CHAPTER I INTRODUCTION A. Background Language as a means of communication is very useful and flexible.

It can serve human needs in their communication in any situation. We can express almost everything such as thoughts, emotions, political, actions, affairs, controversies, ideas, etc. by means of communication (Srijono, 2001:9), because of it, language is an important thing in our life, because without language we cannot interact with other people. English is an international language in the world. Therefore, it is important for people to learn it. By learning English, students are expected to absorb and keep up with the development of science, technology and art. English also the most famous and important foreign language which is taught from Elementary school up to university level. The teaching of English emphasizes the four basic language skills and one of the basic language skills is peaking. Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbol in variety of context (Chaney, 1998:13). By speaking with others, the students are able to know the kinds of situation in the world. The use of English for speaking is not simple, because the speaker should master several important elements such as pronunciation, grammar, vocabulary, fluency, and comprehension. In this case, English teachers have responsibilities to improve students English speaking skill, so the teachers are demanded to have

teaching method in order to solve the problem faced by the students in learning English. The teachers also need the appropriate technique in teaching speaking in order that the students are able to be active and creative in teaching learning process of speaking. To improve students speaking skill many methods can be implemented, One of them is role play. Role play is very important in teaching speaking because it gives students an opportunity to practice communicating in different social contexts and in different social roles. According to Stephen D. Hatting, the Role play would seem to be the ideal activity in which students could use their English creatively and it aims to stimulate a conversation situation in which students might find themselves and give them an opportunity to practice and develop their communication skill. Role play is also a technique that can make the students work in pairs, support one and to reduce students boredom, moreover, role play is fun and motivated, the students get the chance to speak more and it is useful to extend knowledge into feeling. Commonly, the teachers always have some problems in teaching speaking one of the problems faced by teachers in teaching speaking s the student wont talk or say anything. The students feel shy about talking in front other students. They tend to be silent because they do not want to show their weakness in speaking English. It becomes the problem for the teachers to command the students to speak in the class. The other problem is monitoring student speech. In monitoring students speech, the teachers have problems such as the teacher

Cannot get near enough to his or her students to hear them. When students work in pairs, it is impossible for the teacher to hear the entire students speech because most of the students speak together. Then, the teacher cannot make out exactly what they are saying. The students mumbling or speaking softly makes it difficult to hear their use of language. Because of it, the teacher is difficult to give them language feedback on what they have said. Besides, the teacher cannot hear all students error. Therefore, it is difficult for the teacher to correct students errors. The English teacher in SMPN 3 Parepare also has the same problem in teaching speaking. There are still many students who have low speaking ability. It is because the English teacher does not implement the appropriate technique in teaching speaking and lack of students motivation in learning speaking. Besides, low students speaking ability is also caused by some factors. Those factors are first; the students have limited vocabulary. the students stuck speaking when they do not know the meaning of English word. They use wrong diction in the conversation. Second, constructing and combining sentences are important to be learned by the students to produce sentences orally. It concerns with to arrange a correct sentence in expressing words and conversation. They do not understand well about the grammar. They are not sure to speak English. The last factor is about pronunciation. They are not confident to speak, because according to them English pronunciation accustomed to speak Indonesian. Based on the background above, the researcher is interested in improving the speaking ability of the eighth year students of SMPN 3 Parepare by using role play method. B. Problem statement

Based on the background above, the researcher formulates a question of problem statement as follow: Can Role Play method Improve the Students Speaking Ability of the eighth year Students of SMPN 3 Parepare?
C. Objective of the Research

The objective of the research is to know whether Role Play can improve the students speaking ability or not D. Significant of the research In this research, the researcher expects that the research paper have benefit both practical and theoretical. 1. Practical Benefit a. The result of the research paper can be used as input in English

teaching learning process in junior high school especially for teaching speaking using role play b. The result of the research paper can be used as the reference for those who want to conduct a research in English teaching learning process. 1. Theoretical Benefit a. The finding of this research can Enrich the Theory of teaching English speaking to junior high school students. b. The reader will get a large knowledge about teaching speaking using Role play.

