IMPROVING STUDENTS’ SPEAKING SKILL THROUGHT SOCIODRAMA OF XI IPA 2 IN

MAN TARAKAN ACADEMIC YEAR 2012/2013

FEBRI WAHYUDI

ENGLISH DEPARTMENT

BACKGROUNDINTRODUCTION

English as a foreign language consists of four skills namely : writing, listening, reading and speaking. These four skills are usually considered as integrated system because each other. To most people, speaking is the most difficult part in learning a foreign language because it is usage sense involves the manifestation either of the phonological system or the grammatical system of the language.

One way to improve students speaking skills is the students have to be more active than the teacher and the students also have to be coincident. It can be tried through socio drama method. Socio drama is a way of simulating what happen in life in order to explore social issues, develop greater understanding between group and individuals, solve the problem and make decisions. Socio drama is concerned with social learning in a group.

PROBLEM OF THE STUDY1. How to process of learning to improve the

students’ speaking skill though socio drama?

2. How is socio drama can improve the students speaking skills of XI IPA 2 in MAN Tarakan?

OBJECTIVE OF THE STUDY

1. The students making socio drama groups randomly to learn speaking English language in the classroom.

2. The students of XI IPA 2 are speaking practice

by using the socio drama group in the classroom and it can be improve the student speaking skill of English language in classroom.

SIGNIFICANT OF THE STUDY

The benefit 1. The result of the research can be increase the

student‘s speaking skill in the classroom.

2. For the teacher this method of the research can be a new knowledge to teaching speaking effectively to students by using socio drama in the classroom.

3. To give information for all reader, to improve their communicative ability through drama.

SCOPE AND LIMITATION

The scope of the study covers only the implementation of socio drama method in the classroom to improve speaking skill of XI IPS 2 students in MAN Tarakan.

DEFINITION OF KEY TERM

1. Socio drama is a way of simulating what happen in life, in order to explore social issues, improve greater

understanding between group and individuals, solve problem, and make decisions.

2. Speaking skill is ability to speak target language to communicate with others that consist of accuracy, fluency and comprehensibility.

3. This method is the strategies in learning teaching processor the applied of teaching techniques.

HYPOTHESIS

Ho: The use of socio drama cannot improve the students’ speaking skill of XI IPA 2 in the class.

H1: The use of socio drama can improve the students’ speaking skill of XI IPA 2 in the class.

CHAPTER IIREVIEW OR RELATED LITERATURE Theories of Speaking

Speaking is a language especially for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interaction. According to Richard and willy a. Renandya that speaking is one of the elements of communication. Where is output modality and learning is the output modality of language acquisition. As a human being, we always need communication to express our idea to do everything what’s more as a students or leaner's they have to speak with their teacher as long as in learning process to express their idea.

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The Problem of SpeakingThere are some characteristics can make speaking difficult. As brown demonstrate some characteristics of spoken language can make oral performance easy as well as, in some cases difficult.

ClusteringFluent speech is phrasal, not words by words. Learners can organize their output both cognitively and physically ( in breath group ) through such clustering.

RedundancyThe speaker has an opportunity to make meaning cleaner through the redundancy of language learners can capitalize on this feature of spoken language.

Reduce formsContraction, elisions, reduced vowel, etc, all form special problems in teaching spoken English.

Performance variablesOn of the advantages of spoken language is that the process of thinking as you speak allows you manifest a certain number of performance, hesitations, pauses, backtracking and corrections.

Stress, rhythm and intonationThe most important characteristic of English pronunciation as well be explained below. The stress time’s rhythm of spoken English and its intonation pattern convey important messages.

InteractionLearning to produce moves of language in a vacuum – without interlocutor would speaking skill of it richest component : the creativity of conversational negotiation.

Teaching Strategies

Socio drama

Socio drama is a dramatic play in which several individuals act out assigned roles for the purpose of studying and remedying problems in group or collective relationships. It was developed by social scientist (Jacob L.Moreno). Socio drama also learning technique by using expression. In socio drama method students usually being an actress or actor to auto play all event or condition related to their subject. In the technique students being active in playing or they just being an audience and giving feed back about the problem in drama. Socio drama is concerned with social learning in a group : the student can explore large system, in society organization, institution and human system. So that, the student can learn to analyze system and to be change agent. Teacher use this method in order that students can understand others, feeling or tolerance, as we know that there are many dispute among people in social life cause of misunderstanding. Beside that, the students can learn the character of another, how to associate with another, the way to close by and relate with another, in that situation they should be able to solve their problem, should be able to solve their problem, should have argument, defend their argument and looking for solution and should be able to take conclusion

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Socio drama as a Teaching Method

This method allows the audience to identify issues and possible solution for the patients, families, and staff by combining the case study approach with role plays. Socio drama is a method by which group of individuals select spontaneously enact a specific social situation common to their experience. In doing socio drama among people with different views. It also effective in clarifying values, developing social skills, solving problem, diagnosing an organization, developing and rehearsing action plans or improving personal effectiveness and awareness.

Socio drama can be one of the teaching methods in particular speaking. Many students who have enough knowledge about English grammar, but when they speaking English, they felt difficult because they didn’t use to speak or less confidence. With application of socio drama as one of teaching method, students can try speak English easily because they memorize dialogue which has been prepared by them before. This is the first step for students to improve their speaking skill. Unlike simple role playing, socio drama employs many special action method to deepen and broaden the enactment. The modality is a group interaction process used to assist all types of population in meeting specific group goals. The method draws upon a person’s ability to learn with their whole body and mind.

