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Larasati (16050014)
A. Background
Since English as an international language has already become one of the
compulsory subjects of both senior and junior high school, and elementary
school, it cannot be denied, that the importance of English has gained a lot of
attention from many people all over the world. It entails Indonesian to master
English; especially speaking ability successfully. Therefore, Indonesian can
communicate with people all over the world in English fluently.
Moreover, learning English in the second grade junior high school students
has three objectives; they are to develop communicative competence, it
supposes to have an ability in comprehending and or producing kinds of texts
or certain literacy whether in oral or written which should be fulfilled four
English basic skills (listening, speaking, reading, and writing), to improve
students’ English ability in functional level (it means students have to be able
to use English in a daily life), and to develop students’ ability in English
communication skill for facing a globalization era. Concerning to the
problems above, the writer focuses on developing the students’ competence in
speaking ability.
objective in speaking skill is not easy and simple, either for the teachers or
students. They face some difficulties in the teaching and learning of speaking.
Based on the researcher’s experience and observation in classroom activities,
the researcher found some problems.
First, commonly students feel afraid and nervous when they want to speak or
communicate using English in front of their classmates. Second, the students
donot have any ideas or initiative to speak English, it is caused by the lack of
vocabulary, grammatical patterns, and lack of practicing English speaking.
Third, the students still frequently made mistakes in pronouncing the English
words. Fourth, their problems with prosodic features such as intonation,
stress, and other phonological nuances still cause a misunderstanding in
communication. Those problems make the students reluctant and unmotivated
to speak.
In learning English language, there are four skills that have to be achieved by
students, they are listening, speaking, reading and writing. Speaking is one of
essential skills that should be mastered by students. In fact, the students face
difficulties in speaking such as difficulty to arrange the sentences, fear of
making mistakes, and lack of motivation. It is supported by Nunan (1993:39)
in Suryani (2005:3), he states that there are some challenges in teaching
speaking in EFL classroom namely lack of motivation, and they tend to use
their first language. Other problem, teachers usually are more active in
speaking than students, therefor students are worried for taking conversation
in English. Those are the reason why teacher should get the best method of
learning English. The Role Play technique is one of crucially important
technique can be applied in teaching speaking because it gives students
opportunity to express their feel, idea, and motivates them to speak English
more actively. According to (Richard and Rodgers, 2001:222) “Role play has
appeal for students because allows the students to be creative and put
themselves in another person’s place for a while”.Tompkins, (1998b:85) “role
play or simulation is an extremely valuable method for learning. It
encourages thinking and creativity. Let students develop and practice then
language behavior skills.”
From the state above, it can be concluded that speaking is very important
aspect to support learning English activity, not only to be learnt but also as
feedback for the teacher.The writer hopes by using role play in teaching
speaking to the students at SMK YPT PRINGSEWU can motivate and
encourage the students to practice speaking English in the class. Beside, the
teacher gives more opportunities to the students to take turn in speaking
during the times allocated.
Besides, by using a role play, it can motivate the students to speak English
without considering of mistakes and error in speaking. Moreover, it helps to
provide knowledge on ways to develop natural ways in speaking activities
and to become the students more active in teaching-learning
process.
This method probably will be used as a reference for those who want to
conduct a research in English teaching process, especially to know the
effectiveness of Role Play when it applied in speaking class.
CHAPTER I INTRODUCTION
B. Role Play
1. Definition of Role Play
2. Reason for Using Role Play
3. Types of Roles in Role Play
4. The Purpose of Role Play
5. The Advantages of Role Play
6. Teaching Speaking Using Role Play
C. Previous Study
D. Frame of Thinking
E. Hypothesis of the Research
A. Technical of Speaking
1. The Nature of Speaking
Speaking is the most natural way to communicate. It is also used for
interacting between two people in daily life, such as: at school, at home or
some other places. 1 Margo Gottlieb, Assessing English Language Learners,
(California: Corwin Press,2006), p.45. “speakinggenerally involves two ways
communication with interactive role switching between the speaker, who
conveys a message, and the listener, who interprets responds to it”
Besides, speaking also is the way to express ideas, opinions, or feelings with
others by using words or sounds in delivering message. As human beings,
especially as social creatures have a need to make meaning of their
surroundings by communicating each other. They have a need to
express their thoughts, opinions, or feelings in order to be accepted in social
life. Speaking does not only make sound by the speech organs but ideas and
emotions. 2 Lynne Cameron, Teaching Language to Young Learners,
(Cambridge: Cambridge University Press, 2001). “Speaking is the active use
of language to express meaning so that other people can make sense of them,
therefore, the label of “receptive” and “productive” uses of language can be
applied to speaking respectively”.
a. Grammatical Competence
Grammatical competence is an umbrella concept thatincludes increasing
expertise in grammar (morphology and syntax),vocabulary and mechanics.
