Abstract
The study was aimed to investigate the role play
technique can be implement to improve speaking skill of the first frade student
of Smk Multimedia Tumpang Malang who encounter the problem in speaking class.
It is very important to implement the classroom action research since the
student speaking skill in English is low. So far it is proven by the score of
the student which was always under the passing grade. Role play as one of the drama education
technique is very challenging. The researcher is very interested in conducting
role play technique applied in this study. It motivated and triggered students
to have self-confidence. There are at least four step that the researcher
applying the process of role play, those are planning, acting, observing and
reflecting. The main data was about students’ improvement skill in speaking. It was
measured by giving test to the students. In the first cycle the average score
of the students were 63.67 while in the second cycle the average score of the
students were 74.20. This
activity was done in group work. The researcher also managed the period of
conducting the drama class in order to make the progress run smoothly. The conclusion based
on the result, it could be taken that the use of role play as one of education
drama improved students’ speaking skill. The students felt more confident to
speak English. Then, he suggested to the English teacher to apply role play
technique as the one of the method in teaching speaking to improve the
students’ speaking skill. Moreover, many researchers are suggested to develop
the teaching quality and to improve the students’ speaking skill.
Keywords: speaking skill, role play
Speaking English is considered as the most difficult language
skill by students since they should have lot of vocabulary, pronounce them
correctly, and use them in appropriate context
at the same time, speaking is one of the important
skills that students need to have especially for students of vocational high
school since it links to a great deal of their success in life especially in
the work fields when they have graduated from the school.
According to Nurlaelawati and Damayanti
(2011), students of vocational high school are expected to have the ability to
speak since many companies that hire SMK graduates often complain about their
English proficiency. In this case, the students must study hard to master it
and the teacher should create a good atmosphere in class. However, many
speaking activities do not work in class because many factors prevent students
from speaking English. They are afraid of making mistakes in their ability
(Harmer, 2007).
It is in line with the result of
preliminary investigation which I conducted in the class before conducting the
research. There were still many students who were not able to speak English and
were not active participants in the classroom, either because most of them have
not been highly motivated to put forward their opinion and ideas even to ask a
question. The teacher has also not created sufficient opportunities for the to
use English language in meaningful situation and has not provided the
appropriate method in teaching English.
In teaching speaking, teachers
should strive to improve their students’ vocabulary and confidence by creating
opportunities which will enable them to use the language within authentic
context and learn in meaningful context (Brown, 2011). In addition, teachers
should provide a good atmosphere in which students can get involved actively in
teaching-learning process (Savignon, 1983). Therefore, teachers should apply
various methods to teaching and learning such as co-operative learning, group
work, and drama-on-education activities or Educational drama. Of all above
mentioned speaking techniques, Educational Drama was regarded as a favourable
technique in aiding vocational high school students to adapted to different
level of proficiency and for different topics and they allow learners to
experience autonomy in the speaking skill (Thornbury, 2005). Malan (1973 stated
that drama-in-education aimed to develop students into confident and expressive
speaker. Being confident, students can be willing to speak a lot. Thereby, by
using Educational Drama, learning is expected to take place better since it can
provide enjoyable experience, create variety of activities and give more opportunities
for students to get involved in learning and develop their skill (Mcnaughton,
2006). According to Ulas (2008), drama has significant function especially in improving
speaking skill among the basic language skill.
It is with this background in mind,
that this study aims to provide an outline of how the implementation of
Educational Drama led to the overall improvement of the students’ speaking
ability in an English language proficiency at a Vocational High School in SMK
Kabupaten Malang.
References
Harmer, J. (2007).The practice of English language teaching
(4th. Ed.). England: Longman.
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