THE INFLUENCE OF ROLE PLAY TECHNIQUE ON THE SPEAKING ABILITY FOR FIRST GRADE STUDENTS SENIOR HIGH SCHOOL OF SMA SUNAN GIRI MENGANTI

THE INFLUENCE OF ROLE PLAY TECHNIQUEON THE SPEAKING ABILITY FOR FIRST GRADESTUDENTS SENIOR HIGH SCHOOLOF SMA SUNAN GIRI MENGANTI

THESIS

MUHAMMAD ANDI PRASETYO NIM : 09 530 0245

UNIVERSITY OF PGRI ADI BUANA SURABAYAFACULTY OF TEACHER TRAININGENGLISH DEPARTMENT2013CHAPTER IINTRODUCTION

A. Background of the StudyIn this chapter, the writer presents Statement of Background, Scope and Limitation, Statement of the Problem, Purpose of Research, and Significance of Research.Language is a system for expression of meaning. The primary function of language is for interaction and communication. English as one of the international languages in the world should be mastered by people from many countries in the world to communicate each other. They may know and understand what they speak communicatively because of English language. Because of the reason, English becomes the first foreign language that is taught in Indonesia from elementary school up to college. Speaking is one of the four basic language skills: listening, writing, reading and speaking. Teaching English speaking is the process of giving the English lesson, from the teacher to the students based on the material from the syllabus of the certain school, in order that the students are able to absorb it and they will be able to communicate by using English orally.The English language is one of a foreign language taught both in formal education and non formal. One of skill language especially speaking ability is an obstacle for students, hence the system and a teaching method of speaking should be refined and adapted to the level of students ability with one of the techniques is role play.English teacher often tend assumes that conversation dialogue in a class is practicing grammar and vocabulary. But this is not effective in increasing speaking ability. Evidently, some students still using methods memorization so less member good results. Several problems sometimes experienced by students among other : lack of understanding vocabulary owned students, lack of courage students in expressing expression they have and particular environment that is less support them to increase appreciation and interest them in learned to speaking.In role plays, students are assigned roles and put into situations that they may eventually encounter outside the classroom. Because role plays imitate life, the range of language functions may be used expands considerably. Also, the role relationship among the students are they play their parts call for them to practice and develop their sociolinguistic competence. They have to use language that is appropriate to the situation and to the characters.B. Scope and LimitationIn this research, the writer wants focus in one topics is showing happiness expression and how students become to get used to speak in English to the students of first grade X 2 at SMA Sunan Giri Menganti Gresik.

C. Statement of ProblemIs there any influence obtained from the role play technique to the speaking ability for first grade students of first grade X 2 at SMA Sunan Giri Menganti Gresik ?D. Variables and Definitions of Operational VariablesThe variable of the research are :1. Independent variable : The influence of role play technique2. Dependent variable: Speaking abilityDefinition of operational variableRole play technique is the way to learn English through game in this case by using dialogue or drama.Speaking ability is used more often and it is more important to make students orally express their message to show their feeling, ideas, happiness, angry and emotion. Assessment of the speaking ability of students based on pronunciation students and grammar to perfection dialogue they made.E. Purpose of ReseachThe purpose of this research is to find out the influence of role play technique to the speaking ability for first grade students senior high school.

F. Significance of the StudyFor the students :Students will be able to express the idea, initiative an expression of them with role play technique.For the teacher :A teacher will know speaking ability of students and teachers will be more creative in teaching speaking.

