improving students’ speaking skill through role...

IMPROVING STUDENTS’ SPEAKING SKILL THROUGH ROLE

PLAY IN TABLE MANNER AT GRADE X, HOTEL

ACCOMODATION I OF SMK NUSATAMA PADANG

THESIS

BY

IQBAL WIJAYA

NIM: 91412

This Thesis is Submitted as Partial Fulfillment to obtain

Master Degree in Education

ENGLISH EDUCATION SECTION

LANGUAGE EDUCATION PROGRAM

GRADUATE PROGRAM

STATE UNIVERSITY OF PADANG

2013

i

ABSTRAK

Iqbal Wijaya. 2012. Meningkatkan Keterampilan Berbicara Bahasa Inggris Siswa

melalui Metode Role Play Didalam Table Manner pada Siswa Kelas X,

Akomodasi Perhotelan I SMK Nusatama Padang. Pendidikan Bahasa Inggris.

Program Pasca Sarjana Universitas Negeri Padang.

Berbicara adalah salah satu keterampilan yang sangat penting dalam

pelajaran Bahasa Inggris. Bagaimanapun, keterampilan berbicara siswa kelas X

Akomodasi Perhotelan 1 SMK Nusatama Padang masih belum sesuai dengan

yang diharapkan seperti yang dibutuhkan didalam kurikulum. Masalah ini diduga

disebabkan oleh teknik mengajar guru. Penelitian ini bertujuan untuk menerapkan

keefektifan metode Role Play didalam Table Manner untuk meningkatkan

keterampilan berbicara siswa. Selain itu penelitian ini juga untuk menerapkan

faktor-faktor yang mempengaruhi peningkatan keterampilan berbicara siswa

melalui praktek Role Play didalam Table Manner.

Penelitian ini adalah Penelitian Tindakan Kelas yang terdiri dari tiga

siklus. Masing – masing siklus melibatkan perencanaan, tindakan, observasi dan

refleksi. Adapun instrumen penelitian ini adalah lembaran observasi dan tes

kemampuan berbicara. Observasi bertujuan untuk mengetahui kegiatan yang

dilakukan siswa dan guru selama proses belajar dan mengajar berlangsung.

Sedangkan tes kemampuan berbicara bertujuan untuk mengukur kemampuan

berbicara siswa pada setiap akhir siklus.

Pada siklus pertama ditemukan skor rata – rata tes kemampuan berbicara

siswa 54,56. Karena hasilnya belum memuaskan, maka penelitian dilanjutkan ke

siklus dua. Beberapa perbaikan terhadap proses belajar mengajar dilaksanakan

untuk mengatasi kelemahan yang ditemukan pada siklus satu. Kemudian pada

siklus dua ditemukan skor rata – rata tes kemampuan berbicara siswa 65,28.

Beberapa faktor yang mungkin menyebabkan peningkatan keterampilan berbicara

siswa adalah materi, media, aktivitas, pengelolaan kelas dan pendekatan guru

didalam melaksanakan strategi pembelajaran. Untuk mendapatkan hasil yang

lebih baik agar siswa lebih mengenal Role Play didalam Table Manner maka

dilakukan siklus ketiga. Akhirnya ditemukan skor rata – rata tes kemampuan

berbicara siswa 71,36. Ditemukan juga hampir seluruh siswa aktif dan senang

berbicara. Mereka merasa gembira dan berinteraksi dengan baik dengan guru dan

siswa yang lain selama proses belajar dan mengajar. Berdasarkan temuan diatas

maka dapat disimpulkan bahwa melalui Tehnik Role Play didalam Table Manner

adalah satu strategi yang efektif dalam meningkatkan keterampilan berbicara

siswa.

ii

ABSTRACT

Iqbal Wijaya. 2012. Improving Students’ Speaking Skill through Role Play in

Table Manner at Grade X, Hotel Accommodation I SMK Nusatama Padang.

English Education Section. Graduate Program State University of Padang.

Speaking is one of the important skills in learning English. However,

students‘ speaking skill at Grade X Hotel Accommodation I SMK Nusatama

Padang was still below expectation as required by the curriculum. This problem

might be caused by the teacher techniques in teaching. This research was aimed at

examining the effectiveness of role play in table manner in improving students‘

speaking skills. Besides this research was also aimed at identifying the factors

which influenced the improvements of students‘ speaking skill through role play

in table manner.

This research was a classroom action research which consisted of three

cycles. Each cycle involved planning, action, observation and reflection. The

instruments used in this research were observation and speaking test. Observation

was aimed to know both students and teacher activities during the process of

teaching and learning. Meanwhile speaking test meant to evaluate the students‘

speaking skill at the end of each cycle.

At the first cycle, it was found that the average score of the students‘

speaking test was 54,56. Because this result was not satisfying yet, the research

continued to the second cycle. Some improvements toward teaching and learning

process were made to solve the weakness found in cycle one. Then, in cycle two it

was found that the average score of students speaking test was 65,28. Some

factors that might cause the improvement of the students‘ speaking skill were the

choice of materials, media, activities, classroom management and teacher‘s

approach in doing teaching strategy. To get better result and to make the students

more familiar with role play in table manner, the third cycle was carried out.

Finally, it was found that the average score of students‘ speaking test was 71,36. It

was also found that most of the students were active and enjoy speaking class.

They felt happy and had good interaction with the teacher and other students

during the process of teaching and learning. Based on the findings above, it was

concluded that role play in table manner was an effective strategy in improving

the students‘ speaking skill.

vi

ACKNOWLEDGEMENTS

Alhamdulillah, researcher expresses his deepest thanks to Allah SWT for

His miracle to him to complete this thesis entitled ―Improving Students‘ Speaking

skill through Role Play in Table Manner at Grade X, Hotel Accommodation 1

SMK Nusatama Padang.‖

Therefore, the researcher wants to express his deepest gratitude and

appreaction to:

1. Dr. Kusni, M.Pd. and Dr. Hamzah MM., MA. as his advisors who

generously have given their great deal of time, helpful guidance, and

encouragements which have significantly contributed to the completion of

this thesis.

2. Prof. Drs. H. Zainil, MA., Ph.D., Prof. Dr. M. Zaim, M.Hum and Prof. H.

Jalius Jama, M.Ed., Ph.D., as his contributors who given much valuable

contributions to make this thesis become more useful and valuable.

3. All lectures at Graduate Program State University of Padang, who have

kindly supported, motivated and have given useful knowledge, well

educated services and great support to the researcher during the process of

study.

4. His beloved Father dr. H. Risman Martha, his beloved Mother Hj. Effy R.

Rasyid, his beloved sister Greatia Martha and his brother in law Dedy

Vitra Johor for their love, care and support.

5. Drs. Syamsir, the headmaster of SMK Nusatama Padang for his spirit and

motivation given to the writer.

6. Evi Enggraini, BA as my deputy headmaster of SMK Nusatama Padang.

7. Nurdewi Andriani S.Pd as my collaborators who collaborated well in

doing of this research.

8. Mr. Tung Desem Waringin for his motivated and support.

9. Febria Sri Artika, SS., M.Pd. who keeps reminding me to accomplish this

thesis soon.

10. All my friends in SMK Nusatama Padang Pak Hendra, Pak Asril, Rina

Anggraini, Haneda Seventia, Sutrisna HP, Bu Eli, Bu Falah, Mr. Rio, Fera,

Siska, Silva, Nengsih, Dini and Wiwi thanks for your spirit and your

prayer.

vii

11. All of my students in SMK Nusatama Padang.

12. All of friends in English Education Section, Graduate Program of State

University of Padang.

Finally, any comments and contributions to the development for further

research are really appreciated. Hopefully, this thesis is useful for everyone.

Padang, 27 March 2013

The Writer,

Iqbal Wijaya

viii

TABLE OF CONTENTS

ABSTRAK ...................................................................................................... i

ABSTRACT .................................................................................................... ii

PERSETUJUAN AKHIR TESIS .................................................................. iii

PERSETUJUAN KOMISI UJIAN TESIS ................................................... iv

SURAT PERNYATAAN ............................................................................... v

ACKNOWLEDGEMENTS ........................................................................... vi

TABLE OF CONTENT ................................................................................. viii

LIST OF TABLES ......................................................................................... x

LIST OF FIGURES ....................................................................................... xii

LIST OF APPENDICES ............................................................................... xiii

CHAPTER I: INTRODUCTION ........................................................... 1

A. Background of the Problem........................................................... 1

B. Identification of the Problem......................................................... 6

C. Limitation of the Problem ............................................................. 6

D. Focus of the Research ................................................................... 7

E. Formulation of the Problem .......................................................... 7

F. Objective of the Study ................................................................... 7

G. Significance of the Research ......................................................... 8

H. Definition of Key Terms ............................................................... 8

CHAPTER II: REVIEW OF THE RELATED LITERATURE........... 9

A. Review of the Related Theories ................................................... 9

1. Teaching Speaking ................................................................... 9

2. Role Play .................................................................................. 15

3. Table Manner............................................................................ 21

B. Previous Related Research Finding............................................... 22

C. Conceptual Framework ................................................................. 23

CHAPTER III: RESEARCH METHOD .................................................. 26

A. Type of Research .............................................................................. 26

B. Participants and Location of the Research……………………...…. 27

C. Instrumentation .................................................................................. 27

D. Process of the Research ..................................................................... 29

E. Technique of Collecting the Data....................................................... 39

F. Technique of Analyzing the Data ....................................................... 40

CHAPTER IV: FINDINGS AND DISCUSSION .................................... 48

A. Findings ........................................................................................... 48

1. The Improvement of Students‘ Speaking Skill through Role Play in

Table Manner............................................................................ 48

First Cycle .............................................................................. 48

a. Plan .................................................................................. 49

ix

b. Action .............................................................................. 50

c. Observation ...................................................................... 54

d. Reflection ........................................................................ 59

Second Cycle .......................................................................... 62

a. Plan ................................................................................. 63

b. Action ............................................................................. 64

c. Observation ..................................................................... 69

d. Reflection ....................................................................... 74

Third Cycle ............................................................................. 77

a. Plan ................................................................................ 77

b. Action ............................................................................ 79

c. Observation ..................................................................... 83

d. Reflection ....................................................................... 88

2. The Factors which influence the Improvement of Students‘

Speaking Skill through Role Play in Table Manner................... 89

B. Discussion .......................................................................................... 95

CHAPTER V: CONCLUSION, IMPLICATIONS

AND SUGGESSTIONS .................................................. 99

A. Conclusion ....................................................................................... 99

B. Implications ........................................................................................ 99

C. Suggestions ........................................................................................ 100

BIBLIOGRAPHY .......................................................................................... 101

APPENDICES

x

LIST OF TABLES

Tables Page

1. Indicators of Speaking Test....................................................................... 41

2. Indicators of Role Play in Table Manner .................................................. 42

3. Observation Checklist of Speaking .......................................................... 42

4. Observation Checklist of Role Play in Table Manner .............................. 43

5. The Marks of Each Indicator .................................................................... 43

6. The Process of Teaching and Learning Speaking ..................................... 45

7. Observation Sheet ..................................................................................... 46

8. Field Note…….. ........................................................................................ 46

9. The Students‘ Activity in doing Role Play in Table Manner in Cycle 1 .. 54

10. Speaking Test in Cycle 1 .......................................................................... 55

11. The Improvement of Students‘ achievement on getting Speaking Skill‘s

Indicator in Cycle 1 ................................................................................... 57

12. The Students‘ Average Mean Score on Speaking Skill in Cycle 1 ........... 58


14. Speaking Test in Cycle Two ..................................................................... 70





18. Speaking Test in Cycle 3 .......................................................................... 83



xi


21. The Students‘ Average Mean Score on Speaking Test in Cycle 1 to 3 .... 88

xii

LIST OF FIGURES

Figures Page

1. Conceptual Framework ............................................................................. 24

2. The Action Research Model ..................................................................... 31






6. The Students‘ Average Mean Score on Speaking Skill‘s in Cycle 2 ........ 73



8. The Students‘ Average Mean Score on Speaking Skill‘s in Cycle 3 ........ 87

9. The Students‘ Average Mean Score on Speaking Test in Cycle 1 to 3 .... 89

xiii

LIST OF APPENDICES

Appendices Page

1. Lesson Plan ….. ........................................................................................... 104

2. The Score Criteria of Speaking Test ............................................................ 116

3. Observation Checklist of Speaking Test ...................................................... 118

4. Observation Checklist of Role Play in Table Manner ................................. 130

5. The Process of Teaching and Learning Speaking ........................................ 133

6. Observation Sheet ........................................................................................ 146

7. The Marks of Each Indicator ....................................................................... 166

8. Attendance List ........................................................................................... 178

9. Interview Guide ........................................................................................... 181

10. Field Note .................................................................................................. 183

11. Picture……….. .......................................................................................... 186

12. Text ……….. ............................................................................................. 196

1

CHAPTER I

INTRODUCTION

A. Background of the Problem

Based on the School Based Curriculum (KTSP) 2006, teaching English at

Vocational High School has been oriented to the four language skills;

listening, speaking, reading, and writing. They should be implemented

integratedly. The curriculum consists of standard competency and basic

competency. In other words, each standard competency should involve all

language skills; such as if the teacher teaches about greeting, leave takings,

introduction, and saying goodbye. He should modify teaching materials via

teaching media in listening by using tape recorder, VCD, and LCD in learning

English language. While in speaking, the teacher should be able to stimulate

the students to understand and communicate orally which is related to the

topic discussed. In Reading the students should be able to comprehend text.

And in writing, the students should be able to compose or write their ideas and

opinions which are related to the topic.

According to the writer—to achieve the purpose of teaching English—the

teacher as a key person in teaching and learning process should be creative in

choosing the materials and techniques of teaching in order that the students can

master the four language skills.

Based on the writers observation, the main phenomena among the students

of Vocational High School is that they feel shy and get bored to practice the

English language. In learning the English language, the learners are reluctant to

speak English.

2

Learners are often lacking in practice speaking. During the learning

process, some students often take permission to go out and talk to each other

during teaching and learning process and it is hard for the learners to express

their own ideas. The curriculum of Vocational High School states that the

objective of learning English is to make the students able to communicate by

using English in their daily life. Yet, the students cannot speak after

graduating. On the field, teachers have applied certain technique in teaching

speaking but it cannot improve students‘ speaking skill.

However, the teaching of English in the researcher‘s school is not able to

provide the students with communication skill yet. Related to this condition,

the researcher insisted to improve the teaching of English at SMK Nusatama

Padang, in order to give more focus to the teaching speaking in

communication in their activities. Although the Curriculum 2006 has oriented

to the four language skills but essentially, teaching English at Vocational High

School is more emphasized on speaking skill. It is caused by work demand

which requires the employees to be able to speak English. Therefore, English

teacher at Vocational High School should produce their output that has skill in

speaking. Therefore, to enable the students to communicate in spoken English

fluently, they should acquire important components of language skills, such as:

grammar, vocabulary, and pronunciation.

Consequently, if one cannot speak English he is assumed to be unable to

communicate in that language. It can be understood that speaking skill cannot

be ignored in teaching language. Thus, speaking skill is one of the important

3

language skills that should be mastered by the students. The students should be

able to improve their speaking skill in learning and practice based on their

major skill by the help of teaching strategy used by the teacher.

There are a lot of efforts to increase the teacher ability in teaching

speaking, such as through teacher upgrading programs. During the training,

there are a lot of techniques introduced such as practicing the dialogue in pairs,

practicing short drama, describing thing or people, and role play. And the

researcher will use role play in teaching speaking to improve the students

speaking skill.

At SMK Nusatama Padang, especially grade X Hotel Accommodation I,

teaching English is focused on speaking skills. In teaching speaking, teacher

implements pair work technique. In this case, the teacher divides the students

into groups consisting of two people in one group. Then the teacher shares the

conversation text, and asks the students to understand the conversation. Next,

asks them to practice the conversation in front of the class. At the end, asks the

students to convey or express their own ideas to retell the conversation in front

of the class.

One of the negative consequences of the technique is that some students

are bored in learning speaking. They frequently feel sleepy and get bored in the

classroom, so they do not pay attention to the teachers‘ explanations. Some

students take permission to go out of the class and some of them talk to each

other during teaching and learning process. In other words, teaching learning

process cannot run well.

4

Consequently, when the teacher gives the tasks to the students such as text

dialogue, some students are unable to practice the dialogue. They find it is hard

to get the ideas in the dialogue that they have just read. They cannot read well

all the sentences in the dialogue. They don‘t know how to pronounce the

words. Ideally, in speaking activity the students can speak fluently,

comprehend the information, and use good grammar, pronunciation and

vocabulary.

Theoretically, the problems are due to several potential causes. It could be

from the learners, the learning materials and the teaching strategy. The learners

play important role in determining their success in speaking activities. There

are some factors related to them such as prior knowledge, motivation,

vocabulary mastery, and speaking strategies.

Teaching materials also influence students‘ ability in speaking. In this

case, the teacher only uses the materials which are stated in one book without

analyzing it first, whether they are appropriate for the students and make them

interest or not. The mistakes in choosing speaking materials can influence

students such as being bored and difficult to pronounce the sentence. That‘s

why; the speaking material should be authentic and something new for the

students in daily life.

Furthermore, teachers‘ teaching strategy can give the significant effect to

the students‘ success in speaking. Usually, the teacher likes to use the strategy

that makes him or her easy to manage the class. He or she asks students to read

5

the text and practice the dialogue. If the students found the difficulties, the

teacher will repeat the dialogue.

Therefore, the problems found at SMK Nusatama Padang are caused by

inappropriate teaching strategy used by the teacher in teaching speaking. There

are some strategies to solve the problem in learning speaking, such as

information gap, role play, simulation, games, pair work, group work, picture

dictation, drama, etc.

From the phenomena above, the researcher considers that strategy is

needed to teach students who want to be better in learning English language.

Therefore, the researcher is interested in using role play in teaching speaking.

