IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH
ROLE-PLAYING METHOD
CHAPTER I
INTRODUCTION
A.
Background of Problem
In this
globalization are English is very important as international language,
and it is also used in many aspects such as social, economic, political,
culture, education, and others.
In Indonesia, English is as foreign language
and the government of Indonesia includes English language in the curriculum. By having English the student
know how to operate computer, internet, and to improve various kinds of
knowledge. That is one of the reasons that we have to study English more
seriously and try to be able to speak it fluently.
Speaking skills (speaking skills) in
English is a skill a person to convey passion and thoughts to anyone through
verbal, however, difficult to develop speaking skills that are not trained
continuously and can be done with colleagues in the classroom, English teachers
or other teachers who could speak English. The aim is to facilitate
conversation skills, enrich vocabulary usage, repair the language, improve
vocabulary words, sentences in English, and so easy to train hearing the
message of the speaker.
There are some problems which are faced by
students and teachers in speaking and
teaching. English in Indonesia. One of problems faced by teacher is about the
technique and method that is used for speaking English. But sometimes when
student learn English, they are not pleased. This make the students often get the
difficulties in comprehending the lesson. The common problems are because they
are lack of vocabularies, and
motivation in speaking. So the teacher should make the learning
activity in the class more interesting and enjoyable.
We cannot deny the fact that this failure is
caused by many problems during the instructional process. The problems of
English speaking seem to be of particular importance. They have become
interesting topics to discuss and analyze, especially those who are directly
involved with the speaking of English. However, the most important thing with
is that we, as the English teacher who are directly involved with the instructional
actives, must try to look for the best solution to overcome the problem in
order to reach the target of speaking of English.
The writer tried to increase the students’
vocabulary mastery through the method role-playing. The reason why the writer
used this method because the students could enjoy learning and comprehending the lesson or comprehending
the vocabularies such as things in the classroom, parts of body, animals,
fruits, professions and tools of the
kitchen.
Based on the
background, the writer wrote a research paper entitled: “Improving Students speaking ability through role-playing method
”.
B. Identification
of Problem
The
identification of the problem was as follow :
a)
Students
were lack of speaking.
b)
Teacher
felt confused to teach speaking.
C. Problem
Limitation
Referring
to the identification of problem, in this research the writer focuse in improving students’ speaking ability
through role-playing method .
D. Problem
Solving
Formulation of the problem in this
research is:
1)
How can
the speaking ability of the tenth grade be
improved through role-playing method?
2)
How the
develop materials and strategis or English language learning through role
playing to improve speaking ability in English language students of grade Ten
E. Purpose of the Research
The
objectives of the research was to find out the effectiveness of in speaking ability through role-playing method
grade Ten.
F. Research
Benefit
The uses of this
research were :
1)
Theoretical
use
This research was
as a contribution in speaking learning process, by giving the information of
the significant improvement of students’ vocabulary mastery through.
2)
Practical
use
The use of this research later could be used
to consider whether various learning activities especially the picture story is
important in improving students’ vocabulary mastery and it used an alternative
material in speaking English.
F. Hypothesis
Based on the explanation above the writer
would like to propose the hypothesis as follow: The students who are through role-playing method achieve better than students who are taught
conventionally.
G. Theoretical
Foundation
1.
Speaking
Definition
Brown (2001:267), is an interactive
process of constructing meaning that involves producing and receiving and
processing information. Its form and meaning are dependent on the contest in
which it occurs. We generally use speaking as a means of communication daily
interaction.
2.
Method Role-Playing Definition
Brown (2001: 183), 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. He suggests that role-play can conducted with
a single person, in pairs or in groups, with each person assigned a role to
accomplish an objective.
H. Organization
of the Writing
This
skripsi is systematically divided into five chapter. The following is short
description about what each chapter contains:
|
Chapter One
|
:
|
Introduction. It includes backgraound of the
study identification of the proble.
Limitation of the problem formulation of the
problem, purpose of research, benefit of the research and organization
of the writing.
|
|
Chapter Two
|
:
|
Theoretical Foundation. Definition of
teaching, definition of
speaking, definition speaking according and
speaking to method role-playing.
|
|
Chapter Three
|
:
|
Research Methodology, It includes research design, object of the
study, research instrument, and research
procedures.
|
|
Chapter Four
|
:
|
Research Findings. It includes description
of data and analysis data.
|
|
Chapter Five
|
:
|
Conslusion and Sugestion. It contains conclusion and
suggestion from the writer based on
the previous discussion.
|
CHAPTER II
THEORETICAL FOUNDATION
A.
