thesis teaching speaking skill through role...

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THESIS

TEACHING SPEAKING SKILL THROUGH ROLE

PLAY TO THE SEVENTH GRADE STUDENTS OF

SMP NEGERI 1 PAYANGAN IN ACADEMIC YEAR

2013/2014

KADEK AYU NOPIANI

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2014

ii

THESIS




2013/2014

KADEK AYU NOPIANI

NPM.10.8.03.51.31.2.5.3681




DENPASAR

2014 [

iii

PRE-REQUISITE TITLE




2013/2014

Thesis

As Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree in English Education Study Program

Faculty of Teacher Training and Education

Mahasaraswati Denpasar University

KADEK AYU NOPIANI

NPM.10.8.03.51.31.2.5.3681




DENPASAR

2014

vii

ACKNOWLEDGEMENT

First of all, the researcher would like to express her sincerely gratitude to

the Almighty God, Ida Sang Hyang Widhi Wasa, for His blessing and endlessly

merciful love; therefore, the researcher could finish this thesis as expected.

The researcher also expresses her great gratitude to the first advisor Drs.I

Nengah Astawa, M.Hum. and the second advisor Drs.I Nyoman Winata. M.Hum.

for their willingness to guide and give valuable corrections and suggestions during

the writing of this thesis. The researcher also expresses her gratitude to the Dean

of Faculty of Teacher Training and Education, all of lecturers and staffs of Faculty

of Teacher Training and Education of Mahasaraswati Denpasar University for

their support and friendly help during her study.

In addition, she also wishes to share out his gratefulness to the Headmaster

and also English teacher in SMPN 1 Payangan for their permission and of course

the seventh grade students of SMPN 1 Payangan for their kind assistance during

the progress of gathering the data needed for the present study.

The deepest thanks are dedicated to her beloved parents, her sister and her

brother who have given their love and support during studying and finishing this

thesis. Finally, the researcher would like to dedicate this thesis to the love of her

live Putu Fajar Ariarta, who have given his prayer, love, affection, fidelity and

support during the process of writing the thesis.

Denpasar, 16th

August 2014

The Researcher

Kadek Ayu Nopiani

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ABSTRACT

Nopiani, K., A. (2014). Teaching Speaking Skill Through Role Play To

The Seventh Grade Students of SMP Negeri 1 Payangan in

Academic Year 2013/2014. The First Advisor Drs. I Nengah

Astawa, M.Hum. and the second advisor Drs. I Nyoman Winata,

M.Hum.

The present classroom action study dealt with teaching speaking skill

through role play to the seventh grade students of SMPN 1 Payangan in academic

year 2013/2014. The present classroom action study was basically triggered by the

fact that the subjects under study still faced problem in speaking skill. The

subjects’ problem should be instantaneously solved. The implementation of role

play was expected to be an effective way to improve speaking skill of the seventh

grade students of SMPN 1 Payangan. In this classroom action study, the teaching

and learning process were divided into two cycles and each cycle consisted of two

successive sessions. The obtained data of the present classroom action study were

collected through the administration of pre-test, post-test, and questionnaire which

was analyzed descriptively. The present classroom action study was started with

administering the initial reflection or pre-test to the subjects under study. It was

designed for the purpose of diagnosing pre-existing the subjects’ achievement in

speaking skill. After the treatment of pre-test, the reflection or post-test was

administered. The grand mean figure of the reflection or post-test scores obtained

by the subjects under study in cycle I was 72.58 and in cycle II was 79.67. These

findings clearly showed that the speaking skill of the subjects under study could

be improved through role play. The result of the data analysis from the

administration of questionnaire showed the positive changing attitude and

motivation of students’ in learning speaking skill through role play.

Keywords: teaching, speaking skill, role play.

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TABLE OF CONTENTS

COVER ............................................................................................................. i

INSIDE COVER ............................................................................................... ii

PRE-REQUISITE TITLE ................................................................................. iii

APPROVAL SHEET 1 ..................................................................................... iv

APPROVAL SHEET 2 ...................................................................................... v

STATEMENT OF AUTHENTICITY .............................................................. vi

ACKNOWLEDGMENT ................................................................................... vii

ABSTRACT ...................................................................................................... viii

TABLE OF CONTENTS .................................................................................. ix

LIST OF TABLES ........................................................................................... xii

LIST OF GRAPHS .......................................................................................... xiii

LIST OF APPENDICES ................................................................................... xiv

CHAPTER 1 INTRODUCTION .................................................................. 1

1.1 Background of the Study ................................................... 1

1.2 Statement of Research Question ....................................... 3

1.3 Objective of the Study ....................................................... 3

1.4 Limitation of the Study ..................................................... 3

1.5 Significance of the Study .................................................. 3

1.6 Definition of Key Term ..................................................... 4

CHAPTER II THEORETICAL AND EMPIRICAL REVIEW ..................... 6

2.1 Theoretical Review ............................................................ 6

2.1.1 Speaking Skill ........................................................... 6

2.1.2 The Components of Speaking .............................. 6

2.1.2.1 Pronunciation .................................................... 6

2.1.2.2 Grammar .......................................................... 7

2.1.2.3 Vocabulary ....................................................... 8

2.1.2.4 Fluency ............................................................... 9

2.1.2.5 Comprehension ................................................. 9

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2.1.3 Role Play ................................................................... 10

2.1.4 Assessing Speaking .............................................. 11

2.2 Empirical Review ............................................................... 13

2.3 Hypothesis ....................................................................... 14

CHAPTER III RESEARCH METHOD........................................................... 15

3.1 Subject of the Study ........................................................... 15

3.2 Research Design ................................................................. 15

3.3 Research Procedure ............................................................ 16

3.3.1 Planning .................................................................... 16

3.3.2 Action ........................................................................ 17

3.3.3 Observation ............................................................... 19

3.3.4 Reflection .................................................................. 19

3.4 Research Instrument ........................................................... 19

3.4.1 Lesson Plan........................................................... 20

3.4.2 Pre Test.................................................................. 20

3.4.3 Post Test................................................................ 20

3.4.4 Questioner............................................................. 21

3.5 Data Collection................................................................... 21

3.6 Data Analysis ..................................................................... 22

3.7 Success Indicator ................................................................ 25

CHAPTER IV FINDING AND DISCUSSION ............................................... 26

4.1 Finding ............................................................................... 26

4.1.1 Pre-Cycle ................................................................... 28

4.1.2 Cycle I ....................................................................... 28

4.1.3 Cycle 2 ...................................................................... 29

3.4 Discussion .......................................................................... 34

CHAPTER V CONCLUSION AND SUGGESTION .................................... 37

3.1 Conclusion ......................................................................... 37

3.2 Suggestion .......................................................................... 38

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REFERENCES .................................................................................................... 40

APPENDICES .................................................................................................... 42

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LIST OF TABLES

Table 4.1 Tabulation of Data Showing the Subjects’ Progressing

Score in Speaking Skill after the Implementation

of Role Play …………….............................................................. 27

Table 4.2 Summary of the Research Finding Showing the Grand

Mean for cycle 1 and cycle 2..................................................... 30

Table 4.3 Tabulation of Data Showing the Subjects’ Changing

Motivation and Attitudes in Learning Speaking Skill

Through Role Play ……............................................................... 32

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LIST OF GRAPHS

Figure 4.1 Graph Showing the Subjects’ Progressing Grand Mean

through Role Play Technique in Cycle 1

and Cycle 2 ………………........................................................... 31

Figure 4.2 Graph Showing the Subjects’ Changing Learning Behavior

through Role Play Technique ……………….................................. 34

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LIST OF APPENDICES

APPENDIX 1 List of Subjects……………………………………...... 42

APPENDIX 2 Pre- Test……………………………………………...... 43

APPENDIX 3 Lesson Plan Cycle 1………………………………....... 44

APPENDIX 4 Lesson Plan Cycle II ………………………………..... 48

APPENDIX 5 Post Test Cycle 1…………………………………....... 52

APPENDIX 6 Post Test Cycle II……………………………….......... 53

APPENDIX 7 Kuesioner ……………………………………….......... 54

APPENDIX 8 Example of the Students’ Conversation (pre test)......... 57

APPENDIX 9 Example of the Students’ Conversation (post test 1). ..... 58

APPENDIX 10 Example of the Students’ Conversation (post test 2). ..... 59

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CHAPTER I

INTRODUCTION

1.1 Background of the Study

Speaking is one of the important skills that should be mastered by students

in order to communicate in English fluently and clearly. Speaking involves

interaction with one or more participants (Harmer, 2001:271).This means that

effective speaking also involves a good deal of listening. Speaking takes place

everywhere and had become parts of our daily activities. Speaking is the most

difficult skills to be learned by students, among the four skills (listening,

speaking, reading and writing)

In speaking activities, there are two reasons why speaking skill is difficult

for the students. First, the cause is the students are lack of motivations in learning

English, another reason is caused by the inappropriate techniques used by the

teacher in teaching speaking skill. Whereas, teaching English as a foreign

language requires the use of effective learning methods, techniques, language

games, or activities that promote the speaking skill.

