The use of Role Play to Improve Speech
in English VIII Grade Students
with Narrative Text
(Classroom Action Research in SMP N 4 Klaten, 2011)







By:
Wahyu Widowati
A320090178



SCHOOL TEACHER TRAINING AND EDUCATION FACULTY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2011



Table of Content
A. Introduction
1. Background
2. Research Problem
3. Goal
4. Benefit of Research
B. Study of Theory and Hypothesis
1. Study of Theory
2. Hypothesis
C. Research Methodology
1. Setting
2. Subject
3. Method
4. Procedure
5. Collecting Data
6. Analyzing Data

References




A. Introduction
1. Background
English language proficiency is a requirement and necessity in the era of communication and globalization. English teaching in junior high school serves as a means of self-development of students in science, technology, and art. After completing his studies, they are expected to grow and develop into individuals who are independent, intelligent, skilled and personable ready to participate in national development.
Teaching English in junior high school covers the four language skills: listening, speaking, reading, and writing. All of them should be supported by other elements of language elements, they are: Vocabulary, Grammar, and Pronunciation accordance with the theme as a means of learning goal itself.
One of the four language skills mentioned above, learning of speaking skills were less able to function properly. Ability to express and respond to target is one very important thing that can support the existence of students in this era of globalization, because it will guarantee the existence of speaking students in getting jobs became an important requirement in obtaining a job. Criteria considered good speaking that is accurate, fluency, and can interact in the context of daily life.
Speaking of learning here wrapped in a narrative form of text which is one of the basic competencies to be mastered by students in VIII Junior High School. Narrative text is one of the opening texts in the genre, and it is a text that includes easy understanding for the junior high school students. Learning to express and respond to meaning in a simple form of short essays accurately, smoothly, and thank to interact in the context of daily life in text form and report procedure has been done in the classical writers. The authors describe the learning subject matter contained in the following indicators:
1. Identify the meaning of ideas in the form of narrative text.
2. Identify a variety of information contained in the form of narrative text.

Students are told to read the text of narrative form and then they translate it. Furthermore, students identify and find the meaning of ideas and information contained in the text of the narrative form. Learning outcomes are found below the minimum criteria for completeness (KKM). From the results the authors obtained data reflect that during the learning process students are very passive and did not complain and the emergence of a sense of confidence. They are very difficult to do job duties. Obviously, this learning is not effective or in other words, learning is unsuccessful (Fail). The above is a failure to yield and the learning process. Failure is a problem that must be addressed. To overcome the failure of learning mentioned above, the writer is trying to find solutions that fit with the demands of the Education Unit Level Curriculum. In this case a teacher required to be creative and innovative in finding suitable learning techniques to the situation and condition class. Principle PAKEM (Active, Creative, Effective, and Fun) should be implemented. The teacher is no longer a feared figure nor an authoritarian figure, but the teacher should be able to become a facilitator and a motor that is able to facilitate and move the students to acquire knowledge they need. Thus the author makes writing on the use of Role Play to Improve Speech in English Students with Narrative Text in SMP N 4 Klaten, 2011.

2. Research Problem
Based on the background mentioned above, the writer has formulated the problem posed in this proposal are:
• Is the solution to attract attention / interest of the students towards learning?
• Does the proposed solution of researchers can solve the problem? What dos the effective?
• How is the effectiveness of teaching / learning motivation of students, etc. when applied to the problem solution?
• What are the advantages and disadvantages of solution when applied in SD N Central Bareng, Klaten?


3. Goal
The goals that want to reach in this study are:
a. General goal: To improve the students speaking skills by role play in VIII level at SD N 2 Central Bareng.
b. Specific goal:
 The solution to attract attention / interest of the students towards learning.
 The proposed solution of researchers can solve the problem, the students can understand the generic structure, lexical grammatical, and social function. And students get more vocabulary of the text and how is the expression. And the students get improve their pronunciation.
 The students more interest to the process of teaching learning, because it likes drama.
 Advantages: the students understand all of the material by example, disadvantages: it needs more time to practice and it needs make their self be confidence.


4. Benefit of Research
A. For Teachers:
 Developing an effective learning model, efficient, and which can involve students actively in the process of learning English to improve their communicative competence.
 Helps to improve / enhance the teaching and learning processes and outcomes.
 Help improve the quality of teacher professionalism as an educator.
Assist in the preparation of scientific papers is one of the requirements of the group IVa promotion to the next level.
 Assist in the preparation of scientific papers to be used as assessments in order to get the benefits of certification of teachers / educators.


