CHAPTER I

INTRODUCTION

This chapter deals with the background of study, problem of study, objective

of study, significance of study, scope of study, research hypothesis, and operational

definition.

1.1 Background of the Study

As one of the language skills that should learned by second or foreign

language learners, the mastery of speaking is the most important aspect because the

success of learning a second or foreign language is measured in terms of the ablity to

carry out a conversation (Nunan, 1991: 39). Due to this reason, one of English

instructional objectives in Indonesia is to develop students’ communicative

competence both in spoken and written form in order to achieve the literacy level of

informational (KTSP, 2006). In addition, Komariah ( 2011: 53) cites that the current

teaching of English in Indonesia aims at enabling learners to communicate in English

both in written and oral form in certain literal level. It is expected that learners must

have communicative performance and competence in the target language.

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 However, Heriansyah (2012:37) reveales that for most foreign language

learners, speaking in the target language is not an easy thing to undertake because

learning to speak a foreign language requires more than knowing its grammatical and

semantics rules. This perception might be true because based on the researcher’s

preliminary research that she conducted at MAN Model Banda Aceh through

interview with some students, she found that the secondary learners still faced a

number of diffulties in learning speaking skill. The first problem faced by students in

speaking skill was they did not have sufficient vocabulary, because of this, it led to

speaking problems in English. As a result, they were difficult to express their ideas

when the teacher wanted them to speak in English. The second problem was the

students felt afraid if they made some mistakes when they conversed in English.

Therefore, many students were not confident to speak and take part in classroom

interaction. The third problem that the students faced in learning spekaing skill was

they had very limited time to practice their English because they only practiced their

English at school, and after they returned home from school they did not use English

anymore. Consequently, the students thought that their performance in English was

still low.

Futhermore, there was also another factor that made students had difficulties

in learning speaking skill, namely the method or the technique that the teacher used

in teaching speaking did not motivate them to speak. Therefore, teachers should use

one effective methodology for the teaching of speaking that can activate and

motivate students in learning speaking. One of the methodologies that is suggested to

be used to achieve the purpose of learning language communicatively is

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Communicatie Language Teaching (CLT). Chang (2010) asserts that Communicative

Language Teaching (CLT) advocates teaching practices that develop learners’

abilities to communicate in a second language. Meanwhile, Freeman (1986:131)

states that the goal of communicative approach is to have students become

communicatively competence. Furthermore, she explains that communicative

competence involves being able to use the language appropriately to a given social

context. To do this, students need knowledge of the linguistics form, meaning, and

function. In general, the objective of the use of this method is to have students

communicate fluently in a target language in the real situation.

In relation to the technique in teaching speaking skill, role play is one of the

techniques that can be used for this purpose. According to Freeman (2000: 137), role

plays are very important in CLT method because it gives students an opportunity to

practice communicating in different social contexts and in different social roles. In

addition, Brown (2004: 174) states that:

Role playing is a popular activity in communicative language-

teaching classes. Within constraints set forth by the guidelines, it
frees students to be somewhat creative in their linguistic output. In
some versions, role play allows some rehearsal time so that students
can map out what they are going to say and it has the effect of
lowering anxieties as students can, even for a few moments, take on
the person of some one other than themselves.

Many research findings showed that this technique is effective to be used in

teaching speaking. One of them is the study conducted by Adriyati (2009: 221),

revealed that role play can improve students’ speaking skill because they can interact

each other.

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 Based on the explanation above, the researcher is interested in conducting a

study on the implementation of role play technique in teaching speaking for the

students of the second year in MAN Model Banda Aceh.

1.2 Problem Formulation

From the explanation above, the research question in this study can be

formulated as follows:

Does the use of role play technique improve students’ performance in English

speaking ability?

1.3 Research Objective

The research objective of this study is to examine whether the use of role play

technique improve students’ performance in English speaking ability.

1.4 Research Significance

The result of this research is expected to have theoretical significance and

practical significance. For the theoritical significance, it is expected to enrich the

theories of references that deal with teaching speaking and it is also hoped that this

study can give more meaning and deeper understanding generally for the readers and

especially for the English teachers for the innovative and creative methods that can

be applied in teaching speaking.

For practical significance, this study is expected to give positive contribution

and meaning to the readers and teachers about how to use role play technique in

improving students’ speaking ability.

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1.5 Reseacrh Scope

The scope of this research focused on the implementation of teaching

speaking by using CLT method, while the technique used in this study was one of the

CLT techniques, namely role play .

1.6 Research Hypothesis

Alternative hypothesis (Ha): There is a significant difference between students

who are taught by using role play technique with students who are not taught by

using role play technique.

Null hypothesis (Ho): There is no a significant difference between students

who are taught by using role play technique with students who are not taught by

using role play technique.

1.7 Operational Definition

1.7.1 Speaking

In this study, speaking refers to a language skill (of the four common language

skills) which is taught as a school subject. This skill should be mastered by the

students in order to achieve the curriculum expectation. The speaking indicators that

the researcher was looking at grammar, vocabulary, fluency, pronunciation, and

comprehension.

1.7.2 Role-play Technique

Mustafa (2011:71) reveals that role play is when students portray roles of

particular types of people, for example, a principal, a teacher, a father, a driver, or a

customer.

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 CHAPTER II
LITERATURE REVIEW

This chapter comprises review of literature. The review deals with the

definition of speaking, basic types of speaking, teaching speaking, definition of role

play, types of role play, role play in teaching speaking, how to teach using role play,

the procedures in using role play, the role of teacher and students in role play

activities, and significance of role play.

2.1 Speaking

2.1.1 Definition of Speaking

Bailey and Nunan (2005:2) assert that speaking is an interactive process of

constructing meaning that involves producing and receiving and processing

information. It can be perceived that speaking is a kind of interaction process

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involving two or more people (as speaker(s) and listener(s)) in order to convey and

receive the intended information. Therefore, in this case, the people involving in the

interaction process should strive to speak clearly so that the information can be

conveyed and accepted as expected.