A. Scope of the Research

The scope of the research which is restricted to discipline, content, and activity was explained as follows: 1. By discipline, the research is limited to the field of applied linguistic study which talks about teaching speaking skill. 2. By content, the research consist of the explanation about the method of delivering the speaking subject that is presented to the students by using Role Play, that is cover speaking test, treatment with theme giving

direction to the students, birthday party and introducing dialog.

3. By activity, this research will explain about the speaking ability through

role play method and the students will be given some topics to discuss, students are divided into some groups. the students are given speaking test, the researcher analyzed the students in order to know the students speaking ability after they are learning the material.

CHAPTER II

REVIEW OF RELATED LITERATURE This chapter consists of the previous related research findings, some pertinent ideas, conceptual framework, and action hypothesis A. The previous related research findings Some researchers have been reported to expose identification of students speaking ability in learning English to make process more successfully. 1. Karman (2008) in his research improving speaking ability of the second year students of SMP Negeri 2 Padakkalawa through role play states that the use of role play in learning English is able to improve the speaking ability to the second year students of SMP Negeri 2 Padakkalawa. 2. Hans (2008) in his research teaching speaking English to the second year students of SMA Negeri 4 Parepare by using communication cards points out that the use of communication cards was effective in teaching English especially for speaking skill. It is proved by the result of the mean score of pretest (57.38) and the mean score of the post test (68,57). 3. Nurfitri (2008) in the research Developing Speaking Ability of the first year students of SMP Negeri 1 Pangkajene Sidrap through telling interesting place concludes that the use of telling interesting places can increase the students speaking ability. It is proved by the result of the post test is higher than pretest.
4. Wiyuda (2010) in his research Improving Speaking Skill to the seventh year

Students of SMP Negeri 3 Parepare Through Jigsaw Technique states that the use of Jingsaw technique is able to improve the speaking skill to the seventh year students of SMP Negeri 3 Parepare. Amiruddin (2002) using role

play technique to increase the stuents SMK N 1 Parepare to speak english.in this research reported that there was a positive effect of using Role Play technique to increase the students ability because directly took a part in teaching and learning process, there for they feel enjoy in learning. 5. Tajuddin (2007) stated that using Role Play Technique in learning and teaching process is one of alternative media to encorage students to improve the achievement of speaking of the students. Based on the previous related research findings above the researcher concludes that the researchers had tried many ways to develop the speaking ability of students in English. It means that there are many methods which can improve the speaking ability of the students, and this research the researcher feels interest to use role play method to improve speaking ability of the students of SMP Negeri 3 Parepare.
A. Some Pertinent Ideas

1. Definition of speaking a. In Oxford Advanced Dictionary the definition of speaking is to express or communicate opinions, feelings, ideas, etc., by or as talking and it involves the activities in the part of the speaker as psychological, physiological (articulator) and physical (acoustic) stage.

b. According to Chaney ( 1998:13), speaking is the process of building and sharing meaning through the use of verbal and non verbal symbols, in a variety of context. c. While another expert, Theodore Huebner said language is essentially speech and speech is basically communication by sound. And according to him, speaking is a skill used by someone in daily life communication whether at school or outside. The skill is acquired by much repetition; it primarily a neuromuscular not an intellectual process. It consists of competence in sending and receiving messages. From the above definition, it can be inferred that speaking is expressing ideas, opinions, or feelings to others by using words or sounds of articulation in order to inform, to persuade and to entertain that can be learnt by using some teaching learning methodologies. 1. The Component of Speaking Dobson (1975:60-67 states that there are some components involved in Speaking: a. Vocabulary; vocabulary is the most important thing to be mastered for people who want to be skillful in speaking. The vocabulary form is the center of the students and the teachers. It is the first element that should be taken by every English teacher in learning of language.
b. Functional grammar. As for the used structural signal, students should

learn it by acquiring a set of habit and not merely recording examples of usage. In this case, recording examples of usage. In this case, the

students should be trained to acquire the habit of producing of automatically. c. Frequency of practice. Language is habit, it means that all languages need exercise or practice the difficulties of other students they do not know how to express their ideas in English particularly. They only practice English when they are studying English. They never practice it with their friends . d. Motivation. All activities in the world need motivation like studying English, but sometimes students do not have motivation to speak. It means that the teacher must give attention to improvement of the students speaking ability.
e. Appropriate topics. In learning and teaching process, the teacher

