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TRANSACTIONAL-INTERACTIONAL TALK
I. RESEARCH BACKGROUND
and students who teach and learn English as a foreign language. Most students and
the basis of how well the students can speak. Other reason why speaking skill is a
priority is that people who know a language will be referred as the “speaker” of that
language, therefore most people are interested in learning to speak (Ur:2003). Such
speaking skills are to express ideas orally without any confusion in the message due
functions (transaction and interaction), and social and cultural rules and norms
lexis and grammar, and negotiation language) and mental processing (language
mechanics and language features are important to make the message become clear
as well as the mental processing. Different functions of spoken language
and expressive devices), functions, and mental processing, teachers may enable
students to use the language in a variety of contexts inside and outside classroom.
Thus, English is important to be developed not only to meet the students’ academic
achievement at school, but also their usage of the language outside the school (e.g.
language teaching. Few decades ago, the teaching was emphasized on the grammar
rules, lists of vocabularies, and sentence for translation. In recent years, English
language teaching has focused more on teaching English language, rather than teach
about English language. Thus, not only students’ linguistic competence but also
orally or written in the context of their technical skills. In the competence standard
of the tenth grade of vocational school, the students must be able to communicate
transactional. Harmer stated that transactional talk is to get business done and so it
is message oriented (1998:5). Stovall was in agreement with Harmer by saying that
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in transactional talk, it is important that the message is clearly expressed so that
there is less chance for misunderstanding (1998 :5). Richard in his article also
agreed that the message and making oneself understood clearly and accurately is
the central focus (2006 : 3). It can be concluded that to communicate orally,
since in transactional talk ones also need skills such as opening and closing
conversations, choosing topics, turn-taking, and using adjacency pairs which are
the most strictly ‘transactional’ of settings, people often engage in interactional talk,
exchanging chat about the weather and many unpredictable things.” Transactional
and interactional talk are both interactive and need cooperation between speakers
developing the speaking skills in order to transfer their message to make themselves
understood clearly in transactional-interactional talk. They are not being able to use
a range of vocabulary and grammatical structure and range of basic phrases and
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By indicating the problems in improving students’ ability in transactional-
students’ speaking skill. The method that is going to be applied is role play.
Ur stated that by using role play, teacher can give the students opportunity
2010:136 ). Richards and Rogers (1986 : 76) mentioned role play as one of
approach which fluency and acceptable language is the primary goal. Varela and
Torre support this idea by stating that role-play contributes to the development of
conversational skills and are suitable to develop student’s fluency and interaction
(2008: 5). Therefore, the main objective of this technique is to prepare students for
the real-life language use by practicing in the classroom the situation that may
interaction are important, role play can be used as a technique that require students
structures.
The effectiveness of role play in teaching speaking had been proven by Ayu
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who had investigated the effectiveness of this technique in improving students’
score of speaking at junior high school. The investigation had proven that the
students’ score taught by using role play is better. It means that the use of role play
in teaching speaking is quite effective. Most students found it enjoyable and it leads
to better attention in learning and stimulate them to participate in role play activities.
Satu Atap. The subject of this research is eighth grade students. The students had
However, most of them still have lack of vocabulary and expressions useful for
sentences. Their English achievement are still lower than Kriteria Ketuntasan
In conducting the study in this class, the writer as the teacher will prepare
an interview for each student in order to know the real students’ communicative
competence. The students will have to take performance test in every meeting in
improving in speaking skill. Besides, interview, field notes and scoring criterions
are used to support the data collecting. This research is expected to be one solution
to improve speaking skills of the tenth grade students of SMP Negeri 2 Timpah Satu
Atap.
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In order to carry out this research systematically, the problems of this
1. How the using of role play improve the speaking skill of tenth grade students
The purpose of the research is to find out the effectiveness of role play in
1. Role play does not improve the speaking skill in interactional-transactional talk
of tenth grade students of SMP Negeri 2 Timpah Satu Atap in academic year
2018/2019.
2018/2019.
V. TERMINOLOGY
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a. Role play refers to the technique of teaching to improve learners’ ability
in spoken language where learners are assigned roles which they act out
in a given scenario.
grammatical structures.