This is a good strategy to improve students‘ speaking skill by using role play in

table manner. Brown (2004:174) states that; ―Role Play is a popular

pedagogical activity in communicative language-teaching classes. Within

constraints set forth by guidelines, it frees students to be somewhat creative in

their linguistic output. In some versions, role play allows some rehearsal time

so that students can map out what they are going to say‖. From this statement

the teacher knows that using role play helps his students‘ to improve their

speaking competence as well as their learning motivation in integrated

evaluation classroom context and daily activity based on their mother tongue

without leaving English language learning context.

Inappropriate teaching strategy used in teaching speaking makes the

students bored and unmotivated in learning speaking. Thus, teacher needs to

use good teaching strategies that make students more interested and

6

enthusiastic in practice speaking. One of the strategies is role play, which

enables students to roughly prepare what they are going and improvise it

during speaking to make the conversation go well. In response to this, the

researcher conducted an action research about improving students speaking

ability through role play in table manner at SMK Nusatama Padang.

B. Identification of the Problem

Based on the background of the problem above, the researcher identifies

some problems found in teaching speaking at SMK Nusatama Padang. First,

the learners are bored in learning speaking. Second, the learners are reluctant to

speak English. Third, the learners have lack of practice. Fourth, some students

often take permission to go out and talk to each other during teaching learning

process. Fifth, the learners are hard to express their own ideas. Sixth, teacher

uses inappropriate teaching strategy.

C. Limitation of the Problem

After identifying the problems happening during teaching-learning process

the researcher limits the problems on the students‘ and the teacher‘s sides. The

first problem is about students who feel bored and takes time in learning

English. The second problem is that teaching technique used by teacher in

teaching speaking is inappropriate. Third, students have insufficient practice of

speaking in the class. The researcher decided to apply role play technique in

the class. The researcher hopes to solve the problem immediately by applying

role play in table manner at SMK Nusatama Padang for the first year students.

7

D. Focus of the Research

The researcher will focus the study on improving speaking skill through

role play in table manner at grade X Hotel Accommodation I Students‘ of SMK

Nusatama Padang 2011/2012.

E. Formulation of the Problem

This research will be done to answer the research question as follow:

1. To what extent does role play in table manner improve the students‘

speaking skill at grade X Hotel Accommodation Students‘ 1 of SMK

Nusatama Padang (2011/2012)?

2. What factors influence the changes of students‘ speaking skill by

implementing role play in table manner at grade X Hotel Accommodation

1 Students‘ of SMK NUSATAMA Padang?

F. Objective of the Study

The objective of the research is to identify the effectiveness of role play in

improving speaking skill in table manner. They are:

1. To find out the effectiveness of role play to improve the students‘ speaking

skill at grade X Hotel Accommodation I Students‘ of SMK Nusatama

Padang 2011/2012.

2. To identify the factors that influence the changes of the students‘ speaking

skill through implementing role play in table manner at grade X students‘

of Hotel Accommodation I Students‘ of SMK Nusatama Padang.

8

G. Significance of the Research

This research is expected to give valuable contribution to both theoretical

and practical values. Theoretically, the result of this research will give

significance theories of teaching speaking skill for the English Teachers. This

research will helpful for English teachers to practice their methods or technique

and can overcome the problems that they are encountered in teaching speaking.

Since this research is carried out at grade X students‘ SMK Nusatama Padang,

it is hoped that it can overcome the teacher‘s problems in motivating the

students to speak English. Practically, it will be beneficial for helping teacher

to improve his/her teaching quality by revising the method or strategy of

teaching. In other words, this research can be worth for the teaching of

speaking skill at SMK Nusatama Padang. Finally, this research is useful for

students, who learn English especially speaking skills by practicing role play in

table manner. Since this research is far from perfect, other researchers may

conduct the same research in different aspect in the future.

H. Definition of The Key Terms

To avoid misunderstanding of the terms used in this research, the key

terms are defined as follows:

1. Speaking skill is the skill of the 1st year students of SMK Nusatama

Padang to express their ideas, orally in real life communication.

2. Role Play in Table Manner is a short drama like classroom activities in

which students take the role of different participants in a situation and

act out what might typically happen in that situation.

9

CHAPTER II

REVIEW OF THE RELATED LITERATURE

A. Review of the Related Theories

The researcher will explain some ideas of the experts related to the

research problem. It is about the contribution of role play in table manner

toward improving students‘ speaking skill in English at grade X of Hotel

Accommodation I SMK Nusatama Padang. On this chapter the researcher

explains about teaching speaking, role play and table manner briefly.

1. Teaching Speaking

Teaching speaking is learning process which done by the teacher in the

class by involving the students as participants. The teacher has to do this

activity by considering everything related to the teaching learning process

especially by using syllabus or curriculum provided as guidance for teaching

English. Both the teacher and the students are hoped to be active because there

are some objectives that must be achieved from the teaching-learning process

activity.

―The aim of teaching speaking is to train students for communication‖

(Hammer, 1998:87). Therefore, activities in speaking class should focus on

developing individual language use. This requires the teacher not only to create

a warm and humanism classroom atmosphere but also to provide opportunities

for students to speak. In this case, the teacher creates the strategy to improve

the students‘ speaking skill. It is by asking students to interact with their pairs

or their group member in speaking activities. In teaching speaking has to know

10

about how to create situation based on the context for the teacher establishing

interaction among students.

―Speaking is the process of building and sharing meaning through the use

of verbal and non – verbal symbols in a variety of contexts‖ (Chaney 1998:13).

Learning to speak in English will be easier when learners are actively engaged

in attempting to communicate. Learners learn to speak by speaking; it is the

teacher‘s role to give students opportunities to speak English spontaneously

and creatively. Teaching learning process is done by the teacher in the class by

involving the students as participants. The teacher has to do this activity by

considering everything related to the teaching learning process especially by

using syllabus or curriculum provided as guidance. Both the teacher and

students are expected to be active because there are some objectives that must

be achieved from the teaching learning activity.

Kayi (2006:5) gives some suggestions to English language

teachers while teaching oral language, the suggestions are;

1) Provide maximum opportunity to speak the target

language by providing a rich environment that contains

collaborative work, authentic materials and tasks, and

shared knowledge.

2) Try to involve each student in every speaking activity for

this aim, practice speaking activity, practice different ways

of student participation.

3) Reduce teacher speaking time in class while increasing

student speaking time, step back and observe students.

4) Indicate positive signs when commenting on a student‘s

response.

5) Ask eliciting questions such as ―What do you mean? How

did you reach that conclusion?‖ in order to prompt

students to speak more

6) Provide written feedback like ―You efforts in preparing

the materials and efficiently use of your voice.‖

11

7) Do not too often correct the student‘s pronunciation

mistakes while they are speaking, the correction should

not distract student from his or her speech

8) Involve speaking activities not only in class but also out of

class; contact parents and other people who can help

9) Circulate around classroom to ensure that students are on

the right tract and see whether they need your help while

they work in groups or pairs

10) Provide the vocabulary before handling the students that

they need in speaking activities

11) Diagnose problems faced by students who have difficulty

in expressing themselves in the target language and

provide more opportunity to practice the spoken language.

Based on the suggestion above it can be concluded that in learning speaking

skill there are some steps that we should know in teaching speaking there are;

1). Provide maximum opportunity by providing a rich environment, 2). Involve

the students to practice English, 3). Observe the students, 4). One way of

getting students to speak is through role play. Students pretend that they are in

various social contexts and have a variety of social roles.

In role play activities, the teacher gives information to the learners such as

who they are and what they think or feel. Thus, the teacher can tell the students

that you are Waiter; you go to the kitchen and tell him about your customer

order, and so on.

Therefore, it is essential that language teachers pay great attention to

teaching speaking rather than leading students to pure memorization, providing

a rich environment where meaningful communication takes place is desired.

With this aim, various speaking activities such as those listed above can

contribute a great deal students in developing basic interactive skills that is

necessary for their life. These activities make students more active in the

12

learning process and at the same time make their learning more meaningful and

fun for them. Speaking is one central elements of communication. Teacher

should be able to give opportunities to the students to use and practice the

language learned by applying certain activities. If they do not have opportunity

to speak, their speaking ability will never increase.

Donald (2004:2) asserts that students often highlight listening

and speaking as their biggest problems in learning a new language

because of the demands of those skills and the way they are

taught. Particularly in teaching speaking, it usually consists of

language practice activities (discussions, information gap,

practicing drama, role play, etc), or is used to practice a specific

grammar point. More over Donald (2004:3) state ―we can do

these activities in the classroom to prepare students for real

situation. First, what do students need? Second, practical

suggestions of classroom activities in practice English. Third,

what language should teach in learning English? Fourth, how do I

get students to use new language?‖

Based on the statements above, the teacher should know how to encourage the

students to do speaking task. The students should be given clear instruction of

what task that they are going to do. In this case, the students are able to get free

discussion, use all and any language they know, motivate them to speak. The

teacher creates the teaching strategy by considering the type of speaking

activities.

In teaching speaking and oral communication, the teacher not only

considers some factors above but also he or she should pay attention to the

element of speaking.

According to Harmer (2002:269), there are two elements of speaking, they

are:

13

First, language features consist of the first connected speech. In

the connected speech, sounds are modified (assimilation), omitted

(elision), added (linking) or weakened (through contractions and stress

patterning). It is the reason for the teacher to involve the students in

the designed activities specifically to improve their connected speech.

To expressive devices that consist of the pitch and stress of particular

and non-verbal (paralinguistic). The use of these devices contributes

to the ability to convey meanings.

Second, they allow the extra mental social processing. There are

consists of; first, language processing that involves the retrieval of

words and phrases from memory and their assembly into syntactically

and propositionally appropriate sequences. One of the main reasons

for including speaking activities in language lesson is to help students

develop habits of rapid language processing in English. Second,

interacting with others participants are feeling, and knowledge of how

linguistically to take turns or allow others to do so.

Third, information processing that the teacher needs to be able to

process the information. The longer it takes for ‗the penny to drop‘ the

less effective, the teacher as instant communicators. However, it

should be remembered this instant response is very culture-specific,

and is not prized by speakers in many other language communities.

a. classroom speaking activities

In Teaching and learning process especially for speaking class, the

teacher should be creative in choosing the activities. The classroom

speaking activities should be able to motivate students and make them

interested to speaking in the target language (i.e. English). Harmer

also (2002:271-276) proposes some classroom activities as follows:

1. Acting from a script

The teacher can ask students to act out scenes they play and/or

from their course books, sometimes from the film as the

recourses.

2. Communication games

Games which are designed to provocate communication

between students frequently depend on an information gap,

when one student has to talk to a partner in order to solve a

puzzle, draw a picture (describe and draw), put things in the

right order (describe and arrange), or find similarities and

differences between pictures.

3. Discussion

One of the reasons that discussions fail (when they do) is that

the students are reluctant to give an opinion in front of the whole

class, particularly if they cannot think of anything to say

anyway, they are confident of the language they might use to

say it. Many students feel extremely exposed in discussion

situation.

14

4. Prepared talks

A popular kind of activity is to prepare talk where students make

a presentation on a topic of their own choice. Such talks are not

designed for informal spontaneous conversation; because they

are prepared, they are more ‗writing-like‘ than speaker.

However, it is possible for the students to speak from notes

rather than from a script.

5. Questionnaires

Questionnaires are useful because by being pre-planned, they

ensure that both questionnaire and respondent have something to

say to each other. Depending upon how tightly they designed,

they may well encourage the natural use of certain repetitive

language patterns and thus situated in the middle of

communication continuum.

6. Simulation and Role-play

Many students derive great benefit from simulation and role

play. Students‘ a real-life simulation encounter as if they are

doing so in the real world, either themselves in their meeting, or

taking the role of different character from themselves or with

thinking and feelings they do not necessarily share. Simulation

and role play can be used to encourage general oral fluency.

7. The roles of the teacher

The roles of the teacher in speaking activities are as follows:

a. Prompter. Students sometimes get lost, cannot think of

what to say next, or in some other way they lose the

fluency that the teacher expected.

b. Participant. Teachers should be good animators when

asking students to produce language.

c. Feedback provider. The vexed question of when and how

to give feedback in speaking activities is answered by

considering carefully the effect of possible different

approaches.

Based from that quotation above by using role play will improve students

speaking skill. Thus, in the next section the writer explores the use of role play

in speaking class.

15

2. Role Play

Furness (1976:19) explains that a child can enjoy and profit from a role

play experience ―in terms of improved communication skills, creativity,

increased social awareness, independent thinking, verbalization of opinions,

and development of values and appreciation of the art of drama.‖ From the

statement above, it could be concluded that role play is the term of improving

student communication skill for their social interaction in communication skill.

Richards (1980:40) recommends as six step procedure for role

playing; 1) Preliminary activity; 2) A model dialogue; 3) Learning to

perform the role play with the help of role cards; 4) Listening to

recording of native speakers performing the role play with role

cards; 5) Follow-up; 6) Repeating the sequence.

Larsen-Freeman (1986:10) states that role plays, whether

structured or less structured, are in the communicative approach

because they give learners an opportunity to practice communication

in different social contexts and roles. A role play is a highly flexible

learning activity which has wide scope for the variation and

imagination.

Based on this statement above it can be concluded that role play has structure

in communicative approach for their skill in speaking.

Next, Ladaouse (1987:12) states that Role play uses different communicative

techniques and develops learner fluency in the language, promotes interaction

in the classroom and increases motivation. Here peer learning is encouraged

and sharing of responsibility between teacher and the learner in the learning

process. It means that in using role play the students use their communicative

technique.

16

Role play is a technique in teaching speaking. The students are asked to

play a role given by the teacher based on the specific situation. According to

Richards (1988:318) role play is a drama-like classroom activities in which

students take the role of different participants in a situation and act out what

might typically happen in that situation. The students play the role in small

group or in pair in order to get the communication during the conversation.

Furthermore, Richard (1988:136) states that role play has high appeal for

students because it allows them to be creative and to put themselves in another

person‘s place for while. In other words, students will play out of him/her for a

moment. It means that role play will help the students to be creative by playing

in communication.

According to Hedge (2000:280) Role Play is a good method in teaching

speaking in order to ask the students to talk. The activity that can be applied in

the classroom is a simple dialogue. The dialogue can be created by the teacher

based on the specific situation or teacher asks the students to create the short

dialogue based on situation given. The situation can be in the shopping center

between guest and customer service, in the restaurant between waiter/waitress

and guest, in the school between teacher and students, in the office manager

and secretary, or in the house between mother and her son. The students acted

the role as natural as possible. It means that one should consider the setting and

situation of the role taken.

Next Celce (2001:107) defines that role plays can be performed

through prepared script, created from a set prompts and expression,

or written using and consolidating knowledge gained from

instruction or discussion of speech act and its variation prior to the

17

role plays themselves. Furthermore, Ladaousse (2004:7) indicates

that ―role play is one of a whole gamut of communicative techniques

which develops fluency in language students, which promotes

interaction in the classroom, and which increases motivation.‖ In

addition he pointed out that role play encourages peer learning and

sharing the responsibility for learning between teacher and students.

He suggests role play to be perhaps the most flexibility techniques,

and with suitable and effective role-play exercises, teachers can meet

varieties utterance needed.

Based on the two experts above, they have same opinion about role play as

important part in communicative approach and technique that can develop

fluency in the language and it also increases students‘ motivation.

Then, Brown (2004:56), states that ―Role-Play minimally involves (a)

giving a role to one or more members of a group and (b) assigning an objective

or purpose that participants must accomplish.‖ Brown suggested role-play can

be conducted with a single person; in pairs or in accomplish an objective. In

conclusion, the two authors above state that role play can be done in small

group or pair. The teacher can divide the students into some groups or some

pairs in order to practice role play in classroom.

Admin (2004) states that there are some ways of successful

classroom role play:

a. Prepare for success

b. The role of the teacher:

1. Facilitator: students may need new language to be

‗fed‘ in by the teacher. If rehearsal time happened,

the teacher is appropriate to feed a new language at

this stage.

2. Spectator: the teacher watches the role-play and

comments and advices at the end.

3. Participant: it is sometimes appropriate to get

involved and take part in the role play of the

students and the spectator.

c. Bring situation to life

d. Keep it real and relevant

18

e. Feed in language

f. Error correction

Then, Budden (2007:1) states that role play is any speaking

activity when you either put yourself into somebody else‘s or when

you stay in your own shoes but put yourself into an imaginary

people. Then the students can also take an imaginary situation. They

can choose the situation at restaurant, checking in at airport, looking

for lost things or others. They are asked to practice functional

language.

From this statement above role play will bring people to get their imaginary.

And it will help the students to bring their imagination based on their

contextual learning.

According to Celce (2001:107) ―Role plays can be performed from

prepared scripts, created from a set of prompts and expression, or written using

and consolidating knowledge gained from instruction or discussion of the

speech act and its variation prior to the role – plays themselves.‖ It means that

the students have some important thing to express their idea in situation based

on the scripts that they play.

Moreover, Huang (2008:18) points out that there are six

procedures in role play, they are; first, decide on the teaching

materials; second, select situations and create dialogs; third, teach

the dialogs for role plays; fourth, have the students practiced the

role plays; fifth, have the students modified the situations and

dialogs; sixth, evaluate and check the students‘ comprehension.

Furthermore, Huang (2008:21) suggests ―role playing helps the

individual to become more flexible and develop a sense of mastery

in many situations.‖ He also suggests through role play, L2 learners

can experience many kinds of situations in which they will use the

language; and as they develop a sense of mastery in them, they

should be able to apply the language more easily in a new

situations.‖

According to Hedge (2008:280) role-play have benefits, such

as the student can practice speaking based on the situation and

setting in the real world. However, she/he has never seen or does

not have knowledge about the role play. She/he should change their

19

personality in playing the role. For example, if the pair of students

is boy and girl, they should play the role to be a mother and her

son, so one of them should play the role as mother.

Dealing with some theoretical definitions above, it can be concluded that role

play will help the students to practice English language for their personality

performance, because it can improve learners‘ speaking skills in any situation,

and helps learners to interact. For the shy learners, role play helps by providing

a mask, where the learners with difficulty are liberated in conversation. In

addition, it is fun and most learners will agree that enjoyment leads to better

learning.