Moreover, Burn and Joyce (1999 cited in Heriansyah, 2008: 11) explain that

speaking is an active process of negotiating meaning and using social knowledge of

situation. It means that the speaker and interlocutor have to understand each other

about the topic that they are speaking or discussing so that the conversation can go

well.

Additionally, Nunan (1999: 228) says that based on its function, speaking is

defined as a way to verbally communicate for mostly interactional and somewhat

transactional purposes. Brown and Yule (1983: 21) made a useful disticntion

between the interactional functions of speaking, in which it serves to establish and

mantain social relations, and the transactional functions, which focus on the

exchange of information. Thus, speaking is a great component in communication; it

has an important role in transfering ideas, opinions, intentions and information to

others.

Burnkat (1998, quoted in Heriansyah, 2012: 37) points out that language

learners need to have three areas of knowldege involved within speaking namely (1)

mechanics of language elements (pronunciation, grammar, vocabulary), which

emphasize on the use of right words in the right order with the correct pronunciation,

(2) the functions of language that deals with speaking performance in the form of

transaction and interaction (e.g. knowing how to change infromation and giving the

7
clarity of essential message), (3) the sociocultural norms (such as turn-taking, rate of

speech, lenght of pauses between speakers relative roles of participants,

undersatnding how to take into account who is speaking to whom, in what

circumstance, about what, and for what reason).

2.1.2 Basic Types of speaking

There are a lot of activities in the classrooms that have been oriented to

speaking for real communication. The activities are conducted merely for giving

students opportunities to practice speaking. In his book, Brown (2004: 141) divides

the basic types of speaking into 5 categories as follows:

1. Imitative

Imitative is the ability to simply imitate a word or phrase or possibly a

sentence. While this is a purely phonetic level of oral production, a number of

prosodic, lexical, and grammatical properties of language may be included in the

criterion performance.

2. Intensive

Intensive is the production of short stretches of oral language designed to

demonstrate competence in a narrow band of grammatical, phrasal, lexical, or

phonological relationship (such as prosodic elements-intonation, stress, rhythm,

juncture). Examples of intensive include reading aloud, sentence and dialogue

completion. In this type, the speaker must be aware of semantic properties in order to

be able to respond, but interaction with an interlocutor is minimal at best.

3. Responsive

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 Responsive includes interaction and test comprehension but at somewhat

limited level of very short conversation, standard greetings and small talk, simple

request and comments.

4. Interactive

The different between responsive and interactive speaking is in the length and

complexity of the interaction, which sometimes includes multiple exchanges and/or

multiple participants. Some examples of interactive speaking are interview,

discussion, games, and role-play.

5. Extensive

Extensive type includes speeches, oral presentations, and story-telling during

which the oportunity for oral interaction from listener is either highly limited or ruled

out altogether. This type needs more action and interaction to the listeners.

2.1.3 Teaching Speaking

Brown (2000:7) states that “teaching is showing or helping someone to learn

how to do something, giving instructions, guiding in the study of something, proving

with the knowledge, causing to know or understand”. Similarly, teaching speaking

means the process of teaching students knowledge about the target language and skill

in using the knowledge orally in communication. This is in line with what Nurmaida

(2011: 79) clarifies that “teaching speaking means teaching students to involve in

target language, since speaking course cannot be separated from conversation itself”.

So, students will be directly involved in speaking activities whenever they are

conducting a conversation.

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 Kayi (2006:1) states that there are several meanings of teaching speaking as

follows:

1. Produce the English speech sounds and sounds patterns.

2. Use words and sentence stress, intonation patterns and the rhythm of

the second language.

3. Select appropriate words and sentences according to the proper

social setting, audience, situation and subject matter.

4. Organize the students’ thoughts in a meaningful and logical

sequence.

5. Use language as a means of expressing values and judgments.

6. Use the language quickly and confidently with few unnatural pauses,

which is called as fluency.

From the above standpoints, it can be understood that teaching speaking

should enhance students’ communication skills, because only by improving students’

speaking ability can they express themselves and learn how to follow the social and

cultural rules that are appropriate in each communication circumstance. Therefore,

an English teacher has posses sufficient knowledge and understanding toward

learning materials that she will teach. Furthermore, he/she should be able to select an

appropriate teaching methodology to be used in teaching the materials as well

classroom learning activities that can motivate students to learn. Hence, they will feel

enjoy during the class and keep on practicing their speaking ability.

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 Regarding the importance of the teacher’s role in teaching speaking, Kayi

(2006:5) suggests some things for the English language teachers. They are as

follows:

1. Reducing teacher speaking time in the classroom while increasing

students speaking time.

2. Do not correct students’ pronunciation mistakes very often while

they are speaking because correction can not distract student from

his or her speech.

3. Circulating around the classroom to ensure that students are on the

right track and see whether they need teacher’s help while they

work in groups, pair or not.

4. Providing the vocabulary beforehand that students need in speaking

activities.

5. Diagnosing problems that are faced by students who have difficulty

in expressing themselves in the target language and provide more

opportunities to practice the spoken language.

6. Trying to involve each student in every speaking activity.

7. Providing maximum opportunity to student to speak the target

language by providing a rich environment that contains

collaborative work, authentic materials and tasks, and shared

knowledge.

8. Indicating positive signs when commenting on a student’s

response.

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 9. Involving speaking activities not only in the classroom but also out

of class by contacting parents and other people who can help.

Based on the explanation above, in creating the students’ confidence in

conveying their ideas, the teacher should understand well how to create a good

learning atmosphere which includes relationship between teacher and students,

enjoyable classroom atmosphere, and the freedom for students to convey their ideas

and perform in front of the class.