should give the students some opportunities to speak in front of the class or they should be given many interesting materials. f. Self confidence. Speaking is the oral communication, in our speaking with other people is needed braveness. There are many students who have no confidence in themselves so they can not communicate. The effects of this sometimes students feel embarrassed to speak English, may be caused by psychological aspect. g. Situation. In formal situation, the students can not speak freely such as in meeting, their ideas. discussion, seminar and they are really difficult to express

1. Teaching speaking
9

Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, todays world requires that the goal of teaching speaking should improve students communicative skills, because only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance. Theodore Huebner (1960:5) state that teaching speaking is to teach English language learner to: a. Produce the English speech sounds and sound patterns b. Use words and sentence stress, intonation patterns and the rhythm of the second language c. Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter d. Organize their thoughts in a meaningful and logical sequence e. Use language as a means of expressing values and judgments Hayriye Kayi (2006:1-2) state that teaching speaking is activities to promote speaking in a second language. Young learners are like sponges, they soak up everything we say and how we say it.

1. The Concept of Role Play

10

In Cambridge International Dictionary of English, role defined as the person whom an actor represents in a film or play, while role play is a method of acting out particular ways of behaving or pretending to be other people who deal with new situations. It is used in training courses language learning and psychotherapy In this case, Gillian Porter Ladousse (1995:5) illustrated that when students assume a Role, they play a part (either their own or somebody else) in specific situation. Play means that is taken on in a safe environment in which students are as an inventive and playful as possible. According to Crookal and Oxford (1990:3) there is a little consensus on the term used in the role playing and simulation literature a few of the terms often used interchangeably are, simulation, games, role play, simulation game, role play simulation and role playing game. There seem to be some agreement; however, simulation is a broader concept than

role playing. Simulations are Complex lengthy and relatively inflexible events. Role play, on the other hand, can be a quite simple and brief. According to Gillian (2002) defines role play is an exercise where the students are assigned a fictitious role of characters in the exercise Fisher (2006) states that role play involve pretending of imaging that one is certain situation. Underhill (1989:55) states that in role play, students have to converse with the interview in away that appropriate to the role in which he takes the situation given. 2. The function of Role Play

11

Wong used Role Play successfully in her freshman English Laboratory (1983:43) stated that role play provide students with an

opportunity to speak English in front of the whole class and help them to overcome their nervousness and reluctance to speak English. Wong also stated that role play promoted peer teaching and correction among the student and lighten the atmosphere and create an English speaking environment in the classroom. Ladousse (1987:5) stated that role play can

bring a very wide variety of experiences about the language which used as a means of communication. 3. Implementation of Role Play in Teaching Speaking According to Kanokwan (2006), there are four stages in implementing role play in teaching speaking, they are: a. Briefing stage It is important that participants in the role play understand clearly from the beginning what their roles are, how to interact with other stakeholders and what is expected of them in term of assessment. It may be necessary to provide context to the situation in lecture format or hold tutorials to ensure that students have completed the necessary readings. b. Interaction stage The interaction stage is a chance for students to assume their roles and develop relationship with their friends. It should reflect the development of the real life situation that the role play is simulating and may require detailed instruction.

12

c. Forum stage The forum stage sees participants engage in direct interaction involving all stakeholders. The aim is for negotiation to take Place with the purpose of reaching a resolution. d. Debriefing stage The debriefing stage is the most important element of the role play. It is important that students come out of their roles fully for the debrief session so that they might reflect on their role and others objectively Based on the statement above, the researcher can conclude that role play is one of technique to make the students interest to learn English, especially in speaking. Not only that, the students can learn how to interaction with other people might take a variety place. A. Conceptual Framework Teaching English as a foreign language is to enable students to

communicate English. However, this seems that skill unsatisfactory that the students skill fails to use English as a tool of communication. One of technique makes the researcher interested by using role play method. This method to encourage the students participated in communicative activity. In role play, the students is ask to set characters and to speak as they think in give situation. Researcher think that it is important to set up the situation clearly to play the role, it aims to make the students did not difficult to find out of the title of the conversation.

