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DESIGNING A SET OF ENGLISH SPEAKING MATERIALS
USING ROLE-PLAY FOR SECOND SEMESTER STUDENTS
OF THE PRIMARY SCHOOL TEACHER EDUCATION
STUDY PROGRAM OF SANATA DHARMA UNIVERSITY
A Sarjana Pendidikan Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan degree
in English Language Education
By
Paulus Aditya Hernawan
061214113
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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STATEMENT OF WORK‟S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or
parts the work of other people, except those cited in the quotations and the references,
as a scientific paper should.
Yogyakarta, 23 January 2012
The Writer
Paulus Aditya Hernawan
061214113
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Paulus Aditya Hernawan
Nomor Mahasiswa : 061214113
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING A SET OF ENGLISH SPEAKING MATERIALS
USING ROLE-PLAY FOR SECOND SEMESTER STUDENTS
OF THE PRIMARY SCHOOL TEACHER EDUCATION
STUDY PROGRAM OF SANATA DHARMA UNIVERSITY
Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan
dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikannya di Internet atau media lain untuk kepentingan akademis tanpa
perlu meminta ijin ataupun memberikan royalti kepada saya selama tetap
mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 23 Januari 2012
Yang menyatakan,
Paulus Aditya Hernawan
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ABSTRACT
Hernawan, Paulus Aditya. 2012. Designing A Set of English Speaking Materials
Using Role-Play for Second Semester Students of The Primary School Teacher
Education Study Program of Sanata Dharma University. Yogyakarta: English
Language Education Study Program, Sanata Dharma University.
This thesis was conducted to design A Set of English Speaking Materials
Using Role-Play for Second Semester Students of The Primary School Teacher
Education Study Program of Sanata Dharma University to help students of the
Primary School Teacher Education Study Program of Sanata Dharma University
enhance their speaking proficiency using role-play activities.
There are two problems discussed in this study. They are (1) How is a set of
English speaking materials using role-play for second semester students of the
Primary School Teacher Education Study Program of Sanata Dharma University
designed? (2) What does a set of English speaking materials using role-play for
second semester students of the Primary School Teacher Education Study Program of
Sanata Dharma University look like? To answer the two problems, the writer
conducted pre-design survey and post-design survey. The pre-design survey was
conducted to obtain data about the students‟ needs by distributing questionnaires to
the students. The post-design survey was conducted to gain evaluations and feedback
of the designed materials by distributing questionnaires to the lecturer of Primary
School Teacher Education Study Program and the Lecturers of English Education
Study Program of Sanata Dharma University.
To answer the first question in the problem formulation, the writer combined
the two instructional design models from Kemp and Yalden. Based on the Kemp‟s
and Yalden‟s Instructional Design Model, the writer‟s instructional design model was
constructed, namely (1) conducting need survey, (2) specifying goals, topics, and
general purposes, (3) formulating learning objectives, (4) selecting and organizing
contents, (5) selecting learning activities and resources, and (6) evaluating materials.
To answer the second question in the problem formulation, the writer attached the
designed materials in appendix.
The average point of the design materials was 3.7 out to 5. Therefore, the
design materials are considered acceptable and appropriate.
Keywords: speaking, role-play, The Primary School Teacher Education Study
Program (PGSD) of Sanata Dharma University
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ABSTRAK
Hernawan, Paulus Aditya. 2012. Designing A Set of English Speaking Materials
Using Role-Play for Second Semester Students of The Primary School Teacher
Education Study Program of Sanata Dharma University. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Skripsi ini ditulis untuk mendesain seperangkat materi berbicara bahasa
Inggris menggunakan aktivitas bermain peran (role-play) untuk mahasiswa semester
kedua dari Program Studi Pendidikan Guru Sekolah Dasar Universitas Sanata
Dharma untuk membantu siswa dari Program Studi Pendidikan Guru Sekolah Dasar
Universitas Sanata Dharma meningkatkan kemahiran berbicara mereka menggunakan
kegiatan bermain peran.
Ada dua masalah yang dibahas dalam penelitian ini. Pertama adalah (1)
bagaimana satu set bahan berbahasa Inggris menggunakan bermain peran untuk
mahasiswa semester kedua Program Studi Pendidikan Guru Sekolah Dasar
Universitas Sanata Dharma dirancang? (2) Seperti apakah penampilan seperangkat
materi berbahasa Inggris menggunakan bermain peran untuk mahasiswa semester
kedua Program Studi Pendidikan Guru Sekolah Dasar Universitas Sanata Dharma
tersebut? Untuk menjawab dua masalah tersebut, penulis melakukan survei pra-
desain dan survei paska-desain. Survei pra-desain dilakukan untuk memperoleh data
tentang kebutuhan siswa dengan menyebarkan kuesioner kepada para siswa. Survei
paska-desain dilakukan untuk mendapatkan evaluasi dan umpan balik dari bahan
yang dirancang dengan menyebarkan kuesioner kepada staf pengajar Program Studi
Pendidikan Guru Sekolah Dasar dan dosen Program Studi Pendidikan Bahasa Inggris
Universitas Sanata Dharma.
Untuk menjawab pertanyaan pertama dalam perumusan masalah, penulis
menggabungkan dua model desain instruksional dari Kemp dan Yalden. Berdasarkan
model Kemp dan Yalden tersebut , model desain instruksional penulis dibangun,
yaitu (1) melakukan survei kebutuhan, (2) menentukan tujuan, topik, dan tujuan
umum, (3) merumuskan tujuan belajar, (4) memilih dan pengorganisasian isi, (5)
memilih kegiatan pembelajaran dan sumber daya, dan (6) mengevaluasi materi.
Untuk menjawab pertanyaan kedua dalam formulasi masalah, penulis melampirkan
materi yang dirancang dalam lampiran.
Titik rata-rata materi yang didesain adalah 3,7 ke 5. Oleh karena itu, bahan
desain dianggap dapat diterima dan tepat.
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Kata kunci: berbicara, bermain peran, Program Studi Pendidikan Guru Sekolah Dasar
Universitas Sanata Dharma
ACKNOWLEDGEMENTS
First of all, I would like to give the biggest grattitude to Jesus Christ for
giving unlimited blessings so that I could finish my thesis. I am sure that without His
enlightement, this thesis would not be completed.
I would also thank and send my deepest appreciation to my thesis advisor,
Drs. Y.B. Gunawan, M.A, for his patience and guidance so that I could finish my
thesis. I would also thank to Dr. Retno Muljani, M.Pd, Ag. Kustulasari 81, S.Pd,
M.A, and Laurentia Sumarni, S.Pd, Yuseva Ariyani Iswandari, S.Pd, M. Ed
sincerely for giving comments, opinion, and suggestions on the designed materials. I
also send my thanks to Sr. Yuni FCJ and all the Primary School Teacher Education
Study Program of Sanata Dharma University staffs and students for allowing this
study conducted.
I dedicate this thesis to my parents, and my family. Without the
encouragemant from you all, this thesis would be a useless bundle of papers. My
special thank also goes to my second family, the Language Institute staffs and
instructors, Bu Retno, Bu Heny, Mbak Nana, Mas Arie, Endru, Danconk, Ade,
Ira, Ayuputu, Kitin, Mbak ajeng, Menyul, Mas Sandi, Mbak Yohana, Pak Kun,
Mbak Dian, Sita, Simon, Bang Jody, and all of the LB familyfor giving me spirit to
do all the best.
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I dedicate the warmest greeting to all of the members of Konco Palsu Crew:
Beny „Gondrong‟, Doan „Becak‟, Marshell „ Kimcil‟, Yoga, Hosana, Sedik,
Amdreas „Kisruh‟, Adi „Jember‟, Guntur „Tander‟, Wiwit „A‟, Doni, Mupet,
Bang Kadal, Bang Miko, Eko „Limbat‟, and Duwek thanks for the great friendship
for almost 6 years. Sarce, Stella, Bertha, Nana, and other PBI students, love you all.
I also send my gratitute to „present day‟ brothers and sisters , Cheye,
Gontenk, Ayu, Triyo for sharing moments both in happy and sad conditions of my
life. The last but not least, I send the greatest love to The Lady from The Land of The
Sun, Saki Muramatsu, for giving me love and spirit in all of my activities and
accompanying me from the distance.
Paulus Aditya Hernawan
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TABLE OF CONTENTS
Page
TITLE PAGE ...................................................................................................... i
APPROVAL PAGE ........................................................................................... ii
STATEMENT OF WORK‟S ORIGINALITY ................................................ iv
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH ........................................................................ v
ABSTRACT ...................................................................................................... vi
ABSTRAK ......................................................................................................... vii
ACKNOWLEDGEMENTS ............................................................................ viii
TABLE OF CONTENTS ................................................................................... x
LIST OF TABLES .......................................................................................... xiv
LIST OF FIGURES ............................................................ ..............................xv
CHAPTER I. INTRODUCTION
A. Background .................................................................................................... 1
B. Problem Formulation ..................................................................................... 4
C. Problem Limitation ........................................................................................ 4
D. Research Objectives ...................................................................................... 5
E. Research Benefits.......................................................................................... 5
F. Definition of Terms ........................................................................................ 5
CHAPTER II. REVIEW OF THE RELATED LITERATURE
A. Theoretical Description ................................................................................. 7
1. Instructional Design Models ................................................................ 8
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a. Kemp‟s Model .................................................................. 9
b. Yalden‟s Model .............................................................. 10
2. Speaking Skill ..................................................................................... 13
a. The Nature of Speaking .................................................. 15
b. The Process of Speaking ................................................ 16
c. Teaching Speaking ......................................................... 17
d. Teaching Speaking Techniques ...................................... 17
3. Role-play ............................................................................................. 18
a. The Nature of Role-play ................................................. 19
b. The Use of Role-play in Teaching Speaking ................... 19
c. The Procedures of Using Role-play in Speaking Class .... 21
B. Theoretical Framework ............................................................................... 22
CHAPTER III. METHODOLOGY
A. Research Method ......................................................................................... 24
B. Research Participants................................................................................... 28
C. Research Instruments................................................................................... 29
1. Pre-design Study ................................................................................. 29
2. Post-design Study ............................................................................... 30
D. DataGathering Technique ........................................................................... 30
E. Data Analysis Technique ............................................................................. 31
1. Pre-design Study ................................................................................. 31
2. Post-design Study ............................................................................... 31
F. Research Procedure ...................................................................................... 33
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CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS
A. Elaboration of steps in designing a set of speaking
materials using role-play for the second semester students of
English Club of Primary School Teacher Education Program
of Sanata Dharma University. ..................................................................... 35
1. Conducting Needs Survey .................................................................. 35
a. Students‟ needs based on the interview
with the lecturer ............................................................. 36
b. Students‟ needs based on the interview
with the students ............................................................ 37
2. Specifying goals, topic, and general purposes .................................. 40
a. Stating goals ................................................................... 41
b. Topics ............................................................................ 41
c. General Purposes ............................................................ 42
3. Formulating Learning Objectives ..................................................... 42
4. Selecting the Subject Contents .......................................................... 44
5. Selecting Learning Activities and Resources ................................... 46
6. Evaluating the Materials .................................................................... 47
B. The Findings of the Designed Instructional Materials Evaluation ........... 47
1. The Description of the Respondents ................................................. 47
2. Data Presentation ................................................................................ 48
a. The Descriptive Statistics of the Respondents‟ Opinion .. 48
b. Respondents‟ Comments and Suggestions
on the Designed Materials .............................................. 48
C. Discussion on the Designed Instructional Materials Evaluation .............. 51
D. Presentation of the Designed Instructional Materials ............................... 52
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1. The Description of the Designed Materials ...................................... 55
2. The Presentation of the Designed Materials ..................................... 55
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion ........................................................................................... 57
B. Suggestion............................................................................................ 59
1. For the English instructors/tutors of English Club
of Primary School Teachers Study Program (PGSD)
of Sanata Dharma University ........................................................ 59
2. For the Further Research .............................................................. 60
REFERENCES ................................................................................................ 61
APPENDICES .................................................................................................. 63
APPENDIX A: Surat Izin Penelitian .............................................................. 64
APPENDIX B: Questionnaire of Evaluation .................................................. 66
APPENDIX C: Syllabus .................................................................................. 72
APPENDIX D: Lesson Plan ............................................................................. 79
APPENDIX E: Presentation of The Instructional Materials Design ............. 81
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LIST OF TABLES
Page
Table 3.1 The Description of Post- Design Participants ...................................... 32
Table 3.2 The Participants‟ Opinion on the Designed Materials ......................... 33
Table 4.1 List of Topics Which Were Used in the Designed Materials ............... 41
Table 4.2 List of Learning Objectives ................................................................ 43
Table 4.3 Description of Post-Design Participants (Result) ................................ 48
Table 4.4 Description of Respondent‟s Opinion ................................................. 49
Table 4.5 Revision on the Designed Materials .................................................... 53
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LIST OF FIGURES
Page
Figure 2.1 Kemp‟s Model of Instructional System Development (1977:9). ......... 10
Figure 2.2 Yalden‟s Instructional Model (Yalden, 1987: 88) .............................. 12
Figure 2.3 The Process of Communication System (Rivers, 1968:58) ................ 16
Figure 3.1 R & D Cycle and the Writer‟s Model ................................................ 27
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CHAPTER I
INTRODUCTION
This study is intended to design a set of learning in English Club (EC) of
Pendidikan Guru Sekolah Dasar (Primary School Teacher Education Program
/PGSD) of Sanata Dharma University. This chapter consists of six parts. The first
part discusses background and the reasons for conducting the study. The second
part spells out problem formulation which conveys the problems that will be
discussed in the study. The third part limits the problem limitation to give clear
boundary about what is discussed in the study. The fourth part outlines
research objectives. The fifth part reveals the research benefits. The last part
definition of terms will clarify the terms used in this study. The detailed
discussion will be presented below.
