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This study was attempted to improve vocational students speaking skill through
Role Play Technique. This study was conducted by using classroom action
research. The subject of the research was class XI EK 2 SMK Negeri 1 Merdeka,
Berastagi, consists of 21 students. This research was conducted in two cycles. The
instruments of collecting data were diary notes, observation sheet, questionnaire
sheet, interview sheet and tests. Based on the speaking test score, it was found that
the students score kept improving from the first test to the third test. In the
orientation test, the mean score was 37.66, in the first cycle test, the mean score
was 48.33, and in the second cycle test, the mean score was 57.33. There was
improvement of students achievement from 57.33-37.66 about 19.67 points.
Based on the data from diary notes, observation sheet, questionnaire sheet and
interview, it was found that the students agreed that Role Play technique helped to
encourage them to speak, to express the language through appropriate
expressions, to think that speaking is not difficult. Thus, it was found that
teaching-learning process ran well. Students were active and interested in
speaking in the classroom. The result of the research shows that Role Play
Technique can improve vocational students speaking skill.
Key Words: Improve, Speaking, Classroom Action Research, Role Play Technique
Introduction
Entering the post-modernism era, the problem of speaking still occurs.
Speaking as one way to communicate verbally is still need to be improved in the
context of secondary school students achievement. Many students are difficult to
speak English even though the government has created a slogan in 2009 sounds
SMK BISA! to motivate them. While doing her teaching training program in
SMK N 1 Merdeka in Berastagi, the researcher found that there were only four or
five of thirty eight students who were interested in learning English. She asked the
reason to them. They said that English is a boring subject. They did not speak
English because the teacher herself was seldom to do that. She taught them by
only asking them to read the book, do the exercise and drill the conversation.
There were no communication activities in order to make the students more
communicative. The curriculum demand is not fulfilled by the method used by the
teacher.
As a foreign language in Indonesia, there are four skills that should be
achieved namely listening, speaking, reading, and writing. Of the four skills,
speaking is the most important skill that needs to be developed in a classroom
activity. Speaking serves either a transactional function, in that its primary
purpose is to convey information and facilitate the exchange of goods and service,
or it serves an interpersonal function in that its primary purpose is to establish and
maintain social relations. The students are expected to have a good English
communication in speaking either in the transactional or interpersonal function.
They need it to follow the development of the world globally.
technique and took the cycle I test in same form of orientation test
but with a different role and situation.
4. Questionnaires were given to the students in the last meeting of the
research. It was done to know the students response about the
technique used in the research.
5. Diary notes were written to describe every condition that happened
during the research.
Data and Data Analysis
In analyzing the qualitative data, the researcher described the data which
was taken from observation sheet, interview sheet, questionnaire sheet and diary
notes. Meanwhile, the speaking tests were scored by applying the scoring rubric to
compute the improvement of the students achievement whether they had passed
the minimum standard.
The percentage of the students who passed the minimum standard in the
cycle II test was considered to be enough because it was reached by more than
50% of the total students. The improvement of the mean score of the students
from the orientation test to cycle I test was 10.67. Then it increased in the cycle II
test. The improvement of the mean score of the students from the cycle I test to
the cycle II test is 9.00. So, the improvement of the mean score of the students
from the orientation test to test cycle II is 19.67. In the cycle I test, there are 5
students (33.33%) who get point up to 60. In the cycle II test there are 10 students
(66.67%) who get point up to 60. The improvement from Cycle I to Cycle II is
33.34%.
The students achievement in these three tests is varied. In the orientation
test, the lowest score is 25 and the highest score is 55. In the cycle I test, the
lowest score is 25 and the highest score is 75. In the cycle II test, the lowest score
is 35 and the highest score is 70. There are two students (13.33%) who do not get
any improvement scores. There is one student (6.66%) who gets improvement
score about 5 points. There are three students (20%) who get improvement scores
about 10-19 points. There are three students (20%) who get improvement score
about 20-29 points. There are five students (33.33%) who get improvement score
about 30-40 points.
The findings of the research show that Role Play was able to improve
students speaking skill. It was proved by the data which showed that the mean of
the students in the cycle II (57.33) was higher than it was in the cycle I (48.33)
and in the orientation test (37.66).
Conclusion and Suggestion
After analyzing the data, the writer found that the students speaking skill
was improved from the cycle I to the cycle II. While conducting the research in
the two cycles, the researcher could see the improvement from the students in
their participation and ability of the students to speak up was increased. Most
of them felt happy and enjoy speaking English during the research. There was
not any reluctance to speak English anymore.
The improvement was also supported by the increasing of the mean of the
students scores. The mean score of the orientation test is 37.66; the mean of the
cycle I test is 48.33; and the mean of the cycle II test is 57.33.
In line with the result, it is suggested to the teacher to conduct an
enjoyable teaching-learning process; to the students to express everything in the
thought in the condition of relax and happy way; and to those who are interested
to conduct a research related to this study, it is suggested to give a new concept .
References
Brown, H. Douglas.2001.Teaching by Principles: An Interactive Approach to
Language Pedagogy. Second Edition. NY: Addison Wesley Longman
Brown, H. Douglas.2003.Language Assessment Principle and Classroom
Practices.San Fransisco: Longman
Brown, H. Douglas.2004.Language Assessment Principles and Classroom
Practices.NY:Longman
Burns, Anne.2010.Doing Action Research in English Language Teaching:A
Guide for Practitioners.NewYork:Routledge
Clark, Herbert H & Clark, Eve V.1997.Psychology and Language.USA:Harcourt
Brace Jovanovich
Dewi, Rosmala.2009.Profesionalisasi Guru Melalui Penelitian
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Metode
Bermain
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Pondok
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http://pondokspeaking.wordpress.com/evaluasi/rubrik-penilaian assessed on
January 24th 2014 at 11.34 p.m