Technique of Socio DramaAccording to Roestiyah N. K there are some techniques in performing socio drama as follows ;

Teacher explains and introduce this technique to students that by socio drama student are expected to solve their problem related to social actual relation in society, than teacher points some students who will play the role, each of them looking for the problem solving suitable with their role and other student being audience who have their own assignment.

Teacher chooses the urgent problem, in other to take student’s interest. They should be able to explain attractively, so that students being stimulate try to solve the problem.

In other student can understand, teacher while should be able to tell setup the first scene.If there is student voluntary to play, teacher had better to responses and consider weather he is able or not to play.

Teacher explains to the student carefully so that they know their role, keep in hand the problem good act facial expression or in dialogue.

Student who do not participate should be an active audience beside listen and watch they should give some suggestion and critic after socio drama finish.

When socio drama in climax situation, it should be stopped. In other to the possibility of problem solving can be discussed.

This chapter consists of several points, first isresearch design, second is subject of the study, third is data collection, and fourth is data analysis

CHAPTER IIIRESEARCH METHOD

Research Design

Based on the problems that have been stated in the previous chapter, the researcher uses classroom action research (CAR). Since this study purely describes the fact of what kinds of socio drama method are conducted by the English teacher and how the students’ responses, the researcher concludes that descriptive research is appropriate in this study

Subject of The Study

Population and sample in a research are very important in taking the data. Usually the members of the population are too many. So, it is impossible to have a research to all of them. That is why the researcher chooses only part of them to represent the population.

PopulationPopulation is the entire subject of the study. The target population of this study include all of students at XI IPA 2 of MAN Tarakan.

SampleSample is a part of the whole population that will be observed. The researcher will takes the sample of students at XI IPA 2 of MAN Tarakan.

Instrument of Data CollectionTo get specific information about the socio drama method applied and the students’ responses toward the method. The reseacher uses:

Questionnaire

The cash instrument used is questionnaire for students. The questionnaire is used to know the students ability and they fell interest or can understand easily and they can be more active when teacher uses socio drama method in teaching speaking in the class.

Interview

To get the data, the researcher interviews the teacher by giving some question orally to the teacher. From the interview the researcher hoped to get detail information about socio drama method he / she applied.

Observation

Observation is the act of investigating something to get expected result. The research observation is in the form of what people do and how they behave. The researcher do the observation two time to see the application of socio drama method in improving the students’ speaking skill in the English classroom.

Procedures of Collecting Data

Preparing Choosing subject of research. Giving pre-test for students’. Applying socio drama method in speaking class. Taking observation data namely the data that take for

learning process immediately such as teacher and students’ activity.

Taking interview data to know the responsibility of teacher and students’ after learning process finished.

Analyzing the result of pre-test, observation and interview.

Technique of Data Analysis

Data will be analyses in this research are:

Responsibility of students’ about improving students’ speaking skill through socio drama. Applying socio drama method in improving students’ speaking skill at XI IPA 2 of MAN

Tarakan Definition the result of application socio drama method in speaking class. The way of

counting total percentage the result of students’ learning use this formula:

Keterangan :

P = percentage of classical completenessn = number of students who completed studyN = Total number of students ( Rafi’I, 1998: 23 )

According to Depdiknas (2004: 17 ) exhaustiveness criteria for student learning is expressed asfollows:

Individual, exhaustiveness study reached a value ≥ 75 of the maximal value 100.Classical, exhaustiveness learn to reach at least 75% of students who have reached a value ≥ 75 of the maximal value 100.

P=n/N x100%

SPEAKING ASSESSMENT RUBRIC ASPECT SCORE FACTS

Pronunciation

5 Easy to understand and have a native accent

4 Easy to understand though with a certain accent

3

There is a pronunciation problem that makes the listener have to fully concentrate and sometimes there are misunderstandings

2Difficult to understand because there are pronunciation problems, often asked to repeat

1Pronunciation problems so serious that it can not be understood

ASPECT SCORE FACTS

Grammar

5 Little or no grammatical errors

4 Sometimes makes grammatical errors but does not affect the meaning

3 Often make grammatical errors which affect meaning

2 Many grammatical errors that impede meaning and often rearranging sentences

1 Grammatical errors so severe that it is difficult to understand

ASPECT SCORE FACTS

Vocabulary

5 Using the vocabulary and phrases such as native speakers

4 Sometimes the use of inappropriate vocabulary

3 Frequent use of inappropriate vocabulary, conversation is limited due to limited vocabulary

2 Using the wrong vocabulary and the vocabulary is limited so it is difficult to understand

1 The vocabulary is very limited so that the conversation is not possible

ASPECT SCORE FACTS

Fluency

5 Fluent as native speakers

4 Fluency seemed a bit disturbed by the language problem

3 The smooth bit much disturbed by the language problem

2 Often hesitated and stopped because of the limitations of language

1 Talk to falter and stopped so that the conversation is not possible

ASPECT SCORE FACTS

Comprehension

5 Understanding all without difficulty

4 Understands almost everything, even though there is repetition in certain parts

3 Understand most of what was said when speaking somewhat slowed down despite repeated

2 Difficult to follow what was said.

1 Can not understand even simple conversation

NO. ASPECT SCORE

1 PROUNCIATION ?

2 GRAMMAR ?

3 VOCABULARY ?

4 FLUENCY ?

5 COMPREHESION ?

RESULT = ALL SCORE X 100 ALL OF ASPECT

RESULT