A. Background of the Study
A teacher is one of the important elements in education. In delivering
knowledge to students and facilitating the learning process, a teacher needs good
communication skills. Speaking is the basic skill teachers should have in
delivering knowledge to students so that the students understand what the teacher
say.
As future teacher candidates, students of PGSD of Sanata Dharma
University are equipped with some skills, including English communication skills.
To increase the PGSD study program in increasing PGSD students‟ English
proficiency, PGSD study program has applied a strategy by conducting a
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speaking-focused course which is called English Club (EC). In EC, students are
introduced to several kinds of speaking activities, such as storytelling, public
speaking, and debating.
Based on the writer‟s experience in teaching EC for two semesters, it was
found that there was not enough opportunity for students to speak in the class.
Basically the designed materials were good. However, the designed materials did
not give enough opportunity for the students to speak in English naturally.
There are many techniques that can be used to help students improve their
speaking ability. Role-play is one of the methods that can be applied in the
speaking class. The reason why the writer chooses role-play as the method of
teaching and learning activity is because role-play is a communicative activity
which involves the students to communicate in a real situation. In role-play,
students can share their opinions, thoughts, and knowledge because they bring the
situation in the real life condition into a conversation activity in a class.
Golebiowska (1990:5) confirms that role-play is a communicative activity in
which the learners are given task to complete. In order to ensure the lively and
unpredictable course of activity, the learners are told who they are and what their
opinions are.
Experiences in teaching EC show that in many occasions, students were
excited when they were asked to make a role-play performance. In the process of
making a role-play, students were more motivated to speak and communicate in
English. During role-play, students can at least have the experience to speak in the
most likely real situation. By imitating the real life condition in the form of role-
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play, students are expected to be able to apply this kind of speaking activity in the
real conversation.
Despite the strengths above, some problems are identified. First, the
designed materials for EC do not give students enough chances to speak. It is
mentioned that the focus of EC is speaking, so it is necessary to develop a set of
materials that fulfil students‟ needs to get more opportunities to speak. By giving
students more opportunity to speak, it is expected that their speaking mastery will
be improved.
Second, why should it be role-play? Role-play is chosen because role-play
facilitates students to speak in the real life-like condition, and as a communicative
activity, role-play can help them to increase their speaking skills. Role-play also
motivates them to speak because the language in role-play is personalized and put
in context. The term „personalized‟ here means students can interpret the language
they use, so that they can express it their own way, and it makes the language
meaningful. By putting the language into context, students will be more aware of
the language use.
Role-play also offers student‟s involvement in the language learning.
While doing role-play, students are allowed to own the simple and mechanical
language they use by involving their personalities. It gives those students who are
shy when speaking a foreign language another character to „hide behind‟. This
personalization makes language more meaningful and memorable than drilling or
mechanical repetition.
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The position of the designed materials can be both as the supplementary
materials and as the replacement of the previous materials. The writer‟s designed
materials will only focus on the story telling topics. It is implied that the writer‟s
designed materials will not make any changes in the topics on the previous
designed materials which are not talking about storytelling.
This research is, therefore, aimed at developing speaking materials using
role-play. It is expected that the materials presented in this research would solve
the existing problem and suitable to accommodate and fulfil the learners‟ needs.
B. Problem Formulation
In this study the researcher intends to find out the answers to the problems
formulated below:
1. How is a set of speaking materials using role-play for the second semester
students of EC of PGSD Sanata Dharma University designed?
2. What does a set speaking materials using role-play for the second
semester students of EC of PGSD Sanata Dharma University look like?
C. Problem limitation
The research is limited in designing a set of speaking materials using role-play
for EC second semester students of PGSD Sanata Dharma University. In
answering the learners‟ need of English for communication, the designed material
will be focused on the speaking activity using role-play.
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D. Research Objectives
This research is conducted in order to:
1. Find out how a set of speaking materials using role-play in EC of PGSD
Sanata Dharma is designed.
2. Present the designed set of materials.
E. Research Benefits
The benefits of this study can be classified below:
1. For Students
The students of EC of PGSD Sanata Dharma University would be
provided with well developed and organized English speaking material,
which are based on a scientific research.
2. For other researchers
The result of this research can be used by further researchers to be the
basis of evaluating, reprogramming, and reconstructing the designed
materials.
F. Definition of Terms
Some important terms need to be defined in this study. They are:
1. Role-play
Paulston and Bruder (1976:70) stated that role-play is an exercise where
students are assigned fictitious role from which they have to improvise
some kind of behavior toward the other role character in the exercise.
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2. Speaking
Speaking is one mode of communication, which deals with the action of
delivering information through oral speech to the target listener. Clark and
Clark (1977: 223) stated that speaking is an instrumental activity in which
speakers talk in order to create certain effects on their listeners.
3. English Club (EC) of PGSD of Sanata Dharma University
English Club (EC) is a speaking-focus English course held by the
Elementary School Teacher Education study program (PGSD) of Sanata
Dharma University. This course is a 4 semester compulsory program for
semester 1 through semester 4 students of PGSD of Sanata Dharma
Universit
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is divided into two parts. The first part will discuss the review
of related literature underlying the study, and the second is the theoretical
framework of the study. The first part consists of brief information on the basic
theories of designing instructional material, role-play and speaking skill. The
theories discussed will be used to establish a framework of the designed materials.
A. Theoretical Description
Three sub topics will be discussed in details under this sub heading. The
first part is Designing Instructional Materials. This part provides an overview and
discusses the Instructional Materials Design to be used in this study. It discusses
how the instructional materials are designed, and what stages should be
accomplished in designing the instructional materials. In the second part, the
writer would like to discuss the speaking skill is discussed thoroughly. It is
essential to discuss the basic theory of speaking since the designed materials in
this study deals with speaking skill. The last part of this section discusses role-
play. The basic theory of role-play used as the technique in the designed materials
is presented in this part, the nature of role-play and how role-play is implemented
in language learning is outlined.
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1. Designing Instructional Materials
Obviously, in designing a learning material it is necessary to know and
understand what the learner needs. Without knowing the learners‟ needs, the
designed material will not be appropriate and irrelevant for the learners. There
might be an overlapping or inconsistency in deciding the topics in the material.
Hutchinson and Waters (1987:55-65) suggest some significant aspects to
be taken into account in designing the instructional material as presented below:
a. Instructional material design must be based on the target need that is what
the learners have to know in order to function effectively on the target
situation the learner wants, and the learner needs.
b. Instructional materials design should pay attention to the significant
potentialities and constraints such as experience, finance, facilities,
competence, background knowledge, and time which exist in the learning
situation in order to find what is possible and what is impossible to be
done in the system.
c. Instructional design is supposed to develop the language-centered
approach, skill approach, or learning approach.
In designing the materials, the writer attempts to use two models proposed
by Kemp and Yalden. The reason why the writer uses Kemp‟s and Yalden‟s
instructional design models is that they clearly describe the systematic process a
material designer should do in order to develop their own material. A brief
discussion on Kemp‟s and Yalden‟s Instructional Design Model is presented as
follow:
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a. Kemp‟s Instructional Material Design Model
Kemp (1977:8) presents eight elements as a plan to supply answer to three
questions which are considered as the essential elements of instructional
technology:
1. What must be learned (objective)?
2. What good procedures and resources, which can be used to reached the
desired learning levels (acts and resources)?
3. How can we know whether the required learning has taken place
(evaluation)?
The eight elements are:
1. Consider goals, list of topics, and state the general purposes for teaching
each topic.
2. Enumerate learners‟ characteristics useful for instruction determination.
3. Specify the learning objectives achieved in the measurement of learners‟
behavior outcomes.
4. List the subject contents in order to clarify the learning objectives.
5. Develop pre-assessment to determine the learners‟ background, and
present level of knowledge about the topic.
6. Select teaching learning activities and instructional resources that will treat
the subject content so that the learners will accomplish to objectives.
7. Coordinate support services such as budgets, facilities, equipment,
personnel, and schedules to assist the instructional plan.
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8. Give evaluation to the learners through their accomplishment of
objectives, which lead the instructional material‟s designer making
revision to any stages of the plan that need to improve.
The stages of Kemp‟s instructional design model can be clarified as follow:
Figure 2.1 Kemp‟s model of instructional system development (1977:9)
Kemp (1977:9) says that the eight elements are interdependent. It means
that the plan relating to one element may affect others and is directly related with
the “revision”. Therefore, it is a flexible process. We can start from any step that
we are ready to start with and then move back and forth to the other step.
b. Yalden‟s Instructional Design Model
According to Yalden (1987: 88), there are seven stages in designing
material. The stages are the following:
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1. Need Survey
Need survey is a very important part in designing material. It aims to know
who the learners are. Need survey is conducted to identify as much as
possible the students‟ needs. The result of the need survey is used establish
the realistic and acceptable objectives.
2. Description of Purpose
After conducting the need survey, the designer describes the purpose of the
language program. It will be the basis to find solution when the designer
faces problems in the next steps.
3. Selection and Development of Syllabus Type
After deciding on the general category for a course, the next step is to
select the type of syllabus. Yalden (1987: 108) says that there is no single
model of syllabus design which is universally agreed upon. As a solution,
the designer should modify the existing structural syllabuses to a
completely learner-centered approach.