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CHAPTER IIREVIEW OF THE RELATED LITERATUREIn this chapter, the writer reviews the related literature theoris from the previous studies that underline the study. the writer divides the chapter into four subheading. presents about Related Literature, Previous Study , Conceptual Framework and hypothesis.A. Related Literature1. Definition of Role PlayRole play are also excellent for speaking in the relatively safe environment of the classroom. In a role play students are given particular roles in the target language. (David Nunan, 2003:57).There are some short definitions of role play. One of them is a statement by Oxford Dictionary, role play is an activity in which people act a situation. A S Hornby (1995:1018).Role play is a way of bringing situation from real life into the classroom. (Adrian Doff, 1988:232).Role play is a classroom activity or set of activities that allow the students to proceed one step beyond guided dialogues in the development of their ability to communicate in the target language. (Richard A. Murphy, 1984:10).Role-playis a structured experience in whichlearnersget an opportunity to act out problems concerninghuman relationsand human interactions before a group of co-learners and facilitators. Role playis a conscious attempt to examine the various roles played in actual life. ( http://expertscolumn.com/content/role-play-method )Role Playing adalah suatu cara penguasaan bahan-bahan pelajaran melalui pengembangan imajinasi dan penghayatan siswa. Pengembangan imajinasi dan penghayatan dilakukan siswa dengan memerankannya sebagai tokoh hidup atau benda mati. Permainan ini pada umumnya dilakukan lebih dari satu orang, hal itu bergantung kepada apa yang diperankan.(http://ras-eko.blogspot.com/2011/05/metode-pembelajaran-bermain-peran-role.html)Role Play an activity in which you pretend to be someone else, especially in order to learn new skill or attitudes.( http://www.macmillandictionary.com/dictionary/british/role-play )The Dictionary of Education explains role-playing as "an instructional technique involving a spontaneous portrayal (acting out) of a situation, condition, or circumstances by selected members of a learning group." The situation to which the person responds may be either structured or unstructured. (Jones et al:1994)Role play is a popular pedagogical activity in communicative language teaching classes. Within constraints set forth by the 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. And it has the effect of lowering anxieties as students can, even for a few moments, take on the persona of someone other than themselves. (H. Douglas Brown, 2004:174).2. Salient Features of Role play as a training method for learninga. Learning by doingSince in this the participant plays role as per the given circumstances he learns practically and understands the demand or requirement of skill set to resolve or get the task done.b. Learning through imitationWhile playing the new or the expected role the participant gets the feelings about the other persona and tries his best to include and accrue all traits of the given role. Thus he gets an opportunity to understand, analyze and reflect the other person perception and behavior.c. Learning through observation and feedbackThis method helps in dual learning .The trainee not only learns and reinforces the concepts by self learning but also develops an understanding about a new role. This approach helps in building good decision making ability, management capacity and leadership overall.d. Learning though analysis and conceptualizationThe role played by the trainee helps in analyzing the various skills involve din he role right from domain, conceptual, design or human skills and thus helps in designing a broader understanding and clear outlook towards task.3. Objectives of Role Play As A Training Techniquea. It helps in developing a better understanding of the job.b. It helps in understanding how to handle a particular situation.c. It helps in developing better understanding of the issue an better decision making.d. It helps in anticipating reaction of other party.e. It helps in developing communication, management development and leadership quality.f. It helps in improvement of interpersonal relationship.g. It helps in providing an insight to understanding behavioral patterns of others.4. The Type of Role PlayAccording Livingstone ( 1983 : 17-18 ) in Jamiatul Aini (2009 : 8) there are three kinds of role play :a. Role play for beginner levelTo the level of the beginning of role play performed by a student with in pairs. Any pair of must have the skeleton of a dialogue then discussed and spoken of by the group and this group directly.a. Role play for advance levelNearly the same level early ( beginner level ), in this level students also working in pairs, each pair must have the plan framework and students make dialogue virtue of a framework that has they produce.b. Role play for skilled levelIn skilled level usually performed by a student or to people with the level of education is higher than high school students. In skilled level divided into some group and each group consists of 5-6 of members. Any member of a group of obtaining index card ( cue cards ) which contains message rules what should they do in role play. Every individual will have to make dialogue according to a message that exists on the card of a tip.By using role play, there are advantages and disadvantages of obtained. The advantages of role play is made students became more active in the class. Because role play give opportunity to students to practice the ability to speak them actively and creative. In addition, role play also can actually grow the confidence of students in speaking and to learn English in the classroom.The disadvantages of role play is require quite a long time to do so, resulting in difficulties for teachers to share time in doing the role play.5. Advantages and disadvantages of role play techniquea. Advantages of role play.1) In role-playing the learner expresses feeling and attitudes. 2) Role-playing encourages creativity. 3) This method provides the learner with the opportunity to "feel" the situation rather than merely intellectualize about it. 4) The learner is motivated. 5) Learners are being prepared for actual situations to be faced. 6) How learners fit into their roles gives an indication of their knowledge of the situation. 7) Role-playing can be used to develop social skills. 8) Affective learning can be taught and/or effectively evaluated. 9) A system of communication based on action rather than words is used. 10) Role-playing provides an opportunity to pretest ideas of significance for future reference. 11) One l earns to organize thoughts and responses instantly while reacting to a situation or question. 12) Learners learn to remain calm in the face of adversity or pressure.b. Disadvantages of Role Play 1) Learners sometimes emphasize performance over the intended lesson.2) Role-playing is time consuming.3) Some learners are unable to identify with the characters or situation.4) Those learners with talent often monopolize the situation.5) Learners often get "carried away" in their roles, which can lead to disruption of the class or distortion of the learning.6) "Hot topics" and controversial issues often get out of hand in role-playing.7) This method may be harmful to those learners who lack the necessary skills (those who are shy, or those who have speech problems).8) Role-playing sometimes turns out to be a "dud" if it fails to relate to the learner or lesson intended.9) Playing roles demands some imagination on the part of the individual learners involved.10) Role-playing may benefit only the actual participants unless the objectives for the class have been clearly specified.6. According to Endang Mastuti Rahayu (2011:137) that steps of role play, as follows :a. The teacher draw up or preparing scenario that will be in the show.b. Designating some students to study scenario two days before learning and teaching activity takes place.c. The teacher form a group of students whose members 4 to 6 people.d. Give a description of competence to be achieved.e. Called the students who have been appointed to portray scenario already prepared.f. Each student sitting in and watching each group observing scenario is played.g. Following the completion of each, is staged students given paper as worksheets to help.h. Each student summarizing the conclusion.i. The teacher gives the conclusions in general.j. Evaluation.k. Closing.