For overcome this situation there is an effective way that teaching

speaking skill can be done through some various activities that can promote

speaking skill. We can choose one of the language teaching activities that are

suitable with the level of our students. One of them is by using role play activity

as a technique in teaching and learning process.

Role play is very important in teaching speaking because it gives students

an opportunity to practice communicating in different social contexts and in

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

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themselves in another person’s place for a while.

Role play technique is the way to teach speaking by setting up the students

in the situations in pairs or groups. This means putting two or more students

together and giving them a handout sheet, which they can, first, read and study,

taking time to look-up unknown words and asking their friends about meanings

and pronunciation. Then, give them a little more time to practice speaking, with

everybody in the room reading aloud to get a feel for the role they will be playing

and get used to the words sounds, phrases and the rhythm of the language. (David

Holmes, 2004:134)

By using the role play in teaching speaking, the students may improve

their knowledge in speaking skill. On the other hands, they will be able to express

their ideas or their feelings by using English, furthermore; it will become an easy

way for them in mastering English as an international language for international

communication. Based on the reasons above, the researcher tries to conduct a

research entitled “Teaching Speaking Skill through Role Play to The Seventh

Grade Students of SMPN 1 Payangan In Academic Year 2013/2014”.

1.2 Statement of Research Question

Based on the background of the study, the research question can be

formulated as follows: to what extent can speaking skill of the seventh grade

students of SMPN 1 Payangan in academic year 2013/2014 be improved through

role play?

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1.3 Objective of the Study

The objective of the study is intended to answer and find out to what

extent can speaking skill of seventh grade students of SMPN 1 Payangan in

academic year 2013/2014 be improved through role play. The researcher expects

the teaching of speaking skill through role play may effectively improve the

subjects of the study in speaking skill in this present study.

1.4 Limitations of the Study

This study is limited for the seventh grade students of SMPN 1 Payangan

in academic year 2013/2014 on improving speaking ability in performing

conversation.

1.5 Significance of the Study

This research is expected to be beneficial for the students, the teacher, the

institution, in theoretically and practically which are described as follows:

1. For the Students

This research is expected to make the students aware of the essential role

and feeling the benefits of role play in improving their speaking ability,

and also to make the students interested with speaking skill.

2. For the Teacher

This research is expected that the teachers are able to use role play for

teaching English, especially for speaking skill and will be able to give

suitable exercise that can be improve the students’ ability in speaking.

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3. To the institution

The outcome of this study is expected to be able to give a contribution in

term of technique of speaking that will be socialized to the English

teachers of SMPN 1 Payangan.

4. Theoretically

Role play can be used to help the students to increase their speaking skill

and also their motivation to speak as a target language. The findings of the

present investigation are really expected more empirical evidence in

investigating the effectiveness of role play in speaking skill of the seventh

grade students of SMPN 1 Payangan in academic year 2013/2014.

5. Practically

The findings of the present study are expected to give a contribution

especially role play to the English teacher of SMPN 1 Payangan to improve

the students’ speaking skill. The teacher is hoped to be able to apply this

strategy in classroom on speaking class.

1.8 Definition of Key Terms

In order to avoid misunderstanding among the readers, it is important for

the researcher to give a definition related to the variables:

1. Speaking skill

Speaking skill is defined as the ability of the seventh grade students of

SMPN 1 Payangan in academic year 2013/2014 to express their ideas

through utterances by doing conversation in the class, and acting their role

in the situation and guide line given by the teacher.

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2. Role Play

Role play is defined as a technique that divides the students in the

classroom into several groups of 3-4 students. Teacher gives the situation

and guide line the students to be learned, and the students can act as their

role in conversation. Then the teacher asks the students to present their

conversation in front of the class.

3. SMPN 1 Payangan

SMPN 1 Payangan is defined as an educational governmental institution in

the level of junior high school which is located in Payangan sub-district at

Payangan Street, Gianyar regency where the researcher will conduct the

research.

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CHAPTER II

THEORITICAL AND EMPIRICAL RIVIEW

2.1 Theoretical Review

For the aims of the present study, some important theoretical view points

as well as empirical evidences are reviewed. The description of points is

successful arranged as follows:

2.1.1 Speaking Skill

Speaking is one of the skills that have to be mastered by students in

learning English. Richards (2008:19) states that in speaking we tend to be getting

something done, exploring ideas, working out some aspects of the world, or

simply being together. If the students can speak English fluently that can help

them to easy communicate and also explore their idea. Speaking English well also

helps students to access up-to-date information in fields including science,

technology and health. Good English speakers will be in a strong position to help

their country’s economic, social and development.

In addition speaking is one of the most difficult aspects for students to

master. The students have to master all components of speaking skill in order to

speak clearly and fluently. Fulcher and Davidson (2006;94) state that there are

five components of speaking skill that can be defined as follows:

2.1.2 The Components of Speaking Skill

2.1.2.1 Pronunciation

Pronunciation is the way for students to produce clearer language when

they are speaking. It means that the student can communicate effectively when

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they have good pronunciation and intonation even though they have limited

vocabulary and grammar. Pronunciation refers to the traditional or customary

utterance of words. From that statement can be concluded that pronunciation is the

way for students to produce the utterance words clearly when they are speaking

(Kline, 2001:69).

English pronunciation does not amount to mastery of a list of sounds or

isolated words. Instead, it amounts to learning and practicing the specifically

English way of making a speaker’s thoughts easy to follow (Gilbert, 2008:1).

Moreover, pronunciation includes all those aspects of speech which make for an

easily intelligible flow of speech, including segmental articulation, rhythm,

intonation and phrasing, and more peripherally even gesture, body language and

eye contact (Fraser, 2001:6). Based on the statement above can be concluded that

Pronunciation includes many aspects that include articulation, rhythm, intonation

and phrasing, and more peripherally even gesture, body language and eye contact.

2.1.2.2 Grammar

Grammar is needed for the students to arrange correct sentences in

conversation both in written and oral forms. Grammar is defined as a systematic

way of accounting for and predicting an ideal speaker’s or hearer’s knowledge of

the language. This is done by a set of rules or principles that can be used to

generate all well formed or grammatical utterances in the language (Purpura,

2004:6). Moreover, the other definition of grammar stated by Greenbaum and

Nelson (2002:1) argue that Grammar refers to the set of rules that allow us to

combine words in our language into larger units.

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The grammar of a language is the description of the ways in which words

can change their forms and can be combined into sentences in that language

(Harmer, 2001:12). Thus, from the statements above can be concluded that the

function of grammar is to arrange the correct meaning of sentences based on the

context; in addition, it is used to avoid misunderstanding in each communicator.

Moreover, Nelson (2001:1) states that grammar is the study of how words

combine to form sentences. Thus from statement above can be concluded that

grammar is a rule that is needed for the students to combine correct sentences in

conversation both in written and oral forms. Grammar refers to the fundamental

principles and structure of the language, including clear and correct sentence

construction and the proper forms of words (Batko, 2004:24).

2.1.2.3 Vocabulary

Vocabulary is essential for successful second language use because

without an extensive vocabulary, we will be unable to use the structure and

function we may have learnt for comprehensible communicative. It can be said

that one key the success in communicative, which is the power of words.

Vocabulary means the appropriate diction or the most important thing in a

language especially in speaking; furthermore, knowing many vocabularies we will

be easier to express our ideas, feeling and thoughts both in oral or written form. In

spoken language, the vocabulary tends to be familiar and everyday (Turk,

2003:87). It means that in spoken language or speaking, the vocabulary used

must be very familiar and it is used in everyday conversation in order to

understand the spoken discourse. Vocabulary is a basic building block of language

learning. Students need to know words, their meanings, how they are spelt and

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how they are pronounced. Thus, when teaching vocabulary, the teachers have to

make sure that they explain the meaning as well as the spelling and pronunciation.