Improving Speaking Ability
1. Definition of Improving Speaking
“Is
words in oxford advanced learners ‘’’dictionary of the current English, means
that a sound or group at the sound that express a meaning and form an
independent unit of a language.
The terms
speaking according to Brown (2001:267), is an interactive process of
constructing meaning that involves producing and receiving and processing
information. Its form and meaning are dependent on the contest in which it
occurs. We generally use speaking as a means of communication daily
interaction. The presence of speaker and listener is a must to build up a
mutual communication in speaking we call communication. Communication is the
way individual can show the feeling, tell the thoughts, ask questions, ask for
help, argue, persuade, explain, and give order each other.
Speaking skills is the ability to express
opinions or thoughts and feelings to a person or group verbally, whether face
or by distance. Alternatively speech is a
natural means of communication between members of the public to express their
thoughts and as a form of social behavior.
Richard (in Nunan, 1992: 45) provides
characteristics of communicative competence including: a) knowledge of grammar
and vocabulary of the language, b) knowledge of rule of speaking e.g, knowing
how to begin and end conversation, knowing what topics which address forms
should be used with different person one speak to and in different situations,
c) knowledge of how to use and respond to different types of speech acts such
as request, apologies, tanks, and invitation, and d) knowlwdge of how to use language
appropriately.
Spoken
language is the most familiar form of language that is used by members of
society in order to build relation. As a means of communication, spoken
language fundamentally occours within a context. In some social contests,
spoken language is used as the dominant form of communication (Burs and Joyce,
1997: 13).
Meanwhile, the Maulida Wilkin (2001) states
that the purpose of English language teaching today is to speak. Furthermore
Wilkin in Oktarina (2002) states that speaking skill is the ability to
construct sentences because communication occurs over the sentences to show the
difference in behavior which varies from different communities.
Richard (in Nunan, 1992: 34) provides
characteristics of communicative competence including: a) knowledge e.g,
grammar and vocabulary of the language, b) knowledge of rule of speaking e,g,
knowing how to begin end conversion, knowing what topics that can be talked
about in different types of speech events, knowing which address forms should
be used with different person one speak to and in different situations, c)
knowledge of how to use and respond to different types of speech acts such as
requests, apologies, talks, and invitation, and d) knowledge of how use
language appropriately.
a)
Talking is: Ability utter articulate sounds or
words to express, express and convey thoughts, ideas and feelings.
b)
Talking is: A tool for communicating ideas
organized and developed according to the needs of the listener.
c)
Talking is: The process of communicating with
individual communities to declare din as members of society.
d)
Talking is: creative expression that can
manifest personality is not just a means of communicating ideas alone, but also
the main tool for creating and formulating new ideas.
e)
Speaking There! Ah: a learned behavior in
family area, neighbors, and other environments in which they live around before
entering school.
2. Understanding
Speaking
The experts give
different definitions of the meaning of talk. Tarin (1985) states that speaking
is the ability utter sounds articulation or words to express, states, as well
as convey thoughts, ideas, and feelings. More broadly, talk is a form of human
behavior that utilizes factor- physical factors, psychological, neurological,
semantics, and linguistic extensively and the results should be considered as
the most important tool for human control social. Thus, it can be said that in
speaking activities occur the form of thoughts or feelings change into a form
of speech or sound meaningful language. Speaking not just say that without meaning,
but convey thoughts on feelings to others through speech or with the spoken
language. Restrictions similar to talking Tarin stated by Kartini (1985:7)
which revealed that speaking is an event delivery intentions, ideas, thoughts,
one's feelings to others using spoken
language, so the intent is understood by the other. Enriching the above
expression, Lieu (1982:25) argues that
speaking is the act of producing language to communicate, as one of the basic skills in the language.
While Akhmadi (1984: 9) gives sense to talk as a skill to produce the current articulation of the sound system
to convey the will, needs, feelings and
desires to others. Furthermore Badudu-Zain (1994: 180) interpreted to speak with words, speech, and
chatted. Restriction talk presented
Badudu, - Zain is more directed to the type of
talk.
Moris and Novia
(2002) states that speaking is a tool
natural communication between members of the public to express their
thoughts and as a form of social
behavior. Meanwhile, according to Nuraeni (2002) speaking is the process of delivering
information from the speaker to the listener
with the aim of a
change in knowledge, attitudes and skills of the listener as a result of the information it receives.