7. According to Alan Maley (1987:12 ) that points to remember when sitting up a role play.No teacher like an unruly classroom, and role play, like any other pair or group work activity, can lead to chaos if not properly organized. Here are some hints for classroom management to avoid this :a. Distinguish between noise and chaos. Noise is only a problem if the teacher next door complains.b. Begin with pair work rather than group work. There is a practical reason for doing this ( it is very easy to talk to one person on either side of you , and to the person in front or behind without disturbing the layout of the whole class). There is also a psychological reason (if people are in direct one-to-one communication with one looking on they get on with the task better and are less self conscious).c. keep the activity short until students get used it.d. Make sure your role play can be used with different numbers of students. It is no good going into a classroom with an excellent role play for nine students, which will not work with seven, only to find that two students are off sick.e. Make sure the students have understood the situation and what is on the role cards before your start.f. If your class contains a captive audience, such as school-children, and you have done everything you can to motivate them, do not worry to much about the one or two pairs or groups which are not participating in the activity, unless they are disturbing the other pupils. During the teacher-centre activities of your lesson, the same pupils were probably sitting at the back reading comic strips, or doing the crossword . they did not brother you then, so do not let them do so now.g. Do not use a role play that is too difficult or too emotionally loaded until your students are used to this activity. If you do, students will probably break into their native language. This is obviously more of a problem in monolingual classes. Do be tolerant of a minor intrusion of the native language if it is helping the role play along.h. If you students break into their native language anyway, set up the task more progressively. Start with pair work and easy information-gap role plays. If this does not work, you probably have a captive audience and will have to develop motivation to learn the language whatever you do with them.i. Always have a follow-up activity up your sleeve for the groups that finish the role play before the others ideas for following up the role plays are described after nearly every activity in this book.8. Definition of speakingSpeaking is a productive skill that can be directly and empirically observed, those observations are invariably colored by the accuracy and effective (H . Douglas Brown, 2004:140).Based on the Oxford Advanced Learners Dictionary (2007: 1467) speaking is defined as to talk or conversation to somebody about something. While in the New Lexicon Websters Dictionary (1994: 953), speaking means to utter words with the ordinary voice. On other place the writer words with the ordinary voice. On other place the writer found that speaking that has close meaning to the meaning of Websters, which is to utter words with ordinary speech modulation.(http://habibidaeng.blogspot.com/2011/06/defenition-of-speaking.html)Speaking consist of producing systematic verbal utterances to convey meaning ( utterances are simply things people say ). Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. (Kathleen M. Bailey, 2005:2) Teaching speaking is sometimes considered a simple process. (David Nunan, 2003: 48).9. Criteria for Speaking TasksIn order to maximize speaking opportunities and increase the chances that learners will experience autonomous language use, the following conditions need to be met :a. ProductivityA speaking activity needs to be maximally language productive in order to provide the best conditions for autonomous language use.b. PurposefulnessOften language productivity can be increased by making sure that the speaking activity has a outcome, especially one which requires learners to work together to achieve a common purpose.