The terms mechanics refer to basicsounds of letters and syllables,
pronunciation and stress. As Jack C. Richards and Theodore S. Rodgers,
2nd Edition, Approaches and Methods inLanguage Teaching, (New York:
Cambridge University Press, 1986), said that grammatical competence
refers tolinguistic competence and formally possible because relates
togrammatical and lexical capacity.12 Thus, grammatical
competenceenables speakers to use English language structure accurately
andunhesitatingly, which contributes to their fluency.
b. Discourse Competence
Learners must develop discourse competence because they should can
make or arrange the communication whether in spoken or written
cohesively and coherence in order to convey the
conversation in a meaningful way, which is concerned with intersentential
relationships. As Elite Olshtain and Andrew Cohen, Teaching Speech Act
Behavior to Nonative Speakers, (Boston: Heinle&Heinle Publishers,
2001), “Discourse competence relates to features of text, whether itspoken
or written”13. Thus, the component of speaking not only should be based
on sentence-level grammar, but also it should be meaningful.
c. Sociolinguistic Competence
Language teaching is influenced by sociolinguistic competence in order to
increase language and learning. Knowledge of language does not
adequately prepare learners for effective and appropriate of target
language. In teaching speaking, the teacher could approach the students in
teaching speaking by understanding the social context in which
communication takes place or situation of speaker and interlocutor. As
Jack C. Richards and Theodore S. Rodgers, 2nd Edition, Approaches and
Methods inLanguage Teaching, (New York: Cambridge University Press,
1986), says “Sociolinguistic competence refers to an understanding of the
social context in which communication takes place, including role
relationship, the shared information of the participants, and the
communicative purpose fortheir interaction.”
d. Strategic Competence
Concerning to the component of speaking, strategic competence refers to
the ability to know and how to keep conversation going, how to finish the
conversation, and how to clear up communication breakdown as well as
comprehension problems. As Jeremy Harmer, The Practice of English
Language Teaching, (Cambridge: PearsonEducation Limited, 2001),
“when choosing who should come out to the front of class we need to be
careful not to choose the shyest students first, and we need to work to
create the right kind of supportive atmosphere in the class.”From the
explanation above, the writer can concludes that there are four components
areas of speaking skill which each area plays as its function and there are
also some factors affect the effectiveness of speaking and should be in the
teaching speaking.
5. Classroom Activities
Most English teachers face the problem of having passive studentswho
difficult to speak in the class and no willingness to speak in class. In
traditional classroom activity, speaking practice often takes the form or drills
which one person asks question and another gives an answer. The purpose of
asking and answering the question is to demonstrate the ability to ask and
answer the question. However, it can make the students get bored and get a
low motivation in trying to speak English. Therefore, to create classroom
speaking activities that will develop communicative competence, the teacher
should provide students with communicative activities in which the student
can engage actively in teaching and learning process. Gottlieb op.cit give
“some example of typical speaking activities that occur in the classrooms:
a) Book talks in which story grammar (characters, setting,events) is revealed
b) Debates on school related topics or current issues
c) Dialogues between students on social or culturally relatedtopics
d) Interviews between students or between students and adults
e) Presentations/reports on content related assignments
f) Role plays/ dramatizations of historical or social events
g) Speeches or reports based on research or topic of interest
h) Task analyses or demonstrations on how to do activities,processes, or
procedures
i) Story retelling from illustrations or personal experiences
j) Student led conferences on original works of portfolios
k) Think-alouds (personal reactions to reading) on articles,stories, or
literature
l) Two way tasks on maps or missing information”
6. Assessing of speaking
Speaking is a complex skill that using different ability to assess it. Speaking
skill is generally recognized in analysis of speech process that is, grammar,
vocabulary, fluency, and comprehension. As Gottlieb stated “The principal
components of speech include grammar, vocabulary, intonation and stress,
pronunciation, fluency and accuracy.”However, before the teacher assesses
the students, Nation and Newton stated there are “two main aspects of direct
procedure for testing speaking.
a. The way in which the person being tested is encouraged to speak,
b. Theway in which the speaker‟s performance is assessed.” For
assessinspeaking performance, it is include rating scale and
communicative result.
b) Fluency :
1. Speech is so halting and fragmentary as to make conversationvirtually
impossible.
2. Usually hesiatant; often forced into silence by languge limitations.
3. Speech in everyday communication and classroom dicussion
isfrequently disrupted by the student‟s search for the correct mannerof
expression.