4. Production of the Proto-syllabus
In this stage, Yalden (1987: 138) argues that the syllabus designer will turn
to the description of the content that the syllabus will have, i.e., the
preparation of syllabus specification. The designer should select and
combine items in each category. In other word, the designer should also
describe and determine the content of the syllabus.
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5. Production of the Pedagogical Syllabus
Pedagogical syllabus is described in this stage. It provides a repertoire of
words and phrases based on the function and topics. The designer‟s word
is to make the repertoire come to life.
6. Development and Implementation of Classroom Procedure
The next step is development and implementation of classroom procedure
in which the designer develops the classroom procedures. It includes
selection of exercise types and teaching techniques, preparation of the
lesson plan, and preparation of weekly schedule.
7. Evaluation
This is the last stage in Yalden‟s instructional model. There are two
aspects which are evaluated in this stage. They are the students and the
material design. This stage is also called recycling stage because the whole
cycle can commence again at this point.
To clarify Yalden‟s instructional model, the following is the picture of the model:
Figure 2.2 Yalden‟s Instructional Model (Yalden, 1987: 88)
All steps in the two instructional models above would not be used in this
design. The writer combined a few steps from those two models. From Yalden‟s
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model, the writer took the first step, namely need survey. The writer chose this
step because it is important since a need survey becomes the foundation to
determine the materials which is developed. The second step of Kemps‟ model is
not used in this design because this step has been included in the need survey.
From the Kemps‟ model, the writer takes the first step, namely Goals materials,
Topics, and General Purposes. It becomes the basis of the designing the. Kemps‟
third step is used to determine the objective of the designed materials based on the
Process-Based Approach. Subject content becomes important because it
determines the application of the principle of the Process-Based Approach in the
designed-materials. The next step which is adopted from Kemp‟s model is
Teaching-Learning activities. Some of methods in Process-Based Approach are
applied in this step. The final step is evaluation which measures the outcome of
the designed material. It is also important to obtain the evaluation values which
are later used to revise the materials.
The first reason why the researcher uses these two instructional design models
is to make it more specific by mentioning each step used in the material design, as
it is stated in Yalden‟s model. Secondly, the concept in the Kemp‟s model possits
that the process of designing can be started from any step. Another strength is
there is an emphasis on the materials, the objectives, in the choice of learning
sources.
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2. Speaking Skill
As it has shown in the title, the writer attempts to design a set of speaking
materials using role-play. In this section, the writer is going to discuss the basic
theory of speaking skill. This section consists of four parts, namely the nature of
speaking, the process of speaking, teaching speaking, and teaching techniques.
Language learners often consider speaking ability as the measure of
knowing a language. These learners define fluency as the ability to converse with
others, much more than the ability to read, write, or comprehend oral language.
They regard speaking as the most important skill they can acquire, and they assess
their progress in terms of their accomplishments in spoken communication.
Speaking is not just delivering meaning in the form of words and sentences
Speaking involves three areas of knowledge:
1. Mechanics (pronunciation, grammar, and vocabulary): Using the right
words in the right order with the correct pronunciation
2. Functions (transaction and interaction): Knowing when clarity of message
is essential (transaction/information exchange) and when precise
understanding is not required (interaction/relationship building)
3. Social and cultural rules and norms (turn-taking, rate of speech, length of
pauses between speakers, relative roles of participants): Understanding how
to take into account who is speaking to whom, in what circumstances, about
what, and for what reason (“The Essentials of Language Teaching”, 2007).
In the communicative model of language teaching, instructors help their
students develop this body of knowledge by providing authentic practice that
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prepares students for real-life communication situations. They help their students
develop the ability to produce grammatically correct, logically connected
sentences that are appropriate to specific contexts, and to do so using acceptable
(that is, comprehensible) pronunciation.
a. The Nature of Speaking
In their book, Brown and Yule (1989: 26-27) discussed the nature of
speaking by distinguishing spoken and written language. Written language is
characterized as well-formed sentences which are integrated into highly structured
paragraph. Spoken language consists of short, often fragmentary utterances, in
range of pronunciations. It is a skill that generally has to be learnt and practiced.
Furthermore, Brown and Yule (1983) suggest teachers who are concerned
with teaching spoken language must confront the following types of questions to
be considered:
1. What is the appropriate form of spoken language to teach?
2. What is reasonable model if it is considered from the pronunciation
point of view?
3. Consider from teaching structure point of view, is it all right to teach
the spoken language as if it were exactly like the written language but
with a few “spoken expression” thrown in?
4. Is it appropriate to teach the same structures to all foreign language
learners, no matter what their ages or their intensions in learning the
spoken language?
5. Are those structures described in standard grammars the structures
which our learners should be expected to produce when they speak
English?
6. How is it possible to give learners a sort of meaningful practice in
producing spoken language?
(p.3)
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b. The Process of Speaking
When people hear someone speak, they pay attention to what the speaker
sounds like almost automatically. On the basis of what they hear, they make some
tentative and possibly subconscious judgements about the speaker‟s personality,
attitudes, home region and native/non-native speaker status (Luoma, 2004).
Rivers (1968:158) says learning a foreign language is more than learning a
description of it. Instead the process of speaking and listening is involved.
Therefore, we have to know what is involved in the process of listening and
speaking. To make it easier to know the process of speaking, this following figure
drives the model of communication system, which derives from Shanon and
Weaver:
Figure 2.3. The process of communication system (Rivers, 1968:58)
Information source transmitter receiver destination
signal received
signal
Noise source
In the model above, an information source emits a message which is
encoded for transmission as a signal. The signal passes through a channel to a
receiver that decodes the message for use as its destination.
To teach speaking skill, it is needed to understand the process involved in
speech. Through speech, man his expresses emotions, communicates his
intentions, react to other persons and situations, influences other human beings,
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and finally enables him to examine and rearrange impressions and association so
that he evolves new relationship and purposes (Rivers 1968:162).
The learners need a lot of practice so that they are able to express their
personal meaning. A person speaks through some motivation the person decides
to speak (Lado 1964:32-33).
c. Teaching Speaking
Since speaking is one way of communication, teaching speaking cannot be
separated from teaching communicative ability. By giving enough information of
it, it is expected that learners can get a lot of benefit from it. Paulston and Bruder
(1976) stated that communicative ability is the production of specifics ability to
communicate in the target language. The point of this kind of teaching is able to
communicate in some referential meaning in the target language.
It is crucial to underline that teachers have to give a lot of opportunities to
the learners to practice, so that the ability to communicate in the target language
will be achieved well. By giving opportunities to the learners to develop better
skill in encoding their thoughts in ever more complicated patterns of the foreign
speech, the learners ability will be much better than what they have got before.
d. Teaching Speaking Techniques
Brown and Yule (1989: 25) state that learning to talk in foreign language
is often considered to be one of the most difficult aspects of language learning for
the teacher to help the students with. It is necessary to find the appropriate
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teaching techniques so that language learners are able to enhance their speaking
ability.
Lado (1964), states that the goal of teaching speaking will be achieved
effectively if the teacher has involved the techniques and procedures to manage
the class. In addition, Richard and Rogers (1986:76) say the teacher has to have a
special preparation to teach the language. He or she has to provide materials and
exercises that enable the learners to attain the communication objectives, engage
learners in communication, and require the use of communicative process
According to Rivers (1968: 165), there are some techniques used
frequently in teaching speaking, namely conversation, role-play, getting
information, dialogue practice, and question and answer. Those activities can be
used to give the learners opportunities in speaking activities. In this study, the
writer focuses on the use of role-play as a technique in teaching speaking.
3. Role -play
In this study, the writer emphasizes the use of role-play in speaking class.
In this section, the writer is going to discuss about role-play. There are three parts
that will be discussed in this section, namely: the nature of role-play, the use of
role-play in teaching speaking, and the procedures of using role-play. After
discussing those three parts, it is expected that there will be clear view in how
role-play can be used in teaching speaking.
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a. The Nature of Role-play
Role-playing is a teaching strategy that fits within the social family of
models (Joyce and Weil, 2000). These strategies emphasize the social nature of
learning, and see cooperative behavior as stimulating students both socially and
intellectually.
Paulston and Bruder (1976:70) stated that role-play is an exercise where
students are assigned fictitious role from which they have to improvise some kind
of behavior toward the other role character in the exercise. Role-play is an action
where a person or a group of persons behave and speak like other person does; the
purpose of this action is to entertain or to show their speaking ability.
Golebiowska (1990:5) confirms that role-play is a communicative activity
in which the learners are given task to complete. In order to ensure the lively and
unpredictable course of activity, the learners are told who they are and what their
opinions are. In this study, role-play refers to a method used in EC class to
facilitate students practicing their speaking ability. Students are asked to make a
small group, and then they are asked to make a short role-play to present in front
of the class.
b. The Use of Role-play in Teaching Speaking
In Role-play, teacher can arrange the situation so that the learners are able to
create the situation and dialog. By using role-play activity; the learners get a lot
of benefits such as simulating the real events as if they are in the real situation,
practicing critical thinking, helping the learners to clarify the way of thinking,
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developing their skill in making decision in their own way, and communicating in
groups (Waney, 1980:3).
Further Paulston and Bruder (1976:70) state that the format of role-play
consists of three basics: the situation, the roles, and the useful expressions. The
situation is a good place to practice the speaking skill in the objective of a given
role-play. The role consists of the roles, the list of the characters and
characterization. Useful expression provides the linguistics information on the
using of role-play. The grammar patterns which are necessary also fit here. The
example of it is question for interview situation.
Albert P‟Rayan (2007) stated that a role play is an activity in which the
participants or students of a language course assume the roles of some imaginary
characters and, as a team, create a story based on a situation and enact the play in
front of audience. Through this activity the students can practice certain language
functions and learn speaking skills. Moreover, he proposed some features of a
good role-play as listed follows:
a. A good role-play is based on a familiar situation.
b. The group of characters does not exceed two to three members.
c. It gives extensive speaking practice to the participants.
d. It is based on real world context and allows students to speak naturally.
e. It is interesting and enjoyable.
f. It develops the participant‟s creativity.
g. It fosters their critical thinking skills.
h. It breaks monotony and makes others students participate.
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c. The Procedures of Using Role-play in Speaking Class
It is necessary to have a systematic procedures in order to make the use of
role-play in speaking class can be effective and lively. The procedures also
ensure the unpredictable of the course activity. Aleksandra Golebiowska (1990,
5-16) states some procedures of using role-play in speaking class, the procedures
can be seen in a list below:
1. The teacher introduces the general theme of the role-play. In this activity,
the teacher is expected not spending too much time, so that the learners
will not be bored and exhausted before the role-play take place.
2. Before having role-play, the teacher may teach the functions that the
learners need during the subsequent activity. In this activity, the teacher
teaches the language in use given.
3. In this part, the teacher may decide who is going to be which character. It
can be based on the language proficiency, personality, or at random. The
teacher also expected to introduce the learners about the three parts in the
role-play, which are: situation, role, and useful expression.
4. When the time of doing role-play comes, the teacher should give the
learners time to prepare what they are going to do or to say, or at least to
prepare the other thing related to the role-play activity itself.
The procedures mentioned above can help teacher in organizing the role-
play activity successfully, so that the objectives of using role-play in speaking
class will be well achieved.
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B. Theoretical Framework
Speaking is one of the basic skills in English mastery, and it is important
to be developed. In many cases, learners are facing difficulties in achieving
speaking skill. In order to help students to get clear understanding of speaking
and develop their skill of it, there must be an effective technique to be developed.
