Improving the Students’ Speaking
Skill by Using Unscripted Role Play Technique
By
Agung Raka Indrawati
English Department
State University of Gorontalo
2012
Improving
the Students’ Speaking Skill by Using Unscripted Role Play Technique
Basic Consideration
There are many
techniques in teaching process, including techniques to teach Speaking. Many
experts produced various techniques with their own characteristic, and surely,
every technique has advantages and disadvantages. In applying the techniques,
teachers as educators need to choose and apply the accurate techniques base on
the situation in class. The applying of inaccurate techniques will produce
ineffectiveness of learning process because the aims of study will not achieved
well. The problems found in the grade XI of SMA Swadharma Mopugad, and it is
looked when students less understand of the Speaking materials; students are
speechless in speaking class, students feel less confident, shy, and afraid
while speak to other students or teacher. Those lacks will be found when
teacher applies the inaccurate techniques.
To
resolve those lacks, many researches appeared about role-play technique. The Expert Educator (Jones, et al.,
1994) as cited from The Dictionary of
Education explains role-playing as "an instructional technique involving a
spontaneous portrayal (acting out) of a situation, condition, or circumstances
by selected members of a learning group." In addition, Van Ments (1983) in
Graves (2008:7) identified, “three general advantages to role-playing activities:
they are positive and safe in dealing with attitudes and feelings, they provide
a safe venue for expressing personal and sometimes unpopular attitudes and
opinions, and “role-playing is highly motivating as the majority of students
enjoy these types of activities and become more inspired learners (24).” It
seems to imply that role-play is a technique that requires students to act and
speak as a real live by using English. The role-play technique also explore
students’ attitude and feeling, and requires students to express it by doing an
activity called role-play. It makes students feel enjoy in Speaking class.
Because of the advantages, some previous researchers made a research about this
topic.
Susanti
(2007: 40) did pre-experiment about “Using Role-play in Teaching Speaking”, and
the finding is students’ score of speaking after taught by using role-play is
better than the students’ score before thought by role-play. It indicated that
the role-play technique is effective to increase students’ speaking skill, otherwise
she also find that the technique makes students enjoyable in learning. In
addition, Harun & Nadiroh (N.D.) who did an action research in the third
grade of elementary school indicate that role-play technique gives a chance to
students in growing students’ creativity by express it in role-play. Students
play as other people relates to the character in story, then evaluation are
needed to correct some mistakes in role-play. Harun & Nadiroh (N.D.) also
added that the applying of role-play technique can increase the students’
speaking skill from the first circle until third circle in action research. It
is shown by success percentage in the first circle is 40,7 %, in the second
circle is 55,5 %, and in the third circle is 74 %. Those percentages demonstrate that role-play
can increase the students’ speaking ability in the class that was researched.
Some researches above
show that the role-play technique can increase speaking skill, but all of the
researches indicated that they apply role-play as a whole or generally. The
researchers did not explain what types of role-play that they apply in speaking
class. Whether they apply scripted role-play, unscripted role-play, or the
researchers apply both of them. Conversely, this research is different with the
previous researches because this research covers the limitation of them. This
research discusses one type of role-play technique that is applied in speaking
class. The type is unscripted role-play. Susanti (2007:18-19) explained that
unscripted role-play does not depend on textbook or reading text. It leads
students to make improvisation in acting. This will ask students to produce
their own words or ways to express meaning. Students will get the story that
will play. Then, students will decide the conversation should involve.
Consequently, students will less memorizing, and speak naturally. Therefore,
this research focuses on the applying of unscripted role-play in speaking
class.
This research is
helpful for general. First, people will know how well the unscripted role-play
technique can increase students’ speaking skill. Second, teachers who find some
problems in speaking class might use this technique to resolve it. Third, this
can incite other people or researchers to make new researches with aim to
resolve some problems that are found in speaking or other subject.
Every research must
contain purpose, no except this research. This research aims to find out
whether unscripted role-play technique can increase students’ speaking skill in
class that was observed. It is two classes of grade XI in SMA Swadharma
Mopugad. This research is conducted to solve some speaking problems that found
in the classes. In reaching the purpose, the researchers should apply role-play
technique in experiment group, and compare it with the control group. Therefore, this research shows the result in
scale form.
Research
Question
Relates to the basic
consideration, this research focuses on the research question below:
Can unscripted
role-play technique improve the students’ speaking skill of grade XI in SMA
Swadharma Mopugad?
