. If rehearsal time happened,
the teacher is appropriate to feed a new language at
this stage.
2. Spectator: the teacher watches the role-play and
comments and advices at the end.
3. Participant: it is sometimes appropriate to get
involved and take part in the role play of the
students and the spectator.
c. Bring situation to life
d. Keep it real and relevant
18
e. Feed in language
f. Error correction
Then, Budden (2007:1) states that role play is any speaking
activity when you either put yourself into somebody else‘s or when
you stay in your own shoes but put yourself into an imaginary
people. Then the students can also take an imaginary situation. They
can choose the situation at restaurant, checking in at airport, looking
for lost things or others. They are asked to practice functional
language.
From this statement above role play will bring people to get their imaginary.
And it will help the students to bring their imagination based on their
contextual learning.
According to Celce (2001:107) ―Role plays can be performed from
prepared scripts, created from a set of prompts and expression, or written using
and consolidating knowledge gained from instruction or discussion of the
speech act and its variation prior to the role – plays themselves.‖ It means that
the students have some important thing to express their idea in situation based
on the scripts that they play.
Moreover, Huang (2008:18) points out that there are six
procedures in role play, they are; first, decide on the teaching
materials; second, select situations and create dialogs; third, teach
the dialogs for role plays; fourth, have the students practiced the
role plays; fifth, have the students modified the situations and
dialogs; sixth, evaluate and check the students‘ comprehension.
Furthermore, Huang (2008:21) suggests ―role playing helps the
individual to become more flexible and develop a sense of mastery
in many situations.‖ He also suggests through role play, L2 learners
can experience many kinds of situations in which they will use the
language; and as they develop a sense of mastery in them, they
should be able to apply the language more easily in a new
situations.‖
According to Hedge (2008:280) role-play have benefits, such
as the student can practice speaking based on the situation and
setting in the real world. However, she/he has never seen or does
not have knowledge about the role play. She/he should change their
19
personality in playing the role. For example, if the pair of students
is boy and girl, they should play the role to be a mother and her
son, so one of them should play the role as mother.
Dealing with some theoretical definitions above, it can be concluded that role
play will help the students to practice English language for their personality
performance, because it can improve learners‘ speaking skills in any situation,
and helps learners to interact. For the shy learners, role play helps by providing
a mask, where the learners with difficulty are liberated in conversation. In
addition, it is fun and most learners will agree that enjoyment leads to better
learning.
Some experts suggest some valuable steps in using role play
for teaching speaking. Haozhang (2008:33) suggests some steps
in teaching speaking through role play as follows: (a). Present and
explain the speaking strategies. (b). Provide a topic that is
interesting for the students and design the task that involves some
degree of discussion and uses that strategies presented. (c).
Consider and specify the role each participant of the group can
play. (d). Specify the time allotted for each group. (e). Help them
if necessary in the form of information, guidelines, or vocabulary
prior to or during the play. (f). Employ home work to implement
the language to the social context.
Furthermore, Saskatchewan Education (2009:12) mentions
that there are three steps in doing role play:
a. Before the Role Play; (1). Choose a theme. (2). Identify
relevant concepts within the topic. (3). Select a topic. (4).
Decide upon a key question about the concept. (5). List the
possible viewpoints that might be adopted. (6). Place each
viewpoint within a situation (or set of circumstances) in
such a way that those characters involved are faced with a
problem which needs resolving. (7). Choose a situation for
the drama and roles for students and teacher.
Further preparation for role play includes the
following: (1). Engaging students in activities that fasten
commitment in the role play (e.g. questioning, interviewing,
narration, drawing, guiding imagery). (2). Setting up the
room physically (this may be from very simply rearranging
20
desks to more complicated changes including furniture and
lighting). (3). Having students decided how they will firstly
enter the role (giving all the information needed, speaking
with the voice they wish to establish; allowing others to
understand immediately who they are, where they are, and
what is happening). (4). Inserting some type of tension into
the drama to keep everyone interested (e.g. conflicting
priorities, a challenge, a sense of urgency, secrecy, a
problem to solving, mystery)
b. During the Role Play
It is important that students to feel safe taking the
risks as they enter various roles. Establishing expectations
and rules e.g. no put-downs) with students can help students
to be supportive of each other during the role play. Listeners
should be encouraged to observe attentively so that they are
prepared to respond and discuss the followed drama. If the
role play has been planned effectively and all the steps have
been carried out, the experience should be satisfying and
positive for all participants.
c. After the Role-Play
Assessment of role plays will mainly occur through
reflective discussion and assessment of products which
develop in response to the drama (e.g., written work, art
work). Students‘ participation is important; however,
participant does not always involve talking. It is possible for
the student who has remained very quiet during the role
plays to write effectively and thought fully about the
experience.
According to Hedge (2000:280) role-play is a good
method in teaching speaking in order to ask the students to
talk. The activity that can be applied in the classroom is a
simple dialogue. The dialogue can be created by the teacher
based on the specific situation, or the teacher asks the
students to create the short dialogue based on situation
given. The situation can be in the shopping centre, doctor
and patient, teacher and student, manager and secretary, or
mother and her son. Then the students are asked to play the
role. In playing role-play, the students are required to
perform the role as natural as possible. It means that one
should consider the setting and situation of the role taken.
Dealing with the theories of the step in using role play, it can be concluded that
there are six steps of role play that can be applied in teaching speaking such as:
21
decide on the teaching materials, select situations and create dialogs, teach the
dialogs for role plays, have students modified the situation and dialogs,
evaluate and check students‘ comprehension. These six steps will be
implemented in teaching speaking, particularly for table manner subject. The
next section will discuss about table manner in relation with speaking.
3. Table Manner
Table manner is subject center in learning about F&B service and product
which refer to etiquette used while eating based from the culture. According to
Brown (2001:1) that Table manners refers to the etiquette used while eating
which may also include the appropriate with the use of utensils. Different
cultures can observe different rules for table manners. Many table manners
evolved out of practicality. For example, it is generally impolite to put elbows
on tables. Since doing so, it creates the risk in tipping over bowls and cups.
Each family or group sets their own standards for how strictly these rules are to
be enforced.
In other words Marsum (2005:5) states that ―table manner is the way of
table setting in restaurant, banquet, and pub & bar, room service in counter
service and convention room.‖ And Rusdini (2008:1) states that ―table manner
is the main subject about food and beverage service for the Vocational High
School Students in learning about Banquet, A‘la Card, and Napkin Folding.‖
From this explanation the writer concluded that table manner is the main
subject in learning about food and beverage service and product to table setting
in public area (restaurant, banquet, pub & bar and room service) for counter
service and convention room.
22
According to Kung (2002:3), Table manners have variety types
from culture to culture. What is acceptable thing in one country may
be considered extremely rude in another country. Not knowing how
to put the position and handle each of the utensils correctly, being
uncertain about the proper posture and not knowing polite dining
behavior is often a cause of embarrassment or awkwardness for the
EFL student. Students from Western cultures can usually rely on
what have been taught at home but students from Eastern countries
generally need to be explicitly taught what is appropriate at the
dinner table. (Chinese students, for example, need to be told that
burping is not appropriate.)
Kung (2002:5) also recommends six procedures for table
manner; first, introduce the activity by asking a student volunteer to
set the table. Second, invite the class to comment whether every item
on the table is in proper place. Then guide the students to put
everything in the right place. Third, have the students shared the
results of the class but do snot offer comments or make corrections.
Fourth, hand out an assignment including a selection of the true or
false questions following this section. Depending on the number of
students in the class and the equipment available, students can work
individually or in teams. Fifth, circulate around the classroom
addressing technical difficulties or answering questions. Sixth,
giving the extra assignment with the entire class to invite comment
whether the rule is applicable for the students' culture and
elaborating each answer to reinforce the correct ideas.
In this research the researcher combines between speaking materials and
table manners materials. In role play, the writer will uses speaking material as
method and in table manners as an approach to improve the students speaking
skill for the hotel accommodation students. Good speaking learning refers the
language in social interaction by using table manners, because the students are
not only learning about the etiquette of F & B, but also learning about English
language. However, there is always a chance that bad English speaker become
a good English speaker by doing role play in table manners.
B. Previous Related Research Finding
On this thesis the researcher reports some of the related research findings:
23
First, Al Wahibee (2004) did an experimental research titled ―revival of
Role Play: the effectiveness of role play activities in learning English as
foreign language by Saudi college students.‖ This study showed how important
it is to use activities that encourage speaking. Role play is one of the activities
that enhance the oral proficiency of the students. In this activity, students can
put themselves into diverse real life situations. By doing so, they can make a
clear departure from the atmosphere of shyness. He found that the experimental
group showed great gains in their oral skills. This indicates that the use of role
play activity is very effective for the writer to do the research by using role
play in table manner to improve the students speaking skill.
Second, Rosmaliwarnis (2007) did an experimental research titled ―the
effect of Role-Play and Information Gap on the students‘ speaking skill.‖
Based on her findings, she concluded that; first, the students who were taught
by using role play have better speaking skill than those who were taught by
using conventional technique. Second, the students who were taught by using
role play have better speaking skill than those who were taught by using
information gap. Third, the students who were taught by using information gap
have better speaking skill than those who were taught by using conventional
technique.
C. Conceptual Framework
The conceptual framework in this research consists of three parts:
1. The problems to be solve is the students‘ low of speaking skill.
2. The problem solving that is used is role play.
24
3. The Students improve their speaking skill in Table Manner.
The problem in this research is the students‘ low of speaking skills. Most
of the students have problem in English speaking skill. It can be seen from
their grade at English language examination.
The figure above shows that the conceptual framework of this research is
started by problem found in the researchers‘ class, the students are poor in
speaking skill. They are poor in five indicators of speaking skill such as
grammar, vocabulary, pronunciation, fluency and comprehension. To improve
the students speaking skill, the researcher applied role play in table manner. In
applying this technique, the researcher activated the students‘ background
knowledge by showing a picture and asking some questions to the students.
These activities helped the students to get the idea to speak.
Students’ failed to
reach Minimum
Standard Criteria
of Speaking Skill
Implementing of Role Play
in Table Manner
Students to reach up to or
over Minimum Standard
Criteria of Speaking Skill
Problem
Problem Solving
Expected Result
25
Based on the observation, the researcher and collaborator assumed that by
applying role play in table manner, there is improvement on student‘s speaking
skill. This research will be conducted as a classroom action research. The
problem in this research is the students‘ low of speaking skills. Most of the
students have problem in English speaking skill. It can be seen from their grade
at English language examination.
The researcher used role play to solve the problem. In role play there will
be six steps; decide on the teaching materials, select situations and create
dialogs, teach the dialogs for role plays, have students modified the situation
and dialogs, evaluate and check students‘ comprehension. Next, the teaching
and learning process consisted of two cycles in learning table manner about
food and beverage service topic. In each cycle, there were three meetings. They
were meeting one, meeting two, and meeting three. So, total number of
meeting will be six meetings. Then, each cycle will consisted of four stages;
plan, action, observation, and reflection.
Based on the explanation above, the researcher thinks that role play in
table manner can improve the students‘ English speaking skills. Finally, the
expected result from this research is the students to reach up to or over
minimum standard criteria of speaking skill.
26
CHAPTER III
RESEARCH METHOD
A. Type of the Research
This study was held through action research method. Action research was
done by teachers and for the teachers. Gay and Airasian (2000:593) states that
action research is a process in which the individual or several teachers collect
evidence and make decision about their own knowledge, performance, belief
and effects to understand and improve them. It means that the main reason for
teachers engaging in action research is to learn and improve their own teaching
activities. Furthermore, Johnson (2005:21) states that action research can be
defined as process of studying a real school situation. At last Madya (2006:51)
states that classroom action research is collaborative research done by
researchers through collaboration.
From the expert statement, this can be concluded that action research is a
research done by the teachers toward their students in the classroom and
cooperate with the same other teachers and aims at improving learning quality
in the class.
According to Kemmis and McTaggart (1988:5) states that there are four
characteristics of classroom action research (CAR), first CAR is done in
collaborative. Second CAR is not only problem solving but also find the
changing of the problem. Third, between researcher and the research object
should cooperate together to solve the problem. Fourth, CAR is not to examine
theory but it is for changing the situation become well.
27
Based on statement the researcher applied a collaborative action research.
It means that the researcher and the teacher work together to solve their
problem in teaching speaking or in this case improve their students‘ speaking
skill through role play in table manner. They work together in doing research to
solve the problem.
B. Participants and Location of the Research
The participants of this research were the students of SMK Nusatama
Padang. The researcher took the students of Grade X Hotel Accommodation
Department 1 as the participants. The total numbers of the students were
twenty five students. This is the reason for taking this class as participants
because this class is taught by researcher and the problems are found also in
this class. By applying Role Play in Table Manner, it is hoped that the students‘
speaking skill will improve. Then doing in this research the researcher assisted
by his collaborator who teach English language in Hotel Accommodation
Department.
C. Instrumentation
The instrumentation of this research focused on the data that will be
collected. There were four instruments which are used in this research;
speaking test, observation sheet, interview and field note.
1. Speaking Test was used to collect the data about students‘ speaking skill
through role play in table manner. The writer held pre-test and post test.
28
The indicators of speaking skill are taken from Brown (2004:157) which
states them as follows:
VARIABLE INDICATORS
Speaking Skill 1. Grammar
2. Vocabulary
3. Comprehension
4. Fluency
5. Pronunciation
Each category will be scored separately, and the writer conducts this
activity with his collaborator to know the students‘ speaking skill by using
speaking test.
2. Observation Sheet was created before conducting the research. It was
made based on the problem and the strategy used to solve the problem. It
was used to record and collect real information of teaching learning
process. This observation sheet was completed or filled by collaborator, so
that the collaborator had understood what she was going to do while she
entered the class of the research. It means that the researcher had explained
how to fill in the observation sheet. And field notes was used to collect
additional data which are found in the classroom while teaching and
learning process.
3. Interviewing was done to know more about the condition of students in
learning speaking. This interviewing was intended to know much about the
reason of the students‘ low motivation in speaking class. The field note
was used to help the process of interview. If there are some students who
29
don‘t have motivation in discussing and performing the role play in table
manner, so the researcher and his collaborator will get more information of
the students‘ problem. There are twenty one questions in each question in
and the presentation has been determined. In conducting the interview, the
researcher will use five steps suggested by Lincoln and Cuba (In
Asmawati, 2001:30) consisted of determining who is going to be
interviewed, preparing interview materials, introducing steps, and
arranging the speed of interview and ending the interview were applied.
D. Process of the Research
The process of this research involved direct observation and the data was
taken from the students‘ role play performance in table manner, in each
meeting in the classroom. The researcher used direct observation,
questionnaires, and interview to collect the data. The collaborators observed
the condition of the students, together with the researcher. He also used video
camera to take the students‘ action role play in table manner.
The procedure of this research followed the model of classroom action
research developed by Kemmis and McTaggart (1988) that propose the model
is well-known as the action research cycle, each cycle consists of four stages.
