1

THE INFLUENCE OF ROLE PLAY TECHNIQUE

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

THESIS







MUHAMMAD ANDI PRASETYO
NIM : 09 530 0245


UNIVERSITY OF PGRI ADI BUANA SURABAYA
FACULTY OF TEACHER TRAINING
ENGLISH DEPARTMENT
2013
2


CHAPTER I
INTRODUCTION

A. Background of the Study
In 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
3


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 Limitation
In 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.

4


C. Statement of Problem
Is 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 Variables
The variable of the research are :
1. Independent variable : The influence of role play technique
2. Dependent variable : Speaking ability
Definition of operational variable
Role 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 Reseach
The 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.


5


F. Significance of the Study
For 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.

6

CHAPTER II
REVIEW OF THE RELATED LITERATURE
In 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 Literature
1. Definition of Role Play
Role 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).
7


Role-play is a structured experience in which learners get an opportunity
to act out problems concerning human relations and human interactions
before a group of co-learners and facilitators. Role play is 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 learning
a. Learning by doing
8


Since 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 imitation
While 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 feedback
This 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 conceptualization
The 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 Technique
a. 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.
9


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 Play
According Livingstone ( 1983 : 17-18 ) in Jamiatul Aini (2009 : 8) there
are three kinds of role play :
a. Role play for beginner level
To 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 level
Nearly 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 level
In 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
10


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 technique
a. 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.
11


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.
12


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.

13


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
14


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 speaking
Speaking 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
15


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 Tasks
In order to maximize speaking opportunities and increase the chances that
learners will experience autonomous language use, the following
conditions need to be met :
a. Productivity
A speaking activity needs to be maximally language productive in
order to provide the best conditions for autonomous language use.
b. Purposefulness
Often 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.

16


c. Interactivity
Activities should required learners to take into account the effect they
are having on their audience.
d. Challenge
The 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. Safety
While 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. Authenticity
Speaking tasks should have some relation to real-life language use.
10. Basic types of speaking
a. Imitative
At 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.
17


b. Intensive
A 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. Responsive
Responsive 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. Interactive
The 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
18


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 speaking
There 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 skill
a. Grammar
It 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
19


learn the correct way to gain expertise in a language in oral and written
form.
b. Vocabulary
Vocabulary 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. Pronunciation
Pronunciation 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. Fluency
Fluency can be defined as the ability to speak fluently and accurately.
20


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 Skill
In 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. Pronunciation
This refers to the way each word is uttered correctly and clearly.
b. Stressing and Intonation
This refers to how certain words and phrases are given emphasis, as
well as the correct rise and fall of pitch.
c. Correctness
This 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. Vocabulary
This refers to the choice of words; the speaker must have a wide
vocabulary to effectively verbalize thoughts and ideas.


21


e. Voice Quality
Aside 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. Fluency
This refers to the ability to use the required language in a manner that
is smooth and spontaneous.
g. Appropriateness
The 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
22


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. Hypothesis
Hipotesis merupakan jawaban sementara terhadap rumusan masalah
penelitian, dimana rumusan masalah telah dinyatakan dalam bentuk kalimat
pertanyaan. Dikatakan sementara karena jawaban yang diberikan baru
Speaking ability
Role Play
Picture
23


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.


24

CHAPTER III
METHOD 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 design
Research 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.


25


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

O1 = nilai pretest ( sebelum diberi treatment )
O2 = nilai posttest ( setelah diberi treatment )
B. Population and sample
To 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
O2 x O1
26


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 Techniques
The 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
27


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 Instruments
The data will be collect through a test. The test will be in form of
oral test. 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. Preparation
2. Presentation
a. 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.


28


E. Data collection procedure
Data collection is any process of preparing and collecting data, 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 Method
In 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.
r
xy
=

(

)(

)

29


x : The influence of Role Play technique of first grade senior high
school.
y : The speaking ability of first grade senior high school.

30

CHAPTER IV
DATA 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 Presentation
In 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.

31


Table 1.1
THE STUDENTS LIST OF SMA SUNAN GIRI MENGANTI GRESIK
Grade X 2 2012 - 2013
No Name
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


32


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 study
2. The writer made the problem of study
3. The writer made the introduction of study to find some information
4. The writer decided the population and sample of study
5. The writer decided the method of the data collection
6. 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 test
c) Table 1.4 : The score of experiment class (pre test) and control
group (post test)


