THE EFFECT OF ROLE PLAY AND SELF-CONFIDENCE

ON ENGLISH SPEAKING SKILL

Thesis

By:

Fenny Yutika Seli

NIM. 21150140000013

MASTER OF ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2019

vi

ABSTRACT

Fenny Yutika Seli. The Effect of Role Play and Self-Confidence on English Speaking

Skill of Broadcasting students (A Quasi-experimental Study at the Eleventh Grade of

SMK Prima Unggul), 2019.

The present study was to obtain the empirical evidence the effect of role-play and self-

confidence on broadcasting students’ speaking skill. The population of the research was

the second grade of SMK Prima Unggul students. There were two classes of broadcasting

major (XI BC 1 and XI BC 2). Each class consisted of 24 students, so totally there were 48

students. Since there were only two classes, so they all became the sample of the research.

Then, they were divided into experimental and control groups by using random

assignment. For determining whether the students had high or low self-confidence, the

instrument used was a Likert scale questionnaire consisting 24 questions. A pre-test of

speaking including 5 questions was administered to both groups, and the participants were

asked to answer them orally. The experimental group was taught speaking in role play

technique while the control group was taught speaking in presentation technique. After

three sessions of the treatments, the post-test of speaking was administered in which the

participants in both groups were asked to answer the posttest questions. The data was

analyzed through calculating ANOVA coefficient. The results indicated that: (1) there was

difference on English speaking skill of broadcasting students between those who are taught

by using role play technique and those who are taught by using presentation, (2) there was

no interactional effect between teaching technique and students’ self-confidence towards

English speaking skill of broadcasting students, (3) There was difference on English

speaking skill of broadcasting students between students who had high self-confidence that

were taught by using role play technique and those who are taught by presentation

technique, (4) there was difference on English speaking skill of broadcasting students

between students who had low self-confidence who were taught by using role play

technique and those who were taught by presentation technique.

Keywords: Speaking Skill, Teaching Technique, Role Play, Presentation, Self-Confidence.

vii

ABSTRAK

Fenny Yutika Seli. Pengaruh Permainan Peran dan Kepercayaan Diri dalam

Kemampuan Berbicara Siswa Penyiaran (Penelitian Eksperimen Semu pada Siswa

Kelas Sebelas SMK Prima Unggul), 2019.

Penelitian ini bertujuan untuk mengetahui dan menjelaskan bukti empiris tentang pengaruh

permainan role play (bermain peran) dan kepercayaan diri pada keterampilan berbicara

siswa broadcasting. Populasi dari penelitian ini adalah siswa tingkat dua dari SMK Prima

Unggul. Ada dua kelas dalam jurusan penyiaran (XI BC 1 dan XI BC 2). Masing-masing

kelas terdapat 24 siswa, sehingga totalnya adalah 48 siswa. Karena hanya ada dua kelas,

jadi mereka semua menjadi sampel penelitian. Lalu, mereka dibagi ke dalam grup

eksperimen dan grup control dengan menggunakan random assignment. Untuk

menentukan apakah siswa-siswa tersebut mempunyai tingkat kepercayaan diri yang tinggi

atau rendah, instrument yang digunakan adalah kuesioner skala Likert yang terdiri dari 24

pertanyaan. 5 pertanyaan pre-test terkait kemampuan berbicara diberikan kepada kedua

kelompok, dan para peserta diminta untuk menjawabnya secara lisan. Kelompok

eksperimen diajarkan berbicara dalam teknik bermain peran sedangkan kelompok kontrol

diajarkan berbicara dengan teknik presentasi. Setelah tiga sesi perlakuan, post-test

kemampuan berbicara diberikan di mana peserta dalam kedua kelompok diminta untuk

menjawab pertanyaan posttest. Data dianalisis dengan menghitung koefisien ANOVA

(Analysis of Variance). Hasilnya menunjukkan bahwa: (1) terdapat perbedaan pada

kemampuan berbicara Bahasa Inggris siswa penyiaran antara siswa yang diajar

menggunakan teknik role play dan siswa yang diajar mengguanakan teknik presentasi. (2)

tidak terdapat efek interaksi diantara teknik pengajaran dan kepercayaan diri siswa

terhadap kemampuan berbicara Bahasa Inggris siswa penyiaran, (3) terdapat perbedaan

pada kemampuan berbicara Bahasa Inggris siswa penyiaran antara siswa yang mempunyai

kepercayaan diri tinggi antara siswa yang diajar menggunakan teknik role play dan siswa

yang diajar mengguanakan teknik presentasi, (4) terdapat perbedaan pada kemampuan

berbicara Bahasa Inggris siswa penyiaran antara siswa yang mempunyai kepercayaan diri

rendah antara siswa yang diajar menggunakan teknik role play dan siswa yang diajar

mengguanakan teknik presentasi.

Kata Kunci: Kemampuan Berbicara, Teknik Pengajaran, Permainan Peran, Presentasi,

Kepercayaan Diri.

ix

ACKNOWLEGMENT

In the name of Allah, The Most Beneficent, The Most Merciful. All praises and

gratitude be to Allah SWT for the health and strength, so that the writer is able to complete

this final project. Piece and salutation be upon to our prophet Muhammad SAW, the most

inspiring human in this universe.

This thesis is presented to Department of English Education Department, Faculty

of Educational Sciences, State Islamic University Syarif Hidayatullah Jakarta as the partial

fulfillment of the requirement for the Master Program in English Language Education.

The writer realizes that this thesis would not finish well without support,

suggestion, and help from her husband, daughter, mother, brothers, lecturers, colleagues,

and also her friends. Based on this reason, the writer wants to thank for all of them who

have helped her until finished this final project.

Furthermore, the writer’s deepest gratitude and respect goes to her advisors, Siti

Nurul Azkiyah, M.Sc., Ph.D. and Dr. Lia Kurniawati, M.Pd., for their helpful advices and

guidance during this thesis completion. Also, to Dr. Alek, M.Pd. and Dr. Ratna Sari Dewi,

M.Pd., for all constructive advices and guidance during the thesis revision of trial result

examination. The writer would not be able to finish her thesis without their help.

The writer would like to express her gratitude to:

1. Dr. Sururin, M.Ag., the Dean of Educational Sciences Faculty.

2. Dr. Fahriany, M.Pd., the Head of Graduate Program of English Education.

3. All the lecturers in Graduate Program of English Education for their valuable

guidance and encouragement during the writer’s study.

4. Teachers and staffs of SMK Prima Unggul for their helpful assistance during the

research and data collecting.

Jakarta, 22 July 2019

Fenny Yutika Seli

x

TABLE OF CONTENTS

Page

COVER ........................................................................................................... i

TITLE PAGE ................................................................................................. ii

APPROVEMENT SHEET ............................................................................ iii

STATEMENT OF ORIGINALITY ............................................................. v

ABSTRACT .................................................................................................... vi

AKNOWLEGMENT ..................................................................................... ix

TABLE OF CONTENTS............................................................................... x

LIST OF TABLES ......................................................................................... xii

LIST OF FIGURES ....................................................................................... xiii

LIST OF APPENDICES ............................................................................... xiv

CHAPTER I INTRODUCTION................................................................... 1

A. Background of the Study .................................................................... 1

B. Identification of the Problem .............................................................. 5

C. Limitation of the Problem .................................................................. 5

D. The Formulation of the Problem ......................................................... 5

E. The Objectives of the Study ................................................................ 6

F. The Significance of the Study ............................................................. 6

CHAPTER II THEORETICAL FRAMEWORK ...................................... 8 A. English Speaking Skill ........................................................................ 8

1. The Kinds of Speaking .................................................................. 10

2. The Processes of Oral Production Skill ........................................ 11

3. Aspects of Speaking Skill ............................................................. 12

4. Problems in Speaking .................................................................... 13

5. Teaching Speaking ........................................................................ 15

a. Role Play ................................................................................. 16

b. Presentation ............................................................................. 20

6. Testing Speaking ........................................................................... 23

7. Assessing Speaking ....................................................................... 24

B. Self-confidence ................................................................................... 26

1. The Characteristics of Self-confidence ......................................... 28

2. Indicators of Self-confidence ........................................................ 28

3. The Way of Improving Self-confidence ....................................... 29

4. The Role of Self-confidence to Improve Speaking Skill .............. 30

C. Teaching Speaking by Role Play ........................................................ 31

D. Teaching Speaking by Presentation .................................................... 32

E. Related Previous Studies..................................................................... 33

F. Theoretical Implications for the Study ............................................... 34

G. Theoretical Hypotheses ....................................................................... 36

CHAPTER III RESEARCH METHODOLOGY ....................................... 37 A. Research Method and Design ............................................................. 37

B. Place and Time of the Study ............................................................... 38

xi

C. Population and Sample ....................................................................... 38

D. Research Instruments .......................................................................... 39

E. Data Collection Techniques ................................................................ 51

F. Data Analysis Technique .................................................................... 52

G. Statistical Hypotheses ......................................................................... 53

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION .................. 55 A. Research Findings ............................................................................... 55

B. Data Analysis ...................................................................................... 65

1. Test Data Analysis Requirement ................................................... 65

2. The Testing of Hypotheses ............................................................ 68

C. Discussion ........................................................................................... 71

D. Limitation of the Study ....................................................................... 77

CHAPTER V CONCLUSION AND SUGGESTION ................................. 78 A. Conclusion .......................................................................................... 78

B. Suggestion ........................................................................................... 78

C. Implication .......................................................................................... 79

REFERENCES ............................................................................................... 81

APPENDICES ................................................................................................ 86

xii

LIST OF TABLES

Table 2.1 Scoring Rubric of English Speaking Skill Test ......................................... 25

Table 3.1 Factorial Design of Experimental Research .............................................. 37

Table 3.2 The Population of research ....................................................................... 39

Table 3.3 Blueprint of English Speaking Test .......................................................... 40

Table 3.4 Scoring Rubric of English Speaking Skill Test ......................................... 41

Table 3.5 Scoring Table ........................................................................................... 42

Table 3.6 Content Validity Result of Speaking Test ................................................. 44

Table 3.7 Cohen Kappa Interpretation ...................................................................... 45

Table 3.8 Symmetric Measures ................................................................................ 45

Table 3.9 Blueprint of Self-Confidence Questionnaire ............................................. 46

Table 3.10 Statements of Questionnaire ..................................................................... 47

Table 3.11 Students’ Self-Confidence Scale............................................................... 48

Table 3.12 Validity of Self-Confidence Instrument .................................................... 49

Table 3.13 Reliability Statistics .................................................................................. 51

Table 3.14 Cohen’s d Interpretation ........................................................................... 53

Table 4.1 Descriptive Statistics of Pre-Test .............................................................. 55

Table 4.2 Paired Sample T-test on Pre-test Score of Experimental Class and Control

Class ......................................................................................................... 60

Table 4.3 Descriptive Statistics of Post-Test ............................................................ 61

Table 4.4 Normality Test .......................................................................................... 66

Table 4.5 Homogeneity Test .................................................................................... 66

Table 4.6 ANOVA Table Linearity of Role Play (X1) with Students’ Speaking Skill

(Y) ............................................................................................................ 67

Table 4.7 ANOVA Table Linearity of Students’ Self-Confidence (X2) with ther

Speaking Skill (Y) .................................................................................... 67

Table 4.8 ANOVA Test (2x2) Test of between-Subjects Effects ............................. 68

Table 4.9 Paired Sample Test of Teaching Technique .............................................. 69

Table 4.10 Post Hoc Test of Multiple Comparison ..................................................... 70

xiii

LIST OF FIGURES

Figure 4.1 Histogram of Pre-test Score of Students’ English Speaking in

Experimental Group ................................................................................. 56

Figure 4.2 Histogram of Pre-test Score of English Speaking Skill with High Self-

Confidence in Experimental Group .......................................................... 57

Figure 4.3 Histogram of Pre-test Score of English Speaking Skill with Low Self-

Confidence in Experimental Group .......................................................... 57

Figure 4.4 Histogram of Pre-test Score of English Speaking Skill in Control Group . 58

Figure 4.5 Histogram of Pre-test Score of English Speaking Skill with High Self-

Confidence in Control Group ................................................................... 59

Figure 4.6 Histogram of Histogram of Pre-test Score of English Speaking Skill with

Low Self-Confidence in Control Group .................................................... 59

Figure 4.7 Histogram of Post-test Score of Students’ English Speaking Skill in

Experimental Group ................................................................................. 61

Figure 4.8 Histogram of Post-test Score of English Speaking Skill with High Self-

Confidence in Experimental Group .......................................................... 62

Figure 4.9 Histogram of Post-test Score of English Speaking Skill with Low Self-

Confidence in Experimental Group .......................................................... 63

Figure 4.10 Histogram of Post-test Score of English Speaking Skill in Control

Group…………………………………………………………………..63

Figure 4.11 Histogram of Post -test Score of English Speaking Skill with High Self-

Confidence in Control Group ................................................................... 64

Figure 4.12 Histogram of Post-test Score of English Speaking Skill with Low Self-

Confidence in Control Group ................................................................... 65

xiv

LIST OF APPENDICES

Appendix 1 Syllabus ................................................................................................ 86

Appendix 2 Lesson Plan........................................................................................... 98

Appendix 3 Speaking Test ....................................................................................... 143

Appendix 4 Self-Confidence Questionnaire ............................................................. 145

Appendix 5 Instrument of Validity Test ................................................................... 147

Appendix 6 Scoring Data ......................................................................................... 152

Appendix 7 Timeline of the Research ...................................................................... 157

Appendix 8 Photographs .......................................................................................... 160

Appendix 9 Surat Balasan Penelitian ....................................................................... 163

1

CHAPTER I

INTRODUCTION

This chapter presents and discusses the background of the study, identification of

the problem, limitation of the problem, formulation of the problem, objective of the study,

and significance of the study.

A. Background of the Study

Speaking is very important in second or foreign language learning. The

significance of speaking is indicated with the integration of the other language skills.

Speaking helps learners develop their vocabulary and grammar skills and then better their

writing skill. Students can express their emotions, ideas; say stories; request; talk, discuss,

and show the various functions of language (Leong & Ahmadi, 2016, p. 35). Speaking is of

vital importance outside the classroom or for career success, but certainly not limited to

one‟s professional aspirations. Speaking skills can enhance one‟s personal life, thereby

bringing about the well-rounded growth we should all seek (Gillis, 2013, p. 1). Therefore,

language speakers have more opportunities to find jobs in different organizations and

companies.

In fact, speaking is still a big problem for the English as Foreign Language (EFL)

learners in Indonesia. There are still very limited numbers of students who are able to

communicate simple in English, although they have been studying English for about six

years (Mattarima and Hamdan, 2011, p. 288). Moreover, Zhang (2009, as cited in Al-

Hosni, 2014, p. 23) argued that speaking remains the most difficult skill to master for the

majority of English learners, and they are still incompetent in communicating orally. It is

also a commonly recognized fact that achieving proficiency in foreign language speaking

in classroom conditions is not an easy task. Even advanced learners often finish a language

course with the conviction that they are not sufficiently prepared for speaking beyond the

classroom (Aleksandrazk, 2011, p. 38).

According to Ur (2009, p. 121), there are many factors that cause difficulty in

speaking, which are: inhibition, nothing to say, low or uneven participation, and mother-

tounge use. Inhibition means students are worried about making mistakes, fearful of

criticism, or simply shy. Second is nothing to say. Students have no motive to express

themselves. Next factor is low or uneven participation. Only one participant can talk at a

time because of large classes and the tendency of some learners to dominate, while others

speak very little or not at all. The last one is mother-tongue use. Learners who share the

same mother tongue tend to use it because it is easier and because learners feel less

exposed if they are speaking their mother tongue. In addition, there are many other factors

that cause difficulties in speaking English among EFL learners. Some of these factors are

related to the learners themselves, the teaching strategies, the curriculum, and the

environment (Rababa‟h, 200, as cited in Al-Hosni, 2014, p. 24).

Some learners are lack of motivation to speak English. They do not see a real need

to learn or speak English (Al-Hosni, 2014, p. 24). For example, students in Indonesia

rarely find the need of speaking English because they seldom use it daily. They think they

only need it when they are in English class or when they meet the foreigner. The other

factor is self-confidence. Based on Park & Lee‟s research result (2005, as cited in Tuan &

Mai, 2015, p. 11), self-confidence affected significantly on L2 learners‟ oral performance.

They stated if the learners were more confident, they would have better oral performance.

The teaching of speaking is having high concern in many language programs and

teaching strategies cannot be denied as a factor influencing the teaching outcome.

2 Strategies employed to achieve the ability to write and speak would be different because

the goals of each skill are not the same. The former is concerned with the ability to

produce written language, whereas the latter mainly focuses on producing oral language.

Moreover, the strategies for teaching the English skills should be made appropriate for

each skill in order to attain the expected outcomes (Syafrizal & Rahmawati, 2017, p. 68).

A various number of speaking teaching strategies are utilized and used in the classrooms

for many circumstances. Among others, the strategies of teaching speaking are cooperative

activities, role-play, creative tasks, and drilling. Cooperative activities can encourage

negotiation of language item (Newton & Nation, 2009, as cited in Anjaniputra, 2013, p. 2).

Another important factor related to speaking ability is teacher. The role of the

teacher and its management style is highly important and essential for succeeding in

educational objectives of students in proportion of today world (Esmaeli, Mohamadrezai &

mohamadrezai, 2015, p. 1). Moreover, the teacher‟s role to provide effective

plans/strategies in accomplishing students‟ educational needs, whose general purpose is to

communicate using the language being learnt (Cole, 2008, as cited in Anjaniputra, 2013, p.

2). These imply that it is teachers‟ responsibility to make students speak English by

employing suitable teaching strategies and technique of speaking.

When we talk about speaking, we do not mean just saying the words through

mouth. It means conveying the message through the words of mouth. This skill is often

ignored in some teachers‟ classes. Learners do not have enough opportunity either in their

classes or outside to speak English. Unfortunately, speaking is not an important part of

teacher‟s exam (Leong & Ahmadi, 2016, p. 34). Learners need a lot of practice to learn to

speak. Yet, there are still much problems in speaking as explained above. That is why this

study focuses on speaking skill.

Some previous studies have been conducted for knowing the improvement and

technique used of speaking skill. Efrizal (2012, p. 127) conducted a research to know the

improvement of teaching English speaking by using Communicative Language Teaching

method. This research indicates that the using of Communicative Language Teaching

method can improve students‟ speaking achievement at the first year students of Mts Ja-

alhaq, Sentot Ali Basa Islamic Boarding School of Bengkulu academic year 20011/ 2012.

There are also some materials used in some English speaking studies. One of them is by

using newspaper articles. A study by Akdemir, Barin, and Demiroz (2012, p. 3967) aims to

explore whether newspaper articles can be used as speaking materials in foreign language

courses as they include most authentic language patterns. The study provided evidence to

prove the hypothesis: „language should be taught by original materials and spoken

language is best acquired when it is obtained from authentic sources‟. The next study is

about teaching instruction or technique used in teaching speaking. Some studies used role

play, drama, and simulation technique to improve speaking skill (Arham, Yassi, and

Arafah, 2016; Cerkez, Altinay, Altinay, Bashirova, 2012; Kusnierek, 2015). Urrutia and

Vega (2010, in Leong & Ahmadi, 2016, p. 39) demonstrated that learners‟ oral

performance was influenced by their lack of vocabulary, diffidence, and fear of being

despised. It was also indicated that learners‟ cooperation, self-confidence, vocabulary

knowledge, and the class environment encouraged them to improve their speaking skills.

Park & Lee (2005, in Tuan & Mai, 2015, p. 11) also examined the relationships between

L2 learners‟ anxiety, self-confidence and oral performance. They reached a conclusion that

self-confidence affected significantly on L2 learners‟ oral performance. They stated that if

the learners were more confident, they would have better oral performance. It can be

concluded that, there are so many technique, strategies, materials used to improve students‟

3 English speaking skill. Also, there are some other factors from learners themselves: one of

them is self-confidence.

In the context of Indonesia, there are two categories of Secondary School, namely

Senior High School and Vocational High School with two different purposes as well.

Senior High School has a goal to prepare the students to enter a university. Meanwhile,

Vocational High School has a goal to prepare the students to enter a job field. Thus, the

Vocational High School students need a specific English lesson to reach that goal

(Syafrizal and Rahmawati, 2017, p. 73). They can choose they go to senior high school or

vocational school. In senior high school, there are only science and social majors. Whereas

there are several majors in vocational high school, such as: multimedia, administration,

accounting, broadcasting, etc. In broadcasting majors, the students are expected to be a

news anchor, host, reporter, journalist, camera person, and so on. Based on those

professions, they are expected to be able to speak English in public and in broadcasting

situations.

Based on the writer‟s experience in teaching English at one of vocational school in

Tangerang for three years; it is found that there is lack of speaking ability. It is related to

the research result, that those who graduated from secondary school do not have sufficient

ability for English speaking as the teaching of English in Indonesia is considered

unsuccessful (Nur, 2004; Renandya, 2004; as cited in Cahyono and Widiati, 2011). In that

school, there are four major; Computer Networking Engineering or Teknik Komputer

Jaringan (TKJ), Multimedia (MM), Broadcasting (BC), and Computer Accounting (AK).

The needs of learning English of those majors are different. Based on writer‟s observation,

BC students need highest speaking skill of all because they have to present their final

project in English and the purpose of BC major is they are hoped in the future they can be

a reporter or journalist, TV host, news anchor, master of ceremony, camera person,

backstage crew, and so on. From those demands, the needs and the desire of English

speaking skill for broadcasting students is increased. Also, English speaking is one of

important ability as a prerequisite in the real broadcasting industry. It can be seen in most

broadcasting or journalist job vacancy. Almost all of them use the phrase “having good

English skill both in spoken and written”. Also, English language is regarded as most

spoken language around the globe, and many people learn this language in order to have

better career, job security or communicate more effectively with more people (Riyaz &

Mullick, 2016, p. 59). It means that the applicants need to have good communication in

English.

In mastering English speaking skill, sometimes the students succeed or maybe they

fail in the learning process. According to preliminary observation conducted for this study,

most English teacher used similar technique or even the same materials in teaching

speaking to the students who were in the different major. They only follow or took for

granted the syllabus from government without making any modification for each major.

Sometimes, some of them take all of the materials from one textbook or exercise book.

They also used the same method or technique, assessment, and evaluation. It cannot be

said that it is totally wrong but there must be some consideration to differentiate the

treatment of each major to make the English learning become meaningful for their future

life. Also, that problem makes student have low motivation because the teachers have not

given them a chance to participate. It is contrast to the school principal, the broadcasting

teachers, and the students themselves that they want a higher speaking skill than the other

major to face the competition of the broadcasting industry.

4

Developing good quality of teaching is one of the conditions required for second

language acquisition. Teachers play significant role to create teaching methods that

stimulate students to speak or use the language in real context (Arham, Yassi, and Arafah,

2016, p. 239). Hence, the teachers need make some changes in teaching them. One of the

ways is using different methods and techniques for each skill and materials depending on

the needs of each major. Several techniques for teaching speaking can be applied such as

scaffolding, reading aloud, presentation, and role play. However, role play seems more

effective because it encourages the students an opportunity to practice communicating in

real-life spoken language (Ur, 2009, p. 133). This technique is important because it gives

the chance to practice communication in different social contexts and roles. In addition,

role play urges students to communicate in a specific context in which students have a role

to act. In this case role play is suitable for broadcasting students. Students act and speak

the language that refers to their role in the future (Barbara and Thorntun as cited in Arham

Arham, Yassi, and Arafah, 2016, p. 239). By applying the role play, students develop

language skills and broadcasting skills at the same time.

Role play is considered suitable for vocational classes that urge much direct

learning for their profession. Students are not only as passive learners but they become

active learners since there are various activities that put them in an active process. Role-

play enhances clarity in understanding, interest to participate and confidence to perform in

students (Bharathy, 2013, p. 18). It helps learners to empathize with the role he/she enacts

and thus motivates the learner to have a better understanding of real-time problems and the

solutions. It helps students practice speaking skills like debating, enacting, reasoning and

negotiating. Moreover it also helps them to adapt to unexpected situations in real-life.

Meanwhile, group presentation is one of activities that teachers can use to give

their students the opportunities they need to communicate with other students in their class

using English. They are also a process-based, communicative activity that can provide

students with an enjoyable way to use English to communicate with their classmates

(Wilson & Brooks, 2014, p. 512). This technique will be compared with role play in this

research because presentation is one of conventional methods in that school.

In order to perform and communicate well, teachers have to teach self-confidence.

They need to be brave to act, express, and speak in front of the teacher and their

classmates. Self-confidence involves judgments and evaluations about one‟s own value

and worth. Self-confidence can be negatively influenced when the language learner thinks

of one self as deficient and limited in the target language. On the other hand, high self-

confidence can be positively correlated with oral performance (Park & Lee, 2010, p. 197).

It is also an essential thing to have to work in the broadcasting industry. Self-confidence is

not the things we get from we are born, but it can be got by practicing frequently. One of

the ways is to play the role in front of the class.

In real situation based on preliminary observation, they are still lack of confidence

to speak English. They are afraid to make mistake when speaking English. Lack of self-

confidence is one of the psychological factors which effect the students‟ achievement

negatively and it reduces their performance in the oral language. Self-confidence is an

affective factor needed by students for engaging and taking risks without hesitation.

Furthermore, it considered as an essential quality which should be possessed by foreign

language students. Confident students trust their abilities and they have specific goals in

order to be achieved without worrying about the outcomes. Also, confidence and

competence are important elements in speaking and listening (Cole, Ellis, Mason, Meed,

Record, Rosseti, & Willcocks, 2007, p. 20).

5

Confidence and competence go hand in hand and increasing the learners‟

confidence will help them to develop their skills (Cole, et. al., 2007, p. 20). Then, role play

is one of teaching technique that not only to improve their speaking skill but also to train

their self-confidence (Bharathy, 2013, p. 18). The broadcasting students‟ need this two

competences. They have to be brave to speak in English and they have to be confidence to

practice it in front of public.

In summary, teaching instruction is very important. Role play is one of the

teaching strategies that has been proved for students‟ speaking skill. However, not only

teaching strategies is important but also students‟ factors like self-confidence. Therefore,

this study is going to examine the roles of role play and self-confidence in improving

students‟ speaking skill.

Thus, based on the background above, the writer would like to take a research

under the title: “The Effect of Role Play and Self-Confidence on English Speaking Skill of

Broadcasting Students.”

B. Identification of the Problem

Based on the background of the study above, the problems can be identified as

follows:

1. There were still many students that had not mastered English speaking skill well.

Speaking was still considered as a difficult skill.

2. Broadcasting students had not considered that English speaking is one of important

skill as a prerequisite in the real broadcasting industry.

3. There was still low motivation to participate in an English speaking class because the

teachers had not given them a chance to participate.

4. Although the teachers taught in different majors, most of them still used similar

technique or even the materials in teaching speaking to the students. Dialogue and

presentation were the most teaching technique used in almost all of speaking activity.

5. Most of the students were lack of self-confidence in speaking English, moreover to

practice or play the role, the students need self-confidence.

C. Limitation of the Problem

Based on the problems were identified above, the problems of this study were

limited on teaching strategies used in teaching speaking whether they affected their

speaking of procedure text in broadcasting situation, and then to see low and high in

students‟ self-confidence, and finally they had a good speaking skill or not in speaking

activity. Therefore, this study concerned to investigate “The Effect of Role Play and Self-

Confidence on English Speaking Skill of Broadcasting Students.”

D. The Formulation of the Problem

This study is aimed at obtaining the empirical evidence of the effect of role play and

self-confidence on broadcasting students‟ English speaking skill. For this, the writer

believes that the broadcasting students‟ English speaking skill will be developed

significantly. To test it, the writer will compare between the groups that using role play

technique and presentation technique. In line with this, four research questions were

addressed as follows:

1. Was there any difference of English speaking skill of procedure text between those

who were taught by using role play technique and those who were taught by using

presentation technique?

6 2. Was there an interaction of teaching technique and self-confidence on English

speaking skill of procedure text?

3. Was there any difference of English speaking skill of procedure text between students‟

who had high self-confidence that were taught by using role play technique and those

who were taught by using presentation technique?

4. Was there any difference of English speaking skill of procedure text between students‟

who had low self-confidence that were taught by using role play technique and those

who were taught by using presentation technique?

E. The Objectives of the Study

In line with the formulation of the problem, the objectives of the study aimed to obtain

empirical evidence about:

1. the differences of English speaking skill of procedure text between those who were

taught by using role play technique and those who were taught by using presentation

technique

2. the interaction of teaching technique and self-confidence on English speaking skill of

procedure text

3. the differences of English speaking skill of procedure text between students who had

high self-confidence that were taught by using role play technique and those who are

taught by presentation technique

4. the differences of English speaking skill of procedure text between students who had

low self-confidence who were taught by using role play technique and those who were

taught by presentation technique

F. The Significance of the Study

Generally, the result of this study is expected to give contribution on the

development of students‟ speaking skill and expected to give clear description of the use of

role play technique and self-confidence in teaching and learning process. The results of the

study are expected to give some benefits. Thus, here are two significances of this study:

1. Theoretically

a. The students

By reading this study, the students can know and understand the technique to

improve their speaking skill. Besides, the finding of the research hopefully

inspired them to increase their self-confidence in speaking English.

b. The Teachers

This study is expected to enrich their knowledge deeper, wider, and more

comprehensive about role play technique in developing students‟ speaking skill,

and to give information related to teaching technique could be used in teaching

speaking, primarily to enhance teaching and learning quality. It provided

information related to role play technique which can be used to teach speaking

skill.

c. The School

It is hoped to give the clear idea on the contribution and the effect of role play in

learning that can be applied not only in English subject but also other subjects.

d. The Further Researcher

This study could be as an entry point in enhancing the knowledge, comparison,

and source in doing the similar research or examining the topic that is related to

this research.

7 2. Practically

a. The Students

It helps the students to find out an effective technique in learning process,

especially in speaking, in helping them increasing their speaking skill. Also, the

students can apply the technique in the real learning process and build their self-

confidence in English speaking.

b. The Teachers

The teacher can try the technique in appropriate situation. They can use it wither in

specific or general purposes. It also helps teachers to give alternative solutions in

teaching speaking. Moreover, it motivated teachers to be more creative in

searching new technique which is appropriate with their teaching.

c. The School

The school can save this research as the documentation or archive which can be

read, used, and applied by the teachers and students. It is expected to give a brief

description on how role play is applied in the learning process to increase the

quality of the learning outcomes. Furthermore, it is hoped to give the clear

description on the students‟ responses on the use of role play in learning process.

Thus, it could be positive impact for the better school‟s environment as the school

encourages the teachers to apply the role play on their teaching.

d. The Further Researcher

The research result could be as additional knowledge for the reader, especially the

researcher to understand, apply, and develop this technique to enhance their

understanding or complete this research result accumulation that is related to this

topic for the completeness and perfection in the future..

8

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents and discusses the concept of speaking skill, broadcasting,

role play, presentation, self-confidence, relevant previous studies, conceptual framework,

and theoretical hypotheses.

A. English Speaking Skill

English language is a universal language and one of the simplest and easiest

languages in the world (Al-Eiadeh, Al.Sobh, Al-Zoubi, Al-Khasawneh, 2016, p. 181).

Also, English is considered as a global language and thus both the west and the east

have become equally busy promoting this language (Imam, 2005, in Baidya, 2015, p. 1).It

is the official language in a large number of countries, it is estimated that the number of

people in the world that use English to communicate on a regular basis is two billion.

English language is the dominant business language in the world, and it has become almost

necessity or mandatory for people to be able to speak English, because there are many

reasons to learn this language, such as: the modern world language of media, international

economic, tourism, technology and scientific articles, and the Internet that demands a good

knowledge of English especially of spoken English.

In addition, one of the skills learned in language learning is speaking. Having the

ability to speak is considered as the successful of language learning. The reason is because

speaking may need courageous for language learners. It takes courageous because

speaking is not only producing sounds, but it needs the knowledge of how to pronounce, to

deliver meaning, and to turn ideas into words. Speaking has some sub-skills and it also

may become essential for learners in language learning.

Speaking is not a discrete skill (Hughes, 2002, p. 6). It cannot stand alone because

some complex activities or sub-skills such as vocabulary mastery, grammar competence,

and comprehension, inputs of language, phonology, and pronunciation are included.

People speak using words in which the words have meaning that the speakers have to

choose and use them appropriately and of course this activity needs a skill in choosing and

using the proper ones. Not only does the word order that people should notice, but the

knowledge of how to pronounce words is also should be noticed in speaking. The reason of

why pronunciation should be noticed because in speaking in foreign and second language

the written form and the pronunciation are far different. Those sub-skills are merely

needed for successful of communication activities.

Speaking is so much part of daily life that we take it for granted. The average

person produces tens of thousands of words a day, although some people – like auctioneers

or politicians- may produce even more than that. So natural and integral is speaking that

we forget how we once struggled to achieve this ability – until, that is, we have to do it all

over again in a foreign language (Thornburry, 2005, p. 1). As Rebecca (as cited in Efrizal,

2012, p. 127) stated that speaking is the first mode in which children acquire language, it is

part of the daily involvement of most people with language activities, and it is the prime

motor of language change. From those thoughts, speaking is actually a skill that seems

easy to master due to the everyday use but for some foreign language learner, it is hard

even only to practice.

According to Gert and Hans (2008, as cited in Efrizal, 2012, p. 127), speaking is

speech or utterances with the purpose of having intention to be recognized by speaker and

the receiver processes the statements in order to recognize their intentions. Brown and

9 Yule (as cited in Efrizal, 2012, p. 127) stated that speaking is depending on the complexity

of the information to be communicated; however, the speaker sometimes finds it difficult

to clarify what they want to say. So, speaking is not only about the production of the sound

or utterances but it is about the idea and the meaning of the utterances to make the listener

understand to reach a meaningful interaction.

Furthermore, someone is considered capable to speak in some conditions. Some

characteristics of a successful speaking activity that Ur (2009, p. 120) stated that the first is

learners talk a lot. It means, as much as possible of the period of time allotted to the

activity is in fact occupied by learner talk. This may seem obvious, but often most time is

taken up with teacher talk or pauses. Second, participation is even. Classroom discussion is

not dominated by a monitory of talkative participants: all get chance to speak, and

contributions are fairly evenly distributed. Then, motivation is high. Learners are eager to

speak: because they are interested in the topic and have something new to say about it, or

because they want to contribute to achieving a task objective. The last, language is of an

acceptable level. Learners express themselves in utterances that are relevant, easily

comprehensible to each other, and of an acceptable level of language accuracy. Hence,

someone who are able to speak foreign language needs processes. It can come from

themselves and the environment. Also, speaking is not only a skill but it has some

functions in human life.

Numerous attempts have been made to classify the functions of speaking in human

interaction. Brown and Yule (in Richards, 2008, p. 21) made a useful distinction between

the interactional functions of speaking, in which it serves to establish and maintain social

relations, and the transactional functions, which focus on the exchange of information.

Talk as interaction refers to what we normally mean by ―conversation‖ and describes

interaction that serves a primarily social function. The focus is more on the speakers and

how they wish to present themselves to each other than on the message (Richards, 2008, p.

22). For example, when people meet they say greetings, asking about some general things,

or talking about past experience, and so on. Talk as transaction refers to situations where

the focus is on what is said or done. The message and making oneself understood clearly

and accurately is the central focus, rather than the participants and how they interact

socially with each other (Richards, 2008, p. 24). For example is the transaction between

seller and buyer in a market or between teacher and students in a class when they are

studying a subject.

However, acquiring speaking proficiency is one of the hardest skills for EFL

students to achieve. At the beginning stages of second-language acquisition, students are

often ―stuck in the middle ground of being conversational in English, but lacking in the

breadth of English needed for content area success‖ (Ogle & Correa-Kovtun, in Sasson,

2013, p. 24). It is usually caused by the lack of vocabulary, grammar, and practice of using

the target language itself. EFL students need opportunities to talk and use academic

vocabulary and discourse to make concepts their own and to internalize the new ways of

expressing ideas. Providing guidance and feedback to students‘ output using English in

meaningful and communicative contexts is crucial if teachers want to effectively increase

students‘ oral English production.

To sum up, someone that has the skill of speaking English is someone who can

speak a lot towards some certain topics by using English because they already have had the

knowledge about it, either the English or the topics, and have high motivation to talk. It

needs long processes to say that someone have a good speaking skill. It will be explained

more detail about speaking below to make it clearer. It is categorized in the kinds of

10 speaking, the processes of oral production skill, problems in speaking, teaching speaking,

and testing speaking.

