TEACHING SPEAKING BY COMBINING CRITICAL INCIDENT

AND ROLE PLAY TECHNIQUES IN RECOUNT TEXT

FOR JUNIOR HIGH SCHOOL STUDENTS AT GRADE EIGHT
Oleh:
Rio Reski Saputra
Dibimbing oleh: Armilia Riza, M.Pd
English Departement
College of Teacher Training and Education
(STKIP) PGRI West Sumatera Barat

ABSTRAK
Penulisan jurnal ini bertujuan untuk membahas penggunaan dari penggabungan teknik Critical
Incident dan Role Play dalam pengajaran berbicara teks recount pada siswa SMP. Berbicara
adalah salah satu dari empat keahlian dasar dalam bahasa Inggris. Berbicara merupakan salah
satu bentuk komunikasi dimana seseorang dapat menyampaikan ide, pendapat, gagasan atau
berbagi informasi kepada yang lainnya secara lisan. Penulisan makalah ini bertujuan untuk
membantu mengatasi salah satu dari permasalahan yang ada dalam pengajaran berbicara
khususnya teks recount (speaking) pada Sekolah Menengah Pertama (SMP). Maka dalam jurnal
ini penulis menjelaskan penggabungan dua teknik pembelajaran bahasa Inggris yaitu Critical
Incident dan Role Play Techniques. Critical Incident Technique adalah sebuah teknik dimana
guru akan meminta para siswa untuk menceritakan pengalaman menarik mereka melalui
wawancara atau berdiskusi untuk mendapatkan informasi yang terkait dengan cerita
pengalaman menarik mereka. Role Play Technique adalah sebuah teknik dimana guru akan
meminta siswa untuk memilih salah satu peran atau karakter dari cerita pengalaman menarik
yang telah mereka diskusikan dan kemudian memainkan peran atau karakter yang telah mereka
pilih dalam sebuah drama didepan kelas. Teknik ini sangat efektif untuk membuat siswa
mampu berbicara dalam bahasa Inggris melalui teks recount.
Key word: Speaking, Recount, Critical Incident Technique dan Role Play Technique

INTRODUCTION
Speaking is very crucial part in

how to practice a simple conversation in

English fluently. The students can express

language learning. Speaking should be

their

ideas,

opinions,

learned by students who want to learn

suggestions orally.

comments

and

English as a foreign language. Through

Based on the writers experience in

Speaking, the students know how to interact

practice teaching at junior high school, the

more politely with others, and students can

students had low Speaking achievement. It

share information about something that the

could be seen when teacher asked the

students want to know. Besides, students

students to practice a dialogue in the class. In

learn how to communicate in their life and

this case, the students could not speak

English well, and then they pronoun the

Teaching speaking is a process to

words inappropriately. Besides, the students

require students in sharing information and

could not speak English fluently. Then they

knowledge about the context. It has purpose

do not have self-confidence to perform in

to make their students able to communicate

front of the class because they have some

in spoken form. According to Nunan

problems in speaking.

(2003:48) teaching speaking is sometimes

There are several factors that cause of

considered a simple process although totally

the students difficulties in teaching speaking,

natural. It means, teaching speaking should

such as: the students had lack of vocabulary,

be taught naturally, such as; interview and

bad pronunciation, students difficulties in

interaction. The teacher and students make

using good grammar, had less self-confidence

communication

to speak in front of the class and then,

students ability in speaking.

or

interaction

to

build

students had low motivation to speak in

According to Wardiman (2008:61)

English. Based on problem above, the

recount is a text that tells the reader about

problem is formulated as follows How to

one experience or activity, usually the events

teach

Critical

were happened. Then, recount as to relate a

Incident and Role Play Techniques in recount

sequence of events, so it entertains and this

text for junior high school students at Grade

generally includes the writers expressions of

Eight.

attitude about the events. This text focuses on

speaking

by

combining

events that happen in the past.

Warner (2009:25) recount is a text

DISCUSSION
Speaking is one of the skills that

tells the audience about something that has

should be mastered well by students in

happened. It means that, recount is type of

learning English. According to Chaney in

the text explains about history or event at past

Kayi (1998) Speaking is the process of

time.

building and sharing meaning through the use

of verbal and non-verbal symbols. From this

Critical Incident Technique

definition, it can be concluded that when

According to Krishnaswamy et al

people speak to others, there is a message

(2006:174) Critical Incident Technique is a

that they want to deliver. They should have

set of procedures for collecting direct

ability to make the other people understand

observation about events. It means it is a

their message by using appropriate words and

technique that leads students to collect

body language to convey meaning accurately.

information about an event. Students will

follow several procedures in analyzing

information. The teacher designs some

Speaking especially to ask students practice

questions like interview to make students

Speaking in the class.

focus about the events.

