THE IMPACT OF USING ROLE-PLAY TECHNIQUES IN ENGLISH

TEACHING CLASSES TO IMPROVE STUDENTS' SPEAKING

ABILITIES AT SMPN 5 SERANG

Quantitative Research Proposal

Lecturer: Prof. Dr. Yudi Juniardi, S.pd, M.pd.

Arranged by:

Name : Kareni Ramadhian

NIM : 2223210047

Class : 5A

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF

SULTAN AGENG TIRTAYASA

2023
 PREFACES

Praise and gratitude to Allah SWT for His blessings and grace, I completed this quantitative
research proposal task. I wrote this quantitative research proposal to fulfil a Final Test of
Quantitative Research Methodology on an English Language Teaching course.

I also thank Mr Prof. Dr Yudi Juniardi, S.Pd., M.Pd as the lecturer of quantitative Research
Methodology in the English Language Teaching course, for his guidance in completing this
task. This quantitative research proposal. Provides writers and readers with new knowledge
and insights related to role-playing and speaking ability.

I also thank all those who have helped prepare this task. Hopefully, this quantitative
research proposal can be a reference for learning and a medium for readers to deepen their
knowledge. I realize that this quantitative research proposal is still not perfect. Therefore, I
hope for constructive criticism and suggestions for the perfection of this paper.

Wassalamu'alaikum Wr. Wb.

Serang, 12 Desember 2023

The Writer

Kareni Ramadhian
 TABLE OF CONTENTS

CHAPTER I

INTRODUCTION

1. Introduction

The English language is one of the most important languages in the world. English is a
universal language that requires everyone to be familiar with English because the ability to
interact with the language is essential (Faqih, 2017). There are four English language skills:
listening, reading, writing, and speaking. Speaking skill is a skill that people must master to
communicate with each other. Speaking as a productive skill is an essential part of the
language-learning process. First, it has been proven that people who speak English well can
communicate in English with others (Mardiani, 2017). Also, one of the main reasons
students take language courses is to acquire the ability to communicate with people who
speak another language. Therefore, a person's ability to understand language can be
manifested in communication by speaking. It's not easy to use English for conversation. It
is due to the speaker's requirement to secure a few essential English dialect viewpoints such
as articulation, language structure, lexicon, familiarity, and comprehension. In this case,
teachers must imaginatively create instructing and learning forms to form a great
environment, move forward students' talking abilities, pay consideration to talking
variables, and make English lessons more locks in.

Teaching is a learning process. Brown said that the term "teaching" could be replaced
with the term "learning" because "teaching" facilitates the learning process, provides the
learner with opportunities to learn, and creates the conditions necessary for learning
(Sinurat, Ginting, & Lubis, 2020). Teachers are active in teaching, and students can express
their ideas. Teaching is a communication process in which reciprocity occurs (feedback) or
two-way communication where teachers and students open up to each other and discuss.
Teaching English is the process of learning English. Because English is not our mother
tongue, we should focus more on learning English. Indonesia is one country that
implements English language subjects at each level of school. English as a second language
certainly makes it difficult for students to learn. English is a foreign language in Indonesia,
making teaching and learning difficult, even though some students have been learning
English since kindergarten (Aba, 2019). Many student face obstacles in learning English,
especially speaking skills. Students will be shy and lazy in speaking activities due to low
verbal ability and motivation. There are many reasons why students feel embarrassed and
lazy to speak English in class. First, students are afraid to make vocabulary and grammar
mistakes when they try to talk. Second, students are not motivated to speak. The motivation
comes from the teachers and the students themselves. The third is to allow students to
speak. Teachers only pay attention to students of high ability to the point that low to middle
students does not have the opportunity to talk. After all, they are ashamed to speak out
because their environment or social life is not favourable. So, teachers should create the
ambience that learning English is enjoyable and students feel enthusiasm.

Conversational English instruction through role-playing is one method for increasing

students' interest, motivation, and proficiency in speaking English, as well as for
developing classroom interactions and helping students to envisage themselves in the real
world. They are instructed to take on a specific role in the circumstance. They want it to act
as though it is real (Littlewood, 2002). Role-playing is important in English-speaking
education because it allows students to communicate in different social contexts and roles.
You can put yourself in people's shoes. Role-plays provide rehearsal time so students can
plan what to say. Also, students can impersonate someone other than themselves, reducing
anxiety even for a moment (Brown, 2004).

Based on the problem above, the writer is interested in analyzing the impact of using
role-play techniques in English classes at SMPN 5 Serang, to answer and to prove some
questions, the writer should do the observation titled The Impact of using Role-Play
Techniques in English Teaching Classes to improve Students' Speaking Abilities at SMPN
5 Serang.