c. InteractivityActivities should required learners to take into account the effect they are having on their audience.d. ChallengeThe task should stretch the learners so that they are forced to draw on their available communicative resources to archive the outcome. This will help them experience the sense of achievement, even excitement, that is part of autonomous language use.e. SafetyWhile learners should be challenged, they also need to feel language use, they can do so without to much risk. The classroom should provide the right conditions for experimentations, including a supportive classroom dynamic and non-judgmental attitude to error on the part of the teacher.f. AuthenticitySpeaking tasks should have some relation to real-life language use.10. Basic types of speakinga. ImitativeAt one end of a continuum of types of speaking performance is the ability to simply parrot back ( imitate ) a word or phrase or possibly a sentence. While this is a purely phonetic level or oral production, a number of prosodic, lexical, and grammatical properties of language may be included in the criterion performance.b. IntensiveA second type of speaking frequently employed in assessment contexts is the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or phonological relationships (such as prosodic elements intonation, stress, rhythm, juncture ). The speaker must be aware of semantic properties in order to be able to respond, but interaction with an interlocutor or test administrator is minimal at best.c. ResponsiveResponsive assessment tasks include interaction and test comprehension but at the somewhat limited level of very short conversations, standard greetings and small talk, simple request and comments, and the like.d. InteractiveThe differences between responsive and interactive speaking is in the length and complexity of the interaction, which sometimes includes multiple exchanges and / or multiple participants. Interaction can take the two forms of transactional language, which has the purpose of exchanging specific information, or interpersonal exchanges, which have the purpose of maintaining social relationships.e. Extensive ( monologue )Extensive oral production tasks include speeches, oral presentations, and story-telling, during which the opportunity for oral interaction from listeners is either highly limited (perhaps to nonverbal responses) or ruled out altogether. Language style is frequently more deliberative (planning is involved) and formal for extensive task, but we cannot rule out certain informal monologues such as casually delivered speech (for example, my vacation in the mountains, a recipe for outstanding pasta primavera, recounting the plot of a novel or movie).11. The principles of speakingThere are several a general principle speaking, among them:a. Requires at least two people.b. The using of a cipher linguistic that can be understood together.c. Accept or admit an area reference general.d. An interchange between participating.e. Connecting any a speaker with the other and to the environment with immediately.f. Relating or pertaining to the present time.g. Only involve accoutrements that deals with the voice or sound of language and hearing.12. The components of speaking skilla. GrammarIt is needed for students to arrange a correct sentence in conversation. It is in line with explanation suggested by Heaton (1978: 5) that students ability to manipulate structure and to distinguish appropriate grammatical form in appropriate one. The utility of grammar is also to learn the correct way to gain expertise in a language in oral and written form.b. VocabularyVocabulary means the appropriate diction which is used in communication. Without having a sufficient vocabulary, one cannot communicate effectively or express their ideas in both oral and written form. Having limited vocabulary is also a barrier that precludes learners from learning a language. Language teachers, therefore should process considerable knowledge on how to manage an interesting classroom so that the learners can gain a great success in their vocabulary learning. Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.c. PronunciationPronunciation is the way for students to produce clearer language when they speak. It deals with the phonological process that refers to the components of a grammar made up of the elements and principles that determine how sounds vary and pattern in a language. There are two features of pronunciation; phonemes and supra segmental features. A speaker who constantly mispronounces a range of phonemes can be extremely difficult for a speaker from another language community to understand (Gerard, 2000:11).d. FluencyFluency can be defined as the ability to speak fluently and accurately. Fluency in speaking is the aim of many language learners. Signs of fluency include a reasonably fast speed of speaking and only a small number of pauses and ums or ers. These signs indicate that the speaker does not have to spend a lot of time searching for the language items needed to express the message (Brown. 1997: 4).13. Assessment of Speaking SkillIn order to objectively assess ones speaking skill, there has to be a basic understanding of the speaking assessment criteria, which are enumerated below. Gauge your speaking skill based on these.a. PronunciationThis refers to the way each word is uttered correctly and clearly.b. Stressing and IntonationThis refers to how certain words and phrases are given emphasis, as well as the correct rise and fall of pitch.c. CorrectnessThis refers to grammar, syntax, and construction. These aspects need to be correctly used; errors and mistakes can give a negative impression on the listeners and create confusion.d. VocabularyThis refers to the choice of words; the speaker must have a wide vocabulary to effectively verbalize thoughts and ideas.