13

The main focus of research application of role play which is expected to develop students speaking.. The conceptual framework of this research as follows: 1. 2. 3.
4.

Identifying and formulating problem in classroom Formulating solution in the form of action hypothesis Analyzing Appropriate Solution for Problem Solving Every

Writing CAR design of CAR model which is purposes two cycles. cycle consist planning, action, observation and reflection.

A. Action Hypothesis Based on the conceptual framework above, the researcher puts forward the hypothesis, namely: The speaking ability of the eighth year students of SMP Negeri 3 Parepare can improve by using role play method.

CHAPTER III RESEARCH METHOD

A. The Kind of Research

The researcher uses Class Action Research (CAR) which uses 4 steps, there are planning, action, observation, and reflection. B. Research Setting

14

This research will be conducted in SMPN 3 Parepare, academic year 2011/2012. The research subject is student of class VIII1 at the second

semester with total sample 32 students The sample taken considered by the researcher view that class VIII1 have heterogenic slow student learning ability. There is fast, medium, and slow students learning ability. In this research, there are two cycle, which is every meeting consist of 4 meetings.
C. Research factors

The factors will be researched are: 1. Students factor; researching the attendance and students response in teaching learning process 2. Process factor : researching how the teaching leaning process conduct based on the lesson plan prepared 3. Result factor; researching how far the improvement students speaking achievement after use Role Play method

A. Research procedure This Class Action Research will be held in two cycle. Each cycle consist of four main components, they are: (1) Planning, (2) Action, (3) Observation and (4) reflection. In this research, there are 4 meetings in each cycle. so the total meetings are eight meetings. Planning Reflection Cycle I Action
15

Observation Planning

Reflection

Cycle II

Action

Observation 1. Research Plan (Cycle I) As explained above, cycle I will be conducted in 4 meetings with 4 main components: a. Planning
1) Analyzing the teaching material of SMPN 3 Parepare

2) Arranging the lesson plan for each meetings 3) Preparing the observation paper, it will be used to measure the students participation (active) in the class when role play activity is conducted. 4) Preparing test instrument a. Action (First meeting)
1) The teacher explain how to learn speaking by using role play

activities.
2) Increasing the motivation and spirit of the student to improve

their speaking skill

16

3) Teaching speaking by using role play methods. The steps in teaching speaking by using role play activities: a. Students are divided into 5 or 6 person role play group
b. The researcher give the students the material related to the

theme Request, Giving, and reject serve. c. The researcher ask the students to make a dialogue based on the theme have been given d. Ask the students to practice the dialogue in front of class e. Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it f. At the end of the session, give a quiz on the material. So that learners quickly come to realize that these sessions are not just fun and games but really count. (The second meetings)
1) The teacher explain how to learn speaking by using role play

activities.
2) Increasing the motivation and spirit of the student to improve their

speaking skill 3) Teaching speaking by using role play methods. The steps in teaching speaking by using role play activities:

17

a.

Students are divided into 5 or 6 person role play group

b. The researcher give the students the material related to the

theme birthday party

c.

The researcher ask the students to make a dialogue based on the theme birthday party

d. e.

Ask the students to practice the dialogue in front of class Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it

f.

At the end of the session, give a quiz on the material. So that learners quickly come to realize that these sessions are not just fun and games but really count.

(The third meetings)

1) The teacher explain how to learn speaking by using role play

activities. 2) Increasing the motivation and spirit of the student to improve their speaking skill 3) Teaching speaking by using role play methods. The steps in teaching speaking by using role play activities: a. Students are divided into 5 or 6 person role play group

18

b. The researcher give the students the material related to the

theme giving direction. c. The researcher ask the students to make a dialogue based on the theme have been given d. e. Ask the students to practice the dialogue in front of class Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it f. At the end of the session, give a quiz on the material. So that learners quickly come to realize that these sessions are not just fun and games but really count.

