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CHAPTER II

THEORETICAL FOUNDATION

2.1 Literature riview

Literature review is a description of the results of previous studies that are

relevant to the research being carried carried out. Besides that with the literature

review on previous research can be a reference.

The first research was conducted by Nurina Permata Sari in 2011 entitled

“Improving students” speaking ability at the seventh grade of SMPN 251 Jakarta”

from her research, it is proven that the students score of speaking taught by using

role play is better. This result has answered the research question that the use of

role play in teaching speaking is quite effective and the use of role play makes the

speaking and learning activity more enjoyable and interesting.

The second research was conducted by Agi Tahyati in 2015 entitled “The

effect of role play technique on the students speaking ability of the seventh grade

of MTS AL-HIDAYAH ” she using experiment method, from her research

speaking ability in using role play technique is more affective and can give many

adventage such as make the students more interested and then the students have

chance to be active and cooperative in speaking activity.

The third research was conducted by Maya Nopita in 2017 entitled “The

effect of role play technique on the students speaking skill at the Tenth grade of

SMK YP Karya Bangsa ” she using experiment method from 30 students,her

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research to improve speaking by using role play technique the result of her

research is significant can be conclusion that the role play technique can improve

the students of speaking English.

2.2 Theoretical foundation

2.2.1 Theory of Ability

According to Stepen P. Robbins in his book Organizational Behavior

(2003: 52) “Ability is a capacity of individuals to carry out tasks in certain jobs ".

Abilities can be said the result of learning process where the students don’t know

to know, beccause the abilities can be a benchmark for learning goals.

Meanwhile, according to Soehardi (2003: 24) "The abilities is a talent that

is attached to someone to do an activity physically or mentally obtained from birth,

learning, and from experience”

According to Robert R.Katz (2003: 18), there are 3 types of abilities that

must be possessed to support someone in carrying out work or tasks, so that

maximum results are achieved, namely:

a. Technical Skill (Kemampuan Teknis) Is the knowledge and mastery of

the activities in question by means of processes and procedures

concerning work and tools work.

b. Human Skill (Kemampuan Bersifat Manusiawi) Is the ability to work

in groups of situations where organizations feel safe and free to convey

problems.
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c. Conceptual Skill (Kemampuan Konseptual) Is the ability to see rough

images to recognize the existence of an important element in a

situation of understanding among those elements.

From various theories about the capabilities that have been explained, it

can be concluded by researchers that ability is the capacity of a person to carry

out various tasks. Although there is mention of someone's ability is the nature

of birth did not rule out someone who has the ability to be defeated by someone

who wants to practice and learn because of the ability of a person will

participate in determining the behavior and results.

For example, employees in an organization, although motivated well, but

not everyone has the ability to work well. However, if motivated to be able and

capable to learn and practice the abilities that you want to have will definitely

be achieved. Ability and skills play an important role in the behavior of

individual performance that can be sharpened by training hard. Same thing with

the aim of teacher learning to the students is want to make students able to

achieve maximum learning outcomes, If the students are able to achieve it and

can apply learning experiences in daily life, it can be said that learning done by

teachers in schools was success.

2.2.2 Components of speaking ability

As the saying goes, 'practice makes perfect'. Therefore, students must

practice speaking English as often as possible so that they can speak English
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fluently and accurately. Part of that, to speak English, we must know some

important components. Components are aspects that affect how well people

speak English. There are some components of language that influence

speaking ability. According to Harris (1974:81), the components are

pronunciation, grammar, vocabularies, fluency, and comprehension.

1) Grammar

Is the study of the rules of how to combine words into sentences (Hornby,

1989:375). Byrne (1980:36) adds that grammar is the base knowledge in

learning a language. Paulstan (1984:1) says that structure is the basic element of

a language learning, which embraces all language skills.

2) Vocabulary

Vocabulary means the correct diction used in communication. Without an

adequate vocabulary, one cannot communicate effectively or express their ideas

in both oral and written forms. Having a limited vocabulary is also a barrier that

prevents students from learning languages. Language teachers, therefore, must

process sufficient knowledge about how to manage attractive classrooms so that

students can get great success in their vocabulary learning. Without grammar

very little can be conveyed, without vocabulary nothing can be said.