Meanwhile, Tarin,
1993: 15) says that talks is ability to pronounce the sounds of
articulation or words to express,
express and convey thoughts, ideas and feelings.
Based on the
study that has been done to limit and understanding talk is presented by experts in this study
the authors tend to Kartini and the
opinion makes Badudu-Zain as the conceptual framework of thinking. Speaking is an event delivery intentions,
ideas, thoughts, feelings one person to
another in a clear, logical, purposeful and systematic using spoken language, so the intent is to
understand other people. Meanwhile, the
opinion-Zain Badudu related to the type of talk that used in this study, namely the words. In this
case, talk is processes information
(ideas, thoughts, feelings) of the speaker
spoken so comrades can receive speech and understanding the contents.
Talk is an oral language skills that are
productive.
1)
Speaking are: Ability utter articulation
sounds or words to express, express and convey thoughts, ideas and feelings.
2)
Talking is: A tool for communicating ideas
organized and developed according to the needs of the listener.
3)
Talking is: The process of communicating with
individual communities to declare as
members of society.
4)
Speaking are:
creative expression that can manifest personality is not just a means of
communicating ideas alone, but also the main tool for creating and formulating
new ideas.
5)
Speaking there! Ah: a learned behavior in
family, neighbors, and other environments in which they live around before
entering school
Speaking skills
is the ability to express opinions or thoughts and feelings to a person or
group verbally, whether face or by distance. Alternatively speech is a natural means of communication
between members of the public to express their thoughts and as a form of social
behavior.
Meanwhile, the
Maulida Wilkin (2001) states that the purpose of English language teaching
today is to speak. Furthermore Wilkin in Oktarina (2002) states that speaking
skill is the ability to construct sentences because communication occurs over
the sentences to show the difference in behavior which varies from different
communities.
3. Important
factors in speech
To be a good
conversationalist, someone other than the need to provide impression that he had mastered the problem
being discussed, should also pay attention
courage and enthusiasm. Besides the speaker must also speak clearly and right. In this regard, Arsjad (1988: 609)
as well, and Mukti Arsjad (1988:18) argues
for the effectiveness of the speech, the linguistic factor and non-linguistic.
Linguistic
factors are the aspects related to the problem
language, which should be met when a person becomes a speaker, while
the factors are the aspects that
determine the success of a person in speech that has nothing to do with the
language problem.
Factor language
consists of (1) the accuracy of pronunciation (pronunciation), (2) placement of
pressure, tone, joints and duration
(intonation), (3) choice of words (diction) and sentence usage. Meanwhile factor consisting of (1) the attitude of
calm, reasonable and not rigid, (2) view (control field), (3) willingness to respect
the opinion others, (4) gestures and
expressions, (5) loudness, (6) smooth, (7) relevensi or reasoning, and (8)
mastery of the topic. In the second factor in this study support the
effectiveness of this talk as well as a supporting factor because it is also
the guidelines in assess one's speaking skills.
B. Definition
Method Role-Playing
Brown (2001:
183), 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. He suggests that role-play can conducted with a single person, in
pairs or in groups, with each person assigned a role to accomplish an
objective.
a)
Be impressed by the strong and long-lasting in
the memory of the student. Besides a nice safety net for each other forgotten.
b)
Very attractive to students, allowing classes
to be dynamic and enthusiastic.
c)
Evokes passion and a spirit of optimism in
students and foster a sense of community and social solidarity is high.
d)
Can live events that take place easily, and
have picking grains wisdom contained in it with appreciation of students' own.
e)
It may be possible to enhance the professional
skills of students, and to foster / employment opportunities for.
One of the
method to be used in teaching the speaking skill is role-playing. Role-play
allows students to explore their inner resources, empathize with other, and use
their own experiences as scaffolds upon which credible actions. As a result,
students can improve their ability to produce the target language, acquire many
of its nonverbal nuances, improve the ability to work cooperatively in group
situations, and effectively deal with affective issues. Role play has high
appeal for students because it allows them to be creative and to put themselves
in another person’s place for a while (Richard, 2003: 222).
In the method of playing a role, the pressure
point located on the emotional involvement and observation senses into a real
problem situation faced.
Role
playing allows people to make mistakes in a nonthreatening environment. They
can test several solutions to very realistic problems, and the application is
immediate. It also fulfills some of the very basic principles of the
teaching-learning process such as learner involvement and intrinsic motivation.
A positive climate often results in which one can see himself as others see
him.
The
involvement of the role playing participants can create both an emotional and
intellectual attachment to the subject matter at hand. If a skillful teacher
has accurately matched the problem situation to the needs of his group, the
solving of realistic life problems can be expected.
