The Use of Role Play towards the Motivation in Learning Speaking

Paidi Gusmuliana

IAIN Curup

Abstract: This paper aimed at investigating the problems were faced by the
learners’ motivation that they had lack of desire to participate in
learning English especially in speaking. Role Play is known as one of
the best technique in teaching speaking and is able to motivate learners
to speak. Then the objective of this paper was to find out whether there
was a significance of effect of Role Play on the learners’ motivation in
speaking English.. The design of this research was a quasi-experimental
design, which used the non-equivalent control group design where the
number of the sample consisted 60 divided into two groups. The result
showed tha there was a significant effect of using Role Play towards
motivation in speaking English. In conclusion, this technique
contibuted the learners’ motivation to be more active to express their
ideas poured into their speaking spontaneously and naturally.

Key words: Role Play Technique, Motivation in Speaking

I. INTRODUCTION

Teaching speaking in classroom is always expected to result communicative

activities that provide opportunity for personal relationship to develop both among
learners and between learners and lecturer. The relationship absolutely creates a
situation that brings learners to be involved, supporting their efforts marked with
activating oral ability to communicate ideas of what the topic is being discussed.
Speaking as the first manifestation of language has been positioned as an
importantly considered skill that should be taught with appropriate technique.
Communicative efficiency as the goal of teaching speaking is a target that should
be achieved. Absolutely, the achievement of the target involves cooperation in both
teacher and students in which the teacher not only knows what to do in teaching
speaking but also gives motivation and even awareness for the students about how
important the subject is. The techniques used in teaching speaking absolutely
determine the success of the teaching which should always be conditioned with the
students’ ability, so that the students will seriously feel guided and joyful, really
bringing them more interested and confident in expressing their ideas. Of course,
inhibition, fear of making mistake, keeping silent or other speaking problems can
be avoided.
The skilled teacher in selecting techniques and supported strategies can also
help the students do more in order to make them easy to apply their own strategies
for the techniques applied, so that what has been targeted is successfully
achievable. Zainil (2013:3) suggests “a language teacher must identify their
students’ learning strategies and recognizes that some strategies are successful and
others unsuccessful.” It gives an indication that the teacher also has role to help the
students recognize what the appropriate strategies suitable for them are. Absolutely,
It is due to inability of the students to find their own strategies and how to use them.
Furthermore, Chamot et al (1999: 38-39) discuss some important points of
developing learning strategies that can help students become effective learners with
a variety of tools in all types of learning and understanding. Firstly, Teachers have
to point out that the strategies learned can help not only in language but also in
other subjects areas and even in any situation that understanding is needed.
Secondly, Teachers should explicitly discuss why and how each strategy can
improve students’ understanding, production, and learning. Thirdly, Teacher needs
to build students’ metacognitive knowledge that consists of work not for the
students, teacher can encourage to use other. Furthermore, Ur (1996:121-122)
explains the ways or strategies that should be taken by the teacher in solving the
speaking problems that make the students able to improve their speaking skill that
involve: use group work, base the activity on easy language, make a careful of topic
and task to stimulate interest, give some instruction or training in discussion skills,
and keep students speaking the target language.
In other side, the application of techniques is also more importantly viewed
as a crucial medium in separated with the success of teaching speaking. The
techniques will work hand in hand with strategies in improving the students’ ability
in speaking. On the other hand, the techniques can not work alone. Thus, the
techniques applied are well- considered to be selected based on what the students
need. In this case, teacher will show his role of it because the wrongly selected
techniques will be influential for the students. Therefore, teacher is expected to
have various techniques in teaching speaking. Dobson (1980 : Viii) views that
various techniques for stimulating speaking or conversation are intended to help
and lead students into a more advanced dimension that reflects their progress in
English such as: directing conversation sessions, dialogues, improvisations, plays,
speeches, small- group discussion, debates, motion picture, cultural orientation,
proverbs, humor, songs, poetry, correspondence, group project, field trips, and
games. In the same case, Hammer (1983), Weir (1993), Malley and Pierce (1995),
and Ur (1996) support the ideas and agree that many kinds of techniques are used to
improve the students’ speaking skill and motivation such as role play, simulation,
oral report, debate, plays. Absolutely, the purpose of various techniques in teaching
speaking refers to communicative efficiency as explained in the previous
statements.
Furthermore, based on the pleminary research that resercher interview to
some students in speaking class at the first semester of English Departement in
IAIN Curup, a great number of them answer that they were afraid and felt shy to
begin conversation or to practice English with their lecturer and classmates.
Actually, many of them had a good ability in speaking English, but they were
reluctance to express their idea. So, to minimalism these insuficiency, the lecturer
needed such techniques how to motivate the students in order they could to speak
up.The successfully selected technique used to achieve communicative efficiency
will bring the students into a speaking atmosphere which results an interaction more
communicatively. It means, the students are more confident to speak, express ideas
more naturally and spontaneously based on the context, of course not neglecting the
other important aspects of the speaking itself. Furthermore, the students will feel
free for the expression produced into an oral form. One of the techniques is worth
trying to make our goal come true, called Role play technique. This paper tries to
communicate a technique called Role Play that is viewed qualified to improve
speaking motivation and also completed with important information and the ways
of implementing this technique.