1. The Kinds of Speaking

According to Blumental (2003, pp. 99—100) there are two kinds of speaking.

They are impromptu speaking and extemporaneous speaking. They will be explained

below.

Impromptu speaking is done of the spur of the moment with no opportunity for

preparation. Furthermore, this is also natural and enjoyable. It will; help the speakers to

gain poise in speaking before a group. Moreover, it will help them to plan and share their

ideas as they speak, a valuable skill in all speaking situation. Most important, it will help

speakers to develop standards to use in evaluating more formal speeches, offering

constructive criticism to each other and will help them to improve their speaking skill. This

type of speaking can be found all the time, most our conversations with friends, parents,

teachers, employers, etc. People make these talks at work, home, school, parties, etc. These

impromptu talks might include answering questions, giving opinions, or sharing our

knowledge about many topic with people on daily basis.

While in extemporaneous speaking, the speakers know beforehand about the

subject on which they may be called on to speak. This kind of speaking can be the most

effective of all types. It has most of the advantages of impromptu speaking with the

possible disadvantages of being inadequately informed. Because speakers know the

subject, they are not grouping for ideas. Because the speeches have been planned but they

have not memorized, speaking will seem spontaneous and natural. If audience reaction is

not what speakers have anticipated, they may re-explain a point or adopt their speech a

necessary.

Furthermore, Brown (2004, pp. 141—142) formulates speaking skill into four

basic types. They are imitative speaking, intensive speaking, responsive speaking,

interactive speaking, and extensive speaking.

In imitative speaking, the language learners are supposed to have the ability to

simply parrot back (imitate) a word or phrase or possibly a sentence. For instance, the

language learners parrot back short stretch of language retained by a native speaker. Next

is intensive speaking. This type of speaking deals with the production of short stretches of

oral language designed to demonstrate competence in a narrow band of grammatical,

phrasal, lexical, or phonological relationships such as prosodic elements-intonation, stress,

rhythm, and juncture. The examples of intensive speaking are sentence and dialogue

completion, directed response task, and the like. While in responsive speaking, interaction

and test comprehension but at the somewhat limited level of very short conversations,

standard greetings and small talk, simple requests and comments, and the like. In this case,

the language learners are supposed to be able to give the correct and expected answer of

certain question verbally. Then, the main purpose of an interactive speaking is to maintain

social relationships. The interaction can take the two forms of transactional language,

which has the purpose of exchanging specific information, or interpersonal exchanges. In

extensive speaking (monologue), the language learners are supposed to be able to produce

a monologue. Extensive oral production tasks include speeches, oral presentations, and

story-telling, during which the opportunity for oral 19 interaction from listeners is either

highly limited (perhaps to nonverbal responses) or rules out altogether.

Meanwhile, Nation and Newton (2009) divide speaking into two types. The first

one is informal speaking. Brown as quoted by Nation and Newton (2009) points out

11 informal speaking typically involves tasks where conveying information is not as

important as maintaining friendly relationships. It more focuses on interactional speaking.

Otherwise, formal speaking requires the language learners to use language under difficult

and demanding circumstances that will potentially stretch the boundaries of skill

development.

2. The Processes of Oral Production Skill

Speech, like written language, needs to be processed. People speak what they have

in their mind. There are some phases in speaking processes according to Thornburry (2005,

pp.3—9) which includes conceptualization and formulation, articulation, self-monitoring

and repair, automaticity, fluency, and managing talk which are explained in the following

part.

a. Conceptualization and Formulation

Conceptualization is a phase of forming ideas (what is going to be spoken) or

principles in the mind (Long and Doughty, 2009). During this phase the intention is

conceived. This phase is also known by the lexical level. In lexical level is the stage of

brain conveys meaning of a word. For the example is when someone figures out ―Goat‖,

there will be an activation of the lexical module carrying all the features of goat.

Besides, formulation is when idea has to be mapped out. This involves making

strategic choices at the level discourse, syntax, and vocabulary. Also at the formulation

stage, the words need to be assigned their pronunciation. This will include not only the

individual sounds of the words but the appropriate placement of prominence (stress) and

the meaningful use of intonation (pitch direction).

b. Articulation

What has been formulated now needs to be articulated. Articulation involves the

use of the organs of speech to produce sounds. This phase of oral production requires

matching the syntactical elements from the words level to the sound that make up the

language. At the same time as these articulatory processes are engaged, continual changes

in loudness, pitch direction, tempo, and pausing serve to organize the sounds into

meaningful word forms, and the words into meaningful.

c. Self-monitoring and repair

Self-monitoring is a process that happens concurrently with the stages of

conceptualization, formulation, and articulation. Self-monitoring at the formulation stage

may result in a slowing down, or a pause and the subsequent backtracking and re-phrasing

of an utterance. Self-monitoring of articulation results in he kind of corrections that even

fluent speakers have to make when the wrong word pops out or the pronunciation goes

away. Hand in hand with monitoring is the ability to make running repairs, either in

response to self-monitoring or to the messages conveyed by one‘s interlocutors.

d. Automaticity

All this conceptualizing, formulating, articulating, and monitoring mean that a

speaker‘s attentional resources are very thinly stretched. In order to achieve any degree of

fluency, therefore, some degree of automaticity is necessary. Automaticity allows speakers

to focus their attention on the aspect of the speaking task that immediately requires it,

whether it is planning or articulation.

e. Fluency

Fluency is not only speed. Speed is a factor, but it is by no means the only – or

even the most important one. Research into listeners‘ perceptions of a speaker‘s fluency

suggests that pausing is equally important. Also important is the appropriate placement of

12 pauses. Another significant factor in the perception of the fluency is the length of run, i.e.

the number of syllables between pauses. Those factors of fluency affect so much in a

meaningful utterances.

f. Managing talk

Managing talk consists of turn-taking and paralinguistics. In turn taking, there are

several fundamental rule such as; speakers should take turns to hold the floor, long silences

are to be avoided, and listen when other speakers are speaking. Then, paralinguistics is the

interactional use of eye gaze and gesture. Of course, these paralinguistic signals apply only

in face-to-face conversation.

Those seven processes are needed to have ability in speaking. It can be happened

naturally or it must be trained by the learners. It depends on which language that they are

learning; first language, second language, or foreign language. In undergoing the

processes, there must be aspect of speaking skill that should be understood. And it will be

explained below.

3. Aspect of Speaking Skill

The process of speaking is used to be able to speak fluently and well. The aspect of

speaking have to know more depth what is the target on communication. It is related to

Tarigan (in Nurul Hidayah, 2008, p. 15) stated that speaking activity may be viewed from

appropriate of utterances, stress, choice of appropriate word of speaking target. The other

opinion said that the aspects of speaking consist of utterance, grammar, vocabulary,

fluency, content and comprehension (Nurhadi, in Nurul Hidayah, 2008, p. 45).

The first aspect is the utterance ability. It is one of important things for the people

in order to send message for the other so that the utterance could understand the utter

clearly. According to Haryanto (in Nurul Hidayah, 2008, p. 16) stated that a good speaker

should be able to choose and use words appropriateness of expression, sentence, voice, and

a good intonation as well. The other words, the good speaker have to follows he rules of

communication system by using some of utterances as the explanation above.

Second, vocabulary is an important thing in teaching and learning process.

Vocabulary conducting speech meaning or communication can be done by utterance word

to word. According to Tarigan, speaking is an expression of word orally and concretely.

That the speaker and listener can understand each other. Vocabulary can be defined

roughly as the words we teach foreign language. In the process of speaking, a speaker has

to make a concept too express what he/she want to say. As the consequence the speaker

must sufficient of vocabulary and have a good understanding of the structure of the

language.

In addition, every language has difference grammar (Hornby, 2003, p. 46) claims

that ―Grammar is the rules in a language for changing the form of words and joining them

into sentences.‖ He also stated, smallest unite occurs from voice sound which

distinguishing meaning is called grammar. The appropriateness in expression of sound, it

is most determined to comprehend the speaking.

In order to be accepted the goal of speaking by others, the speaking has to use the

correct words, since ungrammatical will be unexpected well by the others, incorrect

grammar will cause misunderstanding.

Then, content and meaning are also essential. A speaker has to speak and

communicate carefully. It can be a mistake and an error which build miscommunication

each other. The speakers have to know what the aim of communication by using the

systematic content and meaning. In teaching and learning content and meaning are

13 important in speaking process, so the speaker should be careful in expressing his ideas.

Contents and meaning in speaking ability can be seen from mistakes, completeness

clarification, and simplicity what the topic about. So, the contents of speaking must be

systematic, logical and attractive. She also states that speaking process in which the

speakers must be able to speak systematically, logically, and attraction in order the

listeners understand to the speaker‘s speaking.

Fluency is the last aspect. It can be defined as the ability to speak fluently and

accurately. Fluency in speaking is the aim of many language learners. Sign of fluency

include reasonably fast speed of speaking and only a small number of pauses. These signs

indicate that the speaker does not have spent a lot of time searching for the language item

needed to express the message (Brown, 2001, p. 90).

4. Problems in Speaking

Problems in speaking may be additionally aggravated by excessive use of self-

monitoring processes and a tendency to formulate utterances in the native language first

(Magdalena, 2014, p. 38). These mental operations create obvious costs in terms of fluency

and may lead to producing artificial discourse.

There are four other problems that are commonly observed in the language

classroom are related to individual learners‘ personalities and attitudes to the learning

process and learning speaking in particular (Ur 2009, p. 121). First, inhibition is fear of

making mistakes, losing face, criticism; shyness. Second, nothing to say means learners

have problems with finding motives to speak, formulating opinions or relevant comments.

Baker and Westrup (2003, Leong & Ahmadi, 2016, p. 36) supports the above idea and

stated that it is very difficult for learners to answer when their teachers ask them to tell

things in a foreign language because they have little opinions about what to say, which

vocabulary to apply, or how to use grammar accurately. The next problem is low or uneven

participation. It often caused by the tendency of some learners to dominate in the group. It

means, in a class with a large number of students, each student will have very little time for

talking because just one student talks at a time and the other students try to hear him/her.

In the speaking class, some learners dominate the whole class while others talk very little

or never speak. The last is mother-tongue use. It particularly common in less disciplined or

less motivated classes, learners find it easier or more natural to express themselves in their

native language. It can be seen that the problems come from student‘s internal factor. They

have not found the ways how to overcome it.

In addition, Rababa‘h and Littlewood (2005, in Al-Nakhalah 2016, p. 100) pointed

out that there are many factors that cause difficulties in speaking English among EFL

learners. Some of these factors are related to the learners themselves, the teaching

strategies, the curriculum, and the environment. Inadequate strategic competence and

communication competence can be another reason as well for not being able to keep the

interaction going. Some learners also lack the motivation to speak English. They do not see

a real need to learn or speak English. Teaching strategies also contribute to this problem as

they are inadequate, and they do not put emphasis on speaking, which results in a meager

development of this skill. The lack of a target language environment can be considered

another problem, which of course results in a lack of involvement in real-life situations.

Children need both to participate in discourse and to build up knowledge and skills for

participation in order to learn discourse skills (Cameron, 2001, in Al-Nakhalah, 2016, p.

100).

14

As shown on the result of the research conducted by Abdalla and Mustafa (2015,

pp. 46—51), there are several problems in teaching and learning spoken English in Sudan.

Their parents‘ low income is the first problem. They are mostly poor. They don‘t take care

of their children education and their children need to work to support their families.

Second, the learners lack the target language environment because English language is

taught as a foreign language in Sudan. Then, teachers neglect the listening and speaking

skills. Most of the teachers state that the materials used for teaching and learning listening

and speaking skills at schools and some private educational institutions are also one of the

basic problems of teaching and learning spoken English. The text books used in schools

and some institutions are a total failure since they neglect both listening and speaking.

Some text books are above the student‘s level while the students‘ proficiency level are low

and the teachers are not trained well enough to adapt the materials to the appropriate level.

The last most teachers explain that teaching spoken English is still based on teaching

grammar, reading comprehension and writing. Students are not taught the aural and oral

skills for real use; rather they are taught it to gain knowledge about language. Besides,

there are some psychological factors that hinder students when speaking. They are: lack of

motivation, lack of aptitude, lack of self-confidence, shyness, and anxiety.

Furthermore, there are some speaking difficulties encountered by learners at higher

secondary level in Srinagar city (Riyaz and Mullick, 2016, p. 69). After testing the oral

proficiency of respondents, it was confirmed that the overall performance in speaking skill

is very low. The study showed that second language learners did not have that much

exposure to English language use inside and outside the classroom. Also, the teachers were

always under constant pressure of completing the prescribed syllabus. They didn‘t pay any

heed to interactive activities which would have helped students in mastering the speaking

skill. It is found that the students are lack of vocabulary and had very less chance to speak

in the classroom. It was more teacher dominating approach which in turn hindered their

progress in speaking.

Moreover, Jabeen (2013, in Baidya, 2015, p. 3) stated that the first cause that

makes the students difficult in speaking English is that the environment does not support

the students to speak English frequently. The environment here means ―the people outside

the class‖ by the author. She also added that those people may think that the students just

want to show off when they speak English for daily conversation. The response that the

students get makes them loose their self-confidence to improve their speaking. Since the

students do not want to be rejected by the people around them, so they use their native

language in daily conversation. That makes the students unable to communicate in English

fluently outside the class. The second cause mentioned by Jabeen, includes the problem

with grammar. In English, there are singular and plural forms that the students have to

distinguish and still many forms that have to be learned (Kuzenesof, 2014, in Baidya,

2015, p. 3). If the students do not have mastery over grammar, they will not be able to

produce sentences that are grammatically right. Realizing their own weak point in

grammar the students feel embarrassed when they want to produce English sentences

orally.

Based on those situations, the teaching and learning English speaking skill must be

reviewed and improved. The most common problem is the students‘ lack of vocabulary

and grammar, the little chance to speak, and their low self-confidence. In other words, it

affected by their communicative experience which can shape their ability both positively

and negatively. To solve those problems above, there is much solution which can be

15 applied. One of them is teaching speaking in an appropriate way and in appropriate

situation.

5. Teaching Speaking

Teaching speaking is a very important part of second language learning. The

ability to communicate in a second language clearly and efficiently contributes to the

success of the learner in school and success later in every phase of life. Therefore, it is

essential that language teacher pay great attention to teaching speaking. Rather than

leading students to pure memorization, providing a rich environment where meaningful

communication takes place is desired. With this aim, various speaking activities such as

those listed above can contribute a great deal to students in developing basic interactive

skills necessary for life. These activities make students more active in the learning process

and at the same time make their learning more meaningful and fun for them (Kayi, 2006, p.

1).

Essentially, being able to speak a foreign language means having communicative

efficiency. It is inconceivably difficult to imagine what life would look like if people could

not communicate verbally. Dakowska (2005, p. 231, in Kusnierek, 2015, p. 76) claims that

speaking is now the most emphasized skill in the field of foreign language teaching, but

unfortunately, it is also recognized as the most difficult one to develop in classroom

conditions. Students are constantly encouraged to use the target language during classes,

but when the lesson is over, they have no possibility to use it in real communication.

Ideally, speaking a foreign language means being able to interact with people in authentic

situations, not only during classroom controlled speaking activities. Therefore, teachers‟

task to develop that skill is extremely challenging and needs much time, as only by

practice may learners be succeed.

The focus of teaching speaking, of course, is to improve the oral production of the

students. Therefore, language teaching activities in the classroom should aim at

maximizing individual language use (Haozhang, in Al Hosni, 2014, p. 22). So, this is the

chance for the teacher to make the students become more communicative. Needless to say,

the key to a successful speaking lesson is a successful speaking activity.

How should the teaching and learning be done? One way to answer this question is

through a set of principles. There are five principles that are particularly relevant to the

teaching of beginners (Nation & Newton, 2009, p. 19). The first is meaning. It means focus

on meaningful and relevant language. Second, interest; maintains interest through a variety

of activities. New language is the next principle. The teacher has to avoid overloading

learners with too much language. Then, understanding. The students must be provided

plenty of comprehensible input. The last one is stress-free. The teacher must create a

friendly, safe, cooperative classroom environment.

The use of English as a second language (ESL) or foreign language (EFL) in oral

communication is, without a doubt, one of the most common but highly complex activities

necessary to be considered when teaching the English language especially because we live

at a time where the ability to speak English fluently has become a must, especially who

want to advance in certain fields of human endeavor (AlSibai in Al Nakhalah, 2016, p. 99).

The teacher must realize the needs of students in speaking English in the real world. Many

jobs and professions need good English speaking skill.

Research has also thrown considerable light on the complexity of spoken

interaction in either a first or second language. For example, Luoma (2004, as cited in

Richards, 2008, p. 19) cites some of the following features of spoken discourse. Firstly,

16 composed of idea units means conjoined short phrases and clauses. Secondly, may be

planned (e.g., a lecture) or unplanned (e.g., a conversation). Next, employs more vague or

generic words than written language. Then, employs fixed phrases, fillers, and hesitation

marker. Fifth, contains slips and errors reflecting online processing. Next, involves

reciprocity (i.e., interactions are jointly constructed). The last is shows variation (e.g.,

between formal and casual speech), reflecting speaker roles, speaking purpose, and the

context.

The main purpose of teaching speaking is students can speak freely in respond,

asking in their conversation. The goal of teaching speaking skills is communicative

efficiency (Harmer, 2007). It means the speaker can deliver a message quickly in a way

that allows the receiver to hear it, interpret and make use of it as the speaker intended.

They should try to avoid confusion in the message due to the social and cultural rules that

apply in each communication situation. If they can communicate well in English, it must

give them some benefit relating to their study and their future job. So, the teachers should

help them in developing their English speaking skill.

According to Thornbury (2005, p. 40), the process of developing speaking skills

consists of three stages. The first one is awareness. It means learners are made aware of

features of target language knowledge. The second is appropriation. These features are

integrated into their existing knowledge-base. The last is autonomy. Means, learners

develop the capacity to mobilize these features under real-time conditions without

assistance

There are some activities to raise the awareness of the EFL students, the teacher

can use recordings and transcripts, focus on selected language features, use live listening,

and use noticing-the gap-activities. In appropriation activities, it can be used drilling and

chants, writing tasks, reading aloud, assisted performances and scaffolding, dialogues,

communicative tasks, and task repetition. For students‘ autonomy, there must be feedback

and correction; presentation and talks; stories, jokes, and anecdotes; drama, role-play, and

simulation; discussion and debates; conversation and chat; and outside-class speaking

(Thornburry, 2005, pp. 41—110). According to English language scholars, use of learner-

centered classroom activities including group discussions, speeches, storytelling, drama,

debates, poem recitation, songs, and tongue-twisters could alleviate the problem of low

oral skills (Johnson, 2006, Villegas and Lukas, 2002, Gathumbi and Masembe, 2005;

Okech, 2005, in Gudu, 2015, p. 57). These classroom activities improve student‘s active

participation, motivate and expose students to authentic use of English language in context.

In addition, discussions, communication games, prepared task (presentation,

drama, role play), and interview are the types of speaking activities (Kusnierek, 2015, p.

80). Hence, the teacher should consider the most appropriate and effective activities for

the students‘ English speaking skill development. One of them, role play, will be discussed

in the next part.

a. Role Play

Role play is a term which describes a range of activities characterized by involving

participants in ‗as-if‘ actions (Yardley-Matwiejczuk in Mogra, 2012, p. 6). Besides, a role

play is when students take the part of a particular person: a customer, a manager, a shop

assistant, acting out conversation. In role-play, learners are given a task to complete and in

order to do it, they are told who they are, what their opinions are, and what they know that

is unknown to the other students (Golebiowska in Kuśnierek, 2015, p. 82). Van Ments (in

Rahimy and Safarpour, 2012, p. 51) provided some support and explanation on the benefits

that accumulate from using role play activities by stating that perceptions are formed when

17 ones brain codes and groups information. Comparisons and decisions can be made as

people examine the way others behave in different situations. He further stated that roles

act as shorthand ways of recognizing, identifying, and labeling a set of appearances and

behaviors.

Furthermore, Cornett (in Rahimy and Safarpour, 2012, p. 52) highlighted that

students develop fluency in language and verbal communication skills, as well as the use

of the body in face-to-face communication, when they are involved in role play activities.

Holt and Kysilka (in Rahimy and Safarpour, 2012, p. 52) stated that role play activities can

be fun and lead to better learning. Because these activities use a student-student

interactional pattern, they help EFL learners to understand the importance of cooperation

and to have an interest in learning.

Role-playing teaching is a holistic teaching method that inculcates the process of

critical thinking, instigates emotions and moral values, and informs about factual data.

Role-playing teaching increases the efficacy of the learning experience and makes it more

grounded in reality (Bhattacarjee and Ghosh, 2013, p. 2). According to Cherif, et al. (in

Bhattacarjee and Ghosh, 2013, p. 2) role-playing teaching can be divided into four stages:

preparation and explanation of the activity by the teacher, preparation of the activity by the

students, role-playing activity to have a better understanding of the situation, and

discussion or the debriefing of the whole process. In short, role-play is one of teaching

technique to train the learners‘ speaking ability by imitating one character, memorizing the

dialog, and learning the emotions and moral value of the story. To make it more detail,

types of role play will be clarified in the next part.

1. Types of Role Play

There are three types of role play, they are: fully scripted role-play, semi-scripted

role-play and non-scripted role play (Krebt, 2017, p. 865). Fully scripted role play involves

interpreting either the textbook dialogue or reading text in the form of speech and each

student should understand or memorize his/her role (Harper-Whalen & Morris 2005)

(Byrne in Suryani, 2005, p. 107 and Harper- whalen & Morris in Krebt, 2017, p. 865).

Role play in this type can be appropriate for low level students who do not know the

situation in the semi-scripted role play.

Semi scripted role play includes a model conversation with some missing words

and students should know how to fill in the blanks in suitable words of these contexts. So,

students can change the main conversation to some certain way and establish their own

conversation (Livingstone in Krebt, 2017, p. 865). This type can be used for students with

upper-beginner to intermediate levels of proficiency, those students should be familiar with

main procedures and seeks to go to higher level of tasks as semi-scripted role-play is less

structured and less controlled than fully scripted role-play.

In contrast, the situations of non-scripted role play do not depend of textbooks

(Byrne in Suryani, 2005, p. 107. It is known as a free role play or improvisation. The

students themselves have to decide what language to use and how the conversation should

develop. A good preparation from teacher and students is necessary to do this activity.

Davies (in Krebt, 2017, p. 865) states that students can build on their opinions and

thoughts, and establish language on their level, acting out in some situations based on their

understanding. Non-scripted role-play can be practical to for middle to advanced level

students as non-scripted role play in a free and structured way which sometimes demands

special skills like problem-solving.

In addition, Kusnierek (2015, p. 82) said that there are two types of role play. They

are real-plays and surreal-plays. A role-play activity which is a rehearsal for the real world

18 is called real-play (Al-Arishi, 1994, p. 339, in Kusnierek, 2015, p. 82). Therefore, textual

material should be authentic, realia may be brought into the classroom. Moreover, real-

playing fits in the desire for realism because it gives students the chance to practice typical

activities they will probably perform in real life; these are: ordering food in a restaurant,

greetings, asking for directions, booking holidays at a travel agency, etc. This kind of role-

playing, learners have a possibility to rehearse these activities and then, in the future, they

may have fewer problems because they have practiced in the classroom. In sharp contrast

to real-play, surreal-play should encourage an imaginative self-expression of the inner

world of each student‘s mind (Al-Arishi 1994, p. 337, in Kusnierek, 2015, p. 82). While

real-play seeks approval for believing that a classroom can become the real world, surreal-

playing calls for promoting an expression of thoughts and feelings of each student‘s mind.

Such an activity is also called imaginative role-playing.

Those types of role play can be applied based on the needs and what level the

learners are in. The types must have different levels of difficulty. The details of how the

role play can be organized, will be explained below.

2. Organization of Role Play

For a role-play to be a successful speaking exercise it is useful to know some basic

principles about organizing such an activity. This subchapter presents advice on

conducting role-plays (Kusnierek, 2015, pp. 83—84).

Firstly, it is important to mention that if a teacher is not convicted about the

validity of using role-playing, the activity itself ―will fall flat on its face just as you

expected it to‖ The educator has to be convicted that role-play is an exciting technique to

use and has many benefits. If the teacher is not enthusiastic about the play, the students

will not as well.

Secondly, any teaching sequence necessitates three vital elements: the engage

stage, study stage and activate stage. In the first phase - the engage stage, the teacher‘s task

is to attract and keep learners‟ attention and interest in a lesson. Students‟ minds have to

be involved and emotionally connected with a lesson, for example by a pleasant situation

or a nice picture. Then, learners need to study the new language; it may be grammar or

vocabulary exercises. Having known the new item, students are given a possibility to

activate both the new language and the language they have known. Learners do it when

they speak freely. Having been engaged, being presented the new language and having

practiced it, learners try to activate it.

Thirdly, if role-play is not based on a dialogue in a course book or a text, students

themselves have to decide what language to use and how a conversation should develop.

Therefore, in order for role play to be a profitable activity, careful preparation would be

essential. The educator may cause brainstorming in the classroom on what the speakers

may say. Also, writing prompts on a board and necessary vocabulary may guide students

during role-play

It is also worth remembering that the teacher should make sure that students have

understood both the situation to play and also what is on the role cards before the activity.

If learners follow the activity, then, they will not have problems with conducting the

activity properly. Of course, role cards should be legible and within students‘ language

level.

Moreover, educators should not use role-plays which are too difficult or too

emotionally loaded until students are used to that kind of activity. Rather, starting with

very simple information-gap role-plays is advisable. During the first role-play learners may

be more or less inhibited, but soon they will get accustomed to role- playing.

19

Equally importantly, realia can help to bring role-play to life. For instance, when

playing the role of a waiter and a customer, learners might be asked to do or bring to a

class menus and aprons. These simple props may make the whole process more memorable

for the class.

Next, demonstration of the role-play is significant. The educator‘s task is not only

to tell the class the situation to play, but also to do the exercise. The teacher may also elicit

some structures that would be used in an activity. Having explained the whole task, the

lecturer divides the class into pairs or groups. At the very end, she or he sets a strict time

limit and tries to make every effort to stick to it.

Finally, the teacher should assess the effectiveness of the role-play activity and

examine if learners have successfully comprehended the meaning of vocabulary, sentences

and dialogues. The author adds that there are several ways to check students‟ evaluation.

She suggests that learners should be given oral and listening tests related to the role-plays.

The players may be asked to answer some questions connected with their roles, repeat

some parts of utterances, or translate the role-play into their native language. Apart from

that, the teacher‘s task is to evaluate students‟ understanding and comprehension while

monitoring their role-play performances. Also, it must have advantages if it is used in

teaching English speaking skill.

3. Advantages of Role Play

There are some advantages for teaching speaking by using role play in the class

(Kuśnierek, 2015, p. 84). Role-playing develops learners‘ fluency in speaking. The wide

range of language functions, for example apologizing, greetings, etc., is exercised more

than in any other activities. Through role-playing, teachers may train students‘ speaking

skills in any social situations. It means that learners are put in conditions which require

speech that is used to communicate socially more than the language necessitated by

teaching syllabuses. Some people are learning English to prepare for specific roles in their

lives. It is helpful for these students to have tried out and experimented with the language

they will require in the friendly and save environment of a classroom. Role-playing also

develops learners‘ imagination. For the roles given to learners may require creative

thinking, players‘ imagination is in high demand. Learners are given a chance to pretend

someone else. Such a technique may help timid students to overcome their shyness of

speaking. Perhaps the most important reason for using role play is that it is fun.

The benefits of role-playing teaching have resulted in the use of this pedagogical

approach in many areas of main stream teaching (Bhattacharjee & Ghosh, 2013, p. 2).

Scholars have extensively utilized and documented the benefits of role-playing teaching in

various scenarios: Newman et al.(2003) integrated role-playing simulations through the

implementation of fantasy sport programs; Cutler and Hay(2000) used role playing to

examine the cultural, environmental, economic, and social implications of a fictitious

tourist development in the Cook Islands; Shaw (2004) used role-playing to aid students in

understanding the complexities of international relations in peacekeeping operations; Moss

(2000) utilized roleplaying to teach social work students to construct a visual depiction of

interpersonal relationships and react to tragic and complex circumstances surrounding the

characters of the storyline that faced discrimination; Giralt-Mas et al. (2005) developed a

role play scenario that required groups of students working as external consultants to solve

a specific telecommunications issue for a company; Oberle (2004) used role playing

teaching in college geography classes; and Morris (2003) mentioned the use of role-

playing teaching to teach history.

20

The value in doing role play is it gets the students thinking about the functions

required in real-world situations. Therefore, it‘s excellent practice for those tasks in the

outside world (Lackman, 2010, p. 8). What needs to be done in class is that the students

need to be given a role play to do and the outcome that they must achieve. To compare,

presentation technique will be explained below.

b. Presentation

Taking into account the importance of developing EFL speaking skills, it is vital to

determine the most useful techniques and activities which can help EFL learners improve

their speaking skills. Celce-Murcia (2001, in Farabi, Hassanvand, & Gorjian, 2017, p. 17)

believes that oral presentation is an activity which improves students' speaking skill. Oral

presentations, especially group presentations create opportunities for the students to engage

in a cooperative task that requires them to use English to explain their ideas and to

negotiate meaning while they are planning and practicing their presentations (Al harun,

Islam, Rahman, 2016, p. 137). Developing oral presentation skills is considered very

important. Good oral presentation skills will allow students to communicate ideas and

information easily in a way that would be understood by the audience. The types and the

advantages will be elaborated in the following section.

1. The Types of Presentation

Al‐Issa and Al‐qubtan (2010, in Farabi, Hassanvand, & Gorjian, 2017, p. 17)

divided oral presentation into two types: guided and free. They stated that guided oral

presentation is used with lower-intermediate or intermediate students' language proficiency

level. In guided oral presentation, students should not be guided in appropriate use of

grammar, lexical items and time allocation. And also students are expected to prepare

handout to the listeners in the classroom to follow. One of the benefits of using guided oral

presentations in the classroom is the opportunity that they present for learners to use their

L2 to communicate with others in a natural way (Apple, 2006, in Farabi, Hassanvand, &

Gorjian, 2017, p. 17). Also, guided oral presentations allow students to engage in a

cooperative task that requires them to use English to explain their ideas and to negotiate

meaning with a larger community of language learners while they are planning and

practicing their presentations. In other words, a guided oral presentation is used to give a

chance to young students to develop their target language with confidence and maximize

meaningful participation in classroom.

Besides, free presentation also has many advantages (Farabi, Hassanvand, &

Gorjian, 2017, p. 17). The advantages are bridging the gap between language study and

language use; using the four language skills in a naturally integrated way; helping students

to collect, inquire, organize and construct information; enhancing team work; helping

students become active and autonomous learners.

Since it is aimed to prepare the students for effective language use inside and

outside the classroom (Burns, Joyce, & Gollin, 1996, in Salim, 2015, p. 38), formal and

informal style can be applied. Inside language classes, a more formal style is often used,

such as warm-ups, whilst presentation and post presentation. Therefore, various

presentation skills should be mastered, such as asking for clarification, using fillers, and

maintaining a flow of communication outside the set parameters of the presentation itself.

However, both formal and informal presentations have a shared communicative purpose:

achieving ―the effective delivery of some content‖ (Swales, 2006, p. 46, in Salim, 2015, p.

38).

Hence, oral presentations represent an opportunity for developing real-world

communications as well as leadership skills. They have to construct their ideas, speak up

21 their mind, and organize their language use. There are several advantages of oral

presentations that are explained in the following section.

2. The Advantages of Presentation

Numerous researchers have shown the advantages of using oral presentations in

the classroom. Girard, Pinar and Trapp (in Wilson and Brooks, 2014, p. 513) found that,

along with helping their students improve their communication and presentation skills,

using oral presentations allowed their students to interact and participate more in the

classroom, which increased their students‘ interest in learning English. Other researchers

have shown that oral presentations can also benefit students by helping them to bridge the

gap between language study and language use (King in Wilson and Brooks, 2014, p. 513).

One of the main benefits of using oral presentations in the classroom is that they

are student-centered. Presentations are one of the few times in the language classroom that

the students themselves have direct control of both the content and the flow of the

classroom (Apple & Kikuchi in Wilson and Brooks, 2014, p. 513). Another benefit of oral

presentations is that they require the use of all four language skills; writing, reading,

speaking, and listening (King in Wilson and Brooks, 2014, p. 513). Students are required

to use their reading and writing skills to research and write their presentations. Presenting

in front of the class requires students to use spoken English. Students then also have the

opportunity to practice their L2 listening skills when they are asked to act as the audience

members for other students‘ presentations.

A presentation can be considered a form of formalized conversation. In order for

the presenter to get their point across to their audience, they must have a clear picture of

the nature of their audience and its relationship to their topic (Hamm, 2006, p. 17)

Oral presentations provide a more authentic way of practicing English than simple

speaking drills. This is important because speaking tasks that have no relation to real-life

language use ―are poor preparation for autonomy‖ (Thornbury, 2005, p. 91). Presentations

require students to use their L2 in a natural way because they are required to use English to

understand the topics they are presenting and communicate this understanding to others.

This is closer to real language use and gives students an opportunity to develop research

and critical thinking skills, as well as linguistic and communicative skills.

Another benefit of oral presentations is that they can help provide students with

additional motivation to study English (Hovane in Wilson and Brooks, 2014, p. 513). This

is because oral presentations do more than just give students an opportunity to practice

language skills; they also give students an opportunity to teach something to their peers. If

the activity is properly scaffolded, students will be able to work independently to produce

an effective oral presentation for this purpose. This type of goal-oriented activity can lead

to higher levels of motivation for the students involved, as they are able to see the results

of their hard work when they are successful in giving their oral presentation.

Finally, presentations are useful not only because of how they can be used to

improve students‘ communicative abilities and motivation in the classroom, but also

because of the benefits they can provide for the students in the future. Researchers have

shown that participating in presentations can be beneficial for students‘ future employment

(Živković in Wilson and Brooks, 2014, p. 513). This is especially true in the English for

academic purposes (EAP) or English for specific purposes (ESP) context where there is a

much higher chance that students will be asked to use English to present in their future

jobs (Bruce in Wilson and Brooks, 2014, p. 514). However, even beyond EAP and ESP

contexts, experience with oral presentations can provide students with skills that will be

valuable when they are seeking employment. Many employers place a significant amount

22 of importance on their future employees‘ abilities to give formal presentations. Even if the

employers are not looking specifically for employees that can give presentations in

English, the skills that students learn when they are presenting in English are transferable

to presentations in their first language (Pittenger in Wilson and Brooks, 2014, p. 514).

3. Problems and Challenges in Oral Presentation

Al Harun, Islam, and Rahman (2016, pp. 150—151) found that the students, due to

nervousness, some of them forgot the points they liked to present in front of their friends

and course instructor in their presentation sessions. Secondly, since the students at

undergraduate level are not used to speaking in English, they were very much frightened to

present a topic in English for the first time. However, they asserted that their practice for

preparation developed their language skills to some extent. Lack of practice in English

made it difficult to present the assigned topic as per their expectation. Some of them felt

comfortable to present in Banglish (mixture of Bangla and English language) due to their

lack of fluency in English. The most common challenges faced by students during

presentation class were to face the audience and say something in English! Lack of

experience and exposure mainly affected their psychological state for which some of them

were afraid in first presentation. In addition to that the selection of topic for presentation is

one of the vital issues for the undergraduate students.

Oral Presentation can be referred to as beneficial tools to make the learners

prepared for their future careers and real life; however, even from the most confident

learners‘ point of view, presenting a talk to the public may be a source of anxiety and

stress. It can be a bothering and fearful activity and reduces the learners‘ self-esteem (Al-

Issa & Al-Qubtan, 2010; Dryden, 2003; King, 2002; Webster, 2002, in Sotoudehnama &

Hashamdar, 2016, p. 214). Giving oral presentation is a complex activity, especially for the

foreign language learners. It requires a wide range of sociolinguistic, cognitive, field, and

linguistic knowledge (Adams, 2004; Morita, 2000; Yu & Cadman, 2009, in Sotoudehnama

& Hashamdar, 2016, p. 214).