4. Speech in everyday communication and classroom discussion
ingenerally fluent, with occasional lapses while the students
searchesfor the correct manner of expression.
5. Speech in everyday conversation and in classroom discussion isfluent
and effortless approximating that of a native speaker.
c) Vocabulary :
1. Vocabulary limitations so extreme as to make conversationvirtually
impossible.
2. Misuse of words and very limited vocabulary make
comprehensionquite difficult.
3. Frequently uses the wrong words conversation somewhat
limitedbecause of inadequte vocabulary.
4. Occasionally uses inappropriate terms or must rephrase ideasbecause
of inadequate vocabulary.
5. Use of Vocabulary and idioms approximates that of a nativespeaker.
d) Pronunciation :
1. Pronunciation problem so severe as to make speech
virtuallyunintelligible.
2. Very hard to understand because pronunciation problem,
mustfrequently be asked to repeat in order to be understood.
3. Pronunciation problems necessitate concentration on the part of n
listener and occasionally lead to misunderstanding.
4. Always intelligible, though one is concious of a definite accent
andoccasinal inappropriate intonation patterns.
5. Pronunciation and intonation approximates that a native speaker.
e) Grammar :
1. Errors in grammar and word order so severe as to make speechvirtually
unintelligible.
2. Grammar and word order error make comprehension difficult.Must
often rephrase or restrict what is said to basic patterns.
3. Makes frequent errors of grammar and word order whichoccasionally
obscure meaning.
4. Occasionally make grammatical or word order errors which do
notobscure meaning.
5. Grammatical usage and word order approximate a native speaker‟s.
B. Role Play
1. Definition of Role Play
As the writer focuses in his research, he will explain about the nature of role
play, as a specific topic that will be discussed.
From the explanations above, the writer concluded that the role play is a
technique which involves fantasy or imagination to be someone else or to be
ourselves in a specific situation for a while, improvising dialogue and
creating a real world scenario. It aims at the students to encourage their
thinking and creativity, to develop and train the students of a new language
and behavioral skills in relatively nonthreatening setting, and to create the
motivation of the students in speaking.
Furthermore, using role play in teaching speaking the students alsocan train
their intellectual, social and imaginative because by using roleplay students
have a chance to train choice and make decisions about thenature and
direction of their play. Sue Rogers and Julie Evans, Inside Role Play in Early
Childhood Education, (New York:Routledge Taylor and Francis Group), “the
use of highly structured role play environment raises some importantquestions
about the extent to which children in early childhood settings
have the opportunity to exercise choice and to make decisions about the nature
and direction of their play”In addition, according to Ladousse “Perhaps the
most important reason for using Role Play is that it is fun”. In role play
technique the students expected enjoy when they play their roles in front of the
class. While students understand what is expected of them, they thoroughly
enjoy letting their imagination.
The writer can conclude that the using of role play in teaching for the students
are attracting the students‟ interest in speaking decreasing the students anxiety
of speaking, increasing the students imaginative and creativity, and achieving
the goals of speaking.
Thus, the overall aim of those types of role is offer a way ofunderstanding role
play since it considers the play environment or contextas significant in
shaping children‟s perceptions and to train students to deal with unpredictable
nature of language.
Moreover, the purposed of Role play is the students should be active in the
class. In role play activities, students pretend as they are in various social
contexts and have a variety of social roles. As Penny Ur, A Course in
Teaching Languagetated“Role play is used to all of activities where learners
imagine themselves in a situation outside classroom.”
In additions Janet Tolan and Susan Lendrum, (London and New York:
Routledge, 1995), stated “purpose of role play (a) project their own
experiences to develop their own imaginative and emphatic capacities; and
(b) think about and discuss different facilitative responses.” It means the
purpose of role play as an activity which a person imitates, consciously or
unconsciously, and a role uncharacteristicof the students to develop their
imaginative.
The writer concludes the goal of role play in teaching speaking is to improve
the students‟ speaking skill without making students anxious and afraid of
trying to speak English.
Besides, role play also train students‟ intellectual, social and imagination
because role the students involves in problem solving; to encourage
negotiation, to develop in communication to one another, etc. As Sue Rogers
and Julie Evans, op.cit., pp.37-38. “We can summaries the main points of this
chapter as follows:
a) Role play encourages representational thinking
b) Role play helps children to develop perspective takingskills
c) Role play displays children‟s language competence
d) Role play involves problem solvingRole play encourages turn taking
and negotiation
e) In role play, children have a strong desire to affiliate withone another
and to maintain peer interactionsIn role play, children have a strong to
self generate themes
f) Role play helps to establish and sustain children‟s peer culture.