II. Motivation in Teaching Speaking

Motivation is one of the important aspects that can support students’

speaking English and enthusiastic that comes from teachers can help foster
students’ motivation in speaking English. Some definitions of motivation from the
experts are: According to Harmer (2007:51) motivation is some kind of internal
drive which pushes someone to do things in order to achieve something. Motivation
is an essential to do things in order to achieve something. Dornyei (2001:42)
mentions motivation is effort, desire, attitude toward learning. Motivation is the
willingness to exert high level of effort toward organizational goals, conditioned by
the effort’s ability. to satisfy some individual need. As proposed by Gardner, the
motivated individual is one who wants to achieve particular goal, devotes
considerable efforts to achieve this goal, and experience satisfaction in the activities
associated with achieving this goal. Motivation is one of the factors that influences
people in successfully learning a language. In other word, if the motivation is
higher, the result of learning will be better. Motivation has been seen as a set of
beliefs, thoughts, feelings that are turned into action . Motivation is the key factor
that influences the rate and success of the foreign language learning. Being
motivated to learn a language is the first impetus since the motivation will bring the
students to feelings of enjoyment, challange to success in learning the language.
According to Brophy in Meece (2001), there are some behavioral indicators
of highly motivation students:
1. Attendance and discipline At the most basic levels, students who are
motivated attend class, pay attention, and are not disruptive;
2. Participation and completion of work students who are motivated begin
assignment with little prompting, follow direction, participate in classroom
discussion, and complete task on time;
3. Task persistence and acceptance of errors
How long students stays with a task, especially a difficult one, is an important
indicator of motivation. Highly motivation students persist and try different
solutions before seeking help when they have difficulty with a task.
4. Quality of task involvement
Students can either invest effort in learning or find shortcuts to get the task
done without expending a great deal of effort. The amount and quality of
effort students expend on learning tasks is an important indicator of
motivation. Highly motivated students are willing to invest effort and to use
skills they have acquired.
5. Independent learning
Students who are willing to learn more than is required are reluctant to stop
working on a task, even when it is time to move on to something new. They
also may bring in materials from home, complete work that is not acquired, or
ask questions to learn more about a topic.
6. Interest and Liking
Highly motivated students enjoy learning, show enthusiasm and take pride in
their work. Think about a classroom or school you are familiar with, and
estimate the percentage of students who persist on difficult tasks or material,
enjoy coming to school, sometimes engage in learning activities that go
beyond course requirements.
From all of the statements above, the writer agrees that motivation means
positive impulse towards the language learning in order to attain the goal of
foreign language. Stipeck( 2001:20) Some important factors that affect
students’ motivation:
a. Home support and friends
The attitude of family and friends can have a big affect on child’s
motivation. If their parents and friends encourage them to learn, they
are more likely to be positive about learning. Support from home is an
important part for students’ motivation to learn a foreign language.
b. Transfer ability
The students who can see how to transfer what they learn into other
situations are more likely to have higher motivation than those who do
not seek out and recognize opportunities to use the new knowledge
they learnt.
c. Self perception
To motivate students to learn actively, it is important that they
perceive themselves as being successful. The strength of motivation
in a particular situation is determined by expectation and the value
of that success.
d. Absence of intrinsic reward
Intrinsic motivation is promoted by the sense of accomplishment
obtained from struggling with something that is a bit difficult at first.
Rewards tend to encourage children to learn in order to get the
rewards, not to achieve internal goals. It means that rewards may
have an adverse effect on motivation
e. Evaluation and threats
 If children expect to be evaluated, feel threatened, or feel they are
being watched and checked up on, it is likely that they will study for
the sake of the evaluation, to avoid the punishment, or to satisfy the
adult watching them and will lose some inner motivation to learn.
f. Social Identity (Peer group)
Students tend to be heavily influenced by their peer groups. In
working with students, it is important to keep these peer influences
in mind and to foster a positive image for proficiency in a foreign
language. The interaction with peers that the students enjoy so much
becomes a part of learning process.
g. Learning Environment
In order for the students to be motivated, the learning environment
needs to be free from anxiety; the students should not feel threatened
or intimidated. In order for him/her to speak, students need to feel
that she/he will be heard and that what she/he is saying is worth
hearing.
According to Brewer, Hollingsworth, and Campbell (1995:50), incentive
motivation psychology (IMP), a term selected to describe the overt relationship
between “incentive” and “motivating,” involved a deliberate instructional plan to
elicit specific learner outcomes through a system of intrinsic and extrinsic rewards.
Brewer and his associates noted that the first and most prominent form of IMP was
intrinsic incentive motivation (IIM—a motivational strategy that derived its reward
system from the learners themselves). The extrinsic incentive motivation (EIM) of
IMP stressed the important link between learning and an external motivational
reward system. The authors concluded that, Although there will probably always
remain some doubt as to the utility of IMP, the value of IIM and EIM, is obvious in
their implications for improved student performance and as a consequence, for
improved motivation to learn. Planning and development of incentive programs is
relatively simple once educators determine which type is appropriate for student
needs. Brewer (1997) offered the following some teaching techniques in addition to
the lecture and Role Play technique is able to maintain student interest helped
increase student motivation and performance.