Vocabulary is the knowledge of meanings of words. What complicates this

definition is the fact that words come in at least two forms: oral and written. Oral

vocabulary is the set of words for which we know the meanings when we speak or

read orally. Written vocabulary consists of those words for which the meaning is

known when we write or read silently. These are important distinctions because

the set of words that beginning readers know are mainly oral representations. As

they learn to read, written vocabulary comes to play an increasingly larger role in

literacy than does the oral vocabulary (Hiebert and Kamil, 2005:3). Moreover,

Vocabulary is a set of lexemes including single words, compound words and

idioms (Richards and Schmidt, 2002:580).

2.1.2.4 Fluency

Fluency is defined as the ability to speak communicatively, fluently and

accurately. Fluency usually refers to express oral language freely without

interruption. In teaching and learning process, if the teacher wants to check

students’ fluency, the teacher allows students to express themselves freely without

interruption. The aim is to help students speak fluently and with ease. The teacher

does not correct immediately whereas the idea being that too much correction

interferes with the flow of conversation (Pollard, 2008:16).

2.1.2.5 Comprehension

Comprehension is an ability to perceive and process stretches of discourse,

to formulate representations the meaning of sentences. Comprehension of a

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second language is more difficult to study since it is not; directly observable and

must be inferred from overt verbal and nonverbal responses, by artificial

instruments, or by the intuition of the teacher or researcher. Comprehension refers

to the fact that participants fully understand the nature of the research project,

even when procedures are complicated and entail risks (Cohen et al., 2005:51).

Therefore, in speaking can be concluded that the comprehension refers to the

speakers’ understanding about what are they saying to the listeners in order avoid

misunderstanding information; in addition, its function is to make the listeners

easily to catch the information from the speakers.

2.1.3 Role Play

Getting students to talk about their feelings is not always easy. There are

many issues that are hard for them to talk about because they may be afraid of

ridicule or dismissal. Students need to be given permission to play and explore.

Role play can help them play with personal problem. It allows them to be

spontaneous by releasing creative energy. Role play, on the other hand, can be a

quite simple and brief technique to organize. It is also highly flexible, leaving

much more scope for the exercise of individual variation, initiative and

imagination. And role play also included in simulation as well.

Role play is a technique that involves students taking on a role and

carrying out a discussion with each person playing their role. For example, the

local council wishes to introduce a new system and location for dumping waste.

Some students play local councilors, others are local residents, others are

members of an environmental organization and others are managers and

employees of the company being asked to carry out the work. The teacher

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describes and sets up the situation. The students prepare in groups, those playing

the same roles prepare together. They then form new groups to carry out the

discussion (Lucy Pollard, 2008: 36).

In playing their role for the first time the students’ will be nervous when

they have to perform in front of others, especially the teacher, but with time, the

more role-plays that they do, the more proficient and confident they will become.

In the end, they might actually get to like it, especially if they imagine themselves

to be rehearsing for a role, just as they would if they were playing a small part in a

movie or TV series. This is an attitude that the teacher should cultivate (David

Holmes, 2004:134).

2.1.4 Assessing Speaking

Assessment is an ongoing process that encompasses a much wider domain.

Whenever a student responds to a question, offers a comment, or tries out a new

word or structure, the teacher subconsciously makes an assessment of the student's

performance (Douglas Brown, 2001:4).

Nunan (2004:138) states that assessment is procedures for collecting the

students’ data. Assessment is thus a subset of evaluation. Testing is one form of

assessment. It includes the more formal collection of data on learner performance.

In other words, assessment subsumes testing and is, in turn, subsumed by

evaluation. In order to assess and evaluate oral English communication, the

method used is depended on the purpose of the assessment.

Speaking skill is an important part of the curriculum in language teaching,

and this makes it is an important object of assessment as well. Assessing speaking

is challenging, however, because there are so many factors that influence our

12

impression of how well someone can speak a language, and because we expect

test scores to be accurate and appropriate. Therefore, it is very important to

emphasize test or assess on speaking class because the learners and teachers are

able to measure how much progression they get after learning speaking through

the method offered (Louma, 2004:1).

When we are assessing speaking, we guide the examinees’ talk by the

tasks that we give them (Louma, 2004:29). In relation to this study, the speaking

skill of the students will be assessed in oral test. The students will be asked to

construct a short dialogue or conversation based on situations given by the

teacher; in addition, the students have to perform it in front of the class with their

partner. The topics or situations given are daily social interaction which includes:

expressing and asking about something and expressing interest.

Assessment has important roles in teaching and learning activities. By

assessing students, the teacher can measure how far students can understand the

material that has been given in the classroom. This is one of the most important

aspects of teaching to test the students’ comprehension. Fulcher and Davidson

(2007:196) state that assessment becomes not so much a desecrate set of activities,

but rather a way of looking at the evidence available from learning activities that

focus students’ practice as learners and researchers. Thus in teaching and learning

process the students have to be more active to practice what the teacher explains

in the classroom.

The function of any assessment is to as a guide to reinforcing teacher’s

priorities and helping the students to identify what activities, knowledge, and

understanding are centrally important to their progress. Assessment of the

13

students should be explicitly linked to the learning process and outcomes of their

degree programs are not much an invitation to teacher work these things out for

themselves at first sight.

In this classroom action study, the researcher will carry a series of test

during teaching learning process to assess the students’ speaking ability. In this

case, the researcher will give some situations and guide line to the students, where

they can act as their role in conversation. The criteria of giving score are :

grammar is the appropriate structure or grammar in constructing the dialogues to

avoid misunderstanding; fluency is the speed and the flow of the students’ speech

in performing the dialogues; in addition, comprehension is the students’

understanding about their dialogues.

2.2 Empirical Review

Empirical review is the review of the relevant research that has been

conducted; in which it reviews the previews research that relevant with the present

research. In conducting this study, researcher wants to improve the students

speaking skill trough role play. There are other researches that used role play

technique in teaching learning process which can improve the students speaking

skill. The researcher uses those previews studies which used as a basic

consideration to conduct this present study. The related study which are used as

references are described in chronological order below

The first research is conducted by Ni Luh Putu Utarini. Her study is

entitled “Improving Speaking Ability Through Role play To The seventh Grade

Students of SMPN 2 Kuta Selatan In Academic Year 2011/2012”. The result of

14

the study showed that role play can improve student’s ability in speaking skill.

Besides that, role play showed positive attitudes and the students’ learning

motivation improved positively.

The second research is conducted by Ayu Diyah Harni Susanti. Her study

is entitled “Using Role Play in Teaching Speaking”. The result of the study

showed that role play can improve student’s ability in speaking skill.

2.3 Hypothesis

In this investigation, the researcher attempt to give a tentative solution to

the problems, the hypothesis could be stated as follows: the speaking skill of the

seventh grade students of SMPN 1 Payangan in academic year 2013/2014 can be

improved through role play.

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CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

This subject of study was conducted to the seventh grade students of

SMPN 1 Payangan. The subjects under the study were the students of class VII B

in academic year 2013/2014, which consisted of 14 females and 17 males. The

researcher decided to select this class because the students found difficulties in

practicing their speaking. The 31 students was chosen which have low speaking

ability based on the result of interviews was done to some students. Therefore,

role play applied to improve the students’ speaking skill.

3.2 Research Design

The study used classroom action research (CAR) as research design. It

was intend to improve the students’ speaking ability through role play. In this

classroom action research, the teaching and learning process divided into two

cycles where each cycle consisted of two sessions. Each session consisted of four

interconnected activities, namely: Planning (P) , Action (A), Observation (O), and

Reflection (R).

This classroom action study was primarily intended to find out the

effectiveness of teaching speaking skill through role play. On account of this fact,

the result of the post-test in cycle I would be used as valuable input and basis to

accordingly revise the planning in cycle II. Therefore, the cycle II would be

started with revised planning (RP). It would be anticipated to be much more

effective and conducive than the cycle I. The degree of the effectiveness of

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teaching speaking skill through role play was figured out through comparing the

mean score of initial reflection or pre-test (X0) obtained by the subjects with their

corresponding mean scores of reflections or the post-tests both in cycle I (XI) and

cycle II (XII). Therefore, to make it apparent, the design of the present study

could be described into the following design:

Cycle I P1 → A1 → O1 → R1

Cycle II RP → A2 → O2 → R2

3.3 Research Procedure

According to Kember (2000:25) the process of action research is cyclical

or spiral process where each cycle consists of planning, action, observation and

reflection, which usually leads to revise or totally a new plan and continuation of

the action research process in second cycle, and so on until the student’s

achievement have reached particular limitation as purposed.