Referring to Imaniyah‘s research finding (2018, p. 48), the problems in

presentation of academic students is time management. They cannot manage the time

presentation to become effective. Moreover, the students do not know how to spend their

time to tell the most important point that they need to share to the audience, yet they only

tell all what they have written in their power point. Concerning the lack of time

management, they were also lack on 1) Goal setting on their academic speaking

presentation, 2) Prioritization on what the essential point need to be presented, 3) Self-

awareness on themselves, while they present the presentation in front of the audience, 4)

Self-motivation while presenting the materials, the students need to be able to motivate

themselves to take action; 5) Planning, most of students are not planning the materials well

so they are not able to manage their time to present the academic presentation; and 6)

Communication skill, strong communication skills will enable the students to build

supportive relationships with the audience while presenting the materials, in fact not all the

students have good communication skill.

Moreover, there are also challenges for the teacher (Imaniyah, 2018, p. 49). The

challenge for the teacher is to provide a relevant framework for students upon which they

construct knowledge and become active participants in the learning process. Besides, the

teacher is the supporter, one who supports the learner by means of suggestions that arise

out of ordinary activities, by challenges that inspire creativity, and with projects that allow

for independent thinking and new ways of learning information. In addition, there is a

demand for the teacher in the classroom not to be only a guide, organizer, instructor,

23 mediator and supporter but to hold questions and answers sessions, provide feedback, and

evaluation of students‘ performance.

Thus, the problems and challenges in doing oral presentation are not only in the

students but also the teacher. The students often felt nervous while presenting their

material in front of people. Due to their nervousness, they are difficult to utter and explain

their mind. The causes can be from lack of practice, lack of exposure, and lack of self-

confidence. Furthermore, the challenges in teaching presentation are felt by the teachers.

They have to provide more exposures, support the students, control the discussion, and

evaluate the students‘ performance. To evaluate the speaking, it will be discussed in the

following part.

6. Testing Speaking

According to Nation & Newton (2009, p. 171), the two main aspects of direct

procedures for testing speaking are: the way in which the person being tested is

encouraged to speak (this can include being interviewed, having to describe something for

someone to draw, being involved in a discussion etc.); and the way in which the speaker‘s

performance is assessed (this can include rating scales, communicative result, and

assigning marks for the parts of an outcome). Due to the practical problems in measuring

the speaking proficiency of large groups of people, there has been a continuing interest in

more practicable indirect group measures.

Furthermore, eight kinds of test can be used to examine speaking skill (Nation &

Newton, 2009, p. 171). They are interviews and scales, group oral exam, dycoms (split

information), describe and draw, conversational cloze, multiple-choice speaking tests,

imitation, and role plays. The choice of a format for testing speaking will depend on a

range of factors including the proficiency level of the learners, their experience of various

kinds of speaking activities, the reasons for testing, and how well the format satisfies the

requirements of validity, reliability and practicality.

According to Li (2011, pp. 267—268). The most commonly referred types of

validity are face validity, content validity, concurrent validity, predictive validity and

construct validity. To achieve face validity, an oral test may use direct method such as

picture tasks, dialogues, group discussion, role play, interpreting, imitation or pair work

with the attempt to duplicate as closely as possible the setting and operation of the

language use situations. An oral test is said to have content validity only if it includes a

proper sample of the relevant structures, whether dialogue, discussion, role play or pair

work. Then, concurrent validity refers to the comparison of the test scores with some other

measures for the same candidates taken at roughly the same time as the test intends to.

Next, predictive validity measures how well a test predicts performance on an external

criterion. Finally, a language test is said to have construct validity if it can be demonstrated

that it measures just the ability which it is supposed to measure.

Reliability is also an absolutely essential quality of tests which means consistency

in scores regardless of when and how many times a particular test is taken (Li, 2011, p.

268). The more similar the scores would have been, the more reliable the test is said to be

(Hughes, 2000). There are two components of reliability: the performance of candidates

from occasion to occasion, and the reliability of the scoring.

There are some ways of achieving consistent performances from candidates (Li,

2011, p. 268). Firstly, use more items in an oral test, for the more items a test has, the more

reliable that test will be. Secondly, provide clear and explicit instructions so that candidates

can avoid introducing confusion. Thirdly, candidates should be familiar with the format

24 and testing techniques. Thus, efforts must be made to ensure that all candidates have the

opportunity to learn just what will be required of them. Fourthly, uniform and non-

distracting conditions of administration should be provided.

Meanwhile, score reliability is the other essential component to test reliability (Li,

2011, p. 268). Score reliability consideration of an oral test involves scoring and criterial

levels. Criterial levels are specified to obtain valid and reliable scoring.

In oral language assessment, we are specifically concerned with sources of error

due to inconsistencies among raters (inter rater reliability) because of the subjectivity

involved in measuring an abstract entity (Restrepo & Villa, 2003, p. 6).

Interrater reliability (IRR) entails the degree of agreement, consistency, or shared

variance among two or more raters assessing the same subjects, expressed as a number

between 0 (no agreement) and 1 (perfect agreement) (Hove, Jorgensen, & Van der ark,

2017). A way to improve inconsistencies due to subjective ratings is to use more than one

evaluator. Variance among different raters can also be improved by reaching a consensus

through training and discussions and by establishing clear oral performance criteria and

scoring (Restrepo & Villa, 2003).

7. Assessing Speaking

Assessment is often considered as an important instructional step (Bachman, 1990,

in Rahmawati & Ertin, 2014, p. 200). The way learners are taught and activities carried out

in the classroom are greatly influenced by assessment. Further, Fulcher (2003, in

Rahmawati & Ertin, 2014, p. 200) said that the success of a learning program is commonly

determined by the result of assessment.

Assessment of speaking requires assigning numbers to the characteristics of the

speech sample in a systematic fashion through the use of a scale (Ginther, 2013, p. 3). A

scale represents the range of values that is associated with particular levels of performance,

and scaling rules represent the relationship between the characteristic of interest and the

value assigned (Crocker & Algina, 1986, in Ginther, 2013, p. 3). The use of a scale for

measurement is more intuitively clear in familiar domains apart from language ability. The

characteristics of the objects measured and our need for accuracy determine the units of

measurement selected, and, in turn, scaling rules describe the units of measurement we

employ.

Scale has the same function with score. As Luoma (2004, p. 59) states, speaking

scores express how well the examinees can speak the language being tested. They usually

take the form of numbers, but they may also be verbal categories such as ‗excellent‘ or

‗fair‘. In addition to the plain score, there is usually a shorter or longer statement that

describes what each score means, and the series of statements from lowest to highest

constitutes a rating scale.

The aspect should be assessed in speaking are many depends on the needs.

Referring to Hughes (2003, p. 131) there are accent or pronunciation, grammar,

vocabulary, fluency, and comprehension. The description of each aspect can be found in a

rubric. The scale is suited to the description of the students‘ abilities. Range of the scale is

from 1.0—10.0. The rubric can be seen in the following table.

25

Table 2.1

Scoring Rubric of English Speaking Skill Test

1) Pronunciation

No Indicators Score

1 Pronunciation frequently unintelligible 1.0—4.5

2 Frequent gross errors and every heavy accent make understanding

difficult, require frequent repetition. 4.6—5.5

3 ―Foreign accent‖ requires concentrated listening and

mispronunciations lead to occasional misunderstanding 5.6—6.5

4 Marked ―foreign accent‖ and occasional and mispronunciations

which do not interfere with understanding 6.6—7.5

5 No conspicuous mispronunciations, but would not be taken for a

native speaker 7.6—8.5

6 Native pronunciation, with no trace of ―foreign accent‖ 8.6—

10.0

2) Grammar

No Indicators Score

1 Grammar almost entirely inaccurate except in stock phrases 1.0—4.5

2 Constant errors showing control of very few major patterns and

frequently preventing communication 4.6—5.5

3 Frequent errors showing some major patterns uncontrolled and

causing occasional irritation and misunderstanding 5.6—6.5

4 Occasional errors showing imperfect control of some patterns but no

weaknesses that causes misunderstanding 6.6—7.5

5 Few errors, with no patterns of failure 7.6—8.5

6 No more than errors during interview 8.6—

10.0

3) Vocabulary

No Indicators Score

1 Vocabulary inadequate for even the simplest conversation 1.0—4.5

2 Constant limited to basic personal and survival areas. 4.6—5.5

3 Choice of word sometimes inaccurate, limitations of vocabulary

prevent discussion of some common professional and social topic 5.6—6.5

4

Professional vocabulary adequate to discuss special interest; general

vocabulary permits discussion of any non-technical subject with some

circumlocutions 6.6—7.5

5 Professional vocabulary broad and precise; general adequate to cope

with complex practical problems and varied social situations 7.6—8.5

6 Vocabulary apparently as accurate and extensive like an educated

native speaker 8.6—

10.0

26 4) Fluency

No Indicators Score

1 Speech is so halting and fragmentary that conversation is virtually

impossible 1.0—4.5

2 Speech is very slow and uneven except for short routine sentences. 4.6—5.5

3 Speech is frequently hesitant and jerky; sentences may be left

uncompleted 5.6—6.5

4 Speech is occasionally hesitant, with some unevenness caused by

rephrasing and grouping for words 6.6—7.5

5 Speech is effortless and smooth, but perceptively non-native in speed

and evenness 7.6—8.5

6 Speech on all professional and general topics as effortless and smooth

as a native speaker‘s 8.6—10.0

5) Comprehension

No Indicators Score

1 Understands too little for the simplest type of conversation 1.0—4.5

2 Understands only slow, very simple speech on common social and

touristic topics, requires constant repetition and rephrasing 4.6—5.5

3 Understands careful, somewhat simplified speech when engaged in a

dialogue, but may require considerable repetition and rephrasing 5.6—6.5

4 Understands quite well normal educated speech when engaged in a

dialogue, but requires occasional repetition or rephrasing 6.6—7.5

5

Understands everything in normal educated conversation except for

very colloquial or low-frequency items, or exceptionally rapid or slurred

speech 7.6—8.5

6 Understands everything in both formal and colloquial speech to be

expected of an educated native speaker 8.6—10.0

(Adopted from Hughes, 2003, p. 131)

By using that rubric, the teacher can assess the students‘ speaking skill easily.

They just need to match the categories with the students' abilities. Teaching does not only

convey the knowledge but must be completed by testing and assessing students' abilities. If

those processes are success, the teaching and learning will run well.

Teaching and the whole process of it are one of the factors. Another factor comes

from the learner which in the study focused is on self-confidence of student. Self-

confidence is really needed when someone want to speak. They need bravery to utter what

they want to utter in their minds. Without self-confidence, the ability of their speaking

means nothing. And it will be explained in the following section.

B. Self-confidence

In speaking English, there are some problems as what the writer said in the

problem of speaking. One of them is shyness or lack of self-confidence. Self-confidence

27 refers to the degree to which people have confidence in themselves and have a tendency to

take action to overcome obstacles and master challenges. Additionally, self-confidence is

related to the construct of locus of control which refer to people‘s beliefs regarding the

degree to which they control events and outcomes that impact their lives, or whether

external actors or processes primarily control such events and outcomes (Keeley, 2014,

pp.6-7). Krashen (in Jamila, 2014, p. 157) finds that learners with high motivation, self-

confidence and a good self-image, and with a low level of anxiety are well equipped for

success in second language acquisition. On the other hand, learners with low motivation,

little self-confidence and with a high level of anxiety hold high filters and ultimately, they

become unsuccessful. So, to be good speakers overcoming the lack of confidence, learners

should hold ‗low affective filter‘ as it supports to receive more input confidently and at the

same time ‗Instead of expecting the teacher to make all decision, learners need to develop

initiative and willingness to take on the part of responsibilities‘ (Dubin and Olshtain in

Jamila, 2014, p. 157).

Numerous researches have reported that learners with high motivation and self-

confidence are able to perform easily while; learners who lack confidence are usually not

able to develop their speaking skill (Dörnyei, Krashen, Viswat and Jackson in Jamila,

2014, p. 158). Cheng et al. (in Doqaruni, 2010, p.3) emphasize this specific role of self-

confidence in second language learning and claim that their findings offer additional

endorsement to many other quantitative and qualitative studies that have identified an

association between low self-confidence in language ability and language-related anxiety.

Basically, when the learners suffer from lack of confidence, ‗They lack affective strategies

such as being able to praise themselves for doing something well or having confidence in

themselves‘ (Viswat and Jackson in Jamila, 2014, p. 158).

Moreover, Self-confidence is one of the factors which play the important role in

determining the learners‘ willingness to communicate of the speaking skill (Utama et al,

2013 and Dornyei et al as cited in Rosymanto, 2018, p. 2). Self-Confidence is the crucial

part in the speaking skill, because that can give enthusiasm, brave and stimulation to the

learners. Because that if the learners have high self-confidence, they will be achieve the

best performance in speaking skill fluently.

Speaking skill is more difficult than the other skills, because in the speaking skill,

is not only needs pronounce words, but also arrangement of the word in the oral

performance (Bashir, 2011, in Rosymanto, 2018, p. 2). Beside of that, according to Chafe

(in Rosymanto, 2018, p. 2) state that speaking is the activity of someone who use their part

of their body, such us lungs, throats, and mouths to produce voice which pass through the

air and strike to ears of the listener or the other people. The difficulty in the speaking

happened because speaking skill was influenced by many aspects.

Utama (2013, in Rosymanto, 2018, pp. 2—3) state that there are two aspects in the

speaking skill; Linguistics aspect and Non-Linguistics aspect. Grammar, word order,

pronunciation, comprehension of utterance, vocabulary, and fluency are the linguistic

aspect. And Non-Linguistics aspect involves personality dimension, such as self-esteem,

extroversion, motivation, intergroup climate, and self-confidence. In addition, among the

four language skills, the achievement of oral performance is thought to be highly

correlated with self-confidence. FL learners can‘t speak the language or express

themselves freely and fluently without some degree of it (Brown in Al-Hebaish, 2012, p.

61). So, possessing general self-confidence is thought to be helpful to learners. Not

everyone have a good self-confidence in learning. There are two characteristics of self-

confidence that are described below.

28 1. The characteristics of Self-confidence

According to Wright (2009, pp. 24—26), there are two characteristics of self-

confidence; low and high. Someone who have low self-confidence have some

characteristics. First, they are fearful of change. Many people with low confidence in the

future come from a basis of lack and live their life in fear of ―‖what if…..‖. Low

confidence people tend to be re-active rather than pro-active. Second, they are pessimistic

and tend to see the glass as half empty. By blaming circumstances on other people they

delay assuming personal responsibility for their own choices. Next, they have difficulty

communicating what they really want from life. They have no clear idea of what they truly

value. When asked what would make them happy, they give generalities (rich, thin,

beautiful) rather than specific ($200,000 a year, wearing size ten boot cut jeans). Also,

they want to please others more than be true to themselves. The desire to have peace at any

price is more important than discovering their potential. Much like chameleons (lizards

that change colors to fit their environment) those who lack self-confidence would rather

blend in than stand out. Finally, they are insecure and are drawn to others who also see

themselves as victims. They often form destructive and toxic relationships that reflect and

increase their lack of self-worth.

On the other hand, there are also certain characteristics of someone who have high

self-confidence (Wright, 2009, p. 26). The first one is they are ambitious. They want more

from life than existence or survival. Then, they are goal oriented. They seek a challenge of

completing and setting new goals for themselves. They are not especially competitive,

except against themselves. They enjoy breaking their own records. Next, they are

visionary. Rather than being stuck for too long, they can see themselves in better

circumstances and surroundings. They keep a picture of what success will be like. Fourth,

they have learned to communicate. They know how to ask for what they want and to hear

and heed advice and counsel. It is less important for them to be right than to be effective.

They listen more than they speak. Furthermore, they are loving and kind. Those people

who have a good inner self-image form nourishing relationships instead of toxic ones.

They have learned to detach from relationships which do not allow them to be authentic.

The last, they are attractive and open to others. Self-confident people are usually drawn to

one another. They vibrate their confidence in a way that attracts good things and good

people to them. Being attractive does not necessarily mean physically attractive in the

usual sense of the word, but rather spiritually beautiful.

Moreover, to know someone‘s confidence level is by assessing some indicators.

There are ten core indicators that are explored in depth in the following part.

2. Indicators of Self-confidence

In determining what confidence level someone stay, there must be indicators in

assessing it. According to Burton and Platts (2006, pp. 12—13), there are ten core

indicators of confidence. Direction and values are the first indicator. It means the learners

know what they want, where they want to go, and what‘s really important to them. The

second is motivation. They are motivated by and enjoy what they do. Third, their

emotional stability. They have a calm and focused approach to how they are themselves

and how they are with other people as they tackle challenges. A positive mind-set is also

needed to see. They have the ability to stay optimistic and see the bright side even when

they encounter setbacks. They also need to have self-awareness. It means they know what

they are good at, how capable they feel, and how they look and sound to others. Next,

flexibility in behavior means they adapt their behavior according to circumstance.

29 Furthermore, they have the eagerness to develop. They enjoy stretching themselves,

treating each day as a learning experience, rather than acting as if they are already an

expert with nothing new to find out. The learners who have good self-confidence also have

a good health and energy. They can respect their body and have a sense that their energy is

flowing freely. They manage stressful situations without becoming ill. Then, a willingness

to take risk is one of the indicators. They have the ability to act in the face of uncertainty

and put themselves on the line even when they don‘t have the answers or all the skills to

get things right. Finally, a sense of purpose means they have an increasing sense of the

coherence of the different parts of their life.

Referring to Akagündüz (2006, in Gurler, 2015), he divides self-confidence into

two sub-categories as intrinsic self-confidence and extrinsic self-confidence and continues

his explanation as follows: Intrinsic self-confidence is the thoughts and emotions about

individuals‘ being reconciled or pleased with themselves. Self-esteem, self-love, self-

knowledge, stating concrete aims and positive thinking are the elements of intrinsic self-

confidence. Extrinsic self-confidence is also the behavior and attitude towards others. The

constructing elements of extrinsic self-confidence are communication and controlling the

emotions.

In addition, Griffe (in Doqaruni, 2010, p. 8), hypothesized three aspects underlying

confidence speaking English: ability, assurance, and willing engagement. He defined

ability as a command of grammar, vocabulary, and pronunciation, assurance as a feeling of

security and comfort in speaking English, and willing engagement as one who is glad to

speak English with native speakers of English.

Self-confidence plays an essential role in affecting learners‘ readiness to

communicate. If someone or the learners have been known that they have a low self-

confidence, so it is needed to develop their self-confidence. To build students‘ self-

confidence in speaking English, there should be some appropriate activities in the class. It

will be explained in the following section.

3. The Way of Improving Self-confidence

There are many activities that can be used to develop self-confidence in English

classes. Learners can practice and develop spoken English skills in many ways. To

eventually be able to speak English fluently, learners of English must have materials with

important content on everyday topics (audios, videos, printed texts/study books, etc.) for

beginner, inter- mediate and advanced levels of study. The materials must include

dialogues, monologues, questions — answers with important content, lists of difficult word

meanings and phrases/expressions with usage sentences, and comprehensive vocabulary on

all everyday topics (Nazaragova & Umurova, 2016, p. 48).

According to Nazaragova & Umurova (2016, pp. 48—49) there are some possible

ideas for improving self-confidence. The first is ESL/EFL learners listen to and pronounce

each sentence of English speech (dialogues and narrative texts with transcripts) under the

teacher‘s guidance. Second, a teacher helps learners practice speaking on a topic (telling

the content of a dialogue or a narrative text as close to the original text as much as

possible: imitation of a dialogue (role-play) and narration of a text on the topic). Third, it is

useful for teachers and ESL/EFL learners to prepare potential questions and answers with

helpful content on everyday topics, and to practice speaking. Next, extensive reading of

thematic texts and materials from various sources. To help students improve their speaking

ability, they should practice telling the content of a text to someone after they have read it.

Therefore, an effective way for learners to improve their vocabulary skills would be by

30 reading thematic texts. Then, learning of additional conversation sentences and vocabulary

from English phrase books, conversation books and English dictionaries. Moreover, it

would be very useful for learners of English to make word lists containing words with

meanings that are hard to understand with usage sentences from English phrase books and

general English dictionaries. Also, it is possible to encompass in ready-made materials a

wide variety of English phrases for each conversation topic. The last one, multiple frequent

reading of such sentences in English will gradually ensure firm memorization of English

vocabulary and contribute to developing good speaking skills.

Based on above-mentioned speaking activities, it is still the teacher‘s responsibility

to choose or adapt the activities and materials according to the students‘ level of English

and fields of interests to make it effective in promoting student‘s self-confidence.

4. The Role of Self-confidence to Improve Speaking Skills

To practice speaking in English, language learners need to boost their speaking

confidence by developing their learning strategies to practice speaking in English. It is

because the more learning strategies language learners develop the greater confidence they

will gain (Nunan, 1999). Otherwise, if the students are not confident enough to speak up,

they will not achieve significant progress to improve their speaking ability. When

somebody feels unconfident to speak up in front of people, he seems to get a terrible

feeling of fear or nervousness. This is a common thing that language learners particularly

face when they practice speaking in English. Hence, building speaking confidence is

needed to improve speaking ability through practice since confidence is learned through

process (Goel, 2012, in Siwi, 2014, p. 20).

As Miyata points out (2001, in Siwi, 2014, p. 21), an individual‘s confidence

can be seen from several things. They are stance, facial expression, and gesture. Those three aspects cannot be separated because they do support each other.

Stance deals with an individual‘s attitude delivering his speech. The ways the

speaker conveys a positive or negative attitude toward the audience will ultimately affect

how the audience accept and respond him (Miyata, 2001, in Siwi, 2014, p. 21). A speaker,

for instance, is delivering a speech by standing in a strong position. It is a position of

power, as long as the audience is seated paying attention to him. This kind of position

enables the speaker to move about, perhaps closer to the audience at times for

participation. Basically, stance has its benefits to develop confidence, audience

management skills, observation skills, and awareness of body messages. In a conclusion,

having an appropriate stance does help the speaker get the expected response from the

audience. The more attention the audience gives the more confident and controlled the

speaker will appear.

The second aspect is facial expressions. Facial expressions let the face do the

talking (Miyata, 2001, in Siwi, 2014, p. 21). It means that certain facial expression does

support a speaker to convey the meaning of what he is talking about. For example,

somebody will show an excited look when he tells good news. Otherwise, he looks sad if

he tells a dramatic event, for example. Therefore, the more expressive a speaker is the

more accurate the meaning he delivers will be.

Gesture deals with hands movement. In this case, gesture lets the hand do the

talking (Miyata, 2001, in Siwi, 2014, p. 22). Its benefit is to develop awareness of

communication through body language, body control, and ability to manage an audience

(Miyata, 2001). It is because the body language conveys messages, even though the

31 speaker says nothing at all. Besides, by doing certain gestures, a speaker will automatically

look confident. A speaker looks more relax when he delivers his speech as well as doing

certain appropriate body movements.

Therefore, those aspects can be a measurement of someone‘s self-confidence. If

the students show the aspects well, it means they are self-confidence enough to speak in

front of people. In other words, self-confidence is an essential factor in performing

speaking.

C. Teaching Speaking by Role Play

When teaching English in a big class, we constantly have to keep in mind the fact

that what we have in front of us is a mixed class with varied abilities, expectations,

motivation level, knowledge and different learning styles. Thus, we need to vary our

approaches and offer as much opportunity as possible to make the whole class find a little

something to hold on to, expand and grow.

The high school students can feel bored easily when the activities in the class are

monotone and the goal of teaching could be failed. With the help of mixed activities, such

as dialogues, choral revision, presentation, reading aloud, songs, and so on, students‘

speaking abilities grow, their pronunciation gets better and their awareness of the language

improves. When applying the above-mentioned tools into the teaching practice, what

should be kept in mind is that interaction is an important way of learning. Therefore,

increased oral emphasis should be included in our teaching to give the students as much

speaking time as possible.

There are many activities to promote speaking. As inferred to English language

scholars in Gudu (2015, p. 57), one of them is role play. In role play, the teacher gives

information to the learners such as who they are and what they think or feel. Students

pretend they are in various social contexts and have a variety of social roles. Through role

play activities, the students learn how to express ideas, opinions, or feeling to others by

using words or sounds of articulation. Freeman (in Fadilah, 2016, p. 215) explained that

role plays are important in the communicative approach because they give learners an

opportunity to practice communicating in different social contexts and different social

roles.

In this activity, the teacher should be ready for giving a comment or correction and

to encourage the student to use a language. Meanwhile, usually at the first meeting,

students may be hesitant and reluctant to speak in front of the class. However, there are

ways of providing environment or comfortable situation in which the students can begin to

practice speaking. Gower et al (2005, p. 101) define some ways of encouraging students to

speak such as: encourage student interaction, give plenty of controlled and guided practice,

make speaking activities communicative, and plan speaking activities carefully.

Referring to the points above, the teacher probably could help the students how to

speak in front of the class. The teacher should also be able to create a good environment to

make students speak, not to be afraid in producing a language and make speaking activities

communicative (Margianty, 2016). Besides providing proper materials, for having a good

communication in the classroom, the teacher should also create positive condition. The

teacher should encourage the students to interact with other in doing speaking class

activities. Speaking activities play an important role to make students speak in the

classroom.

Role-plays give students the chance to demonstrate how to use English in real life

situations and make the focus more on communication than on grammar (Fadilah, 2016, p.

32 215). Role-play activities can be a lot of fun however a class full of shy students may be

reluctant to participate. So, as the teacher, it is important to know the students‘

characteristic.

D. Teaching Speaking by Presentation

In EFL context, oral presentation involves oral communication using English as a

foreign language. It has been noted that people who have difficulty in communicating with

people are likely to experience more anxiety in a foreign language class because these

people encounter many various difficulties that negatively affect their ability during the

oral presentation (Horwitz et al., in Imaniyah, 2018, p. 46). It was found that native and

nonnative speakers reported experiencing linguistic and psychological difficulties with

academic oral presentations (Morita, 2000, in Imaniyah, 2018, p. 46). Thus, it is not

surprising that broadcasting students at SMK Prima Unggul found oral activities difficult

because they encountered many difficulties using a foreign language to think; express and

communicate orally. Therefore the students face a dual task, of learning English and using

it to present ideas. Both of these tasks can be anxiety-provoking, and it is likely that EFL

students experience considerable stress with speaking.

Teaching speaking by presentation is one of choices in English class. Considering

the benefits and challenges as explained above is so important. Good oral presentation

skills will allow students to communicate ideas and information easily in a way that would

be understood by the audience. Siddons (2008, in Imaniyah, 2018, p. 47) states that there

are three essential ingredients of a presentation, they are 1) the audience, 2) the presenter,

and 3) the presentation itself. Each of these three ingredients is important to enhance the

goals of presentation to be successful. No matter how well-constructed the presentation if

it is badly delivered it will fail; no matter how well-delivered the presentation if it doesn‘t

make sense then it will fail. Most essentially of all, even if the presentation is perfect and

the presenter inspired and charismatic, if the audience is not interested or engaged, then the

presentation will certainly fail (Wallwork, 2010, in Imaniyah, 2018, p. 47). Then, it is

important to prepare the presentation in advance to get the best results from it.

Therefore, it is very important to teach students how to make an effective oral

presentation, especially with the advance of communicative approaches to language

teaching which give the student a central role in the teaching/learning process. According

to King (2002, in Chikh, 2016, p. 14) ―teachers move from the traditional role of teacher as

an authority‘s expert to the new role of facilitator of learning‖.

Meanwhile, the teacher‘s role is not an easy task because oral presentation is

considered as a challenging job for teachers. Teachers should equip students with some

prerequisite skills such as how to organize their ideas across logically with clear

structuring, also to help them understanding the materials they use and they are exposed to

when preparing OPs and to push them to focus on fluency when presenting (Chikh, 2016,

p. 14).

Moreover, teachers should give students the necessary time to prepare their talks

and help in preparing them if necessary (Chikh, 2016, p. 14). In addition, King (2002)

claimed that teachers should also discuss the problem of speech anxiety with the students

and try to get solutions for this problem from psychotherapy or speech communication

literature, and remind the presenters to use communicative English and keep in mind their

audience to overcome group boredom. As a result of this, the students will feel that they

are not alone, and will develop a sense of self confidence and, therefore, improving their

proficiency in the English language.

33 E. Related Previous Studies

To support the theory of this research, there are several relevant previous studies to

see the broader view of the topics. The first study is done by Rahimy and Safarpour (2012)

with the title ―The Effect of Using Role-Play on Iranian EFL Learners‘ Speaking Ability‖

which investigated the effect of role-play as a classroom activity on Iranian EFL learners‘

speaking ability. This study tried to determine whether or not using role-play activities in

speaking classrooms might enhance a more acceptable speaking ability in Iranian EFL

learners at the intermediate level. The results of the present study enunciated that role-

playing seems to provide a sort of enjoyable environment for the learners to flourish in.

This reason leads to better attention in learning and stimulate them to participate in role-

play activities. In role-play activities, students take a new identity and learn to use a

foreign language for every day communication.

Similar findings shown on the study titled ―The Use of Role Play to Improve

Teaching Speaking‖ by Arham, Yassi, and Arafah (2016). The results reveal that the

students have high interest in role play as indicated by 88,33 % of the students agree with

the role as a learning method. They argue that role play makes them speak as if they were

in real situation. The class is dynamic and life. They become active in learning because not

only speaking skill developed but also nursing skill developed. The results also reveal that

there is a significance difference of students‘ achievement in speaking performance as

indicated by their score in pre-test and post-test. Students who learn speaking through role

play show a significant improvement in posttest. So, Role play is considered as an

appropriate method for developing English speaking skill for nursing students at STIKES

Amanah Makassar.

Furthermore, portraying teacher‘s strategies in teaching speaking to students at

vocational high school is also needed. It can be found on the research done by Syafrizal

and Rahmawati (2017). The study was conducted in SMKN 3 Kota Serang. In teaching

speaking, the teacher used cooperative activities, role plays and simulations, creative tasks

and drilling. It can be enjoyable experience for both teacher and student. There were many

students joined the class enthusiastically. They paid attention to the lesson improved their

speaking skill after being taught by the strategies. Students‘ speaking skill increased as

well as their motivation in speaking and they were interested speaking through cooperative

activities, role plays and simulations, creative tasks and drilling. Result of the research

show that the students improve their speaking skill efficiently and effectively.

Moreover, the psychological factor namely self-confidence is also hindered the

learners to speak. It can be seen on research conducted by Osboe, Fujimura, and Hirshel

(2007). The study examined the student confidence and anxiety in L2 speaking activities.

The survey data was collected from 62 first-year students in the English department of a

small university of foreign languages in Eastern Japan. Participants all spoke Japanese as

their first language (L1) and were studying English as an L2. The results of the

questionnaire study suggest that there is a correlation between willingness of students to

express themselves in their L1 and their confidence in speaking their L2. Student

proficiency level in the L2 may also correlate with comfort speaking to other L2 learners.

Finally, students appear to enjoy greater confidence in pairs and small groups than in

whole-class situations, regardless of proficiency level. The results of the focus group study

suggest that teacher behavior plays a large role in how confidently students use the L2 in

class. Small group discussions and topics that are familiar to students can enhance the level

of comfort.

34

It is also supported by similar research done by Al-hebaish (2012). The study was

investigating the correlation between general self-confidence and academic achievement in

the oral presentation course. The results indicated a positive significant correlation

between the two variables. The more self-confident learners were, the higher were their

scores in the oral test. Highly self-confident learners were ready to try to speak in front of

others. Lack of general self-confidence, on the other hand, resulted in lack of interest to

strive for high quality oral performance. The findings of the study also highlighted the

importance of promoting general self-confidence among language learners in order to

develop their oral proficiency. Therefore, language instructors are recommended to focus

on building their students‘ self-confidence through creating a supportive classroom

environment that encourages them to speak and participate in oral activities without fear.

Based on the findings of Christie and Listyani‘s research (2018, p. 139), there was

found four strategies that the four teachers used in speaking class activity. Those strategies

are role-play, small group discussion, storytelling, and songs. These strategies were very

helpful to encourage students‘ self confidence in speaking, because each strategy giving a

chance for students to pratice speaking.Besides that, the advantages that students got from

those, help students increase their vocabulary and pronunciation, build an interaction

between passive and active students, and make the class more fun and not boring.

From those six researches, it proves that role play is one of good teaching

techniques to improve speaking skill. The learners feel enthusiast when they are involved

into teaching and learning activities. The class become dynamic and life. They can learn a

new vocabulary, grammar, and intonation. Also, role play makes a real situation in

speaking class. Besides the teaching techniques which are used by the teacher, it is found

that there are other factor that hinder someone to speak English. The factor is their self-

confidence. Self-confidence is one of important things for the learners to speak foreign

language. As Al-hebaish (2012) said, the more self-confident learners were, the higher

were their scores in the oral test. So, the teacher or instructor must build the learners‘ self-

confidence for the sake of better speaking English skill. And one of strategies to improve

students‘ self-confidence is role play.

F. Theoretical Implications for the Study

Speaking is an important skill to master for the EFL learners, especially for the

students who need it in their future job like broadcasting students. Most companies require

the candidates of their employee should be able to use English both oral and written. The

ways to know the ability of it are TOEFL test or other written English test and interview by

English. Those can be additional fact that English speaking skill is really need in facing the

globalization era in Indonesia.

In fact, there are still very limited numbers of students who are able to

communicate simple in English, although they have been studying English for about six.

There are several factors why speaking is still a big problem for EFL in Indonesia. Some of

the factors are learner themselves, the teaching strategies, the curriculum, and the

environment. One of the factors that consist in learner themselves are lack of self-

confidence. Also, the teaching strategies means the teaching technique or method that the

teacher used to teach English.

Some methods and techniques had been used by the teacher to improve English

speaking skill, such as: Communicative Language Teaching method, role play, drama, and

simulation technique. Besides, the materials are also varied. One of them is by using

35 newspaper articles. Those became an evidence that some researchers had done many ways

to develop and improve English speaking skill.

In the context of Indonesia, senior high school students can go into general stream.

They can choose they go to general school or vocational school. The students who want to

get job quickly after they graduate from high school is by choosing Vocational High

School to continue their study. They desire to choose their profession in the future directs

them to choose their major. There are many major provided by many Vocational High

School. One of them is broadcasting. It is because there are so many television channels

nowadays.

To speak English in broadcasting situation is one of important ability as a

requirement in the real broadcasting industry. Because they are trained to be a good

presenter, reporter, news anchor, camera person, and so on. It can be seen in most

broadcasting or journalist job vacancy. Almost all of them use the phrase ―having good

English skill both in spoken and written‖. It means that the applicants need to have good

communication in English.

In teaching students‘ English speaking skill in broadcasting class, the teacher must

have different treatment from the other majors. They have to choose and use the

appropriate and effective technique to reach the goal. The students are demanded to not

only speak English but speak English in real life situation. It means, they can develop their

speaking skill and also their broadcasting skill.

Role play is one of the techniques which suitable to teach them to be a good

reporter, news anchor, TV presenter, and so on. Role play is a kind of teaching technique

in order to create real life communication in the class and the students have to play each

role that have been decided by teachers. In addition, the role play would seem to be the

ideal activity in which students could use their English creatively and it aims to stimulate a

conversation situation in which students might find themselves and give them an

opportunity to practice and develop their communication skill. Being cast in a role of a

different character may diminish the fear of speaking, as these are not the speakers who

make mistakes, but the personalities played by them. The key feature of role-play is that

learners can become anyone they want for a short time.

To compare with role play technique as a treatment in this research, the writer used

presentation technique. Group presentation can also improve their speaking skill because

they need to share the information of a topic to their friends in front of class by using

English. The students have to perform their presentation in front of their friends as same as

they perform the role-play.

To measure their speaking skill, the appropriate test and assessment should are

essential. To test the speaking, there are several ways. They are interviews and scales,

group oral exam, dycoms (split information), describe and draw, conversational cloze,

multiple-choice speaking tests, imitation, and role plays. Then, rubric for speaking must be

used to assess their skill. The aspects should be measured are pronunciation, grammar,

vocabulary, fluency, and comprehension. Before it is judged to be a good test. It has to be

measured by using validity and reliability test.

Since both of the techniques train the students to be brave to speak in public. Then,

self-confidence is also needed. Self-confidence is exist in the students themselves. Self-

confidence involves judgments and evaluations about one‘s own value and worth. The

teacher has to build their self-confidence to speak English because it means so much in the

teaching and learning process. Confident language learners feel happy and comfortable

with the progress they are making and this gives them confidence to keep learning, and this

36 confidence can have a significant impact on their lives both inside and outside the

classroom. Learners who are more confident are more easily able to participate in social

activities, volunteer in the community, find a job, talk with their neighbors and play key

roles in their communities. It is also an essential thing to have to work in the broadcasting

industry. Because to play the roles related to their job, they need a good self-confidence to

deliver the message.