III. Role Play Technique

There are some experts who define about Role Play technique. Y.Yuang
(2007:2) Role Play is excellent activities for speaking in the relatively safe
environment of the classroom. In a role play, students are given particular roles in
the target language and give students practice speaking the target language before
they must do so in a real environment. It helps the individual to become more
flexible and develop a sense of mastery in many situation. It is one of a whole
gamut of communicative techniques which develops fluency in language students,
which promotes interaction in the classroom and which increase motivation. Role
play is an appropriate technique to improve communicative skill of students and
increase their motivation through play a part in a specific situation. According to
Brown (2008:183), Role play minimally involves (a) giving a role to one or more
members of a group and (b) assigning objective or purpose that participants must
accomplish. He suggested role play can be conducted with a single person, in a
pairs or in a group, with each person assigned a role to accomplish an objective.
Role play makes students can enjoy and profit from a role play experience. By
using Role play students can :
1) Develop a sense of mastery in many situation,
2) Improve their speaking and overall communicative skill,
3) Express their creativity and develop their imaginations,
4) Develop social skills, to cooperate with their peers, to interact with
others and generally to improve their language development, and
Students can receive and share responsibility one another
Then Y. Huang (2007:2) Role play as a teaching technique offers
several benefits for students:
1) Students’ motivation increasing,
2) Students’ imagination development,
3) Students have fun,
4) Students become as an active students. The result of involvement is
increased learning,
5) It increased social awareness, independent thinking, and
verbalization of opinion,
6) It teaches empathy and understanding of different perspective,
7) It enhances communication, improves interpersonal skill, and also
improves communication skill, and
8) Students can express who they are, their sense of humor, and their
own personal communication style.
From the procedures above, the writer used procedure that come from Y.
Huang which are suitable and appropriate for students. It includes to unscripted role
play. So, the students do not depend on textbook. It is a free role play. Students
have to decide what language to use and how the conversation should develop. For
this activity, good preparation from teacher and students is really necessary.
Role play refers to speaking activities which improves communication skills,
promotes interaction, and increases motivation. According to Ladousse (2004:7),
Role play is one of a whole gamut of communicative techniques which develops
fluency in language students, which promotes interaction in the classroom, and
which increases motivation. According to Feng in Lin Shen and Jitpana Suwanthep
(2011:7) Role Play increases students interest in learning English, and it also
increases students’ motivation in speaking activities. Role plays, drama activities,
games, simulations, and structured communication exercises can increase learners’
confidence in their oral communication skill. Based on the definitions from the
experts, the writer concludes that Role play can increase students’ motivation in
Speaking English.
 IV. Methods