3.3.1 Planning

In order the action study could be successfully done, the researcher had to

make instructional planning for whole session. The present study was

substantially based on the fact that the subject under study had low ability in

speaking. As mentioned previously, the subject of this classroom action research

was the seventh grade students of SMPN 1 Payangan in academic year

2013/2014. To help the students in overcoming the problem, the researcher used

role play as teaching strategy in teaching speaking skill to the students. It was

strongly hoped that this method would be effective and efficient in helping the

17

subjects to overcome and improve their speaking skill. The researcher planned the

following instructional mean activities, such as:

1. Designing lesson plans or setting up teaching scenarios of the present classroom

action study. The research designed and planned for two lesson plans or teaching

scenarios since the action study was designed in two cycles with four sessions.

The researcher tried the best to create communicative classroom activities in order

to help the students to improve and enhance their speaking skill. In line with time

schedule each session or meeting was planned to last for about 80 minutes.

2. Constructing post-test by the end of each session. The administration of the

reflection or post-test was aimed to measure the extent of subjects’ progress in

speaking skill after the treatment given.

3. The next activities were constructing questionnaire to the subjects under study.

The questionnaire was given to the subjects by the end of cycle II. The

administration of the questionnaire was actually intended to quantitatively

measure the changing learning behaviors of the subjects in improving speaking

skill through role play.

3.3.2 Action

Action referred to what the researcher really did in the classroom and how

to manage the class. In action of classroom action study, there were three main

parts were used in the classroom activities, include pre-activities, whilst-activities,

and post-activities which discussed as follows:

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1. Pre-activities

Teaching and learning process was started with pre activity. In this

activity, the researcher also acted as a teacher, the aim was to activate students’

focus and interest to the lesson that would be given. In this activity, the teacher

greeted students by saying "Good morning students. How are you today?” Then,

the teacher led the students' attention by asking a few questions related to the topic

or based on the material that had been planned in the teaching scenario. The pre

activity was planned for about 10 minutes.

2. Whilst-activities

In whilst-activity, the teacher applied role play to teach speaking skill of

the students. When the students found difficulties in teaching and learning

process, the teacher explained the lesson by giving more examples. In this

activity, the students were also instructed to construct a short dialogue with their

partner based on situation given by the teacher and it had to be performed in front

of the class with their partner. It was intended to measure the students’ progress in

speaking skill. This activity was planned for about 60 minutes.

3. Post-activities

The last activity was post activity. In this activity, the teacher concluded

the lesson that had been given and gave the students chance to ask questions about

the lesson. The post activity in each session was planned for about 10 minutes.

19

3.3.3.Observation

In the classroom action study, the researcher acted as a classroom teacher

as well as an observer. The classroom observation should be done during the

teaching and learning process. The information that were obtained from the action

during the teaching learning process were very useful to recognize the effect of

the treatment given. There were two kinds of observation done in this study. First,

the researcher observed the students’ attitude toward the teaching and learning

process and found out the progress of the students’ speaking skill. Second, the

researcher also investigated the students’ response toward the application of role

play; in addition, it could be seen after the students filled out the questionnaire.

The result of questionnaire showed how many students looked interested, enjoyed

and understood to the commands being instructed.

3.3.4. Reflection

On reflection, all information that was obtained in the observation and put

into the observation form and then analyzed by the researcher to find out and

understand the processes as well as their strength and weakness of the treatments

applied. From the reflection, the researcher could take decision whether the action

could be continued or stopped.

3.4. Research instrument

In collect the data, some research instruments were made. The research

instruments were tools which were used by the researcher to collect the

required data. The selection and construction of appropriate, valid and reliable

20

research instrument were very essential step of a scientific investigation, this

was on account of the fact merely valid and reliable research instruments could

be used to collect the valid and reliable required data for the study being

undertaken. The study dealt with research question: can speaking skill of the

seventh grade students of SMPN 1 Payangan in academic year 2013/2014 be

improved through role play? Therefore, there were some research instruments

that were used by the researcher in conducting the research that could be seen

as follows:

3.4.1 Lesson Plan

The researcher used lesson plan in order to remind the activities which

should be done during the observation. In the lesson plan the researcher could find

each activity as well as the estimated time, so the researcher could manage the

time well. This lesson plan found really helpful because it consists of the objective

of the study as well as the material and rubric to score the student.

3.4.2 Pre-Test

The pre-test was distributed before the cycle 1 in order to know the initial

problems faced by the students, especially to know about the students’ basic in

speaking skill.

3.4.3 Post-Test

The post-test administered to the students two times after passing a

treatment at the end of each cycle. The pre-test and post-test were designed in the

form of role play. The subjects of the study were asked to made a role play based

21

on the situation and the guide line given by the researcher and then performed it in

front of the class.

3.4.4 Questionnaires

The questionnaire was used to find out the students achievement after the

treatment was given. The questionnaire administered at the end of the session. The

questionnaire also was given to the students in order to get some information

which related to students’ feelings and interest towards the Role Play technique

applied. The questionnaire was constructed in the form of multiple choices on the

basis of rating 0-3. Students would get 3 for A answer, 2 for B answer, 1 for C

answer and 0 for D answer. To avoid confusion, the questionnaire was written in

Indonesia.

3.5 Data Collection

The process of collecting data conducted by the following steps: the first

step, before the researcher held the lesson, she administer pre-test to the subjects

under study. It was conducted to find the initial ability of the students in speaking

skill and also in finding the obstacles that was faced by them. In pre-test, the

researcher gave speaking skill test in form of performing the conversation. After

giving a pre-test, the researcher did a treatment for the students by using role play

to improve their speaking skill. After giving a treatment, the post-tests was

administered. Post-test consisted of two short role plays. The researcher gave

post-test to find out the result of action that had conducted. In addition, the

researcher also used questionnaire that consist of 10 multiple choice items. It used

22

to measure the changing degrees of the subjects learning behaviors, attitudes, and

motivation after they had taught speaking skill by using role play in cycle I.

3.6 Data Analysis

The most important data required to answer the research question under

study collected through administering IR or pre-test and R or post-test. Some

supporting additional data was gathered through administering questionnaire to

the subjects under study that was VIIB class students of SMPN 1 Payangan. In

scoring the pre-test and post-test, the researcher adopted oral proficiency scoring

categories developed by Brown in Agus Kardana (2013:31). It is stated that there

are five important items need to be scored such as: grammar, vocabulary,

comprehension, fluency, and pronunciation; nevertheless, in this classroom action

study, the researcher just focuses on three components in scoring criteria such as:

grammar, fluency, and comprehension.

To find out the score of the individual subject, the researcher counted

up the scale from each indicator; in addition, it was multiplied by the weight of

each component. The maximum score of grammar (G) was 20, the maximum

score of comprehension (C) was 30; furthermore, the maximum score of fluency

(F) was 50. Therefore, the score of individual were counted into the following

formula:

X = G + C + F

Descriptive analyzed data of mean scores of pre-test, post-test I and post-

test II were calculated by using the formula as follows:

23

M = Σ xN

Where: M = the mean score of the students’ achievement in speaking

Σ x = the sum of all scores

N = the number of subjects

The mean score would show the improvement made by the students. If the

mean score was 75, it meant that the students have reached the criteria of success;

furthermore, the action in this cycle would be finally stopped.

Finally, the data which resulted from the questionnaire would also be

descriptively analyzed through the following formula:

Percentage = The sum of the chosen an item

The sum of the chosen all items x 100%

24

Speaking Rubric

Aspect Explanation Scale Weight Score

Grammar

Frequent grammatical errors even in

simple structures; meaning is

obscured.

1

4

Frequent grammatical errors even in

simple structures that at times obscure

meaning.

2

Frequent grammatical errors that do

not obscure meaning; little variety in

structures.

3

Some errors in grammatical structures

possibly caused by attempt to include

a variety.

4

Accuracy and variety of grammatical

structures. 5

Comprehension

The speech is incomprehensible; the

speaker does not know anything about

what he has said.

1

6

The speech is incomprehensible and

the speaker knows little things about

the speech.

2

The speech is difficult to understand;

the speaker knows little things about

the speech.

3

The speech is understood by listener;

the speaker knows and understands

about the speech.

4

The speech is easy to understand by

both speaker and listener. 5

Fluency

The speech is slow and exceedingly

hesitant; difficult to perceive

continuity in utterances.

1

10

The speech is frequently hesitant and

jerky with some sentences left

uncompleted.

2

The speech is relatively smooth but is

characterized by some hesitation and

unnatural pauses.

3

The speech is smooth with few

hesitations. 4

The speech is smooth delivery. 5

Total Score

25

3.7 Success Indicator

This researcher used CAR as researcher design that was discussed above.