Therefore, in this study the writer attempts to design a set of English instructional
speaking material for EC of PGSD of Sanata Dharma University using role-plays.
The activity that developed in this study focuses on the role-playing activity.
During the role-play activity, learners get their freedom to speak actively. They
also have more chances to express and clarify their way of thinking, gain al lot of
experience in simulating events in real life, and they also have an opportunity to
communicate with others in acceptable way.
In designing the speaking materials, the writer develops a theoretical
model with these following steps:
1. Conducting needs survey (Yalden)
The writer conducted interview to gather the data in needs analysis. The
respondents are ten second students of PGSD of Sanata Dharma University
and 1 lecturer of EC.
2. Stating goals, topic, and general purposes (Kemp)
This step is the part of determining the goals of the instructional materials
design.
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3. Stating the learning objectives (Kemp)
The next thing that has to be stated after stating the goal, topic, and general
purpose is learning objectives. The learning objectives include all of the
objectives that should be stated in terms of activities that would best
promote learning.
4. Listing the subject content (Kemp)
The aim of this step is clarifying the learning objectives. Subject content
must be relevant and related to learning objectives and the learners‟ needs.
The subject content consists of the selection of the specific knowledge,
skills, and attitudinal factors of any topic.
5. Selecting Learning Activities and Resources (Kemp)
Teacher should be able to encourage students to learn actively. A teacher
should have an interesting method and strategy to make students take part
in the learning process enthusiastically.
6. Evaluation (Yalden)
What changes and should be improved in the system are determined in the
evaluation. The findings evaluation is then used as the feedback to the
system.
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CHAPTER III
METHODOLOGY
This chapter discusses the methodology used in designing a set of
speaking material using role-play in English Club (EC) of Primary School
Teacher Education/ Pendidikan Guru Sekolah Dasar (PGSD) of Sanata Dharma
University. In detail, the methodology covers the research method, the
respondents, the instrument of data collecting, the technique of analyzing data,
and the procedures of implementing the methodology.
A. Research Method
In this part, the writer explains the method used in the study. This research
deals with two major formulated problems. The first is, how a set of speaking
materials using role-play material for second semester students of EC of PGSD
Sanata Dharma University is designed. The second, what a set speaking material
using role-play material for second semester students of EC of PGSD Sanata
Dharma University looks like. In solving these two problems, this study used
Research and Development method (R&D). Borg & Gall (1983:772) states that
Educational Research and Development is a process used to develop and validate
educational products. Products which can be produced are teaching materials,
teaching methods, assessment instruments. The goal of R&D is to produce
products which function to solve learning problems.
There are ten steps in R& D; they are Research and Information
Collecting, Planning, Develop Preliminary Form of Product, Preliminary Field
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Testing, Main Product Revision, Main Field Testing, Operational Product
Revision, Operational Product Testing, Final Product Revision, and
Dissemination and Implementation (Borg & Gall, 1983: 775). The writer only
used five first steps of R & D in this research. Since the products of this study are
not implemented, it did not need final product revision and implementation. The
writer did main product revision based on the results of the materials evaluation
questionnaire. The steps are Research and Information Collecting, Planning,
Develop Preliminary Form of Product, Preliminary Field Testing, and Main
Product Revision.
The writer also combined some steps from Yalden, and Kemp models to
help the writer developed a theoretical model. The writer‟s theoretical model
consists of six steps; while the writer adapted only five steps of R&D cycle. The
writer gives the explanation of each step to know whether the writer‟s model.
First, the writer is going to explain the five steps of R&D which are used in this
study:
1. Research and information collecting
This step includes review of literature, classroom observations, and
preparation of report of state of the art. In this step, the writer collected
data from second semester students of EC PGSD of Sanata Dharma
University. In this step, a need survey called pre-design survey was
conducted. The data was obtained by interviewing 10 students, and 1 tutor
of EC to know the students‟ wants, lacks, and necessities in the learning
process. The data which were collected here were used for designing the
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instructional materials. This step can also be found in the writer‟s model.
In other words, the writer‟s step has the same feature as the first step of
R&D.
2. Planning
This step includes defining skills, stating objectives determining course
sequence, and small scale feasibility testing. Borg and Gall (Borg & Gall,
1983: 779) points out that the most important aspect in planning is
statement of specific objective to be achieved by the product. The
objective is the basis of developing teaching material as the product of this
research. The writer applied this idea in the second and third writer‟s step,
namely determining goals, topics, and general purposes, and learning
objectives.
3. Develop preliminary form of product
This step includes preparation of instructional materials, handbooks, and
evaluation devices. This step is also applied in the fourth and fifth step of
the writer‟s model which are determining subject content and also teaching
and learning activities and resources. In this step the writer made the
design based on the students‟ needs that were obtained from the result of
pre-design interview.
4. Preliminary field testing
This step is aimed at obtaining an initial evaluation of the new educational
product. This step has the same feature as found in the sixth step of the
writer‟s model. The post-design questionnaire is constructed to get
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feedbacks, evaluation, and suggestion from the respondents. The
respondents of this questionnaire were tutor of EC PGSD of Sanata
Dharma University, and also some lectures of PBI of Sanata Dharma
University. The purpose of this step are both to evaluate the designed
materials and also to measure the relevance of the materials.
5. Main product revision
This step includes the revision of products as suggested in preliminary test
result.
In order to make it easier to understand about the relation between R&D
steps with the writer‟s steps, the following figure is going to show the relation of
both steps.
Figure 3.1 R & D Cycle and the Writer‟s Model
Step 1
Research & information
collecting
Step 5
Main product revision
Step 2
Planning
Step 3
Develop preliminary form of
product
Step 4
Preliminary field testing
Step2
Goals, topic, and general purposes
Step 3
Learning objectives
Step 4
Subject content
Step 5
Learning activities and resources
Step 6
Evaluation
Step 1
Need survey
R&D Model Writer‟s Model
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B. Research Participants
There were three types of participants in this study:
1. The first participants were second semester students of PGSD of Sanata
Dharma University. They were asked to be the interviewee in getting the
data in pre-design activities to know the needs and problems they found in
EC.
2. The second participant was the tutor of EC. The writer would like to get
as much as possible information from the tutor‟s perception of students‟
needs and problems in EC. As well as the students, the tutor here had role
as the interviewee in pre-design activities. In post-design activities, the
tutor also given a questionnaire to obtain feed back about the designed
materials in order to revise and improve it.
3. The other participants were English lecturers of the English Education
Study Program of Sanata Dharma University. The lecturers (together with
the tutor of EC) were as the participants in postdesign survey to fill post-
design questionnaires. The questionnaires were aimed to obtain the
participants‟ feedback to check whether the designed materials were
appropriate for second semester students of PGSD of Sanata Dharma
University or not.
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C. Research Instruments
In this study, the writer used two kinds of instrument in order to collect the
data from respondents both in pre-design and post-design activities.
1. Pre- Design Study
In this pre-design study, the writer applied the first step of R and D that is
Research and Information Collecting. Here the writer used an interview checklist
and a pre-design questionnaire as the instrument.
There are two kinds of interview according to Ary et al (1972: 174). The
first is structured interview in which the respondents are restricted to answer only
on the questions attached. The questions in this type of interview are called
closed-questions. The other kind of interview is called unstructured interview. The
unstructured interview is more flexible and informal. The respondents may give
the answers freely. The questions which are used in this interview are called
openended questions.
The interview which was used in this pre-design study was structured
interview. This means that the interviewee may answer the questions which were
already prepared by the writers. The purpose of conducting this interview is to get
some information about the students‟ background knowledge and also the
teaching learning process conducted in the writing class. All the data gathered
from this interview are used to design the materials.
The design of this research was random interview, means the respondent
were chosen randomly from students of EC. The researcher asked some students
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to be respondents of the interview. They are asked to answer some questions
related to how role-play can help students improve their speaking ability. Before
asking students to answer the question, the researcher gave some explanation
about the research, the purpose of it, and the position of respondents toward this
research. After giving some explanation about the research, respondents are
asked about the question individually, so that the researcher could get their
individual understanding.
2. Post- Design Study
In this study, the writer used questionnaire in post-design survey to obtain
evaluation and suggestion about the materials designed. The questionnaire was
distributed to the PGSD‟s lecturer who is in charge of EC and also some lectures
of English Language Education Study Program (PBI) of Sanata Dharma
University. This questionnaire aimed to get comments, feedback, and
suggestions, to the designed materials. The comments, feedback and suggestions
would be useful to revise the design so that the material would be appropriate for
EC students of PGSD of Sanata Dharma.
D. Data Gathering Technique
The researcher analyze the data by seeing the students‟ perception that can
be seen from the interview result, then the researcher comparing the result of the
interview with the note that made during researcher‟s observation, and draw a
conclusion from it. The purpose of conducting interview is to get the real
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condition of the respondents. By conducting the interview, the writer will get the
data based on the students‟ point of view. The data which was got from students
will be very subjective; each of the students will have different answer on to each
other. But it is needed to know the real condition in the class by having
observation and note taking. By having observation, the writer will be able to see
the condition of respondents in the learning process, so it will be clear for the
writer to get the information to get the data both from respondents and
observation.
E. Data Analysis Technique
This section discussed the technique in analyzing data. The data was acquired
from the pre-design study and the post design-study.
1. Pre- Design Study
In the pre- design study, the writer analyzed the result of the interview with
the second semester students of PGSD Sanata Dharma University. The results of
the interview were descriptively analyzed. It means that the writer built a
conclusion on each question. The writer conducted this study by interviewing ten
students and one English lecturer of PGSD of Sanata Dharma University.
2. Post- Design Study
In the post- design study, the writer distributed open-ended questionnaire to
one English lecturer of PGSD and two lecturers from English Language Education
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Study Program of Sanata Dharma University. In this section, the writer analyzed
three kinds of data. The first data was about the background of the participants.
The data here consist of the educational background of the respondents; their
teaching experience.
The description of the participant‟s background is presented as follows:
Table 3.1 The Description of Post- Design Participants
Respondents
Sex
Educational
Background
Teaching Experience
(in years)
M L D3 S1 S2 S3 <1 1-5 >10
The next data was descriptive data about the participant‟s statements. The
writer used Likert Scale questionnaire. In this questionnaire, the judgments of the
participants used five points agreement:
1 : strongly disagree with the ststement
2 : disagree with the statement
3 : undecided
4 : agree with the statement
5 : strongly agree with the statement
In concluding the data gathered, the writer counted the number of the
participants choosing number 1, 2, 3, 4 and 5, which those numbers represented
their statements of agreement
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The table is presented as follows:
Table 3.2 The Participants‟ Opinion On The Designed Materials
No
Respondents‟ Opinions
N
Degrees of Agreement
1 2 3 4 5
Note: N : Number of participants
Based from the data collected from the questionnaire, it will be shown
whether the materials were acceptable or not. The writer wrote the description
based on the table.
The last data were taken from open-ended questions. The writer wrote the
description of the respondents‟ answers, opinions, suggestions, and evaluations.
The result of the open-ended questions will be used as the basis of the final
revision of the designed materials.
F. Research Procedure
In this section, the writer describes the steps of conducting the study. The
steps of conducting this study can be seen as follows:
1. Determining the topic of the research, objectives, goals and doing
library research to get any information of the research topic.
2. Conducting an interview with one lecturer and also tutor of PGSD to
get the opinion about EC and what is the expected result of doing EC
in PGSD.
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3. Conducting interview with second semester students of PGSD to get
the information about what they want and need to study in EC.
