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DESIGNING A SET OF ENGLISH SPEAKING MATERIALS

USING ROLE-PLAY FOR SECOND SEMESTER STUDENTS

OF THE PRIMARY SCHOOL TEACHER EDUCATION

STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

A Sarjana Pendidikan Thesis

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan degree

in English Language Education

By

Paulus Aditya Hernawan

061214113

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii


iii


iv

STATEMENT OF WORK‟S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or

parts the work of other people, except those cited in the quotations and the references,

as a scientific paper should.

Yogyakarta, 23 January 2012

The Writer


061214113


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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Paulus Aditya Hernawan

Nomor Mahasiswa : 061214113

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

DESIGNING A SET OF ENGLISH SPEAKING MATERIALS

USING ROLE-PLAY FOR SECOND SEMESTER STUDENTS

OF THE PRIMARY SCHOOL TEACHER EDUCATION

STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan

dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,

mendistribusikannya di Internet atau media lain untuk kepentingan akademis tanpa

perlu meminta ijin ataupun memberikan royalti kepada saya selama tetap

mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 23 Januari 2012

Yang menyatakan,



vi

ABSTRACT

Hernawan, Paulus Aditya. 2012. Designing A Set of English Speaking Materials

Using Role-Play for Second Semester Students of The Primary School Teacher

Education Study Program of Sanata Dharma University. Yogyakarta: English

Language Education Study Program, Sanata Dharma University.

This thesis was conducted to design A Set of English Speaking Materials


Education Study Program of Sanata Dharma University to help students of the

Primary School Teacher Education Study Program of Sanata Dharma University

enhance their speaking proficiency using role-play activities.

There are two problems discussed in this study. They are (1) How is a set of

English speaking materials using role-play for second semester students of the

Primary School Teacher Education Study Program of Sanata Dharma University

designed? (2) What does a set of English speaking materials using role-play for

second semester students of the Primary School Teacher Education Study Program of

Sanata Dharma University look like? To answer the two problems, the writer

conducted pre-design survey and post-design survey. The pre-design survey was

conducted to obtain data about the students‟ needs by distributing questionnaires to

the students. The post-design survey was conducted to gain evaluations and feedback

of the designed materials by distributing questionnaires to the lecturer of Primary

School Teacher Education Study Program and the Lecturers of English Education

Study Program of Sanata Dharma University.

To answer the first question in the problem formulation, the writer combined

the two instructional design models from Kemp and Yalden. Based on the Kemp‟s

and Yalden‟s Instructional Design Model, the writer‟s instructional design model was

constructed, namely (1) conducting need survey, (2) specifying goals, topics, and

general purposes, (3) formulating learning objectives, (4) selecting and organizing

contents, (5) selecting learning activities and resources, and (6) evaluating materials.

To answer the second question in the problem formulation, the writer attached the

designed materials in appendix.

The average point of the design materials was 3.7 out to 5. Therefore, the

design materials are considered acceptable and appropriate.

Keywords: speaking, role-play, The Primary School Teacher Education Study

Program (PGSD) of Sanata Dharma University


vii

ABSTRAK

Hernawan, Paulus Aditya. 2012. Designing A Set of English Speaking Materials


Education Study Program of Sanata Dharma University. Yogyakarta: Program Studi

Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Skripsi ini ditulis untuk mendesain seperangkat materi berbicara bahasa

Inggris menggunakan aktivitas bermain peran (role-play) untuk mahasiswa semester

kedua dari Program Studi Pendidikan Guru Sekolah Dasar Universitas Sanata

Dharma untuk membantu siswa dari Program Studi Pendidikan Guru Sekolah Dasar

Universitas Sanata Dharma meningkatkan kemahiran berbicara mereka menggunakan

kegiatan bermain peran.

Ada dua masalah yang dibahas dalam penelitian ini. Pertama adalah (1)

bagaimana satu set bahan berbahasa Inggris menggunakan bermain peran untuk

mahasiswa semester kedua Program Studi Pendidikan Guru Sekolah Dasar

Universitas Sanata Dharma dirancang? (2) Seperti apakah penampilan seperangkat

materi berbahasa Inggris menggunakan bermain peran untuk mahasiswa semester

kedua Program Studi Pendidikan Guru Sekolah Dasar Universitas Sanata Dharma

tersebut? Untuk menjawab dua masalah tersebut, penulis melakukan survei pra-

desain dan survei paska-desain. Survei pra-desain dilakukan untuk memperoleh data

tentang kebutuhan siswa dengan menyebarkan kuesioner kepada para siswa. Survei

paska-desain dilakukan untuk mendapatkan evaluasi dan umpan balik dari bahan

yang dirancang dengan menyebarkan kuesioner kepada staf pengajar Program Studi

Pendidikan Guru Sekolah Dasar dan dosen Program Studi Pendidikan Bahasa Inggris

Universitas Sanata Dharma.