Some experts suggest some valuable steps in using role play

for teaching speaking. Haozhang (2008:33) suggests some steps

in teaching speaking through role play as follows: (a). Present and

explain the speaking strategies. (b). Provide a topic that is

interesting for the students and design the task that involves some

degree of discussion and uses that strategies presented. (c).

Consider and specify the role each participant of the group can

play. (d). Specify the time allotted for each group. (e). Help them

if necessary in the form of information, guidelines, or vocabulary

prior to or during the play. (f). Employ home work to implement

the language to the social context.

Furthermore, Saskatchewan Education (2009:12) mentions

that there are three steps in doing role play:

a. Before the Role Play; (1). Choose a theme. (2). Identify

relevant concepts within the topic. (3). Select a topic. (4).

Decide upon a key question about the concept. (5). List the

possible viewpoints that might be adopted. (6). Place each

viewpoint within a situation (or set of circumstances) in

such a way that those characters involved are faced with a

problem which needs resolving. (7). Choose a situation for

the drama and roles for students and teacher.

Further preparation for role play includes the

following: (1). Engaging students in activities that fasten

commitment in the role play (e.g. questioning, interviewing,

narration, drawing, guiding imagery). (2). Setting up the

room physically (this may be from very simply rearranging

20

desks to more complicated changes including furniture and

lighting). (3). Having students decided how they will firstly

enter the role (giving all the information needed, speaking

with the voice they wish to establish; allowing others to

understand immediately who they are, where they are, and

what is happening). (4). Inserting some type of tension into

the drama to keep everyone interested (e.g. conflicting

priorities, a challenge, a sense of urgency, secrecy, a

problem to solving, mystery)

b. During the Role Play

It is important that students to feel safe taking the

risks as they enter various roles. Establishing expectations

and rules e.g. no put-downs) with students can help students

to be supportive of each other during the role play. Listeners

should be encouraged to observe attentively so that they are

prepared to respond and discuss the followed drama. If the

role play has been planned effectively and all the steps have

been carried out, the experience should be satisfying and

positive for all participants.

c. After the Role-Play

Assessment of role plays will mainly occur through

reflective discussion and assessment of products which

develop in response to the drama (e.g., written work, art

work). Students‘ participation is important; however,

participant does not always involve talking. It is possible for

the student who has remained very quiet during the role

plays to write effectively and thought fully about the

experience.

According to Hedge (2000:280) role-play is a good

method in teaching speaking in order to ask the students to

talk. The activity that can be applied in the classroom is a

simple dialogue. The dialogue can be created by the teacher

based on the specific situation, or the teacher asks the

students to create the short dialogue based on situation

given. The situation can be in the shopping centre, doctor

and patient, teacher and student, manager and secretary, or

mother and her son. Then the students are asked to play the

role. In playing role-play, the students are required to

perform the role as natural as possible. It means that one

should consider the setting and situation of the role taken.

Dealing with the theories of the step in using role play, it can be concluded that

there are six steps of role play that can be applied in teaching speaking such as:

21

decide on the teaching materials, select situations and create dialogs, teach the

dialogs for role plays, have students modified the situation and dialogs,

evaluate and check students‘ comprehension. These six steps will be

implemented in teaching speaking, particularly for table manner subject. The

next section will discuss about table manner in relation with speaking.

3. Table Manner

Table manner is subject center in learning about F&B service and product

which refer to etiquette used while eating based from the culture. According to

Brown (2001:1) that Table manners refers to the etiquette used while eating

which may also include the appropriate with the use of utensils. Different

cultures can observe different rules for table manners. Many table manners

evolved out of practicality. For example, it is generally impolite to put elbows

on tables. Since doing so, it creates the risk in tipping over bowls and cups.

Each family or group sets their own standards for how strictly these rules are to

be enforced.

In other words Marsum (2005:5) states that ―table manner is the way of

table setting in restaurant, banquet, and pub & bar, room service in counter

service and convention room.‖ And Rusdini (2008:1) states that ―table manner

is the main subject about food and beverage service for the Vocational High

School Students in learning about Banquet, A‘la Card, and Napkin Folding.‖

From this explanation the writer concluded that table manner is the main

subject in learning about food and beverage service and product to table setting

in public area (restaurant, banquet, pub & bar and room service) for counter

service and convention room.

http://en.wikipedia.org/wiki/Etiquette

http://en.wikipedia.org/wiki/Eating

http://en.wikipedia.org/wiki/Cutlery

http://en.wikipedia.org/wiki/Cultures

http://en.wikipedia.org/wiki/Table_%28furniture%29

22

According to Kung (2002:3), Table manners have variety types

from culture to culture. What is acceptable thing in one country may

be considered extremely rude in another country. Not knowing how

to put the position and handle each of the utensils correctly, being

uncertain about the proper posture and not knowing polite dining

behavior is often a cause of embarrassment or awkwardness for the

EFL student. Students from Western cultures can usually rely on

what have been taught at home but students from Eastern countries

generally need to be explicitly taught what is appropriate at the

dinner table. (Chinese students, for example, need to be told that

burping is not appropriate.)

Kung (2002:5) also recommends six procedures for table

manner; first, introduce the activity by asking a student volunteer to

set the table. Second, invite the class to comment whether every item

on the table is in proper place. Then guide the students to put

everything in the right place. Third, have the students shared the

results of the class but do snot offer comments or make corrections.

Fourth, hand out an assignment including a selection of the true or

false questions following this section. Depending on the number of

students in the class and the equipment available, students can work

individually or in teams. Fifth, circulate around the classroom

addressing technical difficulties or answering questions. Sixth,

giving the extra assignment with the entire class to invite comment

whether the rule is applicable for the students' culture and

elaborating each answer to reinforce the correct ideas.

In this research the researcher combines between speaking materials and

table manners materials. In role play, the writer will uses speaking material as

method and in table manners as an approach to improve the students speaking

skill for the hotel accommodation students. Good speaking learning refers the

language in social interaction by using table manners, because the students are

not only learning about the etiquette of F & B, but also learning about English

language. However, there is always a chance that bad English speaker become

a good English speaker by doing role play in table manners.

B. Previous Related Research Finding

On this thesis the researcher reports some of the related research findings:

23

First, Al Wahibee (2004) did an experimental research titled ―revival of

Role Play: the effectiveness of role play activities in learning English as

foreign language by Saudi college students.‖ This study showed how important

it is to use activities that encourage speaking. Role play is one of the activities

that enhance the oral proficiency of the students. In this activity, students can

put themselves into diverse real life situations. By doing so, they can make a

clear departure from the atmosphere of shyness. He found that the experimental

group showed great gains in their oral skills. This indicates that the use of role

play activity is very effective for the writer to do the research by using role

play in table manner to improve the students speaking skill.

Second, Rosmaliwarnis (2007) did an experimental research titled ―the

effect of Role-Play and Information Gap on the students‘ speaking skill.‖

Based on her findings, she concluded that; first, the students who were taught

by using role play have better speaking skill than those who were taught by

using conventional technique. Second, the students who were taught by using

role play have better speaking skill than those who were taught by using

information gap. Third, the students who were taught by using information gap

have better speaking skill than those who were taught by using conventional

technique.

C. Conceptual Framework

The conceptual framework in this research consists of three parts:

1. The problems to be solve is the students‘ low of speaking skill.

2. The problem solving that is used is role play.

24

3. The Students improve their speaking skill in Table Manner.

The problem in this research is the students‘ low of speaking skills. Most

of the students have problem in English speaking skill. It can be seen from

their grade at English language examination.

The figure above shows that the conceptual framework of this research is

started by problem found in the researchers‘ class, the students are poor in

speaking skill. They are poor in five indicators of speaking skill such as

grammar, vocabulary, pronunciation, fluency and comprehension. To improve

the students speaking skill, the researcher applied role play in table manner. In

applying this technique, the researcher activated the students‘ background

knowledge by showing a picture and asking some questions to the students.

These activities helped the students to get the idea to speak.

Students’ failed to

reach Minimum

Standard Criteria

of Speaking Skill

Implementing of Role Play

in Table Manner

Students to reach up to or

over Minimum Standard

Criteria of Speaking Skill

Problem

Problem Solving

Expected Result

25

Based on the observation, the researcher and collaborator assumed that by

applying role play in table manner, there is improvement on student‘s speaking

skill. This research will be conducted as a classroom action research. The

problem in this research is the students‘ low of speaking skills. Most of the

students have problem in English speaking skill. It can be seen from their grade

at English language examination.

The researcher used role play to solve the problem. In role play there will

be six steps; decide on the teaching materials, select situations and create

dialogs, teach the dialogs for role plays, have students modified the situation

and dialogs, evaluate and check students‘ comprehension. Next, the teaching

and learning process consisted of two cycles in learning table manner about

food and beverage service topic. In each cycle, there were three meetings. They

were meeting one, meeting two, and meeting three. So, total number of

meeting will be six meetings. Then, each cycle will consisted of four stages;

plan, action, observation, and reflection.

Based on the explanation above, the researcher thinks that role play in

table manner can improve the students‘ English speaking skills. Finally, the

expected result from this research is the students to reach up to or over

minimum standard criteria of speaking skill.

26

CHAPTER III

RESEARCH METHOD

A. Type of the Research

This study was held through action research method. Action research was

done by teachers and for the teachers. Gay and Airasian (2000:593) states that

action research is a process in which the individual or several teachers collect

evidence and make decision about their own knowledge, performance, belief

and effects to understand and improve them. It means that the main reason for

teachers engaging in action research is to learn and improve their own teaching

activities. Furthermore, Johnson (2005:21) states that action research can be

defined as process of studying a real school situation. At last Madya (2006:51)

states that classroom action research is collaborative research done by

researchers through collaboration.

From the expert statement, this can be concluded that action research is a

research done by the teachers toward their students in the classroom and

cooperate with the same other teachers and aims at improving learning quality

in the class.

According to Kemmis and McTaggart (1988:5) states that there are four

characteristics of classroom action research (CAR), first CAR is done in

collaborative. Second CAR is not only problem solving but also find the

changing of the problem. Third, between researcher and the research object

should cooperate together to solve the problem. Fourth, CAR is not to examine

theory but it is for changing the situation become well.

27

Based on statement the researcher applied a collaborative action research.

It means that the researcher and the teacher work together to solve their

problem in teaching speaking or in this case improve their students‘ speaking

skill through role play in table manner. They work together in doing research to

solve the problem.

B. Participants and Location of the Research

The participants of this research were the students of SMK Nusatama

Padang. The researcher took the students of Grade X Hotel Accommodation

Department 1 as the participants. The total numbers of the students were

twenty five students. This is the reason for taking this class as participants

because this class is taught by researcher and the problems are found also in

this class. By applying Role Play in Table Manner, it is hoped that the students‘

speaking skill will improve. Then doing in this research the researcher assisted

by his collaborator who teach English language in Hotel Accommodation

Department.

C. Instrumentation

The instrumentation of this research focused on the data that will be

collected. There were four instruments which are used in this research;

speaking test, observation sheet, interview and field note.

1. Speaking Test was used to collect the data about students‘ speaking skill

through role play in table manner. The writer held pre-test and post test.

28

The indicators of speaking skill are taken from Brown (2004:157) which

states them as follows:

VARIABLE INDICATORS

Speaking Skill 1. Grammar

2. Vocabulary

3. Comprehension

4. Fluency

5. Pronunciation

Each category will be scored separately, and the writer conducts this

activity with his collaborator to know the students‘ speaking skill by using

speaking test.

2. Observation Sheet was created before conducting the research. It was

made based on the problem and the strategy used to solve the problem. It

was used to record and collect real information of teaching learning

process. This observation sheet was completed or filled by collaborator, so

that the collaborator had understood what she was going to do while she

entered the class of the research. It means that the researcher had explained

how to fill in the observation sheet. And field notes was used to collect

additional data which are found in the classroom while teaching and

learning process.

3. Interviewing was done to know more about the condition of students in

learning speaking. This interviewing was intended to know much about the

reason of the students‘ low motivation in speaking class. The field note

was used to help the process of interview. If there are some students who

29

don‘t have motivation in discussing and performing the role play in table

manner, so the researcher and his collaborator will get more information of

the students‘ problem. There are twenty one questions in each question in

and the presentation has been determined. In conducting the interview, the

researcher will use five steps suggested by Lincoln and Cuba (In

Asmawati, 2001:30) consisted of determining who is going to be

interviewed, preparing interview materials, introducing steps, and

arranging the speed of interview and ending the interview were applied.

D. Process of the Research

The process of this research involved direct observation and the data was

taken from the students‘ role play performance in table manner, in each

meeting in the classroom. The researcher used direct observation,

questionnaires, and interview to collect the data. The collaborators observed

the condition of the students, together with the researcher. He also used video

camera to take the students‘ action role play in table manner.

The procedure of this research followed the model of classroom action

research developed by Kemmis and McTaggart (1988) that propose the model

is well-known as the action research cycle, each cycle consists of four stages.

They are plan, act, observation, and reflection. Based on this theory, this

research will be done in three cycles (cycle 1, cycle 2 and cycle 3). Every cycle

consist of six meeting equals two hours (3 x 40 minutes). The cycle 2 need to

excuse about the improvement in cycle 1 was so far from the expectation. So it

was needed some revised plans to do some actions in cycle 3.

30

Role play in table manner given at each meeting was aimed to train the

students in practicing English naturally for role play in table manner. The

model is as follows:

Cycle 1

Cycle 2

Cycle 3

(Kemmis and McTaggart, 1988:11)

Reflect

Act and

observe

Plan

Revised plan

Reflect

Act and

observe

Expected

Condition

Revised plan

Reflect

Act and

observe Revised plan

31

The researcher began with pre-observation (diagnose) to know the

situations and identifying or defining a problem. The researcher observed the

students at the level of diagnoses, related to the problems of students‘

motivation and speaking skill by observing English. The first cycle was the

beginning with an action. The research was conducted in three cycles with six

meeting in each cycle. Each cycle consist of diagnosing, plan, action and

observation, evaluation and reflection. In this stage, the observer also observed

the improvement of the students speaking skill through role play in table

manner.

1. Plan

In this stage, the researcher identified the problems found to determine

the alternative of problems solving, and to prepare everything related to the

research application. The problem will find the speaking class dealt with the

low motivation of the students to speak English. The students have lack of

vocabulary and poor in English grammar. They have lack of background

knowledge about the topic discussed. They have problems in pronunciation and

intonation. They have limited time to practice English. They have lack of self

confident to speak English. They also think that the final English examination

is not oral test, but it is given in written test. When the researcher explains the

lesson using English in the class, many students do not understand, therefore

the researcher prefers to use the Indonesian language. The students have lack

of vocabulary and poor in English grammar. So in this stage, the researcher

determines the material of teaching based on the material stated in English

32

curriculum for the first semester at grade X year‘s students. Second preparing

lesson plan based on strategy used. Third preparing research instruments,

fourth arranging research schedule, discussing with the collaborator about what

to do and how to do in the classroom.

Other English teacher involved as a collaborator, they help the

researcher to take the students‘ performance with handy cam, to interview the

students, observing the class, planning the lesson, giving a command about the

students‘ presentation. In this case, the researcher will give information to the

school principle and other teacher that the researcher would conduct a

classroom action research at this school.

2. Action

First the researcher gave observation sheet to the collaborator and let

her sit at the back. Then, the researcher doing teaching and learning process;

researcher started the lesson as usual, such as checking the students‘ attendance

and let the students to the topic in pre teaching activity. After practicing the

Role Play in Table Manner, researcher asks to other group about their

command of the performance. Other groups should give the concept that they

prepared before in their group about the strange and lack thing.

3. Observation

There were some activities had been done by a team (the researcher and

his collaborator) during this research. First the collaborator will fill in the

observation checklist for researcher and students activities. The observer also

helps to the researcher to check the students‘ preparation in group before their

33

performance for the next meeting. For the second cycle the other teacher help

the researcher to take a handy camp. So the researcher and the collaborator can

observe the students‘ performance and desire, while discussion and

performance.

4. Reflection

The researcher and collaborator discussed about the result of

observation. Based on the result of speaking test, observation sheet,

interviewing, and field notes, the weakness found in the first cycle was

discussed together with the collaborator to find the solution to be continued in

the second cycle. If there is positive point, the researcher will continue and

give more improvement to students speaking motivation by revising their

members of groups. Here, the researcher decided to move to another cycle

because he still find problems and would better to improve the students‘

speaking skill.

From the model above, the researcher conducted the research for each

cycle as follows:

Cycle 1, Cycle 2 and Cycle 3

A. Plan

The researcher‘s preparation:

a. Designing teaching learning activities by applying role play in table

manner for speaking class. The writer went through three phases:

34

1. Pre-activity:

a) In pre-activity the researcher started with greeting and checking

the roll of the students in his class.

b) Review the previous lesson, the second step the researcher try to

make review the previous lesson for all students in his class to

know about the student ability in speaking class.

c) Motivating the students to know about the student‘s motivation

in learning English, the researcher create the test of English.

2. Main Activity

a) The teacher began the main activity by using appropriate

questioning and conversational strategies by asking referential

questions. Using appropriate questioning to calculate how far

students‘ skill in speaking. And using conversational strategies

by asking referential questions the researcher know that how far

the student‘s motivation in learning English language.

b) The teacher exploited Role Play in Table Manner by asking the

questions based on the students‘ condition. The researcher uses

exploits question in the Role Play of Table Manner, because he

wants to know about the students‘ condition especially in

classroom activity.

c) The teacher gave the instruction to the students.

d) Divide the students into some groups.

e) Make script based on the example given before.

35

f) Decide the role of dialogs based on the script.

g) Practice about table manner service dialogue.

h) Make a report

i) Discuss about the difficulties of the role play.

3. Post Activity

a) The researcher reflected the process of teaching and learning to

know about the students speaking skill.

b) The researcher emphasized the learned materials in English

conversation. In class the researcher hopes that he know about

the students‘ misunderstanding in learning English.

c) In the last step of post activity, the researcher and his

collaborator informed the next materials in English.

b. Preparing instruments for observation of the students‘ activities and

teachers‘ techniques in speaking class.

1. Find their own way, taking charge of their learning.

2. Organize information about language.

3. Creative, developing a "feel" for the language by experimenting

with its grammar and words.

