CHAPTER I

INTRODUCTION

1. Background of the Research

Language is cannot be separated with life. People use language as an

instrument of communication. Language is a means of communication to

express a message of the speaker’s idea to listeners. There are many

languages in the world but English remains the most important language. In

Indonesia English as a foreign language takes an important role. Besides, as

international communication, English is one of the subjects that included in

final examination as school’s graduation requirement.

2. English is nowadays becoming a requirement to communicate with people

around the world. For that reason, English taught in many schools. The

students are demand to master the four basic skills in learning a language,

those are reading, writing, listening and speaking.

3. Speaking is one of the important skills that should be mastered

students in order to communicate in English fluently and clearly. Harmer

(2001:271) cited in Fitria (2014) says speaking involves interaction with

one or more participants. This means that effective speaking also involve a

good deal of listening. According to brown and Yule (1994) cited in

Nurbaya (2014) says speaking is an interactive process of constructing

meaning that involves producing and receiving and processing information.

It is form and meaning are dependent on the context in which it occurs,

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 including the participant themselves, their collective experiences, the

physical improvement, and the purpose of a speaking.

4. Communication can help people to interact with others. It is also the

process of expressing and receiving the ideas. In the school, the students

can learn about the language but the only way to learn to use it for

communication. In fact, in teaching speaking, the teacher should cover

some aspects such as fluency, accuracy, pronunciation and choices of

proper words for the appropriate the expression. In order to overcome this

situation there was an effective way that teaching speaking ability can be

done through some various activities that can progress speaking ability.

One of them is by using role-play activity as a technique in teaching and

learning process.

5. Role Play is an activity that students act a role in a situation based on the

script that they make. Based on the Oxford Advanced Learning

Vocabulary (2015) cited in Soraya (2017) says Role Play is “a learning

activity in which you behave in the way somebody else would behave in a

particular situation.” Littlewood (1980) cited in Soraya (2017) says In

Role Play, students are required to simulate a real-life situation with

different role of each student. Role-play technique is the way to teach

speaking by setting up the students in the situations in pair of groups. This

means putting two or more students together and giving students handouts

sheet, which they can read and study first taking.

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6. Role Play is a teaching strategy in Communicative Language Teaching

method that demands the students to be creative and active in applying the

material and expression they learn. In this technique, students directly used

the vocabularies and pronunciation through speaking. Since this technique

was simple and easy to use, students were interested to participate in

learning.

7. Brown (2001:14) cited in Nurbaya (2014) says, “Technique where the

specific activities manifested in the classroom that was consistent with an

approach as well”. Chirandon, at all (2010:2) cited in Nurbaya (2014) say,

“A number of affective teaching techniques are used to stimulate

beginners’ interest. Using role play in classroom is one of recommended

techniques.”

8. Through role-play technique, there are so many advantages for students in

learning process. The students can be more motivated and challenged to

communicate using English in their daily life because they have practice in

classroom.

9. In this case, the writer is interested in researching and analyzing the

process of teaching speaking by using role-play at the eleventh grade of

SMK Yastrib Banjaran. Because in this school, the students poor in

English speaking skill and look less enthusiastic in learning English

further in speaking. In addition, when I was senior high school I was there.

That is why the head of school offered me to do my research there.

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2. Research Question

The paper that is entitled “Improving Students’ Speaking Skill

through Role-play Technique” would answer the following research

questions:

a. What are the students’ responses toward using role-play in teaching

speaking skill?

b. Is there any significance difference on students’ mean score before and

after the treatment using role-play?

3. Hypotheses

The hypotheses of the research are:

a. Null Hypotheses (Ho)

There is no significant difference in the students’ mean score before

and after the treatment using role-play.

b. Alternative Hypotheses (Ha)

There is significant difference in the students’ mean score before and

after the treatment using role-play.

4. Aims of the Research

The aims of the research, according to the stated problem are:

a. To find out students’ responses toward using role-play in teaching

speaking skill.

b. To find out the significant difference on students’ mean score before

and after the treatment using role-play.

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5. The Limitation of the Research

This study is focus on the use of role-play as a medium to improve senior

high school students’ speaking skill. It used to apply role-play in teaching

learning English in the school.

Besides, this research also to find out students’ responses toward using

role-play in teaching speaking skill to the eleventh grade as a method,

which will be implement in teaching speaking. By using role-play in

speaking, the students hoped to increase and more interest to learning

English.

6. The research procedure

To answer the research questions, it is important to select an

appropriate research method. Hatch and Farhady (1983) cited in Winarti

(2013) states that the research method should be efficient in answering

questions. The research method that will be used in this research is pre-

experimental design.

Pre-experimental design is

The one group pretestpost-test design can be represented as:

Experimental O1 X O2

O1 = pre-test

X = treatment

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 O2 = post-test

Suppose that just such a project has been undertaken and that the

researcher finds that O2 scores indicate greater tolerance of ethnic

minorities than O1 scores.

7. The Population and Sample

The population in this research is the eleventh grade of SMK

Yastrib Banjaran on Sindangpanon Banjaran 40377. In addition, the

sample of this research is one class (XI TKJ-2 class) that consists of 24

students.

8. The Data Collecting Instrument

In collecting data, there are some procedures to teach English using

role-play to improve students’ speaking skill. Teacher should choose a

good technique in teaching English-speaking skill. The teacher can

implement these following steps in role-play. First, teacher selects the

situation to teach. The situation should be relevant and similar to situations

that students will encounter in their works. Summarize the role-play

situation and clarify the objective. Choose the students who want to be

volunteers. Then, facilitate the role-play situation. Make it exciting and

fun. Pause or rewind the action. Create an unexpected situation. Finally,

Ask for feedback and asses performances.

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9. Significances of the Research

The results of this study expected to provide useful information and

suggestions for three people, they are:

a. The Teachers

From this study, the teachers can get the alternative way in teaching

students’ speaking skill.

b. The Students

The result of this research can give an interesting ways to learn English.

They can improve their confidence, comprehension, fluency,

pronunciation, vocabulary and grammar in speaking English.

c. Further Researcher

These findings of this study can be used by other researchers who are

interested in English to get useful information.

10. Clarification of Term

a. Speaking is an interactive process of constructing meaning that

involves producing, receiving, and processing information. Brown

(2000:263).

b. Role-play is defined as the projection in real life situation with social

activities. Qing (2011:37).

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11. Research Methodology

a. Research Design

This study is the action research methodology. This method allows

for the implementation of some strategies such that the researcher can

observe, reflect, and take decisions about classroom practice. It also

involves the teacher and students working together to improve their skills,

techniques, and strategies. The workshop was analyze and improved based

on data collected. The role of the researcher was that of a participant

observer since was responsible for selecting the material, creating the

workshop, and guiding classwork.

According to Burns (1999), there are some characteristics that

guide action research, and they were considered to develop this study, as

follows: reflecting, planning, action observation, and reflection.

b. Research Subject

 Research subject : The eleventh grade of SMK Yastrib Banjaran.

 Population : 25 students of the eleventh grade of SMK Yastrib

Banjaran.

 Sample : The second semester of the eleventh grade of SMK

Yastrib Banjaran in 2018/2019 academic year.

c. Research Object

The objects of this research are improving the students’ speaking

skill through role-play technique.

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 d. The Data Analysis

The data obtain from the test will be process using t-test for the

independent group.

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