Untuk menjawab pertanyaan pertama dalam perumusan masalah, penulis

menggabungkan dua model desain instruksional dari Kemp dan Yalden. Berdasarkan

model Kemp dan Yalden tersebut , model desain instruksional penulis dibangun,

yaitu (1) melakukan survei kebutuhan, (2) menentukan tujuan, topik, dan tujuan

umum, (3) merumuskan tujuan belajar, (4) memilih dan pengorganisasian isi, (5)

memilih kegiatan pembelajaran dan sumber daya, dan (6) mengevaluasi materi.

Untuk menjawab pertanyaan kedua dalam formulasi masalah, penulis melampirkan

materi yang dirancang dalam lampiran.

Titik rata-rata materi yang didesain adalah 3,7 ke 5. Oleh karena itu, bahan

desain dianggap dapat diterima dan tepat.


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Kata kunci: berbicara, bermain peran, Program Studi Pendidikan Guru Sekolah Dasar

Universitas Sanata Dharma

ACKNOWLEDGEMENTS

First of all, I would like to give the biggest grattitude to Jesus Christ for

giving unlimited blessings so that I could finish my thesis. I am sure that without His

enlightement, this thesis would not be completed.

I would also thank and send my deepest appreciation to my thesis advisor,

Drs. Y.B. Gunawan, M.A, for his patience and guidance so that I could finish my

thesis. I would also thank to Dr. Retno Muljani, M.Pd, Ag. Kustulasari 81, S.Pd,

M.A, and Laurentia Sumarni, S.Pd, Yuseva Ariyani Iswandari, S.Pd, M. Ed

sincerely for giving comments, opinion, and suggestions on the designed materials. I

also send my thanks to Sr. Yuni FCJ and all the Primary School Teacher Education

Study Program of Sanata Dharma University staffs and students for allowing this

study conducted.

I dedicate this thesis to my parents, and my family. Without the

encouragemant from you all, this thesis would be a useless bundle of papers. My

special thank also goes to my second family, the Language Institute staffs and

instructors, Bu Retno, Bu Heny, Mbak Nana, Mas Arie, Endru, Danconk, Ade,

Ira, Ayuputu, Kitin, Mbak ajeng, Menyul, Mas Sandi, Mbak Yohana, Pak Kun,

Mbak Dian, Sita, Simon, Bang Jody, and all of the LB familyfor giving me spirit to

do all the best.


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I dedicate the warmest greeting to all of the members of Konco Palsu Crew:

Beny „Gondrong‟, Doan „Becak‟, Marshell „ Kimcil‟, Yoga, Hosana, Sedik,

Amdreas „Kisruh‟, Adi „Jember‟, Guntur „Tander‟, Wiwit „A‟, Doni, Mupet,

Bang Kadal, Bang Miko, Eko „Limbat‟, and Duwek thanks for the great friendship

for almost 6 years. Sarce, Stella, Bertha, Nana, and other PBI students, love you all.

I also send my gratitute to „present day‟ brothers and sisters , Cheye,

Gontenk, Ayu, Triyo for sharing moments both in happy and sad conditions of my

life. The last but not least, I send the greatest love to The Lady from The Land of The

Sun, Saki Muramatsu, for giving me love and spirit in all of my activities and

accompanying me from the distance.



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TABLE OF CONTENTS

Page

TITLE PAGE ...................................................................................................... i

APPROVAL PAGE ........................................................................................... ii

STATEMENT OF WORK‟S ORIGINALITY ................................................ iv

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH ........................................................................ v

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

ABSTRAK ......................................................................................................... vii

ACKNOWLEDGEMENTS ............................................................................ viii

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

LIST OF TABLES .......................................................................................... xiv

LIST OF FIGURES ............................................................ ..............................xv

CHAPTER I. INTRODUCTION

A. Background .................................................................................................... 1

B. Problem Formulation ..................................................................................... 4

C. Problem Limitation ........................................................................................ 4

D. Research Objectives ...................................................................................... 5

E. Research Benefits.......................................................................................... 5

F. Definition of Terms ........................................................................................ 5

CHAPTER II. REVIEW OF THE RELATED LITERATURE

A. Theoretical Description ................................................................................. 7

1. Instructional Design Models ................................................................ 8


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a. Kemp‟s Model .................................................................. 9

b. Yalden‟s Model .............................................................. 10