There are many activities to promote speaking. As Kayi (2006: 2-5) inferred

from many linguists that there are thirteen activities to promote speaking, they are

discussion, simulations, information gap, brain storming, story-telling, interviews,

story completion, reporting, playing cards, picture narrating, picture describing, find

the differences, and role play.

2.2 Role Play

2.2.1 Definition of Role Play

In defining role play, the writer views that role play is a technique which

involves fantasy or imagination to be someone else or to be ourselves in a specific

situation for a while, improvising dialogue and creating a real world in scenario.

Ladousse (1995: 5) points out that when students assume a “Role”, they play a part

(either their own or somebody else’s) in specific situation. “Play” means being on in

a safe environment in which students are as an inventive and playful as possible.

According to Ardriyati (2009: 219) a role play is a kind of life game that has a goal,

rules, and involves a feeling of fun. Furthermore, she also explains that in role play

the students are put in a certain atmosphere outside of the class. Bailey and Nunan

12
(2005:52) mention that a role play is a speaking acitvity in which the students take

the part of other people and interact using the characteristics of those people (for

instance, age, gender occupation, and so on). Morever, they also explain that role

play includes a particular communicative task, such as negotiating a purchase,

solving a problem, making a reservation, getting information, and so on. In addition,

Mustafa (2011: 71) highlights that role play is when students potray roles of

particular type of people, for example, a principal, a teacher, a father a driver, or a

customer.

Another definition stated by Murcia (2001 : 107) on role play is particularly

suitable for practicing the sociocultural variations in speech act, such as

complimenting, complaining, and the like. Rebecca (2009, cited in Ardriyati,

2009:220) asserts that in most role-playing exercises, each student takes the role of a

person affected by an issue and studies the impacts of the issues on human life and/or

the effects of human activities on the world around us from the perspective of that

person. Livingstone (1989) describes that role-plays provide students the specific

information and the role to act. The students are required to act based on the roles

given. They cannot add their own opinion or personal view to the roles. In

conclusion, role-play is a possibly effective way to improve speaking proficiency of

the students. The activity not only creates the opportunities for the students to

communicate, but also establishes the collaborative learning atmosphere which

encourages them to develop strategies to overcome problems that occur when

performing their role play. This directly prepares the students to face communication

in real life.

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2.2.2 Types of Role Play

Ladousse (1995: 13) explains that there are several types of roles. The first

type is the roles which correspond to a real need in the students life. Roles as doctors

dealing with patients, or salesman traveling abroad are two roles that can be taken as

the examples for this type. The second type is the students play themselves in a

variety of situations which may or may not have direct experience. The example of

this type is a customer complaining or a passenger asking for information.

The third type is the roles that few students do not have the experience

directly towards the roles, but it is still possible 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 a very useful kind of role taken from real life. The last type of roles

is fantasy roles, which are fictions, imaginary, and possibly even absurd. “Snow

white” story is one of the examples that can be used in this type of role play.

There are two broad types of role play activities often used in English

language classrooms: scripted and non-scripted role plays. To perform role-plays of

the scripted type, the students will have to work in pairs or small groups. They are

given prompts related to the target scenarios. Then, they will have to use the prompts

as the model to form the target dialogue. The students rehearse that dialogue before

performing it in front of the class. In the non-scripted role play, on the other hand,

the students are assigned to perform the role play activity in front of the class based

on the prompts given without preparing or writing the script in advance.

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2.2.3 Role Play in Teaching Speaking

Nowadays, many linguists and English as Second Language (ESL) teachers

agree that students learn to speak in the second language by interacting and

communicating. Communicative Language Teaching is one of methodology which is

suggested to be used to enhance students speaking skill. Harmer (2007 cited in

Heriansyah, 2009) remarks that CLT aims to improve the students’ ability to

communicate. In CLT, language is considered as a means of communication and

learners will learn faster when they use the target language directly. It means that by

practicing the language they will be able to speak. In general, the writer conclude

that the learning outcome intended to achieve through this method is that learners can

communicate fluently in the target language.

Role play is one of activity types that is used in Communicative Language

Teaching. This is in line with what Richards (2005: 21) states that many other

activity types have been used in CLT, among them are the following:

1. Task-completion activities

Puzzles, games, map-reading and other kinds of classroom tasks in

which the focus on using one’s language resources to complete a task.

2. Information gathering activities

Students did surveys, interviews and searches in which students are

required to use their linguistic resources to collect information.

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3. Opinion-sharing activities

Activities where students compare values, opinions, beliefs, such as a

ranking task in which students lists six qualities in order of importance which

they might consider in choosing a date or spouse.

4. Information-transfer activities

These require learners to take information that is presented in one

form, and represent it in a different form. For instance, they may read

instructions on how to get from A to B, and they draw a map showing the

sequence, or they may read information about a subject and then represent it

as a graph.

5. Reasoning-gap activities

These involve deriving some new information from given information

through the process of inference, practical reasoning, etc, for example,

working out a teacher’s timetable on the basis of given class timetables.

6. Role-plays

Activities in which students are assigned roles and improvise a scene

or exchange based on given information or clues.

As mentioned above, the students in CLT classroom settings are well engaged

in communicative activities that provide them the opportunity to use the target

language in communication with each other, and role-play is one of the most popular

communicative activities used in the CLT classroom.

The roles of teachers and learners in the CLT classroom are explained clearly

by Richards (2005: 20). He says that learners in this classroom have to participate in

16
the classroom activities based on a cooperative rather than individualistic approach to

learning. He added that students have to become comfortable with listening to their

peers in group work or pair work tasks rather than relying on the teacher for a model.

They are expected to take on a greater degree of responsibility for their own learning.

He also adds that the teachers in this classroom have to assume the role of facilitator

or monitor. Rather than being a model of correct speech and writing and one with the

primary responsibility of making students producted plenty of error free sentences,

the teacher also had to develop a different view of learners errors and of her/his own

role in facilitating language learning. Since role play is one of the activity types that

is used in CLT, thus the teachers who apply role play in teaching speaking have to

perform the roles and also encourage the students to do such roles that have been

stated above.