Hypothesis
The
hypothesis of this research is:
By using unscripted
role-play technique, the students’ speaking skill of grade XI in SMA Swadharma
Mopugad can improve.
Research
Purposes
Come from the
research question, the research purposes will be:
1.
Knowing
whether unscripted role-play technique can improve the students’ speaking skill
of grade XI in SMA Swadharma Mopugad.
2.
Knowing
whether the unscripted role-play give negative impact in speaking class
3.
Knowing
whether the score of experiment class better than control class
Research
Significance
The research significances
are: first, the students’ speaking
skill of class that give treatment (unscripted role-play technique) can be
improved. Second, this research can
be a way or a reference of other teachers to help them if they found some
problems in speaking class. Third,
this research gives information to the readers about the study that involve in
this research.
Delimitation
This research will
conducted in a school in Bolaang Mongondow. It is in senior high school, and this
research only takes the class of grade XI being experiment and control group.
Then, this research conducted by quantitative approach, especially true
experiment, so there is no discussion about how students’ speaking skill can be
improved by unscripted role-play technique. This research focuses on the
applying of unscripted type of role-play, so there is no information about the
applying of other types of role-play on this research.
Literature Review
Teacher applies
role-play technique with aim to increase the students’ speaking skill. The
technique asks students to act or pretend as order in scenario. Students need
to speak while they want to describe what involve in a story that they played
in role-play. One type of role-play is unscripted role-play. Specifically,
students have no script while they play unscripted role-play, so they have to
bring the story through their own words.
In this part, there
will be discussion about role-play in speaking class, unscripted role-play for
speaking, The Benefits of Unscripted Role-play for Speaking, and assessing
speaking through unscripted role-play.
Role
Play in Speaking Class
This point (Role Play in Speaking Class) involve in
this research because we need to see at the previous researches about this
topic, so it can be head for unscripted role-play. In this case, role-play act
as a technique in speaking class. Every technique of teaching contains positive
and negative points. It usually called advantage and disadvantage of technique,
and it found in role-play technique. Relates to the some previous researches,
the positive and negative point of role-play as follow:
Positive
points of role-play in speaking class
Larsen Freeman in
Susanti (2007) examined that role-play technique has important roles in
communicative approaches. The technique leads students to practice communicate
in different social context, and different social roles. In support, According to Ladousse (1987) as
cited from Ardiyatri (2009) believes that role-play can improve students’
speaking skill in any situation. The technique asks students to interact with
other people, and it can overcome some students who are shy or having
difficulty in speaking. The technique is a fun technique in teaching because it
does not make students to tense in speaking because they are in the relaxed
situation. In addition, Morris (2003) in Graves (2008) argued, “students feel
empathy regarding events in the past when they act out the situation, and make
connections between the character they play and real situations,”
Susanti
(2007) did pre-experiment about the “Using Role-play in Teaching Speaking”, and
the finding is students’ score of speaking after taught by using role-play is
better than the students’ score before thought by role-play. It indicated that
the role-play technique is effective to increase students’ speaking skill, otherwise
she also find that the technique makes students enjoyable in learning. Then,
Graves (2008) did a survey about role-play technique, and she found that there
were only five students from seventy eight who indicated they did not like
role-playing. The survey denoted that the majority of the students like and
enjoy the role-play technique.
In the
other words, Harun & Nadiroh (2010) & Umam (2011) did an action
research about increasing students’ speaking skill through role-play
technique. Harun & Nadiroh (2010)
indicated that role-play technique gives a chance to students in growing
students’ creativity by express it in role-play. Students play as other people
relates to the character in story, then evaluation are needed to correct some
mistakes in role-play. Harun & Nadiroh (2010) also added that the applying
of role-play technique can increase the students’ speaking skill from the first
circle until third circle in action research. It is shown by success percentage
in the first circle is 40,7 %, in the second circle is 55,5 %, and in the third
circle is 74 %. Those percentages demonstrate
that role-play can increase the students’ speaking ability in the class that
was researched.
Umam
(2011) explained that the students’ speaking skill improved significantly by applying role-play technique. He found “The
students’ speaking performance improved from 41.7% of all students who could
reach at least good level at the first cycle to 66.7% of all students in the
second cycle. Another finding shows that the students enjoyed performing
role-play because of its challenging nature. It could be seen from their
performance in front of the class. The classroom atmosphere became more alive
and all the students were actively involved in teaching and learning process.