The subject of this research was the seventh grade student grade students of

SMPN 1 Payangan which apply Role Play in teaching speaking in their

classroom. The passing grade of SMPN 1 Payangan is 72. Therefore, this research

was ended when 80% of the students’ score was 72 in speaking skill.

26

CHAPTER IV

FINDINGS AND DISCUSSION

4.1 Findings

In this chapter the finding of the data was the result of the research which

consisted of data from subjects of the study during the research. This result

indicated that the subject under the study achievement and the result were still

categorized as low in speaking skill. Because of some reasons, the students less in

pronunciation and also some of the students did not pay attention to the teacher.

Because of the reasons the students couldn’t did the dialogue well. This chapter

consisted of two main points there were finding and discussion. The data

administered in this chapter consisted of two different methods. The first method

was graph, and symbol.

There were several data gathered for the present action study. The data

were collected by administering pre-test and post-tests to the seventh grade

students of SMPN 1 Payangan. The pre-test was administered to the subjects

under study in order to establish their pre-existing ability in speaking; in addition,

it was administered before the treatment was given to the subjects under study.

The post-test was aimed to check the subjects’ improvement in speaking skill

after conducting teaching and learning process through role play. In this present

study, the post-tests were administered two times; they were one time in cycle I

and one more time in cycle II. Therefore, there were three sets of raw scores

showing the improvement of speaking skill of the subjects under study taught

through role play. They were initial reflection or pre-test scores and reflection

27

scores for cycle 1 and cycle 2. The three sets of scores which were collected in

this present study could be tabulated as follows:

Table 4.1

Tabulation of Data Showing the Subjects’ Progressing Score

in Speaking Skill after the Implementation of Role Play

No Subjects IR Cycle 1 Cycle 2

1 Desak Made Tri Juliandari 50 65 80

2 Dewa Gede Isa Ganeswara 50 70 75

3 Gusti Ayu Dwi Setyawati 55 75 85

4 I Dewa Gede Dananjaya 40 70 75

5 I Dewa Gede Krisnawardana 45 65 75

6 I Made Krisna Ari Saputra 50 75 80

7 I Made Rai Bujangga Waesnawa 45 70 75

8 I Made Tresna Raharta 45 70 75

9 I Made Wahyu Gunawan 40 65 75

10 I Nyoman Yudi Martina 60 70 85

11 I Putu Agus Ariawan 50 60 75

12 I Putu Suprayoga Pratama 45 65 75

13 I Putu Wira Adi Kusuma 45 65 80

14 I Wayan Budayasa 50 70 80

15 I Wayan Doni 40 60 75

16 I Wayan Feriyanto 50 70 75

17 I Wayan Mardana 50 70 75

18 I Wayan Nick Triliantara 50 75 80

19 Ida Ayu Alit Suantari 60 80 80

20 Ida Ayu Triska Kasuma Dewi 65 80 85

21 Kadek Yunita Nari ningsih 65 80 85

22 Ngakan Putu Ardika Putra 50 75 80

23 Ni Kadek Cantika Cicilia 65 80 90

24 Ni Kadek Dwi Satriani 60 75 85

25 Ni Kadek Karyati 60 75 80

26 Ni Luh Kadek Sujianingrum 75 85 90

27 Ni Made Damayanti 65 85 80

28 Ni Made Juni 60 70 80

28

29 Ni Made Karmayulita 60 80 80

30 Ni Putu Amara Trisna Dinda 65 75 80

31 Ni Putu Ayu Wulandari 50 80 80

Total 1660 2250 2470

Percentage of students

achieved the minimum

criterion of Learning Mastery

3,22 % 48,38% 100%

4.1.1 Pre-Cycle

Based on the table above showed that the scores of the pre-cycle was low.

This result indicated that the subjects under the study were low in speaking skill.

Pre-Cycle was started in administering pre test. Observation of pre-test was to

measure pre-existing of students of speaking skill. The result of pre-test was

categorized into low category and the score for pre test was 53.54. In addition,

student weaknesses were unable to pronoun some words and students’ less of

grammar and also comprehension. From the data presented in table 4.1 and 4.3 the

mean score of the pre-test (Xo) could be computed as follows:

The X0 of IR scores = ∑ X0

N=

1660

31= 53.54

4.1.2 Cycle 1

Cycle I conducted according to the result of pre-test, which it improved

from the level of insufficient to good. This cycle divided into 2 sessions where

each session consisted of four interconnected activities namely planning, action,

observation, and reflection.

In session I these activities were started with a planning and in this step the

researcher prepared lesson plan and the materials about the topic that has been

29

discussed which are hobbies and expressing like and dislike. The action was

conducted by three main activities namely pre-activity, whilst-activity and post-

activity. In the pre-activities, teacher was starting the lesson by checking student’s

attendance and motivating students. In whilst-activity researcher applied activities

which had been in lesson plan. Then, in the post-activity the researcher concluded

the topic that has been given before, and then in session II the researcher

administered the post test. From the data presented in table 4.1 and, the mean

score of post test in cycle I could be computed as follows:

1. The X1 of cycle 1 scores = ∑ X1

N=

2250

31= 72.58

This result showed that was an improvement from the result of pre test.

After knowing the result of cycle I it was necessary to conduct the cycle II in

order to increasing the students score.

4.1.3 Cycle II

Cycle II was started with planning. In this step the revisions made by the

researcher from the previous cycle. The revision was made based on the result of

the post-test in cycle I. In planning cycle II, additional material presentation was

prepared. If in cycle I the material was explained in generally; nevertheless, in

cycle II the material was presented more specific. After made revision and

preparation, session I and session II was carried out and the action was conducted

by three main activities namely pre-activity, whilst- activity and post-activity. In

pre-activities, teacher was starting the lesson by checking student’s attendance and

30

motivating students. In whilst-activities teacher applied role play technique more

intensively in order to get better result. Then in the post activity, the teacher

concluded the topic that has been given before and the post test was administered

to the subject. From the data presented in table 4.1 and 4.3 the mean score of post

test in cycle II could be computed as follows:

The X2 of cycle II scores = ∑ X2

N=

2208

32= 79.67

The mean score of the post test in cycle II was figure of 79.67 and this

result was categorized as “good”. The cycle could be said done and there was no

need further cycle because the researcher could reach the minimum passing grade

of English that was 72.

The result above was showed that the mean score of the student’s speaking

skill was already “good”.

The result of analysis above which were considered as the findings of the

present study could be summarized as following:

Table 4.2

Summary of the Research Finding Showing the Grand Mean for Cycle I and

Cycle II

Pre-test X0 53.54

Cycle I X1 72.58

Cycle II X2 79.67

31

In table 4.2 it was clearly shown that the findings of this classroom action

research were: first, the mean score of the pre-test obtained by the subjects under

study was 53.54. It was showed obviously the low ability of the subjects in

speaking skill. Second, the mean scores of post test in reflection of cycle I

obtained the subjects under study were 72.58. The mean score obtained the

subject under the study of cycle 1 was comparatively higher than the mean score

in the pre-test. Third, the mean scores of the post test in reflection for cycle II by

the subjects under the study were 79.67. This mean score showed the post test in

cycle II was comparatively much higher than the mean score the post-test cycle I.

Figure 4.1

Graph Showing the Subjects’ Progressing Grand Mean through Role play

Technique in Cycle I and Cycle II

In the graph 4.1 the grand mean figure of the post test in cycle 1 was 72

and in cycle 2 was 79. Based on the result of the pre-test which was carried out in

the pre-cycle, it pointed out that the subjects’ ability in speaking skill was

0

10

20

30

40

50

60

70

80

90

100

Xo XI XII

53

7279

32

categorized as insufficient the score is about 53. The present classroom action

research was carried out through role play in two planned cycles. The result of the

post test in each cycle obviously showed that there saw significant improvement

concerning the subjects’ ability in speaking skill which it improved from the level

of insufficient to good.

The additional data required for the present class action were collected

through administering questionnaire for the present class action were collected

through administering questionnaire to the subjects under study at the end cycle II.

The answers of the questionnaire were quantitatively scored using the rating scale

0-3. The scored gathered from administering questionnaire showed the subjects’

changing attitudes and motivation in speaking skill through role play technique.

