Improving Students Speaking Skill Through Role Play At The Tenth Grade Students Of SMA

MUHAMMADIYAH 1 GRESIK

By: Lili Andriyani

08 431 065

Background

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)

Speaking is a crucial part of second language learning and teaching Speaking is a crucial

part of second language learning and teaching

According to Stephen D. hattings (2002) the role play would seem to be the ideal activity in which students could use their English creatively and it aims to stimulate a conversation situation in which students might find themselves and give them an opportunity to practice and develop their communication skill

Problem statement

How does role play improve speaking skill in eleventh grade social of science class of SMA Muhammadiyah

Purpose of the study

to find the answer of problem that knows how role play improves students’ score in speaking

skill at SMA Muhammadiyah 1 Gresik.

Significances of the study

1. expected to be able to improve students’ score in speaking skill

2. teacher also can use role play in the classroom to teach as creative as possible, so teacher can reach the goal

Definition of keyword

Speaking is to express or communicate opinions, feelings, idea etc by or as talking and it involves the activities in the part speaker as

psychological, physiological (articulator) and physical (acoustic) stages.

Speaking skills is ability to speak target language to communicate with others that consist of accuracy, fluency and comprehensibility.

Role play refers to the changing of one’s behavior to assume a role, either unconsciously to fill a social role or consciously to act out and adopted role.  

REVIEW OF RELATED LITERATURE

Research design

Variable

This research consisted of two variables namely:

a) Independent variable is socio drama method in English teaching

b) Dependent variable is the students’ development on speaking skill related to the instructional objective of English

Subject of the study

Subject of the study for this research is taken from SMA MUHAMMADIYAH 1 GRESIK, especially the tenth grade.

The researcher will take the entire tenth grade of the student for conducting the

experimental research.

Data collection

Instrument

interview in 3 minutes using daily conversation to measure the students speaking skill on three aspects that are fluency,

accuracy, and the comprehensibility

a text of drama for the last instrument to test the progression of the selected class.

SPSS 14.0 as the way to analyze the result of the test to check whether socio drama method is influence their speaking skill or

not.

Procedure of data collection

to make the permission letter clearing all of the instruments interview in 3 minutes using daily

conversation manipulate the speaking skill : before

and after treatment, lowest class only

Data Analysis

The first step is scoring the students’ test

Ratin

g

Accuracy

6 Pronunciation is only very slightly, two or three minor grammatical and lexical

errors.

5 Pronunciation is only very slightly, a few minor grammatical and lexical errors

but most utterances are correct.

4 Pronunciation is moderate, but no serious phonological errors. A few

grammatical and lexical errors.

3 Pronunciation has a few serious phonological and lexical errors, make

confusion.

2 Pronunciation errors causing a breakdown in communication.

1 Serious pronunciation errors, no evidence of having mastered any of the

language skills.

Rating Fluency

6 Speaks without too great an effort with a fairly wide range of expression, search the words

occasionally

5 Smooth delivery on the whole and only a few unnatural pauses.

4 Fairly smooth delivery, fair range of expression

3 Rather halting delivery and fragmentary, limited expression

2 Long pause while speak, almost gives up making the effort, limited range of expression

1 Full of long unnatural pauses. Very limited range of expression

Rating Comprehensibility

6 Easy to be understood, very few interruptions required.

5 Fairly clear and a few interruptions are necessary.

4 Easy to follow, but several interruptions are necessary.

3 Still can be understood, but must seek clarification.

2 Only a small bit can be understood.

1 Hardly to be understood, even unable to clarity anything that have said.

classification Scale Rating

Excellent 86 – 100 6

Very good 71 – 85 5

Good 56 – 70 4

Fairly good 41 – 55 3

Poor 26 – 40 2

Very poor < 25 1

to find out the researcher’s question, a formula of Paired sample t-test will be used. Paired sample t -test is a statistical technique that is used to compare two population means in the case of two samples that are correlated. Paired sample t-test is used in ‘before after’ studies, or when the samples are the matched pairs, or the case is a control study.

Steps in the calculation of paired sample t-test:

Set up hypothesis:

To calculate the paired sample t-test, first we have to set up the hypothesis. In a paired sample t-test, we set up two hypotheses. The first is null hypothesis, which assumes that the mean of two paired samples are equal. The second hypothesis in the paired sample t-test will be an alternative hypothesis, which assumes that the means of two paired samples are not equal.

Select the level of significance:

In paired sample t-test, after making the hypothesis, we choose the level of significance. In most of the cases in the paired sample t-test, significance level is 5%, but in medicine, the significance level is set up at 1%.  

Calculate the parameter: To calculate the parameter we will use the following formula for the paired sample t-test:

• Where d bar is the mean difference between two samples, s² is the sample variance, n is the sample size and t is a paired sample t-test with n-1 degrees of freedom.

An alternate formula for paired sample t-test is:

Testing of hypothesis or decision making:

After calculating the parameter, we will compare the calculated value with the table value. If the calculated value is greater than the table value, then we will reject the null hypothesis for the paired sample t-test. If the calculated value is less than the table value, then we will accept the null hypothesis in the paired sample t-test and say that there is no significant mean difference between the two paired samples in the paired sample t-test.