They are plan, act, observation, and reflection. Based on this theory, this
research will be done in three cycles (cycle 1, cycle 2 and cycle 3). Every cycle
consist of six meeting equals two hours (3 x 40 minutes). The cycle 2 need to
excuse about the improvement in cycle 1 was so far from the expectation. So it
was needed some revised plans to do some actions in cycle 3.
30
Role play in table manner given at each meeting was aimed to train the
students in practicing English naturally for role play in table manner. The
model is as follows:
Cycle 1
Cycle 2
Cycle 3
(Kemmis and McTaggart, 1988:11)
Reflect
Act and
observe
Plan
Revised plan
Reflect
Act and
observe
Expected
Condition
Revised plan
Reflect
Act and
observe Revised plan
31
The researcher began with pre-observation (diagnose) to know the
situations and identifying or defining a problem. The researcher observed the
students at the level of diagnoses, related to the problems of students‘
motivation and speaking skill by observing English. The first cycle was the
beginning with an action. The research was conducted in three cycles with six
meeting in each cycle. Each cycle consist of diagnosing, plan, action and
observation, evaluation and reflection. In this stage, the observer also observed
the improvement of the students speaking skill through role play in table
manner.
1. Plan
In this stage, the researcher identified the problems found to determine
the alternative of problems solving, and to prepare everything related to the
research application. The problem will find the speaking class dealt with the
low motivation of the students to speak English. The students have lack of
vocabulary and poor in English grammar. They have lack of background
knowledge about the topic discussed. They have problems in pronunciation and
intonation. They have limited time to practice English. They have lack of self
confident to speak English. They also think that the final English examination
is not oral test, but it is given in written test. When the researcher explains the
lesson using English in the class, many students do not understand, therefore
the researcher prefers to use the Indonesian language. The students have lack
of vocabulary and poor in English grammar. So in this stage, the researcher
determines the material of teaching based on the material stated in English
32
curriculum for the first semester at grade X year‘s students. Second preparing
lesson plan based on strategy used. Third preparing research instruments,
fourth arranging research schedule, discussing with the collaborator about what
to do and how to do in the classroom.
Other English teacher involved as a collaborator, they help the
researcher to take the students‘ performance with handy cam, to interview the
students, observing the class, planning the lesson, giving a command about the
students‘ presentation. In this case, the researcher will give information to the
school principle and other teacher that the researcher would conduct a
classroom action research at this school.
2. Action
First the researcher gave observation sheet to the collaborator and let
her sit at the back. Then, the researcher doing teaching and learning process;
researcher started the lesson as usual, such as checking the students‘ attendance
and let the students to the topic in pre teaching activity. After practicing the
Role Play in Table Manner, researcher asks to other group about their
command of the performance. Other groups should give the concept that they
prepared before in their group about the strange and lack thing.
3. Observation
There were some activities had been done by a team (the researcher and
his collaborator) during this research. First the collaborator will fill in the
observation checklist for researcher and students activities. The observer also
helps to the researcher to check the students‘ preparation in group before their
33
performance for the next meeting. For the second cycle the other teacher help
the researcher to take a handy camp. So the researcher and the collaborator can
observe the students‘ performance and desire, while discussion and
performance.
4. Reflection
The researcher and collaborator discussed about the result of
observation. Based on the result of speaking test, observation sheet,
interviewing, and field notes, the weakness found in the first cycle was
discussed together with the collaborator to find the solution to be continued in
the second cycle. If there is positive point, the researcher will continue and
give more improvement to students speaking motivation by revising their
members of groups. Here, the researcher decided to move to another cycle
because he still find problems and would better to improve the students‘
speaking skill.
From the model above, the researcher conducted the research for each
cycle as follows:
Cycle 1, Cycle 2 and Cycle 3
A. Plan
The researcher‘s preparation:
a. Designing teaching learning activities by applying role play in table
manner for speaking class. The writer went through three phases:
34
1. Pre-activity:
a) In pre-activity the researcher started with greeting and checking
the roll of the students in his class.
b) Review the previous lesson, the second step the researcher try to
make review the previous lesson for all students in his class to
know about the student ability in speaking class.
c) Motivating the students to know about the student‘s motivation
in learning English, the researcher create the test of English.
2. Main Activity
a) The teacher began the main activity by using appropriate
questioning and conversational strategies by asking referential
questions. Using appropriate questioning to calculate how far
students‘ skill in speaking. And using conversational strategies
by asking referential questions the researcher know that how far
the student‘s motivation in learning English language.
b) The teacher exploited Role Play in Table Manner by asking the
questions based on the students‘ condition. The researcher uses
exploits question in the Role Play of Table Manner, because he
wants to know about the students‘ condition especially in
classroom activity.
c) The teacher gave the instruction to the students.
d) Divide the students into some groups.
e) Make script based on the example given before.
35
f) Decide the role of dialogs based on the script.
g) Practice about table manner service dialogue.
h) Make a report
i) Discuss about the difficulties of the role play.
3. Post Activity
a) The researcher reflected the process of teaching and learning to
know about the students speaking skill.
b) The researcher emphasized the learned materials in English
conversation. In class the researcher hopes that he know about
the students‘ misunderstanding in learning English.
c) In the last step of post activity, the researcher and his
collaborator informed the next materials in English.
b. Preparing instruments for observation of the students‘ activities and
teachers‘ techniques in speaking class.
1. Find their own way, taking charge of their learning.
2. Organize information about language.
3. Creative, developing a "feel" for the language by experimenting
with its grammar and words.
4. Make their opportunities to practice in using the language inside
and outside the classroom.
5. Learn to live with uncertainty by not getting flustered and by
continuing to talk or listen without understanding every word.
6. Use mnemonics and other memory strategies to recall what has
been learned.
7. Make errors work for them and not against them.
36
8. Use linguistic knowledge, including knowledge of their first
languages, in learning a second language.
9. Use contextual cues to help them in comprehension.
10. Learn to make intelligent guesses.
11. Learn chunks of language as wholes and formalizes routines to
help them perform ―beyond their competence.‖
12. Learn certain tricks that help to keep conversations going.
13. Learn certain production strategies to fill in gaps in their own
competence.
14. Learn different styles of speech and writing and learn to vary their
language according to formality of the situation.
c. Preparing speaking test in the form of interview.
Firstly, the teacher needs to diagnose learners' level of strategy.
The Strategy Inventory for Language Learning (SILL, Oxford,
1990:293-300) questionnaire can be utilized to determine learners' use
of language learning strategies because questionnaires are "cost-
effective and easy to administer". In this previous research study,
shows that the students seldom use role play in table manner.
Therefore, the researcher is needed to pay attention particularly why
learners neglect of utilizing role play in table manner.
Secondly, the teacher can offer learners‘ knowledge to know
the characteristics, effectiveness, and applications of role play in table
manner. In this stage, it is essential for the teacher to present each
strategy with the specific explanation and help learners know how to
use each strategy in a given situation. For example, the teacher can
37
teach learners to try to be relaxes when they are afraid of speaking
English.
Thirdly, in order to offer hands-on practice for Asian students
to use role play in table manner, collaborative works with classmates
are effective in this phase. The teacher assigns students into several
small groups consisting of at least one main speaker. Learners in each
group can exchange opinions of different cultures, share their learning
experiences, as well as complete a certain task. Another application in
this stage is to encourage Vocational High School Students to have an
individual meeting with the teacher. During the meeting, the teacher
can have relaxed conversations with Vocational High School Students
and try to understand the difficulties they encounter while studying
abroad. The teacher provides opportunities for Vocational High School
Students to express their feelings in English and to practice their
English speaking skills that are the powerful ways in which to
accomplish the use of role play in table manner.
Finally, the optimal goal of language learning strategies is to
guide the students to become better, autonomous, and confident
learners. In order to encourage students to depend more on themselves
instead of the teacher, the teacher needs to ask students to use role play
in table manner for the classroom contexts. Obviously, it takes time for
learners to know how to incorporate role play in language learning
successfully. Language teachers need to give language learning
38
strategy instruction patiently, and the learners are required to use the
strategy consistently. It is hoped that the learners can utilize role play
in table manner, whenever they speak English even without the
teachers' supervision by using lesson plan (see Appendix 1on pg. 105).
B. Action
The steps of teaching speaking skill through role play in table
manner were as follows:
1. Decide what commitment to make to language learning
2. Set himself reasonable goals
3. Decide on an appropriate methodology, select appropriate resources,
and monitor progress
4. Evaluate his achievement in the light of previously determined goals
and expectations (Stern 1992:263).
C. Observation
The researcher and her collaborator observed the students‘
activities and teachers‘ activities in speaking and the implementing of
table manner by using observation checklist of speaking skill.
D. Reflection
The researcher evaluated or interpreted the data collected and made
a decision for revised plan in the next cycle by administrating the test at
the end of meeting.
39
Cycle 2
The researcher revised the plan in order to get better result based
on the data analysis of cycle 1 and then focus on the unsolved problem.
The activities are will be similar to those in cycle 1 and 2. The differences
are stressing on the revised plan. This collaborative action research is
planned consists of two cycles.
Cycle 3
The researcher revised the plan in cycle 3 the researcher continued
in cycle 3. In cycle 3 the researcher got expected condition as the final
result.
E. Technique of Collecting the Data
In collecting the data, the researcher used speaking test, observation sheet,
field notes and interviewing.
1. Speaking Test
Test was carried out to the students of SMK NUSATAMA Padang at
grade X Hotel Accommodation 1. The students will be asked to answer
the questions related to the material. The test consists of two parts, pre-
test and post-test. The items of test based on the indicators of speaking
skill.
2. Observation Sheet
To obtain the data about the implementation of role play in table
manner in teaching speaking, the researcher used observation checklist.
In this case, the researcher worked collaboratively with other English
40
teacher to be observer. The observer filled the observation checklist
based on the indicators stated in the sheet which are appropriate to the
facts in teaching speaking. And Field Notes used to collect additional
data which is observed by the observer. In this case, the researcher and
observer will make a note about everything that can influence the
implementation of Role Play in Table Manner for the English
classroom.
3. Interviewing
It was done to know more about the condition of students in learning
speaking. This interviewing used to know much about the cause of
students‘ low motivation in speaking class. The writer used interviewing
for the second year students of SMK Nusatama Padang at grade X
Hotel Accommodation I when the researcher ask the students about
their situation and condition in the process of teaching and learning.
F. Technique of Analyzing the Data
In analyzing the data, the researcher divided the data into two categories of
data analysis based on the data categorized.
1. Quantitative Data
Quantitative Data is the data which is formed in numerical. In this
research, the result of speaking test categorized as quantitative data. In
quantitative data, the researcher would analyze the data through students
speaking task and test. Students speaking task was taken from students
activity through Role Play in Table Manner and their performance in
41
meeting 1 to meeting 3 in every cycle. Students speaking test was taken in
the end of each cycle. To analyze it, the researcher used simple
quantitative data analysis, the formula is as follows:
Students Mark = Achievement Score x 100
Maximal Score
Students Mark = Students‘ Score
Achievement Score = Score from Speaking Test (Grammar,
Vocabulary, Comprehension, Fluency, and
Pronunciation)
Maximal Score = Indicator Score Based on Speaking Test
The categories are as follows:
Table 1: Indicator of Speaking Test
5 Very Good
4 Good
3 Fairly
2 Poor
1 Bad
(Brown, 2004:172)
The indicator of speaking test is taken from Brown (2004:172), which is
based on the speaking rubric guide (see in Appendix 2 Speaking Test
Criteria on pg. 114). In scoring the students‘ speaking skill, the researcher
used percentage to calculate the final score. The score is from 1 to 5
(Table1). For example, the students who got score 4 in grammar was
equal with 4/5 X 100 = 80.
Based on the result of the formula above, the researcher
categorized students‘ speaking ability by comparing percentage of pre-test
and post-test and to make the difference clear, the researcher used graphs
and matrixes.
42
Table 2: Indicators of Role Play in Table Manner
Number Indicators
1 Greeting and smile
2. Special request
3. Taking order
4. Handling complaint
5. Leave taking
Table 2 represents assessment indicator conducted in the activity of role play in
table manner.
Table 3: Observation Checklist of Speaking Test
Students
Code
Indicator
Score Mean 1 2 3 4 5
5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
Percentage
Total
Students
Average
Mean
Score
Note:
1. 5 = Very Good
2. 4 = Good
3. 3 = Fair
4. 2 = Poor
5. 1 = Bad
Indicator:
1. Grammar
2. Vocabulary
3. Comprehension
4. Fluency
5. Pronunciation
Based on the table 5 in speaking test indicators, the students get 5 if they are
equivalent to educated native speaker in grammar, vocabulary,
comprehension, fluency and pronunciation. The students get 4 if they are
accurate on all levels averagely. The students get 3 if they are good in
controlling grammar, vocabulary, comprehension, fluency and pronunciation.
The students get 2 if they can handle the all constructions quite accurately but
43
d not have confident control in grammar, vocabulary, comprehension, fluency
and pronunciation. The students get 1 if they have errors in grammar,
vocabulary, comprehension, fluency and pronunciation, but can still be
understood by native speaker.
Taken from Brown (2004:157)
Table 4: Observation Checklist of Role Play in Table Manner
INDICATORS
Students
Code
1 2 3 4 5
Percentage
Note:
1. Greeting and smile
2. Special request
3. Taking order
4. Handling complaint
5. Leave taking
Table 4 represents the observation checklist containing students‘ assessment of
role play in table manner.
Table 5: The Mark of Each Indicator
Sheet :
Subject :
Day :
Date :
Time :
Cycle :
Meeting :
NO STUDENTS NAME INDICATOR
1 2 3 4 5
Students‘ Average
Mean Score
Indicator:
1. 1 = Grammar
44
2. 2 = Vocabulary
3. 3 = Comprehension
4. 4 = Fluency
5. 5 = Pronunciation
Table 5 represents the mark for each indicator, taken from Yasin (2010:7)
2. Qualitative Data
Qualitative data is data which is found in the field. In this research, a
qualitative data obtained from observation, interview and field notes. To
analyze it, the researcher will use inductive analysis. In this case, Gay and
Airassian (2000:239) gives five steps in analyzing it, they are:
a. Data Managing
Data managing involves creating and organizing the data collected
during the study. The purpose of data managing is to organize the data and
check it for completeness and to start the researcher on the process of
analyzing and interpreting the data. The researcher will organize the data
check for completeness whether they have got from qualitative data
(observer‘s comment on the student‘s speaking activities and teacher‘s
teaching activities). The researcher will prepare observation checklist both
for students‘ and teacher‘s activities in speaking.
b. Reading or Memoing
The first step in analyzing is reading or memoing. The researcher read
observation‘s comment on observation every end of each cycle. He also
will note that seem important to her related to the observer‘s comment, so
that he will have a record of initial thoughts and sense of the data.
45
c. Description
The aim of description is to provide a true picture of setting and that
will take place in it, so the researcher and the observed describe how
students and teacher define situations and will explain their activities, their
interactions and social relations among the students and the teacher in
speaking class.
d. Classifying
The typical ways of qualitative data analysis are broken down and
organize it through the process of classifying. The researcher ordered
observer‘s comment on students‘ and teacher‘s activities in speaking class.
e. Interpreting
The researcher focused on the characteristics of a single person or
group. He determined how one identifies what is important, why it
indicates about the students and context studied in observation checklist on
students‘ and teacher‘s activities in speaking class.