In conclusion, teaching instruction is very important. Role play is one of the

teaching strategies that has been proved for students‘ speaking skill. However, not only

teaching strategies is important but also students‘ factors like self-confidence. If the

teacher uses the appropriate teaching techniques or methodologies and the students have a

good self-confidence, the teaching and learning will become successful.

G. Theoretical Hypotheses

1. There is difference of English speaking skill of procedure text between those who are

taught by using role play technique and those who are taught by using presentation.

2. There is an interaction of teaching technique and self-confidence on English speaking

skill of procedure text.

3. There is difference of English speaking skill of procedure text between students who

had high self-confidence that were taught by using role play technique and those who

are taught by presentation technique.

4. There is difference of English speaking skill of procedure text between students who

had low self-confidence who were taught by using role play technique and those who

were taught by presentation technique.

37

CHAPTER III

RESEARCH METHODOLOGY

This chapter elaborates the research methodology. The chapter presents the

description of research design, place and time of the study, population and sample,

research instrument, data collection techniques, data analysis technique, statistical

hypotheses, and data analysis.

A. Research Method and Design

The research is conducted using quasi-experimental design which is a part of

quantitative research. The experiment treated two groups of same levels. One group of

students was taught by using role play technique, while other group was taught by group

presentation technique.

The design used here is treatment by level 2X2 because this study aimed to

investigate the effect of role play and self-confidence on English speaking skill of

broadcasting students. The design consists of three variables which consist of two

independent variables and one dependent variable. The independent variables are role play

and self-confidence, while dependent variable is broadcasting students’ English speaking

skill.

Table 3.1

Factorial Design of Experimental Research

Teaching Technique*

Self-Confidence*

Role Play

(A1)

Presentation

(A2)

High Self-Confidence (B1) A1B1 A2B1

Low Self-Confidence (B2) A1B2 A2B2

∑Total ∑A ∑B

Note:

A1 = Students who were taught by using Role Play

A2 = Students who were taught by using Presentation

B1 = Students who had high self-confidence

B2 = Students who had low self-confidence

A1B1 = Role play technique with high self-confidence in speaking English

A1B2 = Role play technique with low self-confidence in speaking English

A2B1 = Presentation technique with high self-confidence in speaking English

A2B2 = Presentation technique with low self-confidence in speaking English

The data were taken from February until April. The total meetings were 15

meetings. In the first meeting, the pre-test was done by the researcher. The pre-test used

was interview. The interview contains of five questions referring to the syllabus of XI

grade. The questions were divided into four topics; describing a process of using a device

or function of it (procedure text), asking and giving suggestion and advice, stating

necessity and obligation, and convincing and persuading someone to accept the opinions or

suggestions given. The time given for answering the interview questions was 5 minutes.

38 After they did the pre-test, the researcher gave them a self-confidence questionnaire. The

questionnaire contains of 24 questions. It was used to classify the students who had high

and those who had low self-confidence.

In the second meeting, the researcher explained the material by using collaborative

learning method. They were divided into six groups. One group contains of four people.

The details can be seen in lesson plan (see appendix). The researcher introduced a teaching

technique called role play. She also explained the needs to learn English for broadcasting

students. After the students had understood the materials, they were asked to do a task in

LKS. It was done to check their understanding of the materials.

In the next meeting, the students watched an example of role play or drama video.

Then, the groups of students were asked to make a role play script based on the topics

given by the researcher. In one topic, they could be a reporter, TV host, news anchor,

camera person, audio engineer, informant, etc. They were free to ask to the teacher (the

researcher) if they found any difficulties. In the last minute, the researcher commanded

them to continue their script at their home and announced the groups which will perform in

the next meeting.

The next three meetings, the all groups performed their role play. In one meetings,

two groups performed and the researcher gave some feedbacks and evaluations. After three

meetings, they were evaluated by the teacher and the groups were given the different

topics. The topics were explained again to recall their memory. These activities were done

repeatedly until three treatments. So, one group got three topics during this research.

The post-test were done in the last meeting. They were given the same question as

in the pre-test; five questions in five minutes for each person.

B. Place and Time of the Study

The writer conducted the research for about eighteen months, starting from

September 2017 to April 2019. The data was taken from early February until early April.

Then, she took the data at the second year of SMK Prima Unggul Tangerang. The reason

of choosing this school was because the English teachers taught their students’ speaking

skill with the same techniques for all major. Also, the school has the most sophisticated

device than other school. It may support their deepening of their role play.

C. Population and Sample

The population of the research was the second grade of SMK Prima Unggul

students. There were two classes of broadcasting major (XI BC 1 and XI BC 2). Each class

consisted of 24 students, so totally there were 48 students. The sample of research was all

of the students in those classes. Because there were only two classes in the second grade of

broadcasting major, so the sampling technique the writer used in this study is Total

Population Sampling. TPS is a technique where the entire population that meet the criteria

(e.g. specific skill set, experience, etc.) are included in the research being conducted. Total

Population Sampling is more commonly used where the number of cases being

investigated is relatively small. It is a type of the number of cases being investigated is

relatively small (Etikan, Musa, & Alkassim, 2016, p.3).

The mean of pre-test score of XI BC 1 was 66.5 and XI BC 2 was 67.2. Since the

pre-test score of the two classes was similar, so they were divided into two groups:

experimental group and control group by using random assignment. A random assignment

study uses a lottery system to randomly assign participants to the experimental group

(often called the treatment group) or to the control group (Moore & Metz, 2008). The

39 experimental group was the whole students of XI BC 1 who will improve their English

speaking skill by using role play. The writer used role play technique while teaching

English speaking skill in the broadcasting class. They will be asked to be reporter, news

anchor, TV presenter, director, backstage crew, and the other characters relating to their

major. Meanwhile, to compare with the result of role play technique, presentation about

some topics related to broadcasting major was used in control group who are the students

of XI BC 2. Also, their self-confidence was tested by using questionnaire.

Table 3.2

The Population of Research

Classes Population Total of Student

Experimental XI BC 1 24

Control XI BC 2 24

D. Research Instruments

The information which was needed in this research involved data of broadcasting

students’ English speaking skill and self-confidence. English speaking skill data was taken

from the speaking test in pre-test and post-test, while students’ self-confidence data was

taken from the questionnaire that was filled by the students after the treatment was

finished.

1. English Speaking Skill Test

a. Conceptual Definition

Speaking is an ability to communicate a message or intention by the speaker to

listener to reach meaningful interactions. While English speaking skill is a skill to use

English in communicating with others to reach meaningful interactions. Therefore,

regarding to the speaking assessment, some criteria that are used to evaluate the

students’ performances in speaking skill must be planned together to make it clear.

b. Operational Definition

English speaking is a skill that consist of several indicators. They are

pronunciation, grammar, vocabulary, fluency and comprehension. It means, the

students have to pronounce well, have enough knowledge about grammar and

vocabulary and how to use it, fluent enough in saying their utterances, and have a good

understanding while communicating by using English.

c. The Blueprint of English Speaking Test

Regarding to the conceptual and operational definition above, the test instrument

of this research applied one instruction to the students in each test. In pre-test and post-

test, they will be interviewed by the researcher. There will be four indicators and five

questions in the test. They may prepare their answer for only several seconds

depending on the instructions in each indicators. The test is adapted from TOEIC

speaking test. The indicators are adopted from silabus bahasa Inggris Kurikulum

Tingkat Satuan Pendidikan (KTSP) 2006. The blueprint of English speaking skill test

can be seen in the following table:

40

Table 3.3

Blueprint of English Speaking Test

Variable Indicator Evaluation Criteria Item

numbers

Total

of

items

English

Speaking

Skill

1. Students’

ability to

describe a

process of

using a device

or function the

function of it.

Pronunciation

Grammar

Vocabulary

Fluency

Comprehension

1 1

2. Students’

ability in

asking and

giving

suggestion and

advice

2 1

3. Students’

ability to state

necessity and

obligation

appropriately

3,4 2

4. Students’

ability to

convince and

persuade

someone to

accept the

opinions or

suggestions

given.

5 1

TOTAL NUMBERS OF QUESTION 5

(Adapted from TOEIC Speaking and Writing Sample Test, available at

https://www.ets.org/s/toeic/pdf/speaking-writing-sample-tests.pdf)

d. Rubric for Assessing English Speaking Skill Test

While doing the test, the students’ speaking skill will be measured by a scoring

rubric that is adopted from Hughes (2003, p. 131). Concerning to the evaluation

criteria mentioned in blueprint above, the scoring rubric will be presented in the

following table:

41

Table 3.4

Scoring Rubric of Speaking Skill Test

1) Pronunciation

No Indicators Score

1 Pronunciation frequently unintelligible 1.0—4.5

2 Frequent gross errors and every heavy accent make understanding

difficult, require frequent repetition. 4.6—5.5

3 ―Foreign accent‖ requires concentrated listening and

mispronunciations lead to occasional misunderstanding 5.6—6.5

4 Marked ―foreign accent‖ and occasional and mispronunciations

which do not interfere with understanding 6.6—7.5

5 No conspicuous mispronunciations, but would not be taken for a

native speaker 7.6—8.5

6 Native pronunciation, with no trace of ―foreign accent‖ 8.6—

10.0

2) Grammar

No Indicators Score

1 Grammar almost entirely inaccurate except in stock phrases 1.0—4.5

2 Constant errors showing control of very few major patterns and

frequently preventing communication 4.6—5.5

3 Frequent errors showing some major patterns uncontrolled and

causing occasional irritation and misunderstanding 5.6—6.5

4 Occasional errors showing imperfect control of some patterns but no

weaknesses that causes misunderstanding 6.6—7.5

5 Few errors, with no patterns of failure 7.6—8.5

6 No more than errors during interview 8.6—

10.0

3) Vocabulary

No Indicators Score

1 Vocabulary inadequate for even the simplest conversation 1.0—4.5

2 Constant limited to basic personal and survival areas. 4.6—5.5

3 Choice of word sometimes inaccurate, limitations of vocabulary

prevent discussion of some common professional and social topic 5.6—6.5

4

Professional vocabulary adequate to discuss special interest; general

vocabulary permits discussion of any non-technical subject with some

circumlocutions 6.6—7.5

5 Professional vocabulary broad and precise; general adequate to cope

with complex practical problems and varied social situations 7.6—8.5

6 Vocabulary apparently as accurate and extensive like an educated

native speaker 8.6—

10.0

42 4) Fluency

No Indicators Score

1 Speech is so halting and fragmentary that conversation is virtually

impossible 1.0—4.5

2 Speech is very slow and uneven except for short routine sentences. 4.6—5.5

3 Speech is frequently hesitant and jerky; sentences may be left

uncompleted 5.6—6.5

4 Speech is occasionally hesitant, with some unevenness caused by

rephrasing and grouping for words 6.6—7.5

5 Speech is effortless and smooth, but perceptively non-native in speed

and evenness 7.6—8.5

6 Speech on all professional and general topics as effortless and smooth

as a native speaker’s 8.6—10.0

5) Comprehension

No Indicators Score

1 Understands too little for the simplest type of conversation 1.0—4.5

2 Understands only slow, very simple speech on common social and

touristic topics, requires constant repetition and rephrasing 4.6—5.5

3 Understands careful, somewhat simplified speech when engaged in a

dialogue, but may require considerable repetition and rephrasing 5.6—6.5

4 Understands quite well normal educated speech when engaged in a

dialogue,but requires occasional repetition or rephrasing 6.6—7.5

5

Understands everything in normal educated conversation except for

very colloquial or low-frequency items, or exceptionally rapid or slurred

speech 7.6—8.5

6 Understands everything in both formal and colloquial speech to be

expected of an educated native speaker 8.6—10.0

(Adopted from Hughes, 2003, p. 131)

Table 3.5

Scoring Table

Students Aspects of speaking performance

1 2 3 4 5 TOTAL X 2

Students 1

Students 2

Students 3

Students 4

43

Students Aspects of speaking performance

1 2 3 4 5 TOTAL X 2

Students 5

Students 6

e. Validity and Reliability of English Speaking Skill Test

Then, there are some indicators and aspects that will be measured in this test along

with its validity and reliability.

1) Validity

Referring to Li (2011, p. 267), validity in general refers to the appropriateness of a

giving test or any of its component part as a measure of what it is supposed to measure.

It is the quality which most affects the value of a test, prior to, though dependent on,

reliability. However, validity is related to the content and construct of a test while

reliability is related to the score.

The most commonly referred to types of validity are face validity, content validity,

concurrent validity, predictive validity and construct validity (Li, 2011, p. 267). In this

speaking test, content validity was used because it is more appropriate than others. An

oral test is said to have content validity only if it includes a proper sample of the

relevant structures, whether dialogue, discussion, role play or pair work. To check the

validity, the questions of the test were seen whether it is matched or not to the

indicators.

The speaking test, interview test, was adapted from IELTS test and adjusted to the

indicators of SMK syllabus of English subject. The curriculum used is KTSP 2006.

After that, it were considered by the experts thought. There were 8 English teachers

who participated to measure the validity of 7 questions made by the researcher.

The method used to test the validity was Content Validity Ratio (CVR). The CVR

proposed by Lawshe (1975, in Ayre & Scally, 2014, p. 79) is a linear transformation of

a proportional level of agreement on how many ―experts‖ within a panel rate an item

―essential‖ calculated in the following way:

( ( ))

( )

Note:

= the number of panel members indicating an item ―essential‖

= the number of panel numbers

Content validity by CVR was done to each questions. If the CVR value does not

meet the statistical significance determined from the minimum CVR value table

presented by Lawshe, then the item in question is invalid. The question is said to be

valid if the CVR results ≥ minimum score with p-value < 0,05. The minimum score

that is assigned for N = 8 is 0.75 (Lawshe, 1975).

44

Based on CVR results on 7 questions, 5 questions is valid and 2 questions are

invalid. So, the invalid questions were not used in the speaking test. The details of the

results can be seen in the following table.

Table 3.6

Content Validity Result of Speaking Test

Question

number

E TE TR N ne N/2 (ne-

N/2)

Nilai

CVR

Minimum

score

Result

1 8 0 0 8 8 4 4 1 0.75 Valid

2 8 0 0 8 8 4 4 1 0.75 Valid

3 5 2 1 8 5 4 1 0.25 0.75 Invalid

4 8 0 1 8 7 4 3 0.75 0.75 Valid

5 7 1 0 8 7 4 3 0.75 0.75 Valid

6 7 0 1 8 7 4 3 0.75 0.75 Valid

7 5 2 1 8 5 4 1 0.25 0.75 Invalid

2) Reliability

Reliability is also an absolutely essential quality of tests which means consistency

in scores regardless of when and how many times a particular test is taken. Reliability

is crucial because students’ performance on a test may be affected by factors other than

the ability that we are measuring (illness, fatigue, poor test conditions, poor test

design, and score inconsistencies). The more similar the scores would have been, the

more reliable the test is said to be (Hughes, 2000). In oral language assessment, we are

specifically concerned with sources of error due to inconsistencies among raters (inter

rater reliability) because of the subjectivity involved in measuring an abstract entity

(Restrepo & Villa, 2003, p. 6).

As having been discussed in chapter II, the appropriate reliability for oral language

assessment is interrater reliability. Interrater reliability (IRR) entails the degree of

agreement, consistency, or shared variance among two or more raters assessing the

same subjects, expressed as a number between 0 (no agreement) and 1 (perfect

agreement) (Hove, Jorgensen, & Van der ark, 2017). A way to improve inconsistencies

due to subjective ratings is to use more than one evaluator. Variance among different

raters can also be improved by reaching a consensus through training and discussions

and by establishing clear oral performance criteria and scoring (Restrepo & Villa,

2003).

Looking for reliability interval method used is Cohen Kappa formula, which

analyzes the reliability of this method of measuring instruments from on measurement

(Arikunto, 2006, p. 208).

Note:

Po = the relative observed agreement among raters.

Pe = the hypothetical probability of chance agreement

45

According to Landis &Koch (1977) the criteria of instrument reliability ( ) is stated as

follow:

1. If is higher than 0.6, it means that the instrument is reliable.

2. If is lower than 0.6, it means that the instrument is unreliable.

A more complete list of how Kappa might be interpreted (Landis & Koch, 1977) is

given in the following table:

Table 3.7

Cohen Kappa Interpretation

Kappa Interpretation

< 0 Poor agreement

0.0 – 0.20 Slight agreement

0.21 – 0.40 Fair agreement

0.41 – 0.60 Moderate agreement

0.61 – 0.80 Substantial agreement

0.81 – 1.00 Almost perfect agreement

Based on the pilot study data conducted to 20 respondents with 5 questions related to

speaking skill, it was found that the instrument used is reliable with the reliability 0.609 >

0.6 as table below:

Table 3.8

Symmetric Measures

Value

Asymp. Std.

Errora Approx. T

b

Approx.

Sig.

Measure of Agreement Kappa .609 .153 3.856 .000

N of Valid Cases 20

2. Students’ Self-confidence Questionnaire

The researcher used questionnaire as a tool to study the response of students to

role play. The questionnaire was given to measure their self-confidence while performing

the role-play in the classroom and to know their attitude or perception towards this

technique.

a. Conceptual Definition

Self-confidence is positive attitude to convince ourselves towards ability and self-

judgment to do something in an effective way. To be a good speaker, students must

have a good self-confidence.

Self-confidence, generally, is not owned by someone since they are child. In some

cases, self-confidence should be trained continuously. To assess someone’s self-

confidence, it is needed an appropriate questionnaire that consists of some criteria.

b. Operational Definition

Someone who has a good self-confidence can be measured by some criteria. They

must have ability, assurance, and willing engagement. The ability is as "a command of

grammar, vocabulary, and pronunciation," assurance as "a feeling of security and

comfort in speaking English," and willing engagement as one who is "glad to speak

English to face their future job".

46

c. Blueprint of Self-Confidence Questionnaire

The blueprint of self-confidence can be seen in the following table:

Table 3.9

Blueprint of Self-confidence Questionnaire

Variable Aspects Indicator

Item numbers Total

of

items Positive Negative

Self-

Confidence

Towards

Speaking

Skill

1. Ability

1. Students’

attitude

toward

speaking

English

2. Students’

ability in

speaking

English

5, 14, 20,

21, 22

6, 7, 8,

15, 16 10

2. Assurance

1. Students’

believe in

their speaking

ability

2. Students’

feeling of

self-

confidence in

speaking

1, 2, 3, 11,

23

4, 12, 13,

24, 25 10

3. Willing

engagement

1. Students’

willing to use

English either

inside or

outside

classroom

2. Students’

intention to

learn more

about English

of

broadcasting

major

9, 17, 18,

27, 28

10, 19,

26, 29,

30 10

TOTAL NUMBERS OF QUESTIONNAIRE 15 15 30

d. Statements of Self-confidence Questionnaire

The questionnaire will be designed in some aspects. Adapting from Griffee (in

Doqaruni, 2010, p. 8), he hypothesized three aspects underlying confidence in

speaking English: ability, assurance, and willing engagement. He defined ability as "a

command of grammar, vocabulary, and pronunciation," assurance as "a feeling of

security and comfort in speaking English," and willing engagement as one who is

47

"glad to speak English with native speakers of English". In willing engagement part,

the writer will change it to ―glad to speak English to face their future job‖. His

questionnaire is based on these three aspects of confidence and it fits the writer’s

research inquiry well, in that it has allowed the writer to broadly examine the students'

sense of confidence. There will be totally 30 statements in the questionnaire and a 5-

point Likert scale will accompany each item, requiring respondents to report degrees

of agreement or disagreement. For more details, the statement of questionnaire and the

scale of self-confidence are presented in the following table:

Table 3.10

Statements of Questionnaire

No. Aspects Statements

1. Ability

1) I mostly know the meaning of English words that are

said by my teacher or my friend

2) I only know little English vocabularies

3) I feel difficult to memorize English sentences

4) I switch my language to Bahasa Indonesia when I

don’t know the word that I want to utter

5) I can improve my dialog when I forgot

6) I can give my opinion in English when talking to my

friends and English teacher

7) I can criticize or correct my friend’s English if they

are wrong in practicing their English

8) My listening skill is ordinary.

9) I am difficult to understand what my teacher and my

friends said

10) I can practice my English speaking skill well

2. Assurance

1) I like speaking English

2) I think English is important to learn

3) I am not shy to speak English in front of the class

4) I often feel my English is not good enough

5) I will speak to a group of people in English

6) I only speak confidently in front of one person

7) I feel my friend is better in speaking

8) I am happy if I am pointed to speak in front of the

class

9) I often feel nervous to speak in front of the class

10) I am afraid if I make a mistake and it can make me

shy

3. Willing engagement

1) I look for chances to speak English both inside and

outside classroom

2) I participate actively in English activity

3) I participate passively in English activity

4) When my teacher give me chance to ask, I always ask

if I have not understood the material

5) I choose to keep silent when the teacher asks me to

speak even if I know the answer

48

No. Aspects Statements

6) I always avoid to discuss about English with my

friends even though outside the classroom

7) I am lazy to find any other learning source to improve

my speaking skill

8) I believe I will be a good speakers of English in the

future

9) I feel lazy to fight for my future dream

10) I will study English deeper to support my skill to face

the future job

(Adapted from Griffee, in Doqaruni, 2010, p. 8, and Tohir, 2015)

Table 3.11

Students’ Self-confidence Scale

Statement Score (+) Score (-)

Strongly Agree 5 1

Agree 4 2

Neutral 3 3

Disagree 2 4

Strongly Disagree 1 5

e. Validity of the Test

It is essential to know the validity of the test. Validity test is used to

measure the instrument whether it is valid or invalid. Secondly, reliability test is

used to measure the consistency of measurement tool in a certain research.

1) Validity

The appropriateness of the test can be achieved by using Pearson Product Moment

formula to calculate the validity and Alpha method in calculating its reliability

(Arikunto, 2009). The formulation is in the following:

∑ ∑ ∑

√* ∑ ∑ + * ∑

∑ +

Note:

r1 = time score result X and Y for each respondent

∑ = Score of test instrument X ∑ = Score of test instrument Y

∑

= Quadratic score instrument X

∑

= Quadratic score instrument Y

N = Number of respondent

49

To decide the validity of each item can be seen from total correlation (r-count)

compared with r-table with the significance level of α 0.05. The instrument is

considered as valid one if r-count was higher than r-table.

Table 3.12

Validity of Self-Confidence Instrument

Item r-count r-table Status

1 .566 0.423 Valid

2 .576 0.423 Valid

3 .086 0.423 Invalid

4 .549 0.423 Valid

5 .562 0.423 Valid

6 .682 0.423 Valid

7 .560 0.423 Valid

8 .476 0.423 Valid

9 .554 0.423 Valid

10 .088 0.423 Invalid

11 .486 0.423 Valid

12 .560 0.423 Valid

13 .694 0.423 Valid

14 .562 0.423 Valid

15 .682 0.423 Valid

16 .655 0.423 Valid

17 .444 0.423 Valid

18 -.418 0.423 Invalid

19 .062 0.423 Invalid

50

Item r-count r-table Status

20 .478 0.423 Valid

21 .682 0.423 Valid

22 .560 0.423 Valid

23 .089 0.423 Invalid

24 .682 0.423 Valid

25 .097 0.423 Invalid

26 .715 0.423 Valid

27 .715 0.423 Valid

28 .715 0.423 Valid

29 .682 0.423 Valid

30 .457 0.423 Valid

Based on the table above, it could be seen that there were 6 numbers which invalid,

they are number 3, 10, 18, 19, 22, and 25 therefore the researcher deleted them and

changed the statements until they are valid. So, the questions used were 30 valid questions.

2) Reliability

Reliability is a way to measure that the score of the test is stable although it had

been administered to the same students with the same ability, but at a different time

(Hughes, 2008, p. 36). The most commonly used internal consistency measure is the

Cronbach Alpha coefficient. It is viewed as the most appropriate measure of reliability

when making use of Likert scales (Whitley, 2002, Robinson, 2009, in Taherdoost,

2016, p. 33). The point about item tested is matter which valid. Looking for reliability

interval method used is Cronbach Alpha method, which analyzes the reliability of this

method of measuring instruments from on measurement.

(

∑

)

51

Note:

= reliability score

∑ = total variance score

= total variance

n = item score

According to Sudijono (2008), the criteria of instrument reliability ( ) is stated as

follow:

3. If is equal or higher than 0.7, it means that the instrument is reliable.

4. If is lower than 0.7, it means that the instrument is unreliable.

Based on the students’ self-confidence data conducted to 48 respondents with 30

questions related to self-confidence, it was found that the instrument used is reliable with

the reliability 0.812 > 0.7 as table below:

Table 3.13

Reliability Statistics

Cronbach's

Alpha

N of

Items

.812 30

E. Data Collection Technique

The first thing the researcher did is categorized them in having high or low self-

confidence by using questionnaire. There were 26 questions they had to answer by giving a

checklist in scale given. To collect the speaking score data, spoken test will be used as an

instrument. The test will be divided into two tests, pre-test and post-test. The pre-test will

be given to the students before the treatment and the post-test after the treatment. Either in

pre-test or in post-test, students have to answer some questions which are given by the

teacher. They have to explain the procedure of using the device, propose a suggestion and

device, stating necessity and obligation, and convincing and persuading. While in the

treatment, the writer will teach them how to play a role relating to their job as a presenter,

news anchor, reporter, informant, and TV crew. In the script, it will be used the

expressions based on the indicators. Before they play their role, the teacher gives them

some exposures like videos and the texts. They have to observe first how each character

acts. Having been given the exposures and materials, they will be asked to act like the real

character. To compare the use of the technique, the teacher will ask them to make some

small groups to present a topic related to their major by using English. Those will go on

until two months. After that, they will be given a post-test after the lesson finished. In the

post test, the students will be given the same test as in the pre-test. They have to answer

some questions given by the teacher. The results of pre-test and post-test will be collected

and compared to know the effect of role play technique and presentation technique in

teaching English speaking skill.

52 F. Data Analysis Technique

1. Test Data Analysis Requirement

Data analysis is conducted using a method of quantitative or statistical methods.

Data analysis techniques used in this study were normality test, homogeneity test, and

linearity test. They would be explained in the section below.

a. Normality Test

Normality test of data research is performed on six group data: (1) teaching technique,

(2) students’ self-confidence (3) high students’ self-confidence of English speaking skill

resulting from role play technique (4) low students’ self-confidence of English speaking

skill resulting from role play technique (5) high students’ self-confidence of English

speaking skill resulting from presentation technique (6) low students’ self-confidence of

English speaking skill resulting from presentation technique. Normality test is done by

using the Kolmogorov-Smirnov test (Suparman, 2012). Data is considered normal if the

price Fobserved < Ftable tested with a significance level α = 0.05. as for linear data if

Fobserved < Ftable tested with a significance level 2 = 0.05.

The computation was performed with SPSS version 22.00 for windows. Based on the

criteria of this program, the data was normal if p value> 0.05 which means Ho was

accepted and Ha was rejected (data is distributed normally). On the contrary, if p value ≤

0.05 means that Ha was accepted and Ho was automatically rejected (data is not distributed

normally). P value was the number on the sig column from the table of normality test

outcome by using SPSS program.

b. Homogeneity test

Homogeneity of the test is designed to test the version of the normal distribution of the

population, the homogeneity of the test carried out by the Levenu’s test. Research data that

has been collected from a homogenous population if adequate significance is α=0.05. If

Fobserved < Ftable, it can be concluded that data is homogeny or otherwise.

The purpose of homogeneity test was to find out whether the designed groups were

homogeneous or not. The homogeneity test for the data of speaking test was performed by

using Levene’s test in the significant level of 5%. The hypotheses for homogeneity test

were set as follows:

Ho= data comes from homogeneity population

Ha = data comes from non-homogenous population

If p value> 0.05 means that Hois accepted and Ha is automatically rejected. On the

contrary, if p value ≤ 0.05 implied that Ha was accepted and Ho was automatically rejected.

c. Linearity Test

Two-way ANOVA can be used to test hypotheses that state the average difference

between sample groups either using two factorial design or treatment by level design and

either in experimental research or causal-comparative research (Kadir, 2015, p. 346). Two-

way ANOVA compares the means of populations that are classified in two ways or the

mean responses in two-factor experiments. The Significant level is 0.05. Compare

significant level with the significant value with result in the table significant.

d. Effect Size

Effect size is simply a way of quantifying the size of the difference between two

groups, and may therefore be said to be a true measure of the significance of difference

(Coe, 2002, p. 7). Effect size emphasizes the size of the difference rather than confounding

this with sample size. The formula of effect size by Cohen (2007, p. 521) is:

53

The interpretation of effect size by Cohen can be seen in the following table:

Table 3.14

Size Interpretation

0-0.20 Small effect

0.21-0.50 Medium effect

0.51-0.80 Large effect

>0.80 Very large effect

2. Descriptive Statistic

In this descriptive analysis is meant to get a general overview of the study result.

The data obtained will be presented in the amount of descriptive statistics such as the

average (mean), the (median), the highest frequency (mode), standard deviation (standard

deviation). This part will be explained in chapter IV.

G. Statistical Hypotheses

The statistic hypotheses of this research are:

Ho: µA = µB

Ha: µA ≠ µB

The statistic hypothesis states that if ―to‖ is higher than ―tt‖ (t table), it means that it is

effective using role play to teach speaking skill and there is positive effect of self-

confidence towards broadcasting students’ speaking skill and ―H0‖ is rejected and ―Ha‖ is

accepted ( -t(1-1/2α) > t > t(1-1/2α) ). Meanwhile, if ―to‖ is lower than ―tt‖ (t table), it means that

it is not effective using role play to teach speaking skill and there is no positive effect of

self-confidence towards broadcasting students’ speaking skill and ―H0‖ is accepted.

Hypotheses in the research are basic assumptions of how the result of the research will

be. It is a prediction of a phenomenon. Moreover, in formulating hypotheses, the

researcher has to ensure that the hypothesis is real or based on fact. There are two kinds of

hypotheses (Kumar, 2011):

1. Hypothesis 1

Ho : µA1 ≤ µA2

(There was no difference on English speaking skill of procedure text between those

who are taught by using role play technique and those who are taught by using

presentation).

Ha : µA1 > µA2

(There was difference on English speaking skill of procedure text between those who

are taught by using role play technique and those who are taught by using presentation).

2. Hypothesis 2

Ho : Int. AxB = 0

(There was no interactional effect between teaching technique and students’ self-

confidence towards English speaking skill of procedure text).

Ha : Int. AxB ≠ 0

(There was interactional effect between teaching technique and students’ self-

confidence towards English speaking skill of procedure text).

54 3. Hypothesis 3

Ho : µA1B1 ≤ µA2B1

(There was no difference on English speaking skill of procedure text between students

who had high self-confidence that were taught by using role play technique and those

who are taught by presentation technique).

Ha : µA1B1 > µA2B1

(There was difference on English speaking skill of procedure text between students who

had high self-confidence that were taught by using role play technique and those who

are taught by presentation technique).

4. Hypothesis 4

Ho : µA1B2 ≥ µA2B2

(There was no difference on English speaking skill of procedure text between students

who had low self-confidence who were taught by using role play technique and those

who were taught by presentation technique).

Ha : µA1B2 < µA2B2

(There was difference on English speaking skill of procedure text between students who

had low self-confidence who were taught by using role play technique and those who

were taught by presentation technique).

55

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the result of research. In this study, it discusses the way to

investigate the effect of role play and self-confidence on students’ English speaking skill at

SMK Prima Unggul academic year 2018/2019. It covers the data description, the data

analysis, the testing of hypotheses, and the discussion of research findings.

A. Research Findings

1. The Data Description

The description of speaking skill was presented into two sections; the pre-test data

and post-test data. In order to answer the research question, the data of each section then

were classified into eight categories; A1, A2, B1, B2, A1B1, A1B2, A2B1, and A2B2.

The following descriptive statistic of the data was performed to determine of the

range of the data, mean, median, and standard deviation. All of statistical description and

calculation of test were performed through SPSS 22.00.

1.1. Data Description of Pre-test Score

The pre-test was applied to know the students’ speaking skill before they were

taught role play and presentation technique. It was conducted to the students both in

experimental class and control class. The data of pre-test score was presented in the Table

4.1 and the data will be described in the form of histogram in the following page.

Table 4.1

Descriptive Statistics of Pre-Test

A1 A2 B1 B2 A1B1 A1B2 A2B1 A2B2

N Valid 24 24 40 8 20 4 20 4

Missing 0 0 0 0 0 0 0 0

Mean 66.50 67.29 69.98 51.50 69.70 50.50 70.25 52.50

Median 66.50 66.50 70.00 50.00 69.00 50.00 70.00 51.00

Std.

Deviation 10.296 10.302 8.097 2.777 7.968 1.000 8.422 3.786

Minimum 50 50 55 50 55 50 55 50

Maximum 84 82 84 58 84 52 82 58

Sum 1596 1615 2799 412 1394 202 1405 210

Note:

A1 = Students who were taught by using Role Play

A2 = Students who were taught by using Presentation

B1 = Students who had high self-confidence

B2 = Students who had low self-confidence

A1B1 = Role play technique with high self-confidence in speaking English

A1B2 = Role play technique with low self-confidence in speaking English

A2B1 = Presentation technique with high self-confidence in speaking English

A2B2 = Presentation technique with low self-confidence in speaking English

56 Here are the data descriptions of pre-test score of each group in the form of histogram.

A. The Pre-test Score of Students’ English Speaking Skill in Experimental Group

(A1)

The experimental class consisted 24 respondents in this class. The empiric score of

pre-test stated the highest score was 84 and the lowest score was 50. Furthermore, the

mean was 66.50, the median was 66.50, and the standard deviation was 10.296. To make it

clear, it can be seen in the display of histogram below.

Figure 4.1

Pre-test Score of Students’ English Speaking Skill in Experimental Group

As can be seen in histogram, the score 70 was the most achieved in this class. It

means, the speaking skill of this class were still low. They were still lack of vocabulary,

grammar knowledge, and idea to speak up. The next histogram will explain the pre-test

score of students’ English speaking skill with high self-confidence in experimental class.

B. The Pre-test Score of Students’ English Speaking Skill with High Self-Confidence

in Experimental Group (A1B1)

The empiric score of pre-test stated the highest score of high self-confidence

students who was taught by role play was 84 and the lowest score was 55. Furthermore, the

mean was 69.70, the median was 69.00, and the standard deviation was 7.968. To make it

clear, it can be seen in the display of histogram below.

57

Figure 4.2

Pre-test Score of Students’ English Speaking Skill with High Self-Confidence in

Experimental Group

As same as the histogram in Figure 4.1, the most achieved score was 70. The mean

was 69.70. Although they had high self-confidence, they are still lack of vocabulary and

grammar. They mixed the language when they spoke. Sometimes they used English and

Bahasa. Yet, they understood enough about the topic and had a good body gesture while

speaking. Therefore, it shown that the students’ speaking skill with high self-confidence

had a quiet good score.

C. The Pre-test Score of Speaking Skill with Low Self-Confidence in Experimental

Group (A1B2)

The empiric score of pre-test stated the highest score of self-confidence students

who were taught by using role play was 52 and the lowest score was 50. Furthermore, the

mean was 50.50, the median was 50.00, and the standard deviation was 1.000. To make it

clear, the data is presented in the histogram following below.

Figure 4.3

Pre-test Score of Students’ English Speaking Skill with Low Self-Confidence in

Experimental Group

58

As presented in Figure 4.3, this finding shows that students’ who had low self-

confidence by using role play had low score in speaking skill. In other words, the result

score of A1B2 was contradictory to the result score of A1B1. Based on the researcher

observation while testing them, they were afraid to speak and make a mistake. They often

used Bahasa because they had nothing to say in English.

D. The Pre-test Score of Students’ English Speaking Skill in Control Group (A2)

In the control class, the total sample was 24 students. They would be taught by

presentation technique. The empiric score of pre-test stated the highest score was 82 and

the lowest score was 550. Furthermore, the mean of the score was 67.29, the median was

66.50, and the standard deviation was 10.302. It can be seen in the display of histogram

below to make it clear.

Figure 4.4

Pre-test Score of Students’ English Speaking Skill in Control Group

Different from the pre-test score of students’ speaking skill in the experimental

class (A1), the most achieved score was 80. Yet, the mean 67.29 revealed that the average

score for the students was still low. It did not have any difference with the score of A1

group. The standard deviation 10.302 indicated that the answer given by the students in the

control class was relatively the same. The next histogram will explain the pre-test score of

students’ English speaking skill with high self-confidence in control class.