4. Analyzing respondents‟ answers.
5. Designing a set of English speaking materials using role-play in
English Club for the second semester students of PGSD Sanata
Dharma University.
6. Distributing questionnaires to one PGSD lecturer and two English
Language Study Program lecturers about the designed materials.
7. Analyzing respondents‟ answers.
8. Revising the designed materials based on the result of the
questionnaire in order to get the final revision.
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents the result of this study. This chapter is divided into
four parts. The first is the elaboration of steps in designing a set of speaking
material using role-play for the second semester students of English Club of
Primary School Teacher Education Program of Sanata Dharma University, the
second are the findings of the designed instructional materials evaluation, the third
is the discussion on the designed instructional materials evaluation, and the last is
the presentation of the designed instructional materials.
A. Elaboration of steps in designing a set of speaking materials using
role-play for the second semester students of English Club of Primary School
Teacher Education Program of Sanata Dharma University.
The writer used the model in the theoretical framework to answer the first
problem formulation. There are six steps in the writer‟s theoretical framework.
The following is the explanation of each step.
1. Conducting Needs Survey
The needs survey was conducted to know what students need to learn in
their learning process. The writer conducted interview as the research instrument
to get the information what students need. There were two interviews conducted
in this study, the first was with one of the English Language lecturers of Primary
School Teacher Education Program (PGSD) of Sanata Dharma University, and the
second was with ten students. The result of the interviews can be seen as follows:
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a. Students‟ Need based on the Interview with the Lecturer
In order to get the information of what students need, the writer conducted
an interview with one of the lecturers. From the interview, the researcher obtained
a lot of data related to the students needs. This following is the result of the
interview; the data will be presented in the form interpretation from the
interviewee‟s answer:
1) What do you think of the implementation of English Club in this study
program to improve students‟ English proficiency?
English Club (EC) is a good media for accommodating students to speak in
English. The goals of this activity are good for the students‟ English
proficiency. The various motivations to speak in English of each student
made it difficult to find the appropriate teaching technique in EC.
2) Students were motivated in doing role-play activity, what do you think?
Students are interested in activity that can facilitate them to take a part in the
learning process. In short, the students of EC like interactive and practical
activities including role-play.
3) What advantages of conducting role-play as a teaching method in EC?
Role-play is enjoyable for students, they can speak freely, make a story that
they like, and also it is a good way to interact with the other students inside
the class without reducing the quality of their learning process. Students also
can increase their self confidence while doing role-play. Self confidence is
one of the elements that a teacher should have. Role-play is a good activity,
but it is better if the role-play not only tell the students‟ grammar and
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vocabulary but also how to use the English proficiency to develop student‟s
soft skills in accordance with pedagogical aspects a teacher should have.
4) What obstacle that may be found in conducting role-play in the class?
Time is the greatest barrier in applying role-play in the class; students need a
lot of time to do the role-play. While doing role-play, students were very
excited, but they forgot that the time was limited. The lack of grammar and
vocabulary mastery is the next challenge for students to develop a good and
acceptable role-play. Almost all students still use Indonesian construction in
making an English sentence; even they speak Indonesian a lot while doing the
learning process.
5) What kind of role-play materials should be designed to fulfill students‟
need in enhancing their English proficiency?
Role-play is an activity that involves students‟ participation and it can also be
applied to cover almost all of English mastery, and it has a lot of enjoyment.
Based on those facts above, it is necessary to develop a set of materials which
can accommodate students to study grammar, vocabulary, and other English
skills in an interesting way.
b. Students‟ Need based on the Interview with Students
The writer also conducted interview with ten students of PGSD in order to
get the direct information about what they need in the English Club. The result of
the interview can be seen as follows:
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1) Do you know what the purpose of EC is?
Almost all of respondents knew what the purpose of EC is. They could
mention the definition of EC and explained the reason why their study
program holds this program for all of students from the first up to the fourth
semester. They mentioned that the purpose of this activity is to enhance their
English speaking mastery.
2) What advantage did you get when joining EC?
Students mentioned that during EC session, they were given a lot of activities
to improve their speaking mastery. Furthermore, they also mentioned that
they were excited when they did interactive activities like group discussion,
presentation, role-play, or games rather than just listening to the tutor‟s
explanation.
3) What learning activities were applied in EC?
In the next question, the respondents mentioned the learning activities which
were used in EC, the activities are: listening to the tutor‟s lecturing, doing
games, making story, and doing role-play.
4) What is role-play based on your opinion?
According to respondents, role-play was an activity in which students could
act to be another person who was different from their original personality;
they could speak freely and develop their speaking mastery.
5) What advantage did you get while doing role-play?
While doing role-play, students mentioned that they could be more confident
in speak in English, role-play also provided them opportunities to speak more.
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Students could also learn vocabulary, grammar, and speaking fluency with a
lot of enjoyment.
6) How can role-play improve students‟ speaking ability?
In students opinion, by doing role-play they can improve their speaking and
vocabulary mastery. Role-play can also help them to increase their self
confident in speaking and how to use various kinds of English expression.
7) What obstacle did you find while doing role-play?
Students had difficulties dealing with vocabulary. Students found that they
could make the concept of the role-play, but when they wanted to find the
appropriate words, they didn‟t know what to do. The difficulty in
pronouncing the words and sentences in their role-play was the other
difficulty for them.
8) What should be prepared before doing role-play?
Before doing role-play, students mentioned that they have to make the script
and memorize it. Then they need also to find the appropriate English words,
and this thing was quite difficult for them.
9) What kind of topic used in the role-play do you think can improve your
speaking proficiency?
Students mentioned that they like doing role-play which is based on the
familiar thing in their daily life. The terrn familiar here refers to the thing that
students already know in their daily life, not something that really new for
them.
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Based on the analysis of the interview, the writer found some information
as follows:
1) Each student has different motivation to speak.
2) Students are interested in doing interactive and practical learning activities
including role-play. They like doing learning activities which made them to
be involved in the learning process actively.
3) Students still have difficulties in vocabulary and grammar mastery. They
often couldn‟t find appropriate words while speaking or writing. They also
often used Bahasa Indonesia construction while making sentences or
speaking.
4) Students prefer to study topics that they already know, and it should be
familiar with their daily life rather than topics which is really new for them.
5) Students should prepare the script before they act the role-play.
6) Time allocation is one obstacle found when conducting role play in the class.
Based on the result of the interviews which were conducted to the lecturer
and students, all of the students‟ needs were clear. The data from the interviews
were used to design a set of instructional speaking materials which appropriately
fulfilled all of the students‟ needs.
2. Specifying goals, topic, and general purposes
In this part, the goals of the instructional materials were formulated. The
goals here refer to what will student achieve after using role-play in the English
club. The goals, topics, and general purposes will be specified as follows:
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a. Stating goals
Based on the interview which was conducted with the lecturer of PGSD, it
was mentioned that EC is equipping students with English knowledge so that as
teacher candidates, the students of PGSD have enough English skill to face the
real condition of present day education. For the second semester students, it was
expected that they have skill to understand narrative text and tell a story to the
audience. From this information, it was concluded that the goal of EC for the
second semester students was “Be able to express meanings in short functional
text in the form of narrative to interact with environment.” This goal also applied
as the competence standard in the syllabus in the designing of the instructional
materials.
b. Topics
In selecting the topics, the researcher followed the topic selection of the
materials which were used in EC. The selected topics in the EC materials are:
introduction of storytelling, folklore, fairytale, fable, and spoof. Since the
designed materials used role-play as the learning method, the researcher put
introduction to role-play in the first topic, along with introduction to storytelling.
The list of topics in the designed materials can be seen below:
Table 4.1 List of Topics which were Used in The Designed Materials
Meeting Topic
1 Introduction to storytelling and role-play
2 Folklore
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3 Fairytale
Meeting Topic
4 Fable
5 Spoof
c. General Purpose
The general purpose was formulated based on the goal of the EC, which
was students are be able to express meanings in short functional text in the form
of narrative to interact with environment. In the interview, the lecturer stated that
students needed to have a learning activity which could accommodate them to
involve in the learning process actively and master grammar and vocabulary so
that they could speak in English well. In addition, students stated that role-play
was a learning activity that involved them to take part in the learning process
actively, but they still needed to have a good vocabulary and grammar mastery.
As the conclusion, the researcher should design a set of instructional
speaking materials using role-play so that students were accommodated to be
involved in the learning process actively and to master vocabulary and grammar.
Here, the general purpose was formulated: students are able to express meanings
in short functional text in the form of narrative to interact with environment using
role-play.
3. Formulating Learning Objectives
Every learning process has its own objectives. In this study, the learning
objectives were considered as the learning indicators, which referred to the target
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that students should achieve in every meeting successfully. When students were
able to achieve the target in a meeting, it means that what was expected in the
beginning of the learning was successfully gained. The learning objectives were
presented in this following table:
Table 4.2 List of Learning Objectives
Unit Topic Learning Objectives
1 Introduction to
storytelling and
role-play
Students are able to:
Mention the characteristics of every type of
narrative text used in storytelling.
Identity the generic structure of narrative text.
2 Folklore Students are able to:
Mention the definition and the generic
structure of folklore.
Make and perform a short role-play
performance.
3 Fairytale Students are able to:
Mention the definition and the generic
structure of fairy tale.
Make and perform a short role-play
performance.
4 Fable Students are able to:
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Mention the definition and the generic
structure of fable.
Make and perform a short role-play
performance.
5 Spoof Students are able to:
Mention the definition and the generic
structure of spoof.
Make a short spoof and perform a standup
comedy.
4. Selecting the Subject Contents
Subject content is the appropriate topics chosen by the material designer to
facilitate the learning process. Selecting the subject content should be based on the
purposes of the design and also the related theories. In this study, the researcher
intended to design a set of speaking materials using role-play. The theories of
using role-play in teaching speaking were used to develop a set of well designed
materials.
In chapter II it was previously stated that there were some aspects should
be concerned in using role-play in the speaking class, as it was elaborated by
Golebiowska in her book entitled Getting Students to Talk (1990). Concisely, here
are the aspects on how to use role-play in the speaking class: teacher introduces
the general theme of the role-play, teach the functions that the learners need
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before enacting the role-play, decide who is going to be which character, and give
the learners time to prepare what they are going to do or to say. Based on the
theories on how to use role-play in speaking class by Golebiowska, the researcher
chose 5 units to design, they are: (1) introduction to storytelling and role-play, (2)
folklore, (3) fairytale, (4) fable, and (5) spoof.
Each unit of the designed materials consist of four sections, the clear
explanation about the sections will be clarified as follows:
a. Get Ready!
This section provided activities to build the students‟ motivation so that they
could find the ideas about what they were going to learn. In this section,
mostly students would see a picture and short clues or questions to lead them
to the topic which was going to be learned.
b. Check this out!
In this section, students were given deeper information and tasks related to
the topic. From the meeting two through meeting five, students would find
examples of the text, vocabulary building, grammar in use, and also the useful
expressions which were going to be used in the upcoming section.
c. Show time!
This was the third section of each unit. In this section, students would be
divided into small groups. In their group, students were asked to make a short
role-play based on the topic of each unit. In making their role-play, students
were equipped by various useful information which could be found in the
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Check this out! section. After finished making the role-play, students
enacted their role-play in front of the class.
d. Self Evaluation
There was an activity in this section, which was self evaluation. In the end of
the meeting, each student would be given a sheet of paper containing several
questions related to what went well and what should be improved in the
learning process. By doing this self evaluation, it was expected that students
realized what aspects should be maintained or improved, in according to
enhance their knowledge.