2.2.4 How To Teach Using Role Play

The teacher needs to decide the context for the exercise and the roles that the

students will play. If the students are taking human roles, the context is generally a

specific problem such as working in an office or dealing with persons. Lessons need

to be carefully explained and supervised in order to involve the students and to

enable them to learn as much as possible from the experience. However, a well-done

scenario never runs the same way twice, teaches people things they might not

ordinarily have learned, and tends to be fun for all involved. Role-playing exercises

can be hard work for the instructor, both in preparation and in implementation, but

the work tends to pay off in terms of student motivation and accomplishment

17
(Adriyati, 2009: 221). Therefore, as cited in Adriyati (2009:22) the teacher should

consider the following points:

1. Define Objectives. The details of what you need to do depend entirely on why

you want to include role-playing exercises in a class.

 What topics do you want the exercise to cover?

 How much time do you and your class have to work on it?

 What do you expect of your students: reports, presentations?

 Do you want the students role-playing separately or together?

2. Choose context and roles. The teacher decides on a problem related to the

chosen topics of study and a setting for the characters. It is a good idea to make

the setting realistic, but not necessarily real. If the characters(s) used in the

exercise are people, define his or her goals and what happens if the character

does not achieve them.

3. Introduce the Exercise. Engage the students in the scenario by describing the

setting and the problem. The teacher provides the students with the information

he has already prepared about the characters, the goals and background

information. It needs to be clear to the students. Outline goals that the teacher

expects the students to learn in this lesson.

2.2.5 The Procedures in using role play

Huang (2008) usually teaches speaking through role play activities and uses

six major steps in the procedure.

1. Decide on the Teaching Materials

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 The teacher must decide which teaching materials will be used for role play

acitivities. The teaching materials can be taken from text books or no-textbook such

as picture books, story books, readers, play-scripts, comic strips, movies, cartoons,

and pictures. The material is selected ahead of time by the teacher. The teacher can

also create his or her own authentic teaching materials for role play activities. The

teaching materials should be decided based on students’ level and interest, teaching

objectives and appropiateness for teaching.

2. Select Situations and Create Dialogs

Situation to be role played should be selected. For every role play situation,

dialogs should be provided (by the teaching materials or by the teacher) or created by

the student themselves.

3. Teach the Dialogs for Role Plays

The teacher needs to teach the vocabulary, sentences, and dialogs neccesary

for the role play situations. The teacher need to make sure the students know how to

use vocabulary, sentences and dialogs before doing role play activities, otherwise,

the teacher should allow students to ask how to say the words they want to say.

4. Have Students Practice the Role Plays

Students can pratice in pairs or in small group. After they have played their

own roles a few times, have them exchange roles. That way, students can play

different roles and practice all of the lines in the role play. When students are

confident enough to demonstrate or perform in front of the class, the teacher can ask

them to do so for their classmates.

5. Have Students Modify the Situations and Dialogs

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 Once students have finished and become familiar with an original role play

situation, they can modify the situations and/or dialogs to create a variation of the

original role play.

6. Comprehension

Finally, the teacher shall evaluate the effectiveness of the role play acitivities

and check if students have succeefully comprehend the meanings of the vocabulary,

sentences, and dialogs. There are several ways to do students evaluations. Students

can be given oral and listening test relating to the role plays. The example of oral

tests can be in the following way: students are asked to answer some simple

questions relating to the role plays, students are asked to reenact the role plays,

students are asked to translate the role plays into their native language.

The above procedures are not the exact model to be used. It is flexible. A

teacher can create procedures which are appropiate and suitbale for his-her own class

including different levels of students’ ability in the classroom.

2.2.6 The Role of Teacher and Student in Role Play Activities

Nga (2011: 2-3) contends that in this kind of activities the teacher is less

dominant but by no means less important than in the traditional classroom activities.

He is a facilitator of the communicative process in which he may play the roles of

instructor of language items, organizer of the role-play activity, error-corrector,

passive viewer, and consultant. He may also take part in the role play activities as a

co-communicator, or observe the students’ performance for planning future

activities. In addition, Adriyati (2009: 222) highlights that some of the possible

teacher roles in role play, are :

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 a. Facilitator : Students may need new language to be given by the teacher.

If rehearsal time is appropriate, the giving in of new language should take

place at this stage.

b. Spectator : The teacher watches the role play and offers comments and

advice at the end.

c. Participant : It is sometimes appropriate to get involved and take part in

the role play himself.

The roles of students have changed since the invention of Communicative

Teaching Approach. According to Morrow, (1977: 71, cited in Nga, 2011:2-3), “the

learner is now concerned with using language, not English usage. In order to do this,

learners take on roles and interact with other learners who also have roles. What

they say is determined by the roles they play, their communicative intentions and the

contribution of the other learners”.

2.2.7 Significance of role play

It has been mentioned before in the above discussion that role play is one of

the activities to promote speaking. By implementing role play technique the students

learn how to express ideas, opinions, or feeling to others by using words or sounds of

articulation. Ladousse (1995: 6-7) explains that role play uses different

communicative techniques and develops fluency in the language. Moreover, Bailey

and Nunan (2005:52) assert that role plays can be excellent procedures for helping

students learn and practice important speech acts, vocabulary, and grammatical

structures. It is important for the teacher to set up role play that are realistic,

21
plausible, and related to the students’ need. Role play can improve learners’

speaking skill in any situation, helps learner to interact and motivate them to speak

by their own words. It is beneficial in teaching speaking because of five reasons as

stated by Ladousse (1995-6-7) as follows: first, a very wide variety of experience can

be brought into the classroom and we can train our students in speaking skill in any

situation through role play. Second, role play puts students in situation in which they

are required to use and develop those phatic forms of language which are so

necessary in oiling the works of social relationship. Third, some people are learning

English to prepare for specific roles in their lives. It is helpful for these students to

have tried out and experimented with the language they will require in the friendly

and safe environment of a classroom. Fourth, role play helps many shy students by

providing them with a mask. Fifth, perhaps the most important reason for using role

play is that fun.