Chaney (in Kayi, 2006:) defines speaking as “the process of building and
sharing meaning through the use of verbal and non-verbal symbols in a variety of
context.” Verbal symbols are words, sentences, sounds, or other utterances that are
said aloud to convey meaning. Non-verbal symbols are gestures or body language
that are not spoken but still try to convey meaning. For instance, one can simply
nod his head to express agreement or point to some direction to explain how to get
Carthy in Burkart (1998:3). He suggests nine types of speech that are the most
frequent used:
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c. Telephone calls (business and private)
d. Service encounters (in shops, ticket offices, etc.)
e. Language in action (talk that accompanies actions such as
demonstrating, assembling, cooking, etc.)
f. Organizing and directing people (at work, in the home, in the street)
g. Interviews (jobs, journalistic, in official settings)
h. Classroom talk (classes, seminars, lectures, tutorials)
i. Rituals (church prayers, sermons, weddings)
giving unintentional insult. Topics about weather or interest are more brought up in
a social phone call rather than in a business call. The language functions also vary
employee’s work in the same way that a parent scolds a child. Thus, speaking is not
a. Communicative competence.
c. Discourse competence.
context and how to construct longer stretches of language so that the parts
d. Sociolinguistic competence.
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It is the knowledge how to use and respond to language appropriately, taking
e. Strategic competence.
alternative ways of saying things when words or forms fail, and even to use
and context should be tied in with sociolinguistic and strategic competencies. The
words and sentences are used appropriately so the messages can be conveyed
accordingly. Students are not only taught about the vocabularies and grammar, but
also how and when to use them in order to make the communication effective.
c. Social and cultural rules and norms (turn-taking, rate of speech, length of
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Knowledge of mechanics are not only focused on pronunciation, grammar,
obvious for learners to be able to recognize the sounds of the language, stress
and rhythm, and intonation. Sounds might be the most obvious and clearly
However, stress and rhythm, and intonation should be deployed in order to make
pitch and stress of particular parts of utterances, variation of volume and speed,
He then added that meaning can be conveyed by the use of these expressive
devices.
The second area of knowledge is function. Burkart (1998) pointed out two
(2008:21) expanded the functions: (1) interaction, (2) transaction, and (3)
the speakers rather than on the message. Whereas, the focus of talk as transaction
is the message not the participants. Talk as performance is talk for transmitting
B. Transactional-interactional talk
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Brown and Yule (1983:14) emphasized on the importance of transactional
talk in learning English. Those who wish to be able to speak in English need to
understood
to get business done. Thus, it is message oriented and the message must be
clearly expressed. The information delivered by the speakers is the focus in the
conversation, rather than the speakers. In expressing the message, learners may
Rubin in Ya-Ni (2007) state that learners who focus on the importance of using
Since the message is the focus in transactional talk and it can be conveyed
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a successful transactional talk often involves specific vocabulary (Brown and
Richards (2008:26) makes a list some of the skills involved in using talk
for transactions:
There are still many examples of talk as transaction, for instance taking a
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B : Yes, good morning. This is Alice Stillman, I need to speak with
Sven Jansen, please.
(Response to question, introducing oneself, explaining a need or
intention)
A : One moment please . . . I am sorry, but Mr. Jansen is out of the
office right now, can I take a message?
(Request for forgiveness, give information, asking question)
B : Yes, please. Would you tell him that we need to reschedule our
meeting for tomorrow? I have a conflicting appointment that I can't
change.
(Answering the question, Ask for help)
A : Of course. I'll let him know that you have a conflicting
appointment tomorrow that you can not change it, is that correct Ms.
Stillman?
(Confirming information)
B : Yes, that is correct.
A : And may I have you number please, Ms. Stillman?
(Asking questions)
B : Yes, I am at 422-5692, that's Hanson Furniture Company.
(Answering the question)
A : That's 422-5692. Is there anything else I can help you with, Ms.
Stillman?
(Confirming the information, asking question)
B : No, thank you. That's all I needed. Bye bye.
(Thanking, parting)
A : Good bye, Ms. Stillman.
(Parting)
situation, speakers often engage in interactional talk. Before one speaker get
things done, he/she might have to open conversation and make small talk. Both
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Richards (2008:23) mentioned several skills involved in using talk as
interaction:
speakers are likely to minimize interactional talk in order to get directly to the
point of the conversation. For instance, two speakers in a business telephone call
might not joke or recount personal experiences. Thus, speakers should mix
written. As for daily interaction, spoken language tends to be used more than
written language. Thus, learners are encouraged to be able to use the spoken
language.