The obtained data showing the subjects’ total scores for items of the questionnaire

was tabulated as the following:

Table 4.3

Tabulation of Data Showing the Subjects’ Changing

Motivation and Attitudes in Learning Speaking Skill Through

Role Play

No Subjects A B C D

1 Desak Made Tri Juliandari 18 - 1 -

2 Dewa Gede Isa Ganeswara 15 10 - -

3 Gusti Ayu Dwi Setyawati 12 12 - -

4 I Dewa Gede Dananjaya 18 2 - -

5 I Dewa Gede Krisnawardana 18 2 - -

6 I Made Krisna Ari Saputra - 18 1 -

7 I Made Rai Bujangga Waesnawa 3 18 - -

8 I Made Tresna Raharta 15 10 - -

9 I Made Wahyu Gunawan 15 8 1 -

10 I Nyoman Yudi Martina 18 6 1 -

11 I Putu Agus Ariawan 18 8 - -

33

12 I Putu Agus Suprayoga Pratama 15 10 - -

13 I Putu Wira Adi Kusuma 14 4 1 -

14 I Wayan Budayasa 15 8 1 -

15 I Wayan Doni 15 8 1 -

16 I Wayan Feriyanto 18 8 - -

17 I Wayan Mardana 15 8 1 -

18 I Wayan Nick Triliantara 12 12 - -

19 Ida Ayu Alit Suantari - 14 1 -

20 Ida Ayu Triska Kasuma Dewi 6 16 - -

21 Kadek Yunita Sari Ningsih 15 8 1 -

22 Ngakan Putu Ardika Putra 27 2 - -

23 Ni Kadek Cantika Cicilia 15 10 - -

24 Ni Kadek Dwi Satriani 15 8 1 -

25 Ni Kadek Karyati 18 8 - -

26 Ni Luh Kadek Sujianingrum 30 - - -

27 Ni Made Damayanti 27 2 1 -

28 Ni Made Juni 27 - 1 -

29 Ni Made Karmayulita 27 - 1 -

30 Ni Putu Amara Trisna Dinda - 18 1 -

31 Ni Putu Ayu Wulandari 15 10 - -

Total 476 258 15 0

A + B + C + D = 749

The additional supporting data were collected by means of administering

questionnaire by the end of cycle II to the subjects under study. The data obtained

from the questionnaire that showing subjects’ changing attitudes and motivation

in learning speaking skill through direct method should be computed and then

discussed; furthermore, it was clearly shown in table 4.3. Therefore, the

computation of the comparative percentage for the scores of the items of the

questionnaire showing the subjects’ total responses for respective item of A, B, C,

and D were shown as following formula:

34

1. Total percentage of item A = 476

749 x 100% = 63,55%

2. Total percentage of item B = 258

749 x 100% = 34,44%

3. Total percentage of item C = 15

749 x 100% = 2,00%

4. Total percentage of item D = 0

749 x 100% = 0%

Figure 4.2

Graph Showing the Subjects’ Changing Learning Behavior through Role

Play Technique

4.2 Discussions

The result of data analysis which were established as the findings of the

present classroom action study showed the effectiveness of role play technique in

improving the students’ speaking skill. The mean of the initial reflection or pre-

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

A B C D

63,55%

34,44%

2,00%

0%

35

test scores (X0) obtained by the subjects under study in speaking skill pointed out

the mean figure of 53.54 This mean figure clearly showed the ability of the

subjects under study was low. The result of the data analysis of the reflection or

post-test scores in cycle I showed the increasing mean figures72.58. The mean

figure obtained by the subject under study for cycle I was obviously higher than

the mean figure of the initial reflection or pre-test score. These findings clearly

showed that the speaking skill of seventh grade students of SMPN 1 Payangan

progressed and improved significantly after they had been taught through role

play technique.

The result of the data analysis of the reflection of post test scores obtained

by the subjects under study for cycle II was 79.67. Compared with the mean

figure obtained by the subjects for reflection in cycle 1 the scores of reflection in

cycle II were higher. There was a significant difference of the grand mean figure

between cycle I and cycle II. The difference of the grand mean figure of cycle I

and cycle II was 7.06.

The result of the data analysis from the administration of questionnaire

was considered as additional supporting data. The proportional percentage figures

of the total response of the questionnaire for item A, B, C, and D were 63.55%,

34.44%, 2.00% and 0%. These findings clearly supported the major findings of

the present study. The obtained comparative percentages of the questionnaire

items indicated the students’ positive changing attitude and motivation in learning

speaking skill throughrole play. Therefore, the result of the questionnaire

indicated a good finding in term of the students’ responses toward the application

36

of role play in learning speaking skill. These finding also convincingly suggested

the effectiveness of role play in teaching speaking skill. This meant that the

student’s ability in English would be gradually improved. When we looked total

grand mean figure from initial reflection to reflection in cycle I and reflection in

cycle II it was increased it shown from students’ achievement from failure until

good.

The result of the present study showed that there saw significant

improvement concerning the subjects’ ability in speaking skill which it improved

from the level of insufficient to good. This research furthermore showed that there

was changing learning behavior as the result of the positive concerning the

technique applied in improving the students’ speaking skill. To sum up the present

classroom action study proved role play could improve speaking skill of the VII.B

because of 80% students can past the standard minimum score.

The findings of the present classroom action study were in line with

existing research findings, which were revealed the effectiveness of role play

technique in teaching speaking skill. In the correlation to the objective of the

present classroom action study, although the finding of the present study could not

be generalized to all junior high school of different classes belonging to the same

school, in this case SMPN 1 Payangan. However, based on the findings of the

present classroom action research, it was suggested that the English teachers at

SMPN 1 Payangan should apply role play technique in teaching speaking skill.

37

CHAPTER V

CONCLUSION AND SUGGESTION

The discussion through out the present classroom action investigation

which dealt with teaching speaking skill through role play to the seventh grade

students of SMPN 1 Payangan could finally be concluded in this chapter. Some

practical suggestions in reference to the significance of the established research

findings were also recommended in this chapter. Therefore, the findings of this

study could really provide some benefits for the English teacher, the school

management and the seventh grade students of SMPN 1 Payangan.

5.1 Conclusion

The present classroom action study dealt with teaching speaking skill

through role play to the seventh grade students of SMPN 1 Payangan in academic

year 2013/2014. The research was preceded by conducting a preliminary study.

Based on the study, it was found that the seventh grade students of SMPN 1

Payangan faced a big problem in speaking.

The students’ improvement in speaking skill could be seen clearly by

comparing the students’ mean score of the pre-test, post-test in cycle I and post-

test of cycle II. The mean score of the initial reflection or pre-test was 53.54;

furthermore, it showed that the pre-existing speaking skill of the subjects under

study was still low. After the treatment was given, the grand mean of the

reflection or post-test score in cycle I was 72.58. The grand mean of the reflection

or post-test scores in cycle II was 79.67 It was categorized as the criteria of

38

success. The established mean figure was obviously higher than the mean figure

of the pre-test score. It showed the students’ improvement in speaking skill after

the treatment was given.

The major findings of the present classroom action study was supported by

the result of the questionnaire. The percentage figures of the total response of the

questionnaire for item A, B, C, and D were 63.55%, 34.44%, 2.00% and 0%. The

obtained comparative percentages items of the questionnaire indicated the

students’ positive changing attitudes and motivation in learning speaking skill

through role play. Therefore, the result of the questionnaire indicated a good

finding in term of the students’ responses toward the application of role play in

learning speaking skill. These findings also indicated that most of the seventh

grade students of SMPN 1 Payangan showed positive attitudes and motivation as

well as their active participation in teaching and learning process.

These findings also indicated that teaching speaking skill through role play

could improve the students’ motivation, attitude, and interest in learning speaking

skill as it showed in the teaching and learning process. Therefore, this findings

showed the hypothesis stated in chapter I that the speaking skill of the seventh

grade students of SMPN 1 Payangan in academic year 2013/2014 could be

improved through role play was true and clearly accepted.

5.2 Suggestion

There are some suggestions suggested by the researcher according to the

result of the research finding that could be seen as follows:

39

1. The English teachers of the seventh grade students of SMPN 1 Payangan

are suggested to apply role play in teaching speaking since it is one of the

best technique to improve students’ speaking skill; furthermore,

modification or development of the technique can be more beneficial for

its implementation and also to achieve better achievement for the students.

2. The students are expected to be able to maintain what they have already

reached now. They are suggested to use the target language in this case is

English to communicate and interact in the classroom since it is a good

way to help them to improve their speaking skill.

3. The other researchers are hoped to do better research to the technique

which had been applied by the researcher in this present study; in addition,

it is also expected that role play can be applied not only for teaching

speaking skill but also for teaching other skills.

4. The institution of SMPN 1 Payangan is suggested to improve the quantity

of teaching and learning facilities such as book and media in the

classroom. Those facilities are very important for the teacher and the

students in teaching and learning process.