4. Make their opportunities to practice in using the language inside

and outside the classroom.

5. Learn to live with uncertainty by not getting flustered and by

continuing to talk or listen without understanding every word.

6. Use mnemonics and other memory strategies to recall what has

been learned.

7. Make errors work for them and not against them.

36

8. Use linguistic knowledge, including knowledge of their first

languages, in learning a second language.

9. Use contextual cues to help them in comprehension.

10. Learn to make intelligent guesses.

11. Learn chunks of language as wholes and formalizes routines to

help them perform ―beyond their competence.‖

12. Learn certain tricks that help to keep conversations going.

13. Learn certain production strategies to fill in gaps in their own

competence.

14. Learn different styles of speech and writing and learn to vary their

language according to formality of the situation.

c. Preparing speaking test in the form of interview.

Firstly, the teacher needs to diagnose learners' level of strategy.

The Strategy Inventory for Language Learning (SILL, Oxford,

1990:293-300) questionnaire can be utilized to determine learners' use

of language learning strategies because questionnaires are "cost-

effective and easy to administer". In this previous research study,

shows that the students seldom use role play in table manner.

Therefore, the researcher is needed to pay attention particularly why

learners neglect of utilizing role play in table manner.

Secondly, the teacher can offer learners‘ knowledge to know

the characteristics, effectiveness, and applications of role play in table

manner. In this stage, it is essential for the teacher to present each

strategy with the specific explanation and help learners know how to

use each strategy in a given situation. For example, the teacher can

37

teach learners to try to be relaxes when they are afraid of speaking

English.

Thirdly, in order to offer hands-on practice for Asian students

to use role play in table manner, collaborative works with classmates

are effective in this phase. The teacher assigns students into several

small groups consisting of at least one main speaker. Learners in each

group can exchange opinions of different cultures, share their learning

experiences, as well as complete a certain task. Another application in

this stage is to encourage Vocational High School Students to have an

individual meeting with the teacher. During the meeting, the teacher

can have relaxed conversations with Vocational High School Students

and try to understand the difficulties they encounter while studying

abroad. The teacher provides opportunities for Vocational High School

Students to express their feelings in English and to practice their

English speaking skills that are the powerful ways in which to

accomplish the use of role play in table manner.

Finally, the optimal goal of language learning strategies is to

guide the students to become better, autonomous, and confident

learners. In order to encourage students to depend more on themselves

instead of the teacher, the teacher needs to ask students to use role play

in table manner for the classroom contexts. Obviously, it takes time for

learners to know how to incorporate role play in language learning

successfully. Language teachers need to give language learning

38

strategy instruction patiently, and the learners are required to use the

strategy consistently. It is hoped that the learners can utilize role play

in table manner, whenever they speak English even without the

teachers' supervision by using lesson plan (see Appendix 1on pg. 105).

B. Action

The steps of teaching speaking skill through role play in table

manner were as follows:

1. Decide what commitment to make to language learning

2. Set himself reasonable goals

3. Decide on an appropriate methodology, select appropriate resources,

and monitor progress

4. Evaluate his achievement in the light of previously determined goals

and expectations (Stern 1992:263).

C. Observation

The researcher and her collaborator observed the students‘

activities and teachers‘ activities in speaking and the implementing of

table manner by using observation checklist of speaking skill.

D. Reflection

The researcher evaluated or interpreted the data collected and made

a decision for revised plan in the next cycle by administrating the test at

the end of meeting.

39

Cycle 2

The researcher revised the plan in order to get better result based

on the data analysis of cycle 1 and then focus on the unsolved problem.

The activities are will be similar to those in cycle 1 and 2. The differences

are stressing on the revised plan. This collaborative action research is

planned consists of two cycles.

Cycle 3

The researcher revised the plan in cycle 3 the researcher continued

in cycle 3. In cycle 3 the researcher got expected condition as the final

result.

E. Technique of Collecting the Data

In collecting the data, the researcher used speaking test, observation sheet,

field notes and interviewing.

1. Speaking Test

Test was carried out to the students of SMK NUSATAMA Padang at

grade X Hotel Accommodation 1. The students will be asked to answer

the questions related to the material. The test consists of two parts, pre-

test and post-test. The items of test based on the indicators of speaking

skill.

2. Observation Sheet

To obtain the data about the implementation of role play in table

manner in teaching speaking, the researcher used observation checklist.

In this case, the researcher worked collaboratively with other English

40

teacher to be observer. The observer filled the observation checklist

based on the indicators stated in the sheet which are appropriate to the

facts in teaching speaking. And Field Notes used to collect additional

data which is observed by the observer. In this case, the researcher and

observer will make a note about everything that can influence the

implementation of Role Play in Table Manner for the English

classroom.

3. Interviewing

It was done to know more about the condition of students in learning

speaking. This interviewing used to know much about the cause of

students‘ low motivation in speaking class. The writer used interviewing

for the second year students of SMK Nusatama Padang at grade X

Hotel Accommodation I when the researcher ask the students about

their situation and condition in the process of teaching and learning.

F. Technique of Analyzing the Data

In analyzing the data, the researcher divided the data into two categories of

data analysis based on the data categorized.

1. Quantitative Data

Quantitative Data is the data which is formed in numerical. In this

research, the result of speaking test categorized as quantitative data. In

quantitative data, the researcher would analyze the data through students

speaking task and test. Students speaking task was taken from students

activity through Role Play in Table Manner and their performance in

41

meeting 1 to meeting 3 in every cycle. Students speaking test was taken in

the end of each cycle. To analyze it, the researcher used simple

quantitative data analysis, the formula is as follows:

Students Mark = Achievement Score x 100

Maximal Score

Students Mark = Students‘ Score

Achievement Score = Score from Speaking Test (Grammar,

Vocabulary, Comprehension, Fluency, and

Pronunciation)

Maximal Score = Indicator Score Based on Speaking Test

The categories are as follows:

Table 1: Indicator of Speaking Test

5 Very Good

4 Good

3 Fairly

2 Poor

1 Bad

(Brown, 2004:172)

The indicator of speaking test is taken from Brown (2004:172), which is

based on the speaking rubric guide (see in Appendix 2 Speaking Test

Criteria on pg. 114). In scoring the students‘ speaking skill, the researcher

used percentage to calculate the final score. The score is from 1 to 5

(Table1). For example, the students who got score 4 in grammar was

equal with 4/5 X 100 = 80.

Based on the result of the formula above, the researcher

categorized students‘ speaking ability by comparing percentage of pre-test

and post-test and to make the difference clear, the researcher used graphs

and matrixes.

42

Table 2: Indicators of Role Play in Table Manner

Number Indicators

1 Greeting and smile

2. Special request

3. Taking order

4. Handling complaint

5. Leave taking

Table 2 represents assessment indicator conducted in the activity of role play in

table manner.

Table 3: Observation Checklist of Speaking Test

Students

Code

Indicator

Score Mean 1 2 3 4 5

5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

Percentage

Total

Students

Average

Mean

Score

Note:

1. 5 = Very Good

2. 4 = Good

3. 3 = Fair

4. 2 = Poor

5. 1 = Bad

Indicator:

1. Grammar

2. Vocabulary

3. Comprehension

4. Fluency

5. Pronunciation

Based on the table 5 in speaking test indicators, the students get 5 if they are

equivalent to educated native speaker in grammar, vocabulary,

comprehension, fluency and pronunciation. The students get 4 if they are

accurate on all levels averagely. The students get 3 if they are good in

controlling grammar, vocabulary, comprehension, fluency and pronunciation.

The students get 2 if they can handle the all constructions quite accurately but

43

d not have confident control in grammar, vocabulary, comprehension, fluency

and pronunciation. The students get 1 if they have errors in grammar,

vocabulary, comprehension, fluency and pronunciation, but can still be

understood by native speaker.

Taken from Brown (2004:157)

Table 4: Observation Checklist of Role Play in Table Manner

INDICATORS

Students

Code

1 2 3 4 5

Percentage

Note:

1. Greeting and smile

2. Special request

3. Taking order

4. Handling complaint

5. Leave taking

Table 4 represents the observation checklist containing students‘ assessment of

role play in table manner.

Table 5: The Mark of Each Indicator

Sheet :

Subject :

Day :

Date :

Time :

Cycle :

Meeting :

NO STUDENTS NAME INDICATOR

1 2 3 4 5

Students‘ Average

Mean Score

Indicator:

1. 1 = Grammar

44

2. 2 = Vocabulary

3. 3 = Comprehension

4. 4 = Fluency

5. 5 = Pronunciation

Table 5 represents the mark for each indicator, taken from Yasin (2010:7)

2. Qualitative Data

Qualitative data is data which is found in the field. In this research, a

qualitative data obtained from observation, interview and field notes. To

analyze it, the researcher will use inductive analysis. In this case, Gay and

Airassian (2000:239) gives five steps in analyzing it, they are:

a. Data Managing

Data managing involves creating and organizing the data collected

during the study. The purpose of data managing is to organize the data and

check it for completeness and to start the researcher on the process of

analyzing and interpreting the data. The researcher will organize the data

check for completeness whether they have got from qualitative data

(observer‘s comment on the student‘s speaking activities and teacher‘s

teaching activities). The researcher will prepare observation checklist both

for students‘ and teacher‘s activities in speaking.

b. Reading or Memoing

The first step in analyzing is reading or memoing. The researcher read

observation‘s comment on observation every end of each cycle. He also

will note that seem important to her related to the observer‘s comment, so

that he will have a record of initial thoughts and sense of the data.

45

c. Description

The aim of description is to provide a true picture of setting and that

will take place in it, so the researcher and the observed describe how

students and teacher define situations and will explain their activities, their

interactions and social relations among the students and the teacher in

speaking class.

d. Classifying

The typical ways of qualitative data analysis are broken down and

organize it through the process of classifying. The researcher ordered

observer‘s comment on students‘ and teacher‘s activities in speaking class.

e. Interpreting

The researcher focused on the characteristics of a single person or

group. He determined how one identifies what is important, why it

indicates about the students and context studied in observation checklist on

students‘ and teacher‘s activities in speaking class.

Table 6: The Process of Teaching and Learning Speaking

Sheet :

Subject :

Day :

Date :

Time :

Cycle :

Meeting :

NO ACTIVITIES DESCRIPTION

TEACHER STUDENTS

46

Table 6 was used to make sequence in the speaking learning process of the

research activity. It consists of sheets of delivered materials containing class

activities in the form of teaching steps divided into teacher and students‘

activities.

(Taken from Anas Yasin, 2010:75)

Table 7: Observation Sheet

Sheet :

Subject :

Day :

Date :

Time :

Cycle :

Meeting :

NO ACTIVITIES DESCRIPTION

TEACHER STUDENTS

The table above is the observation sheet containing description of the activity of

observation result conducted by researcher‘s collaborator and the researcher if the

researcher is not delivering learning materials.


The researcher completed this instrumentation by using field note as

follows:

Table 8: Field Note

No :

Cycle :

Meeting :

Day/Date :

Researcher opinion,

........................................................................................................................

....................................................................................................................................

....................................................................................................................................

....................................................................................................................................

............................................................................................................

Observer opinion,

........................................................................................................................

....................................................................................................................................

....................................................................................................................................

47

....................................................................................................................................

.............................................................................................................

Padang, .....................

Observer, Researcher,

Table 8 represents the conclusion of the result of the activity conducted during the

research process from cycle 1, 2 and 3 which was useful to complete the result the

research conducted.


48

CHAPTER IV

FINDINGS AND DISCUSSION

A. Findings

This chapter provided an analysis of the data which were collected through

observation, field note and interview to find out: (1) The extent to which role

play in table manner improve students‘ speaking skill at class X Hotel

Accommodation 1 SMK Nusatama Padang and (2) The factors influences the

changes of students‘ speaking skill through role play in table manner at class X

Hotel Accommodation 1 SMK Nusatama Padang? The data obtained from

observation and field note were analyzed to identify students active

participation in speaking class. The data from interview were analyzed to

comprehend the students‘ responses in teaching and learning process through

completing food and beverage service in group discussion.

1. The improvement of students’ speaking skill through role play in table

manner

First Cycle

The first cycle was done for four meeting. Each meeting took 3 X 40

minutes or 120 minutes for each meeting. It was done every week, from every

Thursday. This cycle started on Tuesday, January 3, and ended on Thursday,

January 12.

Before conducting the research, the researcher had done some preparation.

They were lesson plan, observation sheet and the materials based on the

curriculum and syllabus of speaking.

49

The action and observation in first cycle were for twenty days. The

collaborator helped the researcher to observe the students activity in their

group discussion and evaluation. There is one English teacher at SMK

Nusatama Padang collaborator teachers did the observation by filling in the

observation checklist and writing field notes.

a. Plan

There were several problems that the teacher wanted to solve in this cycle.

Those problems were found based on the students‘ answer in doing test and

interview. First of all were the students‘ difficulties to find the meaning of the

words. The students still in doubt to classify Grammar, Vocabulary,

Comprehension, Fluency and Pronunciation in speaking.

The plan that he made was also set up to solve the learner problems. He

wanted to be able to understand by answering speaking test. Therefore the

plans that the teacher applied in the class were:

1. The teacher discussed about Role Play in Table Manner.

2. The teacher provided some suitable topics that related to Role Play in

Table Manner.

3. The teacher made a lesson plan of Role Play in Table Manner.

4. The teacher prepared the topic for the first cycle.

5. The teacher prepared the media (picture and movie).

6. The teacher prepared the observation sheet.

7. The teacher prepared some questions for interviewing the students

related to the activities in classroom action research.

50

8. The teacher prepared the field note to take a note during the process of

conducting the research from the beginning to the end.

Since this cycle was conducted for four meetings, the teacher provided one

topic. This topic was discussed during the first meeting. Meanwhile, the last

topic was based from lesson plan.

In this planning, the researcher as a teacher tried to be familiar with the

students. He did the communicative with the students in the communicatively

before the teacher gave the topic and applied Role Play in Table Manner.

b. Action

In this activity, the researcher applied Role Play in Table Manner

based on the lesson plans that have three phases:

1. Pre Activity

In this phase, the teacher did the action as usual; in the first

meeting the researcher started the English class by saying greetings:

―Good morning students‖. They said together ―morning sir.‖ Then he build

up the students interest by motivating how important speaking was for the

students. This activity was necessary in order to build up the students‘

image about speaking. Therefore, they had good attitude toward the

speaking activities. Next, the researcher explained them that he was helped

by collaborators in this class to observe their activity in speaking skill. It

was done to make the collaborators easy to observe the students activity

(See Appendix 5 the process of teaching and learning speaking in cycle 1

on page 131 - 135).

51

Next, the researcher checked the students‘ attendance by saying

who was absent today? They said their names by giving their letters. One

of them was absent. It will see based on the attendance list in cycle 1 (See

Appendix 8 Attendance List in cycle 1 on page 193).

In pre activities, the researcher asked students about strategies they

use to comprehend when they read. Then students answered by using

skimming and scanning. Then the researcher asked them question about

Role Play in Table Manner. For example teacher asked: What do you think

about Table Manner, can you explain based on your mind? Student

answered it is about F & B Service, sir.

2. Main Activity

To activate students‘ background knowledge and schemata, the

researcher showed picture and movie to the students. For example Who

are they? Students answered, ―Waiter and Guest, sir‖. Where are they? ―In

the restaurant, sir‖. If they are in the restaurant what will they do first?

They said, ―ordering food and drink sir.‖ It will see as follow in the

process of teaching and learning English (See Appendix 5 the process of

teaching and learning speaking in cycle 1 on page 134 - 139).

To complete the dialogue, the researcher distributed to the students

the beginning of the dialogue. Then, they continued the middle part of the

dialogue until the last part of dialogue in the third and last meeting, based

on the process of teaching and learning speaking, as follows in the process

52

of teaching and learning English (See Appendix 5 the process of teaching

and learning speaking in cycle 1 on page 131 - 135).

3. Post Activity

In this phase during the process of teaching and learning, the

collaborators observed their activities by using observation sheets. There

were three kinds of forms that the collaborator filled. The first was

observation checklist of Role Play in Table Manner, the second was

observation sheet of speaking test and the third was field note. Whereas in

doing test, they filled observation checklist of speaking test and

observation guide 1 C (see appendix 7 the mark of each indicator in cycle

1 on page 169 - 176). And based from observation sheet the researcher

concludes that:

1) Based from the table in cycle 1 of meeting 1 above the researcher

concluded that in the students‘ average score are; Grammar 36,8,

Vocabulary 46,4, Comprehension 42,4, Fluency 46,4 and

Pronunciation 53,6.




Pronunciation 55,0.



53


Pronunciation 61,6.




Pronunciation 57,6.

By having some questions from the researcher, the students were

able to practice Role Play in Table Manner. They were helped by the

researcher‘s question. So they had an idea to talk as well as to write.

Then, the researcher asked the students to write the script in their

group discussions. The script of role play entitled ―American Service.‖

Before the students practice their script, the teacher gave them example

about how start and close their speaking in their script. For example: Good

morning sir, may I help you? Thank for your coming I hope that you will

feel enjoyed. Next, the researcher asked the students to practice their script

entitled American Service.

4. Evaluation

In this stage, the researcher asked the students to practice their script

voluntarily. In the first meeting, it was only six students can practice their

script. Five groups were success to practice their script. Some of them

said: karena Bahasa Inggris susah Pak (Because English is not our

language, sir). Finally, in the last meeting, all of them can present their

script.

54

At last, in the end of meeting the researcher distributed complete

story to the students to make them more understandable and gave them

reward. He gave champion one a dictionary and champions two and three

some notebooks. The reward could make the students eager to speak

happily.

c. Observation

In this phase, during the teaching and learning process the collaborator

filled out their observation checklist of role play in table manner. Then the

researcher and the collaborators‘ conclusion about the students‘ and the

teachers‘ activities during cycle one are as follows:

Table 9: The Students’ Activity in doing Role Play in Table Manner

in Cycle 1

NO INDICATOR RESULTS

1 Greeting and Smile All students could say greeting and smile when they

practiced of the script. A few of them liked to find the

new words in the dictionary and liked to listen their

friends speaking.