e. Voice QualityAside from the speakers physical appearance, the quality of his voice also affects the impression of the listener on him. The voice must be clear, crisp, and full because it is the medium by which the message is relayed to the listener.f. FluencyThis refers to the ability to use the required language in a manner that is smooth and spontaneous.g. AppropriatenessThe speaker must be able to gauge the audience properly, in terms of what type of audience they are and match the message to this classification. For example, if the listener is a top-level executive, then the tone and content of the message should be appropriate to this person. Ideas and information must be relevant and interesting to the audience.B. Previous Study In a previous study, Dra. Wienny Ardriyati, M.Pd using Role Play to improving students speaking ability.Most students study English and hope they can understand English actively. In fact, they dont have lot of chances to practice English in communication. They are reluctant to speak and afraid to make mistakes. They know much about English but they dont know how to use it in communication. An effort to improve the students speaking skill is to use a role play as one method to teach English by creating English speaking atmosphere in class. In role play the students are set in a certain situation and they interact with their friends or partners to use English for communication.C. Concept Frameworks

=Role play as a technique to the speaking ability for the students in SMA Sunan Giri Menganti.=Picture as a media to the speaking ability for the students in SMA Sunan Giri Menganti.The speaking ability can be influenced by role play with making a drama or dialogue, if not success using role play as an alternative, the picture also affects in the speaking ability with describing the picture orally.D. HypothesisHipotesis merupakan jawaban sementara terhadap rumusan masalah penelitian, dimana rumusan masalah telah dinyatakan dalam bentuk kalimat pertanyaan. Dikatakan sementara karena jawaban yang diberikan baru didasarkan pada teori yang relevan, belum didasarkan pada fakta-fakta empiris yang diperoleh melalui pengumpulan data. ( Prof. Dr. Sugiyono 2010 : 96 )Hypothesis adalah sebagai suatu jawaban yang bersifat sementara terhadap permasalahan penelitian, sampai terbukti melalui data yang terkumpul. (Suharsimi Arikunto 2010:110).Based on background, the hypothesis of research is There is an influence obtained from role play technique to the speaking ability.

CHAPTER IIIMETHOD OF RESEARCH

In this chapter, the writer presents about Research design, population and sample, data collection technique, instrumentation research, data collection procedure, data analysis method.A. Research designResearch design is a step of plan and do a research. This research is quantitative one whose has goal is to identify, analysis and classifying students by giving a topic for making a drama or dialogue by using role play.The design in this research use experiment research design where the writer uses one class. The writer wants to know students skill in speaking ability by using role play and if the students can not master the speaking ability, the writer uses a picture as a media.The writer uses one of the designs like One-Group Pretest-Post test Design.In this part, the writer wants to know about the result of students English speech fluency by pre-test and post-test.

Paradigm dalam penelitian eksperimen model ini dapat digambarkan seperti berikut.:

O2xO1O1=nilai pretest ( sebelum diberi treatment )O2=nilai posttest ( setelah diberi treatment ) B. Population and sampleTo support this research is needed object, which become research target is population. According to Prof. Dr. Sugiyono ( 2010 : 117 ) population is wilayah generalisasi yang terdiri dari : obyek / subyek yang mempunyai kualitas dan karakteristik tertentu yang ditetapkan oleh peneliti untuk dipelajari dan kemudian ditarik kesimpulannya . It means all of research subject. Based on that explanation, the writer uses the students of senior high school as population.Sampel adalah sebagian atau wakil populasi yang diteliti. (Suharsimi. 2006:131)Sampel adalah bagian dari jumlah dan karakteristik yang dimiliki oleh populasi tersebut. ( Prof. Dr. Sugiyono, 2010 : 118 )The writer uses the students as sample, and he takes the sample from one class, they are from class X 2 SMA Sunan Giri Menganti that contents 26 students. The writer decide a group of role play base on students sit. Every table consist of two students. In this case the writer use two tables for one group. The writer takes these samples because the writer believes that even thought they come from the first grade class, they can express their ideas on the speaking ability by using role play technique.C. Data Collection TechniquesThe writer gives the students the pre-test and post-test use to test the two groups of student. Pre-test and post-test are the same in form as well as its content but the time and aim are different.Firstly, before start a pre-test, the writer gives an instruction to the students to make a group. Then, each group is four until five students. And then the writer commands the students to make a dialogue or drama about happiness expression. Then, the writer give for 30 minutes to make these dialogues. After that, the students can discuss with their classmates about their dialogue. Finally, the writer wants the students to practice their dialogues in front of class and the writer gives a score in every group.After Pre-test, the writer give a treatment to the students in order to the students can know how to say happiness expression well. The writer gives some examples to the students about that expression.And the last is about post-test. The writer gives instruction to the students again to make a group, each group is four until five students. Then, the students make a dialogue about happiness expression. The writer gives 30 minutes to the students to make a dialogues and the students discuss about that drama with their classmates. Finally, the students showing that drama or dialogues in front of class and the writer gives a score in every group.D. Research InstrumentsThe data will be collect through a test. The test will be in form of oraltest. There are pre-test and post-test. The test is arranged according to the material given. In the observation, the writer observes the process of speaking when role play is used as a technique, then the writer noted what he had seen. In doing the observation, the writer will take some point, they are :1. Preparation2. Presentationa. Opening the class.b. The teacher make groups consist of five students.c. Students are in the group while making of a text drama about happiness expression.d. Finally, the students perform in front of the class.3. Evaluation The writer asks about happiness expression with the process of teaching speaking by using role play technique, to complete the data.

E. Data collection procedureData collectionis any process of preparing and collectingdata, one way to take some data collection procedure by using interview.Interview :Interview is one of the major methods of data collection. It may be defined as two-way systematic conversation between an investigator and an informant, initiated for obtaining information relevant to as a specific study.F. Data Analysis MethodIn this chapter, the writer will explain about data analysis method. This study needs a statistic to count the research based on Sugiyono book (2010:207) there is a statement about statistic.Teknik analisis data dalam penelitian kuantitatif menggunakan statistic. Terdapat dua macam statistic yang digunakan untuk anlisis data dalam penelitian, yaitu statistic deskriptif dan statistic inferensial. Statistic inferensial meliputi statistic parametris dan statistic non-parametis.

The writer uses Person Product Moment because the result of this study about interval and ratio. In Sugiyono book (2010:254) that :Analisis ini data yang akan dikerelasikan berbentuk interval dan dari sumber data yang sama. Untuk itu teknik korelasi yang digunakan adalah korelasi Person Product Moment.rxy = x:The influence of Role Play technique of first grade senior high school.y:The speaking ability of first grade senior high school.

CHAPTER IVDATA PRESENTATION AND ANALYSIS

In this chapter the writer would like to present the data analysis. To take the data, writer needs time to prepare to fulfill to the requirements. The writer collected the data by giving test to the sample. The sample in this research are students of SMA Sunan Giri Menganti Gresik.In this chapter consists of Data presentation, Data Analysis, and Interpretation. Data presentation consist of the result of data that taken and in this chapter include the step of preparation of research that done by writer. The writer using quantitative research method and those are taken from the test.A. Data PresentationIn this research, the writer took the data by distributing test of SMA Sunan Giri Menganti Gresik. It is hoped that the result can answer the statement of problem from the writer in previous chapter. To make a comprehension in presenting the data, the writer would like to present the data in the form of table. The table will be presented by mentioning all the names of the sample. In this case, the students of first grade X 2 at SMA Sunan Giri Menganti Gresik.