a. Observation Observation steps will be conducted at the moment of teaching learning process. The researcher will observe the students attendance and participation both individual and group activity. b. Reflection The result in collecting from the cycle I and will be analyzed and revised to get better conditions than before. The implementation of cycle II based on the results quality of speaking activity for each groups for

19

role play

method. The result of cycle II will indicate the action is

failure or success. 1. Research Plan (Cycle II) The action in cycle II will be conducted in the fourth meetings and one meetings is used to evaluate. Most of the action at cycle II is not different before and actually it is reaction of the cycle I but the researcher will repair toward better than cycle I. later, the action doing based on the result of observation nor monitoring and reflection of cycle I. A. Technique of Data Analysis The data found will be analyzed by using quantitative and qualitative approach.
1. Quantitative analysis

The quantitative data will be analysis with descriptive statistics as follows: a. To calculate the students score: students score Score = Maximum score ( Depdiknas, 2003:11) b. To measure the result of test achievement the researcher adopted the techniques categories Indonesia (Nurfauziah,2005:25) the percentage of the student score is follow: Classifying the percentage of the students score: 86 100 is classified as excellent x 100%

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71 85 56 70 41 55 < 40

is classified as good is classified as fair is classified as poor is classified as very poor (Dirjen Pendidikan Dasar dan Menengah, 2005:2)

The researcher score the students speaking ability by used assessment rubric below: No. 1. Indicator the answer is correct that includes the correct grammar, the correct choice of words and the correct spelling The answer is correct but the grammar is not perfect, the correct choice of words and the correct spelling the answer is correct but the grammar is wrong, the choice is not appropriate and the correct spelling the answer is correct but the grammar is wrong, the choice of words and spelling are not appropriate the answer is not correct, the grammar, the choice of words and spelling are not correct no answer Score 5 Note

2.

3.

4.

5. 6.

1 0

(lesson plan SMPN 3 Parepare, 2010:23) 1. Qualitative analyses For the data found based on the observation and experience of the researcher will be analyzed by using qualitative approach. Grinnel in

Ta PTa = T

21

Buhaerah (2009:103) state that all activities in learning process analyses by the following formula:

Where PTa : percentage students activities to do certain activities Ta : total score certain students activities for each meetings T : total all students activities for each meetings A. Source and Technique of Collecting Data 1. Data source The researcher will take the data from the students, teacher and school. 2. Kinds of data The kinds of data for this research are Quantitative and Qualitative data. Quantitative data will be taken from the analyses of achievement test task in the last meeting in cycle I and Cycle II. Qualitative data will be taken from result from observation.

3. Technique of collecting data

a. The data will taken from result of speaking skill test at the end of each

cycle
b. The data from observation paper which included their attendance and

their activity along teaching learning process. c. The data taken from questionnaire d. The data taken by using audio video recording in order to keep the originality and the objectivity of the research result.

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A. Instrument of the Research Instrument of this research will be used: 1. Observations checklist Observations is one way to talk collect primary data. Observation is purposeful, systematic and selective way of watching and listening to an interaction or phenomenon as it takes place. There are many situational in which observation was the most appropriate method of data collection, for example when you want to learn about the interaction in a group (Ranjit kumar, 1968:105). In observation papers the researcher wrote point of student activities categories which is dominant appear in learning process 2. Speaking skill test In the test/re-test (repeatability test an instrument was administered once, and the gain under the same or similar again (Ranjit Kumar, 1968:141) hence the researcher analyzed all of the achievement test both of cycle I and Cycle II 3. Students respond sheet (questionnaire) In the last meeting the researcher gave some question to the students. The students have to answer the question honestly. The question given related to the teaching learning process by using role play method. By using this sheet, the researcher analyzed the student respond both of the technique itself and the teacher classroom management after applied role play method A. The indicator of Successful 1. Improvement of students scoring average for cycle I to Cycle II

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2. Improvement of students attendance and motivation in learning process 3. Improvement of students learning achievement where they reach minimal score criteria (KKM) and classical learning achievement.