2 Special Request Some students could say special request when they

were doing role play in table manner. A few of them

felt shy to speak English.

3 Taking Order Some students could say taking order when they

practice role play in table manner. A few students

found difficulty because they had limited vocabulary.

4 Handling Complaint Only three students could say handling complaint when

they practice how to handling complaint for quest.

Many of them found difficulty to do it.

5 Leave Taking Many of them could practice leave taking in role play,

but some of them found difficulty to do it.

Based on the table shows that the condition of the students‘ activity in

doing role play in table manner in cycle 1 as follows in table 9 that: Many

students were not active. They like to listen to their friend speaking. They

were ashamed to speak English. They had limited vocabulary. It was difficult

55

for them to link to the new knowledge and they were less successful to grab

the new knowledge.

In the end of the first cycle, the researcher conducted and evaluation to

know the students‘ speaking skill and their progress in describing the result.

The result can be seen in the following table of the observation checklist in

the speaking evaluation.

Table 10: Speaking Test in Cycle 1

OBSERVATION CHECKLIST OF SPEAKING TEST

Students

Code

Indicator


5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

1 √ √ √ √ √ 19 76

2 √ √ √ √ √ 20 80

3 √ √ √ √ √ 8 32

4 √ √ √ √ √ 20 80

5 √ √ √ √ √ √ 13 52

6 √ √ √ √ √ 20 80

7 √ √ √ √ √ 8 32

8 √ √ √ √ √ 8 32

9 √ √ √ √ √ 20 80

10 √ √ √ √ √ 20 80

11 √ √ √ √ √ 7 28

12 √ √ √ √ √ 5 20

13 √ √ √ √ √ 18 72

14 √ √ √ √ √ 11 44

15 √ √ √ √ √ 5 20

16 √ √ √ √ √ 10 40

17 √ √ √ √ √ 11 44

18 √ √ √ √ √ 10 40

19 √ √ √ √ √ 20 80

20 √ √ √ √ √ 15 60

21 √ √ √ √ √ 13 52

22 √ √ √ √ √ 13 52

23 √ √ √ √ √ 20 80

24 √ √ √ √ √ 14 56

25 √ √ √ √ √ 13 52

Percentage 0 28 12 44 16 0 32 16 36 16 0 40 24 24 12 0 36 28 28 8 0 36 24 32 8

Total

Students 0 7 3 11 4 0 8 4 9 4 0 10 6 6 3 0 9 7 7 2 0 9 6 8 2

Average

Mean

Score 51,2 52,8 58,4 58,4 57,6 54,56

Note:

5 = Very Good. 4 = Good. 3 = Fair. 2 = Poor. 1 = Bad

1. Indicator 1 = Grammar

2. Indicator 2 = Vocabulary

3. Indicator 3 = Comprehension

4. Indicator 4 = Fluency

5. Indicator 5 = Pronunciation

Adapted from Brown (2004:157)

56

Based on the table, it shows that 0% students have very good and, 28%

have good grammar it means that seven students have good grammar. 12%

students have fair grammar means that three students. Then, there were 44%

students have poor grammar. It means there are 11 the students have poor

grammar. 16% students are bad in grammar means that four students have

poor in grammar. 0% students are very good, and 32% students are good in

vocabulary, means that eight students have good vocabulary. There were

16% students who are fair in vocabulary, means that four students are fair in

vocabulary. 36% or nine of the students have poor vocabulary. Most of them

still use limited vocabulary.

Then, there were 0% students have very good comprehension. There

were 40% or ten students who have good comprehension and 24% or six

students have fair comprehension. Then, there were 24% or six students have

poor comprehension and there were 12% or three students have bad

comprehension. It means that they can comprehend to practice role play in

table manner.

Furthermore, there were 0% students have very good fluency. 36% or

nine students have good fluency. 28% or seven students have fair fluency.

There were 28% or seven students having poor, and 8% or two students have

bad fluency. It means that some students can express their idea good enough

in front of the class.

Finally, 0% students have very good pronunciation. There were 36% or

nine students who have good pronunciation and 24% or six students have fair

57

pronunciation. Then, there were 32% or eight students have poor

pronunciation, and 8% or two students have bad pronunciation.

Table 11: The Improvement of Students’ Achievement on Getting Speaking

Skill’s Indicator in Cycle 1

MEETING

Indicators 1 2 3 4

Indicator 1 36,8 38,3 50,8 51,2

Indicator 2 46,4 50,0 55,2 52,8

Indicator 3 42,4 55,8 60,0 58,4

Indicator 4 46,4 53,3 60,0 58,4

Indicator 5 53,6 55,8 61,6 57,6

Figure 1: The Improvement of Students’ Achievement on Getting Speaking


Note:

Indicator 1: Grammar

Indicator 2: Vocabulary

Indicator 3: Comprehension

Indicator 4: Fluency

Indicator 5: Pronunciation

58

The table and figure above shows that indicator 1,2,3,4 and 5 had

enhancement although a little. But in indicator 4 didn‘t enhance. The

percentage of this indicator was same from meeting one to meeting four.

Most of the students could not enhance their fluency.

Table 12: The Students’ Average Mean Score on Speaking Skill in Cycle 1

Meetings

Cycle 1 2 3 4

1 44,64 48,16 58,08 54,56

Figure 2: The Students’ Average Mean Score on Speaking Skill in Cycle 1

The figure above shows that there was an increase in the students‘ scores

on speaking test in the second to the fourth meeting. It can be seen that

average scores in the first meeting was 44,64 and in the second meeting the

average scores became 48,16. In the third meeting it became 58,08. Then in

the last meeting, the scores became 54,56. Although in the last meeting there

were eight students who had lower score than their fiends, the researcher

59

found that they got difficulties when they translated the story and memorized

it.

d. Reflection

In this phase, the researcher got the data after he asked the students to

distribute the works and did the observation during Role Play in Table

Manner applied. The researcher discussed with the collaborator about

applying Role Play in Table Manner in learning process. From the

discussion, we concluded that the process of teaching and learning in

applying Role Play in Table Manner was better than teaching learning

process as usual that did not used Role Play in Table Manner.

Based on the data that the researcher has been collected in the

observation stage above, he concluded that, there was an improvement of the

students speaking skill during cycle 1 due to some factors during the process

of teaching and learning. The first factor was material that the teacher gave

to students. The researcher gave an interesting material to the students as

well as suitable with their age development. The topic entitled ―American

Service‖. It was about restaurant service in America.

Since the material was interesting to the students, they were motivated

to speak as it was said by a student named Devi when the researcher

interviewed her. The researcher asked, ―What do you think of this topic?‖

She replied, ―I like this topic sir‖. Then, researcher asked, ―What is the role

of the role play in table manner in improving your speaking skill?‖ She

replied, ―Kita dapat berbicara karena kita telah banyak melihat gambar dan

60

film yang bapak berikan (we can speak because we have see many picture

and movie that you have gave to us sir). In other words, the story or material

given helped the students to speak because they have background knowledge

of the topic from the movie and picture.

The second factor was media. Media that the researcher used improved

the students speaking skill. The researcher gave interesting picture and movie

which described the topic of Role Play in Table Manner. So, the students

could say something about it by looking at the picture and movie showed.

Based on the students answer on researcher‘s interviewing, it also proved

that picture helped them to speak. Researcher asked, ―Did picture and movie

helped you to say something about the topic of Role Play in Table Manner?‖

Then Ayunda replied, ―Yes, sir. The picture and movie that you showed us

helped us to say something about the topic of Role Play in Table Manner.‖

The third factor was the activities during the process of teaching and

learning. It was also one of the factors that improved the students speaking

skill. They were activating the students‘ background knowledge, role play

process and presenting in table manner. In activating background knowledge,

the researcher gave some questions to the students to help them to get the

idea to say about the topic of role play in table manner. For example,

researcher asked, ―If the old men come to the restaurant, did the writer give

him some food and drink?‖ The students answered yes she did. Next, the

researcher asked them, ―Why?‖ The students answered, ―Because the writers

know that old man needs food and beverage. They used English and

61

Indonesian in discussing when they had difficulties, they helped by the

researcher and the collaborator.

The fourth factor was classroom management. Researcher always

controlled the students‘ activities in group. Teacher helped students with

their problem, so the students had eagerness to speak. Teacher‘s help

motivated them to say something in English. Next, it also concluded from the

interview got from the students. The researcher asked a student named Lidia,

―What is the teacher‘s control role in improving your speaking skill in the

classroom?‖ Then Lidia replied, ―Bapak selalu mengontrol kegiatan kami

dan membantu kami sewaktu kami mendapat kesulitan pada kata dan

ucapan‖ (―You always control our activity and help us when we have

difficulties in finding difficult word or pronunciation‖). By researcher‘s

controlling, the students insisted to speak as well as motivated to use English

in group discussion.

The last factor was teaching strategy, teacher always friendly and kind to

the students. He also gave attention and motivation to all students.

Researcher asked a student named Cindi, ―Did you see my picture clearly?‖

Cindi said ―Not so clearly from the back, sir. It is better for you to have a

bigger picture and movie‖. Then in cycle two the researcher showed the

bigger picture and movie as media to the students.

Then the researcher also found some weaknesses. First, during the

process of teaching, the students often opened dictionary to gain the new

words. This was happened in their group discussion because they had limited

62

vocabulary. So they had few times to speak with their friends. The second

was about the media, the picture was little bit small, so the students who sat

on the back could not see the picture clearly. Therefore, they could not

involve much in answering teaching questions during activating background

knowledge.

Based on the data in the observation and the weakness that the

researcher found in the first cycle, he concludes that the students‘ indicator

of speaking evaluation were not satisfied yet because the students had limited

vocabulary. The students often opened dictionary to gain the new words. It

could waste the time. So, they had few times to speak with their friends.

Next, the picture and movie were little bit small. The researcher hoped that

by applying the same strategy to the different topic in the second cycle these

problems could be solved. Therefore, there should be some revising for the

next cycle to improve the learning process. So the students‘ speaking skill

improved.

Second Cycle

The researcher conducted the second cycle consisted four meeting. This

second cycle began on Tuesday, January 17, 2012 until Thursday, January

26. 2012. The time for each meeting was 120 minutes. Before doing on this

research, the researcher checked the students‘ attendance by saying who are

absent today? They said that none absent, it will see in the students‘

attendance list in cycle two.

63

Based on the findings in the first cycle, there were some problems to the

application of role play in table manner.

1. Many students have difficulties in practice role play in table manner

because they have limited vocabulary and grammar.

2. The second was about the media. The picture was a little bit small, so

the students who sat on the back could not see the picture clearly.

Based on the problem above, the researcher and collaborator had a

discussion to find out way which could help the students. Therefore, the

researcher and collaborator have agreed to give the students more vocabulary

by asking them some question. Next in cycle two, researcher showed the

bigger picture as media to the students. This way made the students enjoyed

the lesson.

a. Plan

In this phase the researcher focused the problems based found on the

first cycle. In this case, the planning focused on problems about

vocabulary and grammar. The researcher wanted the students be able to

understand by doing Role Play in Table Manner in cycle 2. Therefore, the

plans that the teacher applied in the class were:

1. The teacher explained more about Role Play in Table Manner that

could be improved Grammar, Vocabulary, Comprehension, Fluency

and Pronunciation.

2. The teacher provided some suitable script that related to the students‘

life used Role Play in Table Manner.

64

3. The teacher made a lesson plan.

4. The teacher prepared the topic for the second cycle.

5. The teacher prepared the media (Picture and Movie)

6. The teacher prepared the observation checklist.



8. The teacher prepared the field note to take a note during the process of

conducting the research from the beginning to the end.

b. Action

In this activity, the researcher applied role play in table manner based

on the lesson plans that have three phases:

1. Pre Activity

In this phase, the teacher did the action as usual; in the first

meeting the researcher started the English class by saying greetings:

―Good morning students‖. They said together ―morning sir.‖ Then he build

up the students interest by motivating how important speaking was for the



speaking activities. (See Appendix 5 the process of teaching and learning

speaking in cycle 2 on page 136 - 140).

Next, the researcher checked the students‘ attendance by saying

who was absent today? They said their names by giving their letters. It will

65

see based on the attendance list in cycle 2 (See in Appendix 8 Attendance

Lists on page 194).

In pre activities the researcher try to make review the previous

lesson for all students in his class to know about the student ability in

speaking class., the researcher explained the students about strategies they

use to comprehend when they read. Then students answered by using

skimming and scanning. Then the researcher asked them question about

role play in table manner. For example teacher asked: What do you think

about Ala‘ carte Service, can you explain based on your mind? Student

answered it is about F & B Service, sir.

2. Main Activity

In this stage the researcher asked the students to write a script in their

group discussion as they did in the first cycle. On the first and second

meeting the students write a script and practice of role play in table

manner on the beginning. It will see in the process of teaching and learning

speaking as follows (see in appendix 5 the Process of Teaching and

Learning Speaking in cycle 2 on page 136 - 140).

On the third meeting and fourth meeting, they check their script and

they practice role play in table manner. It will see in the process and

leaning speaking (see in appendix 8 the Process of Teaching and Learning

Speaking in cycle 2 on page 145 - 149)

66

Then, the researcher distributed the students a sheet of paper in their

group discussion as they did in cycle one. The paper was about the script

of Role Play in Table Manner.

Next, to make the students easy to practice role play in table manner,

the researcher activated their background knowledge and schemata by

sticking the picture and movie on the white board. The picture and movie

was about restaurant conversation between guest and waiter.

3. Post Activity

The collaborator wrote their observation checklist of role play in table

manner. The collaborators‘ conclusions about the students and teachers‘

activities during cycle two are follows:

Table 13: The Students’ Activity in doing Role Play in Table Manner in

Cycle 2



practice of the script. A few of them like to find the

new words in the dictionary and like to listen their

friends speaking.



were feel shy to speak English.

3 Taking Order Some students could say taking order when they

practice role play in table manner. A few students were

difficult because they had limited vocabulary.

4 Handling Complaint There are twelve students could say handling complaint

when they practice how to handling complaint for

quest. Many of them were difficult to do.


but some of them were difficult to do.

Based on the table 13 shows that the condition of students‘ activity in

doing role play in table manner in cycle two as follows: Many students can

67

say word, phrase and information. They can interest to speak English.

Many of them could link the new knowledge and made meaning.

During the process of teaching and learning, the collaborators

observed their activities by using observation sheets. There were three

kinds of forms that the collaborator filled. The first was observation

checklist of Role Play in Table Manner, the second was observation sheet

of speaking test and the third was field note. Whereas in doing test, they

filled observation checklist of speaking test and observation guide 1 C in

the Mark of Each Indicator (see in Appendix 3 Observation Checklist of

Speaking Test on page 120 – 123 and Appendix 7 the Mark of Each

Indicator in cycle 2 on page 177 – 184).

From the speaking test and observation guide 1 C in the Mark of Each

Indicator, the researcher concludes that:

1) Based from cycle 2 of meeting 1 the researcher concluded that in the

students‘ average score are; Grammar 40,0, Vocabulary 48,8,

Comprehension 50,4, Fluency 50,4 and Pronunciation 52,0.







68




By having some questions from the researcher, the students were able

to practice role play in table manner. They were helped by the researcher‘s

question. Next, the researcher controlled, monitored and helped students

who got difficulties to write a script and practice role play in table manner.

The better students also helped the low students who get difficulties in

doing role play in table manner. The better students also helped the low

students in the group discussion, it will see in Observation Sheet in cycle 2

(See Appendix 6 Observation Sheet in cycle 2 on page 153 – 160).

Then, the researcher also gave some questions to help the students to

write a script role play in table manner. It was done on the third meeting.

So by having the picture and the question from the researcher, the students

could say something about the picture and movie. It will see in the Process

of Teaching and Learning Speaking in cycle 2 on the third meeting (See in

Appendix 5 the Process of Teaching and Learning Speaking in cycle 2 on

pages 136 - 140).

4. Evaluation

In this stage, the researcher asked the students to evaluate their group

based on the result of discussion. At last, in the end of meeting, the

researcher evaluated students speaking skill in examination of role play in

table manner and gave them reward as he did in cycle 1 (See in Appendix

69

5 the Process of Teaching and Learning Speaking in cycle 2 on pages 140

meeting 4).

The teacher asked every student to make the conclusion about the

topic based on their own words. Moreover, the teacher asked the students‘

opinion about their own learning by giving some questions:

The researcher : How role play in table manner improve your speaking

skill?

Riska : By having role play in table manner, we are motivated

to speak because we want to be better at the time we

practice about F&B Service.

The researcher : Can role play in table manner improve your speaking

skill? Why?

Lidia : Yes, it can. We have discussing before write our script

and it gives us a chance to practice our script in front of

the class.

The researcher : What do you think I manage you in classroom

activities?

Alya : I am happy sir, because you are friendly.

The researcher : Was the script from the topic difficult to understand

you?

Alya : Not so difficult, Sir, because you helped us in

understanding it by giving us some questions.

Based on the result of interview, it could be concluded that they were

very interested with this strategies. Then, the researcher gave speaking test

and asked the students to evaluate themselves in doing the test. The last

activity in this phase was the researcher collected students‘ speaking test.

c. Observation

In this phase the collaborator also wrote the observation checklist of the

speaking test it can be seen in table 14 as follows:

70



Students

Code

Indicator


5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

1 √ √ √ √ √ 20 80

2 √ √ √ √ √ 20 80

3 √ √ √ √ √ 10 40

4 √ √ √ √ √ 20 80

5 √ √ √ √ √ 19 76

6 √ √ √ √ √ 20 80

7 √ √ √ √ √ 15 60

8 √ √ √ √ √ 15 60

9 √ √ √ √ √ 20 80

10 √ √ √ √ √ 20 80

11 √ √ √ √ √ 15 60

12 √ √ √ √ √ 5 20

13 √ √ √ √ √ 15 60

14 √ √ √ √ √ 19 76

15 √ √ √ √ √ 12 48

16 √ √ √ √ √ 17 68

17 √ √ √ √ √ 15 60

18 √ √ √ √ √ 17 68

19 √ √ √ √ √ 20 80

20 √ √ √ √ √ 15 60

21 √ √ √ √ √ 15 60

22 √ √ √ √ √ 15 60

23 √ √ √ √ √ 20 80

24 √ √ √ √ √ 15 60

25 √ √ √ √ √ 17 68

Percentage 0 24 36 32 8 0 36 52 8 4 0 52 40 4 4 0 44 44 8 4 0 64 24 4 4

Total

Students 0 6 9 8 2 0 9 13 2 1 0 13 10 1 1 0 11 11 2 1 0 16 6 1 1

Average

Mean

Score 57,6 64,8 68,8 66,4 70,4 65,28

Note:







Adapted from Brown (2004:157)

Based on the table, it shows that 0% students have very good, and 24% or

six students have good grammar. Then, there were 36% or nine students have

fair grammar. There were 32 % or eight students have poor grammar and at

last there were 8% or two students had bad grammar. It means that there is an

improving on grammar point 6,4% from cycle 1. Next, there were not students

71

have very good vocabulary. 36% or nine students have good vocabulary.