3) Pronunciation
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Is one of the important things that should be mastered by the students,

because it will influence the meaning of words. Hornby (1989:497) states that

pronunciations is the way in which a language, a way in which a word is

pronounced. People with a good pronunciation can speak clearly for each word

that they said. In having a good pronunciation, there are four aspects that have

to be mastered by the students: they are sound, stress, intonation, and rhythm. If

one of them missed from the speaker, it will cause misunderstanding between

the speaker and listener

4) Fluency

Is an ability to express something in spoken language without pause. Harris

(1978:81) says that fluency is the case and speed of the flow of speech. Brown

(1994:24) adds that fluency is an initial goal in language teaching. Harel (2007)

states that fluency is a speech language pathology term that means the

smoothness or flow with which sounds, syllables, words, and phrases are joined

together when speaking quickly

Each of these language skills have a close relationship with other language

skills. In acquiring language skills, we usually go through a regular sequence of

relationships, at first in childhood we learn to listen to language, then speak,

after that we learn to read and write then communicate with others or ourselves.

But in reality some students can speak fluently and most are at low levels.

5) Comprehension
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Comprehension also has an important role in speaking. According to Harris

(1974:81) comprehension is one of the components that involve in speaking

skill. In this part, the speaker must have a good way to make the listener

understand with their speech. As we know that the function of speaking is

transformation and idea from the speaker to the listener. So, the speaker has to

make sure that the listener understands what they are going to say.

2.3 Theory Of Speaking

2.3.1 Definition of Speaking

Speaking is an activity carried out by humans in their daily activities to

communicate and interact with other social beings talking very closely with

listening because they speak and listen to reciprocal communication activities to

interact and exchange ideas, information, ideas and opinions. Based on the

sounds (language) that he heard, then humans learn to say and finally be able to

speak in a good language. The speaker must master the pronunciation, structure,

and vocabulary of the language in question. In addition, mastery of problems

and /or ideas to be conveyed, as well as the ability to understand the other

person by listening is also needed.

Speaking in essence is a process of verbal communication between the

speaker and the interlocutor. According to Tarigan (2008: 16) "speaking is the
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ability to say sounds of articulation or words to express, explain and convey

thoughts, ideas and feelings."

Furthermore, it is explained that speaking is a system of audible and visible

signs that utilize a number of muscles and tissues of the human body for the

purpose and purpose of combined ideas or ideas. Speaking is also a form of

human behavior that utilizes physical, psychological, neurological, semantic,

and linguistic factors so extensively, so widely that it can be considered as the

most important tool human for social control.

According to Haryadi (1994) there are several functions of speech.

Speaking in life can function as:

a. Fulfillment of human life as social beings,

b. Communication tools for various matters or needs,

c. Expression of attitudes and values of democracy,

d. Tools for developing and disseminating ideas / knowledge,

e. Reduce tension, anxiety and sadness.

Meanwhile, according to Depdiknas 2005 the language skills have four

components with each other that have a very close relationship. The four

language components are:

a. Listening skills

b. Speaking skills
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c. Reading skills

d. Writing skills

Therefore, speaking is more than just the pronunciation of sounds or words.

Speaking is a tool for communicating ideas that are compiled and developed

according to the needs of the listener or listener. the speaking is actually a

process of conveying thoughts, ideas, ideas with oral language to listeners. In

everyday life, speaking is one of the absolute needs of humans to be able to live

in a good society. Most of our lives every day are dominated by talking

activities.

2.3.2 Teaching Speaking

The main goal of teaching speaking is to teach students to produce the

English speech sounds and sounds patterns, to use words and sentence stress.

The teachers should also teach the intonation patterns and the rhythm of the

second language. The teachers train the students to select appropriate words and

sentences according to the proper social setting, audience, situationand subject

matters. In the end, the students will be able to organize their thoughts in a

meaningful and logical sequence, to use language

2.3.3 How to encourage students to speak

It is very important for teachers to encourage students to speak in the

classroom. If they do not encourage them to use the language of the students’

speaking abilitu will never be improved. Students usually do not use the target
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lahuange beyond classroom. That is why the need to speak up in the classroom.

If the students make any mistakes, the teachers can help to correct their

mistakes. The teachers can do the following things to help their students to

speak :

 Encourage students interactions

Most of the students feel very shy to speak because they do not acquire

the target language and they are not used to take part in classroom

discussion. Students do not even interact with other students or keep silent

when they are asked to speak English all the time. Therefore, it is improntant

to create a comfortable atmosphere in the classroom where students are not

afraid to speak and enjoy communicating with the teacher. The students have

to be given such atmosphere where they can speak without any oressure and

stress.

 Make speaking activities communicative

Speaking activities need to be very interesting to encourage

meaningful interactions between the students. If the speaking activities are

not interesting enough and do not provide opportunity for students to speak

then there is no use of giving speaking activity. Therefore, teacher should

give such activities so that students can share their thought, express their

feeling, find out the real information, discuss and argue

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 Plan speaking activities carefully

At the beginning stage, activities should be easy but good enough for

students can use the target laguange. The students migh not be fluent and

accurate in speaking but they should not remain quite. When they get used to

communicate then the teacher can introduce more difficult activities such as

role plays, discussions, debate and problem-solving tasks.