BIBLIOGRAPHY Arsyad Azhar, Dr, 1997. Dasar-dasar penguasaan Bahasa Inggris. Jogjakarta: Pustaka Pelajar. Brown, Douglas. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy, San Francisco State University press. Chaney, A.L. 1998. Teaching Oral Communication in Grades K-8. Boston:Allyn and Bacon Crookal, D and Oxford, R.L. 1990. Linking Language Learning And Simulation/Gaming. New York; Newbuty House Dobson, Julin. 1995. Dialogues: why, when and How to Teach Then ET Forum.volume XIII number 1 and 2. USA

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Dairing, Suardi. 2010. Improving the Speaking Ability of the Seventh Year Students of MTS GUPPI Gandeng Through Role Play Method. Thesis FKIP UMPAR Fraenkel, Jak R and Wallen, Norman E, (1997). How to Design and Evaluate Research in Education. Fisher, Bob. 2006. Role Play As A Teaching Method in Multi Stakeholder Natural resource Management. Report on Mekong Learning Initiative Workshop. Lao PDR Gillian, Sukena. 2002. Role Play.Oxford University Press. Hans. 2008. Teaching Speaking English to the Second Year Students of SMA Negeri 4 Parepare by Using Ckommunication Cards Points. Thesis: FKIP UMPAR. Henning, Grant, 1987. Language testing (Development. Evaluation. Research). Los Angeles: University of California. Hornby. 1995. Oxford Advanced Learners Dictionary of Current English. Oxford University Press. Karman, 2008. Improving The Speaking Ability of the Second year Students of SMP Negeri 2 Padakkalawa Through Role Play. Thesis FKIP UMPAR.

Kayi , hayriye. 2006. Teaching Speaking: Activities to Promote Speaking in a Second Language. The internet TESL Journal, vol.XII no.11 Klancar, Intihar Natasa. 2006. Developing Speaking Skill in the Young Learners Classroom. TESL Journal, vol.XII,No. 11 Ladousse, Porter, Gillian. (1995). Role Play: Resources Books for Teacher Series. New York: Oxford University Press Nunan, David. 1989. The Educational Research. Longman Nurfitri.2008. Developing Speaking Ability of the First Year Student of SMP Negeri 1 Pangkajenne Sidrap Through Telling Interesting Places. Thesis: FKIP UMPAR Underhill, Nick. 1989. Teaching Spoken Language Handbook of Oral Testing. Cambridge University Press.

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LEMBAR OBSERVASI A. Petunjuk: Amatilah aktivitas siswa selama mereka mengikuti pembelajaran dan menyelesaikan tugas-tugas. Sebelum melakukan pengamatan, perhatikan prosedur berikut:
1. Pengamatan

dilakukan hanya pada saat siswa mengikuti proses

pembelajaran dengan metode Role Play

2. Setiap 2 menit pengamat melakukan pengamatan aktivitas yang dominan

untuk setiap siswa kemudian 1 menit berikutnya pengamat menuliskan kode kategori pengamatan pada table dan kolom yang berkesesuaian.
3. Pengamat memberikan tanda cek () pada kolom yang berkesesuaian.

26

27

LEMBAR OBSERVASI Jumlah Siswa = 32 Klpk. Role Play Jumlah Kelompok : 5 Aktivitas Siswa Nama 1 2 3 4 5 6 7 Ket

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

II

III

IV

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24 25 26 27 28 29 30 31 32 V

Keterangan: 1. 3. Siswa memperhatikan jenis teks deskriptif yang akan diajarkan.

2. Siswa membentuk kelompok Role Play

Siswa Mendiskusikan materi yang diberikan. 4. Siswa mempresentasikan setiap materi yang diberikan dalam kelompok masing-masing 5. Siswa memberikan komentar atau pertanyaan. 6. Siswa merespon pertanyaan yang diberikan. 7. Bersikap pasif, bermain, tidur-tiduran dan melamun.
Parepare, maret 2011 Pengamat, _________________

29

LEMBAR RESPON SISWA Lembaran ini diberikan kepada anda untuk mengetahui minat dan motivasi anda dalam belajar dengan teknik pembelajaran tipe Role Play. Untuk itu dituntut jawaban yang tepat dan jujur. Sebab hasil yang didapatkan akan sangat bermanfaat dalam upaya peningkatan pembelajaran bahasa Inggris. Jawaban yang anda berikan tidak akan mempengaruhi nilai hasil belajar anda

Nama Responden : _______________ Pertanyaan: 1.

kelas : ___________

Bagaimana pendapat anda mengenai pelajaran bahasa Inggris di sekolah? Jawab: ________________________________________________________ ______________________________________________________________

2.