Table 6: The Process of Teaching and Learning Speaking
Sheet :
Subject :
Day :
Date :
Time :
Cycle :
Meeting :
NO ACTIVITIES DESCRIPTION
TEACHER STUDENTS
46
Table 6 was used to make sequence in the speaking learning process of the
research activity. It consists of sheets of delivered materials containing class
activities in the form of teaching steps divided into teacher and students‘
activities.
(Taken from Anas Yasin, 2010:75)
Table 7: Observation Sheet
Sheet :
Subject :
Day :
Date :
Time :
Cycle :
Meeting :
NO ACTIVITIES DESCRIPTION
TEACHER STUDENTS
The table above is the observation sheet containing description of the activity of
observation result conducted by researcher‘s collaborator and the researcher if the
researcher is not delivering learning materials.
(Taken from Anas Yasin, 2010:76)
The researcher completed this instrumentation by using field note as
follows:
Table 8: Field Note
No :
Cycle :
Meeting :
Day/Date :
Researcher opinion,
........................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
............................................................................................................
Observer opinion,
........................................................................................................................
....................................................................................................................................
....................................................................................................................................
47
....................................................................................................................................
.............................................................................................................
Padang, .....................
Observer, Researcher,
Table 8 represents the conclusion of the result of the activity conducted during the
research process from cycle 1, 2 and 3 which was useful to complete the result the
research conducted.
(Taken from Anas Yasin, 2010:78)
48
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
This chapter provided an analysis of the data which were collected through
observation, field note and interview to find out: (1) The extent to which role
play in table manner improve students‘ speaking skill at class X Hotel
Accommodation 1 SMK Nusatama Padang and (2) The factors influences the
changes of students‘ speaking skill through role play in table manner at class X
Hotel Accommodation 1 SMK Nusatama Padang? The data obtained from
observation and field note were analyzed to identify students active
participation in speaking class. The data from interview were analyzed to
comprehend the students‘ responses in teaching and learning process through
completing food and beverage service in group discussion.
1. The improvement of students’ speaking skill through role play in table
manner
First Cycle
The first cycle was done for four meeting. Each meeting took 3 X 40
minutes or 120 minutes for each meeting. It was done every week, from every
Thursday. This cycle started on Tuesday, January 3, and ended on Thursday,
January 12.
Before conducting the research, the researcher had done some preparation.
They were lesson plan, observation sheet and the materials based on the
curriculum and syllabus of speaking.
49
The action and observation in first cycle were for twenty days. The
collaborator helped the researcher to observe the students activity in their
group discussion and evaluation. There is one English teacher at SMK
Nusatama Padang collaborator teachers did the observation by filling in the
observation checklist and writing field notes.
a. Plan
There were several problems that the teacher wanted to solve in this cycle.
Those problems were found based on the students‘ answer in doing test and
interview. First of all were the students‘ difficulties to find the meaning of the
words. The students still in doubt to classify Grammar, Vocabulary,
Comprehension, Fluency and Pronunciation in speaking.
The plan that he made was also set up to solve the learner problems. He
wanted to be able to understand by answering speaking test. Therefore the
plans that the teacher applied in the class were:
1. The teacher discussed about Role Play in Table Manner.
2. The teacher provided some suitable topics that related to Role Play in
Table Manner.
3. The teacher made a lesson plan of Role Play in Table Manner.
4. The teacher prepared the topic for the first cycle.
5. The teacher prepared the media (picture and movie).
6. The teacher prepared the observation sheet.
7. The teacher prepared some questions for interviewing the students
related to the activities in classroom action research.
50
8. The teacher prepared the field note to take a note during the process of
conducting the research from the beginning to the end.
Since this cycle was conducted for four meetings, the teacher provided one
topic. This topic was discussed during the first meeting. Meanwhile, the last
topic was based from lesson plan.
In this planning, the researcher as a teacher tried to be familiar with the
students. He did the communicative with the students in the communicatively
before the teacher gave the topic and applied Role Play in Table Manner.
b. Action
In this activity, the researcher applied Role Play in Table Manner
based on the lesson plans that have three phases:
1. Pre Activity
In this phase, the teacher did the action as usual; in the first
meeting the researcher started the English class by saying greetings:
―Good morning students‖. They said together ―morning sir.‖ Then he build
up the students interest by motivating how important speaking was for the
students. This activity was necessary in order to build up the students‘
image about speaking. Therefore, they had good attitude toward the
speaking activities. Next, the researcher explained them that he was helped
by collaborators in this class to observe their activity in speaking skill. It
was done to make the collaborators easy to observe the students activity
(See Appendix 5 the process of teaching and learning speaking in cycle 1
on page 131 - 135).
51
Next, the researcher checked the students‘ attendance by saying
who was absent today? They said their names by giving their letters. One
of them was absent. It will see based on the attendance list in cycle 1 (See
Appendix 8 Attendance List in cycle 1 on page 193).
In pre activities, the researcher asked students about strategies they
use to comprehend when they read. Then students answered by using
skimming and scanning. Then the researcher asked them question about
Role Play in Table Manner. For example teacher asked: What do you think
about Table Manner, can you explain based on your mind? Student
answered it is about F & B Service, sir.
2. Main Activity
To activate students‘ background knowledge and schemata, the
researcher showed picture and movie to the students. For example Who
are they? Students answered, ―Waiter and Guest, sir‖. Where are they? ―In
the restaurant, sir‖. If they are in the restaurant what will they do first?
They said, ―ordering food and drink sir.‖ It will see as follow in the
process of teaching and learning English (See Appendix 5 the process of
teaching and learning speaking in cycle 1 on page 134 - 139).
To complete the dialogue, the researcher distributed to the students
the beginning of the dialogue. Then, they continued the middle part of the
dialogue until the last part of dialogue in the third and last meeting, based
on the process of teaching and learning speaking, as follows in the process
52
of teaching and learning English (See Appendix 5 the process of teaching
and learning speaking in cycle 1 on page 131 - 135).
3. Post Activity
In this phase during the process of teaching and learning, the
collaborators observed their activities by using observation sheets. There
were three kinds of forms that the collaborator filled. The first was
observation checklist of Role Play in Table Manner, the second was
observation sheet of speaking test and the third was field note. Whereas in
doing test, they filled observation checklist of speaking test and
observation guide 1 C (see appendix 7 the mark of each indicator in cycle
1 on page 169 - 176). And based from observation sheet the researcher
concludes that:
1) Based from the table in cycle 1 of meeting 1 above the researcher
concluded that in the students‘ average score are; Grammar 36,8,
Vocabulary 46,4, Comprehension 42,4, Fluency 46,4 and
Pronunciation 53,6.
2) Based from the table in cycle 1 of meeting 2 above the researcher
concluded that in the students‘ average score are; Grammar 38,3,
Vocabulary 50,0, Comprehension 55,8, Fluency 53,3 and
Pronunciation 55,0.
3) Based from the table in cycle 1 of meeting 3 above the researcher
concluded that in the students‘ average score are; Grammar 50,8,
53
Vocabulary 55,2, Comprehension 60,0, Fluency 60,0 and
Pronunciation 61,6.
4) Based from the table in cycle 1 of meeting 4 above the researcher
concluded that in the students‘ average score are; Grammar 51,2,
Vocabulary 52,8, Comprehension 58,4, Fluency 58,4 and
Pronunciation 57,6.
By having some questions from the researcher, the students were
able to practice Role Play in Table Manner. They were helped by the
researcher‘s question. So they had an idea to talk as well as to write.
Then, the researcher asked the students to write the script in their
group discussions. The script of role play entitled ―American Service.‖
Before the students practice their script, the teacher gave them example
about how start and close their speaking in their script. For example: Good
morning sir, may I help you? Thank for your coming I hope that you will
feel enjoyed. Next, the researcher asked the students to practice their script
entitled American Service.
4. Evaluation
In this stage, the researcher asked the students to practice their script
voluntarily. In the first meeting, it was only six students can practice their
script. Five groups were success to practice their script. Some of them
said: karena Bahasa Inggris susah Pak (Because English is not our
language, sir). Finally, in the last meeting, all of them can present their
script.
54
At last, in the end of meeting the researcher distributed complete
story to the students to make them more understandable and gave them
reward. He gave champion one a dictionary and champions two and three
some notebooks. The reward could make the students eager to speak
happily.
c. Observation
In this phase, during the teaching and learning process the collaborator
filled out their observation checklist of role play in table manner. Then the
researcher and the collaborators‘ conclusion about the students‘ and the
teachers‘ activities during cycle one are as follows:
Table 9: The Students’ Activity in doing Role Play in Table Manner
in Cycle 1
NO INDICATOR RESULTS
1 Greeting and Smile All students could say greeting and smile when they
practiced of the script. A few of them liked to find the
new words in the dictionary and liked to listen their
friends speaking.
2 Special Request Some students could say special request when they
were doing role play in table manner. A few of them
felt shy to speak English.
3 Taking Order Some students could say taking order when they
practice role play in table manner. A few students
found difficulty because they had limited vocabulary.
4 Handling Complaint Only three students could say handling complaint when
they practice how to handling complaint for quest.
Many of them found difficulty to do it.
5 Leave Taking Many of them could practice leave taking in role play,
but some of them found difficulty to do it.
Based on the table shows that the condition of the students‘ activity in
doing role play in table manner in cycle 1 as follows in table 9 that: Many
students were not active. They like to listen to their friend speaking. They
were ashamed to speak English. They had limited vocabulary. It was difficult
55
for them to link to the new knowledge and they were less successful to grab
the new knowledge.
In the end of the first cycle, the researcher conducted and evaluation to
know the students‘ speaking skill and their progress in describing the result.
The result can be seen in the following table of the observation checklist in
the speaking evaluation.
Table 10: Speaking Test in Cycle 1
OBSERVATION CHECKLIST OF SPEAKING TEST
Students
Code
Indicator
Score Mean 1 2 3 4 5
5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
1 √ √ √ √ √ 19 76
2 √ √ √ √ √ 20 80
3 √ √ √ √ √ 8 32
4 √ √ √ √ √ 20 80
5 √ √ √ √ √ √ 13 52
6 √ √ √ √ √ 20 80
7 √ √ √ √ √ 8 32
8 √ √ √ √ √ 8 32
9 √ √ √ √ √ 20 80
10 √ √ √ √ √ 20 80
11 √ √ √ √ √ 7 28
12 √ √ √ √ √ 5 20
13 √ √ √ √ √ 18 72
14 √ √ √ √ √ 11 44
15 √ √ √ √ √ 5 20
16 √ √ √ √ √ 10 40
17 √ √ √ √ √ 11 44
18 √ √ √ √ √ 10 40
19 √ √ √ √ √ 20 80
20 √ √ √ √ √ 15 60
21 √ √ √ √ √ 13 52
22 √ √ √ √ √ 13 52
23 √ √ √ √ √ 20 80
24 √ √ √ √ √ 14 56
25 √ √ √ √ √ 13 52
Percentage 0 28 12 44 16 0 32 16 36 16 0 40 24 24 12 0 36 28 28 8 0 36 24 32 8
Total
Students 0 7 3 11 4 0 8 4 9 4 0 10 6 6 3 0 9 7 7 2 0 9 6 8 2
Average
Mean
Score 51,2 52,8 58,4 58,4 57,6 54,56
Note:
5 = Very Good. 4 = Good. 3 = Fair. 2 = Poor. 1 = Bad
1. Indicator 1 = Grammar
2. Indicator 2 = Vocabulary
3. Indicator 3 = Comprehension
4. Indicator 4 = Fluency
5. Indicator 5 = Pronunciation
Adapted from Brown (2004:157)
56
Based on the table, it shows that 0% students have very good and, 28%
have good grammar it means that seven students have good grammar. 12%
students have fair grammar means that three students. Then, there were 44%
students have poor grammar. It means there are 11 the students have poor
grammar. 16% students are bad in grammar means that four students have
poor in grammar. 0% students are very good, and 32% students are good in
vocabulary, means that eight students have good vocabulary. There were
16% students who are fair in vocabulary, means that four students are fair in
vocabulary. 36% or nine of the students have poor vocabulary. Most of them
still use limited vocabulary.
Then, there were 0% students have very good comprehension. There
were 40% or ten students who have good comprehension and 24% or six
students have fair comprehension. Then, there were 24% or six students have
poor comprehension and there were 12% or three students have bad
comprehension. It means that they can comprehend to practice role play in
table manner.
Furthermore, there were 0% students have very good fluency. 36% or
nine students have good fluency. 28% or seven students have fair fluency.
There were 28% or seven students having poor, and 8% or two students have
bad fluency. It means that some students can express their idea good enough
in front of the class.
Finally, 0% students have very good pronunciation. There were 36% or
nine students who have good pronunciation and 24% or six students have fair
57
pronunciation. Then, there were 32% or eight students have poor
pronunciation, and 8% or two students have bad pronunciation.
Table 11: The Improvement of Students’ Achievement on Getting Speaking
Skill’s Indicator in Cycle 1
MEETING
Indicators 1 2 3 4
Indicator 1 36,8 38,3 50,8 51,2
Indicator 2 46,4 50,0 55,2 52,8
Indicator 3 42,4 55,8 60,0 58,4
Indicator 4 46,4 53,3 60,0 58,4
Indicator 5 53,6 55,8 61,6 57,6
Figure 1: The Improvement of Students’ Achievement on Getting Speaking
Skill’s Indicator in Cycle 1
Note:
Indicator 1: Grammar
Indicator 2: Vocabulary
Indicator 3: Comprehension
Indicator 4: Fluency
Indicator 5: Pronunciation
58
The table and figure above shows that indicator 1,2,3,4 and 5 had
enhancement although a little. But in indicator 4 didn‘t enhance. The
percentage of this indicator was same from meeting one to meeting four.
Most of the students could not enhance their fluency.
Table 12: The Students’ Average Mean Score on Speaking Skill in Cycle 1
Meetings
Cycle 1 2 3 4
1 44,64 48,16 58,08 54,56
Figure 2: The Students’ Average Mean Score on Speaking Skill in Cycle 1
The figure above shows that there was an increase in the students‘ scores
on speaking test in the second to the fourth meeting. It can be seen that
average scores in the first meeting was 44,64 and in the second meeting the
average scores became 48,16. In the third meeting it became 58,08. Then in
the last meeting, the scores became 54,56. Although in the last meeting there
were eight students who had lower score than their fiends, the researcher
59
found that they got difficulties when they translated the story and memorized
it.
d. Reflection
In this phase, the researcher got the data after he asked the students to
distribute the works and did the observation during Role Play in Table
Manner applied. The researcher discussed with the collaborator about
applying Role Play in Table Manner in learning process. From the
discussion, we concluded that the process of teaching and learning in
applying Role Play in Table Manner was better than teaching learning
process as usual that did not used Role Play in Table Manner.