The design of this research was a quasi-experimental design, which used the
nonequivalent control group design. It aimed at finding out the effect of using role
play towards motivation in speaking English. This research consisted of two
groups. One was an experimental group and the another was a control group. The
experimental group was treated by using Role play and control group was not
treated by Role play. There were two variables involved in this research, one was
an independent variable (Role play) and the other was dependent variable (students’
motivation in Speaking English). The writer used intact group as the use of the
technique of the sample where the number of treatment class was 30 at the same as
the number of control class, 30 students. Then technique used to colect the data was
close-ended questionaire which used Likert Scale with range of scores from 1 until
5 in which each statement has an alternative answer Always (5), Often (4),
Sometimes (3), Seldom(2) and Never(1).The questionaire was distrubuted to each
respondent about their motivation after learning Speaking by using Role Play
technique. Then data analysis technique in the form of hyphotesis testing using T-
test help by using SPSS to know wether there is a significance effect of using role
play technique on the sudents’ motivation in speaking English.

V. Result and Discussion

Regarding to the formulation of the problems, there are three questions that
writer should find the answers. To find out the research findings, it is necessary to
analyze and measure the gain of the score obtained from the pre-questionnaire
given before the treatment and post-questionnaire given after the treatment. The
following table presents the classification and percentage of the students’
motivation in learning speaking as in the following table:
Table I.
The Classification of Students' Motivation in Speaking Score

No. Categories Score

1 Very Strong 81%-100%
2 Strong 61%-80%
3 Enough 41%-60%
4 Low 21%-40%
 5 Very Low 0%-20%

Table II.
The Students' Motivation in Speaking English Before Using Role Play
in Experimental Class

Alternative answers
Total
No. Always Often Sometimes Seldom Never
F P(%) F P(%) F P(%) F P(%) F P(%) F P(%)
1 5 16.7% 8 26.7% 10 33.3% 5 16.7% 2 6.7% 30 100%
2 2 6.7% 12 40% 9 30% 4 13.3% 3 10% 30 100%
3 1 3.3% 15 50% 6 20% 7 23.3% 1 3.3% 30 100%
4 2 6.7% 3 10% 6 20% 14 46.7% 5 16.7% 30 100%
5 2 6.7% 6 20% 8 26.7% 12 40% 2 6.7% 30 100%
6 2 6.7% 8 26.7% 11 36.7% 9 30% 0 0.0% 30 100%
7 4 13.3% 2 6.7% 9 30% 15 50% 0 0.0% 30 100%
8 1 3.3% 3 10% 10 33.3% 14 46.7% 2 6.7% 30 100%
9 1 3.3% 3 10% 10 33.3% 16 53.3% 0 0.0% 30 100%
10 1 3.3% 6 20% 6 20% 17 56.7% 0 0.0% 30 100%
11 1 3.3% 9 30% 9 30% 10 33.3% 1 3.3% 30 100%
12 2 6.7% 7 23.3% 7 23.3% 13 43.3% 1 3.3% 30 100%
13 1 3.3% 6 20% 9 30% 13 43.3% 1 3.3% 30 100%
14 1 3.3% 8 26.7% 10 33.3% 10 33.3% 1 3.3% 30 100%
15 2 6.7% 6 20% 6 20% 15 50% 1 3.3% 30 100%
16 0 0.0% 3 10% 8 26.7% 15 50% 4 13.3% 30 100%
17 4 13.3% 6 20% 6 20% 14 46.7% 0 0.0% 30 100%
18 2 6.7% 5 16.7% 8 26.7% 13 43.3% 2 6.7% 30 100%
19 2 6.7% 9 30% 11 36.7% 8 26.7% 0 0.0% 30 100%
20 1 3.3% 7 23.3% 10 33.3% 12 40% 0 0.0% 30 100%
Total 37   132   169   236   26      
From the table above, the obtained data were then computed by the following
calculation to obtain the score as well as its percentage (P = 57.27%) From the
percentage above, it can be concluded that the students’ motivation in speaking
English before using Role Play was enough.
 Table III.
The Students' Motivation in Speaking English After Using Role Play
in Experimental Class