Role
playing can often create a sense of community within the class. Although at
first it may seem a threatening method, once the class learns to share a mutual
confidence and commitment to the learning process, the sharing of analysis over
the role situations will develop a camaraderie never possible in monological
teaching methods such as the lecture.
1. Problems in Role Playing
Perhaps
the major drawback to teaching by role playing is the insecurity of class
members. Some may react negatively to participating in a situation which will
be discussed and possibly criticized by other members of the class. And role playing
takes time. The class discussion of a five-to-ten-minute role playing situation
may extend to several times the length of the situation itself. Sometimes
extremely beneficial results may accrue. At other times, because of ineffective
performance on the part of the players, or mishandling on the part of an
unprepared teacher, the outcome may only be a superficial rehash of what
everyone already knows about the problem.
The
relationship of the people in the group is a crucial factor in the success of role
playing. At times it may emerge as a negative factor. For example, previous
interpersonal difficulties experienced by group members may arise in class to
corrupt the role playing situation. Also, if the group has people of different
status, they may be reluctant to become involved for fear of being humiliated
before the members of the class who are smarter or more popular.
These
difficulties with the method are formidable, but they are not insurmountable.
Nor are they so extensive that they should prohibit us from experimenting with
role playing. The potential benefits of the method quickly overbalance the
difficulties which seem so apparent in the initial preparation stages.
2. Principles for Effective Role Playing
As
a teaching technique, role playing is based on the philosophy that meanings
are in people, not in words or symbols. If that philosophy is accurate, we
must first of all share the meanings, then clarify our
understandings of each other’s meanings, and finally, if necessary, change our
meanings.
In the
language of phenomenological psychology, this has to do with changing the self
concept. The self concept is best changed through direct involvement in a
realistic and life-related problem situation rather than through hearing about
such situations from others.
Creating
a teaching situation which can lead to the change of self concepts requires a distinct
organizational pattern. One helpful structure for role playing follows:
1.
Preparation
a. Define the problem
b. Create a readiness for the role
c. Establish the situation
d. Cast the characters
e. Brief and warm up
f. Consider the training
2. Playing
a)
Acting
b)
Stopping
c)
Involving the
audience
d)
Analyzing the
discussion
e)
Evaluating
Although
we do not have time to explore each of these in detail, it is important to note
that all of them focus on group experiences rather than on unilateral behavior
of the teacher. The group should share in the defining of the problem, carrying
out the role playing situation,
discussing the results, and evaluating the whole experience.
The
teacher must identify the situation clearly so that both the characters
and the audience understand the problem at hand. In casting the characters, the
wise teacher will try to accept volunteers rather than assign roles. Students
must realize that acting ability is not at stake here but rather the
spontaneous discharge of how one thinks the character of his role would react
in the defined situation.
Players
may be instructed publicly so that the audience knows what to expect or
privately so that the audience can interpret the meaning of their behavior. Be
sure to allow for creativity of the actors within their character roles and do
not overstructure the situation.
The
discussion and analysis of the role playing situation depends upon how well we
involve the audience. Key questions may be asked by the leader and/or buzz
groups may be formed. All members of the group (actors and the audience) should
participate, and the reactions of the actors may be profitably compared to
those of the audience.
The
audience is just as much involved in the learning situation as the actors are.
In the analysis and discussion time, the audience should provide possible
solutions to the realistic problem situations which surface.
It
is important to evaluate role playing in the light of the prescribed
goals. Categorizing behavior is often overdone and gets in the way of the
learning process. Evaluation should proceed on both group and personal levels,
raising questions concerning the validity of the original purpose.
Throughout
the entire process it will be necessary to deal with certain problems which
arise in role playing situations. The backward, silent member must be
encouraged to contribute. Create an atmosphere in which he is unafraid to share
ideas, confident that no one will laugh at his contributions or harshly
criticize his conclusions.
The
overbearing monopolizer must be curtailed in the discussion phase of role
playing lest he dominate the group and thereby quash the dynamic, Solving this
problem may require some personal counseling outside of class. Tension and
conflict in the group may not always be bad. Sometimes these elements act as a
stimulant to thinking. There is such a thing as “creative tension,” and it is
frequently found in a role playing situation as group dynamic emerges.
At
the end of the discussion time the group should collectively measure its
effectiveness in reaching biblical solutions to the role problem posed at the beginning.