Based on the data that the researcher has been collected in the
observation stage above, he concluded that, there was an improvement of the
students speaking skill during cycle 1 due to some factors during the process
of teaching and learning. The first factor was material that the teacher gave
to students. The researcher gave an interesting material to the students as
well as suitable with their age development. The topic entitled ―American
Service‖. It was about restaurant service in America.
Since the material was interesting to the students, they were motivated
to speak as it was said by a student named Devi when the researcher
interviewed her. The researcher asked, ―What do you think of this topic?‖
She replied, ―I like this topic sir‖. Then, researcher asked, ―What is the role
of the role play in table manner in improving your speaking skill?‖ She
replied, ―Kita dapat berbicara karena kita telah banyak melihat gambar dan
60
film yang bapak berikan (we can speak because we have see many picture
and movie that you have gave to us sir). In other words, the story or material
given helped the students to speak because they have background knowledge
of the topic from the movie and picture.
The second factor was media. Media that the researcher used improved
the students speaking skill. The researcher gave interesting picture and movie
which described the topic of Role Play in Table Manner. So, the students
could say something about it by looking at the picture and movie showed.
Based on the students answer on researcher‘s interviewing, it also proved
that picture helped them to speak. Researcher asked, ―Did picture and movie
helped you to say something about the topic of Role Play in Table Manner?‖
Then Ayunda replied, ―Yes, sir. The picture and movie that you showed us
helped us to say something about the topic of Role Play in Table Manner.‖
The third factor was the activities during the process of teaching and
learning. It was also one of the factors that improved the students speaking
skill. They were activating the students‘ background knowledge, role play
process and presenting in table manner. In activating background knowledge,
the researcher gave some questions to the students to help them to get the
idea to say about the topic of role play in table manner. For example,
researcher asked, ―If the old men come to the restaurant, did the writer give
him some food and drink?‖ The students answered yes she did. Next, the
researcher asked them, ―Why?‖ The students answered, ―Because the writers
know that old man needs food and beverage. They used English and
61
Indonesian in discussing when they had difficulties, they helped by the
researcher and the collaborator.
The fourth factor was classroom management. Researcher always
controlled the students‘ activities in group. Teacher helped students with
their problem, so the students had eagerness to speak. Teacher‘s help
motivated them to say something in English. Next, it also concluded from the
interview got from the students. The researcher asked a student named Lidia,
―What is the teacher‘s control role in improving your speaking skill in the
classroom?‖ Then Lidia replied, ―Bapak selalu mengontrol kegiatan kami
dan membantu kami sewaktu kami mendapat kesulitan pada kata dan
ucapan‖ (―You always control our activity and help us when we have
difficulties in finding difficult word or pronunciation‖). By researcher‘s
controlling, the students insisted to speak as well as motivated to use English
in group discussion.
The last factor was teaching strategy, teacher always friendly and kind to
the students. He also gave attention and motivation to all students.
Researcher asked a student named Cindi, ―Did you see my picture clearly?‖
Cindi said ―Not so clearly from the back, sir. It is better for you to have a
bigger picture and movie‖. Then in cycle two the researcher showed the
bigger picture and movie as media to the students.
Then the researcher also found some weaknesses. First, during the
process of teaching, the students often opened dictionary to gain the new
words. This was happened in their group discussion because they had limited
62
vocabulary. So they had few times to speak with their friends. The second
was about the media, the picture was little bit small, so the students who sat
on the back could not see the picture clearly. Therefore, they could not
involve much in answering teaching questions during activating background
knowledge.
Based on the data in the observation and the weakness that the
researcher found in the first cycle, he concludes that the students‘ indicator
of speaking evaluation were not satisfied yet because the students had limited
vocabulary. The students often opened dictionary to gain the new words. It
could waste the time. So, they had few times to speak with their friends.
Next, the picture and movie were little bit small. The researcher hoped that
by applying the same strategy to the different topic in the second cycle these
problems could be solved. Therefore, there should be some revising for the
next cycle to improve the learning process. So the students‘ speaking skill
improved.
Second Cycle
The researcher conducted the second cycle consisted four meeting. This
second cycle began on Tuesday, January 17, 2012 until Thursday, January
26. 2012. The time for each meeting was 120 minutes. Before doing on this
research, the researcher checked the students‘ attendance by saying who are
absent today? They said that none absent, it will see in the students‘
attendance list in cycle two.
63
Based on the findings in the first cycle, there were some problems to the
application of role play in table manner.
1. Many students have difficulties in practice role play in table manner
because they have limited vocabulary and grammar.
2. The second was about the media. The picture was a little bit small, so
the students who sat on the back could not see the picture clearly.
Based on the problem above, the researcher and collaborator had a
discussion to find out way which could help the students. Therefore, the
researcher and collaborator have agreed to give the students more vocabulary
by asking them some question. Next in cycle two, researcher showed the
bigger picture as media to the students. This way made the students enjoyed
the lesson.
a. Plan
In this phase the researcher focused the problems based found on the
first cycle. In this case, the planning focused on problems about
vocabulary and grammar. The researcher wanted the students be able to
understand by doing Role Play in Table Manner in cycle 2. Therefore, the
plans that the teacher applied in the class were:
1. The teacher explained more about Role Play in Table Manner that
could be improved Grammar, Vocabulary, Comprehension, Fluency
and Pronunciation.
2. The teacher provided some suitable script that related to the students‘
life used Role Play in Table Manner.
64
3. The teacher made a lesson plan.
4. The teacher prepared the topic for the second cycle.
5. The teacher prepared the media (Picture and Movie)
6. The teacher prepared the observation checklist.
7. The teacher prepared some questions for interviewing the students
related to the activities in classroom action research.
8. The teacher prepared the field note to take a note during the process of
conducting the research from the beginning to the end.
b. Action
In this activity, the researcher applied role play in table manner based
on the lesson plans that have three phases:
1. Pre Activity
In this phase, the teacher did the action as usual; in the first
meeting the researcher started the English class by saying greetings:
―Good morning students‖. They said together ―morning sir.‖ Then he build
up the students interest by motivating how important speaking was for the
students. This activity was necessary in order to build up the students‘
image about speaking. Therefore, they had good attitude toward the
speaking activities. (See Appendix 5 the process of teaching and learning
speaking in cycle 2 on page 136 - 140).
Next, the researcher checked the students‘ attendance by saying
who was absent today? They said their names by giving their letters. It will
65
see based on the attendance list in cycle 2 (See in Appendix 8 Attendance
Lists on page 194).
In pre activities the researcher try to make review the previous
lesson for all students in his class to know about the student ability in
speaking class., the researcher explained the students about strategies they
use to comprehend when they read. Then students answered by using
skimming and scanning. Then the researcher asked them question about
role play in table manner. For example teacher asked: What do you think
about Ala‘ carte Service, can you explain based on your mind? Student
answered it is about F & B Service, sir.
2. Main Activity
In this stage the researcher asked the students to write a script in their
group discussion as they did in the first cycle. On the first and second
meeting the students write a script and practice of role play in table
manner on the beginning. It will see in the process of teaching and learning
speaking as follows (see in appendix 5 the Process of Teaching and
Learning Speaking in cycle 2 on page 136 - 140).
On the third meeting and fourth meeting, they check their script and
they practice role play in table manner. It will see in the process and
leaning speaking (see in appendix 8 the Process of Teaching and Learning
Speaking in cycle 2 on page 145 - 149)
66
Then, the researcher distributed the students a sheet of paper in their
group discussion as they did in cycle one. The paper was about the script
of Role Play in Table Manner.
Next, to make the students easy to practice role play in table manner,
the researcher activated their background knowledge and schemata by
sticking the picture and movie on the white board. The picture and movie
was about restaurant conversation between guest and waiter.
3. Post Activity
The collaborator wrote their observation checklist of role play in table
manner. The collaborators‘ conclusions about the students and teachers‘
activities during cycle two are follows:
Table 13: The Students’ Activity in doing Role Play in Table Manner in
Cycle 2
NO INDICATOR RESULTS
1 Greeting and Smile All students could say greeting and smile when they
practice of the script. A few of them like to find the
new words in the dictionary and like to listen their
friends speaking.
2 Special Request Some students could say special request when they
were doing role play in table manner. A few of them
were feel shy to speak English.
3 Taking Order Some students could say taking order when they
practice role play in table manner. A few students were
difficult because they had limited vocabulary.
4 Handling Complaint There are twelve students could say handling complaint
when they practice how to handling complaint for
quest. Many of them were difficult to do.
5 Leave Taking Many of them could practice leave taking in role play,
but some of them were difficult to do.
Based on the table 13 shows that the condition of students‘ activity in
doing role play in table manner in cycle two as follows: Many students can
67
say word, phrase and information. They can interest to speak English.
Many of them could link the new knowledge and made meaning.
During the process of teaching and learning, the collaborators
observed their activities by using observation sheets. There were three
kinds of forms that the collaborator filled. The first was observation
checklist of Role Play in Table Manner, the second was observation sheet
of speaking test and the third was field note. Whereas in doing test, they
filled observation checklist of speaking test and observation guide 1 C in
the Mark of Each Indicator (see in Appendix 3 Observation Checklist of
Speaking Test on page 120 – 123 and Appendix 7 the Mark of Each
Indicator in cycle 2 on page 177 – 184).
From the speaking test and observation guide 1 C in the Mark of Each
Indicator, the researcher concludes that:
1) Based from cycle 2 of meeting 1 the researcher concluded that in the
students‘ average score are; Grammar 40,0, Vocabulary 48,8,
Comprehension 50,4, Fluency 50,4 and Pronunciation 52,0.
2) Based from cycle 2 of meeting 2 the researcher concluded that in the
students‘ average score are; Grammar 41,6, Vocabulary 53,6,
Comprehension 56,8, Fluency 56,8 and Pronunciation 62,4.
3) Based from cycle 2 of meeting 3 the researcher concluded that in the
students‘ average score are; Grammar 52,8, Vocabulary 64,8,
Comprehension 68,0, Fluency 68,0 and Pronunciation 71,2.
68
4) Based from cycle 2 of meeting 4 the researcher concluded that in the
students‘ average score are; Grammar 57,6, Vocabulary 64,8,
Comprehension 68,8, Fluency 66,4 and Pronunciation 70,4.
By having some questions from the researcher, the students were able
to practice role play in table manner. They were helped by the researcher‘s
question. Next, the researcher controlled, monitored and helped students
who got difficulties to write a script and practice role play in table manner.
The better students also helped the low students who get difficulties in
doing role play in table manner. The better students also helped the low
students in the group discussion, it will see in Observation Sheet in cycle 2
(See Appendix 6 Observation Sheet in cycle 2 on page 153 – 160).
Then, the researcher also gave some questions to help the students to
write a script role play in table manner. It was done on the third meeting.
So by having the picture and the question from the researcher, the students
could say something about the picture and movie. It will see in the Process
of Teaching and Learning Speaking in cycle 2 on the third meeting (See in
Appendix 5 the Process of Teaching and Learning Speaking in cycle 2 on
pages 136 - 140).
4. Evaluation
In this stage, the researcher asked the students to evaluate their group
based on the result of discussion. At last, in the end of meeting, the
researcher evaluated students speaking skill in examination of role play in
table manner and gave them reward as he did in cycle 1 (See in Appendix
69
5 the Process of Teaching and Learning Speaking in cycle 2 on pages 140
meeting 4).
The teacher asked every student to make the conclusion about the
topic based on their own words. Moreover, the teacher asked the students‘
opinion about their own learning by giving some questions:
The researcher : How role play in table manner improve your speaking
skill?
Riska : By having role play in table manner, we are motivated
to speak because we want to be better at the time we
practice about F&B Service.
The researcher : Can role play in table manner improve your speaking
skill? Why?
Lidia : Yes, it can. We have discussing before write our script
and it gives us a chance to practice our script in front of
the class.
The researcher : What do you think I manage you in classroom
activities?
Alya : I am happy sir, because you are friendly.
The researcher : Was the script from the topic difficult to understand
you?
Alya : Not so difficult, Sir, because you helped us in
understanding it by giving us some questions.
Based on the result of interview, it could be concluded that they were
very interested with this strategies. Then, the researcher gave speaking test
and asked the students to evaluate themselves in doing the test. The last
activity in this phase was the researcher collected students‘ speaking test.
c. Observation
In this phase the collaborator also wrote the observation checklist of the
speaking test it can be seen in table 14 as follows:
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Table 14: Speaking Test in Cycle 2
OBSERVATION CHECKLIST OF SPEAKING TEST
Students
Code
Indicator
Score Mean 1 2 3 4 5
5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
1 √ √ √ √ √ 20 80
2 √ √ √ √ √ 20 80
3 √ √ √ √ √ 10 40
4 √ √ √ √ √ 20 80
5 √ √ √ √ √ 19 76
6 √ √ √ √ √ 20 80
7 √ √ √ √ √ 15 60
8 √ √ √ √ √ 15 60
9 √ √ √ √ √ 20 80
10 √ √ √ √ √ 20 80
11 √ √ √ √ √ 15 60
12 √ √ √ √ √ 5 20
13 √ √ √ √ √ 15 60
14 √ √ √ √ √ 19 76
15 √ √ √ √ √ 12 48
16 √ √ √ √ √ 17 68
17 √ √ √ √ √ 15 60
18 √ √ √ √ √ 17 68
19 √ √ √ √ √ 20 80
20 √ √ √ √ √ 15 60
21 √ √ √ √ √ 15 60
22 √ √ √ √ √ 15 60
23 √ √ √ √ √ 20 80
24 √ √ √ √ √ 15 60
25 √ √ √ √ √ 17 68
Percentage 0 24 36 32 8 0 36 52 8 4 0 52 40 4 4 0 44 44 8 4 0 64 24 4 4
Total
Students 0 6 9 8 2 0 9 13 2 1 0 13 10 1 1 0 11 11 2 1 0 16 6 1 1
Average
Mean
Score 57,6 64,8 68,8 66,4 70,4 65,28
Note:
5 = Very Good. 4 = Good. 3 = Fair. 2 = Poor. 1 = Bad
1. Indicator 1 = Grammar
2. Indicator 2 = Vocabulary
3. Indicator 3 = Comprehension
4. Indicator 4 = Fluency
5. Indicator 5 = Pronunciation
Adapted from Brown (2004:157)
Based on the table, it shows that 0% students have very good, and 24% or
six students have good grammar. Then, there were 36% or nine students have
fair grammar. There were 32 % or eight students have poor grammar and at
last there were 8% or two students had bad grammar. It means that there is an
improving on grammar point 6,4% from cycle 1. Next, there were not students
71
have very good vocabulary. 36% or nine students have good vocabulary.
Then, there were 52% or thirteen students have fair grammar. There were 8%
or two students have poor grammar and at last there were 4% or one student
had bad grammar. It means that they can improve their vocabulary 12% from
cycle 1. They can practice role play in table manner with their vocabulary.
Then, there were 0% students have very good comprehension. There were
52% or thirteen students have good comprehension. There were 40% or teen
students have fair comprehension. It means that they can comprehend the
story and can improve their comprehension 10,4% from cycle 1. And at last,
there were 4% or one student had poor and bad comprehension.