E. The Pre-test Score of Students’ English Speaking Skill with High Self-Confidence

in Control Group (A2B1)

The empiric score of pre-test stated the highest score of high self-confidence

students who were taught by using presentation was 82 and the lowest score was 55.

Furthermore, the mean was 70.25, the median was 70.00, and the standard deviation was

8.422. To make it clear, it can be seen in the display of histogram below.

59

Figure 4.5

Pre-test Score of Students’ English Speaking Skill with High Self-Confidence in

Control Group

The most achieved score was 80. It proved that students’ who had high self-

confidence had a good speaking skill. It was found similar to A1B1 test result that the

students with high self-confidence had a good speaking skill. It is because they were brave

to speak even they did some mistakes. So, their utterances were easy to be measured.

F. The Pre-test Score of Students’ English Speaking Skill with Low Self-Confidence

in Control Group (A2B2)

The empiric score of pre-test stated the highest score of low reading interest

students who were taught by using printed dictionary was 58 and the lowest score was 50.

Furthermore, the mean was 52.50, the median was 51.00, and the standard deviation was

3.786. To make it clear, it can be seen in the display of histogram below.

Figure 4.6

Pre-test Score of Students’ English Speaking Skill with Low Self-Confidence in

Control Group

60

As presented in Figure 4.6, this finding shows that students’ who had low self-

confidence by using presentation had low score in speaking skill. In other words, the result

score of A2B2 was contradictory to the result score of A2B1. It is also found that students’

characters in A2B2 and A2B1 were relatively the same because they had high anxiety in

speaking English.

In conclusion, the score in pre-test of both experimental and control group were

still low. This is one of requirements of a quasi-experimental research that both group must

have the same characteristics. To prove that the experimental class and control class have a

similar characteristic, the paired sample T-test is needed. The result of paired sample T-test

on pre-test score of experimental class and control class can be seen in Table 4.2.

Table 4.2

Paired Samples T- Test on Pre-test Score of Experimental Class and Control Class

Paired Differences

t df

Sig. (2-

tailed)

Mea

n

Std.

Deviati

on

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pai

r 1

Pre_test1 -

Pre_test2 -.792 14.009 2.860 -6.707 5.124 -.277 23 .784

Based on data in Table 4.2 above, the value of Sig. (2-tailed) is 0.784 > 0.05. It can

be concluded that there was no significant difference between pre-test score of

experimental class and pre-test score of control class. So, the students in both experimental

class and control class had similar characteristic in speaking. The students still had

nothing to say when the researcher asked them with the interview questions. Even though

the score of students who had high self confidence in both group were higher than those

who had low self-confidence, the average score were still not passed the minimum score

criteria. Hence, there were no differences between the pre-test score of experimental class

and the pre-test score of control class.

1.2. Data Description of Post-test Score

The post-test was conducted to know the students’ speaking skill after the role play

and presentation were applied as teaching techniques. It was conducted to the students both

in experimental class and control class. The data of post-test score was presented in the

Table 4.2 and the data will be described in the form of histogram in the following page.

61

Table 4.3

Descriptive Statistics of Post-test

A1 A2 B1 B2 A1B1 A1B2 A2B1 A2B2

N Valid 24 24 40 8 20 4 20 4

Missing 0 0 0 0 0 0 0 0

Mean 76.28 71.76 76.65 64.67 78.29 68.80 74.10 59.20

Median 78.00 72.00 77.50 66.00 78.00 70.00 74.00 58.00

Std.

Deviation 6.749 8.197 5.851 5.916 5.274 1.789 6.410 4.382

Minimum 64 54 62 54 70 66 62 54

Maximum 90 86 90 70 90 70 86 66

Sum 1907 1794 3066 582 1644 344 1556 296

Note:

A1 = Students who were taught by using Role Play

A2 = Students who were taught by using Presentation

B1 = Students who had high self-confidence

B2 = Students who had low self-confidence

A1B1 = Role play technique with high self-confidence in speaking English

A1B2 = Role play technique with low self-confidence in speaking English

A2B1 = Presentation technique with high self-confidence in speaking English

A2B2 = Presentation technique with low self-confidence in speaking English

Here are the data descriptions of post-test score of each group in the form of histogram.

a. The Post-test Score of Students’ English Speaking Skill in Experimental Group

(A1)

To compare with the pre-test score, the post-test score will be explained in this

histogram. The empiric score of post-test stated the highest score was 90 and the lowest

score was 64. Furthermore, the mean was 76.28, the median was 78.00, and the standard

deviation was 6.749.

Figure 4.7

Post-test Score of Students’ English Speaking Skill in Experimental Group

62

Based on Figure 4.7, the findings shows that role play gave significant effect in

students’ speaking skill improvement. Although, there are several students who did not

attain as well as others do. The most achieved score in this group was in the range of 80.

Furthermore, the number of students with low speaking skill is less than those in the other

group with role play as the treatment as shown in the Figure 4.7.

b. The Post-test Score of Students’ English Speaking Skill with High Self-

Confidence in Experimental Group (A1B1)

The post-test score of students’ English speaking skill with high self-confidence

will be explained in this part. This class was taught by role play. The empiric score of post-

test stated the highest score of high self-confidence students who was taught by role play

was 90 and the lowest score was 70. Furthermore, the mean was 78.29, the median was

78.00, and the standard deviation was 5.274. To make it clear, it can be seen in the display

of histogram below.

Figure 4.8

Post-test Score of Students’ English Speaking Skill with High Self-Confidence in

Experimental Group

Compared with the pre-test score of A1B1, there were an improvement in

students’ speaking skill as seen in Figure 4.8. As said in theory in chapter II, the students

with high self-confidence give appositive attitude towards speaking in front of people.

They were courageous to overcome the obstacle and challenges, in this case is speaking a

foreign language as other person.

c. The Post-test Score of Students’ English Speaking Skill with Low Self-Confidence

in Experimental Group (A1B2)

The next descriptive statistics discussed is the post-test score of students’ English

speaking skill with low self-confidence. The empiric score of post-test stated the highest

score of low self-confidence students who was taught by role play was 70 and the lowest

63 score was 66. In addition, the mean was 68.80, the median was 70.00, and the standard

deviation was 1.789. To make it clear, it can be seen in the display of histogram below.

Figure 4.9

Post-test Score of Students’ English Speaking Skill with Low Self-Confidence in

Experimental Group

As showed in Figure 4.9, this finding shows that students’ who had low self-

confidence by using role play still had low score in speaking skill. Despite their score was

still low, they made an improvement. From the highest score of pre-test was 52 and the

lowest score was 50, they improved to 70 in the highest score and 66 in the lowest score.

Due to the frequency of practices, they also gained their self-confidence in speaking

English. Then, it affected to their performances.

d. The Post-test Score of Students’ English Speaking Skill in Control Group (A2)

The respondents of control class were 24 students who were taught by Presentation

(A2). The empiric score of post-test stated the highest score was 86 and the lowest score

was 54. Furthermore, the mean of the score was 71.76, the median was 72.00, and the

standard deviation was 8.197. To make it clear, it can be seen in the display of histogram

below.

Figure 4.10

Post-test Score of Students’ English Speaking Skill in Control Group

64

Based on the histogram, the most achieved score in this group was in the range of

70-80. The mean score got a little improvement from 67.29 to 71.76. Due to the

comparison of pre-test score and post-test score in this group, it was not found a significant

difference. It means, they were still in the same level of speaking skill.

e. The Post-test Score of Students’ English Speaking Skill with High Self-

Confidence in Control Group (A2B1)

The empiric score of post-test stated the highest score of high self-confidence

students who was taught by presentation was 86 and the lowest score was 62. Moreover,

the mean was 74.10, the median was 74.00, and the standard deviation was 6.410. To make

it clear, it can be seen in the display of histogram below.

Figure 4.11

Post-test Score of Students’ English Speaking Skill with High Self-Confidence in

Control Group

Compared with the mean score of pre-test of A2B1, the mean of post-test got an

improvement, from 70.25 to 74.10. Yet, the difference was not really significant. The

histogram showed that 70 was the most achieved score

f. The Post-test Score of Students’ English Speaking Skill with Low Self-Confidence

in Control Group (A2B2)

The empiric score of post-test stated the highest score of low self-confidence

students who was taught by presentation was 66 and the lowest score was 54. Furthermore,

the mean was 59.20, the median was 58.00, and the standard deviation was 4.382. To make

it clear, it can be seen in the display of histogram below.

65

Figure 4.12

Post-test Score of Students’ English Speaking Skill with Low Self-Confidence in

Control Group

Due to the mean score of this group, it can be said that they made only a little

improvement of speaking English. As same as in the pre-test result score, it was contrast to

the score of students who had high self-confidence.

Therefore, post-test score of experimental class showed more significant

improvement than the post-test score of control class. Besides, the students who had high

self-confidence developed their English speaking skill better than the students who had

low self-confidence. Next part will discuss the data analysis and discussion.

B. Data Analysis There will be two points of this part: the data analysis of test requirement and the

testing hypothesis.

1. Test Data Analysis Requirement As a prerequisite of the instruments used for the research, the analysis of data must

be done. The instruments used are speaking test and self-confidence questionnaire. Data

analysis techniques used in this study were normality test, homogeneity test, and linearity

test. Those three tests were essentials to prove that the instruments are proper or not. The

results will be showed in the following section.

A. Normality Test

According to Suparman (2012), data is considered normal if the price Fobserved <

Ftable tested with a significance level α = 0.05. as for linear data if Fobserved < Ftable

tested with a significance level 2 = 0.05. The computation was performed with SPSS

version 22.00 for windows. Based on the criteria of this program, the data was normal if p

value> 0.05 which means Ho was accepted and Ha was rejected (data is distributed

normally). On the contrary, if p value ≤ 0.05 means that Ha was accepted and Ho was

automatically rejected (data is not distributed normally). P value was the number on the sig

column from the table of normality test outcome by using SPSS program.

66

Table 4.4

Normality Test

One-Sample Kolmogorov-Smirnov Test

A1B1 A1B2 A2B1 A2B2

N 21 5 21 5

Normal Parametersa,b

Mean 78.29 68.80 74.10 59.20

Std. Deviation 5.274 1.789 6.410 4.382

Most Extreme

Differences

Absolute .134 .349 .119 .228

Positive .134 .251 .104 .228

Negative -.097 -.349 -.119 -.192

Test Statistic .134 .349 .119 .228

Asymp. Sig. (2-tailed) .200c,d

.046c .200

c,d .200

c,d

According to Table 3.11 above, it could be seen that the scores of p Value (sig) by

Kolmogorov-Smirnov for each variable were displayed as follows: 0.134, 0.349, 0.119, and

0.228 which means all the p value for each variable are higher than 0.05. Hence, H0 is

accepted and Ha is automatically rejected. So, it can be concluded that all data from the

sample of this research have been distributed normally.

B. Homogeneity Test

The purpose of homogeneity test was to find out whether the designed groups were

homogeneous or not. The homogeneity test for the data of speaking test was performed by

using Levene’s test in the significant level of 5%. The hypotheses for homogeneity test

were set as follows:

Ho= data comes from homogeneity population

Ha = data comes from non-homogenous population

If p value> 0.05 means that Hois accepted and Ha is automatically rejected. On the

contrary, if p value ≤ 0.05 implied that Ha was accepted and Ho was automatically rejected.

Table 4.5

Homogenity Test

Dependent Variable: SPEAKING_SKILL

F df1 df2 Sig.

.880 1 46 .353

Based on the Table 3.12 above, it can be seen that the sig (p value) was 0.880. It means

that Sig (p value) for speaking skill is higher than 0.05 (0.880 > 0.05). So, Ho was accepted

and Ha automatically rejected, which implies the data came from homogenous population.

C. Linearity Test

Two-way ANOVA can be used to test hypotheses that state the average difference

between sample groups either using two factorial design or treatment by level design and

either in experimental research or causal-comparative research (Kadir, 2015, p. 346). Two-

67 way ANOVA compares the means of populations that are classified in two ways or the

mean responses in two-factor experiments.

The Significant level is 0.05. Compare significant level with the significant value with

result in the table significant. The result of linearity test can be seen on the Table 3.16 and

3.17 below:

Table 4.6

ANOVA Table

Linearity of Role Play (X1) with Students’

Speaking Skill (Y)

Sum of

Squares df

Mean

Square F Sig.

Speaking skill *

Role Play

Between

Groups

(Combined) 829.333 13 63.795

13.15

4 .000

Linearity 738.705 1 738.705

152.3

10 .000

Deviation

from Linearity 90.628 12 7.552 1.557 .245

Within Groups 48.500 10 4.850

Total 877.833 23

Based on the results of the linearity test on the output of ANOVA table above, it is

known that the Sig value. Deviation from Linearity is 0.245 and F-count is 1.557. If we see

the F-table, it is 2.91. Because the Sig. value is 0.245 > 0.05 and F-count < F-table (1.55 <

2.91), it can be concluded that Ho was accepted and Ha was rejected. It means that there

was a linear relationship of role play variable with speaking skill variable.

Table 4.7

ANOVA Table

Linearity of Students’ Self-Confidence (X2) with Their

Speaking Skill (Y)

Sum of

Squares df

Mean

Square F Sig.

Speaking skill *

Self-

Confidence

Between

Groups

(Combined) 617.333 15 41.156 1.264 .381

Linearity 334.678 1 334.678

10.27

8 .013

Deviation

from Linearity 282.656 14 20.190 .620 .793

Within Groups 260.500 8 32.563

Total 877.833 23

68

Based on the results of the linearity test on the output of ANOVA table above, it is

known that the Sig value. Deviation from Linearity is 0.793 and F-count is 0.62. If we see

the F-table, it is 3.24. Because the Sig. value is 0.793 > 0.05 and F-count < F-table (0.62 <

3.24), it can be concluded that Ho was accepted and Ha was rejected, meaning that there

was a linear relationship of self-confidence with speaking skill.

Based on both normality test, homogeneity test, and linearity test revealed above, it can

be concluded that the prerequisite test which are needed before processing the data by

using ANOVA test are already fulfilled.

2. The Testing of Hypotheses

A hypothesis test was used to determine whether there was enough evidence in a

sample of data to infer that a certain condition was true for the entire population or to

determine null hypotheses (Ho) tested at a certain significance level. The hypotheses

testing was done starting from first till the last hypotheses.

The analysis was done by using Two-Ways Anova. Two-ways ANOVA or two

factorial designs are used to determine whether or not there is a difference between two

independent variables. In this research, there are two independent variables (teaching

technique and self-confidence) that are used for basic review of score for dependent

variable (speaking skill).

The data analysis by using ANOVA and Post Hoc test can be seen on the Table 4.8

and 4.9. The sig value was 0.05, if the sig value > 0.05 means Ho accepted and if the sig

value < 0.05 means Ho rejected. The computation of data analysis by using ANOVA test

can be seen on the below:

Table 4.8

ANOVA Test (2x2) Tests of Between-Subjects Effects

Dependent Variable: SPEAKING SKILL

Source

Type III

Sum of

Squares df Mean Square F Sig.

Corrected Model 1595.472a 3 531.824 22.724 .000

Intercept 202595.827 1 202595.827 8656.447 .000

TEACHING_TECHNIQUE 160.573 1 160.573 6.861 .012

SELF_CONFIDENCE 1303.623 1 1303.623 55.701 .000

TEACHING_TECHNIQUE

* SELF_CONFIDENCE 20.369 1 20.369 .870 .356

Error 1029.778 44 23.404

Total 268144.000 48

Corrected Total 2625.250 47

69

Concerning the first hypothesis that Ho: µA1 ≤ µA2 means there was no significant

difference of teaching technique towards student’s English speaking skill. Then, Ha: µA1 >

µA2 means there was significant difference of teaching technique towards student’s English

speaking skill. In testing the hypothesis, Ho will be accepted and Ha will be automatically

rejected if the p value (Sig) > 0.05. On the other hand, if the p value (Sig) < 0.05, it means

that Ho is rejected and Ha is automatically accepted.

The computation performed by ANOVA test was found on table 4.8 that the value

of Sig of teaching method was 0.012 which was < than 0.05. It means that Ho was rejected

and Ha was automatically accepted. It could be concluded that there was a statistically

significant difference on students’ English speaking skill between students who were

taught by role play and those who were taught by presentation. In other words, students’

speaking skill who were taught by role play was better than those who were taught by

presentation.

The next step is to see the effect size of both technique on English speaking skill.

To support the data, the effect size will be explained in the following section.

Table 4.9

Paired Samples Test of Teaching Technique

Paired Differences

t df

Sig. (2-

tailed) Mean

Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pai

r 1

Post_test1 -

Post_test2 4.960 9.902 1.980 .873 9.047

2.50

5 24 .019

Effect size measures either measure the sizes of associations or the sizes of

differences (Walker, 2007). Cohen suggested that d=0.2 be considered a small effect size,

0.5 represents a medium effect size and 0.8 a large effect size. The computation of effect

size by using Cohen’s d is:

The result is 0.50, it means there is a medium effect between experimental and

control class on English speaking skill. It occurred because the difference mean score

between experimental group and control group was not really significant. The mean score

of experimental group was 76.28 and in control group was 71.76. Yet, the score of

experimental group still the highest.

70

Moreover, the second hypotheses is Ho : Int. AxB = 0, means there was no

interaction between teaching technique and self-confidence on student’s speaking skill and

Ha: Int. AxB ≠ 0 means there was an interaction of teaching technique and self-confidence

on students’ speaking skill. Interaction effect is when one variable is behaving differently

at one level of the other variable (Bartz, 1981, p. 306). When an interaction effect occurs,

the interest in any main effects is diminished, since the effect of one main variable is

depedndent upon the level of the other main variable.

Referring to 5th line on Table 4.8, it was shown that p value (Sig) of reading

interest and teaching media was 0.356 which was higher than 0.05. This indicates that

there was no interaction effect between teaching technique and self-confidence on

students’ speaking skill. Since no significant interaction effect is found, the main effects

can be interpreted in order to describe the influence of one of the independent variables by

specifying the level of the other independent variable.

Table 4.10

Post Hoc Tests of Multiple Comparisons

(I)

SELF_CONFIDE

NCE2

(J)

SELF_CONFIDE

NCE2

Mean

Differenc

e (I-J)

Std.

Error Sig.

95% Confidence

Interval

Lower

Bound

Upper

Bound

High RP Low RP 9.70* 3.059 .014 1.53 17.87

High PS 3.25 1.789 .079 1.52 8.03

Low PS 16.60* 2.792 .000 9.14 24.06

Low RP High RP -9.70* 3.059 .000 -17.87 -1.53

High PS -6.45 3.072 .000 -14.65 1.76

Low PS 6.90 1.746 .068 3.10 16.90

High PS High RP -3.25 1.789 .079 -8.03 1.52

Low RP 6.45 3.072 .014 -1.76 14.65

Low PS 13.35* 2.807 .000 5.85 20.84

Low PS High RP -16.60* 2.792 .000 -24.06 -9.14

Low RP -6.90 3.746 .068 -16.90 3.10

High PS -13.35* 2.807 .000 -20.84 -5.85

Next hypothesis will be tested is the third hypothesis. The hypothesis are Ho: µA1B1

≤ µA2B1 means there was no difference of students’ English speaking skill between students

who have high self-confidence between those who are taught by role play and those who

are taught by presentation, and Ha: µA1B1 > µA2B1 means there was difference of students’

English speaking skill between students who have high self-confidence that are taught by

role play and those who are taught by presentation. In testing hypothesis, if the p value

71 (Sig) > 0.05, it means that Ho is accepted and Ha is automatically rejected. On the other

hand, if p value (Sig) < 0.05, means that Ho is rejected and Ha is automatically accepted.

From the analysis result in the Table 4.9, it was found p value (Sig) for

(A1B1xA2B1) was 0.079 < 0.05. It shows that p value (Sig) was lower than 0.05. Therefore,

it means that Ha was accepted. It can be said that students’ speaking skill taught by role

play was higher than those taught by presentation for students who had high self-

confidence. Hence, it was proven that there was significant difference on students’

speaking skill between students who have high self-confidence that were taught by using

role play and those who were taught by using presentation.

Concerning the last hypothesis that Ho: µA1B2 ≥ µA2B2 means there is no difference

of students’ English speaking skill between students who have low self-confidence that are

taught by role play and those who are taught by presentation, and Ha: µA1B2 < µA2B2 means

there is difference of students’ English speaking skill between students who have low self-

confidence that are taught by role play and those who are taught by presentation.

Referring the analysis result in the Table 4.9, it was found p value (Sig) for

(A1B1xA2B1) was 0.068 < 0.05. It shows that p value (Sig) was lower than 0.05. Therefore,

it means that Ha was accepted. It can be said that students’ speaking skill taught by role

play was higher than those who were taught by presentation for students who had low self-

confidence. In conclusion, it was proven that there was significant difference on students’

speaking skill between students who have low self-confidence that were taught by using

role play and those who were taught by using presentation.

C. Discussion

This research was conducted to obtain the empirical evidence about the effect of

role play and self-confidence on students’ English speaking skill at 11th grade students

majoring broadcasting of SMK Prima Unggul, Tangerang. Based on this research title, it

will be discussed the result findings as follows:

1. Role Play was Effective in Teaching Speaking Skill

The first hypothesis testing found there was significant difference on students’

speaking skill between students who were taught by using role play (A1) and those who

were taught by using presentation (A2).

The students’ speaking skill that was taught by using role play is higher than those

who were taught by presentation. Based on analysis result in Table 4.8, which is the

computation performed by using SPSS Version 22.00 for windows was that the p value of

(Sig.) for teaching technique was 0.012 which was lower than 0.05. Based on pre-test score

of experimental class, the students who passed the standard of English score were only

41.7%. Meanwhile, the 58.3% of students got below the standard score. The standard score

of English subject in this school is 70. In post-test, the students who passed the standard

score were 91.7%. It includes 16.7% of students who got 70 and 75% of students who got

above 70. Meanwhile, the students who got score below 70 is only 8.3%. Furthermore, it

was found the similar score of pre-test in control class that only 54.2% of students got

below 70 and 45.8% of students got above 70. In post-test, there was 75% of students who

passed the standard score which includes 16.7% got 70 and 58.3% got above 70.

It can be concluded that there was significant difference of students’ speaking skill

between students who were taught by using role play and those who were taught by using

presentation. In other words, the students’ English speaking skill was influenced by the use

of teaching technique in the class. From the data obtained, it was indicated that the use of

72 role play was effective to teach students’ speaking skill than presentation. The result

showed that the students have good respond in doing the speaking test.

The findings of the study are in line with previous research findings (Arham,

Yassi, & Arafah, 2016, p. 239) concerning the effect of using role play to improve

speaking skill of nursing students at STIKES Amanah Makassar. The results of the study

reveal that there is a significance difference of students’ achievement in speaking

performance as indicated by their score in pre-test and post-test. Students who learn

speaking through role play show a significant improvement in post-test. Based on the

findings above, it shows that role play is an effective strategy to develop English speaking

performance particularly students in vocational class or students in a specific need of

English. Moreover, the findings of Rayhan’s study (2014, p. 526) shows that the subjects

of the experimental groups who were taught by using role-play technique have

significantly improved in speaking. Then, in role play’s class the students seemed more

engaged with the lesson, negotiate with each other and help each other than they are in

traditional lecture. Finally, role play’s class provided an efficient mechanism for students

to take more responsibility for their own learning and share their information.

In addition, role play also give benefits to the students. They enhanced their

English vocabulary, they could practice their speaking based on their needs in broadcasting

situation, and they became braver to practice their speaking skill. As Ismail & Razali

(2017, p. 77) found in their research that simulation and role-play enhance the student’s

speaking skills by giving a lot of communication practices by simulating a real life

encounter as in the real world and enable students to learn new vocabulary that increase

fluency. The other benefits can be derived from the activities such as shed the student’s

shyness by providing a mask to them, serve as communication practices in the class and

also fun and enjoyable ways to attract the student’s interest to learn English because it is

their second language. The researcher also found out that the students slowly changed and

started to speak in English as much as possible. They also did not afraid of making

mistakes because they understood that they learnt from mistakes.

Different from role play, presentation technique used by the teacher is supposed to

be less effective because they only read their power point and hand-out. Only few students

who truly memorize the explanation of their topic. During the teaching and learning

process, students looked bored because all groups member have the same role; they

explained their own parts. In question and answer session, there were only few active

students who asked and discussed the topics. In other words, the interaction in presentation

class not as much as in role play class.

Speaking is one of essential skill that should be mastered by broadcasting students.

In fact, students face difficulties in speaking such as difficulty to arrange the sentences,

fear of making mistakes, and lack of motivation (Suryani, 2015, p. 106). Both role play

and presentation are techniques in teaching speaking skill. The difference is the students

using presentation explain and discuss the topics given, meanwhile the students using role

play act like they are the real character of the scenario by applying the language feature in

the topic itself. Yet, there are also some good points on presentation. First, the materials

are explained clearly by the presenter. Besides, during oral presentations, students are

always encouraged to take an audience centered approach to communicate ideas to real

people rather than merely stand up and go through the actions of delivering a speech. They

can discuss what the detail of the topic is with audience. The other advantage is the

learners can learn to use their English to communicate with others in a natural way (Al

Harun, Islam, & Rahman, 2016, p. 142).

73

However, it is a matter of regret that oral presentation are often not incorporated in

all language courses. Sometimes it is found as one-time summative assessment at the end

of the course with very little class time spent on getting the students ready to present

(Brooks & Wilson, 2014 in Al Harun, Islam, & Rahman, 2016, p. 142). The result of this is

that students are not well-prepared to present any topic and often do not find the

presentations to be a positive learning experience. This is in line with the research result

that several students considered a presentation is trivial if it is compared by role play. So,

they often did not do practice optimally.

To conclude, the numerical data gathered in this study clearly show that role play

gave a great influence on students’ English speaking skill. Role play can enhance their

vocabulary mastery, develop oral communication skills, and increase the efficacy of the

learning experience. Teaching technique is one of essential factors in improving students’

speaking skill. If the teachers make it fun, the students will enjoy the teaching and learning

process. Due to their broadcasting major, they must experience the real situation in playing

a role based on several characters by using English. As Holt and Kysilka (in Rahimy and

Safarpour, 2012, p. 52) stated that role play activities can be fun and lead to better

learning. Because these activities use a student-student interactional pattern, they help EFL

learners to understand the importance of corporation and to have an interest in learning.

The students reported to the teacher that they felt more enthusiast to speak English

because they could pretend as someone else and dressed like the real character. They also

practiced more often to prepare the show. They did not hesitate to speak even though they

did some mistakes. By making mistakes, they learned some new words and sentence

structure. Then, it is supported by the statement of Shaw (2010) the promotion of cognitive

and affective learning, enhanced student motivation and interest, greater retention and

long-term learning, increased self-awareness and personal efficacy and better student–

teacher relations. Therefore, it could be claimed that role play is a powerful technique for

teaching and learning speaking skill.

2. Interaction between Role Play and Self-confidence on Students’ Speaking Skill

The second hypothesis testing result implied no interaction between teaching

technique and students’ self-confidence on students’ speaking skill. In other words, role

play can be used for both students who have high and low self-confidence. The use of role

play on students who had high or low self-confidence got similar effect. Both

classifications of self-confidence showed improvement of English speaking skill.

In present study, the students who have low self-confidence felt shy if they had to

present their show in front of the class. It could be seen from the gesture and their voice.

They made only little move and low voice when they presented the drama. It was also

supported by the result of questionnaire that the students who have low self-confidence

often felt nervous when they were speaking English. They also felt afraid to make a

mistake and chose to keep silent when they were asked in English. Yet, they always tried

to present their role play well.

On the other hand, the students who have high self-confidence presented their role

play without worries. At first they made several mistakes. After three times they did role

play, they did it better. Their voice and gesture were good. They acted like the real

character. They enjoyed every practice with their friends. They also did not feel shy when

they asked about English to their teacher.

The previous studies said that role play can enhance the students’ self-confidence.

The students are more confident in their abilities because they have the support and

74 encouragement of fellow group members (Rayhan, 2014, p. 525). Role-play and simulation

are good activities because they helped learners to overcome the feeling of nervousness

(Rahman & Maroof, 2018, p. 69). Also, the students gave positive perception towards the

use of simulation and role-play in the classroom because they found those activities were

helpful in improving their vocabulary and shedding shyness, increasing their confident

level to speak English and enjoying new ways to learn English as well as led to enhance

their speaking skills (Razali & Ismail, 2017, p. 77).

In addition, MacIntyre, Clement, Dornyei, & Noels (1998, in Tuan & Mai, 2015,

p. 11) studied the effects of self-confidence on oral performance. The results of their study

showed that the learners’ willingness to communicate was determined partly by their self-

confidence. Park & Lee (2005, in Tuan & Mai, 2015, p. 11) also examined the

relationships between L2 learners’ anxiety, self-confidence and oral performance. They

reached a conclusion that self-confidence affected significantly on L2 learners’ oral

performance. They stated that if the learners were more confident, they would have better

oral performance.

In sum up, role play is one of teaching technique that can be used for students who

have high self-confidence and those who have low self-confidence. It is useful to train and

enhance their level of self-confidence even though it took longer time for those who have

low self-confidence.

3. Effect of Role Play on English Speaking Skill of Broadcasting Students with High

Self-Confidence

The third hypothesis testing found there was significant difference on students’

speaking skill between the students who had high self-confidence that who were taught by

using role play (A1B1) and those who were taught by using presentation (A2B1). Role play

was proven effective to improve students’ speaking skill especially for the students with

high self-confidence.

Students who have high self-confidence in speaking English will have different

result to those who have low self-confidence. In addition, students with high self-

confidence means that they have a little anxiety to learn something, in this case is speaking

English. Students who have high self-confidence are not afraid to explore their ability.

They are usually active in the classroom and not afraid to make mistake in learning. Furthermore, if teachers provide those students who have high self-confidence with a good

teaching technique, then the results will be good too.

High self-confidence can be positively correlated with oral performance (Heyde as

cited in Park, 2004, p. 198). Therefore, student who has higher self-confidence than the

other students can communicate well. So, they have the speaking ability in English are

better than the other students. Referring to the mean score of post-test, the students who

had high self-confidence taught by role play (A1B1) got higher score than the students who

had low self-confidence (A1B2). Mean score of A1B1 was 78.29, while mean score of A1B2

was 68.80. It means, the students who had high self-confidence had a good foundation to

speak English. By applying role play in teaching and learning process, they could explore

more their skill and also increase their level of self-confidence.

Based on the theory discussed in chapter II, role-playing develops learners’

fluency in speaking (Kuśnierek, 2015, p. 84). The wide range of language functions, for

example apologizing, greetings, etc., is exercised more than in any other activities.

Through role-playing, teachers may train students’ speaking skills in any social situations.

Role-playing also develops learners’ imagination. It trains their creative thinking because

75 they have to make their own stories or scripts based on the topics given. Then, such a

technique may help timid students to overcome their shyness of speaking. Shyness is one

of the students’ biggest problems in speaking. Shyness is a sign of lack of self-confidence.

According to Keeley (2014, p.6-7) self-confidence is related to the construct of

locus of control which refer to people’s beliefs regarding the degree to which they control

events and outcomes that impact their lives, or whether external actors or processes

primarily control such events and outcomes. Krashen (in Jamila, 2014, p. 157) finds that

learners with high motivation, self-confidence and a good self-image, and with a low level

of anxiety are well equipped for success in second language acquisition. On the other hand,

learners with low motivation, little self-confidence and with a high level of anxiety hold

high filters and ultimately, they become unsuccessful.

The effectiveness of role-play and simulation for learning has been reported in a

number of studies. The previous study conducted by Arham, Yassi, Arafah (2016, p. 240)

which examines the use of role play to improve teaching speaking of nursing students. The

result from the pre-test and post-test demonstrated a significant improvement in the quality

of the students’ speaking performance in the experimental class while the quality of

students’ speaking performance in control condition was slightly improved. Moreover,

Bharaty (2013, p. 18) stated that role-play enhances clarity in understanding, interest to

participate and confidence to perform in students. It helps learners to empathize with the

role he/she enacts and thus motivates the learner to have a better understanding of real-

time problems and the solutions. It helps students practice speaking skills like debating,

enacting, reasoning and negotiating .Moreover it also helps them to adapt to unexpected

situations in real-life.

In addition, research results done by Dohaney, Brogt, Wilson, and Kennedy’s

(2017) showed that there was a statistically significant improvement in both

communication confidence and perceptions of science communication. It means that the

role-play was effective in improving students’ communication confidence. During the role-

play, students assume authentic roles and responsibilities of professionals and

communicate through interdisciplinary team discussions, media releases, and press

conferences.

In this present study, the students of the experimental group, to whom role play is

applied, were active, enthusiastic, confidence, and having good participation in teaching

and learning process. Therefore, the study result showed that the students who had high

self-confidence could effect in mastering their English speaking skill. Even when the

students found the difficulty, they were always enthusiastic in practicing the role play.

4. Effect of Role Play on English Speaking Skill of Broadcasting Students with Low

Self-Confidence

Related to the last hypothesis, data indicated that the value of Sig was 0.068 <

0.05, where Ha was accepted and H0 was rejected. It means that there was significant

difference on students’ speaking skill between the students who had low self-confidence

that taught by using role play and those who were taught by presentation with low self-

confidence.

This result shows that students who had low self-confidence taught by role play

were significantly different from those who were taught by presentation. As it has been

explained previously, students who have high self-confidence in speaking English will

have different result from those who have low self-confidence. Therefore, students who

76 have low self-confidence, which they have more anxiety in speaking English, will have an

average or even a bad result in it. Moreover, if they are not taught by communicative ways

of teaching, their score will only in that level as well.

Numerous researches have reported that learners with high motivation and self-

confidence are able to perform easily while; learners who lack confidence are usually not

able to develop their speaking skill (Dörnyei, Krashen, Viswat and Jackson in Jamila,

2014, p. 158). Referring to Dohaney, Brogt, Wilson, and Kennedy’s research result (2017,

p. 20), on average, their results indicated that the role-play did improve both confidence

and perceptions for their students. In particular, this exercise was most effective for

students who had low confidence and low perceptions of communicating science. Students

with improved and high confidence in their abilities are more likely to engage in

communication experiences (McCroskey et al. 1977, in Dohaney, Brogt, Wilson, and

Kennedy, 2017, p. 20), which leads to further improvement, so even a small number of

positive shifts in confidence are a success.

In addition, it was observed that there was a statistically significant correlation

between self-confidence and speaking achievement (Gurler, 2015, p. 18). Furthermore,

there were some differences according to the departments and gender. Participants who

were aware of their own abilities, love themselves or aware of their own emotions

(Gençtan, 1984; Özbey, 2004) had higher marks from their speaking courses than those

who were unwilling to communicate and lack enough self-confidence (McIntyre, 2004).

This positive correlation, as Şar, Avcu and Işıklar (2010) stated the individuals who

constitute confidence had effective communication skills, especially in speaking. Then,

general self-confidence influenced the process of speaking activity because language

learning is a complex process that influences cognitive and affective factor which

constitute the main source of individual differences in foreign language learning (Salim,

2015, p. 35). In other words, the higher the self-confidence of a student, the better speaking

skill they have.

Foreign language learners who possess high self-confidence perform well and

most likely believe themselves to be capable learners. When there is low self-confidence,

on the contrary, “learners suffer from uncertainty, insecurity, fear and social distance”.

(Rubio, 2007, p. 7, in Mubarok, 2015, p. 3). There are many students have great skill in

other language skill, such as writing, reading, listening, but they are still poor in mastering

speaking skill because of lack of confidence. Among the four language skills, the

achievement of oral performance is thought to be highly correlated with self-confidence

because when someone speaks foreign language in front of people, they must be ready to

be heard. So, foreign language learners can’t speak the language or express themselves

freely and fluently without some degree of it (Brown, 1994).

In the case of students’ lack of confidence, teachers have an important role to find

effective strategies to motivate students who lack confidence. It is challenging to find

because there are many problems that appear from the students. If the students are

demotivated in speaking due to lack of confidence, their learning process will be affected.

It is important for the teachers to find the right strategies in developing students’

speaking skill especially for their future careers. Kuivamaki (2015, in Christie and

Listyani, 2018) says that in vocational schools, English is needed for their future such as

social and healthcare fields, customer service and have a good speaking skill for business

and administration. Referring to Christie and Listyani’s research result (2018), One of the

strategies to enhance students’ self-confidence in speaking is role play.