B. For Students
 Enhance students' skills in learning speaking accurately, fluently and thank to interact in the context of daily life with text narrative form that uses role-play.
Increase the feeling of pleasure and motivation to learn.
 Increasing student confidence in communicating.
 Increasing communicative competence and English language learning achievement.
Increasing liveliness, creativity, and student learning outcomes are higher.

C. For Schools
 Role Play learning model improve learning English in SMP N 4 Klaten.


B. Study of Theory and Hypothesis
1. Study of Theory
Role plays are very important in CLT because they give students an opportunity to practice communicating in different social contexts and in different social roles. Role plays can be set up so that they are very structured (for example, the teacher tells the students who they are and what they should say).
Narrative Text is a text that purpose to amuse or to entertain the reader or the listener and deal with actual or vicious experience in different ways to the reader or listener. Narrative text such as folk tales, fable, legend, fairy tale, etc.
For the conclusion of them, role play can help the students in SMP N 4 Klaten to understand the concepts of narrative text also the students can understand the generic structure, lexical grammatical and social function. The other reason students get more vocabulary; improve their pronunciation of the text and how are the expressions.

2. Hypothesis
Role plays can improve English learning achievement and students speaking skill in VIII grade in SMP N 4 Klaten.

C. Research Methodology

1. Setting
This research carried out in SMP N 4 Klaten is located at Dr Wahidin Sudirohusodo 26 Street, Barenglor, North Klaten telp (0272) 321552. It has a strategic location, because the school is located in the complex in downtown Klaten schooling. Besides it, this school is also a country school that is accredited by B from the Ministry of National Education, and this school also opened a flagship-class excellence of this school.
This research carried out for 1 month, from 1 november to 30 november 2011. Agenda:

no date Phase of activity
1 November 2, 2011 Planning stage
1. Identify the problem.
2. Analyze and formulate the problem.
3. Designing a model of classical learning.
4. Discuss the interactive learning model.
5. Setting up the instruments (questionnaires, guidelines, observations, test end).
6. Develop learning groups of students
7. Planning group work.
2. November 3-5, 2011
2nd week Action stage
1. Implementing measures in accordance with the planning.
2. Applying the model of classical learning.
3. Make observations on each of the steps according to plan activities.
4. Noting the existing allocation of time with the many activities that are carried out.
5. Anticipating by finding solutions when encountering many obstacles during the stages of activity.

3rd week Observation stage
Noting the findings during observation.
The final week Reflection stage
1. Analyzing the findings during execution observation.
2. 2. Analyzing weaknesses and successes of teachers when applying classical learning model and using role play.


2. Subject
Subject of this study were junior high school students in grade VIII N 4 Klaten, which amounts to 40 children: 20 women, 20 men. They come from middle class family down. They are students who are cheerful and enthusiastic in learning, but even so, there are also students who are shy tend to close themselves in the classroom. Here researcher helps students to develop them to be able to grow mainly develop his speaking ability.

3. Method
In this study researchers used Classroom Action Research (CAR). Classroom Action Research (CAR) is the systematic study of attempts to improve educational practice by groups of participants by means of their own practical actions and by means of their own reflection upon the effects of those actions.
Research design is as follows:
• Researchers to observe the process of learning in the classroom teacher who taught school.
• Researchers create measures that will be run in the process of observation.
• Researchers applied the measures that have been made into the teaching-learning process (role play).
• Researcher researchers observe and reflect on the methods used is better than previous methods.


4. Procedure
Research design is as follows:
• Researchers to observe the process of learning in the classroom teacher who taught school.
• Researchers create measures that will be run in the process of observation.
• Researchers applied the measures that have been made into the teaching-learning process (role play).
• Researcher researchers observe and reflect on the methods used is better than previous methods.


5. Collecting Data
Data collected in this study is a quantitative and qualitative data. Quantitative data provided in the form of test and qualitative data which contains information on the effectiveness of learning in the classroom.

6. Analyzing Data
Data in the form of values were analyzed with descriptive statistical techniques. Procedure is to use the SPSS application, while qualitative data were analyzed with the use of all data obtained will be make reference data in determining further action.















References:
Fauziati, Endang. 2009. Introduction to Methods and Approaches in Second or Foreign Language Teaching.Surakarta:PT.Era Pustaka Utama
Arikunto, Suharsimi. 2005. Penelitian Tindakan Kelas. Jakarta: Dirjen PMPPTK.