2. Speaking Skill ..................................................................................... 13

a. The Nature of Speaking .................................................. 15

b. The Process of Speaking ................................................ 16

c. Teaching Speaking ......................................................... 17

d. Teaching Speaking Techniques ...................................... 17

3. Role-play ............................................................................................. 18

a. The Nature of Role-play ................................................. 19

b. The Use of Role-play in Teaching Speaking ................... 19

c. The Procedures of Using Role-play in Speaking Class .... 21

B. Theoretical Framework ............................................................................... 22

CHAPTER III. METHODOLOGY

A. Research Method ......................................................................................... 24

B. Research Participants................................................................................... 28

C. Research Instruments................................................................................... 29

1. Pre-design Study ................................................................................. 29

2. Post-design Study ............................................................................... 30

D. DataGathering Technique ........................................................................... 30

E. Data Analysis Technique ............................................................................. 31

1. Pre-design Study ................................................................................. 31

2. Post-design Study ............................................................................... 31

F. Research Procedure ...................................................................................... 33


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CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS

A. Elaboration of steps in designing a set of speaking

materials using role-play for the second semester students of

English Club of Primary School Teacher Education Program

of Sanata Dharma University. ..................................................................... 35

1. Conducting Needs Survey .................................................................. 35

a. Students‟ needs based on the interview

with the lecturer ............................................................. 36

b. Students‟ needs based on the interview

with the students ............................................................ 37

2. Specifying goals, topic, and general purposes .................................. 40

a. Stating goals ................................................................... 41

b. Topics ............................................................................ 41

c. General Purposes ............................................................ 42

3. Formulating Learning Objectives ..................................................... 42

4. Selecting the Subject Contents .......................................................... 44

5. Selecting Learning Activities and Resources ................................... 46

6. Evaluating the Materials .................................................................... 47

B. The Findings of the Designed Instructional Materials Evaluation ........... 47

1. The Description of the Respondents ................................................. 47

2. Data Presentation ................................................................................ 48

a. The Descriptive Statistics of the Respondents‟ Opinion .. 48

b. Respondents‟ Comments and Suggestions

on the Designed Materials .............................................. 48

C. Discussion on the Designed Instructional Materials Evaluation .............. 51

D. Presentation of the Designed Instructional Materials ............................... 52


xiii

1. The Description of the Designed Materials ...................................... 55

2. The Presentation of the Designed Materials ..................................... 55

CHAPTER V. CONCLUSION AND SUGGESTION

A. Conclusion ........................................................................................... 57

B. Suggestion............................................................................................ 59

1. For the English instructors/tutors of English Club

of Primary School Teachers Study Program (PGSD)

of Sanata Dharma University ........................................................ 59

2. For the Further Research .............................................................. 60

REFERENCES ................................................................................................ 61

APPENDICES .................................................................................................. 63

APPENDIX A: Surat Izin Penelitian .............................................................. 64

APPENDIX B: Questionnaire of Evaluation .................................................. 66

APPENDIX C: Syllabus .................................................................................. 72

APPENDIX D: Lesson Plan ............................................................................. 79

APPENDIX E: Presentation of The Instructional Materials Design ............. 81


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LIST OF TABLES

Page

Table 3.1 The Description of Post- Design Participants ...................................... 32

Table 3.2 The Participants‟ Opinion on the Designed Materials ......................... 33

Table 4.1 List of Topics Which Were Used in the Designed Materials ............... 41

Table 4.2 List of Learning Objectives ................................................................ 43

Table 4.3 Description of Post-Design Participants (Result) ................................ 48

Table 4.4 Description of Respondent‟s Opinion ................................................. 49

Table 4.5 Revision on the Designed Materials .................................................... 53


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LIST OF FIGURES

Page

Figure 2.1 Kemp‟s Model of Instructional System Development (1977:9). ......... 10

Figure 2.2 Yalden‟s Instructional Model (Yalden, 1987: 88) .............................. 12

Figure 2.3 The Process of Communication System (Rivers, 1968:58) ................ 16

Figure 3.1 R & D Cycle and the Writer‟s Model ................................................ 27


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CHAPTER I

INTRODUCTION

This study is intended to design a set of learning in English Club (EC) of

Pendidikan Guru Sekolah Dasar (Primary School Teacher Education Program

/PGSD) of Sanata Dharma University. This chapter consists of six parts. The first

part discusses background and the reasons for conducting the study. The second

part spells out problem formulation which conveys the problems that will be

discussed in the study. The third part limits the problem limitation to give clear

boundary about what is discussed in the study. The fourth part outlines

research objectives. The fifth part reveals the research benefits. The last part

definition of terms will clarify the terms used in this study. The detailed

discussion will be presented below.