Apa pendapat anda mengenai teknik pembelajaran tipe Role Play yang baru saja kita laksanakan? Jawab :________________________________________________________ ______________________________________________________________

3.

Anda menyukainya? a. Kemukakan alasan anda! Jawab: ________________________________________________________ ______________________________________________________________ Ya b. tidak

4.

Bagaimana menurut anda cara guru dalam membawakan materi pelajaran di kelas dengan teknik Role Play? Jawab: ________________________________________________________ ______________________________________________________________

5.

Apa saran anda sehubungan dengan teknik pembelajaran tipe role play dan cara guru dalam mengajar? Jawab: ________________________________________________________

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______________________________________________________________ SPEAKING SKILL TEST

I.

Create a dialogue based on the situations below and perform it ! 1. You are at the book store. You want to reach the book on the high shelf. You ask for some help to the shop assistant. 2. You are in the supermarket. You carry the shopping basket. It looks heavy. A man offers help you. 3. You are in the canteen. You dont have some money and you are hungry. You friend have some cakes. And you want it. 4. The lovely vase of your mother is break. Your mother ask you. 5. There is a new student in your class. He is your friends cousin. You ask him about that new student.

a. Kunci jawaban:
I. Create a dialogue based on the situations below and perform it ! 1. A : Excuse me, sir. Can you help me, please ? B : Of course, what can I do to help you ? A : Can you give me that book, please? B : Sure, here you are. A : Thank you. B : Youre welcome.

2. A : Excuse me, may I help you? B : yes, thank you. A : What can I do to help you ?

31

B : Please, carry this bag into that car. A : Sure. 3. A : Hi, good morning. B : Hi, good morning, why you look so sad? A : I forgot to bring my money and Im very hungry now. B : What a pity you are. What can I do to help you ? A : May I have a bit of your cake? B : Of course, here you are. A: Thats very kind of you. Thank you.

4. A : Andi, do you know who have broken my lovely vase? B : I dont know, mom. A : Really ? B : For the sake of God. I really dont know.

5. A : what do think about that new student. B : I think he is handsome and cute. A : Is he smart? B : yes, he is. He was a winner of English and Math completion in his school. A : Wow, thats great.

RENCANA PELAKSANAN PEMBELAJARAN (RPP)

32

Sekolah Mata Pelajaran Kelas / Smst Alokasi Waktu

: SMP Negeri 3 Parepare : Bahasa Inggris : VIII / Genap : 2 X 40 Menit Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat
9.

Standar Kompetensi :

Kompetensi Dasar

: 9.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) & interpersonal (bersosialisai) sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur : meminta dan memberi pendapat, menyatakan suka dan tidak suka, meminta klarifikasi, merespon secara interpersonal : Berbicara

Aspek / Skill

A. Tujuan Pembelajaran Pada akhir pelajaran siswa dapat :

1. Bertanya dan menjawab tentang meminta, memberi, menolak jasa. 2. Bertanya dan menjawab tentang meminta, memberi, menolak barang.

A. Materi Pembelajaran Percakapan singkat yang memuat tentang : 1. Asking for someones opinion : A : Whereis your house B : My house is next to the general hospital 2. Asking and giving information : A : What is your opinion of Pinrang Fair B : In my opinion its a good event. 3. Expressing Like A : Do you like coffee ? B : Yes, I like it so much

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4. Expressing Dislike A : Do you like coffe ? B : Yes, I like it so much 5. Asking for clarification A : My mother forbids me to join the girl scout B : Excuse me, what did you say ?
A. Model / Metode pembelajaran : Ceramah, tanya jawab dan role playing