2.4 Definition of learning Strategy

2.4.1 Theory about Strategy, Methods and Approach

In the world of education, according to (JR David 1976) Strategy is defined

as "a plan, method, os series of activities designed to achieve a particular

educational goal." which includes the use of methods and utilization of various

resources or strengths in learning.

Meanwhile according to Kemp (1995) explains that the learning strategy is

a learning activity that must be done by teachers and students so that learning

objectives can be achieved effectively and efficiently. In implementing the

strategies that have been arranged in order to be achieved optimally, this is

called the meaningful method, the method used to realize the strategy that has

been set. Thus, one learning strategy can occur using several methods. For

example, to carry out expository can use the lecture method as well as the

Question and Answer method or discussion that utilizes available resources

including using learning media.

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Therefore, the strategy is different from the method. Strategy shows a plan

to achieve something, while the method is a way that can be used to implement

the strategy.

Another term that has similarities with strategy is the approach. According

to Roy Killen (1998) noted there are two approaches in learning, namely

teacher-centered approaches and student-centered approaches.

From some of the explanations that have been put forward the researcher

can conclude that a learning strategy implemented by the teacher will depend

on the approach used while how to implement the strategy can be applied to

various learning methods. In an effort to run the learning method the teacher

can determine the techniques he considers relevant to the method and use of the

technique each teacher has a tactic that may differ between one teacher with

another teacher.

2.4.2 Using Learning Methods

As stated by the opinion in the previous discussion, the method is a method

used to implement a plan that has been formulated in real activities so that the

objectives that have been prepared are optimally achieved. In this case means,

the method is used to realize the strategy that has been set. Thus, the methods

in a series of learning systems play a very important role. Successful

implementation of learning strategies is very dependent on the way teachers

use learning methods, because a learning strategy can only be implemented

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through the use of learning methods. In other words, strategy is a plan of

operation achieving something while method is a way in achieving something.

The following are some methods that can be used to implement learning

strategies, that are:

a. Lecture method

The lecture method can be interpreted as presenting lessons through

verbal speech or direct explanation to a group of students. This lecture

method is often used by every teacher or instructor. This is caused by

certain considerations as well as the habitual factors of both the teacher

and students

b. Demonstration Method

Demonstration method is a method of presenting lessons by

demonstrating and showing students about a particular process, situation

or object either actually or just an imitation. In learning strategies,

demonstration can be used to support the success of expository and

inquiry learning strategies.

c. Discussion Method
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The discussion method is a learning method that exposes students to

a problem. The main purpose of this method is to solve a problem,

answer questions to add and understand student knowledge and to make

a decision (Killen, 1998). There are various types of discussions

including:

- Class discussion

- Discussion with small groups

- Panel discussion

- Symposium

- Simulation Method

Simulation comes from the word simulate which means to pretend or act as

if. As a teaching method, simulation can be interpreted as a way of presenting

learning experiences by using artificial situations to understand about certain

concepts, principles or skills. The simulation consists of several types,

including:

- Sociodrama

- Psychodrama

- Role Playing

2.4.3 Methods for Improving Speaking Ability

Speaking is an important part of the process of learning basic English.

Although important teaching carried out for years is of no use when the method
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given for teaching is wrong. Most teachers in Indonesia when teaching speaking

only use memorizing dialogue without making an English discussion. This

learning system makes our English speaking language less effective. The

current English conversation learning system must prioritize student

communication skills, because in this way students will be able to express

themselves to learn to follow the rules of English when communicating. there

are several methods to develop the ability of students to learn English :

1. Discussion

Discussion can be applied when students have completed work on the

problems. Invite them to discuss the English language they have done so

that they are accustomed to finding a solution and conclusion.

2. Role Play

Another way to improve your speaking skills is by playing Role Play.

With this game students will pretend to be a society that faces a social

context. The teacher will provide information to students about the role

played and the students will be faced with a problem. So students will

make a conversation in a case that will be experienced.

3. Story Telling

This activity will make students tell a story they have heard before.

Can also make a story of your own to tell classmates later. Story Telling

requires a high level of creativity.

4. Completion Story
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All students are required to form a circle, the teacher will tell a fairy

tale with a cut sentence. The task of students is to complete the sentence

with their ideas, can add a character, role, and description. This technique

is very fun.

These methods can be applied in teaching basic English and are very

pleasant. To practice English speaking it must be done as early as possible.

Starting from simple exercises like this will form a character to

communicate good English.  From the problems experienced by students,

researchers consider applying the role playing method because this

method is quite suitable to support the process of improving students'

ability to speak English. according to Richards (1985) asserts that role

play activities also develop conversation skills among students. likewise,

Stern (1983) also supports that role playing helps students become more

flexible in new situations where they will use language more easily. The

flexibility of role play shapes the practice of new conversations and

creates a positive environment in the classroom, so students can enjoy

speaking practice.