Then, there were 52% or thirteen students have fair grammar. There were 8%

or two students have poor grammar and at last there were 4% or one student

had bad grammar. It means that they can improve their vocabulary 12% from

cycle 1. They can practice role play in table manner with their vocabulary.

Then, there were 0% students have very good comprehension. There were

52% or thirteen students have good comprehension. There were 40% or teen

students have fair comprehension. It means that they can comprehend the

story and can improve their comprehension 10,4% from cycle 1. And at last,

there were 4% or one student had poor and bad comprehension.

Furthermore, there were 0% students have very good fluency, 44% or

eleven students have good fluency. Then 44% or eleven students have fair

fluency. And at last, there were 8% or two students have poor, and 4% or one

student had bad fluency. It means that most of the students can practice role

play in table manner well. They can improve their fluency 8% from cycle 1.

Finally, 0% students have good pronunciation. There were 64% or sixteen

students have good pronunciation. There were 24% or six students have fair

pronunciation. At last, there were 4% or one student had fair and bad

pronunciation. It means that the students‘ pronunciation improve a little or

12,8% from cycle 1. The percentage of indicators on speaking test on the

second cycle can be seen in the following table.

72

Table 16: The Improvement of Students’ Achievement on getting Speaking


MEETING

Indicators 1 2 3 4

Indicator 1 40,0 41,6 52,8 57,6

Indicator 2 48,8 53,6 64,8 64,8

Indicator 3 50,4 56,8 68,0 68,8

Indicator 4 50,4 56,8 68,0 66,4

Indicator 5 52,0 62,4 71,2 70,4

The result of students‘ speaking test in the second cycle can be seen from

the following figure of indicator:



The table and figure above shows that there were enhancements in the

development of the indicators achieved. It can be seen from the figure of

indicator 1. This indicator had improvement from the first cycle. In the first

cycle lowest percentage was 30,9. In the second cycle it became 43. It means

that the students still have limited grammar. It can also be seen for indicator 2,

there was significant improvement. In the first meeting, the percentage was

73

63. Then, in the second meeting, it increased to 64,2. In the third and last

meeting became stable or 65,45. By looking the figure of indicator 3, there

was also improvement. Comparing to the previous cycle, the lowest

percentage of indicator 3 was 55,8 but in this cycle, it was 67,8. It is clear that

the students‘ comprehension on speaking was better than before. Next, we

looked at the figure for indicator 4. In the first meeting the percentage was

66,6. Then in the second meeting, it increased to 67,8 third meeting was 72,1

and last meeting became 73,93. Finally, the figure also shows the

enhancement of students speaking skill in indicator 5. The percentage of the

first and second meeting were the same 64,8. Then, the percentage of the third

and fourth meeting were also the same and increased it became 66,06.


Meetings

Cycle 1 2 3 4

2 46,88 53,6 64,64 65,38

Figure 4: The Students’ Average Mean Score on Speaking Skill in Cycle 2

74

Because the percentage of indicators in this cycle increased, the average

scores of speaking tests also increased. It can be seen at the rising figure

above. The average score in the first meeting was 46,88. In the second

meeting, the average increased 53,6 and in the third meeting it became 64,64.

The average in the last meeting also increased 65,38. In this second cycle, it

was clear that the students‘ speaking skill was better than before, the first

cycle. Most students were able to be active in discussing role play in table

manner, they discussed together with their friend.

d. Reflection

In this phase the researcher discussed with his collaborator and based on

the collaborators‘ observation, it was found that the students were interested

with speaking material. They followed the process of teaching and learning

seriously. Furthermore, the class atmosphere was good because the students

enjoyed speaking class. The interaction between teacher students and among

students was also good. The researcher monitored and helped the students who

got difficulties during the class.

Based on the data in cycle 2, there was an improvement on students‘

speaking skill. This result was caused by some factors. The first factor was

about the material. The teacher gave an interesting topic to the students. Like

in cycle one, in cycle two The teacher choose another good topic to the

students entitled Ala Car‘te Service. It was funny topic that the students

enjoyed and insisted on saying something about it. It found from the students

enjoyed and insisted on saying something about it. It found from the students

75

answer and interview. Researcher asked a student, ―Was the topic difficult to

understand for you?‖ One student named DJ said, ―Tidak begitu sulit Pak,

karena bapak membantu kami mengerti dengan memberikan pertanyaan.‖

(―Not so difficult, sir, because you helped us in understanding it by giving us

some questions‖).

The second factor was media. Teacher gave good and big picture and

movie to the students. All of them could participate in activating background

knowledge to practice role play in table manner. Based on the students answer

on researcher‘s interviewing, it also proved that picture and movie helped the

students to speak. Researcher asked Maisyarah, ―Did the question from the

teacher help you to practice role play in table manner?‖ She answered, ―Yes,

sir. From your question, we could practice role play in table manner.‖

The third factor was activities that the students had during the learning

process. They used English to say or expressed their ideas in activating

background knowledge role play in table manner. It can be concluded from the

researcher‘s interview to the students. Researcher asked, ―How does role play

in table manner improve your speaking skill?‖ Then Riska replied, ―Dengan

role play in table manner kami termotivasi berbicara karena kami ingin lebih

baik sewaktu mempresentasikan percakapan antara tamu dengan waiter.‖ (―By

having role play in table manner we are motivated to speak among us because

we want to be better at the time we present our script).‖

76

The fourth factor was classroom management. The Researcher always

manage the students activities in group. Teacher helped students with their

problem, so the students had eagerness to speak. Teacher‘s help motivated

them to say something in English. Next, it also concluded from the interview

got from the students. The researcher asked a student named Maisyarah.

Researcher asked, ―What do you think I manage you in classroom activities?‖

Maisyarah answered, ―I am happy sir because you are friendly.‖

The last factor was teaching strategy, teacher always friendly and kind to

the students. He gave attention and motivation to all students. It can be

concluded from the researcher‘s interview to the students. Researcher asked

Rori, ―Why you don‘t serious in doing discussion?‖ Indra replied, ―I have lack

of vocabulary, sir.‖ So the researcher persuaded him by giving a slow light

blow on his shoulder while researcher suggested to listen his friend discussion

and tried to ask his friend about the problem he had.

However, the researcher also found the weakness in cycle two. The

weakness was about the topic. The topic was the same topic for each group.

So, some group was cheating with other groups.

Actually, the researcher found that the students speaking skill was better.

He continued the research till the next. The third cycle was done in order to

make the students more familiar with role play in table manner.

77

Third Cycle

The third cycle was conducted based on the problem found in the

previous cycle. Based on the result of second cycle, the researcher still found

the weakness. This third cycle began on Tuesday, February 7, 2012 until

Thursday, February 16. 2012. The weakness was about role play in table

manner. Role play in table manner was the same topic for each group. So,

some groups were cheating with other groups.

a. Plan

In this phase the researcher wanted the students be able to understand by

doing Role Play in Table Manner in cycle 3. Therefore, the plans that the

teacher applied in the class were:

1. The teacher explained more about Role Play in Table Manner that

could be improved Grammar, Vocabulary, Comprehension, Fluency

and Pronunciation.

2. The teacher provided some suitable script that related to the students‘

life used Role Play in Table Manner.

3. The teacher made a lesson plan.

4. The teacher prepared the topic for the third cycle.

5. The teacher prepared the media (Picture and Movie)

6. The teacher prepared the observation checklist.



78

Before doing on this research, the researcher checked the students‘

attendance by saying who are absent today? They said that none absent, it will

see in the Students‘ Attendance List in cycle 3 (see Appendix 8 Attendance

List in cycle 3 on page 195).

Dealing with the problem in cycle 2, the researcher and collaborator had a

discussion to find out the way which could help the students. Therefore, the

researcher and collaborator have agreed to give the students new topic in the

third cycle.

Next, in this cycle the researcher gave the students different topics to

write a script role play in table manner. The topic of role play in table manner

entitled ―Asian Service.‖ The topic told about steps of table manner service in

Asian food style. Like on the first and second cycle the students write a script

and practice of role play in table manner.

Next, the researcher activated students‘ background knowledge by

showing a picture and movie about Asian service. Then, the researcher told

part of Asian Service and he asked his students to write a script in their group

discussion. In every meeting the collaborator wrote their observation checklist

of role play in table manner. The collaborators‘ conclusion about the students‘

and the teachers‘ activities during cycle three in the first meeting until the

fourth meeting (See in Appendix 10 Field Note in cycle 3 on page 201).

Then, the researcher told part of Asian Service and he asked his students

to write a script in their group discussion. In every meeting the collaborator

wrote their observation checklist of role play in table manner.

79

b. Action

In this activity, the researcher applied role play in table manner based on

the lesson plans that have three phases:

1. Pre Activity

In this phase, the teacher did the action as usual; in the first meeting

the researcher started the English class by saying greetings: ―Good

morning students‖. They said together ―morning sir.‖ Then he build up the

students interest by motivating how important speaking was for the



speaking activities. (See Appendix 5 the Process of Teaching and Learning

in cycle 3 on pages 142 - 145).

Next, the researcher checked the students‘ attendance by saying who

was absent today? They said their names by giving their letters. It will see

based on the Attendance List in cycle 3 (See Appendix 8 Attendance List

on page 195).

In pre activities the researcher try to make review the previous lesson

for all students in his class to know about the student ability in speaking

class, the researcher explained the students about strategies they use to

comprehend when they read. Then students answered by using skimming

and scanning. Then the researcher asked them question about role play in

table manner. For example teacher asked: What do you think about Asian

80

Service, can you explain based on your mind? Student answered it is about

F & B Service, sir.

2. Main Activity

In this stage the collaborators observed their activities by using

observation sheets. There were three kinds of forms that the collaborator

filled. The first was observation checklist of Role Play in Table Manner,

the second was observation sheet of speaking test and the third was field

note. Whereas in doing test, they filled Observation Checklist of Speaking

Test and Observation Guide 1 B (see in Appendix 3 Observation Checklist

of Speaking Test in cycle 3 on page 124 – 127 and Appendix 7 the Mark

of Each Indicator in cycle 3 on page 185 – 192).

Next, to make the students easy to practice role play in table manner,

the researcher activated their background knowledge and schemata by

sticking the picture and movie on the white board. The picture and movie

was about restaurant conversation between guest and waiter.

3. Post Activity

In this stage, the collaborator wrote their observation checklist of role

play in table manner. The collaborator‘s conclusion about the students‘

and the teachers‘ activities during cycle 3 are as follows:

81

Table 18: The Students’ Activity in doing Role Play in Table Manner in

Cycle 3



practice of the script. A few of them like to find the

new words in the dictionary and like to listen their

friends speaking.



were feel shy to speak English.

3 Taking Order Most of the students could say taking order when they

practice role play in table manner. A few students were

difficult because they had limited vocabulary.

4 Handling Complaint Some students could say handling complaint when they

practice how to handling complaint for quest. half of

them was difficult to do.


but some of them were difficult to do.

Based on the table above, we know that most of the students could

practice role play in table manner. More than a half of them amused hearer

and increase knowledge.

In every meeting, the researcher asked the students to present their

script entitled ―Asian Service‖. In the first meeting, eight students could

present their script. They only told about topic in general. Furthermore, in

the second and third meeting, there were ten students could present their

script. At last, in the end of the meeting, all of the students could present

it.

Based from the speaking test and observation sheet in 1 B, the

researcher concludes that:

1) Based from the table in cycle 3 of meeting 1 the researcher concluded

that in the students‘ average score are; Grammar 48,0, Vocabulary

56,8, Comprehension 64,0, Fluency 64,0 and Pronunciation 64,0.

82








that in the students‘ average score are; Grammar 64, Vocabulary 74,4,


4. Evaluation

In this stage, the researcher asked the students to evaluate their group

based on the result of discussion. The teacher asked every student to make

the conclusion about the topic based on their own words. Moreover, the

teacher asked the students‘ opinion about their own learning by giving

some questions:

The researcher : Devi... ―What do you think about our activity just now

or your learning strategy by doing role play in table

manner?‖

Devi : I like very much, because I got many things from this

activity sir. Not only from the script but also from

another like; based on context and think a loud.

The researcher : What about you, Sri?

Sri : I like very much, sir.

The researcher : And you Ayu, what do you think?

Ayunda : I like it, sir. Because I can practice my English well.

Based on the result of interview, it could be concluded that they were

very interested with this strategies. Then, the researcher gave speaking test

83

and asked the students to evaluate themselves in doing the test. The last

activity in this phase was the researcher collected students‘ speaking test.

c. Observation

In this observation phase, the researcher and the collaborator analyzed

data from the observation checklist of the speaking test. In this cycle, the

researcher and the collaborator found that there was better improvement of the

students‘ speaking skill. Most of them were active in every phase of Role Play

in Table Manner.

At the end of cycle 3, the researcher gave speaking test in this cycle. It

can be seen in the table as follows:



Students

Code

Indicator


5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

1 √ √ √ √ √ 20 80

2 √ √ √ √ √ 20 80

3 √ √ √ √ √ 14 56

4 √ √ √ √ √ 20 80

5 √ √ √ √ √ 20 80

6 √ √ √ √ √ 20 80

7 √ √ √ √ √ 19 76

8 √ √ √ √ √ 18 72

9 √ √ √ √ √ 20 80

10 √ √ √ √ √ 20 80

11 √ √ √ √ √ 19 76

12 √ √ √ √ √ 5 20

13 √ √ √ √ √ 19 76

14 √ √ √ √ √ 19 76

15 √ √ √ √ √ 15 60

16 √ √ √ √ √ 19 76

17 √ √ √ √ √ 16 64

18 √ √ √ √ √ 18 72

19 √ √ √ √ √ 20 80

20 √ √ √ √ √ 15 60

21 √ √ √ √ √ 17 68

22 √ √ √ √ √ 19 76

23 √ √ √ √ √ 20 80

24 √ √ √ √ √ 19 76

25 √ √ √ √ √ 19 76

Percentage 0 36 44 16 4 0 20 16 0 4 0 80 12 0 4 0 76 20 0 4 0 88 8 0 4

Total

Students

0 9 11 4 1 0 80 4 0 1 0 20 3 0 1 0 19 5 0 1 0 22 2 0 1

Average

Mean

Score 64 74,4 74,4 74,4 76,0

72,64

84

Note:







(Adapted from Brown (2004:157))

Based on the table, it shows that 0% students have very good and 36% or

nine students have good grammar. Then, there were 40 % or ten students have

fair grammar. There were 20% or 5 students have poor grammar and at last

there were 4% or one student had bad grammar. It means that there is an

improving on grammar point 10,12% from cycle 3. Next, there were not

students have very good vocabulary. 76% or nineteen students have good

vocabulary. It means that they can improve their vocabulary 5,45% from cycle

3. They can practice their script with their vocabulary. Then, there were 20%

or five students have fair vocabulary, 4% or one student had poor vocabulary

and 4% or one of them had bad vocabulary.

Then, there were 0% students have very good comprehension. There were

52% or seventeen students have good comprehension. There were 48% or

sixteen students have fair comprehension. It means that they can comprehend

the story and can improve their comprehension 5,5 % from cycle 3. And at

last, there were 4% or one student have poor and bad comprehension.

Furthermore, there were 0% students have very good comprehension.

There were 52% or seventeen students have good comprehension. There were

48% or sixteen students have fair comprehension. It means that they can

85

comprehend the script and can improve their comprehension 5,5% from cycle

3. And at last, there were 0% students have poor and bad comprehension.

Furthermore, there were 0% students have good very good fluency, 70%

or twenty three students have good fluency. Then 30% or ten students have

fair fluency. And at last, there were 4% or one student have poor and bad

fluency. It means that most of the students can practice role play in table

manner well. They can improve their fluency 9,13% from cycle 3.

Finally, 0% students have good pronunciation. There were 30% or ten

students have good pronunciation. There were 70% or twenty three students

have fair pronunciation. At last, there were 4% or one student have fair and

bad pronunciation. It means that the students‘ pronunciation improve a little or

1,26% from cycle 1. The percentage of indicators on speaking test on the

second cycle can be seen in the following table.

The result of students‘ speaking test in the third cycle can be seen from

the following figure of indicators.

Table 20: The Improvement of Students’ Achievement on Getting Speaking


MEETING

Indicators 1 2 3 4

Indicator 1 48,0 49,6 56,8 64,0

Indicator 2 56,8 60,0 69,6 74,4

Indicator 3 64,0 65,6 72,8 74,4

Indicator 4 64,0 61,6 73,6 74,4

Indicator 5 64,0 68,0 74,4 76,0

86



Note:

1. Indicator 1: Grammar

2. Indicator 2: Vocabulary

3. Indicator 3: Comprehension

4. Indicator 4: Fluency

5. Indicator 5: Pronunciation

The table and figure above shows that there were enhancements in the

development of the indicators achieved. It can be seen from the figure of

indicator 1. This indicator had improvement from the first cycle. In the first

cycle lowest percentage was 51,2. In the second cycle it became 57,6. It means

that the students still have limited grammar. It can also be seen for indicator 2,

there was significant improvement. In the first meeting, the percentage was

56,8. Then, in the second meeting, it increased to 60,0. In the third meeting, it

increased 69,6 and last meeting became stable 74,4. By looking the figure of

indicator 3, there was also improvement. Comparing to the previous cycle, the

lowest percentage of indicator 3 was 64,0 but in this cycle, it was 74,4. It is

87

clear that the students‘ comprehension on speaking was better than before.