40

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Batko, A. 2004. When Bad Grammar Happens to Good People: How to Avoid

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Fifth Edition. London: Routledge Falmer.

Brown, H. 2001. Language Assessment Principles and Classroom Practice. San

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David, H. 2004. Speaking Activities for the Classroom.

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Kline, J.A. 2001. Speaking Effectively: A Guide for Air Force Speakers. Alabama:

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42

APPENDIX 1

List of the Subjects under Study

No Name

1 Desak Made Tri Juliandari

2 Dewa Gede Isa Ganeswara

3 Gusti Ayu Dwi Setyawati

4 I Dewa Gede Dananjaya

5 I Dewa Gede Krisnawardana

6 I Made Krisna Ari Saputra

7 I Made Rai Bujangga Waesnawa

8 I Made Tresna Raharta

9 I Made Wahyu Gunawan

10 I Nyoman Yudi Martina

11 I Putu Agus Ariawan

12 I Putu Suprayoga Pratama

13 I Putu Wira Adi Kusuma

14 I Wayan Budayasa

15 I Wayan Doni

16 I Wayan Feriyanto

17 I Wayan Mardana

18 I Wayan Nick Triliantara

19 Ida Ayu Alit Suantari

20 Ida Ayu Triska Kasuma Dewi

21 Kadek Yunita Nari ningsih

22 Ngakan Putu Ardika Putra

23 Ni Kadek Cantika Cicilia

24 Ni Kadek Dwi Satriani

25 Ni Kadek Karyati

26 Ni Luh Kadek Sujianingrum

27 Ni Made Damayanti

28 Ni Made Juni

29 Ni Made Karmayulita

30 Ni Putu Amara Trisna Dinda

31 Ni Putu Ayu Wulandari

43

APPENDIX 2

PRE-TEST

Make a conversation with your group based on the situation below!!!

Situation : Oki, Teguh, Ulan and Agung are a seventh year student of SMPN

1 Payangan, after school they have lunch together in the

canteen while talking about their hobbies.

Oki : Ask Agung, Ulan and Teguh what do they like for lunch

Agung : Ask Oki, Ulan and Teguh how if you buy fried noodles

Ulan : Tell Agung that you don’t like fried noodles

Agung : Ask Ulan what is her favorite food

Ulan : Tell Agung that you enjoy vegetables soup

Teguh : Tell Ulan that you like vegetables too, and you usually

cook it by yourself.

Oki : Ask teguh, whether his hobby is cooking

Teguh : Answer that you love cooking very much and ask Oki

what does his hobbies

Oki : Say that you love football

Ulan : Tell Oki that you like sport too, and you like basket ball

Agung : Tell Teguh, Oki and Ulan that the food is already finish

and invite them to eat.

Oki,Teguh and Ulan : Say that you are agree

44

APPENDIX 3

LESSON PLAN

Cycle I

Session 1 and Session 2

School : SMPN 1 Payangan

Subject : English

Class / Semester : VII/ 2

Language Aspect : Speaking

Meeting : 1 and 2

I. Standard Competence

• Expressing transactional and interpersonal conversations used in daily

social interaction.

II. Basic Competence

• Expressing the meaning of basic short dialogue accuracy and fluently

based on the context used in daily social interaction in expressing like and

dislike.

III. Indicators

• Asking and answering like

• Asking and answering dislike

IV. Time Allotment : 4 X 40 Minutes

V. Teaching Learning Objective

• In the end of teaching learning process, the student are able to:

a. Express some expressions of asking something like and dislike

b. Express some expressions of answering like and dislike

VI. Teaching Learning Material

Theme : Expressing like and dislike

EXPRESSING LIKE AND DISLIKE

Situation : Ria, Yoga, Candra and Wisma are in the mall. They would like to

buy some clothes.

Ria : Say that you want to buy a shirt

45

Wisma : Say you want to buy shirt too

Yoga : Ask what color does Ria and Wisma like

Ria : Say that you are like yellow

Wisma : Say that you are like red and ask yoga back what color does he

like

Yoga : Say that you do not like the light colors and you like black

Candra : Say that you are agree with Yoga, you more like the dark colors

like black, brown, violet and maroon.

Ria : Say “well, let’s buy our favorite shirt and our favorite color”.

Yoga, Wisma, and Candra : Say “Ok, let’s go!”

VII. Method : Role Play

VIII. Teaching Learning Activities

The first meeting

Steps No Activities in the classroom Time Allotment

1. Pre- Activity

(engagement)

1.

2.

3.

Greeting

Checking students’ present list.

Motivating and asking the students some

question related to the topic being discussed

10 minutes

2. Whilst- Activity

1.

2.

Exploration

Asking the students to make some group and

each group consist of four students

Distributing the text for each group.

15 minutes

1.

2.

3.

1

]

Elaboration

Asking the students to read the situation and to

divide themselves to act each role

Asking the students to make a conversation

with their group based on the situation given

Asking some students to practice their

conversation with their group in front of the

class.

40 minutes

1. Confirmation

Asking the students difficulties during the

activities.

10 minutes

Post- Activity 1.

Summarizing the lesson that have just been

learnt.

5 minutes

46

2. Closing the teaching and learning process and

saying good bye

The second meeting


3. Pre- Activity

(engagement)

1.

2.

3.

Greeting


Motivating and reminding the students about

the topic that has been discussed in the first

meeting.

10 minutes

4. Whilst- Activity

1.

2.

Exploration

Proposing some questions about the topic

which has already been done in the first

meeting.

Asking the students to grouping themselves

same like the first meeting.

10 minutes

1.

3.

1

]

Elaboration

Asking the students to divide themselves to act

each role then practice their own conversation

which had already done in the first meeting.

Asking each group to perform their own

conversation in front of the class

45 minutes

1. Confirmation


activities.

10 minutes

Post- Activity 1.

2.


learnt.

Closing the teaching and learning process and

saying good bye

5 minutes

A. Source and Teaching Media

a. Sources :

1. Artono wardiman dkk. 2008. English in Focus. Jakarta : Departemen

Pendidikan Nasional

B. Assessment

• Type: conversation performance test

No Aspect of Scoring Scoring

Weight 1 2 3 4 5

47

1 Grammar 4

2 Comprehension 6

3 Fluency 10

Total Score

Payangan, March 25th

2014 ……

The researcher,

Kadek Ayu Nopiani

48

APPENDIX 4

LESSON PLAN

Cycle II

Session 1 and Session 2

School : SMPN 1 Payangan

Subject : English

Class / Semester : VII/ 2

Language Aspect : Speaking

Meeting : 1 and 2

I. Standard Competence

• Expressing transactional and interpersonal conversations used in daily

social interaction.

II. Basic Competence

• Expressing the meaning of basic short dialogue accuracy and fluently

based on the context used in daily social interaction in asking and giving

information about hobbies.

III. Indicators

• Expressing some expressions in asking and giving information about

hobbies.

IV. Time Allotment : 4 X 40 Minutes

V. Teaching Learning Objective

• In the end of teaching learning process, the students are able to express

some expressions in asking and giving information about hobbies.

VI. Teaching Learning Material

Theme : Hobbies

HOBBIES

Situation : Wira and Bayu are going to the pet shop. Arriving there, they

meet Dewi and Caca.

Wira : Greet Dewi and Caca

49

Dewi and Caca : Answer Wira’s greeting

Bayu : Ask Dewi what she wants to buy

Dewi : Tell Bayu that you want to buy some food for your bird

Bayu : Ask Dewi whether his hobby is petting

Dewi : Answer Bayu’s question that you like pet very much

Wira : Ask Caca does she love pet also

Caca : Say that you like dancing

Wira : Say “great”, and tell her that your hobby is singing

Caca : Invite Wira to practice your dancing and his singing

Bayu : Tell Caca and Dewi that you have to go home now

Dewi : Say “Ok, it’s nice to see you”

Wira and Bayu : Say good bye

Dewi and Caca : Say good bye

VII. Method : Role Play

VIII. Teaching Learning Activities

The first meeting


5. Pre- Activity

(engagement)

1.

2.

3.

Greeting


Motivating and asking the students some

question related to the topic being discussed

10 minutes

6. Whilst- Activity

1.

2.

Exploration

Asking the students to make some group and

each group consist of four students

Distributing the text for each group.

15 minutes

50

1.

2.

3.

1

]

Elaboration

Asking the students to read the situation and to

divide themselves to act each role

Asking the students to make a conversation

with their group based on the situation given

Asking some students to practice their

conversation with their group in front of the

class.

40 minutes

1. Confirmation


activities.