Furthermore, there were 0% students have very good fluency, 44% or
eleven students have good fluency. Then 44% or eleven students have fair
fluency. And at last, there were 8% or two students have poor, and 4% or one
student had bad fluency. It means that most of the students can practice role
play in table manner well. They can improve their fluency 8% from cycle 1.
Finally, 0% students have good pronunciation. There were 64% or sixteen
students have good pronunciation. There were 24% or six students have fair
pronunciation. At last, there were 4% or one student had fair and bad
pronunciation. It means that the students‘ pronunciation improve a little or
12,8% from cycle 1. The percentage of indicators on speaking test on the
second cycle can be seen in the following table.
72
Table 16: The Improvement of Students’ Achievement on getting Speaking
Skill’s Indicator in Cycle 2
MEETING
Indicators 1 2 3 4
Indicator 1 40,0 41,6 52,8 57,6
Indicator 2 48,8 53,6 64,8 64,8
Indicator 3 50,4 56,8 68,0 68,8
Indicator 4 50,4 56,8 68,0 66,4
Indicator 5 52,0 62,4 71,2 70,4
The result of students‘ speaking test in the second cycle can be seen from
the following figure of indicator:
Figure 3: The Improvement of Students’ Achievement on Getting Speaking
Skill’s Indicator in Cycle 2
The table and figure above shows that there were enhancements in the
development of the indicators achieved. It can be seen from the figure of
indicator 1. This indicator had improvement from the first cycle. In the first
cycle lowest percentage was 30,9. In the second cycle it became 43. It means
that the students still have limited grammar. It can also be seen for indicator 2,
there was significant improvement. In the first meeting, the percentage was
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63. Then, in the second meeting, it increased to 64,2. In the third and last
meeting became stable or 65,45. By looking the figure of indicator 3, there
was also improvement. Comparing to the previous cycle, the lowest
percentage of indicator 3 was 55,8 but in this cycle, it was 67,8. It is clear that
the students‘ comprehension on speaking was better than before. Next, we
looked at the figure for indicator 4. In the first meeting the percentage was
66,6. Then in the second meeting, it increased to 67,8 third meeting was 72,1
and last meeting became 73,93. Finally, the figure also shows the
enhancement of students speaking skill in indicator 5. The percentage of the
first and second meeting were the same 64,8. Then, the percentage of the third
and fourth meeting were also the same and increased it became 66,06.
Table 17: The Students’ Average Mean Score on Speaking Skill in Cycle 2
Meetings
Cycle 1 2 3 4
2 46,88 53,6 64,64 65,38
Figure 4: The Students’ Average Mean Score on Speaking Skill in Cycle 2
74
Because the percentage of indicators in this cycle increased, the average
scores of speaking tests also increased. It can be seen at the rising figure
above. The average score in the first meeting was 46,88. In the second
meeting, the average increased 53,6 and in the third meeting it became 64,64.
The average in the last meeting also increased 65,38. In this second cycle, it
was clear that the students‘ speaking skill was better than before, the first
cycle. Most students were able to be active in discussing role play in table
manner, they discussed together with their friend.
d. Reflection
In this phase the researcher discussed with his collaborator and based on
the collaborators‘ observation, it was found that the students were interested
with speaking material. They followed the process of teaching and learning
seriously. Furthermore, the class atmosphere was good because the students
enjoyed speaking class. The interaction between teacher students and among
students was also good. The researcher monitored and helped the students who
got difficulties during the class.
Based on the data in cycle 2, there was an improvement on students‘
speaking skill. This result was caused by some factors. The first factor was
about the material. The teacher gave an interesting topic to the students. Like
in cycle one, in cycle two The teacher choose another good topic to the
students entitled Ala Car‘te Service. It was funny topic that the students
enjoyed and insisted on saying something about it. It found from the students
enjoyed and insisted on saying something about it. It found from the students
75
answer and interview. Researcher asked a student, ―Was the topic difficult to
understand for you?‖ One student named DJ said, ―Tidak begitu sulit Pak,
karena bapak membantu kami mengerti dengan memberikan pertanyaan.‖
(―Not so difficult, sir, because you helped us in understanding it by giving us
some questions‖).
The second factor was media. Teacher gave good and big picture and
movie to the students. All of them could participate in activating background
knowledge to practice role play in table manner. Based on the students answer
on researcher‘s interviewing, it also proved that picture and movie helped the
students to speak. Researcher asked Maisyarah, ―Did the question from the
teacher help you to practice role play in table manner?‖ She answered, ―Yes,
sir. From your question, we could practice role play in table manner.‖
The third factor was activities that the students had during the learning
process. They used English to say or expressed their ideas in activating
background knowledge role play in table manner. It can be concluded from the
researcher‘s interview to the students. Researcher asked, ―How does role play
in table manner improve your speaking skill?‖ Then Riska replied, ―Dengan
role play in table manner kami termotivasi berbicara karena kami ingin lebih
baik sewaktu mempresentasikan percakapan antara tamu dengan waiter.‖ (―By
having role play in table manner we are motivated to speak among us because
we want to be better at the time we present our script).‖
76
The fourth factor was classroom management. The Researcher always
manage the students activities in group. Teacher helped students with their
problem, so the students had eagerness to speak. Teacher‘s help motivated
them to say something in English. Next, it also concluded from the interview
got from the students. The researcher asked a student named Maisyarah.
Researcher asked, ―What do you think I manage you in classroom activities?‖
Maisyarah answered, ―I am happy sir because you are friendly.‖
The last factor was teaching strategy, teacher always friendly and kind to
the students. He gave attention and motivation to all students. It can be
concluded from the researcher‘s interview to the students. Researcher asked
Rori, ―Why you don‘t serious in doing discussion?‖ Indra replied, ―I have lack
of vocabulary, sir.‖ So the researcher persuaded him by giving a slow light
blow on his shoulder while researcher suggested to listen his friend discussion
and tried to ask his friend about the problem he had.
However, the researcher also found the weakness in cycle two. The
weakness was about the topic. The topic was the same topic for each group.
So, some group was cheating with other groups.
Actually, the researcher found that the students speaking skill was better.
He continued the research till the next. The third cycle was done in order to
make the students more familiar with role play in table manner.
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Third Cycle
The third cycle was conducted based on the problem found in the
previous cycle. Based on the result of second cycle, the researcher still found
the weakness. This third cycle began on Tuesday, February 7, 2012 until
Thursday, February 16. 2012. The weakness was about role play in table
manner. Role play in table manner was the same topic for each group. So,
some groups were cheating with other groups.
a. Plan
In this phase the researcher wanted the students be able to understand by
doing Role Play in Table Manner in cycle 3. Therefore, the plans that the
teacher applied in the class were:
1. The teacher explained more about Role Play in Table Manner that
could be improved Grammar, Vocabulary, Comprehension, Fluency
and Pronunciation.
2. The teacher provided some suitable script that related to the students‘
life used Role Play in Table Manner.
3. The teacher made a lesson plan.
4. The teacher prepared the topic for the third cycle.
5. The teacher prepared the media (Picture and Movie)
6. The teacher prepared the observation checklist.
7. The teacher prepared some questions for interviewing the students
related to the activities in classroom action research.
78
Before doing on this research, the researcher checked the students‘
attendance by saying who are absent today? They said that none absent, it will
see in the Students‘ Attendance List in cycle 3 (see Appendix 8 Attendance
List in cycle 3 on page 195).
Dealing with the problem in cycle 2, the researcher and collaborator had a
discussion to find out the way which could help the students. Therefore, the
researcher and collaborator have agreed to give the students new topic in the
third cycle.
Next, in this cycle the researcher gave the students different topics to
write a script role play in table manner. The topic of role play in table manner
entitled ―Asian Service.‖ The topic told about steps of table manner service in
Asian food style. Like on the first and second cycle the students write a script
and practice of role play in table manner.
Next, the researcher activated students‘ background knowledge by
showing a picture and movie about Asian service. Then, the researcher told
part of Asian Service and he asked his students to write a script in their group
discussion. In every meeting the collaborator wrote their observation checklist
of role play in table manner. The collaborators‘ conclusion about the students‘
and the teachers‘ activities during cycle three in the first meeting until the
fourth meeting (See in Appendix 10 Field Note in cycle 3 on page 201).
Then, the researcher told part of Asian Service and he asked his students
to write a script in their group discussion. In every meeting the collaborator
wrote their observation checklist of role play in table manner.
79
b. Action
In this activity, the researcher applied role play in table manner based on
the lesson plans that have three phases:
1. Pre Activity
In this phase, the teacher did the action as usual; in the first meeting
the researcher started the English class by saying greetings: ―Good
morning students‖. They said together ―morning sir.‖ Then he build up the
students interest by motivating how important speaking was for the
students. This activity was necessary in order to build up the students‘
image about speaking. Therefore, they had good attitude toward the
speaking activities. (See Appendix 5 the Process of Teaching and Learning
in cycle 3 on pages 142 - 145).
Next, the researcher checked the students‘ attendance by saying who
was absent today? They said their names by giving their letters. It will see
based on the Attendance List in cycle 3 (See Appendix 8 Attendance List
on page 195).
In pre activities the researcher try to make review the previous lesson
for all students in his class to know about the student ability in speaking
class, the researcher explained the students about strategies they use to
comprehend when they read. Then students answered by using skimming
and scanning. Then the researcher asked them question about role play in
table manner. For example teacher asked: What do you think about Asian
80
Service, can you explain based on your mind? Student answered it is about
F & B Service, sir.
2. Main Activity
In this stage the collaborators observed their activities by using
observation sheets. There were three kinds of forms that the collaborator
filled. The first was observation checklist of Role Play in Table Manner,
the second was observation sheet of speaking test and the third was field
note. Whereas in doing test, they filled Observation Checklist of Speaking
Test and Observation Guide 1 B (see in Appendix 3 Observation Checklist
of Speaking Test in cycle 3 on page 124 – 127 and Appendix 7 the Mark
of Each Indicator in cycle 3 on page 185 – 192).
Next, to make the students easy to practice role play in table manner,
the researcher activated their background knowledge and schemata by
sticking the picture and movie on the white board. The picture and movie
was about restaurant conversation between guest and waiter.
3. Post Activity
In this stage, the collaborator wrote their observation checklist of role
play in table manner. The collaborator‘s conclusion about the students‘
and the teachers‘ activities during cycle 3 are as follows:
81
Table 18: The Students’ Activity in doing Role Play in Table Manner in
Cycle 3
NO INDICATOR RESULTS
1 Greeting and Smile All students could say greeting and smile when they
practice of the script. A few of them like to find the
new words in the dictionary and like to listen their
friends speaking.
2 Special Request Some students could say special request when they
were doing role play in table manner. A few of them
were feel shy to speak English.
3 Taking Order Most of the students could say taking order when they
practice role play in table manner. A few students were
difficult because they had limited vocabulary.
4 Handling Complaint Some students could say handling complaint when they
practice how to handling complaint for quest. half of
them was difficult to do.
5 Leave Taking Many of them could practice leave taking in role play,
but some of them were difficult to do.
Based on the table above, we know that most of the students could
practice role play in table manner. More than a half of them amused hearer
and increase knowledge.
In every meeting, the researcher asked the students to present their
script entitled ―Asian Service‖. In the first meeting, eight students could
present their script. They only told about topic in general. Furthermore, in
the second and third meeting, there were ten students could present their
script. At last, in the end of the meeting, all of the students could present
it.
Based from the speaking test and observation sheet in 1 B, the
researcher concludes that:
1) Based from the table in cycle 3 of meeting 1 the researcher concluded
that in the students‘ average score are; Grammar 48,0, Vocabulary
56,8, Comprehension 64,0, Fluency 64,0 and Pronunciation 64,0.
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2) Based from the table in cycle 3 of meeting 2 the researcher concluded
that in the students‘ average score are; Grammar 49,6, Vocabulary
60,0, Comprehension 65,6, Fluency 61,6 and Pronunciation 68,0.
3) Based from the table in cycle 3 of meeting 3 the researcher concluded
that in the students‘ average score are; Grammar 56,8, Vocabulary
69,6, Comprehension 72,8, Fluency 73,6 and Pronunciation 74,4.
4) Based from the table in cycle 3 of meeting 4 the researcher concluded
that in the students‘ average score are; Grammar 64, Vocabulary 74,4,
Comprehension 74,4, Fluency 74,4 and Pronunciation 76,0.
4. Evaluation
In this stage, the researcher asked the students to evaluate their group
based on the result of discussion. The teacher asked every student to make
the conclusion about the topic based on their own words. Moreover, the
teacher asked the students‘ opinion about their own learning by giving
some questions:
The researcher : Devi... ―What do you think about our activity just now
or your learning strategy by doing role play in table
manner?‖
Devi : I like very much, because I got many things from this
activity sir. Not only from the script but also from
another like; based on context and think a loud.
The researcher : What about you, Sri?
Sri : I like very much, sir.
The researcher : And you Ayu, what do you think?
Ayunda : I like it, sir. Because I can practice my English well.
Based on the result of interview, it could be concluded that they were
very interested with this strategies. Then, the researcher gave speaking test
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and asked the students to evaluate themselves in doing the test. The last
activity in this phase was the researcher collected students‘ speaking test.
c. Observation
In this observation phase, the researcher and the collaborator analyzed
data from the observation checklist of the speaking test. In this cycle, the
researcher and the collaborator found that there was better improvement of the
students‘ speaking skill. Most of them were active in every phase of Role Play
in Table Manner.
At the end of cycle 3, the researcher gave speaking test in this cycle. It
can be seen in the table as follows:
Table 19: Speaking Test in Cycle 3
OBSERVATION CHECKLIST OF SPEAKING TEST
Students
Code
Indicator
Score Mean 1 2 3 4 5
5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
1 √ √ √ √ √ 20 80
2 √ √ √ √ √ 20 80
3 √ √ √ √ √ 14 56
4 √ √ √ √ √ 20 80
5 √ √ √ √ √ 20 80
6 √ √ √ √ √ 20 80
7 √ √ √ √ √ 19 76
8 √ √ √ √ √ 18 72
9 √ √ √ √ √ 20 80
10 √ √ √ √ √ 20 80
11 √ √ √ √ √ 19 76
12 √ √ √ √ √ 5 20
13 √ √ √ √ √ 19 76
14 √ √ √ √ √ 19 76
15 √ √ √ √ √ 15 60
16 √ √ √ √ √ 19 76
17 √ √ √ √ √ 16 64
18 √ √ √ √ √ 18 72
19 √ √ √ √ √ 20 80
20 √ √ √ √ √ 15 60
21 √ √ √ √ √ 17 68
22 √ √ √ √ √ 19 76
23 √ √ √ √ √ 20 80
24 √ √ √ √ √ 19 76
25 √ √ √ √ √ 19 76
Percentage 0 36 44 16 4 0 20 16 0 4 0 80 12 0 4 0 76 20 0 4 0 88 8 0 4
Total
Students
0 9 11 4 1 0 80 4 0 1 0 20 3 0 1 0 19 5 0 1 0 22 2 0 1
Average
Mean
Score 64 74,4 74,4 74,4 76,0
72,64
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Note:
5 = Very Good. 4 = Good. 3 = Fair. 2 = Poor. 1 = Bad
1. Indicator 1 = Grammar
2. Indicator 2 = Vocabulary
3. Indicator 3 = Comprehension
4. Indicator 4 = Fluency
5. Indicator 5 = Pronunciation
(Adapted from Brown (2004:157))
Based on the table, it shows that 0% students have very good and 36% or
nine students have good grammar. Then, there were 40 % or ten students have
fair grammar. There were 20% or 5 students have poor grammar and at last
there were 4% or one student had bad grammar. It means that there is an
improving on grammar point 10,12% from cycle 3. Next, there were not
students have very good vocabulary. 76% or nineteen students have good
vocabulary. It means that they can improve their vocabulary 5,45% from cycle
3. They can practice their script with their vocabulary. Then, there were 20%
or five students have fair vocabulary, 4% or one student had poor vocabulary
and 4% or one of them had bad vocabulary.