Alternative answers
Total
No. Always Often Sometimes Seldom Never
F P(%) F P(%) F P(%) F P(%) F P(%) F P(%)
1 7 23.3% 8 26.7% 12 40% 2 6.7% 1 3.3% 30 100%
2 6 20% 11 36.7% 10 33.3% 3 10% 0 0.0% 30 100%
3 4 13.3% 14 46.7% 8 26.7% 3 10% 1 3.3% 30 100%
4 4 13.3% 10 33.3% 7 23.3% 7 23.3% 2 6.7% 30 100%
5 5 16.7% 7 23.3% 13 43.3% 3 10% 2 6.7% 30 100%
6 6 20% 11 36.7% 9 30% 4 13.3% 0 0.0% 30 100%
7 7 23.3% 10 33.3% 6 20% 5 16.7% 2 6.7% 30 100%
8 5 16.7% 8 26.7% 12 40% 5 16.7% 0 0.0% 30 100%
9 6 20% 10 33.3% 7 23.3% 7 23.3% 0 0.0% 30 100%
10 5 16.7% 9 30% 11 36.7% 4 13.3% 1 3.3% 30 100%
11 4 13.3% 11 36.7% 9 30% 6 20% 0 0.0% 30 100%
12 6 20% 11 36.7% 8 26.7% 4 13.3% 1 3.3% 30 100%
13 9 30% 7 23.3% 7 23.3% 6 20% 1 3.3% 30 100%
14 7 23.3% 11 36.7% 9 30% 3 10% 0 0.0% 30 100%
15 5 16.7% 7 23.3% 12 40% 6 20% 0 0.0% 30 100%
16 3 10% 9 30% 11 36.7% 6 20% 1 3.3% 30 100%
17 6 20% 9 30% 9 30% 6 20% 0 0.0% 30 100%
18 7 23.3% 9 30% 6 20% 6 20% 2 6.7% 30 100%
19 8 26.7% 8 26.7% 13 43.3% 1 3.3% 0 0.0% 30 100%
20 11 36.7% 7 23.3% 4 13.3% 8 26.7% 0 0.0% 30 100%
Total 121   187   183   95   14      