The techniques of role playing afford another approach to involving students in
their own learning process toward the clarification of self concepts,
evaluation of behavior, and aligning of that behavior with reality.. You can
see why this is a desirable approach to classroom procedure for the Christian
teacher. Prayerfully used under the guidance of the Holy Spirit, role playing
can be an effective instrument in the Christian classroom.
CHAPTER III
RESEARCH METHODOLOGI
A. Research Design
Classroom action research (CAR) is an action research conducted by
teachers in the classroom. Action research is essentially a series of
"research-action-research-action-...", which is performed in a cyclic
manner, in order to solve the problem, until the problem was solved. There are several types of action research, two of which are
individual action research and collaborative action research (CAR). So CAR could mean two things, namely classroom action
research and collaborative action research, two of them refer to the same
thing.
Action research is different from formal research, which aims to
test hypotheses and build theory of a general nature (general). Action research is more aimed to improve
the performance, its context and results are to be generalized. However, the results of action research can be applied by
anyone else who has a background similar to that researchers.
This research method using a Classroom Action Research
(CAR).Classroom action research can also bridge the gap between theory and
practice of education. This
happens because the activities are carried out alone, in his own class, with
the involvement of students themselves through the actions planned,
implemented, and evaluated. Thus,
the obtained systematic feedback on what has been done in teaching and learning
activities. The design of
Classroom Action Research (CAR).
Classroom Action Research
design follows the design of the model are interpreted Lewin by Kemmis (in
Mulyasa, 2009: 182)
Based on the above design,
research phase is described as follows:
1) Early
Reflection
At this stage the
identification of student difficulties in speaking through method role-playing.
2)
Action Planning
Problems found will be limited by performing the steps of
action planning is preparing a research instrument: Exercising Learning Plan
(RPP), makes learning instruments, Student Activity
Sheet (LKS), matter of tests, questionnaires, observation sheets.
3) Implementation
Measures
At this stage of the implementation of the learning
program, the taking or collecting data from questionnaires, observation sheets, and test results.
1) Observation,
Reflection, and Evaluation
This phase is conducted to
collect data and analyze it and then can be concluded from this study.
CAR preparation
stages are as follows:
1.
Draft action (planning / planning), in this stage
the researcher explains what, why, when, where, by whom, and how the actions
will be carried out. The ideal action research actually done in pairs between
the parties and the parties do action observing run.
2.
Implementation of the action (acting), this stage is
the implementation or application of the contents of the draft, which is put on
in the class action.
3.
Observation (observing), the activities
of the observations made by the observer. In this stage, the teacher noted
gradually implementing what happened in order to obtain accurate data for the
next cycle of improvement.
4.
Reflection (reflecting), an activity to
bring back what has been done. In this stage, teachers try to find things that
are perceived as satisfactory heart is in conformity with the design and secar
carefully identify the things that still need to be repaired.
If action
research is done through several cycles, then the last reflection, researchers
suggested submitting the plan to other researchers if he cease operations, or
to yourself if it will continue in other occasions.
B. Research Instrument
a)
Test
Authors conducted two tests. Pre-test conducted before the learning
process to determine the ability of the students are given the treatment and
post-test performed after the process of speaking to know is there any
improvement in students' creative writing skills.
b) Observation
“Observation is a activity of
observation (data colletion) to capture how much effect the action has reached
the target. Participatory observations made by people who are actively
involvely in the process of implementation of action. This observation can be
implemented with the observation activities in the classroom, drawing
interaction in class, electronic recording device, or mapping class (mills,
2004: 143).
This technique is used for the
preparation of learning to hear with the use of audio-visual media. The author conducted an overview of
the school, to know the state of schools and
classes which will be used. Moreover,
the authors deal directly with classroom teachers to determine readiness for
testing.
(a)
non-systematic observation, made by observers with no use
of instruments of observation.
(b)
systematic observation, made by observers using the
guidelines as an instrument of observation.
(c) Questionnaire
According to Oxford Advanced Dictionary, “ Questionnaire
it list of questions to answered to get information (Arikunto, 2009: 360).
Questionnaires are a number of written questions used to
obtain information from respondents in terms of personal reports about, or
things that he had known.
C. Data
Resource
1. Population
According to
Arikunto (2009: 233), “population is the complete set of individual units whose
characteristic we want to know”
The population of research was studens at Ten grade. Consisting of 26 students and they were divided into 1 class Ten grade.
2. Sample
Sample is part
of the population to provide information or data required in a study (Arikunto,
2009: 234). The sample of
reserach was Ten grade student of as the one class. It consisten of 26 students male (20),
female (6).
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