2. Formulation Research Problem

The writer formulates this study on the following:

a. How does the use of role-play techniques in English classes have an impact on improving
students' speaking ability?

b. Is the utilization the role-play in teaching English learning effective?

3. Objectives of the research

There are several problem why students find it difficult to master speaking skills in English.
Most students feel not confident about grammar, embarrassed to speak because they are
afraid of making mistakes in pronunciation, and so on. The purpose of this research is to
determine the impact of role-playing techniques to improve student’s speaking in the 9
grade class.

CHAPTER II

LITERATURE REVIEW

1. Theoritical Description

A. Speaking

Talking is an imperative aptitude in learning English. Talking is the aptitude that

empowers us to talk (McDonough, Shaw, & Masuhara, 2013). Talking is spurred by need
and reason when important communication is doable, which incorporates communicating
contemplations and conclusions. Communicating a want to achieve something, arranging
and understanding troubles, or building up and keeping up social intelligent and
companionships (McDonough, Shaw, & Masuhara, 2013)

Ralph A. Miken says he will not come before she has spoken, nor is it a continuation
of the work (Budiman, 2011). Kathleen M. Bailey and Lance Savage consider speaking a
core skill. Our want to communicate with others, regularly face-to-face and in real-time,
drives us to talk fluidly and precisely (Bailey & Savage, 1994). Financchio and Bonomo
state that there are six important factors to consider in speaking ability (Mary & Bonomo,
1973). They are: (1) determine what the learner means, (2) choose words that match usage
patterns, (3) choose words that match meaning, (4) correct words, (5) establish appropriate
context; (6) Put your tongue and lips in a certain position to make a sound. The six primary
speaking skills mentioned above, speaking skills are related to handling structured
sentences so that people can understand them well. Haris (1974) also pointed out that
speaking skills are divided into five components: pronunciation, grammar, vocabulary,
fluency, and comprehension.
 Based on some of the previous opinions, the writer concludes that speaking is related
to language. Speaking is an activity to produce several words into sentences by expressing
feelings, ideas, and hopes, where information is conveyed to listeners.

B. Teaching Speaking

Tarigan defines speaking as language skills learned over a child's lifetime, from
listening and speaking skills learned during this period (Clarita, Rahmawati, & Sudibyo,
2020). Keep in mind that English be a osecon language in Indonesia, and it is
incomprehensible for understudies to memorize to talk English when they are youthful. To
make strides understudy verbal aptitudes, teachers and students must work together to
achieve oral proficiency goals. The 2013 curriculum will significantly impact how you
teach, so teachers need to find the right skills.

There are several categories of speech. Speaking falls into two categories (Harmer,
2001). The first aspect involves linguistic characteristics such as accuracy, proper word use,
grammar, and pronunciation. The second characteristic is fluency, which is related to
mental processing and pertains to continuing a conversation and processing information in
real-life circumstances. The oral proficiency of a learner is the talent that must be mastered
in order to fulfil the four skills of spoken English: listening, writing, and reading.

Also, as Jeremy Harmer said, the English teacher has to achieve several goals while
teaching the speaking class. Practice: Hold open discussions with students, allowing them
to practice discussions outside of class together. Feedback: A speaking assignment in which
students attempt to provide feedback to the teacher and students in all the languages they
know. Commitment: Good speaking activity should be highly motivating (Harmer, 1998).

Thus, students will benefit from the practical speaking practice. For example: by
practising inside and outside the classroom, students will get used to speaking English. Oral
language education should focus on intonation, pronunciation and stress. Teachers must be
aware of this because language can increase student productivity. Another goal a teacher
may have: is to assist students in understanding or practising some part of language
knowledge, such as developing productive skills or raising awareness of some
sociolinguistic or practical issues (Hughes, 2011).

Teaching English language learners how to make English speech sounds and sound
patterns is what speaking instruction comprises (Nunan, 2003). Word and phrase emphasis,
intonation patterns, and second language rhythm are all used by students. Select appropriate
words and sentences for the appropriate social setting, audience, situation, and issue. Put
their thoughts in a meaningful and logical arrangement. Students should use language to
communicate their values and opinions. they ought to do it rapidly and unquestionably,
with few superfluous delays, which is alluded to as familiarity.

C. Role-play

Maria A. Kodotchigova explains step by step to make a role-play (Kodotchigova,

2002). The first is the role-playing situation. Teachers should allow students to choose
scenarios to keep their interest. The second is role-playing design, where you generate ideas
about how this could be. The third is language arrangement. The teacher must expect the
dialect he needs. Fourth, plan for the actualities. This step implies that the educator gives
clear data and a total part portrayal for the situation or graph the understudies will perform.
Fifth is the dissemination of parts. At long last, there are the supporters. This step isn't
implied to point out and settle mistakes.