33


Table 1.2
The score of Pre Test ( X 2 )
No Name Score Pre Test ( X
1
)
1. April Liatinka. T 75
2. Dian Safitri 75
3. Erika Novitasari 75
4. Intan Yulistina 75
5. Jennifer Chintya Devi 80
6. Khiven Gusti Sanjaya 70
7. Muhammad Nur Hidayat 70
8. Moh. Arif Wicaksono 75
9. Muchammad Thoni 70
10. M. Fikril Umam 75
11. Muhammad Irvan Ardiansyah 75
12. Muhammad Rafi Aji 75
13. Naning Erlina 75
14. Niken Wulandari 80
15. Nira Chumairo K 75
16. Novi Pari Saraswati 75
17. Novia Salamatus Saproh 75
18. Nur Faidah 80
19. Raudatul Jannah 80
20. Riang Triandono 70
21. Siska Putri Nurmala 80
22. Siti Hanifatus 75
23. Vina Puspita Dita 80
24. Vivi Kumalasari 80
25. Wahyu Desi Ratnasari 75
26. Wilda Naffa Amelia 75
Jumlah 2.035




34


Table 1.3
The score of Post Test ( X 2 )
No Name Score Post Test ( Y
1
)
1. April Liatinka. T 80
2. Dian Safitri 75
3. Erika Novitasari 75
4. Intan Yulistina 75
5. Jennifer Chintya Devi 80
6. Khiven Gusti Sanjaya 80
7. Muhammad Nur Hidayat 80
8. Moh. Arif Wicaksono 80
9. Muchammad Thoni 80
10. M. Fikril Umam 80
11. Muhammad Irvan Ardiansyah 80
12. Muhammad Rafi Aji 80
13. Naning Erlina 80
14. Niken Wulandari 80
15. Nira Chumairo K 80
16. Novi Pari Saraswati 80
17. Novia Salamatus Saproh 75
18. Nur Faidah 80
19. Raudatul Jannah 80
20. Riang Triandono 80
21. Siska Putri Nurmala 80
22. Siti Hanifatus 80
23. Vina Puspita Dita 80
24. Vivi Kumalasari 80
25. Wahyu Desi Ratnasari 80
26. Wilda Naffa Amelia 80
Jumlah 2.060




35


Table 1.4
The score of Pre Test and Post Test X-2
No Name Pre test (X
1
) Post Test (Y
1
) X
2
Y
2
1. April Liatinka. T 85 80 7225 6400
2. Dian Safitri 75 75 5625 5625
3. Erika Novitasari 75 75 5625 5625
4. Intan Yulistina 75 75 5625 5625
5. Jennifer Chintya Devi 80 80 6400 6400
6. Khiven Gusti Sanjaya 80 80 6400 6400
7. Muhammad Nur. H 80 80 6400 6400
8. Moh. Arif Wicaksono 75 80 5625 6400
9. Muchammad Thoni 80 80 6400 6400
10. M. Fikril Umam 75 80 5625 6400
11. Muhammad Irvan. A 75 80 5625 6400
12. Muhammad Rafi Aji 75 80 5625 6400
13. Naning Erlina 85 80 7225 6400
14. Niken Wulandari 80 80 6400 6400
15. Nira Chumairo K 75 80 5625 6400
16. Novi Pari Saraswati 75 80 5625 6400
17. Novia Salamatus. S 75 75 5625 5625
18. Nur Faidah 80 80 6400 6400
19. Raudatul Jannah 80 80 6400 6400
20. Riang Triandono 80 80 6400 6400
21. Siska Putri Nurmala 80 80 6400 6400
22. Siti Hanifatus 75 80 5625 6400
23. Vina Puspita Dita 80 80 6400 6400
24. Vivi Kumalasari 80 80 6400 6400
25. Wahyu Desi Ratnasari 75 80 5625 6400
26. Wilda Naffa Amelia 85 80 7225 6400
SUM 2.035 2.060 159576 163300



36


B. Data Analysis
After 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 moment
rxy =

(

)(

)

=

(

)(

)

=

()()

=

=1





37


C. Interpretation
According 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.

38

CHAPTER V
CONCLUSION 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. Conclusion
The 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.


39


B. Suggestion
Knowing 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 teacher
a. 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 play
c. Be more creative in teaching, as well as assist and guide students in
improving creativity and learning interest of students.
2. For the student
The 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.

40


Bibliography
A.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.
41


http://expertscolumn.com/content/role-play-method. Downloaded on August 10,
2012 at 15.30
http://ras-eko.blogspot.com/2011/05/metode-pembelajaran-bermain-peran-
role.html. Downloaded on Augusts 10
th
, 2012 at 16.20
http://www.macmillandictionary.com/dictionary/british/role-play Downloaded on
August 2
nd
, 2012 at 14.00
http://habibidaeng.blogspot.com/2011/06/defenition-of-speaking.html.
Downloaded on August 2
nd
2012 at 13.00
http://www.exforsys.com/career-center/core-skills/basic-skill-speaking.html.
http://beddebah-haterulez.blogspot.com/2012/08/the-components-of-speaking-
ability.html.