Table 1.1THE STUDENTS LIST OF SMA SUNAN GIRI MENGANTI GRESIKGrade X 2 2012 - 2013NoName

1.April Liatinka. T

2.Dian Safitri

3.Erika Novitasari

4.Intan Yulistina

5.Jennifer Chintya Devi

6.Khiven Gusti Sanjaya

7.Muhammad Nur Hidayat

8.Moh. Arif Wicaksono

9.Muchammad Thoni

10.M. Fikril Umam

11.Muhammad Irvan Ardiansyah

12.Muhammad Rafi Aji

13.Naning Erlina

14.Niken Wulandari

15.Nira Chumairo K

16.Novi Pari Saraswati

17.Novia Salamatus Saproh

18.Nur Faidah

19.Raudatul Jannah

20.Riang Triandono

21.Siska Putri Nurmala

22.Siti Hanifatus

23.Vina Puspita Dita

24.Vivi Kumalasari

25.Wahyu Desi Ratnasari

26.Wilda Naffa Amelia

Before taking the data, the writer prepares the instrument and the study about the problem that taken. The preparation can be seen as follows :1. The writer chose the title of study2. The writer made the problem of study3. The writer made the introduction of study to find some information4. The writer decided the population and sample of study5. The writer decided the method of the data collection6. The writer gave the test to speaking ability of student by using Role play technique.7. The writer analyzed the data of sample that have been collected by researcher using test is Person Product Moment.In this chapter, the writer show the data the writer write the data in form of tables. The tables will show us the name of the sample and the score that have been got by them in pre test and post test , and the tables will show to us the data that have been calculated. The tables consist of :a) Table 1.2: The score of Experiment classs pre test b) Table 1.3: The score of Control classs post testc) Table 1.4: The score of experiment class (pre test) and control group (post test)

Table 1.2The score of Pre Test ( X 2 ) NoNameScore Pre Test ( X1 )

1.April Liatinka. T75

2.Dian Safitri75

3.Erika Novitasari75

4.Intan Yulistina75

5.Jennifer Chintya Devi80

6.Khiven Gusti Sanjaya70

7.Muhammad Nur Hidayat70

8.Moh. Arif Wicaksono75

9.Muchammad Thoni70

10.M. Fikril Umam75

11.Muhammad Irvan Ardiansyah75

12.Muhammad Rafi Aji75

13.Naning Erlina75

14.Niken Wulandari80

15.Nira Chumairo K75

16.Novi Pari Saraswati75

17.Novia Salamatus Saproh75

18.Nur Faidah80

19.Raudatul Jannah80

20.Riang Triandono70

21.Siska Putri Nurmala80

22.Siti Hanifatus75

23.Vina Puspita Dita80

24.Vivi Kumalasari80

25.Wahyu Desi Ratnasari75

26.Wilda Naffa Amelia75

Jumlah2.035

Table 1.3The score of Post Test ( X 2 )NoNameScore Post Test ( Y1 )


2.Dian Safitri75


4.Intan Yulistina75



7.Muhammad Nur Hidayat80


9.Muchammad Thoni80

10.M. Fikril Umam80

11.Muhammad Irvan Ardiansyah80


13.Naning Erlina80




17.Novia Salamatus Saproh75

18.Nur Faidah80




22.Siti Hanifatus80





Jumlah2.060

Table 1.4The score of Pre Test and Post Test X-2NoNamePre test (X1)Post Test (Y1)X2Y2


2.Dian Safitri757556255625


4.Intan Yulistina757556255625



7.Muhammad Nur. H808064006400


9.Muchammad Thoni808064006400

10.M. Fikril Umam758056256400

11.Muhammad Irvan. A758056256400


13.Naning Erlina858072256400




17.Novia Salamatus. S757556255625

18.Nur Faidah808064006400




22.Siti Hanifatus758056256400





SUM2.0352.060159576163300

B. Data AnalysisAfter presenting the data in the form of tables, the writer analyze data from the test. For knowing the result of research, the writer will analyze the data using product moment. Before the writer analyze the data above, The writer will find the mean of each group. The analyzing of the data, can be seen as follows:1. Finding mean of Experiment and Control group

2. Inserting the data into product momentrxy = =====1

C. InterpretationAccording the data analysis that have been done by the writer, it can be seen that the influence of role play technique to the speaking ability for first grade students of SMA Sunan Giri Menganti. The methods used by the writer have been successfully to influence of role play technique to the speaking ability of student. It can be seen from the result of the data analysis shown 1 from the significant standard 5 % that it was 0,388 ( 1 > 0,388 ). The result of study is known by using product moment to analyze the data.The sample taken is 26 students. According to the analysis the result of research can be known that Role play technique is a good method to teach speaking. One of objectives of role play as a training technique is it helps in developing communication, management development, and leadership quality. From this research showed that students can develop their ability of speaking in communication.