Snarski (2007: 3-5) explained that there are five advantages in applying role

play technique in the language classroom, they are:

1. Whole class participation

2. Integrated observation task

3. Varying proficiency levels

4. Pragmatic practice

5. Critical thinking skill

Graves (2008:7) mentions that role-playing activities help introduce student

to “real-world” situations. In addition, role playing can be used as an effective

assessment tool. When the students are presenting their role play, it will be easy to

22
know if they have grasped the grammar point, content, vocabulary, or other new

information presented to them. They will display what they have learned and present

that knowledge to the class.

2.2.8 The Disadvantages of Role Play

As mentioned above, role play is an effective technique to be used in teaching

spaking. However, this technique also has some weaknesses in teaching speaking.

Sam (1990) points out that some the disadvantages of role play as follow:

1. Activity is artificial

Richards (1985) observed that although role-play is supposed to provide

authentic situations for students to use language, the situations sometimes created

were artificial and not relevant to the needs of the students.

2. Activities are difficult to monitor

With so much activity both physical and verbal going on, it is sometimes

difficult for the teacher to monitor a student's performance. There is the fear among

teachers that the students are having too much fun and that no learning is taking

place.

3. Causes embarrassment

In some situations, especially among adult learners, role-play and simulation

activities cause a lot of embarrassment, awkwardness and very little spontaneous

language use. The choice of appropriate roles for different students is thus very

important.

23
 4. Encourages incorrect forms

Since the teacher is not encouraged to correct mistakes immediately so as not

to discourage students, this provides opportunities for learners to produce and

practise ungrammatical and inappropriate forms.

5. Has cultural bias

According to Richards (1985), these activities are more suited for learners

from cultures where drama activities and learner - directed activities in teaching is

common. in cultures where the teacher-dominated classroom is still the norm, the

learners may not respond willingly to the activities.

6. Teachers' fear of losing control

Since the activities require the full participation of the students and minimum

participation from the teacher, the teacher may fear that he may lose control of the

class. Furthermore the students may get carried away and become disruptive.

7. Spontaneity is lost

Very often the students get too caught up with WHAT to say. They hesitate to

choose their words and do not interact spontaneously.

8. Timing lessons is difficult

The teacher has to spend a lot of time in preparation work especially for

simulations. He is not able to predict the amount of class time that will be taken to

carry out the activity since the ability of each class varies.

9. Activities may not be suitable for all levels

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 Role-play and simulation involve a lot of conversation and discussion. Thus it

may not be very suitable for low proficiency students who do not have the necessary

communicative competence to carry out the activity. These activities would be more

suitable for intermediate and advanced learners.

The above disadvantages however can be solved if careful thought and

planning could be given before the activities are used in the classroom. The teacher

himself/herself must be convinced of the effective use of these activities if he/she

wants to encourage students to have a positive attitude towards these novel ideas in

language learning.

25
 CHAPTER III
RESEARCH DESIGN

This chapter deals with research methodological procedures. This includes

research method, population and sample, research instrument, technique of data

collection, and technique of data analysis

3.1 Research Method

The research design used in this study is quantitave research. Arikunto (2006:

12) states “Quantitative research is a kind of research required the use of numbers,

ranging from data collection, data interpretation and the appearance of the results”.

While the approach used in this research is the experimental study with true

experimental design type of pre test and post test control group design. According to

Brog and Gall (1993), this design involves two groups, in which for one group

(experimental class) is given the treatment while the other group (control class) is not

given a treatment. The treatment is made to experimental class in order to find out

the effect of the given treatment.

26
 The method that the researcher used to collect the data in this study was test.

In terms of this Ary et.al (2006: 218) explain that a test is a set of stimuli presented to

an individual in order to elicit responses on the basis of which a numerical score can

be assigned.

The test is considered good if it has two characteristics namely validity and

reability. According to Ary et.al (2006: 243), validity is defined as the extent to

which an instrument are measured what it claimed to be measured. While a test is

considered realiable if you give the same test or match students on two different

occasions, the test should yield the same result (Brown, 2004: 20).

3.2 Population and Sample

This research was conducted in MAN Model Banda Aceh. This school is

located at Syiah Kuala Street, Jambo Tapee, Banda Aceh. Relating to the population

of this research, the second year students of MAN Model Banda Aceh were chosen

as the population in this study. There were ten classrooms for this grade, while the

samples of this study were class XI 3 Science Class as an experimental class and XI 2

Science Class as a control class. There were 29 students in XI3 Science and 30

students in XI2 Science. They were selected by using random sampling with the

assumption each individual in the population has an equal probability of being

selected (Creswell, 2003:156).

The procedure of selecting sample in this study were carried out by means of

two steps. First, the researcher wrote all the names of the classes on a small piece of

paper and put them into a small box. Second, the researcher shook the box and took

27
two pieces of papers. The paper that was taken first became the experimental class

and the other was control class.

3.3 Reseacrh Instruments

As mentioned earlier, the method used to collect the data in this study is

through the test. Meanwhile, the instrument used to elicit the data in relation to

students’ speaking performance is oral test.

Pertaining to the validity of the test, the researcher collaborated with the

English teacher to design the content of the test. From our discussions, the teacher

recommended the researcher to choose one of the learning materials related to the

function of language namely “the use of expression of satisfaction and

dissatisfaction”. The English teacher considered the students still did not know how

to use these expressions well. The learning material and the sample of the test were

taken from the book entitled “Look Ahead and Developing Competencies”.

Regarding the reability of the test, the researcher had previously given the

oral test to both groups as a pilot study at different time before this study was

conducted.