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d. The primary units of language are not merely its grammatical and structural
features, but categories of functional and communicative meaning as
exemplified in discourse.
(Richards and Rogers, 1986:71)
form, it is a complex skill which involves intrinsic and extrinsic aspect. As for
the intrinsic aspects, students have to learn to group words, get familiar with
informal words and reduced forms, learn how to use communication strategies,
and become familiar with phonological aspects. As for the extrinsic aspects,
speaking needs practice, confidence, and motivation ( Varella and Liste, 2006).
language learning :
promote learning.
(SMK) is concerned with language for specific occupations and finding a job.
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Stern (1991:21) defines language teaching as the activities which are
of language teaching:
training of teachers;
educational system.
teachers. Students who worked hard doing exercises to reinforce the language
items and structures, failed in oral or written work. Even if they can say
something, they usually speak with many pauses and difficulties (Chun Hua,
2009). Therefore, language teachers may study and apply other methods suitable
with the students in order to help them in improving their language skills,
objects. In improving the speaking skills, students will need a model on how a
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1. Produce the English speech sounds and sounds patterns;
2. Use word and sentence stress, intonation patterns and the rhythm of the
second language;
3. Select appropriate words and sentences according to the proper social
setting, audience, situation, and subject matter;
4. Organize their thoughts in a meaningful and logical sequence;
5. Use language as a means of expressing values and judgements;
6. Use the language quickly and confidently with few unnatural pauses, which
is called as fluency.
is needed before the teaching process takes place. A teacher also should
determine the methods and techniques that suitable and appropriate with the
(Richards and Rogers , 1986:69). Burkart (1998:13) states that the goal of
spoken messages as they carry out a range of tasks in a variety of contexts outside
classroom. They should be able to use the language to interpret, express and
negotiate meaning.
strategies as teaching each language skills ae different from one another. Kayi
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e. Ask eliciting questions such as “What do you mean? How did you
reach that conclusion?” in order to prompt students to speak more.
f. Provide written feedback like “Your presentation was really great. It
was a good job. I really appreciated your efforts in preparing the
materials and efficient use of your voice...”
g. Do not correct students’ pronunciation mistakes very often while they
are speaking. Correction should not distract student from his or her
speech.
h. Involve speaking activities not only in class but also out of class;
contact parents and other people who can help.
i. Circulate around classroom to ensure that students are on the right
track and see whether they need your help while they work in groups
or pairs.
j. Provide the vocabulary beforehand that studnets need in speaking
activities.
k. Diagnose problems faced by students who have difficulty in
expressing themselves in the target language and provide more
opportunities to practice the spoken language.
E. Role-Play
1. Definition of Role-play
speaking skill. Role play is one method of getting the students to imagine they
are someone else and play that part (Shi Zeng, in Xu Liu, 2010). Ur (1991:131)
outside the classroom. The students will be given a role which may be written
ROLE CARD A : You are a customer ROLE CARD B : You are a shop
in a cake shop. You want a assistant in a cake shop. You have
birthday cake for a friend. He or many kinds of cake, but not
she is very fond of chocolate. chocolate cake.
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(Porter-Ladousse in Ur, 1991: 132-133)
as follow :
needs someone to take care of their sons. Try to give a good impression in the
job-interview.
Tell him/her :
Ask:
You will go travelling with your family. You need someone to take care of
your sons. You will interview a person who is applying for the job.
Start:
o By introducing yourself;
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o By asking the interviewee’s name.
Ask:
o Experience;
o Swimming ability;
o Language skills.
Promise:
o A pleasant job;
o Beautiful scenery;
o Good salary;
o Well-behaved children;
(1985:83):
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In more specific explanation, Richards (1984:86) then mentions three
b. Descriptions of the role of each of the participants and the tasks he or she
has to accomplish.
develops.
