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Improving Student Speaking Skill by Using Role Plays Technique
Improving Student Speaking Skill by Using Role Plays Technique
TECHNIQUE
(A CLASSROOM ACTION RESEARCH ON X IPA 1 STUDENTS IN
SMAN 1 GERUNG)
Written by:
ERWIN GUTAWA
UNIVERSITY OF MATARAM
2018
CHAPTER I
INTRODUCTION
Based on the interview with PPL student in SMA Negeri 1 Gerung, it can be seen
that some students have speaking skill below average. It is because the students have
difficulties producing the language. In fact, there are some factors that caused the students
difficulties in speaking. Those are lack of teaching models, lack of media, low grammar,
psychology factors, and etc. that found in students of SMA Negeri 1 Gerung. Actually
students have a lot of things to say and to express their mind, however they just don’t
know how to pour it well into spoken form. These difficulties make the students
incapable to express their idea and thought well.
The lower speaking skill among 10th grade students of SMA Negeri 1 Gerung in
the academic year of 2017/2018 is due to many causes. Firstly, the students are not
accustomed in using English, so that they find it difficult to speak English. It also makes
them afraid speak English. They don’t want to speak because they avoid making
mistakes. Second, students have low motivation in participating in English lesson. The
lack of students’ motivation in learning English makes the students did not have the
desire to speak.
Furthermore, this thing cannot be separated from the teacher’s role as a learning
material deliverer as well. So far, in teaching speaking skill, the teacher only oriented in
giving order to the students to speak one by one in front of the class while the other just
listened. The class seems like listening class than speaking class itself. In addition, the
teacher did not enrich the teaching style with kind of teaching models, in other word, it
monotonous.
Moreover, because of speaking activity only takes a little part in the learning
process. It causes the students have limited time to practice speaking at school. And
during that little time, the teacher often dominates the classroom activities that by giving
the advice and correction that make the students passive in the teaching and learning
process.
There are some ways that can be used to solve the problems that students find in
speaking, such as role play, storytelling, simulations, pictures, describing, etc. However,
based on the facts mention above, the writer believes that role plays technique will be the
best solution to solve the problems that the students experience. 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.
The writer viewed that the following benefits may be derived from the study:
LITERATURE REVIEW
2.4 Hypothesis
Based on the previous background and explanations, the writer proposes a
hypothesis that students’ Speaking ability can be improved by Role Play as technique
in teaching speaking.
.
CHAPTER III
RESEARCH METHODOLOGY
2) Camera
The researcher used a camera in order to take photos the situation of the students in
teaching learning process. In this section, she was helped by her partner.
3) Test Instrument
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
David P. Haris. scale rating scores.1 After that, to get the mean, the scores from all
criteria are sum and divided into five. The pre-test had been given before the treatment
was given. Moreover, the post-test was given after he had given the treatment to the class.
4) Sheet for classroom observation
Sheet for classroom observation was prepared in order to know the condition of teaching
learning process.