Then, there were 0% students have very good comprehension. There were
52% or seventeen students have good comprehension. There were 48% or
sixteen students have fair comprehension. It means that they can comprehend
the story and can improve their comprehension 5,5 % from cycle 3. And at
last, there were 4% or one student have poor and bad comprehension.
Furthermore, there were 0% students have very good comprehension.
There were 52% or seventeen students have good comprehension. There were
48% or sixteen students have fair comprehension. It means that they can
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comprehend the script and can improve their comprehension 5,5% from cycle
3. And at last, there were 0% students have poor and bad comprehension.
Furthermore, there were 0% students have good very good fluency, 70%
or twenty three students have good fluency. Then 30% or ten students have
fair fluency. And at last, there were 4% or one student have poor and bad
fluency. It means that most of the students can practice role play in table
manner well. They can improve their fluency 9,13% from cycle 3.
Finally, 0% students have good pronunciation. There were 30% or ten
students have good pronunciation. There were 70% or twenty three students
have fair pronunciation. At last, there were 4% or one student have fair and
bad pronunciation. It means that the students‘ pronunciation improve a little or
1,26% from cycle 1. The percentage of indicators on speaking test on the
second cycle can be seen in the following table.
The result of students‘ speaking test in the third cycle can be seen from
the following figure of indicators.
Table 20: The Improvement of Students’ Achievement on Getting Speaking
Skill’s Indicator in Cycle 3
MEETING
Indicators 1 2 3 4
Indicator 1 48,0 49,6 56,8 64,0
Indicator 2 56,8 60,0 69,6 74,4
Indicator 3 64,0 65,6 72,8 74,4
Indicator 4 64,0 61,6 73,6 74,4
Indicator 5 64,0 68,0 74,4 76,0
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Figure 5: The Improvement of Students’ Achievement on Getting Speaking
Skill’s Indicator in Cycle 3
Note:
1. Indicator 1: Grammar
2. Indicator 2: Vocabulary
3. Indicator 3: Comprehension
4. Indicator 4: Fluency
5. Indicator 5: Pronunciation
The table and figure above shows that there were enhancements in the
development of the indicators achieved. It can be seen from the figure of
indicator 1. This indicator had improvement from the first cycle. In the first
cycle lowest percentage was 51,2. In the second cycle it became 57,6. It means
that the students still have limited grammar. It can also be seen for indicator 2,
there was significant improvement. In the first meeting, the percentage was
56,8. Then, in the second meeting, it increased to 60,0. In the third meeting, it
increased 69,6 and last meeting became stable 74,4. By looking the figure of
indicator 3, there was also improvement. Comparing to the previous cycle, the
lowest percentage of indicator 3 was 64,0 but in this cycle, it was 74,4. It is
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clear that the students‘ comprehension on speaking was better than before.
Next, we looked at the figure for indicator 4. In the first meeting the
percentage was 64,0. Then in the second meeting, it increased to 61,6 third
meeting was 73,6 and last meeting became 74,4. Finally, the figure also shows
the enhancement of students speaking skill in indicator 5. The percentage of
the first was 64,0 and second meeting was the same 68,0. Then, the percentage
of the third was 74,4 and fourth meeting it increased became 76,0.
Table 21: The Students’ Average Mean Score on Speaking Skill in Cycle 3
Meetings
Cycle 1 2 3 4
3 59,36 60,96 70,56 72,64
Figure 6: The Students’ Average Mean Score on Speaking Skill’s in Cycle 3
Because the percentage of indicators in this cycle increased, the average
scores of speaking tests also increased. It can be seen at the rising figure
above. The average score in the first meeting was 59,36. In the second
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meeting, the average increased 60,96 and in the third meeting it became 70,56.
The average in the last meeting also increased 72,64. In this third cycle, it was
clear that the students‘ speaking skill was better than before, the second cycle.
Most students were able to be active in discussing role play in table manner,
they discussed together with their friend.
d. Reflection
Based on the collaborators‘ observation, it was found that the students
were interested with the speaking material. They followed the process of
teaching and learning seriously. Furthermore, the class atmosphere was good
because the students enjoyed speaking class. The interaction between teacher
students and among students was also good. The researcher monitored and
helped the students who got difficulties during the class.
Based on the explanation above, we can conclude that the student
speaking skill improved from cycle 1 to cycle 3. This improvement was
caused by some factors. They were interesting material, effective material,
effective media, activities that support students to speak, classroom
management and teaching strategy. These five factors supported each other to
help student to speak. They made the students used English in the classroom.
Table 23: The Students Average Mean Score on Speaking Test in Cycle 1 to 3
Cycle
1 2 3
54,56 65,28 72,64
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Figure 8: The Students Average Mean Score on Speaking Test in Cycle 1 to 3
The average mean score of students‘ speaking test in cycle one was 54,56.
In the second cycle, it increased became 65,28 and in the third cycle became
72,64. In the third cycle, it was clear that the students‘ speaking skill was
better than the first and the second cycle.
Finally, the researcher and collaborator agreed that the action research for
improving students‘ speaking skill through role play in table manner was
success enough. Therefore, the researcher decided to end the research after
conducting the third cycle.
2. The Factors Which Influence the Improvement of Students’ Speaking Skill
through Implementing Role Play In Table Manner
Based on the observation, interview and researcher experience during the
application of role play in table manner, the collaborator and the researcher
concluded that the main factor that influences the changes of students
speaking skill is teaching strategy. They were as follows:
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a. The students in Hotel Accommodation 1 at grade X feel interesting to
practice English.
In this research, the researcher used three topics. The topics were first
American Service, second Ala Carte Service, and third Asian Service. The
topics that researcher choose for applying role play in table manner was
interesting. It found from the students answer and interview. Researcher
asked a student named Devi, ―Was the topic that I gave you interesting?‖
Then, Devi said, ―Yes, sir. The topic was interesting, we like the topic,
sir.‖ Researcher also asked the other student, ―Was, the topic difficult to
understand for you?‖ One student named Alya said ―Not so difficult, sir,
because you helped us in understanding it by giving us some question.‖
The data has gotten from the observation and written by the
collaborator. The collaborator said that the researcher gave interesting
story to the students and in every cycle the researcher gave different
interesting topic. To know the effectiveness of teaching speaking by using
role play, the writer gives oral test to the students. Because the test is
oral test, the writer divided the score into five criteria, which are the
scores of pronunciation, grammar, vocabulary, fluency and
comprehension. Each criteria, then, is rated into five scale of rating scores,
it is based on Brown (2004:157) scale rating scores.
By having interesting materials, the students had willingness to
have discussion and used English in speaking class. They also enjoyed
practicing role play in table manner in front of the class with their group.
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b. By applying role play in table manner in teaching speaking is effective to
develop the students‘ background knowledge.
Applying role play in table manner in teaching speaking is effective to
develop the students‘ background knowledge. It was obtained from the
data collected from collaborator‘s observation, researcher‘s experience and
interview from the students. Collaborator wrote in the observation sheet
when the teacher showed picture and movie to the students. It helped the
students to answer the teacher‘s question. Moreover, it attracted the
students‘ attention. Picture and movie helped the students to speak and try
to answer the questions well.
Based on the students answer on researcher‘s interviewing, it also
proved that the picture and movie helped them to speak. Researcher asked,
―Did the picture and movie helped you to say something about the story?‖
Then Ayunda replied, Yes sir. The picture and movie that you showed us
helped us to say something about role play in table manner.‖ Then,
researcher also asked Fransiska, ―Did the questions from the teacher help
you to practice role play in table manner?‖ She answered, ―Yes, sir. From
your question, we could practice role play in table manner.‖
There were three activities were done in applying role play in table
manner. They were activating the students background knowledge, role
play and table manner. These three activities supported the students to
speak.
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The collaborator said that the students got the idea to say something
since the researcher activating their background knowledge from the
question given. For example researcher asked, ―Look at the picture and
movie, what are in the restaurant?‖ Then the students said, ―handling
complaint, Sir.‖ Then, researcher asked, ―What is the waiter probably
doing with his guest? The students replied, ―May be the waiter are talking
with his guest to finish their problem, sir.‖
Next, from the interview between the student and researcher, it also
supported that role play in table manner helped them to increase their
speaking skill. Researcher asked a student named Alya Rohayali, ―Do you
think role play strategy in table manner is good to improve your speaking
skill?‖ Alya Rohayali answered, ―Yes, I do, it improve my eagerness and
motivate me to speak.‖ From this statement the researcher concluded that
80% students feel develop their background knowledge and 20% students
feel doubt.
c. By applying role play in table manner has good to increase the students
speaking skill.
Then role play in table manner also had a good role to increase the
students speaking skill. It can be concluded from the researcher‘s question
to the students. Researcher asked, How does role play in table manner
improve your speaking skill?‖ Then Lidia replied, ―Dengan role play in
table manner kami termotivasi berbicara karena kami ingin lebih baik
sewaktu mempresentasikan naskah drama pendek kami.‖ (By having role
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play in table manner we are motivated to speak among us because we want
to be better at the time we present our script). We often practiced it before
speaking class.‖ Next, Lidia also answered, ―Ya, kami berdiskusi sebelum
mempresentasikan naskah role play table manner kami dan memberikan
kesempatan kepada kami untuk mengeja kosa kata Bahasa Inggris yang
sulit, Pak.‖ (―Yes, we have discussing before presenting our script sir‖).
From this statement the researcher concluded that there are 60 % students
increase their speaking skill and 40% students bad their speaking skill.
d. The students feel enjoy to practice their speaking skill in their group
discussion.
In this research teacher‘s control on students‘ activities could
improve students‘ willingness to speak. In speaking class through role play
in table manner, it can be shown from collaborator observation sheet that
the teacher controlled the students‘ activities during the process of doing
the task in group discussion. It made the students focused on their task and
stop doing other activities.
Next, it also concluded from the interview got from the students. The
researcher asked a student named Nofri, ―What is the teacher‘s in improve
your speaking skill in the classroom?‖ Then Nofri replied, ―Bapak selalu
mengontrol kegiatan kami dan membantu kami sewaktu kami mendapat
kesulitan pada kata dan ucapan‖ (―You always control our activity and
help us when we have difficulties in finding difficult word or
pronunciation‖). By researcher‘s controlling, the students insisted to speak
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as well as motivated to use English in group discussion. From the
statement above there are 80% students feel enjoy and 20% students feel
doubt.
e. The Students feel motivated to practice their English when they work as a
daily worker.
Teaching strategy through role play in table manner determined the
success of teaching results. As it done in this research, the researcher tried
hard to have good strategy to the students. So that it was one factor that
could improve the students‘ speaking skill. In every cycle, the researcher
always interviewed the students to have a suggestion about his teaching.
On the first cycle, the researcher asked a student named Devi, ―Did role
play in table manner help you to say something in English?‖ Devi said
―Yes, sir. By using role play in table manner help us to say something in
English, when we make order from our guest in restaurant.‖ Then in cycle
two, the researcher asked a student named Rori, ―Was the topic difficult to
understand you?‖ Rori replied, ―I have lack of vocabulary, sir‖. So the
researcher persuade him by giving a slow light blow on his shoulder while
researcher suggested to listen to his friend discussion and tried to ask his
friend about the problem he had. Then in cycle three, the researcher asked
a student named Indra, ―What is the role play in table manner in improving
your speaking skill?‖ Indra replied, ―We can speak English because we get
new topic from yours explanation, and we know how to handle the request
from the guest when we work as a daily worker in hotel, sir‖.
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Based on collaborator observation, the teaching strategy is one factor
that could motivate the student to speak in applying role play in table
manner. She said that ―the researcher was a kind and friendly teacher‖.
She also said that ―the researcher gave a personal approach to the lower
students and always increases the best students‘ motivation by giving
reward for them.‖ By doing so, all the students got full attention from the
researcher. As a result, the students have eagerness to speak English. From
the statement above there are 80% students have good motivation and 20%
students feel bad mood.
B. Discussion
Getting the data from the observation and reflection during the action in
cycle 1 to 3 which had been done for 12 meetings, the researcher would like to
discuss his findings. The result in cycle 1 showed that there were some
strengths and weakness of applying role play in table manner in teaching
English to improve the student‘s speaking skill. The weakness from cycle 1
could be improved in cycle 2. Then, cycle 3 was done as the improvement of
the weakness found in cycle 2.
Overall, the application of role play in table manner to improve speaking
skill, had success it would answer the question in the formulation of the
problem. The first question is to what extent role play in table manner improve
students‘ speaking skill at class X Hotel Accommodation 1 SMK Nusatama
Padang, and the second question is what factors influences the changes of
students speaking skill through role play in table manner at class X Hotel
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Accommodation 1. The answer of the first question could be identified from
the increasing number of the students‘ ability in getting speaking skill‘s
indicator. The results are described in the following in table 23 and figure 8.
Comparing to the percentage in the second cycle was higher than the
percentage in the first cycle. The percentage of all indicators in the third cycle
was higher than the second cycle. In other words, the percentage of indicators
in the third cycle was the highest. It means that there was improvement in the
percentage of indicators.
Besides improvement the students‘ speaking skill, other findings found
during the application Role Play in Table Manner are as follows. The first is
the students enjoyed studying English. The observation from the researcher and
collaborator show that the students are happy to do role play with their own
words. These results support the idea given by Celce (2001:126) she said that
―Communicative activities make the students feel free and comfortable to
speak‖. Like the opinion from his student name Devi, she said that ―By doing
on this activity give me a new solution to practice English well when I work in
the hotel.‖ Then, the second is the students are confident to use English during
interaction in the classroom. They are eager to tell their ideas role play in table
manner.