3.4 Technique of Data Collection

Concerning to the procedure of data collcetion in this study, they can be

explained as follows:

At the first meeting, the researcher gave the pre test for the experimental

group on 30 September 2013 while the pre test for control group was given on 3

October 2013. The purpose of this test was to know students’ speaking ability

between two groups. After the researcher gave the pre test to both groups, then she

28
conducted some experimental teachings for the experimental group by using role

play technique; meanwhile, the control group were not taught by using this

technique.

On the second meeting, the researcher started her research by teaching

students in the experimental class through role play technique. In this meeting the

topic that she discussed was about “expressing satisfaction and dissatisfaction”. The

researcher taught students and gave clear explanation about these expressions and

also gave the example in the form of dialog how to use them in English conversation.

After that, the researcher asked the students to sit in their group and practice with

each other. After the students practiced in their group, then they performed the

dialog given to them in front of the class.

On the third meeting, the researcher taught the students like on the second

meeting but she reviewed the learning materials that the students had learned in the

previous meeting, and tried to help students if they were any vocabulary that they did

not know while practicing in conversation, including to correct some grammatical

errors and miss pronunciations made by students.

Finally, on the fourth meeting the researcher administred the post test to the

experimental class to find out whether there was any improvement on students’

speaking ability from the implementation of role play technique. She was also gave

the post test to control class although the students in this group did not receive the

treatment from the researcher.

To elicit the data regarding the students’ speaking skill from both groups, the

researcher used the tool which recorded the students’ performance namely ‘digital

29
camera’. The test was given to the students in the form of oral test. During this study,

the reseracher was helped by her friend to record the students’ activities, while the

researcher assessed their performance when they conducted the conversation

practice. In addition, in assessing their speaking performance, the researcher was also

helped by the English teacher in this school.

3.5 Technique of data analysis

To analyze the results of students’ speaking performance, the researcher used

the five criteria proposed by Brown (2004: 172) in assessing speaking skill namely:

(1) grammar, (2) vocabulary, (3) comprehension, (4) fluency, (5) pronunciation.

Each component was given 4 as the maximum score and 1 as the minimum score.

Therefore, if a student got 4 for each component, so the total score that he/she gets is

20 then multiplied by 5 (for the whole components of speaking) which became 100.

After the data was collected, then they were calculated by using some

statistical procedures which were taken from Sudjana (2002). The procedures are as

follows:

(1) The range (R)

The calculation of the Range (R) is by finding the highest score and the lowest

score of speaking performance through the application of role play technique.

R = the highest score – the lowest score

(2) The amount of class interval (K)

30
 The amount of class interval class is computed by applying the following

formula:

K= 1 + (3,3) log n

Where,

K = amount of class interval

n = Number of Samples

(3) The Length of Interval Class (P)

To calculate the length of interval class, the researcher applied the formula as

follows:

R
P=
K

Where,

P = The length of interval class score

R = Range score

k = Interval class score

(4) The mean (x́ )

The mean (x́ ) is used to find the average score of the whole respondents on

speaking performance test. It is computed by dividing the sum of all scores by the

number of scores. According to Sudjana the formula employed for this compution is:

31
 x́=
∑ f i xi
∑ fi
(5) The standard deviation

The standard deviation (S), the square root of variance, is the most frequently

as a measure of spread or dispersion of score in a distribution. To find the standard

deviation, the researcher used the formula as follow:

√
2
n ∑ f i xi − ( ∑ f i x i )
S=
n ( n−1 )

Where,

S= Standar deviation

And the formula of standard deviation (the combination of variance)

is:

( n1 −1 ) s12+ ( n2−1 ) s 22
S=
√ n1+ n2−2

To prove the hypothesis, the researcher analyzed the data by using t-test

formula by Sudjana (2002:239) as follows:

x´1− x́ 2
t= 1 1
S gab
√ +
n1 n 2

Where:

t = significance comparative coefficient

x 1 = mean score of class XI science3

32
x́ 2 = mean score of class XI science 2

S = the combination of the two standard deviation

n1 =¿the number of students of XI3 Science Class

n2 = the number of studens XI2 Science Class

To interprate the significance of t-score, the researcher compared the t-score

with t-table and the researcher also had to find the degrees of freedom by using:

df= (n1+n2-2)

where,

df= degress of freedom

n1= the samples of the first variable

n2= the samples of the second variable

There are two rules to compare the t-score and t-table according to Sudjana

(2002:284):

1. If t-score equal or higher than critical t-score or t, so the null hypothesis is

rejected, and the alternative hypothesis is accepted. This means that there are

significant differences between the experimental class and control class.

33
2. If t-score is lower that critical t-score or t, so the null hypothesis is accepted

and the alternative hypothesis is rejected. This means there is no significant

different between the experimental and control class.

34
 CHAPTER IV

RESEARCH RESULT AND DISCUSSION

Thic chapter presents the research results and discussions. This includes

research results, the result of students’ pre-test and post-test scores of EC, the result

of students’ pre-test and post-test scores of CC, hypothesis testing, discussion.

4.1 Research Result

The following part present the results of students’ pre-test and post-test scores

for experimantal class (EC) in the following Table 4.1.1.1. Further explanation

related to students’ scores for each speaking criteria can be seen on Appendix 3.

4.1. 1 The Result of Students’ Pre-Test and Post Test Scores of EC

Table 4.1.1.1 Students’ Pre-Test and Post Test Scores of EC

No Students’ initial Pre-Test Post-Test

1 AMK 45 60

2 CNF 55 75

35
3 DM 50 75

4 DN 55 70

5 FM 55 70

6 FR 55 90

7 FAM 45 75

8 HK 60 90

9 IA 45 50

10 KA 60 90

11 LM 35 40

12 MIR 25 65

13 MFI 35 30

14 MF 55 75

15 NA 45 50

16 NFH 45 80

17 NF 50 95

18 PA 50 100

19 RF 25 75

20 RK 45 70

21 S 40 75

22 SN 40 70

23 SV 25 70

36
 24 TMI 25 70

25 UF 55 70

From the table above, the highest score of pre test for EC is 60, while the

lowest score of pre test is 25. For the post test, the highest score in EC is 100 and the

lowest score is 30.