happen in real life. The purpose of this is to prepare students for the real life-
Byrne (1986) grouped role play into two forms, scripted and unscripted role
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a. Scripted Role Play
reading text in the form of speech. The main function of the text after all is
1) First, the teacher guides the role play by writing these prompts:
3) Call two students to the front. They should improvise the conversation
the one in the textbook, but not exactly the same; the conversation can
be shorter than the dialogue. It should just cover the main points
4) Call out a few other pairs of students in turn, and ask them to have
The ways of organizing this dialogue can be carried out into pairs of
students who would improvise a conversation in front of the class. The teacher
can also ask the students to practice the conversation privately with their partners
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In contrast to scripted role play, the situations of unscripted role play do not
students have to decide what language to use and how the conversation should
develop. In order to do this type of role play, a good preparation from teacher
play:
1) Teacher prepare the whole class by discussing what the speakers might say
in a certain situation and writing prompt on the board to guide the role play,
3) Students try out the role play privately before they are called to act out in
speaking skill. In unscripted role play, students are asked to internalize their
English by deciding what language to use rather than just memorized the words
or sentences.
Role play is not only fun and make students’ learning more meaningful,
conducted by Xu Liu in 2010 found that most average and low mark students
chose role play on the aspect of arousing their motivation of English speaking.
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methods
Role-play
Traditional Other
percentage activity
methods methods
method
Students’ type
Excellent students 39 % 57 % 4%
Average students 18 % 71 % 11 %
play :
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o Phase I (orientation) :
goals.
Objectives to be achieved.
Give list of questions for students who are not yet participating.
Enactment role-play.
Close role-play.
Review action.
(1996:94) suggest nine steps in the role-play activity : “(1)warm up the group,
(2) select participants, (3) set the stage, (4) prepare observers, (5) enact, (6)
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discuss and evaluate, (7) reenact, (8) discuss and evaluate, and (9) share
content, and context of the role play (e.g., returning a faulty item to a store).
b. Modelling and eliciting: demonstrating the stages that are typically involved
in the transaction, eliciting suggestions for how each stage can be carried
out, and teaching the functional language needed for each stage.
c. Practicing and reviewing: Assigning students roles and practicing a role play
In the case of applying role play to SMK students, four phases proposed by
Kindsvatter, Wilen, and Ishler will be applied. The phases give a clear yet
simple steps in applying role play in the classroom. The last phase ask
students to relate the role play to the real world which is important for SMK
on using role play in teaching speaking proved that the students’ score of
speaking taught by using role play is quite effective. Similar result shown in a
classroom action research conducted by Henny Dwi Daryati (2007). The first
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both studies do not specify what kind of spoken language been
research to the tenth grade students of SMP Negeri 2 Timpah Satu Atap in
First step
Second step
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Third step
this study. According to Kemmis and McTaggart (in Burns, 2010:8), action
1. Planning;
2. Action;
3. Observation;
4. Reflection.
PLANNING PLANNING
ACTION ACTION
OBSERVATION OBSERVATION
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REFLECTION REFLECTION
CYCLE 1 CYCLE 2
The classroom action research will be conducted in two cycles. Each
cycles consists of two meetings. Every meeting will last for 90 minutes (2 x 45
minutes). The materials given in the first cycle considered as simple one
(vocabularies commonly used in certain situation) and the purpose of giving non
remind them about materials they have learnt in junior high schools. The second
cycle will include a more challenging materials than in the first cycle
(vocabularies and expressions used in certain situation). At the end of each cycle,
students will be given an oral test in a form of role play. The test then will be
analyzed to give information for the teacher about the students’ improvement in
speaking skills.
by the reasearcher and must be accessible, quantifiable and relate to the purpose
of the study. Therefore, the population of this research is tenth grade students of
SMP Negeri 2 Timpah Satu Atap in academic year 2018/2019. By using cluster
random sampling, the writer chooses VII class as the sample of this study.
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X. TOOLS OF DATA COLLECTING
Tools of data collecting that will be used in this study are interview, field
notes, speaking test, and scoring table. Interview will be used in order to gather
interview in which students will respond. Field notes are used to gather data in
detail during the observation and throughout data collecting process. Speaking
test will be assigned in each cycle and it is in role-play format. The scoring of
The data collected in this study will be analyzed depending on the type of
data collected. First, the interview will be analyzed to know the students’ speaking
proficiency before the action takes place. The second, will be the analyzing of data
taken from speaking test. The scoring criterions and the formula are given as
follows:
Total score:
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In analyzing the data, a formula will be used in order to know students’
M = ∑X
N
M = the average of students’ score
∑X = the sum of total score
N = the number of students being observed
To interpret the data collected in the speaking test, scoring rubric for
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