5. Selecting Learning Activities and Resources
The researcher arranged various activities for each unit. Most of the
activities in the Get Ready! were designed to help students in getting the idea. So,
it focuses more on discussion, sharing opinion, etc. The activities in this section
were looking at the pictures found in this section and answer questions related to
the picture. Check this out! was done by reading and discussing the deeper
information about topics given, and also comprehending examples of the text,
vocabulary building, grammar in use, and also the useful expressions. In the
Show time! section, students would be divided into small groups. In their group,
students were asked to make a short role-play based on the topic of each unit. The
post activity, which was Self Evaluation, each student would be given a sheet of
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paper containing several questions related to what went well and what should be
improved in the learning process.
In order to create successful teaching learning activities, the writer needs
some instrument resources to facilitate. The writer adapted some examples of text
from books and internet which are considered suitable with the topics.
6. Evaluating the Materials
The designed materials were evaluated by distributing questionnaires to
one PGSD lecturer and two PBI lecturers of Sanata Dharma University. This
designed materials evaluation aimed at measuring whether the materials were
appropriate, well designed, and relevant with the purpose of the study. By
obtaining the feedback and suggestions from the respondents, the researcher
conducted material revisions and improvements.
B. The Findings of the Designed Instructional Materials Evaluation
The questionnaires were distributed in order to obtain feedback from the
respondents. The feedback would be used to revise the designed instructional
materials. The description of the respondent and also the results of the evaluation
are presented in this part.
1. The Description of the Respondents
The respondents in the designed materials evaluation were one lecturer of
PGSD and two lecturers of PBI of Sanata Dharma University. Those mentioned
respondents would measure and judge whether the designed materials were good
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or not. The clear description of the respondents would be presented in the
following table:
Table 4.3 Description of the Post-Design Participants (result)
Respondents
Sex
Educational
Background
Teaching Experience
(in years)
M F D3 S1 S2 S3 <5 5-10 >10
PGSD lecturer 1 1 1
PBI lecturers 2 1 1 1 1
From the data above there were three lecturers who would give evaluation
of the designed materials. There were two PBI lecturers and one PGSD lecturer.
The PGSD lecturer is a S2 graduate. One lecturer of PBI is S1 graduate, and the
another is S3 graduate.
2. Data Presentation
This section presents two parts. The first part describes the presentation of
the descriptive statistics of the respondents‟ opinions. The second part presents
respondents‟ comments and suggestions on the designed instructional materials.
A. The Descriptive Statistics of the Respondents‟ Opinion
Questionnaires were used to obtain the data from the respondents. The
respondents evaluated the designed materials by choosing one of the points of
agreements. The assessment of the respondents‟ opinions on the designed
materials used five points of agreement. They were:
5 : strongly agree with the statements
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4 : agree with the statements
3 : undecided
2 : disagree with the statements
1 : strongly disagree with the statements
The following data presents the result of the descriptive statistic of the
respondents‟ opinions on the designed materials:
Table 4.4 Description of Respondent‟s Opinion
No.
Respondent‟s Opinion
Central Tendency
N Mn
1 The competence standard is well formulated
3
4
2 The basic competences are well formulated
3
3.6
3 The indicators are well formulated
3
3.6
4 The indicators are able to support the attainment of
basic competences
3
3.6
5 The topics are well selected and arranged
3
4.3
6 The instructions are already clear
3
3.6
7 The materials are matched with the competences and
indicators
3
4
8 The pre-activity, main-activity, and the post-activity
are well-developed
3
3.3
9 The materials are interesting, suitable and relevant
3
4
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for the second semester students of Elementary
Teachers Education Program of Sanata Dharma
University
10 The materials are able to help students to develop
their ability in English speaking
3
3.6
11 The learning experience are relevant with English
speaking mastery
3
3.3
12 The use of role-play to teach speaking is well-
developed
3
3.3
13 The content is relevant with the context and the
situation which the language is used
3
4.3
14 Generally, the instructional materials are well
elaborated
3
3.3
N : Number of respondents
Mn : Mean (an indicator of central tendencies of the sources set)
The mean was counted using the formulation below:
Note: X : The range point
∑𝑥 : The sum of all scores
N : The number of respondents
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B. Respondents‟ Comments and Suggestions on the Designed Materials
Open-ended questionnaires were distributed in order to obtain feedback,
comments, and suggestions from the respondents. There were three parts in this
questionnaire, the first part was dealing with the strength and weakness, the
second was about comments, and the third was about the suggestions of the
designed materials.
From the result of the questionnaires, the writer summarized these
following feedback and suggestions:
1) The writer should provide vocabulary items related to the reading examples,
so that students could learn the new words they found.
2) The writer should clarify and specify the learning activities.
3) There should be examples of role-play provided.
4) The writer should give some useful expressions so that students could
develop a role-play using the useful expressions.
5) The writer should give easier texts as the examples, because it was found that
some of the texts were too difficult.
6) The writer should not put a theory in the designed materials, because it was
not really useful for the students.
7) There were some empty spaces in the designed materials. It should be
checked and revised.
8) The writer should make more practical activities so that students would be
actively involved in the learning process.
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C. Discussion on the Designed Instructional Materials Evaluation
From the data presentation, the average point of the central tendency is 3.7
on the scale of 5. This means that the designed materials were well-formulated
and acceptable to the grade second semester students of PGSD of Sanata Dharma
University. However, the designed materials still need revisions based on the
respondents‟ comments, suggestions, and feedback.
The first revision of the designed materials was on the vocabulary
building. The vocabulary building was an important point in accommodating
students to understand the meaning of every single word they were learning.
After knowing the meaning of a word, students were expected to be able to use
the word in their own sentences.
The second revision was on the learning activities. In the revised materials,
the writer clarified and specified what students have to do in every unit. By
specifying and clarifying all of the learning activities, the writer assumed that
students would not get confused in doing every stage in the learning process.
Since students were interested in the interactive learning activity, the writer also
chose several activities which involved students to follow the learning process
actively.
The next revision was providing examples of role-play and the related
useful expressions. This revision was conducted to facilitate students to get the
clear view of what role-play is and what expressions that students can use during
the role-play. The examples would be the guideline for the students on how to use
the expressions in the correct and acceptable way.
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The writer also made some changes in the choosing of texts, because some
texts in the designed materials were too difficult for the students. The writer
provided texts which not using difficult grammar constructions but still
accommodate students with some new information. The new information here
refers to the topics that the students are learning.
The writer also made minor changes on the layout due to a lot of empty
spaces found in the previous designed materials. The changes was rearrange the
position of some pictures and texts so that it would be more efficient in using the
spaces, but still easy to read. It is expected that the new layout of the designed
materials would make students more stimulated to study. The revisions conducted
by the writer were summarized and were presented as follows:
Table 4.5 Revision on the Designed materials
No. Aspects to be revised The revision
1 The writer should provide vocabulary
items related to the reading examples, so
that students could learn the new words
they found
Vocabulary items
were provided in
every unit
2 The writer should clarify and specify the
learning activities.
The learning
activities were
clarified and
specified
3 There should be examples of role-play The writer provided
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provided. examples of role-play
No. Aspects to be revised The revision
4 The writer should give some useful
expressions so that students could develop
a role-play using the useful expressions
The useful
expressions were
provided in each
topic
5 The writer should give easier text as the
example, because it was found that some
of the texts were too difficult
Easier text were
chosen to
accommodate
students knowledge
6 The writer should not put a theory in the
designed materials, because it was not
really useful for the students
There were no theory
were presented in the
designed materials
7 There were some empty spaces in the
designed materials. It should be checked
and revised
The layout of the
designed materials
had been revised.
8 The writer should make more practical
activities so that students would be
actively involved in the learning process.
Interactive activities
were constructed to
accommodate the
students‟
involvement in the
learning process.
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D. Presentation of the Designed Instructional Materials
This section will answer the second problem formulated in this study. It is
about the presentation of the designed instructional materials, which is what does
a set speaking materials using role-play for second semester students of EC of
PGSD Sanata Dharma University look like? This part consists of two parts, the
first is the description of the designed materials, and second is the presentation of
the designed materials.
1. The Description of the Designed Materials
The designed materials consist of five units. Each unit is divided into some
sections, the description of the sections will be clarified as follows:
a. Get ready!
This section provided activities to build the students‟ motivation so that they
could find the ideas about what they were going to learn. In this section,
mostly students would see a picture and short clues or questions to lead them
to the topic which was going to be learned.
b. Check this out!
In this section, students were given deeper information and tasks related to
the topic. From the meeting two through meeting five, students would find
examples of the text, vocabulary building, grammar in use, and also the useful
expressions which were going to be used in the upcoming section
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c. V&G
This section provides the vocabulary and grammar building in the form of
small task. Useful expression can also be found in this section.
d. Yes, you can!
In this section, students would be divided into small groups. In their group,
students were asked to make a short role-play based on the topic of each unit.
In making their role-play, students were equipped by various useful
information which could be found in the V&G section
e. Showtime!
This is the time for students to act their role-play. While one group
performing their role-play, the other groups observe them and then give a
feedback about the performance.
f. Self Evaluation
By doing this self evaluation, it was expected that students realized what
aspects should be maintained or improved, in according to enhance their
knowledge.
2. The Presentation of the Designed Materials.
Based on the feedbacks, comments, and suggestion obtained from the
respondents in post-design study is designed. The Set of English Speaking
Materials Using Role-Play For Second Semester Students of English Club of
Primary School Teacher Education Program of Sanata Dharma University will be
presented in the appendix.
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CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter discusses two parts, namely conclusion and suggestions. The
conclusion is aimed at presenting the findings in answering the first problem
formulation. This chapter also proposes suggestions for the English instructors or
other researcher who would like to conduct research in this field of study.
A. Conclusion
This study aims to answer two problems: (1) how is a set of speaking
materials using role-play for the second semester students of EC of PGSD Sanata
Dharma University designed and (2) what does a set speaking materials using
role-play for the second semester students of EC of PGSD Sanata Dharma
University look like. In answering those two problems, the writer conducted
Educational Research and Development. There are ten steps in the Educational
Research and Development, and the writer only used five steps namely research
and information collecting, planning, develop preliminary form of product,
preliminary field testing and the last is evaluation. In conducting the research, the
writer applied these following steps namely:
1. Conducting need survey
2. Specifying goals, topics, and general purposes
3. Formulating learning objectives
4. Selecting and organizing contents
5. Selecting learning activities and resources
6. Evaluating the materials
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In answering the first problem formulation, the writer used two models
proposed by Kemp and Yalden. The reason why the writer used Kemp‟s model is
that this model allows the writer to start the research from any step because
according to this model, all of steps are interdependent. The second model was
Yalden‟s model. The reason why the writer used this model is that this model
pays high attention to the needs survey. The needs survey was conducted to obtain
information about the learners needs. Furthermore, the writer also used a number
of theories to support this study.
The writer conducted two surveys in this study. The first was needs survey
which was conducted by interviewing one lecturer and ten second semester
students of Primary School Teachers Education Study Program (PGSD) of Sanata
Dharma University. The second survey was conducted in the post-design study.
The survey was conducted by distributing questionnaires to obtain feedback of the
designed materials. The respondents of this study were one PGSD lecturer and
two lecturers of English Language Education Study Program (PBI) of Sanata
Dharma University.
Based on the feedback obtained in the post-design survey, the writer‟s
designed materials gained 3.7 from scale 5 for the average range of the central
tendency. The result implies that the designed materials were well designed and
acceptable to be used in English Club of PGSD of Sanata Dharma University.