10 minutes

Post- Activity 1.

2.


learnt.


saying good bye

5 minutes

The second meeting


7. Pre- Activity

(engagement)

1.

2.

3.

Greeting


Motivating and reminding the students about

the topic that has discussed in the first

meeting.

10 minutes

8. Whilst- Activity

1.

2.

Exploration

Proposing some questions about the topic

which has already done in the first meeting

Asking the students to grouping themselves

same like the first meeting.

10 minutes

1.

3.

1

]

Elaboration

Asking the students to divide themselves to act

each role then practice their own conversation

which had already done in the first meeting.

Asking each group to perform their own

conversation in front of the class

45 minutes

1. Confirmation


activities.

10 minutes

Post- Activity 1.

2.


learnt.


saying good bye

5 minutes

B. Source and Teaching Media

51

a. Sources :

1. Artono wardiman dkk. 2008. English in Focus. Jakarta : Departemen

Pendidikan Nasional

B. Assessment

• Type: conversation performance test

No Aspect of Scoring Scoring

Weight 1 2 3 4 5

1 Grammar 4

2 Comprehension 6

3 Fluency 10

Total Score

Payangan, March 25th

2014 ……

The researcher,

Kadek Ayu Nopiani

52

APPENDIX 5

POST TEST CYCLE 1




buy some clothes, but before that they talking about their favorite

color, what they like and didn’t like.

Ria : Say that you want to buy a shirt

Wisma : Say you want to buy shirt too

Yoga : Ask what color does Ria and Wisma like

Ria : Say that you like yellow

Wisma : Say that you like red and ask yoga back what color does he

like

Yoga : Say that you do not like the light colors and you like black

Candra : Say that you are agree with Yoga, you like the dark colors

like black, brown, violet and maroon.

Ria : Say “well, let’s buy our favorite shirt and our favorite color”.


53

APPENDIX 6

POST TEST CYCLE II


HOBBIES


meet Dewi and Caca, then they talking about their hobbies.

Wira : Greet Dewi and Caca

Dewi and Caca : Answer Wira’s greeting

Bayu : Ask Dewi what he wants to buy

Dewi : Tell Bayu that you want to buy some food for your bird

Bayu : Ask Dewi whether his hobby is petting

Dewi : Answer Bayu’s question that you like pet very much

Wira : Ask Caca does she love pet also

Caca : Say that you like dancing

Wira : Say “great”, and tell her that your hobby is singing

Caca : Invite Wira to practice your dancing and his singing

Bayu : Tell Caca and Dewi that you have to go home now

Dewi : Say “Ok, it’s nice to see you”

Wira and Bayu : Say good bye

Dewi and Caca : Say good bye

54

APPENDIX 7

KUESIONER

Petunjuk Mengerjakan:

1. Jawablah semua pertanyaan dalam kuesioner ini sesuai dengan keadaan

anda yang sebenar-benarnya dengan jalan memberikan tanda silang (X)

pada huruf A, B, C atau D.

2. Semua jawaban adalah benar sesuai dengan keadaan anda masing-masing.

Karena itu, jawablah semua pertanyaan dengan sejujurnya.

3. Terima kasih atas bantuan anda menjawab pertanyaan dalam kuesioner ini.

Pertanyaan:

1. Menurut anda apakah belajar Bahasa Inggris dengan penerapan role play

terutama keterampilan berbicara (speaking skill) perlu didemonstrasikan?

A. Sangat perlu

B. Perlu

C. Kurang perlu

D. Tidak perlu

2. Apakah kemampuan anda dalam pelajaran Bahasa Inggris terutama

keterampilan berbicara (speaking skill) meningkat setelah diadakan

tindakan penelitian ini?

A. Sangat meningkat

B. Meningkat

C. Kurang meningkat

D. Tidak meningkat

3. Bagaimana menurut anda belajar Bahasa Inggris dengan menggunakan

tehnik role play?

A. Sangat mudah

B. Mudah

C. Biasa saja

D. Tidak mudah

4. Bagaimana perasaan anda belajar Bahasa Inggris dengan menggunakan

tehnik role play?

A. Sangat senang

55

B. Senang

C. Kurang senang

D. Tidak senang

5. Apakah penggunakan tehnik role play bermanfaat untuk peningkatan

keterampilan berbicara (speaking skill) anda?

A. Sangat bermanfaat

B. Bermanfaat

C. Kurang bermanfaat

D. Tidak bermanfaat

6. Apakah strategi atau tehnik ini membantu anda dalam belajar Bahasa

Inggris?

A. Sangat membantu

B. Membantu

C. Kurang membantu

D. Tidak membantu

7. Apakah keterampilan berbicara (speaking skill) anda meningkat dengan

menerapkan tehnik role play?

A. Sangat meningkat

B. Meningkat

C. Kurang meningkat

D. Tidak meningkat

8. Bagaimana peranan guru dalam proses belajar mengajar menggunakan

tehnik role play?

A. Sangat membantu

B. Membantu

C. Kurang membantu

D. Tidak membantu

9. Apakah latihan yang diberikan selama tindakan penelitian ini membantu

anda dalam proses pembelajaran?

A. Sangat membantu

B. Membantu

C. Kurang membantu

D. Tidak membantu

10. Apakah anda termotivasi untuk meningkatkan keterampilan berbicara

(speaking skill) anda setelah tindakan penelitian ini?

56

A. Sangat termotivasi

B. Termotivasi

C. Kurang termotivasi

D. Tidak termotivasi

57

APPENDIX 8

EXAMPLE OF THE STUDENTS’CONVERSATION

PRE TEST

Situation : Oki, Teguh, Ulan and Agung are a seventh year student of SMPN

1 Payangan, after school they have lunch together in the

canteen while talking about their hobbies.

Oki : Guys what do you like for lunch?

Agung : How if we buy fried noodles?

Ulan : I don’t like fried noodles

Agung : So, what is your favorite food?

Ulan : I like enjoy vegetables soup

Teguh : I like vegetables too, and I usually

cook it by myself.

Oki : Are your hobby is cooking?

Teguh : Ya, I love cooking very much and you, what is your

hobby?

Oki : I like playing football

Ulan : Oki, I like sport too, especially basket ball

Agung : Guys, the food is already finishing. Let’s eat together.

Oki,Teguh and Ulan : okay, let’s eat.

58

APPENDIX 9


POST TEST CYCLE 1



buy some clothes.

Ria :” I want to buy a shirt”

Wisma : “Yeah, I want to buy shirt too”

Yoga : “what color do you like?” (to Ria and Wisma)

Ria : “I like yellow”

Wisma : “I like red and you?, what color do you like?”

Yoga : “I don’t like the light colors, I like black color”

Candra : “Yes, I agree with Yoga, I like the dark colors

like black, brown, violet and maroon”

Ria : “well, let’s buy our favorite shirt and our favorite color”.


59

APPENDIX 10


POST TEST CYCLE 2

HOBBIES


meet Dewi and Caca.

Wira : “Dewi, Caca, what are you doing here?”

Dewi and Caca : “Hi, Wira”

Bayu : “What do you want to buy, Dewi?”

Dewi : “I want to buy some food for my bird”

Bayu : “Is your hobby is petting?”

Dewi : “Yes, I like pet very much”

Wira : “Caca do you love pet too?”

Caca : “No, I don’t. I like dancing”

Wira : “ Really?, My hobby is singing but sometime I like

dancing”

Caca : “It will be nice if someday we practice our dancing and

singing”

Bayu : “Yes Caca, but I am sorry we have to go home now”

Dewi : “Ok, nice to see you”

Wira and Bayu : “good bye”

Dewi and Caca : “good bye”

BIOGRAPHY

Her name is Kadek Ayu Nopiani, and She was born in Tegallalang on

November 20th

1992. She come from Tegallalang. She lives at Arjuna

street No.3 Keliki, Tegallalang. She has one sister and one brother. Her

sister’s name is Putu Sri Ekawati and her brother’s name is Komang Agus

Suarjaya. Her parents are from Bali; hence, her truly Balinese and Hindu.

Her father’s name is I Nyoman Subrata and her mother’s name is Ni Nyoman Arini. Her father is

a teacher and her mother is a shop keeper. In her education, she started her study in elementary

school SDN 1 Keliki in 1998. And then she continued her study in junior high school in SMPN 1

Tegallalang in 2004 until 2007. In 2007, she continued her study in SMAN 1 Ubud until 2010.

At last, since she wanted to be an English teacher she decided to continue her study in

Mahasaraswati Denpasar University in 2010 until 2014.

thesis teaching speaking skill through role...

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