Frequency distribution for the pre-test score of EC obtained as follows:

Range (R) = 60- 25

= 35

The Amount of Class Interval (K) = 1 + 3,3 log 25

= 1 + 3,3 (1,39)

= 1 + 4,587

= 5,587 ≈ 6

35
Length of Interval Class (P) =
6

= 5,83 ¿ 6

Table 4.1.1.2 The Table of Distribution of pre test for EC

Score fi xi x i2 f i xi f i x i2

37
 25-30 4 27,5 756,25 110 3025

31-36 2 33,5 1122,25 67 2244,5

37-42 2 39,5 1560,25 79 3120,5

43-48 6 45,5 2070,25 273 12421,5

49-54 3 51,5 2652,25 154,5 7956,75

55-60 8 57,5 3306,25 460 26450

Total 25 1143,5 55218,25

X́ =
∑ f i xi = 1143,5 =45,74
∑ fi 25

2
2
n ∑ f i x 2i −( ∑ f i x i )
sa =
n ( n−1 )

25 ( 55218,25 ) −( 1143,5 )2
¿
25 ( 25−1 )

1380456,25−1307592,25
sa2=
600

72864
sa2=
600

sa2=121,44

sa =√ 121,44 ¿ 11,01

Based on the calculation above, the mean of pre test for EC ( x́) = 45,74

( s a2)=121,44 and ( sa ) = 11,01

38
 While, frequency distribution for the post-test score of EC is obtained as

follows:

Range (R) = 100-30

= 70

The Amount of Class Interval (K) = 1 + 3,3 log 25

= 1 + 3,3 (1,39)

= 1 + 4,587

= 5,587 ≈ 6

70
Length of interval class (P) =
6

P = 11,66 ≈ 12

Table 4.1.1.3 The Table of Distribution of post test for EC

Score Fi Xi Xi2 fixi Fi Xi2

30-41 2 35,5 1260,25 71 2520,5

42-53 2 47,5 2256,25 95 4512,5

54-65 2 59,5 3540,25 119 7080,5

66-77 13 71,5 5112,25 929,5 66459,25

78-89 1 83,5 6972,25 83,5 6972,25

90-101 5 95,5 9120,25 477,5 45601,25

Total 25 1775,5 133146,3

39
X́ =
∑ f i xi = 1775,5 =71,02
∑ xi 25

2
2
n ∑ f i x 2i −( ∑ f i x i )
sb =
n ( n−1 )

25 ( 133146,3 ) −( 1775,5 )2
¿
25 ( 25−1 )

3328656−3152400
sb2=
600

176256
sb2=
600

sb2=293,76

sb =√ 293,76 ¿ 17,14

Based on the calculation above, the mean of post test for EC is (x́) = 71,02

( s b2) =293,76 and ( sb ) = 17,14

The calculation above showed that the mean score of pre test for EC is 45, 74

and the mean score of post test in EC is 71, 02. It means that there is a significant

difference between pre-test and post-test in EC about 25, 28.

4.1. 2 The Result of Students’ Pre-Test and Post Test Scores of CC

Table 4.1.2.1 Students’ Pre-Test and Post Test Scores of CC

40
No Students’ initial Pre-Test Post-Test

1 AM 40 25

2 AN 25 55

3 CL 25 55

4 CI 45 25

5 DF 45 25

6 DM 35 25

7 ER 35 30

8 FI 35 30

9 FF 35 30

10 FDI 45 50

11 FR 45 50

12 FH 45 50

13 FY 40 40

14 KK 45 35

15 MS 50 40

16 MA 50 40

17 MS 45 25

18 NH 30 6O

19 R 40 45

20 RS 40 25

41
 21 RM 55 50

22 RA 25 25

23 SA 50 45

24 ZA 60 45

25 Z 50 40

From the table above, the highest score of pre test for CC is 60, while the

lowest score of pre test is 25. For the post test, the highest score for CC is 60 and the

lowest score is 25.

Frequency distribution for the pre-test score of control class obtained as

follows:

Range (R) = 60- 25

= 35

The Amount of Class Interval (K) = 1 + 3,3 log 25

= 1 + 3,3 (1,39)

= 1 + 4,587

= 5,587 ≈ 6

35
Length of Interval Class (P) =
6

= 5,83 ¿ 6

Table 4.1.2.2 The Table of Distribution of pre test for CC

42
 Score fi xi x i2 f i xi f i x i2

25-30 4 27,5 756,25 110 3025

31-36 4 33,5 1122,25 134 4489

37-42 4 39,5 1560,25 158 6241

43-48 7 45,5 2070,25 318,5 14491,75

49-54 4 51,5 2652,25 206 10609

55-60 2 57,5 3306,25 115 6612,5

Total 25 1041,5 45468,25

X́ =
∑ f i xi = 1041,5 =41,66
∑ fi 25

2
2
n ∑ f i x 2i −( ∑ f i xi )
s1 =
n ( n−1 )

25 ( 45468,25 )−( 1041,5 )2

¿
25 ( 25−1 )

1136706−1084722
s12=
600

51984
s12=
600

s12=86,64

s1= √ 86,64 ¿ 9,31

Based on the calculation above, the mean of pre test result for CC ( x́) =

41,66 ( s 12 ) =86,64 and ( s1) = 9,31

43
Frequency distribution for the post-test score of CC obtained as follows:

Range (R) = 60-25

= 35

The Amount of Class Interval (K) = 1 + 3,3 log 25

= 1 + 3,3 (1,39)