They laughed at other group members who made any mistakes. They seemed relaxed
and excited during the performance period. This means that there is an
improvement on the students’ self-confidence.”
The theories above
indicated that role-play can give them good messages such as feeling empathy
with some situations because they play it in role-play. Students also express
what they feel by speaking English. Therefore, role-play develops students’
fluency, promoting students to interact in classroom, and increasing students’
motivation in speaking class.
Negative
points of role-play in speaking class
Susanti (2007) found
that there are some lacks in applying role-play for speaking class. She found
that students feel less confidence, and students have less vocabulary. She
added that students feel uncomfortable and uncertain in the beginning of study.
It made the students just keeps silent. In addition, Harun & Nadiroh (2010)
examined that students get some difficulty in the beginning of study. It looked
when they hesitant to express their ideas, afraid to perform in front of class,
less expressive, and many incorrect pronunciation.
University
of Michigan Press (N.D.)
suggest, “Remember that because role plays are less controlled practice
activities, students may not use the target structures as much as you would
like. There are usually several ways to successfully communicate meaning, so
consider role play as an opportunity for students to practice a range of
speaking and listening skills, rather than a single structure.”
Those are the lacks
the usually found when teacher introduce the role-play technique or in the
beginning of study. The finding indicated that students feel startled by the
applying of role-play technique, and they need time to adapt with the
technique. Moreover, role-play more emphasis on practice speaking or need
students to speak, so it less emphasis on grammar while speaking.
Unscripted
Role-play for Speaking
According
to Donn Byrne as cited from Susanti (2007:18), role-play grouped in to two forms.
They are scripted and unscripted role-play. There is no explanation about the
scripted role-play because this research only focuses on unscripted role-play. Susanti
(2007) explained that unscripted role-play does not depend on textbook or
reading text. It leads students to make improvisation in acting. This will ask
students to produce their own words or ways to express meaning. Students will
get the story that will play. Then, students will decide the conversation
should involve. Consequently, students will less memorizing, and speak
naturally.
University
of Michigan Press (N.D.)
explained that teachers might less involve in scripting and directing while
they apply the unscripted role-play. It means that students need to be more
active and creative because students do not fixed by script. On the contrary,
students are needed to speak naturally and create their own improvisation by
unscripted role-play.
Unscripted role-play
leads students to make improvisation so that students can speak based on their
own words because they are not banded by script. The students’ speaking skill
will describe purely through the applying of unscripted role-play. It leads them to speak spontaneously, and do
not memorizing from script or books. Teachers can apply the unscripted
role-play with aim to make them active to speak, so it can increase students
speaking skills. In the other hand, students play as actor/actress in many
situations.
Gullian in Susanti
(2007) states, “several types of role. The first is the roles which correspond
to a real need in the students’ lives. In this category, it involves such roles
as doctors dealing with patients, or salesman traveling abroad. The second type
of role is the students play themselves in a variety of situations, which may
or may not have direct experience. The example, which include in this category
is a customer complaining or a passenger asking for information. The third type
is the type that few students will ever experience directly themselves, but it
is easy to play because the teachers have such vast indirect experience of
them. The television journalist is a good example of this type and it is very
useful kind of role taken from real life. The last type is fantasy roles, which
are fictitious, imaginary, and possible even absurd.” All of the four types can
be apply by turns in order to increase the students’ speaking skill.
The Benefits of Unscripted Role-play for
Speaking
It is difficult to
separate the benefits of role-play and unscripted role-play. It is caused
unscripted role-play is kind of role-play, so the benefit unscripted role-play
involve in the benefits of role-play itself.
Van Ments (1983) in
Graves (2008) “identified three general advantages to role-playing activities:
they are positive and safe in dealing with attitudes and feelings, they provide
a safe venue for expressing personal and sometimes unpopular attitudes and
opinions, and “role-playing is highly motivating as the majority of students
enjoy these types of activities and become more inspired learners”. It seems to
imply that role-play can understand attitude through the story that arise in
role-play, and it also can improve the students’ motivation in learning it.
In addition, University of Michigan Press (N.D.)
examined many reasons for using role-play in language classroom. They are
including: role-play makes a fun class activity; it helps students to prepare
in real-life communication by the different situations, unpredictability, and
minimizing the gap between classroom the outside; it can be used to assess the students’ skills, and for feedback; It
can consolidate the students level of mastery speaking; it can make students to
feel that they are speak for a communicative purpose, and it also can increase
the students’ confidence to speak English; it increase students’ self-esteem
and students’ skill to work cooperatively (Richard-Amato 1996).