77

In present study, when the learners knew they had to speak English in front of the

class, they felt shy, not confident, afraid of making a mistake, and had low motivation. But,

the researcher push and supported them to do this such technique. As a result, there was a

different between pre-test score and post-test score of students who had low self-

confidence that are taught by using role play. The mean score of pre-test was 51.50, while

the mean score of post-test was 64.67. Even though their score had not passed the standard,

they had increased. It means, role play was effective too for the students who had low self-

confidence.

D. Limitation of the Study

This study has potential limitations. The first is the sample of the study is not

really sufficient for statistical measurement. When conducting a study, it is important to

have a sufficient sample size in order to conclude a valid research result. The larger the

sample, the more precise the results will be. Yet, it is easier to test them one by one.

Second, Researchers might be biased views due to their cultural backgrounds or

perspectives of certain phenomena, and this can affect a study’s legitimacy. It needs more

research method such as interview to know deeper about the effect of the technique to their

skill. The last is the limited time. The researcher must be fulfil the research in this limited

time, so the treatment was only done in three times. The more treatments were done, the

better the result was.

By considering these limitations of the study, it is hoped to the further researcher

to concern the better study. It should involve more samples, consider the additional

research method, and utilize the time effectively.

78

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter aims to conclude the overall findings and discussion of the research on

the effect of role play and self-confidence on students’ English speaking skill. Some

suggestions to be considered are also provided for the further research.

A. Conclusion

Referring to the research finding and discussion as mentioned in the previous

chapter, it can be summed some main points up as follows.

First, there was significant difference on students’ speaking skill between those

who are taught by role play and those who are taught by presentation. Role play can

enhance their vocabulary mastery, develop oral communication skills, and increase the

efficacy of the learning experience. In other words, it is proven that the effect of teaching

techniques implemented to the students’ achievement. The students who used this

technique well, they could improve their speaking skill. In this case, role play worked more

effectively than presentation did.

Second, there was no interactional effect between role play and self-confidence on

students’ English speaking skill. Based on the research findings, it indicated that self-

confidence did not contribute to influence students’ speaking skill. Then, role play can be

used for both students who have high and those who have low self-confidence. It is

because both group of self-confidence level showed the improvement.

Third, there was a significant difference on students’ speaking skill between the

students who had high self-confidence that who were taught by using role play and those

who were taught by using presentation. Students who have high self-confidence in

speaking English will have different result to those who have low self-confidence. Even

when the students found the difficulty, they were always enthusiastic in practicing the role

play. In other words, the students with high self-confidence can receive any challenges in

learning much easier.

The last, there was significant difference on students’ speaking skill between the

students who had low self-confidence that were taught by using role play and those who

were taught by using presentation. Students who have low self-confidence, which they

have more anxiety in speaking English, will have an average or even a bad result in it. If

they are not taught by communicative ways of teaching, their score will only in that level

as well. Also, they need to be supported and trusted by the teacher and their team that they

can do it. By practicing a lot, they could improve their speaking skill even though they

have low level of self-confidence.

B. Suggestion

Based on the conclusion above, there are some suggestions that could be delivered

to some importance:

The first, for the students, they should open their insight that many ways of

learning that they can choose to overcome the problems encountered in improving their

speaking skill, such as using role play. The present study shows that role play was effective

technique to improve speaking skill. Since they were broadcasting students, they have to

aware that English speaking skill is one of supporting factor for their future job. They have

to practice their speaking as much as they can. By using role play, not only their English

79 speaking skill was improved, but also their communication skill and broadcasting skill

were developed too.

The second, for the teachers, based on the data obtained, the result of students’

English speaking skill that are taught by role play is higher than those who are taught by

presentation. Thus, role play can be implemented in the eleventh grade students of

vocational high school, especially broadcasting major. Therefore, English teachers should

multiply the theoretical knowledge of role play and practice in teaching and learning

activity so that the students will be easy to develop their speaking skill. In addition,

teachers should be able to take every chance for choosing and adopting or adapting various

teaching technique. Teachers should pay more attention on teaching speaking in the

classroom because speaking is not only producing sounds, but it needs the knowledge of

how to pronounce, to deliver meaning, and to turn ideas into words. There are two aspects

in the speaking skill; linguistic aspect and non-linguistic aspect (Roysmanto, 2018, p. 6),

thus English teacher should concern not only in the linguistics aspect of speaking, but also

the teacher should concern in the non-linguistics aspect, such as self-confidence. Thus,

they can adjust the teaching technique used in teaching and learning process and give the

tips how to increase their confidence and how to solve the problem. However, findings of

the study reveals there was no interaction between teaching technique and self-confidence

on students’ speaking skill. Therefore, the teachers do not consider about it because role

play can be used for the students who have high self-confidence and those who have low

self-confidence.

The third, for the institution, the facilities should be developed and improved to

support students’ creativity, such as add English book collection in the library so that it can

make the students have broad insight. They can add some English book stories or playing

the English videos or news so that the students know the everyday dialog or utterances

used in English. Besides, the institution should also facilitate the teachers to hold a routine

meeting for discussing and planning the teaching and learning processes. So, the teachers

can discuss the appropriate technique and activity to teach a certain topics in the class.

Finally, for the further research, the research on speaking skill, role play, and self-

confidence should be done in different purpose, such as to investigate its use to improve

the teaching and learning process and to enrich the literature in the use of those three

variables. The further researcher can apply role play with different kind activities in the

classroom which is more suitable with the students’ preferences and needs. Hence, this

findings can enrich the insights of further researcher to master the students’ speaking skill,

teaching technique, and self-confidence.

C. Implication

The research finding implies that having a good self-confidence is beneficial for

the English teacher and students. Role play and high self-confidence are needed to improve

students’ speaking skill. It also allowed them to be more courageous in practicing the skill.

For the students who have low self-confidence, role play can be one of activities that train

their courage to practice their speaking skill in front of people. It was proved by the data

obtained in chapter IV that students’ speaking skill taught by role play was higher than

those who were taught by presentation for students who had low self-confidence. It means,

there was an improvement in their speaking score and it affected to their self-confidence.

In other words, role play can help English teachers to teach speaking skill. The practical

implication of this research is that it provides empirical data on how the implementation of

role play in teaching and learning process improves broadcasting students’ English

80 speaking skill. This information is important given that the other comparable studies back

then mostly studied on the use of appropriate teaching technique. Therefore, in doing the

steps of this technique, it made the students improve their pronunciation, apply the right

grammar, enhance their vocabulary, practice their fluency, and comprehend more the

English dialog. Also, they trained themselves to increase their level of self-confidence in

front of their teacher and classmates.

81

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APPENDICES

86

APPENDIX 1

SILABUS NAMA SEKOLAH : SMK PRIMA UNGGUL

MATA PELAJARAN : BAHASA INGGRIS

KELAS/SEMESTER : XI / 3-4

STANDAR KOMPETENSI: Berkomunikasi dengan Bahasa Inggris setara Level Elementary

ALOKASI WAKTU : 146 X 45 menit

KOMPETENSI

DASAR INDIKATOR

MATERI

PEMBELAJARAN

KEGIATAN

PEMBELAJARAN PENILAIAN

ALOKASI

WAKTU SUMBER

BELAJAR

Nilai PPKB,

Anti Korupsi

dan

kewirausahaan TM PS PI

2.1. Memahami

percakapan

sederhana sehari-

hari baik dalam

konteks

profesional

maupun pribadi

dengan orang

bukan penutur

asli

Pertanyaan

dengan pola

yes-no

questions

dalam

konteks

kegiatan

sehari-hari

diperagakan

dan dijawab

dengan

benar.

Pertanyaan

dengan pola

question

tags dalam

konteks

kegiatan

sehari-hari

diperagakan

dengan

benar.

Talking about

hobbies and

interests

- Do you like

fishing?

- What do you like

doing in your

spare time?

Guest handling

- What can I do for

you, Sir?

- Welcome to our

hotel.

- I hope you enjoy

the food.

Grammar Review

Yes – No

questions

- Are you a

secretary?

Question tags

- The board meeting

Eksploration

Giving questions

based on students‟

hobbies and interests

Elaboration

Listening:

− Answering

questions based

on recorded

materials.

− Dialogues

about guest

handling

Speaking:

− Telling about

one‟s own

daily activities.

− Role playing

about guest

handling

Reading:

− Answering

Tes lisan

− Dialog

berpasang-

an

Tes tertulis

−

Melengkapi

kalimat

− Pilihan

Ganda

− Membuat

paragraf

pendek

20 Practical

English

Usage

Global

Access to

the World

of Work

Person to

Person

English

for SMK

(Ang-

kasa)

Bersahabat

Komunikat

if

Peduli

sosial

Rasa ingin

tahu

Demokratis

Mandiri

Kerja

Keras

Disiplin

Senang

membaca

87

KOMPETENSI

DASAR INDIKATOR

MATERI

PEMBELAJARAN KEGIATAN

PEMBELAJARAN PENILAIAN

ALOKASI

WAKTU

SUMBER

BELAJAR

Nilai PPKB,

Anti Korupsi

dan

kewirausahaan Pertanyaan

dengan pola

question

words dalam

konteks

kegiatan

sehari-hari

diperagakan

dan dijawab

dengan

benar.

Berbagai

bentuk dan

ungkapan

digunakan

dengan tepat

untuk

membicarak

an

kegemaran

/hobi dan

minat.

Ungkapan

untuk

menangani

tamu hotel,

restoran,

travel

agency, dll.

diperagakan

dengan

benar.

starts at seven,

doesn‟t it?

Questions with

question words

- Where does the

boss live?

- Why do you come

late?

Gerund as subjects

and objects

- Smoking is

dangerous.

- I don‟t like

fishing.

Gerund as

complement:

- Her job is sorting

the mail.

Gerund after

preposition:

- Are you

interested in

collecting

stamps?

Constructions with

„too‟ and „enough‟

- The soup is too

salty for me.

- The hotel room is

comfortable enough.

questions about

hobbies and

interests

Writing:

− Writing

descriptions of

other‟s daily

activities.

− Writing

sentences

containing

gerund .

− Arranging

sentences

containing

“too” and “

enough”

Confirmation

Giving feed back

by corrections and

suggestions

Observing about

learning activity

Giving motivation

to active students

88

KOMPETENSI

DASAR INDIKATOR

MATERI

PEMBELAJARAN KEGIATAN

PEMBELAJARAN PENILAIAN

ALOKASI

WAKTU

SUMBER

BELAJAR

Nilai PPKB,

Anti Korupsi

dan

kewirausahaan 2.2. Mencatat

pesan-pesan

sederhana

baik dalam

interaksi

langsung

maupun

melalui alat

Pesan

(message)

yang

diterima

lewat

telepon

dicatat

dengan

benar.

Pesan

(message)

yang

diterima

secara

langsung

dicatat

dengan

benar.

Expressions

dealing with

telephone

conversations

Grammar Review:

Personal pronouns

- I – me – my –

mine - myself

Reported speech

- He said that you

had to pay for

the tickets

- He asked you to

pay for the

tickets.

- He wanted to

know if you

would be

available in the

afternoon.

- He wanted to

know where

you put his

umbrella.

Adjective

Clause

- Do you know

the staff who

will be

promoted our

new division

manager?

Eksploration

Telling story

contained personal

pronouns, reported

speech, and

adjective clause

Elaboration

Listening:

− Listening for

information

from

recorded

materials.

−

Understandin

g telephone

conversation

s

Speaking:

− Telling the

infomation

obtained

from

recorded

materials

− Role playing

on telephone

conversation

s

Writing:

− Writing

messages

Tes tertulis

− Melengka

pi kalimat

− Membuat

kalimat

dengan

reported

speech

− Mencatat

pesan

yang

diterima

Tes lisan

− Mencerita

kan pesan

yang

diterima

Practical

English

Usage

Global

Access to

the World

of Work

Person to

Person

English

for SMK

(Ang-

kasa)

Bersahabat

Komunikat

if

Peduli

sosial

Rasa ingin

tahu

Demokratis

Mandiri

Kerja

Keras

Disiplin

Senang

membaca

89

KOMPETENSI

DASAR INDIKATOR

MATERI

PEMBELAJARAN KEGIATAN

PEMBELAJARAN PENILAIAN

ALOKASI

WAKTU

SUMBER

BELAJAR

Nilai PPKB,

Anti Korupsi

dan

kewirausahaan

based on

telephone

conversation

s

− Composing

sentences

using

reported

speech,

personal

pronouns and

adjective

clause.

Confirmation

Giving feed back

by corrections and

suggestions

Observing about

learning activity

Giving motivation

to active students

2.3. Merinci

tugas

pekerjaan

dan latar

belakang

pendidikan

yang

dimilikinya

Bentuk kata

kerja

digunakan

dalam

Simple

Present

dengan tepat

untuk

menerangka

Telling about

people‟s job using

the Simple present

tense:

- A cook prepares

food.

- Pilots fly

aeroplanes.

Eksploration

Asking people‟s job

by showing

presentation about

job

Telling rules needed

to write curriculum

vitae

Elaboration

Tes lisan

− Menjelas

kan

profesi

− Menjelas

kan

diagram

20 Practical

English

Usage

Global

Access to

the World

of Work

Person to

Person

Bersahabat

Komunikat

if

Peduli

sosial

Rasa ingin

tahu

Demokratis

90

KOMPETENSI

DASAR INDIKATOR

MATERI

PEMBELAJARAN KEGIATAN

PEMBELAJARAN PENILAIAN

ALOKASI

WAKTU

SUMBER

BELAJAR

Nilai PPKB,

Anti Korupsi

dan

kewirausahaan

secara lisan

dan tulisan

n tugas dan

pekerjaan

berbagai

macam

profesi.

Bentuk kata

kerja

digunakan

dalam

Simple Past

dengan tepat

untuk

menerangka

n latar

belakang

pendidikan

berbagai

macam

profesi.

Curriculum

Vitae yang

sederhana

ditulis

dengan

benar.

Berbagai

ungkapan

digunakan

dengan tepat

untuk

menjelas-

kan fakta

Telling about

people‟s

educational

background using

the Simple past

tense.

- She graduated

from SMKN 8

Bandung.

- The new

secretary

learned

shorthand at

the college.

Samples of

curriculum vitae

Expressing facts

and figures :

- The graph

shows that

population

growth has

been high this

last decade.

- The latest data

show that

about three

billion rupiahs

have been

spent for the

construction of

the factory.

Listening:

− Dictation

− Answering

dialogues

given by the

teacher

Speaking

− Explaining

someone‟s

profession

Reading

−

Understandin

g and

discussing

diagrams

containing

facts and

figures

Writing

− Rewriting

someone

else‟s

curriculum

vitae

− Writing one‟s

own

curriculum

vaitae

Confirmation

Giving feed back

by corrections and

Tes tertulis

− Melengka

pi

kalimat/

form

− Menulis

curriculu

m vitae

English

for SMK

(Ang-

kasa)

English

New

Concept

Mandiri

Kerja

Keras

Disiplin

Senang

membaca

91

KOMPETENSI

DASAR INDIKATOR

MATERI

PEMBELAJARAN KEGIATAN

PEMBELAJARAN PENILAIAN

ALOKASI

WAKTU

SUMBER

BELAJAR

Nilai PPKB,

Anti Korupsi

dan

kewirausahaan

dan angka

(facts and

figures)

pada suatu

sajian data.

suggestions

Observing about

learning activity

Giving motivation

to active students

2.4. Menceritaka

n pekerjaan

di masa lalu

dan rencana

kerja yang

akan datang

Ungkapan

tentang

kegiatan

masa

lampau

dikemukaka

n dengan

benar.

Ungkapan

untuk

mengemuka-

kan kegiatan

di masa

datang

digunakan

dalam Tense

yang benar.

Surat pribadi

yang

menceritaka

n tentang

kehidupan

masa lalu

dan rencana

di masa

depan ditulis

Telling about past

events

- I saw the

crowds were

helping the

accident

victim.

- We had locked

the room when

she came.

Telling about

future plans

- The meeting

will be over at

two PM.

- When you

arrive at the

office, I will be

conducting a

meeting.

Sample of a

personal letter

(telling about past

and future events)

Grammar review:

- Relevant tenses.

Eksploration

Giving sample of

story about past

events

Elaboration

Listening

− Answering

questions of

one‟s past

experiences.

Speaking

− Telling one‟s

own plans

(future)

Reading

− Reading for

information:

dialogues,

passages

Writing

− Composing

personal letters

− Translation

Confirmation

Giving feed back

by corrections and

Tes lisan

− Mencerita

kan

peristiwa

masa lalu

− Dialog

Tes tertulis

− Melengka

pi

kalimat

− Membuat

surat

− Menerje

mahkan

24 Practical

English

Usage

Global

Access to

the World

of Work

Person to

Person

English

for SMK

(Ang-

kasa)

Bersahabat

Komunikat

if

Peduli

sosial

Rasa ingin

tahu

Demokratis

Mandiri

Kerja

Keras

Disiplin

Senang

membaca

92

KOMPETENSI

DASAR INDIKATOR

MATERI

PEMBELAJARAN KEGIATAN

PEMBELAJARAN PENILAIAN

ALOKASI

WAKTU

SUMBER

BELAJAR

Nilai PPKB,

Anti Korupsi

dan

kewirausahaan

dengan

benar.

suggestions

Observing about

learning activity

Giving motivation

to active students

2.5. Mengungka

pkan

berbagai

macam

maksud hati

Ungkapan-

ungkapan

untuk

menyampaik

an undangan

digunakan

dengan

tepat.

Ungkapan-

ungkapan

untuk

melakukan

tawar-

menawar

(bargaining)

digunakan

dengan

tepat.

Ungkapan-

ungkapan

untuk

menyatakan

kepastian

(certainty)

digunakan

dengan

Giving invitations

- Would you like

to come to my

place for

dinner tonight,

please?

- With pleasure.

- I‟m afraid I

can‟t, I‟ve

already got an

appointment.

Bargaining

- Is there any

discount for

this shirt?

- How about fifty

thousand

rupiahs?

Expressing

certainty

- I‟m sure that

it‟s going to

rain this

afternoon.

- It must be him

who called.

Eksploration

Reading dialog

about giving

invitations,

bargaining

Elaboration

Listening:

− Answering

questions based

on dialogues

about giving

invitations,

bargaining,

expressing

certainty,

compliments,

expressing

opinions,

agreeing/disagr

eeing, and

arguing

Speaking:

− Performing

dialogues based

on given

situations.

Tes lisan

melalui

role play /

dialog

Tes tertulis

Melengka

pi dialog

Menjawab

pertanyaa

n

Melengka

pi kalimat

Membuat

dialog

28 Practical

English

Usage

Global

Access to

the World

of Work

Person to

Person

English

for SMK

(Ang-

kasa)

Bersahabat

Komunikat

if

Peduli

sosial

Rasa ingin

tahu

Demokratis

Mandiri

Kerja

Keras

Disiplin

Senang

membaca

93

KOMPETENSI

DASAR INDIKATOR

MATERI

PEMBELAJARAN KEGIATAN

PEMBELAJARAN PENILAIAN

ALOKASI

WAKTU

SUMBER

BELAJAR

Nilai PPKB,

Anti Korupsi

dan

kewirausahaan

tepat.

Ungkapan-

ungkapan

untuk

memberi

dan

merespon

pujian

digunakan

dengan

tepat.

Ungkapan-

ungkapan

untuk

menyatakan

pendapat/opi

ni digunakan

dengan

tepat.

Ungkapan-

ungkapan

untuk

menyatakan

persetujuan

(agreeiing-

disagreeing)

digunakan

dengan

tepat.

Ungkapan-

ungkapan

untuk

Giving and

responding to

compliments

- Fantastic!

- You look

beautiful tonight.

- Thank you.

Expressing

opinions

- I think that‟s

not true.

- What I have in

my mind is that

....

Expressing

agreement/

disagreement:

You‟re right.

I‟m afraid

you‟ve got

wrong

information,

Sir.

Expressing

argument

Yes, but don‟t

forget ...

That may be so

but ...

Grammar review

− Conjunctions /

Reading:

− Answering

questions based

on written

texts.

Writing:

− Writing

dialogues based

on given

situations.

Confirmation

Giving feed back

by corrections and

suggestions

Observing about

learning activity

Giving motivation

to active students

94

KOMPETENSI

DASAR INDIKATOR

MATERI

PEMBELAJARAN KEGIATAN

PEMBELAJARAN PENILAIAN

ALOKASI

WAKTU

SUMBER

BELAJAR

Nilai PPKB,

Anti Korupsi

dan

kewirausahaan

menyatakan

argumentasi

digunakan

dengan

benar.

concessive

relationship.

− Constructions

with “used to”:

a) be/get used to

+ V-ing

b) used to + Verb

1

− Noun clause as

object:

- I never believe

that there will be

another

rationalization.

2.6. Memahami

instruksi-

instruksi

sederhana

Ungkapan-

ungkapan

untuk

menggambar

kan proses

kerja dan

atau

berfungsinya

suatu alat

dikemukaka

n dengan

benar.

Ungkapan-

ungkapan

untuk

meminta dan

memberi

saran dan

Expressions used

in describing

processes:

- First, ...

- Next, ...

- Then...

- Finally ...

Expressions used

in asking for and

giving

suggestions and

advice:

- What do you

recommend for

a headache?

- You‟d better

see a doctor.

Expressions used

Eksploration

Reading dialog

about expressions

used in asking for

and giving

suggestions and

advice, necessity

and obligation,

persuading and

convincing.

Elaboration

Listening

− Listening for

information

on how

things work.

− Dialogues

about asking

Tes lisan

Menjelaskan

proses

kerja /

cara

meng-

operasik

an alat

Tes tertulis

Menjaw

ab

pertanya

an

Pilihan

ganda

Membu

24 Practical

English

Usage

Global

Access to

the World

of Work

Person to

Person

English

for SMK

(Ang-

kasa)

English

New

Concept

Bersahabat

Komunikat

if

Peduli

sosial

Rasa ingin

tahu

Demokratis

Mandiri

Kerja

Keras

Disiplin

Senang

membaca

95

KOMPETENSI

DASAR INDIKATOR

MATERI

PEMBELAJARAN KEGIATAN

PEMBELAJARAN PENILAIAN

ALOKASI

WAKTU

SUMBER

BELAJAR

Nilai PPKB,

Anti Korupsi

dan

kewirausahaan

nasihat

(suggestion

and advice)

digunakan

secara tepat.

Ungkapan-

ungkapan

untuk

menyatakan

keharusan

dan

kewajiban

(necessity

and

obligation)

digunakan

dengan

tepat.

Ungkapan-

ungkapan

untuk

meyakinkan

dan

membujuk

orang lain

(convincing

and

persuading)

agar

menerima

pendapat

atau usulan

in asking

necessity and

obligation:

- We must be

there before

the boss

comes.

- It is necessary

for us to be

there on time.

Expressions used

in persuading and

convincing:

- Why don‟t you

try our special

drink bandrek

to warm up

your body.

- If I were you, I

would …

- I‟m sure you

are on the right

track.

- I bet you could

do it.

Grammar review:

− Degrees of

comparison

− Imperatives

- Don‟t smoke at

the petrol

station

for and

giving

suggestions

and advice,

necessity and

obligations,

convincing

and

persuading

Speaking

− Telling about

how things

work.

− Role playing

how to ask

for and give

suggestions

and advice.

− Interviewing

dealing with

convincing

and

persuading,

necessity and

oligations

Reading

− Reading for

information:

dialogue

passages

Writing

− Making

at dialog

96

KOMPETENSI

DASAR INDIKATOR

MATERI

PEMBELAJARAN KEGIATAN

PEMBELAJARAN PENILAIAN

ALOKASI

WAKTU

SUMBER

BELAJAR

Nilai PPKB,

Anti Korupsi

dan

kewirausahaan

yang

diajukan

digunakan

dengan

tepat.

- Keep silent; the

baby is

sleeping

dialogues

based on the

situations

provided.

Confirmation

Giving feed back

by corrections and

suggestions

Observing about

learning activity

Giving motivation

to active students

2.7. Membuat

pesan-pesan

pendek,

petunjuk dan

daftar

dengan

pilihan kata,

ejaan dan

tata tulis

yang

berterima

Kata-kata

dipilih

dengan tepat

dan

dirangkai

menjadi

pesan

pendek,

petunjuk

atau daftar

Kesimpulan

dari suatu

pembicaraan

ditulis

dengan

benar

menjadi

suatu pesan

pendek,

Samples of short

messages,

directory, and

lists.

Content,

punctuation, and

spelling.

Eksploration

Reading text about

short messages,

directory, and lists

Elaboration

Vocabulary

game

Rearranging

words /

sentences

Composing short

messages.

Directions, or

lists based on the

situation given

by the teacher.

Confirmation

Giving feed back

by corrections and

Tes lisan

Menya

mpaikan

pesan

secara

lisan

Tes

tertulis

Membu

at pesan

singkat

dan atau

petunju

k cara

penggu

naan

alat

secara

10 Practical

English

Usage

Global

Access to

the World

of Work

Person to

Person

English

for SMK

(Ang-

kasa)

English

New

Concept

Bersahabat

Komunikat

if

Peduli

sosial

Rasa ingin

tahu

Demokratis

Mandiri

Kerja

Keras

Disiplin

Senang

membaca

97

KOMPETENSI

DASAR INDIKATOR

MATERI

PEMBELAJARAN KEGIATAN

PEMBELAJARAN PENILAIAN

ALOKASI

WAKTU

SUMBER

BELAJAR

Nilai PPKB,

Anti Korupsi

dan

kewirausahaan

petunjuk,

atau daftar

suggestions

Observing about

learning activity

tertulis.

98

APPENDIX 2

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Satuan Pendidikan: SMK Prima Unggul

Kelas/Semester : XI/2 (EXPERIMENTAL GROUP)

Mata Pelajaran : Bahasa Inggris

Topik : Procedure Text

Materi Pokok : Expression used in describing processes, expressions used in

asking for and giving suggestions and advice, expressions used in

asking necessity and obligation, and expressions used in

persuading and convincing.

Alokasi Waktu : 2x45 menit

Pertemuan ke : 1

A. Kompetensi Dasar

2.6 Memahami instruksi-instruksi sederhana

B. Indikator

1. Mengidentifikasi ungkapan-ungkapan untuk menggambarkan proses kerja dan atau

berfungsinya suatu alat dikemukakan dengan benar.

2. Mengidentifikasi ungkapan-ungkapan untuk meminta dan memberi saran dan

nasihat (suggestion and advice).

3. Mengidentifikasi ungkapan-ungkapan untuk menyatakan keharusan dan kewajiban

(necessity and obligation) digunakan dengan tepat.

4. Mengidentifikasi ungkapan-ungkapan untuk meyakinkan dan membujuk orang

lain (convincing and persuading) agar menerima pendapat atau usulan yang

diajukan digunakan dengan tepat.

C. Tujuan Pembelajaran

1. Siswa mampu mengidentifikasi ungkapan-ungkapan untuk menggambarkan proses

kerja dan atau berfungsinya suatu alat dikemukakan dengan benar.

2. Siswa mampu mengidentifikasi ungkapan-ungkapan untuk meminta dan memberi

saran dan nasihat (suggestion and advice).

3. Siswa mampu mengidentifikasi ungkapan-ungkapan untuk menyatakan keharusan

dan kewajiban (necessity and obligation) digunakan dengan tepat.

4. Siswa mampu mengidentifikasi ungkapan-ungkapan untuk meyakinkan dan

membujuk orang lain (convincing and persuading) agar menerima pendapat atau

usulan yang diajukan digunakan dengan tepat.

99

D. Materi Pokok 1. Procedure Text

a. Contoh Procedure Text

How to Use Camera

You need:

A digital camera (DSLR camera or pocket camera or the others camera that you

have)

The object (find something that interesting to you like animals, buildings or the

others)

Steps:

handle the camera and turn on it

center the object in the LCD and manage the zoom control until you get the best

view

When you are ready to take the picture, hold the shutter speed, and various other

calculations.

Then, a light should appear that let you know the camera is set to go.

After that, press shutter all the way down.

b. Social Function of Procedure Text

The social purpose of procedure text is to show how something is done through

sequence of steps which enable the reader to achieve the goal.

c. Generic Structure of Procedure Text

1) Goals

2) Materials

3) Steps

2. Contoh dialog expressions of suggestion and advice

Helen: I just can’t tolerate her bad habit.

Clara: who are you talking about?

Helen: my classmate.

Clara: what’s wrong with her?

Helen: she litters garbage anywhere she wants. What a bad habit she has!

Clara: don’t complain. You should talk to her. You ought to remind her again and

again.

Helen : Thanks for the advice

3. Contoh dialog expressions of necessity and obligation

a. Necessity

Susie: “Andy, you have to drive to the hospital!”

Andy: “Why are you so hurry? What’s the matter?”

Susie: “My father got a heart attack. I need to check him there.”

100

Andy: “okay, let’s go.”

b. Obligation

James: Excuse me, Mr. Rudolph. May I come in?

Mr. Rudolph: Yes, James. Come in, please. Well, how can I help you?

James: I want to submit my math assignment. I know it’s already very late.

Mr. Rudolph: James, you were supposed to submit this assignment a week ago. But

you failed. Sorry, I can’t accept it.

James: But please, Mr. Rudolph. Give me a second! Let me explain my situation.

Please, I beg you, Mr. Rudolph.

Mr. Rudolph: Alright. What’s your reason?

James: Mr. Rudolph, I was supposed to submit this assignment a week ago, but then

my mother was ill in hospital and I had to stay with her during that time.

Mr. Rudolph: In that case, you’re supposed to ask your friend to submit it.

James: I did, Mr. Rudolph. Unfortunately, she missed the paper and this morning she

found it tucked in her algebra book. She was supposed to be careful with my paper. I

just learned that she had been so careless. Please, give me a chance.

4. Contoh dialog expressions of convincing and persuading

Mira: Are you busy right now.

Mhita: Nope. What's the matter?

Mira: Can you take me shopping right now? I need to busy some wedding party.

Mhita: Sure

Mira: Do you have any idea where to buy a nice dress?

Mhita: You should go to Barbara boutique. It is far from here. They have huge

collection of dress over there

Mira: Sure, why not. But first, I have to go to bank to withdraw some money.

Mhita: Yeah, of course. I ensure you that you will find your perfect dress there.

E. Metode Pembelajaran/Teknik:

Collaborative learning

F. Langkah-Langkah Kegiatan

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru memberikan beberapa pertanyaan pada

siswa:

1) Have you ever learnt about how to

operating something in English?

2) Do you know procedure text? Where can

you find it?

3) How many kinds of expressions used in

speaking english? What are they?

5 menit

Inti a. Guru membentuk kelompok siswa sebanyak

6 kelompok yang berisi 4 orang. 80 menit

101

Kegiatan Langkah Waktu

b. Setiap kelompok diberikan 1 topik dari 4

topik yang ada (procedure text, expressions

of suggestion and advice, expressions of

necessity and obligation, and expressions of

convincing and persuading).

c. Setiap kelompok diberikan contoh teks atau

dialog berdasarkan topic yang mereka

dapatkan.

d. Siswa diminta mengidentifikasi unsur

kebahasaan dari teks dan ekspresi apa saja

yang terdapat di dialog.

e. Siswa diminta berdiskusi dengan teman

sekelompoknya.

f. Siswa diminta menyebutkan ungkapan-

ungkapan apa saja yang ditemukan.

g. Guru mengoreksi dan menjelaskan setiap

ungkapan yang ditemukan siswa.

Penutup

a. Guru dan siswa me-review apa saja yang

sudah dipelajari hari ini.

b. Guru memberikan tugas untuk membuat

dialog sesuai dengan topic yang mereka

dapatkan pada pertemuan berikutnya

5 menit

G. Sumber/Alat/Bahan

1. Teks yang diberikan guru

2. Teks procedure, teks dialog

3. Buku bahasa inggris yang relevan

H. Penilaian

1. Teknik: tertulis

2. Bentuk: observasi kelas

3. Kriteria penilaian kinerja dan tugas:

a. Pencapaian fungsi sosial

b. Kelengkapan dan keruntutan generic structure pada procedure text,

expressions of suggestion and advice, expressions of necessity and obligation,

and expressions of convincing and persuading.

c. Ketetapan unsur kebahasaan: tata bahasa, kosa kata, ejaan.

d. Kesesuaian format penulisan/penyampaian.

e. Sikap (bertanggung jawab, jujur, santun dalam berkomunikasi, percaya diri,

kedisiplinan dalam tugas)

102

Mengetahui, Tangerang, 26 Februari 2019

Guru Mata Pelajaran Peneliti

Wurryanthy S.Pd Fenny Yutika Seli, S.Pd

NIP. NIP.

103

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Satuan Pendidikan: SMK Prima Unggul

Kelas/Semester : XI/2 (EXPERIMENTAL GROUP)

Mata Pelajaran : Bahasa Inggris

Topik : Procedure Text

Materi Pokok : Expression used in describing processes, expressions used in

asking for and giving suggestions and advice, expressions used in

asking necessity and obligation, and expressions used in

persuading and convincing.

Alokasi Waktu : 2x45 menit

Pertemuan ke : 2

A. Kompetensi Dasar

2.6 Memahami instruksi-instruksi sederhana

B. Indikator

1. Menirukan ungkapan-ungkapan untuk menggambarkan proses kerja dan atau

berfungsinya suatu alat, meminta dan memberi saran dan nasihat (suggestion and

advice), menyatakan keharusan dan kewajiban (necessity and obligation),

meyakinkan dan membujuk orang lain (convincing and persuading).

2. Menggunakan ungkapan-ungkapan untuk menggambarkan proses kerja dan atau

berfungsinya suatu alat, meminta dan memberi saran dan nasihat (suggestion and

advice), menyatakan keharusan dan kewajiban (necessity and obligation),

meyakinkan dan membujuk orang lain (convincing and persuading) dalam tulisan

dialog.

3. Menciptakan skrip role play sesuai dengan tema yang ditentukan pada pertemuan

sebelumnya

4. Mempraktikkan skrip yang telah mereka buat

C. Tujuan Pembelajaran

1. Siswa mampu menirukan ungkapan-ungkapan untuk menggambarkan proses kerja

dan atau berfungsinya suatu alat, meminta dan memberi saran dan nasihat

(suggestion and advice), menyatakan keharusan dan kewajiban (necessity and

obligation), meyakinkan dan membujuk orang lain (convincing and persuading).

2. Siswa mampu menggunakan ungkapan-ungkapan untuk menggambarkan proses

kerja dan atau berfungsinya suatu alat, meminta dan memberi saran dan nasihat

(suggestion and advice), menyatakan keharusan dan kewajiban (necessity and

obligation), meyakinkan dan membujuk orang lain (convincing and persuading)

dalam bentuk script.

3. Siswa mampu Menciptakan skrip role play sesuai dengan tema yang ditentukan

pada pertemuan sebelumnya

4. Siswa mampu mempraktikkan skrip yang telah mereka buat

104

D. Materi Pokok 1. Role play script containing procedure Text

2. Role play script containing expressions of suggestion and advice

3. Role play script containing expressions of necessity and obligation

4. Role play script containing expressions of convincing and persuading

E. Metode Pembelajaran/Teknik:

Collaborative learning

F. Langkah-Langkah Kegiatan

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru menanyakan materi yang mereka dapatkan

di pertemuan berikutnya

c. Guru me-review materi yang sudah dijelaskan

5 menit

Inti

a. Siswa diminta mengumpulkan dialog yang

sudah mereka buat

b. Setiap kelompok diminta melanjutkan dialog

role play yang belum selesai

c. Setiap kelompok diminta berdiskusi dan

bertanya kepada guru terkait dialog yang

mereka buat

d. Bagi kelompok yang sudah selesai mengerjakan

dialognya diminta untuk latihan.

e. Guru memberi masukkan terhadap setiap

kelompok yang sudah melakukan latihan

f. Siswa diminta menghafal dialognya masing-

masing

80 menit

Penutup

a. Guru dan siswa me-review apa saja yang sudah

dipelajari hari ini.

b. Guru memberikan tugas untuk menghafal dialog

dan perform pada pertemuan berikutnya bagi

kelompok 1 & 2

5 menit

G. Sumber/Alat/Bahan

1. Teks yang dibuat oleh siswa

2. Teks procedure, teks dialog

3. Buku bahasa inggris yang relevan

H. Penilaian

1. Teknik: tertulis

2. Bentuk: observasi kelas

3. Kriteria penilaian kinerja dan tugas:

a. Pencapaian fungsi sosial

105

b. Kelengkapan dan keruntutan generic structure pada procedure text,

expressions of suggestion and advice, expressions of necessity and obligation,

and expressions of convincing and persuading.

c. Ketetapan unsur kebahasaan: tata bahasa, kosa kata, ejaan.

d. Kesesuaian format penulisan/penyampaian.

e. Sikap (bertanggung jawab, jujur, santun dalam berkomunikasi, percaya diri,

kedisiplinan dalam tugas)

Mengetahui, Tangerang, 27 Februari 2019

Guru Mata Pelajaran Peneliti

Wurryanthy S.Pd Fenny Yutika Seli, S.Pd

106

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Satuan Pendidikan: SMK Prima Unggul

Kelas/Semester : XI/2 (EXPERIMENTAL GROUP)

Mata Pelajaran : Bahasa Inggris

Topik : Procedure Text

Materi Pokok : Expression used in describing processes, expressions used in

asking for and giving suggestions and advice, expressions used in

asking necessity and obligation, and expressions used in

persuading and convincing.