Meanwhile, to answer the second question ―What factors influences the
changes of students‘ speaking skill through role play in table manner at class X
Hotel Accommodation 1 SMK Nusatama Padang?‖ It could be identified from
the data of field notes and observation checklist which were written by the
97
researcher and collaborator during the process of teaching and learning. They
got several aspects that improve the students speaking skill. They are as
follows: 1. Materials could improve the students‘ eagerness to speak. By
having interesting materials the students had willingness to have discussion and
enjoyed role play. It supports House (1997:20) Role play can improve learners'
speaking skills in any situation, and helps learners to interact. As for the shy
learners, role play helps by providing a mask, where learners with difficulty
in conversation are liberated. In addition, it is fun and most learners will agree
that enjoyment leads to better learning. 2. Media like pictures and movie could
improve students‘ motivation to speak in speaking class. Media was an
effective way to develop the students‘ background knowledge to the topic
given. It helped the students to say words or ideas by answering the teacher
question based on the pictures and movie given. It is in line with Biemans and
Simon (1996:1) ideas. They said that one way to activate the students‘
background knowledge is by interactive discussion and through answering the
questions. 3. Activities, by doing role play in table manner activities the
students eager to speak because they were given a chance to activate their
background knowledge to the script given. It supports Cummings and Genzel
(1990) idea that role play makes the students easier in order fast food and
negotiating in general objectives. They activate their background knowledge to
the script given. 4. Classroom Management could encourage the students to
speak. The researcher controlled the students‘ activities during the process of
doing the task in group discussion. It supports Papalia (1976:88) idea that
98
teacher should place students in meaningful life situations. The researcher
controlled students‘ activity during the process of doing the task in group
discussion. 5. Teaching strategy is one factor that could motivate the students
to speak in applying role play in table manner. It supports Papalia (1976:88)
idea that teacher needs to create a supportive classroom environment in which
the students feel free to speak.
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CHAPTER V
CONCLUSION, IMPLICATIONS AND SUGGESTION
A. CONCLUSION
Based on the result of the research finding, it can be concluded that:
1. The implementation of Role Play in Table Manner in improving the
students‘ speaking skill at class X Hotel Accommodation 1 SMK Nusatama
Padang for three months had been successful. It is found the data findings
that Role Play in Table Manner improves students‘ speaking skill.
2. The factors that influence the changes of students‘ speaking skill are:
a. The students in Hotel Accommodation 1 at grade X feel interested to
practice English.
b. Applying role play in table manner in teaching speaking is effective to
develop the students‘ background knowledge.
c. Applying role play in table manner can increase the students speaking
skill.
d. The students feel enjoy to practice their speaking skill in their group
discussion.
e. The Students feel motivated to practice their English when they work as
a daily worker.
B. IMPLICATIONS
Based on the conclusion above, there are two kinds of implications of this
research. First, the use of Role Play in Table Manner is one of the alternative
strategies that can be applied in teaching to improve students‘ speaking skill.
100
Second, teacher needs more knowledge to handle classroom in teaching and
learning process by activating students‘ background knowledge in order to
make the process of learning and teaching enjoyable.
C. SUGGESTIONS
Based on conclusion and the weaknesses found in applying role play in
table manner to improve the students‘ speaking skill, it is suggested to the
teacher to make some improvements for the weaknesses emerged during the
research, in order to be able to improve the students‘ speaking skill better than
the previous research finding. They are as follows:
a. Provide interesting topic for the students
b. Use interesting media
c. Create situation which make the students eager to speak
d. Manage the students in doing activity
e. Approach the student‘s well
f. The English teacher needs to create various techniques in teaching which
support the students need to speak English.
g. For further researcher, it is recommended to investigate whether real
objects can solve problem in students‘ speaking skill.
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2010. From http: www.teachingenglish.org.uk/think.shtml.
Wallace, Michael J. 1989. Action Research for Language Teachers. Cambridge:
Cambridge University.
Yasin, Anas. 2010. Penelitian Tindakan Kelas. Tuntunan Praktis. Padang:
Sukabina Press.
104
Appendix 1
Lesson Plan
Subject : English
School Level : SMK
Class/Semester : X Hotel Accomodation 1/2
Academic Year : 2011/2012
Skill : Speaking
Time Allocated : 4 (3 X 40)
Cycle : 1
A. Objectives:
1. Competence Standard
To express the meaning of role play in table manner with
surroundings.
2. Based Competence
To express the meaning of role play by using oral language in accurate,
fluent and acceptable to interact with surroundings indicator.
3. The students are able to present their role play in table manner in
accurate grammar, vocabulary, comprehension, fluency and
pronunciation.
B. Theme: American Service
C. Materials: Table Manner
D. Steps:
Pre Activity:
1. In pre-activity the researcher will start with greeting and checking the
roll of the students in his class.
105
2. Review the previous lesson, the second step the researcher try to make
review the previous lesson for all students in his class to know about the
student ability in speaking class.
3. Motivating the students to know about the student‘s motivation in
learning English, the researcher create the test of English.
Main Activity:
1. The teacher begins the main activity by using appropriate questioning
and conversational strategies by asking referential questions. Using
appropriate questioning to calculate how far students‘ skill in speaking.
And using conversational strategies by asking referential questions the
researcher know that how far the student‘s motivation in learning
English language.
2. The teacher exploits Role Play in Table Manner by asking the questions
based on the students‘ condition. The researcher uses exploits question
in the Role Play of Table Manner, because he wants to know about the
students‘ condition especially in classroom activity.
3. The teacher gives the instruction to the students.
4. Divide the students into some groups.
5. Make script based on the example given before.
6. Decide the role of dialogs based on the script.
7. Practice about table manner service dialogue.
8. Make a report
9. Discuss about the difficulties of the role play.
106
Post Activity:
1. The researcher reflects the process of teaching and learning to know
about the students speaking skill.
2. The researcher emphasizes the learned materials in English
conversation. In class the researcher hopes that he know about the
students‘ misunderstanding in learning English.
3. In the last step of post activity, the researcher and his collaborator
inform the next materials in English.
E. Evaluation:
Rubric for speaking test consist of:
- Grammar (1 – 5)
- Vocabulary (1 – 5)
- Comprehension (1 – 5)
- Fluency (1 – 5)
- Pronunciation (1 – 5)
Level:
1. = Bad
2. = Poor
3. = Fair
4. = Good
5. = Very Good
Students Mark = Achievement Score X 100
Maximum Score
107
Padang, 3 January 2012
Approved by:
The Principle of SMK Nusatama Padang, English Teacher,
Drs. Syamsir Iqbal Wijaya
Nip: 19660413 1990 03 1 007
108
Lesson Plan
Subject : English
School Level : SMK
Class/Semester : X Hotel Accomodation 1/2
Academic Year : 2011/2012
Skill : Speaking
Time Allocated : 4 (3 X 40)
Cycle : 2
A. Objectives:
1. Competence Standard
To express the meaning of role play in table manner with
surroundings.
2. Based Competence
To express the meaning of role play by using oral language in accurate,
fluent and acceptable to interact with surroundings indicator.
3. The students are able to present their role play in table manner in
accurate grammar, vocabulary, comprehension, fluency and
pronunciation.
B. Theme: Ala‘ carte Service
C. Materials: Table Manner
D. Steps:
Pre Activity:
1. In pre-activity the researcher will start with greeting and checking the
roll of the students in his class.
109
2. Review the previous lesson, the second step the researcher try to make
review the previous lesson for all students in his class to know about
the student ability in speaking class.
3. Motivating the students to know about the student‘s motivation in
learning English, the researcher create the test of English.
Main Activity:
1. The teacher begins the main activity by using appropriate questioning
and conversational strategies by asking referential questions. Using
appropriate questioning to calculate how far students‘ skill in speaking.
And using conversational strategies by asking referential questions the
researcher know that how far the student‘s motivation in learning
English language.
2. The teacher exploits Role Play in Table Manner by asking the questions
based on the students‘ condition. The researcher uses exploits question
in the Role Play of Table Manner, because he wants to know about the
students‘ condition especially in classroom activity.
3. The teacher gives the instruction to the students.
4. Divide the students into some groups.
5. Make script based on the example given before.
6. Decide the role of dialogs based on the script.
7. Practice about table manner service dialogue.
8. Make a report
9. Discuss about the difficulties of the role play.
110
Post Activity:
1. The researcher reflects the process of teaching and learning to know
about the students speaking skill.
2. The researcher emphasizes the learned materials in English
conversation. In class the researcher hopes that he know about the
students‘ misunderstanding in learning English.
3. In the last step of post activity, the researcher and his collaborator
inform the next materials in English.
E. Evaluation:
Rubric for speaking test consist of:
- Grammar (1 – 5)
- Vocabulary (1 – 5)
- Comprehension (1 – 5)
- Fluency (1 – 5)
- Pronunciation (1 – 5)
Level:
1. = Bad
2. = Poor
3. = Fair
4. = Good
5. = Very Good
Students Mark = Achievement Score X 100
Maximum Score
111
Padang, 17 January 2012
Approved by:
The Principle of SMK Nusatama Padang, English Teacher,
Drs. Syamsir Iqbal Wijaya
Nip: 19660413 1990 03 1 007
112
Lesson Plan
Subject : English
School Level : SMK
Class/Semester : X Hotel Accomodation 1/2
Academic Year : 2011/2012
Skill : Speaking
Time Allocated : 4 (3 X 40)
Cycle : 3
A. Objectives:
1. Competence Standard
To express the meaning of role play in table manner with
surroundings.
2. Based Competence
To express the meaning of role play by using oral language in accurate,
fluent and acceptable to interact with surroundings indicator.
3. The students are able to present their role play in table manner in
accurate grammar, vocabulary, comprehension, fluency and
pronunciation.
B. Theme: Asian Service
C. Materials: Table Manner
D. Steps:
Pre Activity:
1. In pre-activity the researcher will start with greeting and checking the
roll of the students in his class.
113
2. Review the previous lesson, the second step the researcher try to make
review the previous lesson for all students in his class to know about
the student ability in speaking class.
3. Motivating the students to know about the student‘s motivation in
learning English, the researcher create the test of English.
Main Activity:
1. The teacher begins the main activity by using appropriate questioning
and conversational strategies by asking referential questions. Using
appr33opriate questioning to calculate how far students‘ skill in
speaking. And using conversational strategies by asking referential
questions the researcher know that how far the student‘s motivation in
learning English language.
2. The teacher exploits Role Play in Table Manner by asking the questions
based on the students‘ condition. The researcher uses exploits question
in the Role Play of Table Manner, because he wants to know about the
students‘ condition especially in classroom activity.
3. The teacher gives the instruction to the students.
4. Divide the students into some groups.
5. Make script based on the example given before.
6. Decide the role of dialogs based on the script.
7. Practice about table manner service dialogue.
8. Make a report
9. Discuss about the difficulties of the role play.
114
Post Activity:
1. The researcher reflects the process of teaching and learning to know
about the students speaking skill.
2. The researcher emphasizes the learned materials in English
conversation. In class the researcher hopes that he know about the
students‘ misunderstanding in learning English.
3. In the last step of post activity, the researcher and his collaborator
inform the next materials in English.
E. Evaluation:
Rubric for speaking test consist of:
- Grammar (1 – 5)
- Vocabulary (1 – 5)
- Comprehension (1 – 5)
- Fluency (1 – 5)
- Pronunciation (1 – 5)
Level:
1. = Bad
2. = Poor
3. = Fair
4. = Good
5. = Very Good
Students Mark = Achievement Score X 100
Maximum Score
115
Padang, 7 February 2012
Approved by:
The Principle of SMK Nusatama Padang, English Teacher,
Drs. Syamsir Iqbal Wijaya
Nip: 19660413 1990 03 1 007
116
Appendix 2
The Score Criteria of Speaking Test
No Grammar Vocabulary Comprehension Fluency Pronunciation
I Errors in
grammar are
frequent, but
speaker can
be
understood
by a native
speaker used
to dealing
with
foreigners
attempting to
speak his
language.
Speaking
vocabulary
inadequate to
express
anything but the
most elementary
needs.
Within the scope
of his very
limited language
experience, can
understand
simple questions
and statement if
delivered with
slowed speech,
repetition, or
paraphrase.
(No specific
fluency
description.
Refer to other
four language
areas for
implied level of
fluency.
Errors in
pronunciation
frequent but
can be
understood by
a native
speaker used
to dealing with
foreigners
attempting to
speak his
language.
II Can usually
handle
elementary
construction
quite
accurately
but does not
have
thorough or
confident
control of
grammar.
Has speaking
vocabulary
sufficient to
express them
self simply with
some
circumlocutions.
Can get the gist
of most
conversation of
non – technical
subjects (i.e.,
topics that
require no
specialized
knowledge.
Can handle
with
confidence but
not with facility
most social
situations,
including
introductions
and casual
conversation
about current
events, as well
as work, family
and autobio
figureical
information.
Accent is
intelligible
though often
quite faulty.
III Control of
grammar is
good. Able to
speak the
language
with
sufficient
structural
accuracy to
participate
effectively in
Able to speak
the language
with sufficient
vocabulary to
participate
effectively in
most formal and
informal
conversation on
practical, social
and professional
Comprehension
is quite complete
at a normal rate
of speech.
Can discuss
particular
interests of
competence
with reasonable
ease. Rarely
has to grope for
words.
Errors never
interfere with
understanding
and rarely
disturb the
native speaker.
Accent may be
obviously
foreign.
117
most formal
and informal
conversation
on practical,
social and
professional
topics.
topics.
Vocabulary is
broad enough
that he really
has to grope for
a word.
IV Able to use
the language
accurately on
all levels
normally
pertinent to
professional
needs. Errors
in grammar
are quite rare.
Can understand
and participate
in any
conversation
within the range
of his
experience with
a high degree of
precision of
vocabulary.
Can understand
any conversation
within the range
of his
experience.
Able to use the
language
fluently on all
levels normally
pertinent to
professional
needs. Can
participate in
any
conversation
within the
range of his
experience with
a high degree
of fluency.
Able in
pronunciation
are quite rare.
V Equivalent to
that of an
educated
native
speaker.
Speech on all
levels is fully
accepted by
educated native
speakers in all
its features.
Including
breadth of
vocabulary and
idioms,
colloquialisms,
and pertinent
cultural
references.
Equivalent to
that of an
educated native
speaker.
Has complete
fluency in the
language such
that his speech
is fully
accepted by
educated native
speakers.
Equivalent to
and fully
accepted by
educated
native
speakers.
(Taken from Brown, 2004:172 – 173)
118
Appendix 3
OBSERVATION CHECKLIST OF SPEAKING TEST
Meeting /cycle: 1/1
Students
Code
Indicator Score Mean
1 2 3 4 5
5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
1 √ √ √ √ √ 11 44
2 √ √ √ √ √ 12 48
3 √ √ √ √ √ 5 20
4 √ √ √ √ √ 19 72
5 √ √ √ √ √ √ 13 52
6 √ √ √ √ √ √ √ 19 72
7 √ √ √ √ √ 12 48
8 √ √ √ √ √ 5 20
9 √ √ √ √ √ 11 44
10 √ √ √ √ √ 16 64
11 √ √ √ √ √ 5 20
12 √ √ √ √ √ 5 20
13 √ √ √ √ √ 10 40
14 √ √ √ √ √ 11 44
15 √ √ √ √ √ 5 20
16 √ √ √ √ √ 9 36
17 √ √ √ √ √ 11 44
18 √ √ √ √ √ 11 44
19 √ √ √ √ √ 19 76
20 √ √ √ √ √ 9 36
21 √ √ √ √ √ 9 36
22 √ √ √ √ √ 11 44
23 √ √ √ √ √ 19 76
24 √ √ √ √ √ 10 40
25 √ √ √ √ √ 15 60
Percentage 0 0 20 44 36 0 16 20 44 20 0 16 8 48 28 0 20 12 48 20 0 24 40 16 20
Total
Students
0 0 5 11 9 0 4 5 11 5 0 4 2 12 7 0 5 3 12 5 0 6 10 4 5
Average
Mean
Score 36,8 46,4 42,4 46,4 53,6
44,64
Padang, 3 January 2012
Collaborator
Nurdewi Andriani, S.Pd.