From the table above, the obtained data were then computed by the
following calculation to obtain the score as well as its percentage (P = 70.20%).
From the percentage above, it can be concluded that the students’ motivation in
speaking English after using Role Play was strong.
 The following table is the description of the data of pre-questionnaire and post-
questionnaire score of both experimental and control classes. It was obtained from
the result of the students’ motivation questionnaire. The data are described as
follows:
Table IV.
Students' Motivation in Speaking English in Experimental and Control Class
Experiment Control
Students Pre Post Gain Students Pre Post Gain
1 58 67 9 1 65 71 6
2 58 78 20 2 60 61 1
3 56 59 3 3 66 64 -2
4 47 61 14 4 60 63 3
5 61 68 7 5 58 63 5
6 64 79 15 6 57 61 4
7 54 75 21 7 60 63 3
8 56 73 17 8 62 64 2
9 61 72 11 9 59 62 3
10 59 70 11 10 60 64 4
11 57 69 12 11 59 68 9
12 60 68 8 12 70 66 -4
13 57 66 9 13 59 69 10
14 57 79 22 14 58 67 9
15 59 69 10 15 51 62 11
16 61 75 14 16 65 63 -2
17 62 77 15 17 58 64 6
18 56 81 25 18 66 73 7
19 63 68 5 19 64 68 4
20 56 73 17 20 51 65 14
21 63 75 12 21 60 69 9
22 57 71 14 22 59 63 4
23 51 69 18 23 59 66 7
24 60 69 9 24 56 64 8
25 60 76 16 25 53 63 10
26 50 64 14 26 53 61 8
27 51 57 6 27 62 66 4
28 49 59 10 28 56 58 2
29 59 66 7 29 54 66 12
30 56 73 17 30 61 62 1
Total 1718 2106 388 Total 1781 1939 158
Mean 57.27 70.20 12.93 Mean 59.37 64.63 5.27

Based on the table above, it was clear that students motivation in speaking
English in experimental class was higher than the students’ in control class. It can
be seen from the computation that 12.93 is higher than 5.27 (12.93>5.27). It means
that there is a significant effect of using Role Play towards motivation in speaking
English of the first semester of English Study Program of IAIN Curup.
 Table V.
Data Analysis of Post-test of Experimental and Control Class

Group Statistics
Group N Mean Std. Deviation Std. Error Mean
Score 1 30 70.20 6.222 1.136
2 30 64.63 3.253 .594

Table VI.
Data Analysis of Independent Sample T-test
Independent Samples Test
Levene's
Test for
Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
Sig.
Difference
(2- Mean Std. Error
F Sig. t df tailed) Difference Difference Lower Upper
Scor Equal
9.93
e variances .003 4.342 58 .000 5.567 1.282 3.001 8.133
0
assumed
Equal
variances not 4.342 43.754 .000 5.567 1.282 2.983 8.151
assumed

From the table above, it can also be seen that t 0 is (4.342) and df is 58. Because
df=58 was not found from the ttable, so the writer took df=60, t0 compare with either
at level of 5% and 1%. At level of 5% ttable is 2.00, while at level of 1% ttable is 2.65.
Based on the table, it can be analyzed that t0 is higher than t table either at level 5% or
1%. In other words, it can be concluded 2.00<4.342>2.65. It means that null
hypothesis (Ho) is rejected, while the alternative hypothesis (H a) is accepted. It
means that there is a significacet effect of using Role Play at the first semester of
English Department of IAIN Curup.
The result of data analysis found that using role play technique has managed to
increase the students’ motivation in speaking English. it could be seen from the
effectiveness of Role play from the t-table above shows that the t-test value was
higher than t-table value. It means that there was significant effect after treatment
so the students motivation in speaking English was affective as a source of material
in teaching students’ speaking. On the whole, the participant of the students
improved by using role play technique, most of them were active to speak and got
conversation among them and lecturer. The use of Role play technique in teaching
speaking was effective in motivation. Some statements from the previous
researcher supported this thesis, Abdillah (2014) said that role play brings some
experiences to the students’ seeing that they involved in playing their role in
English conversation directly and the students practiced speaking ability in front of
their friends and grew their confidence while speaking in front of the class and this
technique practiced the students ability to express their idea and communicated one
another. Susanti (2007) said that the role play also presents a real life situation and
made the students can speak freely and confidently in front of their friend in a
classroom and also can make lesson classroom activity enjoyable, active, secure.
And the last, Kusmana (2011) said that role play could make the students’ were
more confident and also not afraid of making mistakes when speaking. Related to
some evidence before, the researcher believed that role play improved students’
motivation to speak English conversation. To sum up, the researcher assserted that
the treatment by using role play technique was surely beneficial to increase the
students’ motivation in speaking English at the first semester of English Study
Program in IAIN Curup

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