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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
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.
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
Research Significance
The result of this research is expected to have theoretical significance and
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
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
2.1.1
Speaking
Definition of Speaking
Bailey and Nunan (2005:2) assert that speaking is an interactive process of
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
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
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
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
Role Play
2.2.1
11
12
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
13
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.
2.2.3
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 ones 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.
14
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 teachers 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
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.
15
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
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
(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.
16
How much time do you and your class have to work on it?
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
17
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
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
18
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
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 :
a. Facilitator
19
b. Spectator
: The teacher watches the role play and offers comments and
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,
plausible, and related to the students need.
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
20
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.
2.
3.
4.
5.
21
22
23
CHAPTER III
RESEARCH DESIGN
24
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.
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
25
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
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
26
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
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
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.
27
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
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
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.
28
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)
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:
29
P=
R
K
Where,
P = The length of interval class score
R = Range score
k = Interval class score
(4) The mean ( x )
The mean ( x
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:
x =
f i xi
fi
n f i x 2i ( f i x i )
n ( n1 )
Where,
S= Standar deviation
And the formula of standard deviation (the combination of variance)
is:
30
S=
( n11 ) s21 + ( n 21 ) s 22
n 1+ n22
To prove the hypothesis, the researcher analyzed the data by using t-test
formula by Sudjana (2002:239) as follows:
x1 x2
t=
S gab
1 1
+
n1 n2
Where:
t
x 2
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.
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.
32
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.
33
N
o
Students initial
Pre-Test
Post-Test
AMK
45
60
CNF
55
75
DM
50
75
DN
55
70
FM
55
70
FR
55
90
FAM
45
75
HK
60
90
IA
45
50
10
KA
60
90
11
LM
35
40
12
MIR
25
65
13
MFI
35
30
34
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
40
75
22
SN
40
70
23
SV
25
70
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
= 1 + 3,3 log 25
= 1 + 3,3 (1,39)
35
= 1 + 4,587
= 5,587
35
6
= 5,83 6
f i xi
Score
fi
xi
25-30
27,5
756,25
110
3025
31-36
33,5
1122,25
67
2244,5
37-42
39,5
1560,25
79
3120,5
43-48
45,5
2070,25
273
12421,5
49-54
51,5
2652,25
154,5
7956,75
55-60
57,5
3306,25
460
26450
Total
25
1143,5
55218,25
X =
f i xi
fi
xi
f i xi
1143,5
=45,74
25
n f i x 2i ( f i x i)
sa =
n ( n1 )
36
25 ( 55218,25 ) (1143,5 )2
25 ( 251 )
s a 2=
1380456,251307592,25
600
sa =
72864
600
s a =121,44
s a= 121,44
11,01
Based on the calculation above, the mean of pre test for EC ( x ) = 45,74
( sa2 )=121,44
and (
sa
) = 11,01
= 100-30
= 70
= 1 + 3,3 log 25
= 1 + 3,3 (1,39)
= 1 + 4,587
37
= 5,587
70
6
P = 11,66 12
Fi
Xi
Xi2
fixi
Fi Xi2
30-41
35,5
1260,25
71
2520,5
42-53
47,5
2256,25
95
4512,5
54-65
59,5
3540,25
119
7080,5
66-77
13
71,5
5112,25
929,5
66459,25
78-89
83,5
6972,25
83,5
6972,25
90-101
95,5
9120,25
477,5
45601,25
Total
25
1775,5
133146,3
X =
f i xi
xi
1775,5
=71,02
25
n f i x 2i ( f i x i)
sb =
n ( n1 )
25 ( 133146,3 ) (1775,5 )2
25 ( 251 )
38
s b 2=
33286563152400
600
sb =
176256
600
s b =293,76
s b= 293,76
17,14
71,02
( sb2 )=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.
No
Students initial
Pre-Test
Post-Test
AM
40
25
AN
25
55
CL
25
55
39
CI
45
25
DF
45
25
DM
35
25
ER
35
30
FI
35
30
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
40
45
20
RS
40
25
21
RM
55
50
22
RA
25
25
23
SA
50
45
24
ZA
60
45
40
25
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
= 1 + 3,3 log 25
= 1 + 3,3 (1,39)
= 1 + 4,587
= 5,587
35
6
= 5,83 6
Table 4.1.2.2 The Table of Distribution of pre test for CC
x i2
f i xi
f i x i2
Score
fi
xi
25-30
27,5
756,25
110
3025
31-36
33,5
1122,25
134
4489
41
37-42
39,5
1560,25
158
6241
43-48
45,5
2070,25
318,5
14491,75
49-54
51,5
2652,25
206
10609
55-60
57,5
3306,25
115
6612,5
Total
25
1041,5
45468,25
X =
f i xi
fi
1041,5
=41,66
25
n f i x 2i ( f i x i )
s1 =
n ( n1 )
2
25 ( 45468,25 )( 1041,5 )
25 ( 251 )
s1 =
11367061084722
600
s 12=
51984
600
s 12=86,64
s 1= 86,64
9,31
Based on the calculation above, the mean of pre test result for CC ( x ) =
41,66
( s12 )=86,64
and (
s1
) = 9,31
42
= 60-25
= 35
= 1 + 3,3 log 25
= 1 + 3,3 (1,39)
= 1 + 4,587
= 5,587
35
6
P = 5,83 = 6
f i xi
f i x i2
Score
fi
xi
25-30
10
27,5
756,25
275
7562,5
31-36
33,5
1122,25
33,5
1122,25
37-42
39,5
1560,25
158
6241
43-48
45,5
2070,25
136,5
6210,75
49-54
51,5
2652,25
206
10609
55-60
57,5
3306,25
172,5
9918,75
Total
25
981,5
41664,25
43
X =
f i xi
fi
981,5
=39,26
25
n f i x 2i ( f i x i )
s2 =
n ( n1 )
2
25 ( 41664,25 )( 981,5 )2
25 ( 251 )
s 2 2=
1041606963342,3
600
s2 =
78264
600
s 2 =130,44
s 2= 130,44
11,42
39,26
( s22 )=130,44
and (
s2
) = 11,42
44
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
In this research, the researcher used t-score formula. The criteria testing reject
Ho if t >
t 1
. degrees of freedom (n1 + n2 -2) for one tail test = (1- ) and
the mean score of EC is (x) = 71,02 variance, (S b)= 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:
S2 =
S2 =
( n11 ) s 2b +( n 21 ) s 22
n1 +n 22
S combination 14,56
To prove the hypothesis, the researcher used the following formula:
x1 x2
t=
S gab
1 1
+
n1 n2
45
t=
71,0239,26
1 1
14,56
+
25 25
t=
31,76
14,56 0,08
t=
31,76
14,56 (0,28)
t=
31,76
4,07 = 7,8
=0,05
) = 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
46
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.
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.
47
CHAPTER V
CONCLUSION AND SUGGESTION
Conclusions
After completing this study, the researcher draws some conclusions and
48
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
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.
49
References
Adriyati, W. 2009. Role Play: One alternative and effective teaching method to
improve students communicative skill, Jurnal Dinamika Bahasa dan
Budaya, 3 (2), 218-228
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51
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