2.5 Role Play Methods

2.5.1 Theory about Role Playing

The role playing method is a way of mastering learning materials

through developing students' imagination and appreciation. Development

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of imagination and appreciation of the students to play her as a character

living or inanimate. This game is generally performed by more than one

person. Depends on what is played. The advantage of this method is that all

students can participate and have the opportunity to test their ability to

work together.

According to Roestiyah (1991) "Role Playing is where students can

play a role or play a role in dramatizing social or psychological problems."

The Role Playing model is also called the sociodrama model, sociodrama

basically dramatizes behavior in relation to social problems.

Role playing can be described as a picture of life, only playing roles

using scripts and storylines while life does not. However, through role

playing activities students can practice and apply the meanings of learning

obtained in real life situations. Another name for role playing is

sociodrama. According to Djamarah and Zain “role playing also called the

sociodrama method. Sociodrama basically dramatizes behavior in relation

to social problems”

Based on the opinions of the experts it can be concluded that the role

playing method is a way of playing roles that emphasize each individual

with various appreciation figures and feelings in playing a character in the

drama in question. With this method students are expected to be able to

instill the ability to be responsible and cooperate with others, respect the

opinions of others and can make decisions in group work

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2.5.2 Steps to Implement the Role Play Method

Every active learning model, there are several steps that must be done.

Following are the steps to apply the role playing model according to Djumingin

(2011:174) :

a. The teacher prepares the scenario that will be displayed.

b. Appoint several students to study the scenario within a few days

before the teaching and learning activities.

c. The teacher forms groups of five people (adjusts the number of

students).

d. Provide an explanation of the competencies to be achieved.

e. Call the students who have been appointed to do the prepared scenario.

f. Each student is in his group while observing the scenario being

demonstrated.

g. After completion of the presentation, each student is given a worksheet

to discuss the performance that was completed.

h. Each group presents the results of their conclusions.

i. The teacher gives general conclusions.

j. Evaluation

2.5.3 The Purpose of the Role Play Method

The purpose of this method is that students with their own freedom could

describe an event and implement speech acts in the form of functional sentences
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given by role playing method in order to the students are able to use language

function expressions that can bring to life the classroom atmosphere. This

activity also aims to improve speaking skills, especially speaking and listening

skill as well as to increase the learning motivation of students to speak English.

2.5.4 Role Playing Function

Role playing methods have been widely used by instructors including

education experts in conducting research. Not only in learning Indonesian

language and literature, but this learning method can be used as research in

other subjects. in the opinion of Santoso (2011: 40) said the function that can be

taken from role playing there are:

a. role playing can provide a kind of hidden practice, namely students

unconsciously use expressions on material that they have and are

learning;

b. role playing involves a large number of students, suitable for large

classes.

c. role playing can give students pleasure because role playing is basically

a game.

2.5.5 Advantages and Disadvantages of Role Play

Each learning method certainly there are advantages and disadvantages.

There are the advantages and disadvantages of implementing the role play

method.

a) Advantages of the role play method

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- The Students can act freely according to the imagination.

- This method is one way that provides opportunities for students to

improvise real-life practice the language spoken in the classroom.

- The Encourage students' creativity in practice what they have

learned, fixing its shortcomings and develop his knowledge.

- The Classes become more active but controlled under the guidance

of the teacher.

- The Students can have fun because this method allows the creation

of a comfortable and pleasant classroom atmosphere.

- This method besides honing speaking skills as well as honing

listening skills

- The role-play method is a form of speaking activity that provides

opportunities for students to play a role, provide feedback for

teachers and students, and can motivate students because these

activities are interesting and fun.

b) Disadvantage of the role play method

- Sometimes students are confused about what to do because the

explanations and instructions are not clear

- The role playing model requires a relatively long time.

- Requires high creativity and creative power from the teacher's side

student. And this is not all teachers have.

- Not all the subject matter can be presented through this method
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- Most students appointed as cast feel embarrassed for need a certain

scene.

From the description above it can be concluded that the role learning model

playing is an innovative learning model that can improve student interest in the

subject matter presented, so the goal learning is more easily achieved.

2.6 Hypothesis

Arikunto (2002) says in his book about hypothesis “Hypothesis is one of the

temporary answer the research problem until we find the proof by data

collection”. the researchers apply the role playing method in learning English

for students to be able to:

a. Increase the student interest in class X.OTKP.2 SMK Pancakarya

Tangerang.

b. Improving the speaking ability of students class X.OTKP.2 SMK

Pancakarya Tangerang.