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PTK Anjg
PTK Anjg
Proposed by:
In English, there are elements of English that students must master, including
grammar, vocabulary, and pronunciation. Grammar or grammar always has an
important role in success or failure in formal communication (Abdulwahed, 2010).
Grammar is one important element that must be mastered by students. Grammar is seen
as an important element for communication to occur because it shows how language is
used. The grammar teaching process will be more successful when dealing with
grammatical which can be used for communication.
Therefore, students should first learn grammar deeper and often practice in learning
English. However, it is not easy to learn grammar in a short time. This also happens to
many students who have some problems when learning grammar in English. That's
because there are several different rules and structures between Indonesian and English.
Students must understand the use of tenses in context, so they can apply verbs in
contexts that are appropriate for writing text or even for communicating with others. In
addition, the English teacher must make a clear explanation about the various kinds of
tenses. The teacher must explain all aspects of Perfect Tense in a good way. Making
students more interested and not bored is the hardest thing to do because they are only
foreign students who can think that English is not important in their lives. However,
many teachers still apply conventional techniques to teach grammar.
Therefore, teachers must follow the rules to make the learning process different by
applying several techniques in teaching grammar, so students will learn more easily
and develop their knowledge more broadly than before. It also makes a different
atmosphere in the learning process and students will be more interested and not feel
bored anymore. To overcome the problems mentioned above, researchers use Quiz-
Quiz Trade techniques in the learning process. This technique is expected to improve
grammar mastery in Perfect Tense and improve student learning outcomes. So, this
technique is expected to be able to overcome the problems contained in the learning
process. Quiz Trade Quiz is one of the learning techniques of the cooperative learning
model that is suitable for increasing grammar mastery in Perfect Tense.
Besides that, the Trade Quiz has learning steps, namely: 1) The teacher prepares a
set of question cards for students about Perfect Tense including Past Perfect, Present
Perfect and Future Perfect then distributes them to students. 2) The teacher tells
students to "Stand up, put your hands up, and pair up." 3) Pair A gives a quiz B. 4)
Partner B answers. 5) Partner A compliments or justifies. 6) Couples switch roles. 7)
Couples exchange cards and thank each other.
Then, Kagan & Kagan (2009) expressed that learning Quiz-Trade Quiz has roles
such as class development, social skills, knowledge development and learning
procedures. The advantage of Quiz Trade Quiz is that this technique emphasizes
students how to exchange information, build knowledge and teach something to others,
so students are expected to absorb more material (Afian, 2011). The Quiz Trade Quiz
technique is expected to be able to improve grammar mastery in students especially
Perfect Tense. Student learning outcomes are also expected to improve with this
technique because this technique is considered to be very suitable for teaching Perfect
Tense material.
From the above problems, the researcher states the formulation of the problem of
this research is knowing how the application of the Quiz-Quiz Trade technique in
perfect tense learning in XI grade of SMA N 3 Wonogiri and knowing how the Quiz-
Quiz Trade technique can improve the ability of grammar in perfect tense in XI grade
students of SMA N 3 Wonogiri
B. Formulation Of The Study
Based on the statement of the problem above, the objectives of this study are:
1. To improve speaking skills the sdutent of 8th grade at SMP N 1 Tasikmadu in the odd
semester of the 2019-2020 Academic Year
LITERATURE REVIEW
A. Relevant Studies
There are several Action Research (CAR) that are almost similar to this research,
especially in terms of learning methods. , including: first, research conducted by Marvin
C. Arkin, Christina A. Christie (2002) with the tittle “The Use of Role-Play in Teaching
Evaluation”. This paper describes the use of role-play in creating an experiential learning
environment for graduate students enrolled in a comparative evaluation theory and/or an
evaluation procedures course. Role-play exercises have been designed for each course
that increase student involvement in the learning process, which promotes a deeper
understanding of and engagement in course content. The specific exercises used, which
are described in detail, require students to think beyond the words they read—to learn by
doing in a safe environment.
Teaching English as a foreign language (TEFL) requires students to learn the four
skills: writing, reading, listening and speaking. This later, which aims at developing
learners‟ abilities in producing oral discourses, has different meanings according to each
teacher‟s or author‟s point of view.
According to Bygate (1987), the term oral expression involves making the correct
choices when using language forms, following the right order, sounding in a way that is
similar to that of native speakers, and producing the right meanings that can be
understood by the listener. For him, speaking is a skill that all people use when they are
interacting among each other; therefore, speaking is regarded as the most important skill
that learners require in order to be able to speak fluently in the classroom situation (p.5).
The mastery of speaking skills in English is a priority for many second and
foreign language learners. Several language experts have attempted to categorize the
functions of speaking in human interaction. According to Brown and Yule there are three
functions of speaking. “…three part version of Brown and Yule’s framework: talks as
interaction: talk as transaction: talk as performance.”
C. Teaching Speaking
According to (Harmer, 2007: 275) The success of the task skills (writing and
speaking skills) depends on how the teacher organizes activities and how they respond to
students' work. Harmer suggested a basic methodological model for teaching productive
skills embedded in the teaching and learning process carried out in this study. The steps
are to lead, organize tasks, monitor the process, and assign feedback.