The University of Michigan Press (N.D.) continued
that role play makes students to make experiments with English by the dialogues
and improvisation; it makes students to express and play the scenario by the
students personal communication style; It also practice the students listening
skill; it gives opportunity to students to practice the rules of social
behavior, and various sociolinguistic elements of communication such as ages,
situation, roles, etc; it also covers students physically because role-play is close
to expression of feeling; it leads students to understand different culture
that involve in role-play; It helps students to understand attitudes,
expectations, and behaviors based on the target culture in role-play; it can be
a stimulus in problem solving; it gives more practicing of using dialogues.
Those are the
benefits of role-play for speaking generally, but I conclude them into the
specific benefit of unscripted role-play. First, unscripted role-play asks
students to do not memorize. Students can speak spontaneously, so teachers can
see the students’ speaking skill purely. Second, students will get many
practices of speaking because they use it in role-play. Consequently, it can
improve the students’ speaking skill. Third, students feel enjoy and regard it
as fun activity, so they can express their ideas without stressed. Fourth,
role-play also can improve students’ knowledge of stories through
role-play. Students might get positive
message of the stories.
Indicators
to Assess Students Speaking Skill
Busy teacher (N.D.) suggested that teachers
need to make a rubric while they want to assess the student’s speaking skill.
It will help teachers in assessing students’ speaking skill. The rubric
contains some aspects to be assessed. Busy
teacher (N.D.) added, “These criteria, pronunciation, vocabulary, accuracy,
communication, interaction and fluency are all markers of a student’s overall
speaking abilities.” In the other hand, Susanti (2007) used five aspects to
assess student’ speaking skill include pronunciation, grammar, vocabulary,
fluency, comprehension.
Montgomery
(2000) as cited from Heller examines some aspect to assess students’ speaking
skill. The aspects are pronunciation,
fluency, vocabulary, accuracy, content, and comprehension. It examined by using
this following rubric.
1
|
2
|
3
|
4
|
|
Pronunciation
|
Frequent errors in pronunciation would make
what you are trying to say incomprehensible to a native speaker.
|
Although your
pronunciation does not interfere with the delivery of your message, it is
very Americanized and may distract the listener from giving full attention to
the message.
|
While your pronunciation is marked by minor
interference from English sounds, the errors are relatively insignificant and
do not interfere with the communication of your message or your listener’s
ability to give sustained attention to it.
|
Your
pronunciation is frequently so accurate and authentic that sometimes you even
sound as though you were a native speaker!
|
Fluency
|
You pause so
frequently while speaking that communication is almost halted. Consequently, it is difficult for the
listener to remain interested.
|
Your speech is
quite broken and marked with hesitations that may indicate a lack of
practice. The awkward silences and your tendency to use repetitions and
fillers such as “um” and “uh” disrupt the flow of communication, creating
irritation for the listener and causing his or her attention to wander.
|
Although some
minor hesitations are present in your speech, they do not really impede the
flow of communication or interfere with your ability to maintain the
attention of the listener.
|
Your speech is
fluid and natural, allowing you to maintain the flow of communication and the
attention of the listener without difficulty.
|
Vocabulary & Circumlocution
|
Your limited vocabulary makes both simple
expression and circumlocution difficult for you. Your resultant tendency to lapse into
English (or to use Spanish words erroneously) may make parts of your message
incomprehensible to a native speaker.
|
Your vocabulary
is adequate enough to allow you to communicate some of your thoughts, but
your words are often imprecise and repetitious. When you get stuck on a word,
you tend to lapse into English and do not generally circumlocute unless you
are strongly encouraged to do so.
|
Your speech reflects a broad vocabulary
that allows you to communicate most of your thoughts pretty clearly and
without resorting to the use of English.