Alokasi Waktu : 6x45 menit

Pertemuan ke : 3, 4,5

A. Kompetensi Dasar

2.6 Memahami instruksi-instruksi sederhana

B. Indikator

1. Memperagakan dialog dan gesture tubuh sesuai script yang telah mereka buat.

2. Mengaplikasikan ungkapan-ungkapan untuk menggambarkan proses kerja dan

atau berfungsinya suatu alat, meminta dan memberi saran dan nasihat (suggestion

and advice), menyatakan keharusan dan kewajiban (necessity and obligation),

meyakinkan dan membujuk orang lain (convincing and persuading) dalam skrip

dialog

3. Mempraktikkan skrip role play yang telah disusun secara tepat

C. Tujuan Pembelajaran

1. Siswa mampu memperagakan dialog dan gesture tubuh sesuai script yang telah

mereka buat.

2. Siswa mampu mengaplikasikan ungkapan-ungkapan untuk menggambarkan proses

kerja dan atau berfungsinya suatu alat, meminta dan memberi saran dan nasihat

(suggestion and advice), menyatakan keharusan dan kewajiban (necessity and

obligation), meyakinkan dan membujuk orang lain (convincing and persuading)

dalam skrip dialog

3. Siswa mampu mempraktikkan skrip role play yang telah disusun secara tepat

D. Materi Pokok 1. Role play script containing procedure Text

2. Role play script containing expressions of suggestion and advice

3. Role play script containing expressions of necessity and obligation

4. Role play script containing expressions of convincing and persuading

E. Metode Pembelajaran/Teknik:

Collaborative learning

107

F. Langkah-Langkah Kegiatan

1. Pertunjukan Role Play Kelompok 1 & 2

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru menanyakan dialog yang telah mereka

buat

c. Guru memberi arahan terkait pelaksanaan role

play

5 menit

Inti

a. Kelompok 1 dan 2 diminta mempersiapkan

pertunjukan role play

b. Siswa diminta mengumpulkan dialog yang

sudah mereka buat

c. Kelompok 1 dan 2 diminta maju

mempraktikkan skrip role play yang telah

mereka buat dengan masing-masing waktu

pertunjukan minimal 5 menit dan maksimal

10 menit

d. Guru menilai dan memberikan feedback serta

saran bagi kelompok yang sudah maju

maupun yang belum maju

80 menit

Penutup

a. Guru dan siswa me-review apa saja yang

sudah dipelajari hari ini.

b. Guru memberikan tugas untuk menghafal

dialog dan perform pada pertemuan

berikutnya bagi kelompok 3 & 4

5 menit

2. Pertunjukan Role Play Kelompok 3 & 4

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru menanyakan dialog yang telah mereka

buat

c. Guru memberi arahan terkait pelaksanaan role

play

5 menit

Inti

a. Kelompok 3 dan 4 diminta mempersiapkan

pertunjukan role play

b. Siswa diminta mengumpulkan dialog yang

sudah mereka buat

c. Kelompok 3 dan 4 diminta maju

mempraktikkan skrip role play yang telah

mereka buat dengan masing-masing waktu

pertunjukan minimal 5 menit dan maksimal

10 menit

d. Guru menilai dan memberikan feedback serta

80 menit

108

Kegiatan Langkah Waktu

saran bagi kelompok yang sudah maju

maupun yang belum maju

Penutup

a. Guru dan siswa me-review apa saja yang

sudah dipelajari hari ini.

b. Guru memberikan tugas untuk menghafal

dialog dan perform pada pertemuan

berikutnya bagi kelompok 3 & 4

5 menit

3. Pertunjukan Role Play Kelompok 5 & 6

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru menanyakan dialog yang telah mereka

buat

c. Guru memberi arahan terkait pelaksanaan role

play

5 menit

Inti

a. Kelompok 5 dan 6 diminta mempersiapkan

pertunjukan role play

b. Siswa diminta mengumpulkan dialog yang

sudah mereka buat

c. Kelompok 5 dan 6 diminta maju

mempraktikkan skrip role play yang telah

mereka buat dengan masing-masing waktu

pertunjukan minimal 5 menit dan maksimal

10 menit

d. Guru menilai dan memberikan feedback serta

saran bagi kelompok yang sudah maju

maupun yang belum maju

80 menit

Penutup

a. Guru dan siswa me-review apa saja yang

sudah dipelajari hari ini.

b. Guru memberikan evaluasi untuk semua

kelompok

5menit

G. Sumber/Alat/Bahan

1. Teks yang dibuat oleh siswa

2. Teks procedure, teks dialog

3. Buku bahasa inggris yang relevan

H. Penilaian

1. Teknik: menggunakan rubric speaking by hughes

2. Bentuk: observasi kelas

3. Kriteria penilaian kinerja dan tugas:

a. Pencapaian fungsi sosial

109

b. Kelengkapan dan keruntutan generic structure pada procedure text,

expressions of suggestion and advice, expressions of necessity and obligation,

and expressions of convincing and persuading.

c. Ketetapan unsur kebahasaan: tata bahasa, kosa kata, ejaan.

d. Kesesuaian format penulisan/penyampaian.

e. Sikap (bertanggung jawab, jujur, santun dalam berkomunikasi, percaya diri,

kedisiplinan dalam tugas)

Scoring Table

Students Aspects of speaking performance

1 2 3 4 5 TOTAL

Students 1

Students 2

Students 3

Students 4

Students 5

Mengetahui, Tangerang, 8 Maret 2019

Guru Mata Pelajaran Peneliti

Wurryanthy S.Pd Fenny Yutika Seli, S.Pd

110

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Satuan Pendidikan: SMK Prima Unggul

Kelas/Semester : XI/2

Mata Pelajaran : Bahasa Inggris

Topik : Procedure Text

Materi Pokok : Expression used in describing processes, expressions used in

asking for and giving suggestions and advice, expressions used in

asking necessity and obligation, and expressions used in

persuading and convincing.

Alokasi Waktu : 2x45 menit

Pertemuan ke : 6

A. Kompetensi Dasar

2.6 Memahami instruksi-instruksi sederhana

B. Indikator

1. Menirukan ungkapan-ungkapan untuk menggambarkan proses kerja dan atau

berfungsinya suatu alat, meminta dan memberi saran dan nasihat (suggestion and

advice), menyatakan keharusan dan kewajiban (necessity and obligation),

meyakinkan dan membujuk orang lain (convincing and persuading).

2. Menggunakan ungkapan-ungkapan untuk menggambarkan proses kerja dan atau

berfungsinya suatu alat, meminta dan memberi saran dan nasihat (suggestion and

advice), menyatakan keharusan dan kewajiban (necessity and obligation),

meyakinkan dan membujuk orang lain (convincing and persuading) dalam tulisan

dialog.

3. Menciptakan skrip role play sesuai dengan tema yang ditentukan pada pertemuan

sebelumnya

4. Mempraktikkan skrip yang telah mereka buat

C. Tujuan Pembelajaran

1. Siswa mampu menirukan ungkapan-ungkapan untuk menggambarkan proses kerja

dan atau berfungsinya suatu alat, meminta dan memberi saran dan nasihat

(suggestion and advice), menyatakan keharusan dan kewajiban (necessity and

obligation), meyakinkan dan membujuk orang lain (convincing and persuading).

2. Siswa mampu menggunakan ungkapan-ungkapan untuk menggambarkan proses

kerja dan atau berfungsinya suatu alat, meminta dan memberi saran dan nasihat

(suggestion and advice), menyatakan keharusan dan kewajiban (necessity and

obligation), meyakinkan dan membujuk orang lain (convincing and persuading)

dalam bentuk script.

3. Siswa mampu menciptakan skrip role play sesuai dengan tema yang ditentukan

pada pertemuan sebelumnya

4. Siswa mampu mempraktikkan skrip yang telah mereka buat

111

D. Materi Pokok

1. Role play script containing procedure Text

2. Role play script containing expressions of suggestion and advice

3. Role play script containing expressions of necessity and obligation

4. Role play script containing expressions of convincing and persuading

E. Metode Pembelajaran/Teknik:

1. Collaborative learning

F. Langkah-Langkah Kegiatan

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru menanyakan materi yang mereka dapatkan

di pertemuan berikutnya

c. Guru me-review secara singkat pertunjukan role

play sebelumnya

5 menit

Inti

a. Siswa diminta bergabung dengan kelompok

masing-masing

b. Guru menukar tema kepada setiap kelompok

c. Setiap kelompok diminta membuka LKS dan

catatatn pada pertemuan sebelumnya untuk

membaca materi

d. Setiap kelompok diminta membuat dialog sesuai

dengan tema

e. Setiap kelompok diminta berdiskusi dan

bertanya kepada guru terkait dialog yang

mereka buat

f. Guru memberikan saran dan memperbaiki

kesalahan-kesalahan yang terdapat pada skrip

g. Bagi kelompok yang sudah selesai mengerjakan

dialognya diminta untuk latihan.

h. Guru memberi masukkan terhadap setiap

kelompok yang sudah melakukan latihan

i. Siswa diminta menghafal dialognya masing-

masing

80 menit

Penutup

a. Guru dan siswa me-review apa saja yang sudah

dipelajari hari ini.

b. Guru memberikan tugas untuk menghafal dialog

dan perform pada pertemuan berikutnya bagi

kelompok 3 & 4

5 menit

G. Sumber/Alat/Bahan

1. Teks yang dibuat oleh siswa

2. Teks procedure, teks dialog

3. Buku bahasa inggris yang relevan

112

H. Penilaian

1. Teknik: tertulis

2. Bentuk: observasi kelas

3. Kriteria penilaian kinerja dan tugas:

a. Pencapaian fungsi sosial

b. Kelengkapan dan keruntutan generic structure pada procedure text,

expressions of suggestion and advice, expressions of necessity and obligation,

and expressions of convincing and persuading.

c. Ketetapan unsur kebahasaan: tata bahasa, kosa kata, ejaan.

d. Kesesuaian format penulisan/penyampaian.

e. Sikap (bertanggung jawab, jujur, santun dalam berkomunikasi, percaya diri,

kedisiplinan dalam tugas)

Mengetahui, Tangerang, 12 Maret 2019

Wurryanthy S.Pd Fenny Yutika Seli, S.Pd

NIP. NIP.

113

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Satuan Pendidikan: SMK Prima Unggul

Kelas/Semester : XI/2 (EXPERIMENTAL GROUP)

Mata Pelajaran : Bahasa Inggris

Topik : Procedure Text

Materi Pokok : Expression used in describing processes, expressions used in

asking for and giving suggestions and advice, expressions used in

asking necessity and obligation, and expressions used in

persuading and convincing.

Alokasi Waktu : 6x45 menit

Pertemuan ke : 7,8,9

A. Kompetensi Dasar

2.6 Memahami instruksi-instruksi sederhana

B. Indikator

1. Memperagakan dialog dan gesture tubuh sesuai script yang telah mereka buat.

2. Mengaplikasikan ungkapan-ungkapan untuk menggambarkan proses kerja dan

atau berfungsinya suatu alat, meminta dan memberi saran dan nasihat (suggestion

and advice), menyatakan keharusan dan kewajiban (necessity and obligation),

meyakinkan dan membujuk orang lain (convincing and persuading) dalam skrip

dialog

3. Mempraktikkan skrip role play yang telah disusun secara tepat

C. Tujuan Pembelajaran

1. Siswa mampu memperagakan dialog dan gesture tubuh sesuai script yang telah

mereka buat.

2. Siswa mampu mengaplikasikan ungkapan-ungkapan untuk menggambarkan proses

kerja dan atau berfungsinya suatu alat, meminta dan memberi saran dan nasihat

(suggestion and advice), menyatakan keharusan dan kewajiban (necessity and

obligation), meyakinkan dan membujuk orang lain (convincing and persuading)

dalam skrip dialog

3. Siswa mampu mempraktikkan skrip role play yang telah disusun secara tepat

D. Materi Pokok 1. Role play script containing procedure Text

2. Role play script containing expressions of suggestion and advice

3. Role play script containing expressions of necessity and obligation

4. Role play script containing expressions of convincing and persuading

E. Metode Pembelajaran/Teknik:

Collaborative learning

114

F. Langkah-Langkah Kegiatan

1. Pertunjukan Role Play Kelompok 3 & 4

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru menanyakan dialog yang telah mereka

buat

c. Guru memberi arahan terkait pelaksanaan role

play

5 menit

Inti

a. Kelompok 3 dan 4 diminta mempersiapkan

pertunjukan role play

b. Siswa diminta mengumpulkan dialog yang

sudah mereka buat

c. Kelompok 3 dan 4 diminta maju

mempraktikkan skrip role play yang telah

mereka buat dengan masing-masing waktu

pertunjukan minimal 5 menit dan maksimal

10 menit

d. Guru menilai dan memberikan feedback serta

saran bagi kelompok yang sudah maju

maupun yang belum maju

80 menit

Penutup

a. Guru dan siswa me-review apa saja yang

sudah dipelajari hari ini.

b. Guru memberikan tugas untuk menghafal

dialog dan perform pada pertemuan

berikutnya bagi kelompok 5 & 6

5menit

2. Pertunjukan Role Play Kelompok 5 & 6

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru menanyakan dialog yang telah mereka

buat

c. Guru memberi arahan terkait pelaksanaan role

play

5 menit

Inti

a. Kelompok 5 dan 6 diminta mempersiapkan

pertunjukan role play

b. Siswa diminta mengumpulkan dialog yang

sudah mereka buat

c. Kelompok 5 dan 6 diminta maju

mempraktikkan skrip role play yang telah

mereka buat dengan masing-masing waktu

pertunjukan minimal 5 menit dan maksimal

10 menit

d. Guru menilai dan memberikan feedback serta

80 menit

115

Kegiatan Langkah Waktu

saran bagi kelompok yang sudah maju

maupun yang belum maju

Penutup

a. Guru dan siswa me-review apa saja yang

sudah dipelajari hari ini.

b. Guru memberikan tugas untuk menghafal

dialog dan perform pada pertemuan

berikutnya bagi kelompok 1 & 2

6 menit

3. Pertunjukan Role Play Kelompok 1 & 2

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru menanyakan dialog yang telah mereka

buat

c. Guru memberi arahan terkait pelaksanaan role

play

5 menit

Inti

a. Kelompok 1 dan 2 diminta mempersiapkan

pertunjukan role play

b. Siswa diminta mengumpulkan dialog yang

sudah mereka buat

c. Kelompok 1 dan 2 diminta maju

mempraktikkan skrip role play yang telah

mereka buat dengan masing-masing waktu

pertunjukan minimal 5 menit dan maksimal

10 menit

d. Guru menilai dan memberikan feedback serta

saran bagi kelompok yang sudah maju

maupun yang belum maju

80 menit

Penutup

a. Guru dan siswa me-review apa saja yang

sudah dipelajari hari ini.

b. Guru memberikan evaluasi untuk semua

kelompok

5menit

G. Sumber/Alat/Bahan

1. Teks yang dibuat oleh siswa

2. Teks procedure, teks dialog

3. Buku bahasa inggris yang relevan

H. Penilaian

1. Teknik: menggunakan rubric speaking by hughes

2. Bentuk: observasi kelas

3. Kriteria penilaian kinerja dan tugas:

a. Pencapaian fungsi sosial

116

b. Kelengkapan dan keruntutan generic structure pada procedure text,

expressions of suggestion and advice, expressions of necessity and obligation,

and expressions of convincing and persuading.

c. Ketetapan unsur kebahasaan: tata bahasa, kosa kata, ejaan.

d. Kesesuaian format penulisan/penyampaian.

e. Sikap (bertanggung jawab, jujur, santun dalam berkomunikasi, percaya diri,

kedisiplinan dalam tugas)

Scoring Table

Students Aspects of speaking performance

1 2 3 4 5 TOTAL

Students 1

Students 2

Students 3

Students 4

Students 5

Mengetahui, Tangerang, 13 Maret 2019

Guru Mata Pelajaran Peneliti

Wurryanthy S.Pd Fenny Yutika Seli, S.Pd

NIP. NIP.

117

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Satuan Pendidikan: SMK Prima Unggul

Kelas/Semester : XI/2 (EXPERIMENTAL GROUP)

Mata Pelajaran : Bahasa Inggris

Topik : Procedure Text

Materi Pokok : Expression used in describing processes, expressions used in

asking for and giving suggestions and advice, expressions used in

asking necessity and obligation, and expressions used in

persuading and convincing.

Alokasi Waktu : 2x45 menit

Pertemuan ke : 10

A. Kompetensi Dasar

2.6 Memahami instruksi-instruksi sederhana

B. Indikator

1. Menirukan ungkapan-ungkapan untuk menggambarkan proses kerja dan atau

berfungsinya suatu alat, meminta dan memberi saran dan nasihat (suggestion and

advice), menyatakan keharusan dan kewajiban (necessity and obligation),

meyakinkan dan membujuk orang lain (convincing and persuading).

2. Menggunakan ungkapan-ungkapan untuk menggambarkan proses kerja dan atau

berfungsinya suatu alat, meminta dan memberi saran dan nasihat (suggestion and

advice), menyatakan keharusan dan kewajiban (necessity and obligation),

meyakinkan dan membujuk orang lain (convincing and persuading) dalam tulisan

dialog.

3. Menciptakan skrip role play sesuai dengan tema yang ditentukan pada pertemuan

sebelumnya

4. Mempraktikkan skrip yang telah mereka buat

C. Tujuan Pembelajaran

1. Siswa mampu menirukan ungkapan-ungkapan untuk menggambarkan proses kerja

dan atau berfungsinya suatu alat, meminta dan memberi saran dan nasihat

(suggestion and advice), menyatakan keharusan dan kewajiban (necessity and

obligation), meyakinkan dan membujuk orang lain (convincing and persuading).

2. Siswa mampu menggunakan ungkapan-ungkapan untuk menggambarkan proses

kerja dan atau berfungsinya suatu alat, meminta dan memberi saran dan nasihat

(suggestion and advice), menyatakan keharusan dan kewajiban (necessity and

obligation), meyakinkan dan membujuk orang lain (convincing and persuading)

dalam bentuk script.

3. Siswa mampu Menciptakan skrip role play sesuai dengan tema yang ditentukan

pada pertemuan sebelumnya

4. Siswa mampu mempraktikkan skrip yang telah mereka buat

118

D. Materi Pokok

1. Role play script containing procedure Text

2. Role play script containing expressions of suggestion and advice

3. Role play script containing expressions of necessity and obligation

4. Role play script containing expressions of convincing and persuading

E. Metode Pembelajaran/Teknik:

Collaborative learning

F. Langkah-Langkah Kegiatan

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru menanyakan materi yang mereka dapatkan

di pertemuan berikutnya

c. Guru me-review pertunjukan role play

sebelumnya

5 menit

Inti

a. Siswa diminta bergabung dengan kelompok

masing-masing

b. Guru menukar tema kepada setiap kelompok

c. Setiap kelompok diminta membuka LKS dan

catatatn pada pertemuan sebelumnya untuk

membaca materi

d. Setiap kelompok diminta membuat dialog sesuai

dengan tema

e. Setiap kelompok diminta berdiskusi dan

bertanya kepada guru terkait dialog yang

mereka buat

f. Guru memberikan saran dan memperbaiki

kesalahan-kesalahan yang terdapat pada skrip

g. Bagi kelompok yang sudah selesai mengerjakan

dialognya diminta untuk latihan.

h. Guru memberi masukkan terhadap setiap

kelompok yang sudah melakukan latihan

i. Siswa diminta menghafal dialognya masing-

masing

80 menit

Penutup

a. Guru dan siswa me-review apa saja yang sudah

dipelajari hari ini.

b. Guru memberikan tugas untuk menghafal dialog

dan perform pada pertemuan berikutnya bagi

kelompok 5 & 6

5 menit

G. Sumber/Alat/Bahan

1. Teks yang dibuat oleh siswa

2. Teks procedure, teks dialog

3. Buku bahasa inggris yang relevan

119

H. Penilaian

1. Teknik: tertulis

2. Bentuk: observasi kelas

3. Kriteria penilaian kinerja dan tugas:

a. Pencapaian fungsi sosial

b. Kelengkapan dan keruntutan generic structure pada procedure text,

expressions of suggestion and advice, expressions of necessity and obligation,

and expressions of convincing and persuading.

c. Ketetapan unsur kebahasaan: tata bahasa, kosa kata, ejaan.

d. Kesesuaian format penulisan/penyampaian.

e. Sikap (bertanggung jawab, jujur, santun dalam berkomunikasi, percaya diri,

kedisiplinan dalam tugas)

Mengetahui, Tangerang, 15 Maret 2019

Guru Mata Pelajaran Peneliti

Wurryanthy S.Pd Fenny Yutika Seli, S.Pd

120

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Satuan Pendidikan: SMK Prima Unggul

Kelas/Semester : XI/2 (EXPERIMENTAL GROUP)

Mata Pelajaran : Bahasa Inggris

Topik : Procedure Text

Materi Pokok : Expression used in describing processes, expressions used in

asking for and giving suggestions and advice, expressions used in

asking necessity and obligation, and expressions used in

persuading and convincing.

Alokasi Waktu : 6x45 menit

Pertemuan ke : 11,12,13

A. Kompetensi Dasar

2.6 Memahami instruksi-instruksi sederhana

B. Indikator

1. Memperagakan dialog dan gesture tubuh sesuai script yang telah mereka buat.

2. Mengaplikasikan ungkapan-ungkapan untuk menggambarkan proses kerja dan

atau berfungsinya suatu alat, meminta dan memberi saran dan nasihat (suggestion

and advice), menyatakan keharusan dan kewajiban (necessity and obligation),

meyakinkan dan membujuk orang lain (convincing and persuading) dalam skrip

dialog

3. Mempraktikkan skrip role play yang telah disusun secara tepat

C. Tujuan Pembelajaran

1. Siswa mampu memperagakan dialog dan gesture tubuh sesuai script yang telah

mereka buat.

2. Siswa mampu mengaplikasikan ungkapan-ungkapan untuk menggambarkan proses

kerja dan atau berfungsinya suatu alat, meminta dan memberi saran dan nasihat

(suggestion and advice), menyatakan keharusan dan kewajiban (necessity and

obligation), meyakinkan dan membujuk orang lain (convincing and persuading)

dalam skrip dialog

3. Siswa mampu mempraktikkan skrip role play yang telah disusun secara tepat

D. Materi Pokok 1. Role play script containing procedure Text

2. Role play script containing expressions of suggestion and advice

3. Role play script containing expressions of necessity and obligation

4. Role play script containing expressions of convincing and persuading

E. Metode Pembelajaran/Teknik:

Collaborative learning

121

F. Langkah-Langkah Kegiatan

1. Pertunjukan Role Play Kelompok 5 & 6

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru menanyakan dialog yang telah mereka

buat

c. Guru memberi arahan terkait pelaksanaan role

play

5 menit

Inti

a. Kelompok 5 dan 6 diminta mempersiapkan

pertunjukan role play

b. Siswa diminta mengumpulkan dialog yang

sudah mereka buat

c. Kelompok 5 dan 6 diminta maju

mempraktikkan skrip role play yang telah

mereka buat dengan masing-masing waktu

pertunjukan minimal 5 menit dan maksimal

10 menit

d. Guru menilai dan memberikan feedback serta

saran bagi kelompok yang sudah maju

maupun yang belum maju

80 menit

Penutup

a. Guru dan siswa me-review apa saja yang

sudah dipelajari hari ini.

b. Guru memberikan tugas untuk menghafal

dialog dan perform pada pertemuan

berikutnya bagi kelompok 1 & 2

5menit

2. Pertunjukan Role Play Kelompok 1 & 2

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru menanyakan dialog yang telah mereka

buat

c. Guru memberi arahan terkait pelaksanaan role

play

5 menit

Inti

e. Kelompok 1 dan 2 diminta mempersiapkan

pertunjukan role play

f. Siswa diminta mengumpulkan dialog yang

sudah mereka buat

g. Kelompok 1 dan 2 diminta maju

mempraktikkan skrip role play yang telah

mereka buat dengan masing-masing waktu

pertunjukan minimal 5 menit dan maksimal

10 menit

h. Guru menilai dan memberikan feedback serta

80 menit

122

Kegiatan Langkah Waktu

saran bagi kelompok yang sudah maju

maupun yang belum maju

Penutup

a. Guru dan siswa me-review apa saja yang

sudah dipelajari hari ini.

b. Guru memberikan tugas untuk menghafal

dialog dan perform pada pertemuan

berikutnya bagi kelompok 3 & 4

7 menit

3. Pertunjukan Role Play Kelompok 3 & 4

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru menanyakan dialog yang telah mereka

buat

c. Guru memberi arahan terkait pelaksanaan role

play

5 menit

Inti

a. Kelompok 3 dan 4 diminta mempersiapkan

pertunjukan role play

b. Siswa diminta mengumpulkan dialog yang

sudah mereka buat

c. Kelompok 3 dan 4 diminta maju

mempraktikkan skrip role play yang telah

mereka buat dengan masing-masing waktu

pertunjukan minimal 5 menit dan maksimal

10 menit

d. Guru menilai dan memberikan feedback serta

saran bagi kelompok yang sudah maju

maupun yang belum maju

80 menit

Penutup

a. Guru dan siswa me-review apa saja yang

sudah dipelajari hari ini.

b. Guru memberikan evaluasi untuk semua

kelompok

5menit

G. Sumber/Alat/Bahan

1. Teks yang dibuat oleh siswa

2. Teks procedure, teks dialog

3. Buku bahasa inggris yang relevan

H. Penilaian

1. Teknik: menggunakan rubric speaking by hughes

2. Bentuk: observasi kelas

3. Kriteria penilaian kinerja dan tugas:

a. Pencapaian fungsi sosial

123

b. Kelengkapan dan keruntutan generic structure pada procedure text,

expressions of suggestion and advice, expressions of necessity and obligation,

and expressions of convincing and persuading.

c. Ketetapan unsur kebahasaan: tata bahasa, kosa kata, ejaan.

d. Kesesuaian format penulisan/penyampaian.

e. Sikap (bertanggung jawab, jujur, santun dalam berkomunikasi, percaya diri,

kedisiplinan dalam tugas)

Scoring Table

Students Aspects of speaking performance

1 2 3 4 5 TOTAL

Students 1

Students 2

Students 3

Students 4

Students 5

Mengetahui, Tangerang, 19 Maret 2019

Guru Mata Pelajaran Peneliti

Wurryanthy S.Pd Fenny Yutika Seli, S.Pd

NIP. NIP.

124

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Satuan Pendidikan: SMK Prima Unggul

Kelas/Semester : XI/2 (EXPERIMENTAL GROUP)

Mata Pelajaran : Bahasa Inggris

Topik : Procedure Text

Materi Pokok : Post-test

Alokasi Waktu : 2x45 menit

Pertemuan ke : 14

A. Kompetensi Dasar

2.6 Memahami instruksi-instruksi sederhana

B. Indikator

1. Mengaplikasikan ungkapan-ungkapan untuk menggambarkan proses kerja dan

atau berfungsinya suatu alat, meminta dan memberi saran dan nasihat (suggestion

and advice), menyatakan keharusan dan kewajiban (necessity and obligation),

meyakinkan dan membujuk orang lain (convincing and persuading) dalam

speaking test berbentuk interview.

C. Tujuan Pembelajaran

1. Siswa mampu mengaplikasikan ungkapan-ungkapan untuk menggambarkan proses

kerja dan atau berfungsinya suatu alat, meminta dan memberi saran dan nasihat

(suggestion and advice), menyatakan keharusan dan kewajiban (necessity and

obligation), meyakinkan dan membujuk orang lain (convincing and persuading)

dalam speaking test berbentuk interview.

D. Materi Pokok

1. Speaking test berbentuk interview (5 pertanyaan)

E. Metode Pembelajaran/Teknik:

Collaborative learning

F. Langkah-Langkah Kegiatan

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru mengecek kehadiran siswa

c. Guru me-review materi-materi yang telah

didaptkan selama pertunjukan role play

5 menit

Inti

a. Semua siswa diminta keluar kelas untuk

menunggu giliran interview

b. Satu persatu siswa dipanggil ke dalam kelas

secara acak

c. Guru mengetes kemampuan berbicara siswa

80 menit

125

Kegiatan Langkah Waktu

sesuai dengan pertanyaan yang telah dibuat

d. Siswa menjawab setiap pertanyaan dalam waktu

5 menit

e. Guru menilai kemampuan siswa sesuai dengan

rubric speaking test

Penutup

a. Guru mengucapkan terima kasih atas partisipasi

mereka dalam menggunakan role play dalam

pembelajaran

b. Guru menyerahkan kembali pembelajaran

kepada guru bahasa inggris yang berwenang

5 menit

G. Sumber/Alat/Bahan

1. Speaking test -interview

H. Penilaian

1. Teknik: tertulis

2. Bentuk: interview

3. Kriteria penilaian kinerja dan tugas:

a. Pencapaian fungsi sosial

b. Kelengkapan dan keruntutan generic structure pada procedure text,

expressions of suggestion and advice, expressions of necessity and obligation,

and expressions of convincing and persuading.

c. Ketetapan unsur kebahasaan: tata bahasa, kosa kata, ejaan.

d. Kesesuaian format penulisan/penyampaian.

e. Sikap (bertanggung jawab, jujur, santun dalam berkomunikasi, percaya diri,

kedisiplinan dalam tugas)

Scoring Table

Students Aspects of speaking performance

1 2 3 4 5 TOTAL

Students 1

Students 2

Students 3

Students 4

Students 5

Mengetahui, Tangerang, 22 Maret 2019

Guru Mata Pelajaran Peneliti

Wurryanthy S.Pd Fenny Yutika Seli, S.Pd

126

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Satuan Pendidikan: SMK Prima Unggul

Kelas/Semester : XI/2 (CONTROL GROUP)

Mata Pelajaran : Bahasa Inggris

Topik : Procedure Text

Materi Pokok : Expression used in describing processes, expressions used in

asking for and giving suggestions and advice, expressions used in

asking necessity and obligation, and expressions used in

persuading and convincing.

Alokasi Waktu : 2x45 menit

Pertemuan ke : 1

A. Kompetensi Dasar

2.6 Memahami instruksi-instruksi sederhana

B. Indikator

1. Mengidentifikasi ungkapan-ungkapan untuk menggambarkan proses kerja dan atau

berfungsinya suatu alat dikemukakan dengan benar.

2. Mengidentifikasi ungkapan-ungkapan untuk meminta dan memberi saran dan

nasihat (suggestion and advice).

3. Mengidentifikasi ungkapan-ungkapan untuk menyatakan keharusan dan kewajiban

(necessity and obligation) digunakan dengan tepat.

4. Mengidentifikasi ungkapan-ungkapan untuk meyakinkan dan membujuk orang

lain (convincing and persuading) agar menerima pendapat atau usulan yang

diajukan digunakan dengan tepat.

C. Tujuan Pembelajaran

1. Siswa mampu mengidentifikasi ungkapan-ungkapan untuk menggambarkan proses

kerja dan atau berfungsinya suatu alat dikemukakan dengan benar.

2. Siswa mampu mengidentifikasi ungkapan-ungkapan untuk meminta dan memberi

saran dan nasihat (suggestion and advice).

3. Siswa mampu mengidentifikasi ungkapan-ungkapan untuk menyatakan keharusan

dan kewajiban (necessity and obligation) digunakan dengan tepat.

4. Siswa mampu mengidentifikasi ungkapan-ungkapan untuk meyakinkan dan

membujuk orang lain (convincing and persuading) agar menerima pendapat atau

usulan yang diajukan digunakan dengan tepat.

D. Materi Pokok 1. Procedure Text

a. Contoh Procedure Text

How to Use Camera

You need:

127

A digital camera (DSLR camera or pocket camera or the others camera that you

have)

The object (find something that interesting to you like animals, buildings or the

others)

Steps:

handle the camera and turn on it

center the object in the LCD and manage the zoom control until you get the best

view

When you are ready to take the picture, hold the shutter speed, and various other

calculations.

Then, a light should appear that let you know the camera is set to go.

After that, press shutter all the way down.

b. Social Function of Procedure Text

The social purpose of procedure text is to show how something is done

through sequence of steps which enable the reader to achieve the goal.

c. Generic Structure of Procedure Text

1) Goals

2) Materials

3) Steps

2. Contoh dialog expressions of suggestion and advice

Helen: I just can’t tolerate her bad habit.

Clara: who are you talking about?

Helen: my classmate.

Clara: what’s wrong with her?

Helen: she litters garbage anywhere she wants. What a bad habit she has!

Clara: don’t complain. You should talk to her. You ought to remind her again and

again.

Helen : Thanks for the advice

3. Contoh dialog expressions of necessity and obligation

a. Necessity

Susie: “Andy, you have to drive to the hospital!”

Andy: “Why are you so hurry? What’s the matter?”

Susie: “My father got a heart attack. I need to check him there.”

Andy: “okay, let’s go.”

b. Obligation

James: Excuse me, Mr. Rudolph. May I come in?

Mr. Rudolph: Yes, James. Come in, please. Well, how can I help you?

James: I want to submit my math assignment. I know it’s already very late.

128

Mr. Rudolph: James, you were supposed to submit this assignment a week ago. But

you failed. Sorry, I can’t accept it.

James: But please, Mr. Rudolph. Give me a second! Let me explain my situation.

Please, I beg you, Mr. Rudolph.

Mr. Rudolph: Alright. What’s your reason?

James: Mr. Rudolph, I was supposed to submit this assignment a week ago, but then

my mother was ill in hospital and I had to stay with her during that time.

Mr. Rudolph: In that case, you’re supposed to ask your friend to submit it.

James: I did, Mr. Rudolph. Unfortunately, she missed the paper and this morning she

found it tucked in her algebra book. She was supposed to be careful with my paper. I

just learned that she had been so careless. Please, give me a chance.

4. Contoh dialog expressions of convincing and persuading

Mira: Are you busy right now.

Mhita: Nope. What's the matter?

Mira: Can you take me shopping right now? I need to busy some wedding party.

Mhita: Sure

Mira: Do you have any idea where to buy a nice dress?

Mhita: You should go to Barbara boutique. It is far from here. They have huge

collection of dress over there

Mira: Sure, why not. But first, I have to go to bank to withdraw some money.

Mhita: Yeah, of course. I ensure you that you will find your perfect dress there.

E. Metode Pembelajaran/Teknik:

Collaborative learning

F. Langkah-Langkah Kegiatan

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru memberikan beberapa pertanyaan pada

siswa:

1) Have you ever learnt about how to

operating something in English?

2) Do you know procedure text? Where can

you find it?

3) How many kinds of expressions used in

speaking english? What are they?

5 menit

Inti

a. Guru membentuk kelompok siswa sebanyak

4 kelompok yang berisi 6 orang.

b. Setiap kelompok diberikan 1 topik dari 4

topik yang ada (procedure text, expressions

of suggestion and advice, expressions of

necessity and obligation, and expressions of

convincing and persuading).

c. Setiap kelompok diberikan contoh teks atau

80 menit

129

Kegiatan Langkah Waktu

dialog berdasarkan topic yang mereka

dapatkan.

d. Siswa diminta mengidentifikasi unsur

kebahasaan dari teks dan ekspresi apa saja

yang terdapat di dialog.

e. Siswa diminta berdiskusi dengan teman

sekelompoknya.

f. Siswa diminta menyebutkan ungkapan-

ungkapan apa saja yang ditemukan.

g. Guru mengoreksi dan menjelaskan setiap

ungkapan yang ditemukan siswa.