Kemmis, S. and Taggart, R. 1988. The Action Research Planner. Deakin:Deakin University.

Al Khosim, Nur. 2011. “Contoh Proposal PTK Bahasa Inggris SMP” (online),
(http://remenmaos.blogspot.com/2011/08/contoh-proposal-ptk-bahasa-inggris-smp.html, diakses tanggal 15 Desember 2011).

Sutopo, Anam. 2011. “print out data kuliah PTK”

Validity and Reability

METHODS OF DETERMINING VALIDITY

In general sense, validity is concerned with the extent to which tests results serve their intended use. Ex: test resultst might be used to describe the types of performance an individualcan demonstrate, or to predict an individual’s probable success in some future activity. Questions of validity are questionsof what may properly be inferred from a test score(American Psychological Association,1974).

Concept of validity:Validity refers to interpretation of test results (not to the test it self).
Validity is inferred from available evidence (not measured).
Validity is specific to a particular use (selection,placement,evaluation of learning,so forth.
Validity is expressed by degree (for example,high, moderate,low).

Basic Type of Validity
Type Question to be answer
Content validity How adequately does the test content sample the larger domain of situations it represents?
Criterion-related validities How well does test performance predict future performance (predictive validity) or estimate present standing (concurrent validity)on some other valued masure called a criterion?
Construct validity How well can test performance be explained in terms of psychogical attributes?

Content validity: is matter of determining whether the sample is representative of the large domain it is supposed to represent. It is especially important in achievement testing. We can built a test that has high content validity: (1)identifying the subject-matter topic and the learning outcomes to be measured, (2) preparing a set of specification,(3) constructing a set test that closely fits the set os specifications.

Criterion-Related Validities
There are 2 types: the first concerned with the use of test performance to predict future performance on some other valued measure called a criterion. The second concerned with the use of test performance to estimate current performance in some criterion. The key of both: the test scores, the criterion to be predicted.
Expectancy table is a simple and practical means of expresssing criterion-related validity, and especially useful for making predictions from test scores. It can use with criterion-referenced as well as norm-referenced tests.

Construct Validity
The aim is to identify all the factors that influence test performance and to determine the degree of influence of each. The process: identifying the construct that might account for test performance, formulating testable hypotheses from the theory surrounding each construct, gathering data to test these hypotheses.
These hypotheses might be stated in harmony with any general type of evidence:
1. Differences between known groups.
2. Changes in perfomance with training.
3. Correlations with other test.
4. Internal consistency.
5. Analysis of the test-taking process.
METHODS OF DETERMINING RELIABILITY
Realibility refers to the consistency of the test scores-that is, to how consistent they are from one measurement to another. Because of the ever present errors of measurement ,we can expect a certain amount of variation in test performance from one time to another,from one sample of items to, and from one part of the test to another.
Test-Retest Method
It requires administering the same form of the test to the same group after some time interval. The time between the two administrations may be just a few days/several years. The length of the time interval should fit the type of interpretation to be made from the results. Test-retest reliabiity coefficients are influenced both by errors another within the measurement procedure and by the day-to-day stability of the students’ responses.
Methods of Estimating Realibility
Method Type of Information Provided
1.Test-retest method 1.The stability of test scores over some given period of time.
2.Equivalent-forms method 2.The consistency of the test scores over different forms of the test (that is, different samples of items).
3.Test-retest with equivalent forms 3.the consistency of test scores over both a time interval and different forms of the test.
4.Internal-consistency methods 4.The consisncy of test scores over different parts of test.
Equivalent-Forms Method
Two equivalent forms of test(alternate/parallel) are administrated to the same group during the same testing session to measure the same abilities.
Test-Retest Method with Equivalent Forms
Correlation coefficient based on the odd and even items, for total test applying the Spearman-Brown:
Reliability of total test = 2 X reliability for ½ test
1 X reliability for ½ test Kuder-Richardson,3 type of info: number of items(K), means(M), standard deviation(s).
Reliability estimate(KR21)= 1 M (K-M)
K(S2)

Standard Errors of Measurement
= s √1-rn s: standard deviation, rn:reliability coefficient

Reliability of Criterion-Referenced Mastery Test
Use with criterion-referenced tests, they are likely to provide misleading results. When a criterion-referenced test is used to determine mastery(which is its major use), our primary concern is with how consistenly our test classifies masters and nonmasters.