B. Langkah-langkah kegiatan : 1.Kegiatan awal (25 menit) a.Apersepsi : menanyakan siswa secara lisan tentang sejauh mana mereka memahami tentang materi yang akan diajarkan. b.Motivasi : memberikan gambaran tentang siswa secara lisan tentang percakapan transaksional. 1.Kegiatan inti (40 menit) a. Peneliti menjelaskan materi yang akan diajarkan b. Peneliti memberikan sebuah contoh dialog yang berhubungan dengan materi. c. Peneliti membagi siswa 6 kelompok role play d. Peneliti menyuruh siswa membuat dialog berdasarkan tema yang sudah diberikan e. Memberikan kesempatan kepada siswa untuk bertanya terkait dengan materi 1.Kegiatan akhir (15 menit) a. refleksi : mengajak siswa menyimpulkan tentang materi yang telah diberikan b. penilaian : performance dan tugas A. Pedoman penilaian : 1. Untuk bagian I, tiap jawaban benar skor 5. 2. Jumlah skor maksimal I. 5 X 5 = 25 Jumlah = 30

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3. Nilai siswa-

Skor perolehan
Skor maksimal

X 100

A. Rubrik penilaian : No Indicator . the answer is correct that includes the correct grammar, the correct choice of words and the correct spelling The answer is correct but the grammar is not perfect, the correct choice of words and the correct spelling the answer is correct but the grammar is wrong, the choice is not appropriate and the correct spelling the answer is correct but the grammar is wrong, the choice of words and spelling are not appropriate the answer is not correct, the grammar, the choice of words and spelling are not correct no answer Score Note

1.

2.

3.

4.

5. 6.

1 0

Parepare,

oktober 2011

Peneliti

HERMAN
35

Nim, 208110046

RENCANA PELAKSANAN PEMBELAJARAN (RPP) Sekolah Mata Pelajaran Kelas / Smst Alokasi Waktu : SMP Negeri 3 Parepare : Bahasa Inggris : VIII / Genap : 2 X 40 Menit
9. Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat

Standar Kompetensi :

Kompetensi Dasar

: 9.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) & interpersonal (bersosialisai) sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur : meminta dan memberi pendapat, menyatakan suka dan tidak suka, meminta klarifikasi, merespon secara interpersonal : Berbicara

Aspek / Skill

B. Tujuan Pembelajaran Pada akhir pelajaran siswa dapat :

1. Bertanya dan menjawab tentang meminta, memberi, menolak jasa. 2. Bertanya dan menjawab tentang meminta, memberi, menolak barang.

A. Materi Pembelajaran Percakapan singkat yang memuat tentang :

36

1. Asking for someones opinion : A : Whereis your house B : My house is next to the general hospital 2. Asking and giving information : A : What is your opinion of Pinrang Fair B : In my opinion its a good event. 3. Expressing Like A : Do you like coffee ? B : Yes, I like it so much 4. Expressing Dislike A : Do you like coffe ? B : Yes, I like it so much 5. Asking for clarification A : My mother forbids me to join the girl scout B : Excuse me, what did you say ?
A. Model / Metode pembelajaran : Ceramah, tanya jawab dan role playing

B. Langkah-langkah kegiatan : 1.Kegiatan awal (25 menit) a.Apersepsi : menanyakan siswa secara lisan tentang sejauh mana mereka memahami tentang materi yang akan diajarkan. b.Motivasi : memberikan gambaran tentang siswa secara lisan tentang percakapan transaksional. 1.Kegiatan inti (40 menit) a. Peneliti menjelaskan materi yang akan diajarkan b. Peneliti memberikan sebuah contoh dialog yang berhubungan dengan materi. c. Peneliti membagi siswa 6 kelompok role play d. Peneliti menyuruh siswa membuat dialog berdasarkan tema yang sudah diberikan e. Memberikan kesempatan kepada siswa untuk bertanya terkait dengan materi 1.Kegiatan akhir (15 menit)
37

a. b.

refleksi : mengajak siswa menyimpulkan tentang materi yang telah diberikan penilaian : performance dan tugas

A. Pedoman penilaian : 1. Untuk bagian I, tiap jawaban benar skor 5. 2. Jumlah skor maksimal I. 5 X 5 = 25 Jumlah = 30 Skor perolehan
Skor maksimal

3. Nilai siswa-

X 100

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