However, there are still many high frequency words that you do not
know and as a result, you are forced to rely heavily on circumlocution in
order to communicate your ideas.
|
Your speech
reflects an extensive vocabulary that allows you to be expressive, precise,
and to circumlocute with facility and style when necessary.
|
Accuracy & Comprehensibility
|
The volume of
serious errors present in your speech would make your message difficult (if
not nearly impossible) for a native speaker to understand.
|
The errors
present in your speech would frequently create confusion in the mind of a
native speaker.
|
The errors
present in your speech, although sometimes glaring, would not generally
interfere with a native speaker’s ability to comprehend your message.
|
The errors
present in your speech are so minor that your message would be easily
comprehended by a native speaker.
|
Content
|
You repeat the same two or three ideas
using short, incomplete, and often unrelated sentences. There are so many basic elements missing
that it is difficult to follow your message.
|
Your speech is
quite basic, repetitious, and really lacks details. As a result, many of your thoughts seem
incomplete and the ideas you express often seem very unrelated.
|
Your speech is quite varied and contains
some elaboration, but still needs more detail. While you make some attempts to link your
ideas together, the lack of transitional words makes some of your thoughts
seem a little disconnected.
|
Your expressive
speech is filled with descriptive details that make it interesting and highly
personalized. You connect ideas very
skillfully using transitional words.
|
Compre-hension & Strategic Competence
|
It is difficult
for you to follow even the main idea of the conversation.
You cannot
maintain your train of thought when someone interrupts you with a comment or
a question. You do not ask for clarification or more information and never
interject anything. You cannot stray
from the original topic. The exchange
isn’t much of a conversation.
|
You follow the
main idea of the conversation, but miss a lot of the details.
Interruptions
fluster you tremendously, but with serious effort, you are still able to maintain
your train of thought. You have
trouble asking for clarification or for more information and seldom interject
anything. You also find it difficult
to stray from the original topic and rely heavily on your partner to
determine the direction of the conversation.
Communication occurs, but only if those involved take turns.
|
You are capable
of understanding all of the main ideas and most of the important details of
the conversation. Interruptions bother
you at times, but you are still able to maintain your train of thought. You can ask for clarification or more
information when necessary, but generally let the speaker talk without
interjecting anything. If the
conversation drifts, you can follow it, but you prefer not to stray too far
from the original topic. Two-way
communication occurs in a somewhat controlled manner.
|
It is easy for
you to understand both the main ideas and the minor details of the
conversation. You are not flustered by
questions or other interruptions. You
do not hesitate to ask for clarification or for more information and are
capable of interjecting statements when appropriate.
You do not mind
straying from the original topic and are comfortable following the
conversation wherever it leads.
Two-way communication occurs in a spontaneous manner.
|
Montgomery
(2000) added that the speaking scores sheet will be like this:
Speaking Score Sheet
0
|
1
|
2
|
3
|
4
|
|
Pronunciation
|
0
|
1
|
2
|
3
|
4
|
Fluency
|
0
|
1
|
2
|
3
|
4
|
Vocabulary
& Circumlocution
|
0
|
1
|
2
|
3
|
4
|
Accuracy
& Comprehensibility
|
0
|
1
|
2
|
3
|
4
|
Content
|
0
|
1
|
2
|
3
|
4
|
Comprehension
& Strategic Competence
|
0
|
1
|
2
|
3
|
4
|
Comments:
…………………………………………………………………………………………………………
This
research will assess students’ speaking skill though six aspects relates to Montgomery’s
assessment. The six aspects are taken as criterion because the all of them are
cover students’ speaking skill. They are fluency, comprehension, pronunciation,
vocabulary, content and grammar. All of them are components of speaking. They
will indicate the students’ ability of speaking.
Methodology of Research
Method
This
research will be conducted by using quantitative method. Murtonen (2005) defined that quantitative
method is a wide area of learning that involve statistic and consider as
holistic experience. Then, the researcher chooses experiment in researching.
Nursyahidah (N.D.) stated that experiment research is a research that conducts
with aim to know the influence of a treatment to an object of research.
The
researcher uses true experiment with pre test-post test control group design.
According to Suryabrata (2011) in Nursyahidah (N.D.) explained that true
experiment is used to investigate the relation and the difference between a
group that is given treatment (experiment group) and the other group that is
not given treatment (control group). She added that the main characteristic of
true experiment is using random sampling.
The
researcher chooses quantitative approach, experiment research, and
specifically, true experiment because the researcher wants to know the result
of this research. The researcher want to know the influence of a treatment that
will be given to the experiment group, and compare it with the control group.