Teaching begins with directing students to the topic. In this step, the teacher can
ask a number of questions related to the topic to activate the knowledge background
possessed by the students. The next step is to arrange the task. After involving students
with the topic, the teacher explains what students will do. Teachers need to make all
students active and provide all the information needed to carry out activities.
After the activity begins, the teacher will monitor the process. Teachers can walk
around the classroom, see students work, and also help them when in trouble. After the
activity is complete, the teacher provides feedback to students. In providing feedback,
responses not only focus on the language used by students, but also the contents of the
assignment. In addition, by showing the positive aspects of achieving their values for the
task it is also very important that the teacher does not concentrate solely on their failures.
What is the role playing method? Sandra de Young in Nursalam and Efendi
(2008) states that the method of role playing or known as role playing is one form of
drama. In this method, students are asked to play a drama, spontaneously to demonstrate
their roles in interacting. The role carried out relates to problems and challenges and their
relationship with humans.
Another opinion of Perdana (2010) states that the role playing method is a method
of learning, in which the subject is asked to pretend to be someone with a particular
profession in that person. In addition, the subject is also asked to think like that person so
he can learn about how to become someone with that profession.
Tangdilintin (2008) states that the role playong method can also be referred to as
sociodrama. He stated that this method can show the impact of the pressure we exert on
others, be able to show a real life condition, and temporarily stop a drama to find out and
reflect the feelings shown by the role. Fatmawati (2015) states role playing is a learning
model that asks students to carry out a role in accordance with the scenario that has been
prepared. The goal is to achieve the competencies needed in learning.
C. Conceptual Framework
It appears that there is still a lack of speaking skills possessed by 8th grade at SMP N
1 Tasikmadu in the odd semester of the 2019-2020 academic year students due to grades
that are not so high and are still included in the average. That's why an innovation is
needed in order to improve the students' speaking skills. The researcher decides to apply
the role play method that will be used to improve the speaking skills of the students.
The use of the role play method can improve students' speaking skills because by
using this method students will immediately feel the role of a character in a story. In this
way it will make the students immediately practice so that their speaking skills will also
increase.
Teacher : Student :
Action :
Help the student to improve Willingness to improve
Make a role play activities for
their speaking skill thorung speaking skills began to
the student
using a method emerge
To answer the problem of research that has been described about can put forward
hypothesis as follow: role play strategy can improve students speaking skill in English
lesson in VIII of Junior High School 1 Tasikmadu 2019/2020 academic year.
CHAPTER III
METHODOLOGY
A. Research Design
This type of research is classroom action research, in which the researcher conducts
research on the results of learning English in the Tasikmadu 1 Junior High School, by using
the Role Play method.
B. Research Setting
1. Setting of Time
The research was conducted for 5 (five) months, from July to December 2019. The
description can be seen in the research schedule as follows:
July: submission of proposals
August: preparation of research instruments
September: data collection
October: data analysis, discussion and discussion
November: write the results of the report.
2. Setting of Place
This research was conducted in class VII at Tasikmadu 1 Junior High School.
Researchers chose the place, because the Tasikmadu 1 Junior High School in
Karanganyar was a place for researchers to provide community service, with extra-
curricular teaching. Researchers only took a sample of 1 class, namely class VIII C,
to make it easier for research.
C. Subject And Object Research
The subjects of this study were 32 students of VIII C Class Tasikmadu 1 Junior
High School as many as 32 students consisting of 16 male students and 16 female
students. And the object of this research is the role play method to improve the student
speaking ability.
speaking skills
Qualitative data were analyzed from field notes and interviews during the
study. Meanwhile, speaking tests conducted by students were scored using speaking
rubric. Data were analyzed in five stages proposed by Burns (1999). The first stage is
to compile the data. At this stage the data is collected for re-reading to state the key
points for demonstrating broad patterns and classifying them. The second stage is the
coding of data in which data can be determined. The next stage is to compare the data
that has been determined to see the repetition of data patterns and connections
between different data sources. The next stage is to build interpretations. At this stage
will develop an explanation of why certain patterns of interaction and attitudes arise
in this project. The last stage is reporting where data is presented to others.
H. Research Procedure
The method used by researchers in this study in the classroom action method with
actions in the form of the use of the Role Play Method.
Each cycle consists of 4 (four) stages, namely planing, acting, observing, reflecting.
These stages can be described as follows:
I. Indicator Of Research Achievement
J. Predicate Percentage
A 90% - 100%
AB 75% - 89%
BC 45% - 59%
C 30% - 44%
D Under 30%
https://journals.sagepub.com/doi/abs/10.1177/109821400202300210
van Ments, M. (1989). The effective use of role-play: A handbook for teachers and
trainers. London: Kogan Page.
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Kemmis, S. and McTaggart. 1984. The Action Research Planner. California: Deakin
University Press.
Eklova Ilona, (2007), Role Play in Upper Primary Classes, Thesis. Masaryk University
Brno.