Furthermore,

Furthermore, Nunan (2003:57) says

Farrell

(2008)

says

that in Role Play students are given particular

Critical Incident is a technique unplanned

roles in the target language. The students will

event that occurs during class. It means, the

play different characters or roles before going

students will be persuaded in gathering facts

to real environment.

by applying interview activity between

According to Huang (2008:2) Role

teacher and students. The other solution, this

Play technique can be applied in some steps:

technique also can be applied through

1.

interview between one student with the other

students in pair work.

be used for Role Play.

2.

According to Hettlage and Steinlin

(2006:6)

Critical

incident

technique

is

The teacher ask students for prepare and

3.

2.

4.

5.

3.

The students to perform in pairs or small

group.

6.

and perform the story in front of the

class.

The teacher leads students to make

dialogs and create situations.

The teacher ask students choose and

create their experience story in dialogue

The teacher invites students to create

dialogs.

design their experience story before make

dialogue.

The teacher divides students into several

groups.

following the steps to do:

1.

The teacher decides which material will

The students modify the dialogs to be

perfomed in front of the class.

7.

The teacher gives appreciation for

The teacher ask some questions to

students

comprehend

students and explore their experience

sentence in the dialogs.

meaning

of

story for gather information.

4.

The students analyze the answer of

Preparation

questions from teacher.

In this preparation phase, the teacher

performs several steps that should be done to

Role Play Technique

According to Williams and Wright

prepare whatever the teacher may need for

delivering

the

lesson.

Therefore,

these

(1999:54) Role Play is a traditional language

activities are done before the teacher and

learning technique. It means, it is general

students does the speaking activities in the

technique usually used by teacher in teaching

class.

Procedure

B. Elaboration

This stage consists of activities that should be

In this part, the teacher applies Role Play

done during teaching and learning process.

Techniques.
a. The teacher divides students into small

1. Pre- Teaching Activities

In pre-teaching activity, the teacher can
do some steps as follow:
a. Greeting.

groups.
b. Each student in a group chooses a leader
in their group.
c. The teacher asks students to discuss

b. Checking students attendance list.

about their experience story in the group

c. Brainstorming through some pictures.

and asks to gather information.

d. Each group chooses one of the

2. Whilst-teaching Activities

experience stories from their group to

A. Exploration

perform in front of the class.

In this part, the teacher uses Critical

Incident Technique.
a. The teacher explains material about
Recount Text to students.

e. The teacher asks students choose the

person or role to be played.
f. Teacher asks the group to perform their
experience in front of the class.

b. The teacher gives example about Recount

Text.

CONCLUSION

c. The teacher tells his experience about

Speaking is very crucial part in

holidays to the zoo and Jam Gadang in

language learning. Speaking should be

Bukittinggi.

learned by students who want to learn

d. Then, the teacher asks students to gather

English as a foreign language. Through

information related to the experiences

Speaking, the students know how to interact

recounted.

more politely with others, and students can

e. The teacher asks students some questions

to students related the story orally.

share information about something that the

students want to know. By Speaking, the

f. Then, the teacher asks students to create

students can express their ideas, opinion,

experience story based on guide from

suggestion, comment and sharing information

teacher.

orally.

g. After that, the teacher asks student to

discuss about their experience story to
gather information.

BIBLIOGRAPHY
Farrell, C Thomas. 2008. Critical incidents in
ELT initial teacher training. London :
Oxford University Press.
Hettlage, Raphaela and Steinlin Marc. 2006.
The Critical Incident Technique.
Zurich : Cafe Town.
Huang Y, Irene. 2008. Role Play for
ESL/EFL Children in the English
Classroom. Retrived On March 27th
2013
http://iteslj.org/Techniques/HuangRolePlay.html
Kayi,

Hayriye. 1998.Teaching Speaking

:Activities to Promote Speaking in a
Second Language. Retrived On May
8th
2013.
http://unr.edu/homepage/hayriyek.

Krishnaswamy et all.2006. Integration of

Principle, Methods and Technique.
India: Pearson Education.
Nunan, David. 2003. Practical English
Language
Teaching.
Singapore:
McGraw-Hill Education.
Wardiman, Artono Jahur, Masduki B dan
Djusma M. Sukirman. 2008. English
in Focus 2. Jakarta: Department
Pendidikan Nasional.
Warner, Margaret. 2009. Easy Text Types.
Australia : Ready-Ed Publications.
Williams, Marion and Wright, Tony.1999.
Course in Language Teaching. New
York: Cambridge University press.