The presentation of the designed materials was intended to answer the
second problem. There are six units in the designed materials. The time allocation
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for each unit is 2 x 50 minutes. There are some sections in every unit of designed
materials, namely:
1. Get ready
2. Check this out
3. V&G
4. Yes, you can
5. Show time
6. Evaluation
The complete set of the designed materials will be presented in the appendices.
B. Suggestions
The writer would like to give some suggestions for the English
instructors/tutors of English Club and the other researchers. The suggestions are
as follows:
1. For the English instructors/tutors of English Club of Primary School
Teachers Study Program (PGSD) of Sanata Dharma University.
Role-play is a good activity for enhancing students speaking proficiency.
It accommodates students to take part actively in the learning process. By
applying this activity, students would be able to put their language in their own
context; it will also make the language learning more memorable for the students.
When applying this activity, teacher should pay attention to the time allocation,
because students need time to prepare themselves. Teacher also suggested to give
familiar topic to the students.
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2. For the Further Research
Other researcher may conduct further research to measure the
effectiveness of the designed materials in fulfilling the purpose of this study. The
purpose of this study is enhancing students speaking proficiency by using role-
play. Since there are a lot of methods to teach speaking, it is widely open to
conduct a new research in this field of study.
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REFERENCES
Ary, D., Jacobs, L. C. & Razavieh, A . (2006). Introduction to research in
Education (Eighth Edition). California: Wadsworth Group.
Bennet, N. (1997). Teaching through play, Philadelphia: Open University
Press.
Borg, W. R. & Gall, M. D. (1983). Educational research: An Introduction.
NewYork: Longman.
Brown, G. & Yule, G. (1983). Teaching the spoken language: an approach
based on the analysis of conversational English. Cambridge: Cambridge
University Press
Clark, H. H. & Eve V. (1977). Psychology and language: An Introduction
to Psycholinguistics. New York: Harcourt, Brace & Jovanovich.
Golebiowska , A . (1990). Getting students to talk, New York: Prentice Hall,Inc.
Hughes, R. Teaching and researching speaking. Pearson Education
Limitted
Joyce, B. & Weil, M. (Eds.). (2000). Models of teaching. Boston: Allyn and
Bacon.
Kemp, J. E. (1977). Instructional design, a plan for unit and course development,
Fearon: Pitman Publisher, Inc.
Lado, R. (1964). Language teaching: A Scientific Approach. New York: Mc
Graw-Hill, Inc.
Luoma, S. (2004). Assesing speaking. Cambridge: Cambridge University Press.
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Paulston, C. Bratt & Bruder, M. Newton. (1976). Teaching English as a
Second language: Teaching Procedures, Massachusetts: Winthrop
Publishers, Inc .
Richard, J.C. & Rogers, T. S. (1986). Approaches and methods in language
Teaching,Cambridge: Cambridge University Press.
Rivers, W.M. (1968). Teaching foreign language skills, Chicago: The
University of Chicago Press.
.
Waney, Max H, & K. Prayitno and Suwardi. (1980). Kerangka pengajaran
IPS dengan metode“Role-playing”. Jakarta: Proyek Pengembangan
Pendidikan Guru.
Widdowson,H.G. (1979). Teaching language as communication. London: Oxford
University Press.
Yalden, J. (1983). The communicative syllabus: Evolution Design and
Implementation. Englewood Cliffs, New Jersey: Prentice Hall
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APPENDICES
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APPENDIX A Surat Izin Penelitian
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APPENDIX B Questionnaire of Evaluation
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Questionnaire of Evaluation
Hal : Permohonan Pengisian Kuesioner
Lamp. : The General Description of the Designed Materials
Syllabus
Lesson Plan
Set of Designed Materials
Kepada
Yth. Bapak/Ibu/ Saudara _______________
di _________________________________
Dengan hormat,
Yang bertandatangan di bawah ini, saya, mahasiswa Universitas Sanata Dharma
Yogyakarta,
Nama : Paulus Aditya Hernawan
NIM : 061214113
Prodi/ Jur./ Fak : PBI/ PBS/ FKIP
Alamat : Wirobrajan WB II/342 Yogyakarta 55252
Berkaitan dengan penyelesaian tugas akhir (skripsi) yang saya susun dengan judul
“Designing A Set of Speaking Materials Using Role-play for Second Semester
Students of English Club of Elementary Teachers Education Program of Sanata
Dharma University”, saya memohon kesediaan Bapak/ Ibu/ Saudara untuk menilai
serta memberikan kritik dan saran terhadap materi yang telah saya susun dengan
cara mengisi kuesioner yang tersedia. Adapun The General Description of the
Designed Materials, Syllabus, Lesson Plan, Set of Designed Materials terlampir.
Demikian permohonan saya, atas kesediaan Bapak/ Ibu/ Saudara, saya
mengucapkan terimakasih.
Yogyakarta, 5 Desember 2011
Hormat saya,
Paulus Aditya Hernawan
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MATERIAL EVALUATION QUESTIONAIRE
This questionnaire is an evaluation instrument to design English speaking material
using role-play for second semester students of English Club of Elementary
Teachers Education Program of Sanata Dharma University. It will be used for
research entitled: “Designing A Set of Speaking Materials Using Role-Play for
Second Semester Students of English Club of Elementary Teachers Education
Program of Sanata Dharma University”.
Respondent‟s identity ,put the check (√) mark in the appropriate box.
Educational Background : D3 S1 S2 S3
Teaching Experiences : <1 year 1-5 years 5-10
years
>10 years
Sex : male female
Age (optional) : __________
A. In giving your opinion on the designed materials, please choose one of the
options by crossing out (x) the number which indicates your choice. The
number and the degree are explained as follows:
5 : strongly agree
4 : agree
3 : undecided
2 : disagree
1 : strongly disagree
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No.
Respondent‟s Opinion
Degrees of
Agreement
1 The competence standard is well formulated
1 2 3 4 5
2 The basic competences are well formulated
1 2 3 4 5
3 The indicators are well formulated
1 2 3 4 5
4 The indicators are able to support the attainment of
basic competences
1 2 3 4 5
5 The topics are well selected and arranged 1 2 3 4 5
6 The instructions are already clear
1 2 3 4 5
7 The materials are matched with the competences and
indicators
1 2 3 4 5
8 The pre-activity, main-activity, and the post-activity
are well-developed
1 2 3 4 5
9 The materials are interesting, suitable and relevant
for the second semester students of Elementary
Teachers Education Program of Sanata Dharma
University
1 2 3 4 5
10 The materials are able to help students to develop
their ability in English speaking
1 2 3 4 5
11 The learning experience are relevant with English
speaking mastery
1 2 3 4 5
12 The use of role-play to teach speaking is well-
developed
1 2 3 4 5
13 The content is relevant with the context and the 1 2 3 4 5
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situation which the language is used
14 Generally, the instructional materials are well
elaborated
1 2 3 4 5
B. Please give opinions or suggestions on the “Designing A Set of Speaking
Materials Using Role-Play for Second Semester Students of English Club
of Elementary Teachers Education Program of Sanata Dharma
University”.
1. What are the strength and the weaknesses of the “Designing A Set of
Speaking Materials Using Role-Play for Second Semester Students of English
Club of Elementary Teachers Education Program of Sanata Dharma
University”.
The strengths are:
a. ___________________________________________________________
b. ___________________________________________________________
c. ___________________________________________________________
d. ___________________________________________________________
e. ___________________________________________________________
The weaknesses are:
a. ___________________________________________________________
b. ___________________________________________________________
c. ___________________________________________________________
d. ___________________________________________________________
e. ___________________________________________________________
2. What are your comments about the overall designed materials?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. What are your suggestions in order to improve the materials?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
==Thank You==
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APPENDIX C Syllabus
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APPENDIX D Lesson Plan
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Lesson Plan
Unit : 4 (Narrative text)
Topic : Fable
Time Allocation : 2 x 50 minutes
Competence standard : Be able to express meanings in short functional
text in the
form of narrative to interact with environment
Basic competence : Be able to understand the meaning of fable text which is
used
in storytelling. Be able to Master the meaning fable text
which is used in storytelling.
Indicators :
In the end of the lesson, students are able to:
Mention the definition of fable accurately.
Explain the generic structure and linguistic aspects of fable.
Make a fable in the good arrangement and grammatically correct.
Make short role-play performance about fable No. Activities Time
Allocation
1.
Pre Activity
Get Ready
Students look at the animal pictures, then
choose which one is good/evil animal? And
explain the reason.
Students share their opinions in why those
animals got that such kind of stereotype in being good/evil.
10 minutes
15 minutes
2.
Whilst Activity
Check this out
Students read the description of fable, and then
read the example of fable.
Students make a dialogue based on the mouse
deer and tiger pictures.
Show time
Students work in group of four and make a
short role-play based on the situation given.
Students act their role-play in front of the
class.
10 minutes
20 minutes
20 minutes
15 minutes
3. Post Activity
Students give feedback on the other groups‟
performances and do the self evaluation.
10 minutes
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APPENDIX E Presentation of the Instructional Materials Design
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It’s Free to Speak - Storytelling
LBUSD
It’s Free to Speak!
A set of Speaking Materials using Role-play
2nd Semester Students
The position of the designed materials either as the complementary materials or as the replacement of the previous materials. The designed materials will only focus on the
story telling topic, and it means the designed materials will not give any changes in the materials before the story telling topic.
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It’s Free to Speak - Storytelling
UNIT 1
INTRODUCTION TO STORYTELLING AND ROLE-PLAY
Look at the picture, what is
the woman doing?
Do you like doing the same
thing as what the woman is
doing?
Get ready !
Storytelling is the conveying of events in words, images, and sounds
often by improvisation or embellishment. Stories or narratives have been
shared in every culture as a means of entertainment, education, cultural
preservation, and in order to instill moral values. Crucial elements of
stories and storytelling include plot, characters, and narrative point of
view.
What is storytelling
?
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It’s Free to Speak - Storytelling
All kinds of story have a
general structure which is
consists of several events and
actions, those events and
actions will form a series of
events which is called by
PLOT, the plot can be
summarized in this following
picture:
Check this out!
Look at the picture on
the left, this semester we
will study about those
kinds of story.
We will not only study
about the meaning or
read the story, but also
act and perform those
kinds of story in front of
the class.
Sounds interesting,
right?
Exposition: This part introduces the characters and the setting of the story
Rising action: It explains the events that lead to the conflict
Climax: Here the climax of the story and the struggle of the characters are exposed
Falling action: This part explains how the problem was solved and ends the story (denouement)
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It’s Free to Speak - Storytelling
Read this following story and identify the plot/generic structure!
The Sick Lion
A Lion, unable from old age and
infirmities to provide himself with food
by force, resolved to do so by artifice.
He returned to his den, and lying down
there, pretended to be sick, taking care
that his sickness should be publicly
known. The beasts expressed their
sorrow, and came one by one to his den,
where the Lion devoured them. After
many of the beasts had thus disappeared,
the Fox discovered the trick and presenting himself to the Lion, stood
on the outside of the cave, at a respectful distance, and asked him
how he was. "I am very middling," replied the Lion, "but why do you
stand without? Pray enter within to talk with me." "No, thank you,"
said the Fox. "I notice that there are many prints of feet entering
your cave, but I see no trace of any returning." http://ivyjoy.com/fables/sicklion.html
Infirmities : kelemahan
Sorrow : kesedihan
V&G
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It’s Free to Speak - Storytelling
Role-play
Role-play is an action where
a person or a group of persons
behave and speak like other
person does; the purpose of
this action is to entertain or to
show their speaking ability.