There are several types of roles (Ladousse, 2002). The first is the role-playing
situation. Teachers should allow students to choose scenarios to keep their interest. The
second is role-playing plan, where you create thoughts around how this can be. The third is
dialect planning. The educator must expect the dialect he needs. Fourth, get ready for the
realities. This step implies that the instructor gives clear data and a total part depiction for
the situation or chart the understudies will perform. Fifth is the distribution of roles.
Finally, there are the followers. This step is not meant to point out and fix errors.

2. Frame of Thinking
 Students' problems in speaking English must be addressed immediately. Using role-
play in English learning techniques is one way to improve students' ability to learn English.
With group discussions and role-playing, it is hoped that students will not be embarrassed
and afraid when speaking English. In this study, there were two groups with two different
techniques. The group that uses role-play is called the experimental class.

Meanwhile, the group did not use role techniques, namely conventional techniques,
where students only discussed material from books or the internet. For the final results, the
author analyzes the effectiveness of using the role-play technique in learning English and
whether it improves students' ability to learn English. The following is a conceptual
framework diagram:

Teaching Learning Process

3. Previous Study
The writer discovered some past research on role-playing tactics used in the classroom. She
took two previous studies, M. Noor Afdillah and Dian Faqih. The first previous study of a
thesis from M. Nor Afdillah Aja, titled The Effectiveness of Role Play in Teaching
Speaking. This study aimed to look into the usefulness of role-playing in education at
SMPN 244 high school in North Jakarta and see if there was a significant difference in
language competency between students who used play instruction and those who did not.
The participants in the study are 56 students. This study employs qualitative research and
quasi-research with a before-and- after design. The researchers placed the participants into
two groups: experimental and control. The researchers first measured both groups before
the treatment. In the research classroom, the researchers also taught oral English through
role-playing. The researchers tested the play tactics after two classrooms to see if they
effectively spoke English in the laboratory classroom. For each student in both classes, the
researchers documented five aspects of language skills (comprehension, fluency,
vocabulary, pronunciation, and grammar). We then computed t-tests for data analysis. The
utility value is 7.49, the degrees of freedom (df) is 54, and the 5% significance level table is
2.00. It increases the value of the service at the table. The use of participatory methods in
language education at SMPN 244 North Jakarta was effective, and the hypotheses
examined in this study were accepted.

The second previous study is titled The Use of Role Play in Speaking Activities for The 8th
Grade Students of SMP Negeri 1 Slenan by Dian Faqih. This study investigates the
utilization of conversational role-playing activities to assist SMP Negeri 1 Sleman grade 8
students in achieving English competence. There are two investigate questions in this
ponder. Specifically: (1) How is part play utilized in review 8 SMP Negeri 1 Sleman verbal
exercises? (2) How does role-playing influence students' eagerness to take an interest in
open talking exercises? The Kemmis technique and classroom action research are used in
this study. Researchers held three sessions throughout three meetings. Each cycle has four
stages: planning, activity, observation, and reflection. The survey was administered to
grade SA students at SMP Negeri 1 Sleman in March and April 2017. Participants in this
study included 32 eighth-grade students from SMP Negeri 1 Sleman and one English
teacher. The four research tools are observation checklists, interviews, surveys, and field
notes.

The difference between the previous and this research is in the subject. The subject of the
previous study is students in junior high school, but in this study, the subject is senior high
school students. Then, in the method, this study uses quasi-experimental research and test
and a questionnaire as the instrument. The previous study used the Action Research
Method. The similitude between this think about and the past think about is within the
points. The point is to analyze the effectiveness of role-playing within the students' talking
aptitudes and also in the variable that use independent and dependent variables.

CHAPTER III

METHODOLOGY

1. Research Design

This study uses the quantitative method, which is quasi-expemerintal research.

Quantitative research investigates the relationship between variables (Creswell,
2014). When individuals are not randomly assigned, the procedure is a quasi-
experiment. The investigator utilizes control and experimental groups in quasi-
experiments but does not randomly allocate individuals to groups.

This study use test that is pretest and post-test and also uses the questionnaire as the
instrument. The pretest is an oral test. The writer asks some questions to students
one by one before [blablabla menyesuaikan]. In the last meeting, the writer does a
post-test for the experimental and control class. The writer will ask the same
question as the student as a pretest to analyze the effectiveness after applying
[blablabla diganti]