Note:
1. Grammar
2. Vocabulary
3. Comprehension
4. Fluency
5. Pronunciation
√ = Yes
119
OBSERVATION CHECKLIST OF SPEAKING TEST
Meeting /cycle: 2/1
Students
Code
Indicator Score Mean
1 2 3 4 5
5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
1 √ √ √ √ √ 13 52
2 √ √ √ √ √ 13 52
3 √ √ √ √ √ 9 36
4 √ √ √ √ √ 19 76
5 √ √ √ √ √ √ 10 40
6 √ √ √ √ √ √ √ 20 80
7 √ √ √ √ √ 13 52
8 √ √ √ √ √ 8 32
9 √ √ √ √ √ 12 48
10 √ √ √ √ √ 14 56
11 √ √ √ √ √ 5 20
12 0 0
13 √ √ √ √ √ 9 36
14 √ √ √ √ √ 13 52
15 √ √ √ √ √ 13 52
16 √ √ √ √ √ 12 48
17 √ √ √ √ √ 12 48
18 √ √ √ √ √ 12 48
19 √ √ √ √ √ 14 56
20 √ √ √ √ √ 13 52
21 √ √ √ √ √ 13 52
22 √ √ √ √ √ 13 52
23 √ √ √ √ √ 20 80
24 √ √ √ √ √ 14 56
25 √ √ √ √ √ 8 32
Percentage 0 8 8 52 28 0 12 28 52 4 0 12 56 24 4 0 12 40 40 4 0 12 56 24 4
Total
Students
0 2 2 13 7 0 3 7 13 1 0 3 14 6 1 0 3 10 10 1 0 3 14 6 1
Average
Mean
Score 38,3 50,0 55,8 53,3 55,0
48,16
Padang, 5 January 2012
Collaborator
Nurdewi Andriani, S.Pd.
Note:
1. Grammar
2. Vocabulary
3. Comprehension
4. Fluency
5. Pronunciation
√ = Yes
120
OBSERVATION CHECKLIST OF SPEAKING TEST
Meeting /cycle: 3/1
Students
Code
Indicator Score Mean
1 2 3 4 5
5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
1 √ √ √ √ √ 11 44
2 √ √ √ √ √ 19 76
3 √ √ √ √ √ 9 32
4 √ √ √ √ √ 20 80
5 √ √ √ √ √ √ 14 56
6 √ √ √ √ √ √ √ 20 80
7 √ √ √ √ √ 15 60
8 √ √ √ √ √ 10 40
9 √ √ √ √ √ 19 76
10 √ √ √ √ √ 15 60
11 √ √ √ √ √ 14 56
12 √ √ √ √ √ 5 20
13 √ √ √ √ √ 15 60
14 √ √ √ √ √ 19 76
15 √ √ √ √ √ 7 28
16 √ √ √ √ √ 12 48
17 √ √ √ √ √ 15 60
18 √ √ √ √ √ 13 52
19 √ √ √ √ √ 19 76
20 √ √ √ √ √ 9 36
21 √ √ √ √ √ 15 60
22 √ √ √ √ √ 18 72
23 √ √ √ √ √ 20 80
24 √ √ √ √ √ 13 52
25 √ √ √ √ √ 15 60
Percentage 0 4 44 20 20 0 20 44 28 8 0 28 44 20 8 0 28 48 20 4 0 32 48 16 4
Total
Students
0 1 11 5 5 0 5 11 7 2 0 7 11 5 2 0 7 12 5 1 0 8 12 4 1
Average
Mean
Score 50,8 55,2 60,0 60,0 61,6
58,08
Padang, 10 January 2012
Collaborator
Nurdewi Andriani, S.Pd.
Note:
1. Grammar
2. Vocabulary
3. Comprehension
4. Fluency
5. Pronunciation
√ = Yes
121
OBSERVATION CHECKLIST OF SPEAKING TEST
Meeting /cycle : 4/1
Students
Code
Indicator Score Mean
1 2 3 4 5
5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
1 √ √ √ √ √ 19 76
2 √ √ √ √ √ 20 80
3 √ √ √ √ √ 8 32
4 √ √ √ √ √ 20 80
5 √ √ √ √ √ √ 13 52
6 √ √ √ √ √ 20 80
7 √ √ √ √ √ 8 32
8 √ √ √ √ √ 8 32
9 √ √ √ √ √ 20 80
10 √ √ √ √ √ 20 80
11 √ √ √ √ √ 7 28
12 √ √ √ √ √ 5 20
13 √ √ √ √ √ 18 72
14 √ √ √ √ √ 11 44
15 √ √ √ √ √ 5 20
16 √ √ √ √ √ 10 40
17 √ √ √ √ √ 11 44
18 √ √ √ √ √ 10 40
19 √ √ √ √ √ 20 80
20 √ √ √ √ √ 15 60
21 √ √ √ √ √ 13 52
22 √ √ √ √ √ 13 52
23 √ √ √ √ √ 20 80
24 √ √ √ √ √ 14 56
25 √ √ √ √ √ 13 52
Percentage 0 28 12 44 16 0 32 16 36 16 0 40 24 24 12 0 36 28 28 8 0 36 24 32 8
Total
Students
0 7 3 11 4 0 8 4 9 4 0 10 6 6 3 0 9 7 7 2 0 9 6 8 2
Average
Mean
Score 51,2 52,8 58,4 58,4 57,6
54,56
Padang, 12 January 2012
Collaborator
Nurdewi Andriani, S.Pd.
Note:
1. Grammar
2. Vocabulary
3. Comprehension
4. Fluency
5. Pronunciation
√ = Yes
122
OBSERVATION CHECKLIST OF SPEAKING TEST
Meeting /cycle: 1/2
Students
Code
Indicator Score Mean
1 2 3 4 5
5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
1 √ √ √ √ √ 19 76
2 √ √ √ √ √ 19 76
3 √ √ √ √ √ 5 20
4 √ √ √ √ √ 19 76
5 √ √ √ √ √ 13 52
6 √ √ √ √ √ 19 76
7 √ √ √ √ √ 10 40
8 √ √ √ √ √ 10 40
9 √ √ √ √ √ 19 76
10 √ √ √ √ √ 19 76
11 √ √ √ √ √ 6 24
12 √ √ √ √ √ 5 20
13 √ √ √ √ √ 14 56
14 √ √ √ √ √ 8 32
15 √ √ √ √ √ 5 20
16 √ √ √ √ √ 13 52
17 √ √ √ √ √ 5 20
18 √ √ √ √ √ 5 20
19 √ √ √ √ √ 19 76
20 √ √ √ √ √ 8 32
21 √ √ √ √ √ 5 20
22 √ √ √ √ √ 6 24
23 √ √ √ √ √ 19 76
24 √ √ √ √ √ 14 52
25 √ √ √ √ √ 14 52
Percentage 0 0 32 36 32 0 32 12 28 32 0 32 20 16 32 0 32 20 16 32 0 32 20 24 24
Total
Students
0 0 8 9 8 0 8 3 7 8 0 8 5 4 8 0 8 5 4 8 0 8 5 6 6
Average
Mean
Score 40,0 48,8 50,4 50,4 52,0
46,88
Padang, 17 January 2012
Collaborator
Nurdewi Andriani, S.Pd.
Note:
1. Grammar
2. Vocabulary
3. Comprehension
4. Fluency
5. Pronunciation
√ = Yes
123
OBSERVATION CHECKLIST OF SPEAKING TEST
Meeting /cycle : 2/2
Students
Code
Indicator Score Mean
1 2 3 4 5
5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
1 √ √ √ √ √ 19 76
2 √ √ √ √ √ 19 76
3 √ √ √ √ √ 9 36
4 √ √ √ √ √ 19 76
5 √ √ √ √ √ 13 52
6 √ √ √ √ √ 20 80
7 √ √ √ √ √ 11 44
8 √ √ √ √ √ 13 52
9 √ √ √ √ √ 19 76
10 √ √ √ √ √ 19 76
11 √ √ √ √ √ 9 36
12 √ √ √ √ √ 5 20
13 √ √ √ √ √ 15 60
14 √ √ √ √ √ 9 36
15 √ √ √ √ √ 6 24
16 √ √ √ √ √ 15 60
17 √ √ √ √ √ 5 20
18 √ √ √ √ √ 7 28
19 √ √ √ √ √ 19 76
20 √ √ √ √ √ 11 44
21 √ √ √ √ √ 9 36
22 √ √ √ √ √ 15 60
23 √ √ √ √ √ 19 76
24 √ √ √ √ √ 13 52
25 √ √ √ √ √ 15 60
Percentage 0 4 28 40 28 0 24 16 36 16 0 32 28 28 12 0 32 28 28 12 0 48 24 16 8
Total
Students
0 1 7 10 7 0 8 4 9 4 0 8 7 7 3 0 8 7 7 3 0 12 6 4 2
Average
Mean
Score 41,6 53,6 56,8 56,8 62,4
53,6
Padang, 19 January 2012
Collaborator
Nurdewi Andriani, S.Pd.
Note:
1. Grammar
2. Vocabulary
3. Comprehension
4. Fluency
5. Pronunciation
√ = Yes
124
OBSERVATION CHECKLIST OF SPEAKING TEST
Meeting /cycle : 3/2
Students
Code
Indicator Score Mean
1 2 3 4 5
5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
1 √ √ √ √ √ 19 76
2 √ √ √ √ √ 19 76
3 √ √ √ √ √ 9 36
4 √ √ √ √ √ 20 80
5 √ √ √ √ √ 19 76
6 √ √ √ √ √ 20 80
7 √ √ √ √ √ 18 72
8 √ √ √ √ √ 14 56
9 √ √ √ √ √ 19 76
10 √ √ √ √ √ 19 76
11 √ √ √ √ √ 15 60
12 √ √ √ √ √ 5 20
13 √ √ √ √ √ 16 64
14 √ √ √ √ √ 19 76
15 √ √ √ √ √ 10 40
16 √ √ √ √ √ 16 64
17 √ √ √ √ √ √ 15 60
18 √ √ √ √ √ 17 68
19 √ √ √ √ √ 20 80
20 √ √ √ √ √ 15 60
21 √ √ √ √ √ 13 52
22 √ √ √ √ √ 18 72
23 √ √ √ √ √ 20 80
24 √ √ √ √ √ 14 52
25 √ √ √ √ √ 17 64
Percentage 0 16 44 28 12 0 44 40 12 4 0 56 32 8 4 0 56 32 8 4 0 72 16 8 8
Total
Students
0 4 11 7 3 0 11 10 3 1 0 14 8 2 1 0 14 8 2 1 0 18 4 2 2
Average
Mean
Score 52,8 64,8 68,0 68,0 71,2
64,64
Padang, 24 January 2012
Collaborator
Nurdewi Andriani, S.Pd.
Note:
1. Grammar
2. Vocabulary
3. Comprehension
4. Fluency
5. Pronunciation
√ = Yes
125
OBSERVATION CHECKLIST OF SPEAKING TEST
Meeting /cycle : 4/2
Students
Code
Indicator Score Mean
1 2 3 4 5
5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
1 √ √ √ √ √ 20 80
2 √ √ √ √ √ 20 80
3 √ √ √ √ √ 10 40
4 √ √ √ √ √ 20 80
5 √ √ √ √ √ 19 76
6 √ √ √ √ √ 20 80
7 √ √ √ √ √ 15 60
8 √ √ √ √ √ 15 60
9 √ √ √ √ √ 20 80
10 √ √ √ √ √ 20 80
11 √ √ √ √ √ 15 60
12 √ √ √ √ √ 5 20
13 √ √ √ √ √ 15 60
14 √ √ √ √ √ 19 76
15 √ √ √ √ √ 12 48
16 √ √ √ √ √ 17 68
17 √ √ √ √ √ 15 60
18 √ √ √ √ √ 17 68
19 √ √ √ √ √ 20 80
20 √ √ √ √ √ 15 60
21 √ √ √ √ √ 15 60
22 √ √ √ √ √ 15 60
23 √ √ √ √ √ 20 80
24 √ √ √ √ √ 15 60
25 √ √ √ √ √ 17 68
Percentage 0 24 36 32 8 0 36 52 8 4 0 52 40 4 4 0 44 44 8 4 0 64 24 4 4
Total
Students
0 6 9 8 2 0 9 13 2 1 0 13 10 1 1 0 11 11 2 1 0 16 6 1 1
Average
Mean
Score 57,6 64,8 68,8 66,4 70,4
65,28
Padang, 26 January 2012
Collaborator
Nurdewi Andriani, S.Pd.
Note:
1. Grammar
2. Vocabulary
3. Comprehension
4. Fluency
5. Pronunciation
√ = Yes
126
OBSERVATION CHECKLIST OF SPEAKING TEST
Meeting /cycle : 1 /3
Students
Code
Indicator Score Mean
1 2 3 4 5
5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
1 √ √ √ √ √ 19 76
2 √ √ √ √ √ 19 76
3 √ √ √ √ √ 5 20
4 √ √ √ √ √ 19 76
5 √ √ √ √ √ 17 68
6 √ √ √ √ √ 20 80
7 √ √ √ √ √ 14 56
8 √ √ √ √ √ 14 56
9 √ √ √ √ √ 20 80
10 √ √ √ √ √ 20 80
11 √ √ √ √ √ 9 36
12 √ √ √ √ √ 5 20
13 √ √ √ √ √ 17 68
14 √ √ √ √ √ 19 76
15 √ √ √ √ √ 9 36
16 √ √ √ √ √ 13 52
17 √ √ √ √ √ 10 40
18 √ √ √ √ √ 13 52
19 √ √ √ √ √ 20 80
20 √ √ √ √ √ 13 52
21 √ √ √ √ √ 13 52
22 √ √ √ √ √ 13 52
23 √ √ √ √ √ 20 80
24 √ √ √ √ √ 13 52
25 √ √ √ √ √ 17 68
Percentage 0 20 16 48 16 0 36 20 36 8 0 48 32 12 8 0 48 32 12 8 0 48 32 12 8
Total
Students
0 5 4 12 4 0 9 5 9 2 0 12 8 3 2 0 12 8 3 2 0 12 8 3 2
Average
Mean
Score 48,0 56,8 64,0 64,0 64,0
59,36
Padang, 7 February 2012
Collaborator
Nurdewi Andriani, S.Pd.
Note:
1. Grammar
2. Vocabulary
3. Comprehension
4. Fluency
5. Pronunciation
√ = Yes