Another advantages in teaching speaking through role play technique
based Janet Tolan and Susan Lendrum, Case Material and Role Play in
Counseling Training,(London and New York: Routledge, 1995),”Role
play enables them to practice their skills in a protected environment before
they transfer them to their own work.” It means in role play the students
usually try to complement the work which course members undertake on
their practice placement. Role play provides the practice in
communicating.
Based on the statement above, the writer assumes that role play gives
many advantages: as follows: improving speaking ability, motivating them
to practice their English, and the most important one is the students feel
fun in learning English because role play is also a kind of games.
In addition, to hold role playing, the teacher must prepare some steps to make
good performance. Here are stages in role play activity:
The teacher arranges or prepares scenario that will be
a. performed by the students.
b. The teacher appoints some students to learn about thescenario
several days before teaching and learning activity.
c. The teacher makes groups of students consist of five peopleper
group.
d. The teacher explains about competence will be achieved.
e. The teacher calls a group of students who have been chosento
play prepared scenario
f. Each student in his/her group observes scenario
beingperformed.
g. After finishing performance, each student is given worksheet
for discussing each group performance.
h. Every group which has performed gives conclusion aboutwhat
scenario has been performed.
i. The teacher gives general conclusion.
j. Evaluation
k. Closing
C. Previous Study
The writer found some previous study about Role Play technique. He took
two previous studies; those were NurinaPermata Sari and AgusBudiman.
The first previous study is conducted by Sari under the title Improving
Students‟ Speaking ability by using Role Play (A Classroom Action Research
at the first grade students of SMK YPT Pringsewu).This study is aimed at
developing Students‟ Speaking ability at first gradeof SMK YPT
Pringsewuclass TKJ through Role Play activities. The method ofthe study
used a classroom action research (CAR). She did two cycles inwhich each
cycle consists of planning, acting, observing, and reflecting.The data were
gathered through qualitative and quantitative data. The qualitative data were
gained by analyzing the interview and observationresult. Moreover,
quantitative data were obtained from the students‟speaking score of pre test
and post test and questionnaire. The result ofthis study indicated that the
implementation of role play technique wassuccessful. Besides, the result of
observation, interview and questionnaireshowed that by using role play
technique students were active involved inthe classroom.
The second previous study is conducted by Budiman under the title the use of
Role Play to enhance students‟speaking ability (A Classroom Action
Research at the first grade students ofSMK YPT pringsewu class TKR)This
research is aimed at knowing whether students‟ speaking skill could be
improved by using role play and to know how the implementation of these
technique. The correspondent of this research consisted of 30 students. The
method of this research used classroom action research (CAR). Similarly, he
used the same cycle as the first previous study which consisted of planning,
acting, observing, and reflecting. In sustaining the research result, two types
of data are collected; qualitative data that derived from observation and
interview towards thestudents and the teacher as well. On the other hand,
quantitative data were designed by pre test and post test. The last the data
would be analyzed by using descriptive analysis and statistic. The result of
this study showed that the implementation of role play towards students‟
speaking skill is effective. In addition, the interview result showed the
students were more motivated and interested in learning English.
The similarity between both previous studies with this research is aimed at
knowing the effectiveness of teaching speaking by using Role Play technique.
Besides, there are two differences between both previous studies and this
study. The first, both previous studies used A Classroom Action Research
(CAR) method, while this study uses an experimental method. Second, the
sampling of the first previous study was the first grade of junior high school
students and the second previous study was the third grade of Junior High
School students. However, the sampling of this study is the second grade of
Junior High School students.
D. Frame of Thinking
It has been mentioned before in the above discussion that speaking involves two
ways communication with interactive role switching between the speaker, who
conveys a message, and the listener, who interprets responds to it. Speaking is one
of the four language basic skills that occur in every situation. Learners of a
language should develop effective communication skill in daily situations.
The writer concludes from some experts that role play is a technique which
involves fantasy or imagination to be someone else or to be ourselves in a specific
situation for a while, improvising dialogue and creating a real world scenario.
A role play is a highly flexible learning activity which has a wide scope for
variation and imagination. According to Ladousse, role play uses different
communicative techniques and develops fluency in the language, promotes
interaction the classroom and increases motivation.
Role play can improve learners speaking skills in any situation, and can help
learners to interact. As for the shy learners, role play helps by providing a mask,
where learners with difficulty in conversation are liberated In addition, it is fun
and most learners will agree that enjoyment leads to better learning.
It can be seen that role play is a technique which can develop students speaking
ability. The meaning delivers fluency in target language, promotes students to
speak or interact with others in the classroom, increases motivation and makes the
teaching learning process more enjoy.