This semester, you will not only studying storytelling,
but also role-play. What is role-play? Let‟s check it out!
This is the first
time I hear that
an angel has no
wings.
I want to fly but I have no
wings.
Gatotkaca : Hi Arimbi, why are you so silent today?
Arimbi : I’m a bit jealous with you?
Gatotkaca : Eh, why?
Arimbi : You’re so mighty. You could fly easily, but I cannot. I
want to fly but I have no wings.
Gatotkaca : This is the first time I hear that an angel has no wings.
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It’s Free to Speak - Storytelling
Still confused? In short ,role-play is an activity of speaking
where you put the real condition of an event in to the class.
You imitate the condition as similar as possible to the real
condition of the event. The picture below is one example of a
role-play.
I heard you want
a baby, so I give
him to you.
This is a
miracle
I don‟t believe
it.
The examples of role-play are: soap opera (sinetron), comedy show (like Opera van Java, Sketsa, etc), end even a
movie. In doing role-play, you have to decide the characters, the setting, the dialogue, and of course the story of your role-
play. Role-play is very interesting, isn’t it? Role-play gives you opportunities to speak, act, and personalize your way of learning English. In short, it gives you a lot of benefits.
So, are you ready to be an actor/actress?
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It’s Free to Speak - Storytelling
Folklore
Folktale
Myth
Legend
UNIT 2
FOLKLORE
Get ready !
In this unit you will learn
more kinds of stories; they
are folktale, myth, legend.
Those three kinds of stories
are belong to Folklore. So,
are you ready to learn and
act the stories?
Hey, do you know me?
I’m a giant, do you
know in what kind of
story you can find me?
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It’s Free to Speak - Storytelling
Check this out!
Look at the pictures above, what thing comes up in your mind
when you‟re looking at the pictures?
Do you know the story about those pictures? In what type of story
are they? Share your knowledge to your friends nearby.
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It’s Free to Speak - Storytelling
Make a group of four!
In your group, make a short folklore role-play based on the pictures above
Decide how many characters and what events should appear in the role-play
Decide a title for your group’s role-play Look at the pictures below to make it easier to decide what to do in
making your role-play.
Yes, you can!
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It’s Free to Speak - Storytelling
These following keywords will help you to make your role-play:
Show time!
Finished? Now it‟s time to show your story in front of the class. No need to worry
to make mistakes, we will fix that later.
Ready? It‟s free to speak anyway.
!
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It’s Free to Speak - Storytelling
UNIT 3
FAIRYTALE
Get ready !
Hello, I am Draco...
Are you talking
about me? I’m looking for
a green dragon.
They are old stories
that were passed down
by word of mouth for
many years before
finally being written
down. The usual
settings are peasants,
witches, royalty
forests, castles.
Fairytale
Check this out!
Look at the pictures above, are you familiar with them?
Guess what will happen if the man meet the dragon?
Choose one character that you like from those characters above!
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It’s Free to Speak - Storytelling
Read this following story! Keong Emas (The Golden Snail)
PRINCE Raden Putra and Dewi Limaran were husband and wife. They lived in
a palace. Prince Raden Putra's father was the king of the kingdom.
One day, Dewi Limaran was walking around in the palace garden. Suddenly she saw a
snail. It was ugly and disgusting.
"Yuck!" said Dewi Limaran and then she threw it away into a river.
She did not know that the snail was actually an old and powerful witch. She
could transform herself into anything. The witch was angry to Dewi Limaran. The
witch put a spell on her and changed her into a golden snail. The witch then threw it
away into the river.
The golden snail was drifting away in the river
and got caught into a net. An old woman was fishing
and used her net to catch some fish. She was
surprised to see a golden snail in her net. She
took it and brought it home. When the old woman
woke up in the morning, she was surprised that the
house was in the good condition. The floor
was mopped. And she also had food on the table. She
was thinking very hard.
"Who did this to me? The person is very kind." It happened
again and again every morning.
The old woman was very curious. One night she decided to stay up late. She
was peeping from her room to know who cooked for her. Then, she could not believe
what she saw. The golden snail she caught in the river turned into a beautiful woman.
The old woman approached her.
"Who are you, young girl?"
"I am Dewi Limaran, Ma'am. A witch cursed me. I can change back as a human
only at night," explained Dewi Limaran.
"The spell can be broken if I hear the melody from the holy gamelan,"
continued Dewi Limaran.
The old woman then rushed to the palace. She talked to Prince Raden Putra
about her wife.
Prince Raden Putra was so happy. He had been looking for his wife
everywhere.
He then prayed and meditated. He asked the gods to give him the holy gamelan. He
wanted to break the witch's spell. After several days praying and meditating, finally
gods granted his wish. He immediately brought the holy gamelan to the old woman's
house. He played it beautifully. And then amazingly the golden snail turned into the
beautiful Dewi Limaran.
The couple was so happy that they could be together again. They also
thanked the old woman for her kindness. As a return, they asked her to stay in the
palace. *** http://indonesianfolklore.blogspot.com/2007/10/keong-emas-golden-snail-prince-raden.html
Pure
gold
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It’s Free to Speak - Storytelling
Witch: penyihir wanita
Drifting: melayang
Peeping: mengintip
Mopped: sudah dipel
To grant: mengabulkan
Spell: mantra
Decide: memutuskan
V&G
Now imagine you are a witch, and make
your own magic spell using the daily use
words!
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It’s Free to Speak - Storytelling
Now, identify these following elements based on the story above:
Work in group of four
In your group, choose one Indonesian fairytale! Decide the setting of the fairytale (use the 6 elements in the previous
activity)! Make a short role-play about fairytale based on the 6 elements that
you’ve discussed with your friends!
Show time!
Finished? Now it‟s time to show your story in front of the class. No need to worry
to make mistakes, we will fix that later.
Ready? It‟s free to speak anyway.
!
Yes, you can!
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It’s Free to Speak - Storytelling
UNIT 4
FABLE
Get ready !
Look at the animal pictures above. Which animal do you
like/dislike most? Explain your reason!
Imagine, if you are an animal, what kind of animal do you want to
be, and mention your reason!
Why those animals get this kind of
stereotype in being good/evil?
!
Mention some animals that usually
considered as good animal in the
story! !
Mention some animals that usually
considered as bad/evil animal in the
story!
!
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It’s Free to Speak - Storytelling
A short tale that
presents a moral
value or a
message on good
and bad
behavior. The
characters of
fables are usually
animals. They
can speak and
behave like what
people do
Check this out!
The Hare and the Tortoise One day, a hare and a tortoise held a run competition
Hare : Are you sure to challenge me in a run
competition?
Tortoise: Yeah, why not?
Hare : Don’t you feel scared to lose?
Tortoise: Nope!
Hare : What makes you so sure that you will win?
Tortoise: I don’t know, I’m sure to win this game, that’s
it.
Hare : Okay..let’s start the game then..the one who
gets to the other side of this forest is the
winner. Deal?
Tortoise: Deal!
To be continued>>>>>
Do you know what happens then?
What is fable?
?
Hare : kelinci
Tortoise: kura-
kura
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It’s Free to Speak - Storytelling
Elements of Fable: Exposition:
This part introduce the characters and the setting of the story
Rising action: It explains the events that lead to the conflict
Climax: Here the climax of the story and the struggle of the characters are exposed
Falling action: This part explains how the problem was solved and ends the story
Fable, like the
other narrative
texts, is written
in past tense
!
Do you still remember the
story of the animals in that
picture?
Discuss the picture with
your friends, and then
explain the morals of the
story to the others!
Now, try to make short conversation between those animals in the
picture with your friends nearby! After you finished, practice the
conversation with your friends.
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It’s Free to Speak - Storytelling
Work in group of four
Choose one animal for each member of your group Make the characteristic for each animal character Make a short role-play about fable based on these following situations:
Situation 1
One character is the hero animal, this character is very strong and helpful. In one
occasion, there is one evil animal who wants to defeat the hero animal. The other
animals warn the hero about the evil animal. There is a fight between the animals.
Characters:
Hero animal, evil animal, others animals who don‟t want the fight.
Situation 2
One animal was caught by a hunter; the other animals want to set the animal free.
The hunter does anything not to let the animals set free their friend.
Characters:
The caught animal, hunter, other animals who want to free the caught animal
Show time!
Finished? Now it‟s time to act your fable in front of the class. No need to worry
to make mistakes, we will fix that later.
Ready? It‟s free to speak anyway.
!
Yes, you can!
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It’s Free to Speak - Storytelling
UNIT 5
SPOOF
Get ready !
Funny
Story
To Entertain
Laugh
So, here I have
some clues: it‟s a
story, it‟s funny,
you‟ll laugh after
reading it, and of
course it‟s
entertaining. What
is it? Please
answer, but don‟t
look at this unit‟s
title! I am funny,
right?
Yes, that’s right. Spoof is a text which tells factual story, happened in the past time with unpredictable and funny ending. Its social function is to entertain and share the story. In this unit, you’ll be given some examples of spoofs, and after that what you need to do is make your own spoof, and change it into role-play based on the spoof that you’ve made.
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It’s Free to Speak - Storytelling
One of the most popular spoof in Indonesia comes from West Java, in
which the main character is Si Kabayan. This following story is one of the many versions of Si Kabayan stories:
Check this out!
Si Kabayan Brings Home The Corn
Si Kabayan had been ordered by his father-in-law to collect the ripe corn
from the garden and bring it in to the house. Too lazy to carry so many
ears of corn himself, he tied them together and hung them on a bamboo
pole which he slung ocross the back of his horse.
Then he himself mounted the beast and saw him approaching the house
and called. “Kabayan, Kabayan, what in the name of heaven are you doing?
Why are you carrying the corn that way, sitting on the horse with the
pole over your shoulder ?”
“Ah, Pa,” replied Kabayan, “otherwise it would be too heavy for my horse.”
http://www.christon.net/folk-tales/si-kabayan-brings-home-the-
corn/
Actually, the generic structure of a spoof is
just the same as the other types of story.
The difference is in the element called
TWIST. Twist is the funniest part of the
story. It is the heart of the story itself. So,
from the story above, which part is the
twist?
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It’s Free to Speak - Storytelling
Sacred Well Woman : Oh, sacred well, I want you to fulfill my wish! Well : What is it? Woman : I wish for no housework, no cooking, no cleaning, less work and
more money! Well : Okay, now throw $10 to me and your wish will be fulfilled. Woman : Here it is $10 Well : As you wish... no housework, no cooking, no cleaning, less work
and more money! I turn you into a man. Work in a group of four, we will make a short spoof role-play!
Choose one funny thing in your daily life; it could be funny thing during your study at school, university, or any other activities.
Decide the setting and the characters Don’t forget to find the TWIST of the story, and make sure that this is
funny.
Yes, you can!
Sacred : keramat, suci
Well : sumur
V&G
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It’s Free to Speak - Storytelling
Show time!
Finished? Now it‟s time to act your spoof in front of the class. No need to worry
to make mistakes, we will fix that later.
Ready? It‟s free to speak anyway.
!
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It’s Free to Speak - Storytelling
BIBILIOGRAPHY
McCaslin, Nellie. 1996. Creative Drama in the Classroom, New York: Longman
Philips, Sarah. 1999. Drama with Children. Hong Kong: Oxford University Press
http://www.cartoonstock.com
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It’s Free to Speak - Storytelling
Self Evaluation, this self evaluation sheet is given in the end of every meeting.
Name:______________________ Date:________________
Today, I learn:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
What is good in me?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
What should I improve?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Today, I found these new words:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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