Next, we looked at the figure for indicator 4. In the first meeting the

percentage was 64,0. Then in the second meeting, it increased to 61,6 third

meeting was 73,6 and last meeting became 74,4. Finally, the figure also shows

the enhancement of students speaking skill in indicator 5. The percentage of

the first was 64,0 and second meeting was the same 68,0. Then, the percentage

of the third was 74,4 and fourth meeting it increased became 76,0.


Meetings

Cycle 1 2 3 4

3 59,36 60,96 70,56 72,64

Figure 6: The Students’ Average Mean Score on Speaking Skill’s in Cycle 3

Because the percentage of indicators in this cycle increased, the average

scores of speaking tests also increased. It can be seen at the rising figure

above. The average score in the first meeting was 59,36. In the second

88

meeting, the average increased 60,96 and in the third meeting it became 70,56.

The average in the last meeting also increased 72,64. In this third cycle, it was

clear that the students‘ speaking skill was better than before, the second cycle.

Most students were able to be active in discussing role play in table manner,

they discussed together with their friend.

d. Reflection

Based on the collaborators‘ observation, it was found that the students

were interested with the speaking material. They followed the process of

teaching and learning seriously. Furthermore, the class atmosphere was good

because the students enjoyed speaking class. The interaction between teacher

students and among students was also good. The researcher monitored and

helped the students who got difficulties during the class.

Based on the explanation above, we can conclude that the student

speaking skill improved from cycle 1 to cycle 3. This improvement was

caused by some factors. They were interesting material, effective material,

effective media, activities that support students to speak, classroom

management and teaching strategy. These five factors supported each other to

help student to speak. They made the students used English in the classroom.

Table 23: The Students Average Mean Score on Speaking Test in Cycle 1 to 3

Cycle

1 2 3

54,56 65,28 72,64

89

Figure 8: The Students Average Mean Score on Speaking Test in Cycle 1 to 3

The average mean score of students‘ speaking test in cycle one was 54,56.

In the second cycle, it increased became 65,28 and in the third cycle became

72,64. In the third cycle, it was clear that the students‘ speaking skill was

better than the first and the second cycle.

Finally, the researcher and collaborator agreed that the action research for

improving students‘ speaking skill through role play in table manner was

success enough. Therefore, the researcher decided to end the research after

conducting the third cycle.

2. The Factors Which Influence the Improvement of Students’ Speaking Skill

through Implementing Role Play In Table Manner

Based on the observation, interview and researcher experience during the

application of role play in table manner, the collaborator and the researcher

concluded that the main factor that influences the changes of students

speaking skill is teaching strategy. They were as follows:

90

a. The students in Hotel Accommodation 1 at grade X feel interesting to

practice English.

In this research, the researcher used three topics. The topics were first

American Service, second Ala Carte Service, and third Asian Service. The

topics that researcher choose for applying role play in table manner was

interesting. It found from the students answer and interview. Researcher

asked a student named Devi, ―Was the topic that I gave you interesting?‖

Then, Devi said, ―Yes, sir. The topic was interesting, we like the topic,

sir.‖ Researcher also asked the other student, ―Was, the topic difficult to

understand for you?‖ One student named Alya said ―Not so difficult, sir,

because you helped us in understanding it by giving us some question.‖

The data has gotten from the observation and written by the

collaborator. The collaborator said that the researcher gave interesting

story to the students and in every cycle the researcher gave different

interesting topic. To know the effectiveness of teaching speaking by using

role play, the writer gives oral test to the students. Because the test is

oral test, the writer divided the score into five criteria, which are the

scores of pronunciation, grammar, vocabulary, fluency and

comprehension. Each criteria, then, is rated into five scale of rating scores,

it is based on Brown (2004:157) scale rating scores.

By having interesting materials, the students had willingness to

have discussion and used English in speaking class. They also enjoyed

practicing role play in table manner in front of the class with their group.

91

b. By applying role play in table manner in teaching speaking is effective to

develop the students‘ background knowledge.

Applying role play in table manner in teaching speaking is effective to

develop the students‘ background knowledge. It was obtained from the

data collected from collaborator‘s observation, researcher‘s experience and

interview from the students. Collaborator wrote in the observation sheet

when the teacher showed picture and movie to the students. It helped the

students to answer the teacher‘s question. Moreover, it attracted the

students‘ attention. Picture and movie helped the students to speak and try

to answer the questions well.

Based on the students answer on researcher‘s interviewing, it also

proved that the picture and movie helped them to speak. Researcher asked,

―Did the picture and movie helped you to say something about the story?‖

Then Ayunda replied, Yes sir. The picture and movie that you showed us

helped us to say something about role play in table manner.‖ Then,

researcher also asked Fransiska, ―Did the questions from the teacher help

you to practice role play in table manner?‖ She answered, ―Yes, sir. From

your question, we could practice role play in table manner.‖

There were three activities were done in applying role play in table

manner. They were activating the students background knowledge, role

play and table manner. These three activities supported the students to

speak.

92

The collaborator said that the students got the idea to say something

since the researcher activating their background knowledge from the

question given. For example researcher asked, ―Look at the picture and

movie, what are in the restaurant?‖ Then the students said, ―handling

complaint, Sir.‖ Then, researcher asked, ―What is the waiter probably

doing with his guest? The students replied, ―May be the waiter are talking

with his guest to finish their problem, sir.‖

Next, from the interview between the student and researcher, it also

supported that role play in table manner helped them to increase their

speaking skill. Researcher asked a student named Alya Rohayali, ―Do you

think role play strategy in table manner is good to improve your speaking

skill?‖ Alya Rohayali answered, ―Yes, I do, it improve my eagerness and

motivate me to speak.‖ From this statement the researcher concluded that

80% students feel develop their background knowledge and 20% students

feel doubt.

c. By applying role play in table manner has good to increase the students

speaking skill.

Then role play in table manner also had a good role to increase the

students speaking skill. It can be concluded from the researcher‘s question

to the students. Researcher asked, How does role play in table manner

improve your speaking skill?‖ Then Lidia replied, ―Dengan role play in

table manner kami termotivasi berbicara karena kami ingin lebih baik

sewaktu mempresentasikan naskah drama pendek kami.‖ (By having role

93

play in table manner we are motivated to speak among us because we want

to be better at the time we present our script). We often practiced it before

speaking class.‖ Next, Lidia also answered, ―Ya, kami berdiskusi sebelum

mempresentasikan naskah role play table manner kami dan memberikan

kesempatan kepada kami untuk mengeja kosa kata Bahasa Inggris yang

sulit, Pak.‖ (―Yes, we have discussing before presenting our script sir‖).

From this statement the researcher concluded that there are 60 % students

increase their speaking skill and 40% students bad their speaking skill.

d. The students feel enjoy to practice their speaking skill in their group

discussion.

In this research teacher‘s control on students‘ activities could

improve students‘ willingness to speak. In speaking class through role play

in table manner, it can be shown from collaborator observation sheet that

the teacher controlled the students‘ activities during the process of doing

the task in group discussion. It made the students focused on their task and

stop doing other activities.

Next, it also concluded from the interview got from the students. The

researcher asked a student named Nofri, ―What is the teacher‘s in improve

your speaking skill in the classroom?‖ Then Nofri replied, ―Bapak selalu

mengontrol kegiatan kami dan membantu kami sewaktu kami mendapat

kesulitan pada kata dan ucapan‖ (―You always control our activity and

help us when we have difficulties in finding difficult word or

pronunciation‖). By researcher‘s controlling, the students insisted to speak

94

as well as motivated to use English in group discussion. From the

statement above there are 80% students feel enjoy and 20% students feel

doubt.

e. The Students feel motivated to practice their English when they work as a

daily worker.

Teaching strategy through role play in table manner determined the

success of teaching results. As it done in this research, the researcher tried

hard to have good strategy to the students. So that it was one factor that

could improve the students‘ speaking skill. In every cycle, the researcher

always interviewed the students to have a suggestion about his teaching.

On the first cycle, the researcher asked a student named Devi, ―Did role

play in table manner help you to say something in English?‖ Devi said

―Yes, sir. By using role play in table manner help us to say something in

English, when we make order from our guest in restaurant.‖ Then in cycle

two, the researcher asked a student named Rori, ―Was the topic difficult to

understand you?‖ Rori replied, ―I have lack of vocabulary, sir‖. So the

researcher persuade him by giving a slow light blow on his shoulder while

researcher suggested to listen to his friend discussion and tried to ask his

friend about the problem he had. Then in cycle three, the researcher asked

a student named Indra, ―What is the role play in table manner in improving

your speaking skill?‖ Indra replied, ―We can speak English because we get

new topic from yours explanation, and we know how to handle the request

from the guest when we work as a daily worker in hotel, sir‖.

95

Based on collaborator observation, the teaching strategy is one factor

that could motivate the student to speak in applying role play in table

manner. She said that ―the researcher was a kind and friendly teacher‖.

She also said that ―the researcher gave a personal approach to the lower

students and always increases the best students‘ motivation by giving

reward for them.‖ By doing so, all the students got full attention from the

researcher. As a result, the students have eagerness to speak English. From

the statement above there are 80% students have good motivation and 20%

students feel bad mood.

B. Discussion

Getting the data from the observation and reflection during the action in

cycle 1 to 3 which had been done for 12 meetings, the researcher would like to

discuss his findings. The result in cycle 1 showed that there were some

strengths and weakness of applying role play in table manner in teaching

English to improve the student‘s speaking skill. The weakness from cycle 1

could be improved in cycle 2. Then, cycle 3 was done as the improvement of

the weakness found in cycle 2.

Overall, the application of role play in table manner to improve speaking

skill, had success it would answer the question in the formulation of the

problem. The first question is to what extent role play in table manner improve

students‘ speaking skill at class X Hotel Accommodation 1 SMK Nusatama

Padang, and the second question is what factors influences the changes of

students speaking skill through role play in table manner at class X Hotel

96

Accommodation 1. The answer of the first question could be identified from

the increasing number of the students‘ ability in getting speaking skill‘s

indicator. The results are described in the following in table 23 and figure 8.

Comparing to the percentage in the second cycle was higher than the

percentage in the first cycle. The percentage of all indicators in the third cycle

was higher than the second cycle. In other words, the percentage of indicators

in the third cycle was the highest. It means that there was improvement in the

percentage of indicators.

Besides improvement the students‘ speaking skill, other findings found

during the application Role Play in Table Manner are as follows. The first is

the students enjoyed studying English. The observation from the researcher and

collaborator show that the students are happy to do role play with their own

words. These results support the idea given by Celce (2001:126) she said that

―Communicative activities make the students feel free and comfortable to

speak‖. Like the opinion from his student name Devi, she said that ―By doing

on this activity give me a new solution to practice English well when I work in

the hotel.‖ Then, the second is the students are confident to use English during

interaction in the classroom. They are eager to tell their ideas role play in table

manner.

Meanwhile, to answer the second question ―What factors influences the

changes of students‘ speaking skill through role play in table manner at class X

Hotel Accommodation 1 SMK Nusatama Padang?‖ It could be identified from

the data of field notes and observation checklist which were written by the

97

researcher and collaborator during the process of teaching and learning. They

got several aspects that improve the students speaking skill. They are as

follows: 1. Materials could improve the students‘ eagerness to speak. By

having interesting materials the students had willingness to have discussion and

enjoyed role play. It supports House (1997:20) Role play can improve learners'

speaking skills in any situation, and helps 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. 2. Media like pictures and movie could

improve students‘ motivation to speak in speaking class. Media was an

effective way to develop the students‘ background knowledge to the topic

given. It helped the students to say words or ideas by answering the teacher

question based on the pictures and movie given. It is in line with Biemans and

Simon (1996:1) ideas. They said that one way to activate the students‘

background knowledge is by interactive discussion and through answering the

questions. 3. Activities, by doing role play in table manner activities the

students eager to speak because they were given a chance to activate their

background knowledge to the script given. It supports Cummings and Genzel

(1990) idea that role play makes the students easier in order fast food and

negotiating in general objectives. They activate their background knowledge to

the script given. 4. Classroom Management could encourage the students to

speak. The researcher controlled the students‘ activities during the process of

doing the task in group discussion. It supports Papalia (1976:88) idea that

98

teacher should place students in meaningful life situations. The researcher

controlled students‘ activity during the process of doing the task in group

discussion. 5. Teaching strategy is one factor that could motivate the students

to speak in applying role play in table manner. It supports Papalia (1976:88)

idea that teacher needs to create a supportive classroom environment in which

the students feel free to speak.

99

CHAPTER V

CONCLUSION, IMPLICATIONS AND SUGGESTION

A. CONCLUSION

Based on the result of the research finding, it can be concluded that:

1. The implementation of Role Play in Table Manner in improving the

students‘ speaking skill at class X Hotel Accommodation 1 SMK Nusatama

Padang for three months had been successful. It is found the data findings

that Role Play in Table Manner improves students‘ speaking skill.

2. The factors that influence the changes of students‘ speaking skill are:

a. The students in Hotel Accommodation 1 at grade X feel interested to

practice English.

b. Applying role play in table manner in teaching speaking is effective to

develop the students‘ background knowledge.

c. Applying role play in table manner can increase the students speaking

skill.

d. The students feel enjoy to practice their speaking skill in their group

discussion.

e. The Students feel motivated to practice their English when they work as

a daily worker.

B. IMPLICATIONS

Based on the conclusion above, there are two kinds of implications of this

research. First, the use of Role Play in Table Manner is one of the alternative

strategies that can be applied in teaching to improve students‘ speaking skill.

100

Second, teacher needs more knowledge to handle classroom in teaching and

learning process by activating students‘ background knowledge in order to

make the process of learning and teaching enjoyable.

C. SUGGESTIONS

Based on conclusion and the weaknesses found in applying role play in

table manner to improve the students‘ speaking skill, it is suggested to the

teacher to make some improvements for the weaknesses emerged during the

research, in order to be able to improve the students‘ speaking skill better than

the previous research finding. They are as follows:

a. Provide interesting topic for the students

b. Use interesting media

c. Create situation which make the students eager to speak

d. Manage the students in doing activity

e. Approach the student‘s well

f. The English teacher needs to create various techniques in teaching which

support the students need to speak English.

g. For further researcher, it is recommended to investigate whether real

objects can solve problem in students‘ speaking skill.

101

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Appendix 1

Lesson Plan

Subject : English

School Level : SMK

Class/Semester : X Hotel Accomodation 1/2

Academic Year : 2011/2012

Skill : Speaking

Time Allocated : 4 (3 X 40)

Cycle : 1

A. Objectives:

1. Competence Standard

To express the meaning of role play in table manner with

surroundings.

2. Based Competence

To express the meaning of role play by using oral language in accurate,

fluent and acceptable to interact with surroundings indicator.

3. The students are able to present their role play in table manner in

accurate grammar, vocabulary, comprehension, fluency and

pronunciation.

B. Theme: American Service

C. Materials: Table Manner

D. Steps:

Pre Activity:

1. In pre-activity the researcher will start with greeting and checking the

roll of the students in his class.

105

2. Review the previous lesson, the second step the researcher try to make

review the previous lesson for all students in his class to know about the

student ability in speaking class.

3. Motivating the students to know about the student‘s motivation in

learning English, the researcher create the test of English.

Main Activity:

1. The teacher begins the main activity by using appropriate questioning

and conversational strategies by asking referential questions. Using

appropriate questioning to calculate how far students‘ skill in speaking.

And using conversational strategies by asking referential questions the

researcher know that how far the student‘s motivation in learning

English language.

2. The teacher exploits Role Play in Table Manner by asking the questions

based on the students‘ condition. The researcher uses exploits question

in the Role Play of Table Manner, because he wants to know about the

students‘ condition especially in classroom activity.

3. The teacher gives the instruction to the students.

4. Divide the students into some groups.

5. Make script based on the example given before.

6. Decide the role of dialogs based on the script.

7. Practice about table manner service dialogue.

8. Make a report

9. Discuss about the difficulties of the role play.

106

Post Activity:

1. The researcher reflects the process of teaching and learning to know

about the students speaking skill.

2. The researcher emphasizes the learned materials in English

conversation. In class the researcher hopes that he know about the

students‘ misunderstanding in learning English.

3. In the last step of post activity, the researcher and his collaborator

inform the next materials in English.

E. Evaluation:

Rubric for speaking test consist of:

- Grammar (1 – 5)

- Vocabulary (1 – 5)

- Comprehension (1 – 5)

- Fluency (1 – 5)

- Pronunciation (1 – 5)

Level:

1. = Bad

2. = Poor

3. = Fair

4. = Good

5. = Very Good

Students Mark = Achievement Score X 100

Maximum Score

107

Padang, 3 January 2012

Approved by:

The Principle of SMK Nusatama Padang, English Teacher,

Drs. Syamsir Iqbal Wijaya

Nip: 19660413 1990 03 1 007

108

Lesson Plan

Subject : English

School Level : SMK



Skill : Speaking


Cycle : 2

A. Objectives:



surroundings.

2. Based Competence





pronunciation.

B. Theme: Ala‘ carte Service


D. Steps:

Pre Activity:



109


review the previous lesson for all students in his class to know about

the student ability in speaking class.



Main Activity:



appropriate questioning to calculate how far students‘ skill in speaking.

And using conversational strategies by asking referential questions the

researcher know that how far the student‘s motivation in learning

English language.










8. Make a report


110

Post Activity:








E. Evaluation:


- Grammar (1 – 5)



- Fluency (1 – 5)


Level:

1. = Bad

2. = Poor

3. = Fair

4. = Good

5. = Very Good


Maximum Score

111


Approved by:



Nip: 19660413 1990 03 1 007

112

Lesson Plan

Subject : English

School Level : SMK



Skill : Speaking


Cycle : 3

A. Objectives:



surroundings.

2. Based Competence





pronunciation.