Setting
This
research will be conducted in a senior high school. It is SMA Swadharma
Mopugad. The school located in Mopugad, Bolang Mongondow district, North
Sulawesi province. The school has two departments including Ilmu Pengetahuan
Alam/ IPA (Science Department), and Ilmu Pengetahuan Sosial/ IPS (Social
Department). The school has twelve classes. They are divided into four classes
in grade X including Xa, Xb, Xc, Xd; four classes in grade XI, including XI IPA
a, XI IPA b, XI IPS a, XI IPS b; and four classes in grade XII, including, XII
IPA a, XII IPA b, XII IPS a, XII IPS b. The school has two department including
Ilmu Pengetahuan Alam/ IPA (Science Department), and Ilmu Pengetahuan Sosial/
IPS (Social Department). There are 370 students in this school. Grade X
consists of 130 students; Grade XI consists of 120 students, and grade XII
consists of 120 students.
SMA
Swadharma Mopugad has 50 teachers. Some of the teachers are still stipend
teachers. Especially for English teacher, the school has three English
teachers. In this research, there are two classes that observe. They are two
classes of the students in grade XI. The school becomes the setting of this
research because the researcher did an observation in the school, and found
some problem in the speaking class. The problems of speaking class were found
in the grade of XI. Therefore, this research conducted in the SMA Swadharma
Mopugad.
Population
Polit
& Hungler (1999) in unisa instutional
repository (N.D.) explained that population is the total number of object
that observe by researcher to be generalized.
The population of this research is the entire students in grade XI of
SMA Swadharma Mopugad. They are class XI IPA a, XI IPA b, XI IPS a, and XI IPS
b.
The
populations of this research are 120 students. They are 30 students in class XI
IPA a, 32 students in class XI IPA b, 30 students in class XI IPS a, and 28
students in class XI IPS b. The students consist of 50 men and 70 women. The
students have varieties characters. They are active and critical students, but
some of the students have quiet and shy characters.
The
students of grade XI in SMA Swadharma Mopugad being the population of this
research because they have problems with speaking. In addition, the students
are varieties students, so it has a probability that the treatment can give
influence to the population. Therefore, this research will get know the
influence of treatment that give to the students.
Sample
Institute of hotel
management
(N.D.) defined, “A Sample is a segment of
the population selected to represent the population as a whole.” The samples of this research are the students
in class XI IPA a, and XI IPS a. There are 60 students in the classes, which
consist of 30 men and 30 women.
This
research uses Cluster sampling. Nasution (2003) explained that cluster sampling
is the process of taking sample to units, and all members of the unit that
choose being the sample. The units are groups in population, and the units
choose randomly. By numbering the classes, the class XI IPA a being number one,
XI IPA b being number 2, XI IPS a being number three, and XI IPS b being number
four. Then, the researcher chooses the uneven numbers, so the sample of this
research are 60 students in the class XI IPA a, and XI IPS a.
This
research uses the sample to represent the population. The sample represents the
students’ problems in speaking class. In addition, this research uses simple
random sampling because it is a simple way in choosing sample from all
population. Moreover, there is no discrimination to other members of population
in simple random sampling because every members of population has a same chance
to be a sample.
Data
Collection
Instrumentation
Saeman
(1991) in unisa instutional repository
(N.D.) defined that instrument is any devices that is used to collect data. In
collecting the data, the research uses observation and test. Driscoll (2011)
stated that observation is an act of observing and measuring the world around
the researcher, including observations of people and other measurable events.
This
research uses two tests in collecting the data. They are pre test and post
test. Shuttleworth (2009) defined, “pretest-posttest designs are the preferred
method to compare participant groups and measure the degree of change occurring
as a result of treatments or interventions.” To see the influence of a
treatment, the pre test and post test are used in this research. Pre test is
the test that gives in the beginning of study, and post test is the test that
gives in the end of study.
This
research uses observation and test in this research because the instruments can
support this research in collecting the data. The observation is used to find
out the problem in speaking class, and the test are used to see the influence
of a treatment in true experiment. Therefore, the instruments are used in this
research.
Procedure
The
procedure of collecting data of this research based on the instruments that are
used to collect data. First, it is observation. The observation did by
observing the students’ problem in speaking class. The researcher enters to the
class; look at the learning and teaching process in the speaking class; make
some notes about any lacks that is found in the speaking class; then, the
researcher identifies and concludes the data being an early data to make a
research.
Second,
this research uses pre test and post test. This research gives a test to the
students in the beginning of study. It is called pre test. In this research,
the researcher gives pre test to the students in the first meeting. The pre
test gives to all groups (control and experiment group). The pre test of
speaking class is students divided into several groups, and the students need
to make a conversation with an independent topic, and then present it in front
of the class. The result of the test will be the based data to know the
students’ skill of speaking English. Then, one group (experiment group) will
get a treatment in speaking class.