CHAPTER VCONCLUSION AND SUGGESTION

In this chapter, after having done the analysis of data found, the writer presents conclusion and suggestion solving with the influence of role play technique to the speaking ability for first grade students of SMA Sunan Giri Menganti.A. ConclusionThe result of the data analysis that show 1 from the significant standard 5 % that show 0,388 ( 1 > 0,388 ). The result of study is known by using product moment to analyze the data. The methods used by the writer have been successfully to influence of role play technique to the speaking ability of student.The writer concludes that there is influence of role play technique to the speaking ability for first grade students of SMA Sunan Giri Menganti. The teaching speaking by using role play will be more diverse and more interesting, so students do not feel bored by means of a teacher taught by using this method. At last, the teacher encourages the students to speak English well.

B. SuggestionKnowing the importance of role plat technique in teaching speaking for students especially in first grade Senior High School, the teacher should use those techniques as variation for attracting the students, to motivate the students in teaching and learning proces.1. For the teachera. Try new technique to make innovation in the teaching and learning process especially in the teaching of speaking.b. Increase and reinforce the topic of teaching and learning processes also find the material not only from the text book. It can improve students interest and motivation in the speaking class because student would be interesting to discuss about something that is still new in role playc. Be more creative in teaching, as well as assist and guide students in improving creativity and learning interest of students.2. For the studentThe students will feel speaking is a kind activity which be able to make students enjoy, entertained and also give them new experience, and new understanding of some things in their life.

BibliographyA.Murphy, Richard. 1984. Guidelines to Proficiency : A Training Manual For English Instructors. English Teaching Division Educational and Cultural Affairs United States Information Agency:Washington, D.C.Aini, Jamiatul. Pengaruh Penggunaan Role Play Terhadap Kemampuan Speaking Siswa Kelas XI MAN Sampang Madura.Arikunto, Suharsimi. 2006. Procedure Penelitian. Jakarta : Rineka Cipta.Brown, H.Douglas. 2004. Language Assessment Principles and Classroom Practices. Longman: San Francisco State University.Chaturvedi, Ms. Vijit. .. Role - Play Method: An Innovative Training Technique. Faculty (HRM) Icfai National College.Doff, Adrian. 1988. Teach English A Training Course for Teacher. Cambridge University Press: New York.Et Al, Jones. 1994. Role-Playing. The Expert Educator. .Hornby, A S. 1995, Oxford Advance Learners Dictionary. Oxford Walton Street: Oxford University Press.Ladousse, Gillian Porter. 1987. Resource Books for Teachers, Role Play. Walton Street: Oxford University Press.M. Bailey, Kathleen. 2005. Practical English Language Teaching Speaking. McGraw-Hill ESL/ELT: Singapore.Nunan, David. 2003. Practical English Language Teaching. McGraw-Hill/Contemporary: Singapore.OMalley, J. Michael. Pierce, Lorraine Valdez. 1996. Authentic Assessment for English Language Learners. Longman: United States of America.Rahayu, Endang Mastuti. Joesasono. 2011. TEFL Workshop. Surabaya: University PGRI Adibuana Surabaya.Rahayu, Endang Mastuti. 2011. Perencanaan Pembeajaran. Surabaya: University PGRI Adibuana Surabaya.Sugiyono. 2010. Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D). Alfabeta:Bandung.Thornbury, Scott. 2005. How to Teach Speaking. United Kingdom: Longman.http://expertscolumn.com/content/role-play-method. Downloaded on August 10, 2012 at 15.30http://ras-eko.blogspot.com/2011/05/metode-pembelajaran-bermain-peran-role.html. Downloaded on Augusts 10th, 2012 at 16.20http://www.macmillandictionary.com/dictionary/british/role-play Downloaded on August 2nd, 2012 at 14.00http://habibidaeng.blogspot.com/2011/06/defenition-of-speaking.html. Downloaded on August 2nd 2012 at 13.00http://www.exforsys.com/career-center/core-skills/basic-skill-speaking.html.http://beddebah-haterulez.blogspot.com/2012/08/the-components-of-speaking-ability.html.

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THE INFLUENCE OF ROLE PLAY TECHNIQUE ON THE SPEAKING ABILITY FOR FIRST GRADE STUDENTS SENIOR HIGH SCHOOL OF SMA SUNAN GIRI MENGANTI