= 1 + 4,587

= 5,587 ≈ 6

35
Length of interval (P) =
6

P = 5,83 = 6

Table 4.1.2.3 The Table of Distribution of post test for CC

Score fi xi x i2 f i xi f i x i2

25-30 10 27,5 756,25 275 7562,5

31-36 1 33,5 1122,25 33,5 1122,25

37-42 4 39,5 1560,25 158 6241

43-48 3 45,5 2070,25 136,5 6210,75

49-54 4 51,5 2652,25 206 10609

55-60 3 57,5 3306,25 172,5 9918,75

Total 25 981,5 41664,25

44
X́ =
∑ f i xi = 981,5 =39,26
∑ f i 25

2
2
n ∑ f i x 2i −( ∑ f i xi )
s2 =
n ( n−1 )

25 ( 41664,25 )−( 981,5 )2

¿
25 ( 25−1 )

1041606−963342,3
s22=
600

78264
s22=
600

s22=130,44

s2= √ 130,44 ¿ 11,42

Based on the calculation above, the mean of post test for CC is ( x́) = 39,26

( s 22 )=130,44 and ( s2) = 11,42

The calculation above showed that the mean score of pre test for CC is 41, 66

and the mean score of post test is 39,26. It means that there is no significant

difference between pre-test and post-test in CC because only 2, 4 point difference.

Hypotesis Testing

45
 In this research, the researcher used t-score formula. The criteria testing reject

Ho if t > t 1−α. degrees of freedom (n1 + n2 -2) for one tail test = (1-α) and α = 0,05

(Sudjana, 2005:242).

Based on the result of post test from both classess (experimental and control),

the mean score of EC is (x) = 71,02 variance, (Sb)= 17,14 while the mean score of

CC is (x) = 39,26 variance (S 2)= 11,42. So, the standar deviation combination can be

concluded as follows:

2 ( n1−1 ) s2b + ( n2−1 ) s 22

S =
n1+ n2−2

24 ( 293,76 ) +24 ( 130,44 )

S2 =
25+25−2

S combination¿ 14,56

To prove the hypothesis, the researcher used the following formula:

x´1− x́ 2
t= 1 1
S gab
√ +
n1 n 2

71,02−39,26
t= 1 1
14,56 +
25 25 √
31,76
t=
14,56 √0,08

31,76
t=
14,56(0,28)

31,76
t= = 7,8
4,07

46
with the significant standard α =0,05 and the degree of freedom df=( n1 +n 2−2) =

25+25-2 = 48, from the table distribution was obtained t (0,95)(48 )=1,67. If t-score equal

or higher than critical t-score or t, in this case it is obtained 7, 8> 1,67, so the null

hypothesis is rejected and the alternative hypothesis is accepted. It can be concluded

that the implementation of role play technique improved students’ speaking ability.

4.2 Discussion

After analyzing all the data collected from the experimental by using

statistical formula, the researcher found that both experimental and control classes

had the same attainment in terms of speaking ability prior to the implementation of

role play. Nevertheless, after being taught by using role play, the experimenal group

got better achievement than the control group except one student who got the lowest

score in experimental group. Her lower score was caused by her inadequate

knowledge even after he was involved in the treatmeant.

The result of data analysis revealed that the students’ scores of speaking

taught by implementing role play was better. The highest score of pre test for

experimental class was 60 and the lowest one was 25. The highest score of post test

for experimental class was 100 and the lowest one 30. On the contrary, in the conrol

class, the highest score of pre test was 60 and the lowest one was 25 and the highest

score in the post test for the control class was 60 and the lowest one was 25.

The mean score of experimental class after the implementation of role play

technique was 74,84, whereas the mean score in control class that was not taught by

using role play technique in teaching speaking is 42,34.

47
 According to the statement of hypothesis by using t-test on the level of

significant a= 0.05 and degree of freedom = 48, tscore > ttable which is 7,8 > 1,67. It can

be concluded that there was a significant difference between students who were

taught by using role play technique with students who were not taught by using role

play technique.

CHAPTER V

CONCLUSION AND SUGGESTION

48
 This chapter presents conclusions and suggestions of the study. Some

suggestions are also given at the end of this chapter.

5.1 Conclusions

After completing this study, the researcher draws some conclusions and

suggestions in terms of the implementation of role play technique to improve

students’ speaking ability. As presented in the first chapter, the purpose of this study

was to examine the use of role play that can or can not technique improve students’

performance in English speaking ability.

Based on the research results and discussions, the researcher concludes that

the implementation of role play technique could improve students’ performance in

English speaking ability. This was proven by the improvement of students’ learning

outcomes. The mean score of post-test for experimental class was higher than of that

the pre-test (71.2 > 45,74). This indicated that there was a significant difference in

scores between the two means. It can be concluded that the improvement of the

learning outcomes was due to the implementation of role play technique.

Meanwhile, the mean score of the post test for control class was lower than

the pre test (39, 26 < 41, 66). It means that there was no significant difference

between the two means of pre-test and post. The results showed that there was no

improvement in speaking for control group.

Finally, based on the t-test analysis, the obtained t-test score (7, 8) was higher

than the critical score at the level of significance 0,05 that is 1,67, which proved that

the alternative hypothesis of this study was accepted and the null hypothesis was

49
rejected. It indicated that the implementation of role play technique had given

positive impact to improve students’ performance in speaking ability.

5.2 Suggestions

In oder to improve students’ speaking ability, thera are some suggestions to

be considered as follows.

For the teacher:

1. The teacher should choose the appropiate and present the lesson with

varoius techniques in order to make students enjoyable in learning.

2. Before assigning the role play to the students, the teacher should make sure

that the students have fully understood and have the information they need.

3. It needs a strategy and good preparation to make a teaching learning

process successful, effective and meaningful. Students must be involved as

subjects of learning and participate actively.

For the students:

1. The students are hoped to be active in learning and teaching process

2. The students are expected to use English when they practice role play

activity although it is a bit difficult for them for the first time.

3. The students do not feel shy if they make mistakes in pronounciation and

grammatical errors but try to keep speaking well.

50
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