The
treatment that gives to the experiment group will run for a month. The
experiment class will get eight treatments because there are two meeting in a
week. It means that there are eight meeting in a month. The students in
experiment group get treatment every meeting with different topic that will be
discussed in meetings of speaking class. The procedures of giving treatment
are: teacher explained a material (e.g. expressing surprise and amazement)
briefly; teacher gives some examples by making a communication that involve the
expressions with some students that the teacher points out; when all students
understood about the material, teacher divides students into several group;
every group has four or five members; each group have to make a role play
without using any script; the groups present one by one in front of the class;
finally, the teacher correct the students’ mistakes while play a role play, and
the teacher gives appreciation to the best performance and also motivation to
the other groups.
Finally,
all groups will get post test at the end of the study. The researcher gives
post test after finishing the treatment’ it could be an examination day for
speaking class. The students’ result of
post test will be compare with the students’ result in pre test, and there is
also comparison between the students’ result of control group and experiment
group. The differences of any students’
result of pre test, post test, control or experiment group, will indicate the
influence of a treatment that give to one group. This research uses the
procedure because it is the correct procedure in doing and observation and
giving pre test, ad post test. This is the table illustration of the procedure.
Data
Analysis
This
research analyzes data by using SPSS. Pattison (2011) stated that SPPS or Statistical
Package for the Social Sciences
is a computer program that is used to analyze data statistic. He added that
SPSS is a program that is suitable to quantitative research. This research uses
descriptive statistic with T-test from SPSS to analyze the data.
Bernard College (N.D) stated that T-test
used to compare means of the groups. The T-test determines the null hypothesis.
The data will analyze by SPSS. First, open the SPSS program for windows, and
enter the data in data editor. Then, go to Analyze
> Compare means > Paired sample T-test. Next, give name to the Grouping Variable and
Photosyn in the Test Variable boxes.
After entering the name, click continue,
and the result present in the output viewer. It examines whether or not the
variance around both means is the same.
The
T-test result will decide whether the hypothesis is acceptable or not. It will
indicate:
H0 :
There is no difference between the means of the experiment and control group
H1 : The score of the
experimental group is greater than the score of the control group
H0 : µ1 = µ2
H1 :
µ1
≠ µ2
Explanation :
µ1 = Mean of Pre test experiment group
µ2 = Mean of pre test control group
Validity
Research rundowns (N.D.) stated, “Validity is
the extent to which an instrument measures what it is supposed to measure and performs
as it is designed to perform.”
Nursyahidah (N.D.) added that a research is valid if it is suitable with the
truth. To see the validity of this research, the researcher examines: first, this
research follows the correct procedure of quantitative research. This research
uses observation and tests as instrument because it is related to experiment
research. The data that is represented in research finding relates to the data
that is found in researching area. All of the data based on observation and test.
The
validity will test by using SPSS. First, enter the data (students’ score) to
the data editor. Then, click Analyze
> Correlate > Bivariate. Next, block all items to the
Variables box. Then, checklist Pearson;
Two tailed; Flag, and click
OK. Finally, the result will present as output viewer.
In
determining the validity of instruments, the coefficient of correlation should
fulfill the standard. In this
research, the testing of validity will do in a try out class with 30 students.
The test states valid if the coefficient of the validity is ≥ 0,361, and the test states invalid if the coefficient of the
validity is < 0,361.
Reliability
Reliability
is the level or degree of consistency of an instrument. He added that the
reliability of test is connected with the questions; whether the test is
trusted based on the criteria, and a test called reliable if it gives same
results when the test is given to the same people at the two different
occasions (Arifin 2009). In addition, Institute
of hotel management (N.D.) stated that reliability is the quality of a
measurement procedure that indicates that a research is accurate and
consistency. This research use test as the instrument includes the pre-test and
post test. The test gives to the two groups (control and experiment group).
The
reliability of this research is determined by using SPSS. First, enter the data
(students’ score) to the data editor. Then, click Analyze > Scale > Reliability Analysis. Next, block all
items to the item box. Then, in the menu Model,
choose one type (for example Alpha),
and click OK. Finally, the result will present as output viewer. The score of
each number of test stated reliable if it greater that the table of r product
moment.
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