B. Theme: Asian Service


D. Steps:

Pre Activity:



113


review the previous lesson for all students in his class to know about

the student ability in speaking class.



Main Activity:



appr33opriate questioning to calculate how far students‘ skill in

speaking. And using conversational strategies by asking referential

questions the researcher know that how far the student‘s motivation in

learning English language.










8. Make a report


114

Post Activity:








E. Evaluation:


- Grammar (1 – 5)



- Fluency (1 – 5)


Level:

1. = Bad

2. = Poor

3. = Fair

4. = Good

5. = Very Good


Maximum Score

115

Padang, 7 February 2012

Approved by:



Nip: 19660413 1990 03 1 007

116

Appendix 2

The Score Criteria of Speaking Test

No Grammar Vocabulary Comprehension Fluency Pronunciation

I Errors in

grammar are

frequent, but

speaker can

be

understood

by a native

speaker used

to dealing

with

foreigners

attempting to

speak his

language.

Speaking

vocabulary

inadequate to

express

anything but the

most elementary

needs.

Within the scope

of his very

limited language

experience, can

understand

simple questions

and statement if

delivered with

slowed speech,

repetition, or

paraphrase.

(No specific

fluency

description.

Refer to other

four language

areas for

implied level of

fluency.

Errors in

pronunciation

frequent but

can be

understood by

a native

speaker used

to dealing with

foreigners

attempting to

speak his

language.

II Can usually

handle

elementary

construction

quite

accurately

but does not

have

thorough or

confident

control of

grammar.

Has speaking

vocabulary

sufficient to

express them

self simply with

some

circumlocutions.

Can get the gist

of most

conversation of

non – technical

subjects (i.e.,

topics that

require no

specialized

knowledge.

Can handle

with

confidence but

not with facility

most social

situations,

including

introductions

and casual

conversation

about current

events, as well

as work, family

and autobio

figureical

information.

Accent is

intelligible

though often

quite faulty.

III Control of

grammar is

good. Able to

speak the

language

with

sufficient

structural

accuracy to

participate

effectively in

Able to speak

the language

with sufficient

vocabulary to

participate

effectively in

most formal and

informal

conversation on

practical, social

and professional

Comprehension

is quite complete

at a normal rate

of speech.

Can discuss

particular

interests of

competence

with reasonable

ease. Rarely

has to grope for

words.

Errors never

interfere with

understanding

and rarely

disturb the

native speaker.

Accent may be

obviously

foreign.

117

most formal

and informal

conversation

on practical,

social and

professional

topics.

topics.

Vocabulary is

broad enough

that he really

has to grope for

a word.

IV Able to use

the language

accurately on

all levels

normally

pertinent to

professional

needs. Errors

in grammar

are quite rare.

Can understand

and participate

in any

conversation

within the range

of his

experience with

a high degree of

precision of

vocabulary.

Can understand

any conversation

within the range

of his

experience.

Able to use the

language

fluently on all

levels normally

pertinent to

professional

needs. Can

participate in

any

conversation

within the

range of his

experience with

a high degree

of fluency.

Able in

pronunciation

are quite rare.

V Equivalent to

that of an

educated

native

speaker.

Speech on all

levels is fully

accepted by

educated native

speakers in all

its features.

Including

breadth of

vocabulary and

idioms,

colloquialisms,

and pertinent

cultural

references.

Equivalent to

that of an

educated native

speaker.

Has complete

fluency in the

language such

that his speech

is fully

accepted by

educated native

speakers.

Equivalent to

and fully

accepted by

educated

native

speakers.

(Taken from Brown, 2004:172 – 173)

118

Appendix 3


Meeting /cycle: 1/1

Students

Code

Indicator Score Mean

1 2 3 4 5

5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

1 √ √ √ √ √ 11 44

2 √ √ √ √ √ 12 48

3 √ √ √ √ √ 5 20

4 √ √ √ √ √ 19 72

5 √ √ √ √ √ √ 13 52

6 √ √ √ √ √ √ √ 19 72

7 √ √ √ √ √ 12 48

8 √ √ √ √ √ 5 20

9 √ √ √ √ √ 11 44

10 √ √ √ √ √ 16 64

11 √ √ √ √ √ 5 20

12 √ √ √ √ √ 5 20

13 √ √ √ √ √ 10 40

14 √ √ √ √ √ 11 44

15 √ √ √ √ √ 5 20

16 √ √ √ √ √ 9 36

17 √ √ √ √ √ 11 44

18 √ √ √ √ √ 11 44

19 √ √ √ √ √ 19 76

20 √ √ √ √ √ 9 36

21 √ √ √ √ √ 9 36

22 √ √ √ √ √ 11 44

23 √ √ √ √ √ 19 76

24 √ √ √ √ √ 10 40

25 √ √ √ √ √ 15 60

Percentage 0 0 20 44 36 0 16 20 44 20 0 16 8 48 28 0 20 12 48 20 0 24 40 16 20

Total

Students

0 0 5 11 9 0 4 5 11 5 0 4 2 12 7 0 5 3 12 5 0 6 10 4 5

Average

Mean

Score 36,8 46,4 42,4 46,4 53,6

44,64


Collaborator

Nurdewi Andriani, S.Pd.

Note:

1. Grammar

2. Vocabulary

3. Comprehension

4. Fluency

5. Pronunciation

√ = Yes

119


Meeting /cycle: 2/1

Students

Code


1 2 3 4 5

5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

1 √ √ √ √ √ 13 52

2 √ √ √ √ √ 13 52

3 √ √ √ √ √ 9 36

4 √ √ √ √ √ 19 76

5 √ √ √ √ √ √ 10 40

6 √ √ √ √ √ √ √ 20 80

7 √ √ √ √ √ 13 52

8 √ √ √ √ √ 8 32

9 √ √ √ √ √ 12 48

10 √ √ √ √ √ 14 56

11 √ √ √ √ √ 5 20

12 0 0

13 √ √ √ √ √ 9 36

14 √ √ √ √ √ 13 52

15 √ √ √ √ √ 13 52

16 √ √ √ √ √ 12 48

17 √ √ √ √ √ 12 48

18 √ √ √ √ √ 12 48

19 √ √ √ √ √ 14 56

20 √ √ √ √ √ 13 52

21 √ √ √ √ √ 13 52

22 √ √ √ √ √ 13 52

23 √ √ √ √ √ 20 80

24 √ √ √ √ √ 14 56

25 √ √ √ √ √ 8 32

Percentage 0 8 8 52 28 0 12 28 52 4 0 12 56 24 4 0 12 40 40 4 0 12 56 24 4

Total

Students

0 2 2 13 7 0 3 7 13 1 0 3 14 6 1 0 3 10 10 1 0 3 14 6 1

Average

Mean

Score 38,3 50,0 55,8 53,3 55,0

48,16


Collaborator


Note:

1. Grammar

2. Vocabulary

3. Comprehension

4. Fluency

5. Pronunciation

√ = Yes

120


Meeting /cycle: 3/1

Students

Code


1 2 3 4 5

5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

1 √ √ √ √ √ 11 44

2 √ √ √ √ √ 19 76

3 √ √ √ √ √ 9 32

4 √ √ √ √ √ 20 80

5 √ √ √ √ √ √ 14 56

6 √ √ √ √ √ √ √ 20 80

7 √ √ √ √ √ 15 60

8 √ √ √ √ √ 10 40

9 √ √ √ √ √ 19 76

10 √ √ √ √ √ 15 60

11 √ √ √ √ √ 14 56

12 √ √ √ √ √ 5 20

13 √ √ √ √ √ 15 60

14 √ √ √ √ √ 19 76

15 √ √ √ √ √ 7 28

16 √ √ √ √ √ 12 48

17 √ √ √ √ √ 15 60

18 √ √ √ √ √ 13 52

19 √ √ √ √ √ 19 76

20 √ √ √ √ √ 9 36

21 √ √ √ √ √ 15 60

22 √ √ √ √ √ 18 72

23 √ √ √ √ √ 20 80

24 √ √ √ √ √ 13 52

25 √ √ √ √ √ 15 60

Percentage 0 4 44 20 20 0 20 44 28 8 0 28 44 20 8 0 28 48 20 4 0 32 48 16 4

Total

Students

0 1 11 5 5 0 5 11 7 2 0 7 11 5 2 0 7 12 5 1 0 8 12 4 1

Average

Mean

Score 50,8 55,2 60,0 60,0 61,6

58,08


Collaborator


Note:

1. Grammar

2. Vocabulary

3. Comprehension

4. Fluency

5. Pronunciation

√ = Yes

121


Meeting /cycle : 4/1

Students

Code


1 2 3 4 5

5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

1 √ √ √ √ √ 19 76

2 √ √ √ √ √ 20 80

3 √ √ √ √ √ 8 32

4 √ √ √ √ √ 20 80

5 √ √ √ √ √ √ 13 52

6 √ √ √ √ √ 20 80

7 √ √ √ √ √ 8 32

8 √ √ √ √ √ 8 32

9 √ √ √ √ √ 20 80

10 √ √ √ √ √ 20 80

11 √ √ √ √ √ 7 28

12 √ √ √ √ √ 5 20

13 √ √ √ √ √ 18 72

14 √ √ √ √ √ 11 44

15 √ √ √ √ √ 5 20

16 √ √ √ √ √ 10 40

17 √ √ √ √ √ 11 44

18 √ √ √ √ √ 10 40

19 √ √ √ √ √ 20 80

20 √ √ √ √ √ 15 60

21 √ √ √ √ √ 13 52

22 √ √ √ √ √ 13 52

23 √ √ √ √ √ 20 80

24 √ √ √ √ √ 14 56

25 √ √ √ √ √ 13 52

Percentage 0 28 12 44 16 0 32 16 36 16 0 40 24 24 12 0 36 28 28 8 0 36 24 32 8

Total

Students

0 7 3 11 4 0 8 4 9 4 0 10 6 6 3 0 9 7 7 2 0 9 6 8 2

Average

Mean

Score 51,2 52,8 58,4 58,4 57,6

54,56


Collaborator


Note:

1. Grammar

2. Vocabulary

3. Comprehension

4. Fluency

5. Pronunciation

√ = Yes

122


Meeting /cycle: 1/2

Students

Code


1 2 3 4 5

5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

1 √ √ √ √ √ 19 76

2 √ √ √ √ √ 19 76

3 √ √ √ √ √ 5 20

4 √ √ √ √ √ 19 76

5 √ √ √ √ √ 13 52

6 √ √ √ √ √ 19 76

7 √ √ √ √ √ 10 40

8 √ √ √ √ √ 10 40

9 √ √ √ √ √ 19 76

10 √ √ √ √ √ 19 76

11 √ √ √ √ √ 6 24

12 √ √ √ √ √ 5 20

13 √ √ √ √ √ 14 56

14 √ √ √ √ √ 8 32

15 √ √ √ √ √ 5 20

16 √ √ √ √ √ 13 52

17 √ √ √ √ √ 5 20

18 √ √ √ √ √ 5 20

19 √ √ √ √ √ 19 76

20 √ √ √ √ √ 8 32

21 √ √ √ √ √ 5 20

22 √ √ √ √ √ 6 24

23 √ √ √ √ √ 19 76

24 √ √ √ √ √ 14 52

25 √ √ √ √ √ 14 52

Percentage 0 0 32 36 32 0 32 12 28 32 0 32 20 16 32 0 32 20 16 32 0 32 20 24 24

Total

Students

0 0 8 9 8 0 8 3 7 8 0 8 5 4 8 0 8 5 4 8 0 8 5 6 6

Average

Mean

Score 40,0 48,8 50,4 50,4 52,0

46,88


Collaborator


Note:

1. Grammar

2. Vocabulary

3. Comprehension

4. Fluency

5. Pronunciation

√ = Yes

123



Students

Code


1 2 3 4 5

5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

1 √ √ √ √ √ 19 76

2 √ √ √ √ √ 19 76

3 √ √ √ √ √ 9 36

4 √ √ √ √ √ 19 76

5 √ √ √ √ √ 13 52

6 √ √ √ √ √ 20 80

7 √ √ √ √ √ 11 44

8 √ √ √ √ √ 13 52

9 √ √ √ √ √ 19 76

10 √ √ √ √ √ 19 76

11 √ √ √ √ √ 9 36

12 √ √ √ √ √ 5 20

13 √ √ √ √ √ 15 60

14 √ √ √ √ √ 9 36

15 √ √ √ √ √ 6 24

16 √ √ √ √ √ 15 60

17 √ √ √ √ √ 5 20

18 √ √ √ √ √ 7 28

19 √ √ √ √ √ 19 76

20 √ √ √ √ √ 11 44

21 √ √ √ √ √ 9 36

22 √ √ √ √ √ 15 60

23 √ √ √ √ √ 19 76

24 √ √ √ √ √ 13 52

25 √ √ √ √ √ 15 60

Percentage 0 4 28 40 28 0 24 16 36 16 0 32 28 28 12 0 32 28 28 12 0 48 24 16 8

Total

Students

0 1 7 10 7 0 8 4 9 4 0 8 7 7 3 0 8 7 7 3 0 12 6 4 2

Average

Mean

Score 41,6 53,6 56,8 56,8 62,4

53,6


Collaborator


Note:

1. Grammar

2. Vocabulary

3. Comprehension

4. Fluency

5. Pronunciation

√ = Yes

124



Students

Code


1 2 3 4 5

5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

1 √ √ √ √ √ 19 76

2 √ √ √ √ √ 19 76

3 √ √ √ √ √ 9 36

4 √ √ √ √ √ 20 80

5 √ √ √ √ √ 19 76

6 √ √ √ √ √ 20 80

7 √ √ √ √ √ 18 72

8 √ √ √ √ √ 14 56

9 √ √ √ √ √ 19 76

10 √ √ √ √ √ 19 76

11 √ √ √ √ √ 15 60

12 √ √ √ √ √ 5 20

13 √ √ √ √ √ 16 64

14 √ √ √ √ √ 19 76

15 √ √ √ √ √ 10 40

16 √ √ √ √ √ 16 64

17 √ √ √ √ √ √ 15 60

18 √ √ √ √ √ 17 68

19 √ √ √ √ √ 20 80

20 √ √ √ √ √ 15 60

21 √ √ √ √ √ 13 52

22 √ √ √ √ √ 18 72

23 √ √ √ √ √ 20 80

24 √ √ √ √ √ 14 52

25 √ √ √ √ √ 17 64

Percentage 0 16 44 28 12 0 44 40 12 4 0 56 32 8 4 0 56 32 8 4 0 72 16 8 8

Total

Students

0 4 11 7 3 0 11 10 3 1 0 14 8 2 1 0 14 8 2 1 0 18 4 2 2

Average

Mean

Score 52,8 64,8 68,0 68,0 71,2

64,64


Collaborator


Note:

1. Grammar

2. Vocabulary

3. Comprehension

4. Fluency

5. Pronunciation

√ = Yes

125



Students

Code


1 2 3 4 5

5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

1 √ √ √ √ √ 20 80

2 √ √ √ √ √ 20 80

3 √ √ √ √ √ 10 40

4 √ √ √ √ √ 20 80

5 √ √ √ √ √ 19 76

6 √ √ √ √ √ 20 80

7 √ √ √ √ √ 15 60

8 √ √ √ √ √ 15 60

9 √ √ √ √ √ 20 80

10 √ √ √ √ √ 20 80

11 √ √ √ √ √ 15 60

12 √ √ √ √ √ 5 20

13 √ √ √ √ √ 15 60

14 √ √ √ √ √ 19 76

15 √ √ √ √ √ 12 48

16 √ √ √ √ √ 17 68

17 √ √ √ √ √ 15 60

18 √ √ √ √ √ 17 68

19 √ √ √ √ √ 20 80

20 √ √ √ √ √ 15 60

21 √ √ √ √ √ 15 60

22 √ √ √ √ √ 15 60

23 √ √ √ √ √ 20 80

24 √ √ √ √ √ 15 60

25 √ √ √ √ √ 17 68

Percentage 0 24 36 32 8 0 36 52 8 4 0 52 40 4 4 0 44 44 8 4 0 64 24 4 4

Total

Students

0 6 9 8 2 0 9 13 2 1 0 13 10 1 1 0 11 11 2 1 0 16 6 1 1

Average

Mean

Score 57,6 64,8 68,8 66,4 70,4

65,28


Collaborator


Note:

1. Grammar

2. Vocabulary

3. Comprehension

4. Fluency

5. Pronunciation

√ = Yes

126


Meeting /cycle : 1 /3

Students

Code


1 2 3 4 5

5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

1 √ √ √ √ √ 19 76

2 √ √ √ √ √ 19 76

3 √ √ √ √ √ 5 20

4 √ √ √ √ √ 19 76

5 √ √ √ √ √ 17 68

6 √ √ √ √ √ 20 80

7 √ √ √ √ √ 14 56

8 √ √ √ √ √ 14 56

9 √ √ √ √ √ 20 80

10 √ √ √ √ √ 20 80

11 √ √ √ √ √ 9 36

12 √ √ √ √ √ 5 20

13 √ √ √ √ √ 17 68

14 √ √ √ √ √ 19 76

15 √ √ √ √ √ 9 36

16 √ √ √ √ √ 13 52

17 √ √ √ √ √ 10 40

18 √ √ √ √ √ 13 52

19 √ √ √ √ √ 20 80

20 √ √ √ √ √ 13 52

21 √ √ √ √ √ 13 52

22 √ √ √ √ √ 13 52

23 √ √ √ √ √ 20 80

24 √ √ √ √ √ 13 52

25 √ √ √ √ √ 17 68

Percentage 0 20 16 48 16 0 36 20 36 8 0 48 32 12 8 0 48 32 12 8 0 48 32 12 8

Total

Students

0 5 4 12 4 0 9 5 9 2 0 12 8 3 2 0 12 8 3 2 0 12 8 3 2

Average

Mean

Score 48,0 56,8 64,0 64,0 64,0

59,36

Padang, 7 February 2012

Collaborator


Note:

1. Grammar

2. Vocabulary

3. Comprehension

4. Fluency

5. Pronunciation

√ = Yes

improving students’ speaking skill through role...

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