Penutup

a. Guru dan siswa me-review apa saja yang

sudah dipelajari hari ini.

b. Guru memberikan tugas untuk membuat

presentasi sesuai dengan topic yang mereka

dapatkan pada pertemuan berikutnya

c. Guru menentukan kelompok mana yang akan

maju pada pertemuan berikutnya.

5 menit

G. Sumber/Alat/Bahan

1. Teks yang diberikan guru

2. Teks procedure, teks dialog

3. Buku bahasa inggris yang relevan

H. Penilaian

1. Teknik: tertulis

2. Bentuk: observasi kelas

3. Kriteria penilaian kinerja dan tugas:

a. Pencapaian fungsi sosial

b. Kelengkapan dan keruntutan generic structure pada procedure text,

expressions of suggestion and advice, expressions of necessity and obligation,

and expressions of convincing and persuading.

c. Ketetapan unsur kebahasaan: tata bahasa, kosa kata, ejaan.

d. Kesesuaian format penulisan/penyampaian.

e. Sikap (bertanggung jawab, jujur, santun dalam berkomunikasi, percaya diri,

kedisiplinan dalam tugas)

Mengetahui, Tangerang, 28 Februari 2019

Guru Mata Pelajaran Peneliti

Wurryanthy S.Pd Fenny Yutika Seli, S.Pd

NIP. NIP.

130

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Satuan Pendidikan: SMK Prima Unggul

Kelas/Semester : XI/2 (CONTROL GROUP)

Mata Pelajaran : Bahasa Inggris

Topik : Procedure Text

Materi Pokok : Expression used in describing processes, expressions used in

asking for and giving suggestions and advice, expressions used in

asking necessity and obligation, and expressions used in

persuading and convincing.

Alokasi Waktu : 4x45 menit

Pertemuan ke : 2 & 3

A. Kompetensi Dasar

2.6 Memahami instruksi-instruksi sederhana

B. Indikator

1. Menjelaskan definisi, unsur kebahasaan dan contoh-contoh pada topic procedure

text, suggestion and advice, necessity and obligation, dan persuading and

convincing.

2. Memperagakan ungkapan-ungkapan pada procedure text, suggestion and advice,

necessity and obligation, dan persuading and convincing.

3. Mendiskusikan topik dan dialog yang terdapat pada procedure text, suggestion and

advice, necessity and obligation, dan persuading and convincing.

4. Menyimpulkan kegunaan procedure text, suggestion and advice, necessity and

obligation, dan persuading and convincing.

C. Tujuan Pembelajaran

1. Siswa mampu Menjelaskan definisi, unsur kebahasaan dan contoh-contoh pada

topic procedure text, suggestion and advice, necessity and obligation, dan

persuading and convincing.

2. Siswa mampu memperagakan ungkapan-ungkapan pada procedure text, suggestion

and advice, necessity and obligation, dan persuading and convincing.

3. Siswa mampu mendiskusikan topik dan dialog yang terdapat pada procedure text,

suggestion and advice, necessity and obligation, dan persuading and convincing.

4. Siswa mampu menyimpulkan kegunaan procedure text, suggestion and advice,

necessity and obligation, dan persuading and convincing.

D. Materi Pokok 1. Slide show containing procedure text

2. Slide show containing suggestion and advice

3. Slide show containing necessity and obligation

4. Slide show containing convincing and persuading

131

E. Metode Pembelajaran/Teknik:

Collaborative learning

F. Langkah-Langkah Kegiatan

1. Presentasi kelompok 1&2

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru menanyakan power point atau slide

show yang sudah mereka buat

c. Guru memberi arahan terkait pelaksanaan

presentasi

5 menit

Inti

a. Kelompok 1 dan 2 diminta mempersiapkan

presentasi (kelompok 1: procedure text,

kelompok 2: suggestion and advice)

b. Siswa diminta mengumpulkan hasil print out

slide show yang telah mereka buat

c. Kelompok 1 dan 2 diminta maju

mempresentasikan hasil diskusi mereka

dalam waktu 10-15 menit

d. Power point harus berisi tentang the

definition, the function, the tenses can be

used, the example of dialog, the discussions

of dialog, and conclusion.

e. Selain mempresentasikan, siswa diminta

memperagakan dialog pada setiap topik

f. Guru menilai dan memberikan feedback serta

saran bagi kelompok yang sudah maju

maupun yang belum maju

80 menit

Penutup

a. Guru dan siswa me-review apa saja yang

sudah dipelajari hari ini.

b. Guru meningatkan kelompok 3&4 untuk

maju presentasi pada pertemuan berikutnya

5 menit

2. Presentasi kelompok 3&4

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru menanyakan power point atau slide

show yang sudah mereka buat

c. Guru memberi arahan terkait pelaksanaan

presentasi

5 menit

Inti

a. Kelompok 3 dan 4 diminta mempersiapkan

presentasi (kelompok 3: necessity and

obligation, kelompok 4: persuading and

80 menit

132

Kegiatan Langkah Waktu

convincing)

b. Siswa diminta mengumpulkan hasil print out

slide show yang telah mereka buat

c. Kelompok 3 dan 4 diminta maju

mempresentasikan hasil diskusi mereka

dalam waktu 10-15 menit

d. Power point harus berisi tentang the

definition, the function, the tenses can be

used, the example of dialog, the discussions

of dialog, and conclusion.

e. Selain mempresentasikan, siswa diminta

memperagakan dialog pada setiap topik

f. Guru menilai dan memberikan feedback serta

saran bagi kelompok yang sudah maju

maupun yang belum maju

Penutup

a. Guru dan siswa me-review apa saja yang

sudah dipelajari hari ini.

b. Guru memberikan evaluasi kepada semua

kelompok

5 menit

G. Sumber/Alat/Bahan

1. Power point yang dibuat siswa

2. Teks procedure, teks dialog

3. Buku bahasa inggris yang relevan

H. Penilaian

1. Teknik: tertulis

2. Bentuk: observasi kelas

3. Kriteria penilaian kinerja dan tugas:

a. Pencapaian fungsi sosial

b. Kelengkapan dan keruntutan generic structure pada procedure text,

expressions of suggestion and advice, expressions of necessity and obligation,

and expressions of convincing and persuading.

c. Ketetapan unsur kebahasaan: tata bahasa, kosa kata, ejaan.

d. Kesesuaian format penulisan/penyampaian.

e. Sikap (bertanggung jawab, jujur, santun dalam berkomunikasi, percaya diri,

kedisiplinan dalam tugas)

Scoring Table

Students Aspects of speaking performance

1 2 3 4 5 TOTAL

Students 1

Students 2

133

Students Aspects of speaking performance

Students 3

Students 4

Students 5

Mengetahui, Tangerang, 4 Maret 2019

Guru Mata Pelajaran Peneliti

Wurryanthy S.Pd Fenny Yutika Seli, S.Pd

NIP. NIP.

134

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Satuan Pendidikan: SMK Prima Unggul

Kelas/Semester : XI/2 (CONTROL GROUP)

Mata Pelajaran : Bahasa Inggris

Topik : Procedure Text

Materi Pokok : Expression used in describing processes, expressions used in

asking for and giving suggestions and advice, expressions used in

asking necessity and obligation, and expressions used in

persuading and convincing.

Alokasi Waktu : 2x45 menit

Pertemuan ke : 4

A. Kompetensi Dasar

2.6 Memahami instruksi-instruksi sederhana

B. Indikator

1. Mendiskusikan ungkapan-ungkapan untuk menggambarkan proses kerja dan atau

berfungsinya suatu alat (procedure text), meminta dan memberi saran dan nasihat

(suggestion and advice), menyatakan keharusan dan kewajiban (necessity and

obligation), meyakinkan dan membujuk orang lain (convincing and persuading).

2. Memerinci unsur kebahasaan dan ungkapan-ungkapan untuk menggambarkan

proses kerja dan atau berfungsinya suatu alat (procedure text), meminta dan

memberi saran dan nasihat (suggestion and advice), menyatakan keharusan dan

kewajiban (necessity and obligation), meyakinkan dan membujuk orang lain

(convincing and persuading) dalam tulisan dialog.

3. Melengkapi meteri yang sebelumnya sudah didapat dengan materi-materi baru

tentang procedure text, suggestion and avice, necessity and obligation, dan

convincing and persuading.

4. Membuat slide show pada ms. Power point untuk presentasi selanjutnya

C. Tujuan Pembelajaran

1. Siswa mampu mendiskusikan ungkapan-ungkapan untuk menggambarkan proses

kerja dan atau berfungsinya suatu alat (procedure text), meminta dan memberi

saran dan nasihat (suggestion and advice), menyatakan keharusan dan kewajiban

(necessity and obligation), meyakinkan dan membujuk orang lain (convincing and

persuading).

2. Siswa mampu memerinci unsur kebahasaan dan ungkapan-ungkapan untuk

menggambarkan proses kerja dan atau berfungsinya suatu alat (procedure text),

meminta dan memberi saran dan nasihat (suggestion and advice), menyatakan

keharusan dan kewajiban (necessity and obligation), meyakinkan dan membujuk

orang lain (convincing and persuading) dalam tulisan dialog.

3. Siswa mampu melengkapi meteri yang sebelumnya sudah didapat dengan materi-

materi baru tentang procedure text, suggestion and avice, necessity and obligation,

dan convincing and persuading.

135

4. Siswa mampu membuat slide show pada ms. Power point untuk presentasi

selanjutnya

D. Materi Pokok 1. Procedure Text

2. Explanation of suggestion and advice

3. Explanation of necessity and obligation

4. Explanation of convincing and persuading

E. Metode Pembelajaran/Teknik:

Collaborative learning

F. Langkah-Langkah Kegiatan

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru menanyakan materi yang mereka dapatkan

di pertemuan berikutnya

c. Guru me-review secara singkat tentang

presentasi sebelumnya

5 menit

Inti

a. Siswa diminta bergabung dengan kelompok

masing-masing

b. Guru menukar tema kepada setiap kelompok

c. Setiap kelompok diminta membuka LKS dan

catatan pada pertemuan sebelumnya untuk

membaca materi

d. Siswa diminta menambahkan informasi tentang

materi yang didapatkan dari berbagai sumber

e. Setiap kelompok diminta membuat slide show

sesuai dengan tema

f. Setiap kelompok diminta berdiskusi dan

bertanya kepada guru terkait slide show yang

mereka buat

g. Guru memberikan saran dan memperbaiki

kesalahan-kesalahan yang terdapat pada

penjelasan di setiap topik

h. Bagi kelompok yang sudah selesai mengerjakan

slide shownya diminta untuk latihan presentasi.

i. Guru memberi masukkan terhadap setiap

kelompok yang sudah melakukan latihan

80 menit

Penutup

a. Guru dan siswa me-review apa saja yang sudah

dipelajari hari ini.

b. Guru memberikan tugas untuk

mempresentasikan hasil diskusi hari ini pada

pertemuan berikutnya bagi kelompok 1 & 2

dengan tema yang sudah di-rolling

5 menit

136

G. Sumber/Alat/Bahan

1. Slide show yang dibuat oleh siswa

2. Teks procedure, teks dialog

3. Buku bahasa inggris yang relevan

H. Penilaian

1. Teknik: tertulis

2. Bentuk: observasi kelas

3. Kriteria penilaian kinerja dan tugas:

a. Pencapaian fungsi sosial

b. Kelengkapan dan keruntutan generic structure pada procedure text,

expressions of suggestion and advice, expressions of necessity and obligation,

and expressions of convincing and persuading.

c. Ketetapan unsur kebahasaan: tata bahasa, kosa kata, ejaan.

d. Kesesuaian format penulisan/penyampaian.

e. Sikap (bertanggung jawab, jujur, santun dalam berkomunikasi, percaya diri,

kedisiplinan dalam tugas)

Mengetahui, Tangerang, 7 Maret 2019

Wurryanthy S.Pd Fenny Yutika Seli, S.Pd

137

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Satuan Pendidikan: SMK Prima Unggul

Kelas/Semester : XI/2 (CONTROL GROUP)

Mata Pelajaran : Bahasa Inggris

Topik : Procedure Text

Materi Pokok : Expression used in describing processes, expressions used in

asking for and giving suggestions and advice, expressions used in

asking necessity and obligation, and expressions used in

persuading and convincing.

Alokasi Waktu : 4x45 menit

Pertemuan ke : 5 & 6

A. Kompetensi Dasar

2.7 Memahami instruksi-instruksi sederhana

B. Indikator

1. Menjelaskan definisi, unsur kebahasaan dan contoh-contoh pada topic procedure

text, suggestion and advice, necessity and obligation, dan persuading and

convincing.

2. Memperagakan ungkapan-ungkapan pada procedure text, suggestion and advice,

necessity and obligation, dan persuading and convincing.

3. Mendiskusikan topik dan dialog yang terdapat pada procedure text, suggestion and

advice, necessity and obligation, dan persuading and convincing.

4. Menyimpulkan kegunaan procedure text, suggestion and advice, necessity and

obligation, dan persuading and convincing.

C. Tujuan Pembelajaran

1. Siswa mampu Menjelaskan definisi, unsur kebahasaan dan contoh-contoh pada

topic procedure text, suggestion and advice, necessity and obligation, dan

persuading and convincing.

2. Siswa mampu memperagakan ungkapan-ungkapan pada procedure text, suggestion

and advice, necessity and obligation, dan persuading and convincing.

3. Siswa mampu mendiskusikan topik dan dialog yang terdapat pada procedure text,

suggestion and advice, necessity and obligation, dan persuading and convincing.

4. Siswa mampu menyimpulkan kegunaan procedure text, suggestion and advice,

necessity and obligation, dan persuading and convincing.

D. Materi Pokok 1. Slide show containing procedure text

2. Slide show containing suggestion and advice

3. Slide show containing necessity and obligation

4. Slide show containing convincing and persuading

138

E. Metode Pembelajaran/Teknik:

Collaborative learning

F. Langkah-Langkah Kegiatan

1. Presentasi kelompok 1&2

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru menanyakan power point atau slide

show yang sudah mereka buat

c. Guru memberi arahan terkait pelaksanaan

presentasi

5 menit

Inti

a. Kelompok 1 dan 2 diminta mempersiapkan

presentasi (kelompok 1: necessity and

obligation, kelompok 2: convincing and

persuading)

b. Siswa diminta mengumpulkan hasil print out

slide show yang telah mereka buat

c. Kelompok 1 dan 2 diminta maju

mempresentasikan hasil diskusi mereka

dalam waktu 10-15 menit

d. Power point harus berisi tentang the

definition, the function, the tenses can be

used, the example of dialog, the discussions

of dialog, and conclusion.

e. Selain mempresentasikan, siswa diminta

memperagakan dialog pada setiap topik

f. Guru menilai dan memberikan feedback serta

saran bagi kelompok yang sudah maju

maupun yang belum maju

80 menit

Penutup

a. Guru dan siswa me-review apa saja yang

sudah dipelajari hari ini.

b. Guru meningatkan kelompok 3&4 untuk

maju presentasi pada pertemuan berikutnya

5 menit

2. Presentasi kelompok 3&4

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru menanyakan power point atau slide

show yang sudah mereka buat

c. Guru memberi arahan terkait pelaksanaan

presentasi

5 menit

Inti a. Kelompok 3 dan 4 diminta mempersiapkan 80 menit

139

Kegiatan Langkah Waktu

presentasi (kelompok 3: procedure text,

kelompok 4: suggestion and advice)

b. Siswa diminta mengumpulkan hasil print out

slide show yang telah mereka buat

c. Kelompok 3 dan 4 diminta maju

mempresentasikan hasil diskusi mereka

dalam waktu 10-15 menit

d. Power point harus berisi tentang the

definition, the function, the tenses can be

used, the example of dialog, the discussions

of dialog, and conclusion.

e. Selain mempresentasikan, siswa diminta

memperagakan dialog pada setiap topik

f. Guru menilai dan memberikan feedback serta

saran bagi kelompok yang sudah maju

maupun yang belum maju

Penutup

a. Guru dan siswa me-review apa saja yang

sudah dipelajari hari ini.

b. Guru memberikan evaluasi kepada semua

kelompok

5 menit

G. Sumber/Alat/Bahan

1. Power point yang dibuat siswa

2. Teks procedure, teks dialog

3. Buku bahasa inggris yang relevan

H. Penilaian

4. Teknik: tertulis

5. Bentuk: observasi kelas

6. Kriteria penilaian kinerja dan tugas:

a. Pencapaian fungsi sosial

b. Kelengkapan dan keruntutan generic structure pada procedure text,

expressions of suggestion and advice, expressions of necessity and obligation,

and expressions of convincing and persuading.

c. Ketetapan unsur kebahasaan: tata bahasa, kosa kata, ejaan.

d. Kesesuaian format penulisan/penyampaian.

e. Sikap (bertanggung jawab, jujur, santun dalam berkomunikasi, percaya diri,

kedisiplinan dalam tugas)

Scoring Table

Students Aspects of speaking performance

1 2 3 4 5 TOTAL

Students 1

Students 2

140

Students Aspects of speaking performance

Students 3

Students 4

Students 5

Mengetahui, Tangerang, 8 Maret 2019

Guru Mata Pelajaran Peneliti

Wurryanthy S.Pd Fenny Yutika Seli, S.Pd

NIP. NIP.

141

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Satuan Pendidikan: SMK Prima Unggul

Kelas/Semester : XI/2 (CONTROL GROUP)

Mata Pelajaran : Bahasa Inggris

Topik : Procedure Text

Materi Pokok : Post-test

Alokasi Waktu : 2x45 menit

Pertemuan ke : 7

A. Kompetensi Dasar

2.6 Memahami instruksi-instruksi sederhana

B. Indikator

1. Mengaplikasikan ungkapan-ungkapan untuk menggambarkan proses kerja dan

atau berfungsinya suatu alat, meminta dan memberi saran dan nasihat (suggestion

and advice), menyatakan keharusan dan kewajiban (necessity and obligation),

meyakinkan dan membujuk orang lain (convincing and persuading) dalam

speaking test berbentuk interview.

C. Tujuan Pembelajaran

1. Siswa mampu mengaplikasikan ungkapan-ungkapan untuk menggambarkan proses

kerja dan atau berfungsinya suatu alat, meminta dan memberi saran dan nasihat

(suggestion and advice), menyatakan keharusan dan kewajiban (necessity and

obligation), meyakinkan dan membujuk orang lain (convincing and persuading)

dalam speaking test berbentuk interview.

D. Materi Pokok

1. Speaking test berbentuk interview (5 pertanyaan)

E. Metode Pembelajaran/Teknik:

Collaborative learning

F. Langkah-Langkah Kegiatan

Kegiatan Langkah Waktu

Pendahuluan

a. Guru membuka pertemuan dengan salam,

berdoa dan menanyakan kabar.

b. Guru mengecek kehadiran siswa

c. Guru me-review materi-materi yang telah

didaptkan selama presentasi

5 menit

Inti

a. Semua siswa diminta keluar kelas untuk

menunggu giliran interview

b. Satu persatu siswa dipanggil ke dalam kelas

secara acak

c. Guru mengetes kemampuan berbicara siswa

80 menit

142

Kegiatan Langkah Waktu

sesuai dengan pertanyaan yang telah dibuat

d. Siswa menjawab setiap pertanyaan dalam waktu

5 menit

e. Guru menilai kemampuan siswa sesuai dengan

rubric speaking test

Penutup

a. Guru mengucapkan terima kasih atas partisipasi

mereka dalam menggunakan role play dalam

pembelajaran

b. Guru menyerahkan kembali pembelajaran

kepada guru bahasa inggris yang berwenang

5 menit

G. Sumber/Alat/Bahan

1. Speaking test -interview

H. Penilaian

1. Teknik: tertulis

2. Bentuk: interview

3. Kriteria penilaian kinerja dan tugas:

a. Pencapaian fungsi sosial

b. Kelengkapan dan keruntutan generic structure pada procedure text,

expressions of suggestion and advice, expressions of necessity and obligation,

and expressions of convincing and persuading.

c. Ketetapan unsur kebahasaan: tata bahasa, kosa kata, ejaan.

d. Kesesuaian format penulisan/penyampaian.

e. Sikap (bertanggung jawab, jujur, santun dalam berkomunikasi, percaya diri,

kedisiplinan dalam tugas)

Scoring Table

Students Aspects of speaking performance

1 2 3 4 5 TOTAL

Students 1

Students 2

Students 3

Students 4

Students 5

Mengetahui, Tangerang, 14 Maret 2019

Guru Mata Pelajaran Peneliti

Wurryanthy S.Pd Fenny Yutika Seli, S.Pd

143

APPENDIX 3

PRE-TEST AND POST-TEST QUESTIONS

Questions 1: Explain the procedure of using a device

Directions: In this part of the test, you will describe how to use one of the picture on your

paper. You will have 30 seconds to prepare your response. Then you will have 45 seconds

to speak about each picture.

Pictures

Question 2: Propose a suggestion or advice

Directions: In this part of the test, you will be presented with a problem and asked to

propose a suggestion or advice. You will have 30 seconds to prepare. Then you will have

30 seconds to speak.

Problem

“A dead sperm whale that washed ashore in a national park in Indonesia had nearly 6kg

(13 lbs) of plastic waste in its stomach, park officials say. Items found included 115

drinking cups, four plastic bottles, 25 plastic bags and two flip-flops.”

Question 2: What is your suggestion or advice to everyone towards that problem?

144

Question 3-4: Stating necessity and obligation

Directions: In this part of the test, you will state your necessity and obligation Be sure to

say as much as you can in the time allowed. You will have 15 seconds to prepare. Then

you will have 30 seconds to speak in each question.

Question 3: what do you need if you want to write a news article?

Question 4: Could you state your obligation as a child at home and as a student at school?

Question 5: Convincing or persuading

Directions: In this part of the test, you will give your statement to convince or persuading

someone towards the two problems. Be sure to say as much as you can in the time allowed.

You will have 30 seconds to prepare. Then you will have 30 seconds to speak.

Problem:

“An Indonesian plane was temporarily grounded after passengers complained about an

overwhelming smell of durian in the cabin. Around two tons of durian, the world's stinkiest

fruit, was in the cargo hold of the Sriwijaya Air flight, bound for Jakarta from Bengkulu.”

Question 5: If you are the flight attendant, what will you say to convince and persuade the

passenger?

145 APPENDIX 4

ANGKET

KEPERCAYAAN DIRI TERHADAP BERBICARA BAHASA INGGRIS

Petunjuk pengisian:

1. Isilah terlebih dahulu identitas anda (nama dan kelas)

2. Bacalah setiap pernyataan dengan seksama

3. 3. Pilih jawaban pernyataaan dengan memberikan tanda silang pada alternative

jawaban yang paling sesuai dengan keadaan anda.

Keterngan:

SS : Sangat setuju

S : Setuju

R : Ragu ragu

TS : Tidak setuju

STS : Sangat tidak setuju

Nama: _______________________

Kelas: _______________________

No Pernyataan SS S R TS STS

1. Saya menyukai bahasa Inggris.

2. Saya merasa Bahasa Inggris itu penting

dipelajari.

3. Saya berani untuk berbicara bahasa

inggris didepan kelas.

4. Saya merasa bahasa inggris saya tidak

cukup bagus.

5. Saya banyak tahu tentang kosakata

bahasa inggris yang dikatakan oleh

guru atau teman saya.

6. Saya hanya tahu sedikit kosakata

Bahasa Inggris.

7. Saya merasa kesulitan dalam menghafal

kalimat Bahasa Inggris.

8. Saya mengganti dialog saya dengan

bahasa Indonesia ketika saya tidak tau

apa yang ingin saya ucapkan.

9. Ketika guru saya memberikan saya

kesempatan untuk menanyakan sesuatu,

saya selalu bertanya jika saya tidak

mengetahui materinya.

10. Saya memilih untuk diam apabila guru

meminta saya untuk berbicara atau

menjawab pertanyaan walaupun saya

tahu jawabannya.

11. Saya mau berbicara kepada sekelompok

orang dalam Bahasa Inggris.

146

12. Saya hanya berani berbicara Bahasa

Inggris didepan satu orang saja.

13. Saya merasa kemampuan berbicara

Bahasa Inggris teman saya lebih baik

daripada saya.

14. Saya dapat mempraktekkan

kemampuan berbicara Bahasa Inggris

saya dengan baik.

15. Kemampuan mendengarkan dalam

Bahasa Inggris saya biasa saja.

16. Saya sulit memahami apa yang guru

dan teman saya katakan.

17. Saya mencari kesempatan untuk

menggunakan bahasa inggris baik

didalam maupun diluar kelas.

18. Saya aktif berpartisipasi dalam kegiatan

di kelas Bahasa Inggris.

19. Saya cenderung pasif dalam kegiatan di

kelas Bahasa Inggris.

20. Saya dapat meng-improvisasi dialog

saya ketika saya lupa.

21. Saya dapat memberikan pendapat

dalam bahasa inggris ketika berbicara

dengan teman atau guru bahasa inggris.

22. Saya dapat mengkritik teman saya

apabila mereka salah dalam

mempraktekkan bahasa inggris.

23. Saya senang jika saya ditunjuk untuk

berbicara di depan kelas.

24. Saya seringkali merasa gugup jika

berbicara di depan kelas.

25. Saya takut untuk melakukan kesalahan

dan membuat saya malu.

26. Saya malas memperjuangkan cita-cita

saya.

27. Saya percaya saya akan menjadi

seorang yang mampu berbicara bahasa

inggris di masa depan.

28. Saya akan belajar Bahasa Inggris untuk

mendukung skill saya untuk

menghadapi pekerjaan di masa depan.

29. Saya menghindari untuk berdiskusi

tentang Bahasa Inggris diluar jam

pelajaran.

30. Saya malas mencari sumber belajar

tambahan untuk meningkatkan

kemampuan berbicara saya.

147

147 APPENDIX 5

UJI VALIDITAS INSTRUMEN TES KEMAMPUAN BERBICARA BAHASA

INGGRIS SMK KELAS 11 JURUSAN BROADCASTING DENGAN

MENGGUNAKAN METODE CONTENT VALIDITY RATIO (CVR) POKOK

BAHASAN PROCEDURE TEXT

Untuk menguji validitas secara isi dari instrumen tes kemampuan berbicara, para penilai

diharapkan mencentang atau memberi tanda (√) pada kolom E: Esensial (soal tersebut

sangat penting untuk mengukur kemampuan berbicara bahasa inggris dalam pokok

bahasan prosedur teks, atau TE: Tidak Esensial (soal tersebut tidak terlalu penting untuk

mengukur kemampuan berbicara bahasa inggris dalam pokok bahasan prosedur teks), atau

TR: Tidak Representasi ( soal tersebut tidak ada kaitannya dengan kemampuan berbicara

bahasa inggris dalam pokok bahasan prosedur teks) pada masing-masing yang berbentuk

tes uraian dibawah ini.

No Butir soal

Indicator

procedure

text

E TE TR Keterangan

1 Explain the procedure of using a

device Directions: In this part of the

test, you will describe how to use

one of the picture on your paper. You will have 30 seconds to

prepare your response. Then you

will have 45 seconds to speak

about each picture.

Pictures:

Students’

ability to

describe a

process of

using a

device or

function the

function of

it.

148

2 Propose a suggestion or advice

Directions: In this part of the

test, you will be presented

with a problem and asked to

propose a suggestion or

advice. You will have 30

seconds to prepare. Then you

will have 30 seconds to speak.

Problem

“A dead sperm whale that

washed ashore in a national

park in Indonesia had nearly

6kg (13 lbs) of plastic waste in

its stomach, park officials say.

Items found included 115

drinking cups, four plastic

bottles, 25 plastic bags and

two flip-flops.”

Question: What is your

suggestion or advice to

everyone towards that

problem?

Students’

ability in

asking and

giving

suggestion

and advice

3 Propose a suggestion or advice

Directions: In this part of the

test, you will be presented

with a problem and asked to

propose a suggestion or

advice. You will have 30

149

seconds to prepare. Then you

will have 30 seconds to speak.

Problem:

More than 270 election

workers in Indonesia have

died, mostly of fatigue-related

illnesses caused by long hours

of work counting millions of

ballot papers by hand, an

official says.

Question: What is your

suggestion or advice to

government towards that

problem?

4 Stating necessity and

obligation

Directions: In this part of the

test, you will state your

necessity and obligation Be

sure to say as much as you can

in the time allowed. You will

have 15 seconds to prepare.

Then you will have 30

seconds to speak in each

question.

Question: what do you need if

you want to write a news

article?

Students’

ability to

state

necessity

and

obligation

appropriately

5 Stating necessity and

obligation

Directions: In this part of the

test, you will state your

necessity and obligation Be

sure to say as much as you can

in the time allowed. You will

have 15 seconds to prepare.

Then you will have 30

seconds to speak in each

question.

Question: Could you state

your obligation as a child at

home and as a student at

school?

150

6 Convincing or persuading

Directions: In this part of the

test, you will give your

statement to convince or

persuading someone towards

the two problems. Be sure to

say as much as you can in the

time allowed. You will have

30 seconds to prepare. Then

you will have 30 seconds to

speak.

Problem:

“An Indonesian plane was

temporarily grounded after

passengers complained about

an overwhelming smell of

durian in the cabin. Around

two tons of durian, the world's

stinkiest fruit, was in the cargo

hold of the Sriwijaya Air

flight, bound for Jakarta from

Bengkulu.”

Question: If you are the flight

attendant, what will you say to

convince and persuade the

passenger?

Students’

ability to

convince and

persuade

someone to

accept the

opinions or

suggestions

given.

7 Convincing or persuading

Directions: In this part of the

test, you will give your

statement to convince or

persuading someone towards

the two problems. Be sure to

say as much as you can in the

time allowed. You will have

30 seconds to prepare. Then

you will have 30 seconds to

speak.

Problem

People with a body mass

index (BMI) of 30-35 were at

70% higher risk of developing

heart failure than their healthy

weight peers (18.5-25 BMI).

The study of 2.8 million adults

151

showed even slightly

overweight people were twice

as likely to get Type 2

diabetes.

Question: what will you say

to convince and persuade to

prevent diabetes?

152 APPENDIX 6

PRE-TEST DATA

A1 A2 B1 B2 A1B1 A1B2 A2B1 A2B2

65 55 65 50 65 50 55 50

68 62 68 50 68 50 62 58

50 70 60 52 60 52 70 52

60 75 65 50 65 50 75 50

50 68 64 50 64

68

65 65 62 58 62

65

64 82 72 52 72

82

62 50 80 50 80

60

52 58 72

72

64

72 60 82

82

82

80 64 75

75

65

72 82 62

62

80

82 65 72

72

78

75 52 72

72

70

62 80 82

82

72

72 78 84

84

75

72 70 55

55

80

82 72 64

64

60

84 75 70

70

80

50 80 68

68

62

55 50 55

64 60 62

70 80 70

68 62 75

68

65

82

60

64

82

65

80

78

70

72

153

75

80

60

80

62

154

POST-TEST DATA

A1 A2 B1 B2 A1B1 A1B2 A2B1 A2B2

80 62 80 70 80 70 62 58

82 70 82 68 82 68 70 66

65 74 70 70 70 70 74 60

70 75 75 66 75 66 75 54

68 72 78 58 78

72

75 70 74 66 74

70

78 86 76 60 76

86

74 58 85 54 85

70

64 66 78

78

72

76 70 86

86

84

85 72 80

80

72

78 84 72

72

80

86 72 76

76

78

80 60 78

78

74

72 80 84

84

78

76 78 90

90

77

78 74 70

70

82

84 78 72

72

68

90 77 78

78

80

66 82 80

80

70

70 54 62

72 68 70

78 80 74

80 70 75

72

70

86

70

155

72

84

72

80

78

74

78

77

82

68

80

70

156

CONTENT VALIDITY RECAPITULATION OF

SPEAKING TEST BY USING CVR METHOD

Respondent Soal

ne 1 2 3 4 5 6 7

R01 E E TR TR E E TR 4

R02 E E E E E E E 7

R03 E E TE E E E TE 5

R04 E E E E E E E 7

R05 E E E E E E E 7

R06 E E TE E E E TE 5

R07 E E E E TE TR E 5

R08 E E E E E E E 7

ne 8 8 5 7 7 7 5

ne = people who answer “essential”

Question

number

E TE TR N ne N/2 (ne-

N/2)

Nilai

CVR

Minimum

score

Result

1 8 0 0 8 8 4 4 1 0.75 Valid

2 8 0 0 8 8 4 4 1 0.75 Valid

3 5 2 1 8 5 4 1 0.25 0.75 Invalid

4 8 0 1 8 7 4 3 0.75 0.75 Valid

5 7 1 0 8 7 4 3 0.75 0.75 Valid

6 7 0 1 8 7 4 3 0.75 0.75 Valid

7 5 2 1 8 5 4 1 0.25 0.75 Invalid

157 APPENDIX 7

Timeline of the Research

Time

Process

2017 2018 2019

Sep

tem

ber

Oct

ob

er

No

vem

ber

Dec

emb

er

Ja

nu

ary

Feb

rua

ry

Ma

rch

Ap

ril

Ma

y

Ju

ne

Ju

ly

Au

gu

st

Sep

tem

ber

Oct

ob

er

No

vem

ber

Dec

emb

er

Ja

nu

ary

Feb

rua

ry

Ma

rch

Ap

ril

Ma

y

Ju

ne

Proposal Exam

Consultation

with examiners

Getting

Advisors

Consultation

with advisors

(Chapter 1 to

3)

Taking the data

in the school

Data

Processing

Consultation

with advisors

(Chapter 1 to

5)

Result Seminar

Exam

Thesis

Promotion

Exam

Graduation

158

Details of Teaching and Learning Activity

Number of

Meeting Activities Notes

1st meeting Did the pre-test and Questionnaire 5 minutes did the spoken

test for each students

After they took spoken

test, they filled the

questionnaire given

2nd

meeting a) Divided the students into 6 groups and

gave them 6 different topics

b) Exploring the materials (procedure

text topics)

c) Did the task in LKS

Topics:

1. Describing a process

of using a device or

function of it.

(procedure text)

2. asking and giving

suggestion and advice

3. stating necessity and

obligation

4. convincing and

persuading someone

to accept the opinions

or suggestions given.

3rd

meeting a) Watched a drama/role play video

b) Explaining the role play technique

c) Making the role play script based on

their topics

d) Decided the groups that have to

present in the next meeting

Treatment I

4th meeting a) The teacher checked the scripts that

were made by them

b) Group 1 and group 2 presented the

role play

c) Giving feedback

Each group presented the

role play for 5-10 minutes

5th meeting a) The teacher checked the scripts that

were made by them

b) Group 3 and group 4 presented the

role play

c) Giving feedback

Each group presented the

role play for 5-10 minutes

6th meeting a) The teacher checked the scripts that

were made by them

b) Group 5 and group 6 presented the

role play

c) Giving feedback

d) Rolling the topics for the next show

Each group presented the

role play for 5-10 minutes

Next presentation = group

3 and group 4

7th meeting a) Evaluating the whole performance last

week

b) Exploring the materials

c) Making the role play script

Treatment II

159

d) Practicing the role play before

perform in the next meeting

8th meeting a) The teacher checked the scripts that

were made by them

b) Group 3 and group 4 presented the

role play

c) Giving feedback

Each group presented the

role play for 5-10 minutes

9th meeting a) The teacher checked the scripts that

were made by them

b) Group 5 and group 6 presented the

role play

c) Giving feedback

Each group presented the

role play for 5-10 minutes

10th meeting a) The teacher checked the scripts that

were made by them

b) Group 1 and group 2 presented the

role play

c) Giving feedback

d) Rolling the topics for the next show

Each group presented the

role play for 5-10 minutes

Next presentation = group

5 and group 6

11th meeting a) Evaluating the whole performance last

week

b) Exploring the materials

c) Making the role play script

d) Practicing the role play before

perform in the next meeting

Treatment III

12th meeting a) The teacher checked the scripts that

were made by them

b) Group 5 and group 6 presented the

role play

c) Giving feedback

Each group presented the

role play for 5-10 minutes

13th meeting a) The teacher checked the scripts that

were made by them

b) Group 1 and group 2 presented the

role play

c) Giving feedback

Each group presented the

role play for 5-10 minutes

14th meeting a) The teacher checked the scripts that

were made by them

b) Group 3 and group 4 presented the

role play

c) Giving feedback

Each group presented the

role play for 5-10 minutes

15th meeting Did the posttest 5 minutes did the spoken

test for each students

160

APPENDIX 8

PHOTOGRAPHS

A. Role Play

161

B. Presentation

162