A. Background of the Study

A teacher is one of the important elements in education. In delivering

knowledge to students and facilitating the learning process, a teacher needs good

communication skills. Speaking is the basic skill teachers should have in

delivering knowledge to students so that the students understand what the teacher

say.

As future teacher candidates, students of PGSD of Sanata Dharma

University are equipped with some skills, including English communication skills.

To increase the PGSD study program in increasing PGSD students‟ English

proficiency, PGSD study program has applied a strategy by conducting a


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speaking-focused course which is called English Club (EC). In EC, students are

introduced to several kinds of speaking activities, such as storytelling, public

speaking, and debating.

Based on the writer‟s experience in teaching EC for two semesters, it was

found that there was not enough opportunity for students to speak in the class.

Basically the designed materials were good. However, the designed materials did

not give enough opportunity for the students to speak in English naturally.

There are many techniques that can be used to help students improve their

speaking ability. Role-play is one of the methods that can be applied in the

speaking class. The reason why the writer chooses role-play as the method of

teaching and learning activity is because role-play is a communicative activity

which involves the students to communicate in a real situation. In role-play,

students can share their opinions, thoughts, and knowledge because they bring the

situation in the real life condition into a conversation activity in a class.

Golebiowska (1990:5) confirms that role-play is a communicative activity in

which the learners are given task to complete. In order to ensure the lively and

unpredictable course of activity, the learners are told who they are and what their

opinions are.

Experiences in teaching EC show that in many occasions, students were

excited when they were asked to make a role-play performance. In the process of

making a role-play, students were more motivated to speak and communicate in

English. During role-play, students can at least have the experience to speak in the

most likely real situation. By imitating the real life condition in the form of role-


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play, students are expected to be able to apply this kind of speaking activity in the

real conversation.

Despite the strengths above, some problems are identified. First, the

designed materials for EC do not give students enough chances to speak. It is

mentioned that the focus of EC is speaking, so it is necessary to develop a set of

materials that fulfil students‟ needs to get more opportunities to speak. By giving

students more opportunity to speak, it is expected that their speaking mastery will

be improved.

Second, why should it be role-play? Role-play is chosen because role-play

facilitates students to speak in the real life-like condition, and as a communicative

activity, role-play can help them to increase their speaking skills. Role-play also

motivates them to speak because the language in role-play is personalized and put

in context. The term „personalized‟ here means students can interpret the language

they use, so that they can express it their own way, and it makes the language

meaningful. By putting the language into context, students will be more aware of

the language use.

Role-play also offers student‟s involvement in the language learning.

While doing role-play, students are allowed to own the simple and mechanical

language they use by involving their personalities. It gives those students who are

shy when speaking a foreign language another character to „hide behind‟. This

personalization makes language more meaningful and memorable than drilling or

mechanical repetition.


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The position of the designed materials can be both as the supplementary

materials and as the replacement of the previous materials. The writer‟s designed

materials will only focus on the story telling topics. It is implied that the writer‟s

designed materials will not make any changes in the topics on the previous

designed materials which are not talking about storytelling.

This research is, therefore, aimed at developing speaking materials using

role-play. It is expected that the materials presented in this research would solve

the existing problem and suitable to accommodate and fulfil the learners‟ needs.

B. Problem Formulation

In this study the researcher intends to find out the answers to the problems

formulated below:

1. How is a set of speaking materials using role-play for the second semester

students of EC of PGSD Sanata Dharma University designed?

2. What does a set speaking materials using role-play for the second

semester students of EC of PGSD Sanata Dharma University look like?

C. Problem limitation

The research is limited in designing a set of speaking materials using role-play

for EC second semester students of PGSD Sanata Dharma University. In

answering the learners‟ need of English for communication, the designed material

will be focused on the speaking activity using role-play.


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D. Research Objectives

This research is conducted in order to:

1. Find out how a set of speaking materials using role-play in EC of PGSD

Sanata Dharma is designed.

2. Present the designed set of materials.

E. Research Benefits

The benefits of this study can be classified below:

1. For Students

The students of EC of PGSD Sanata Dharma University would be

provided with well developed and organized English speaking material,

which are based on a scientific research.

2. For other researchers

The result of this research can be used by further researchers to be the

basis of evaluating, reprogramming, and reconstructing the designed

materials.

F. Definition of Terms

Some important terms need to be defined in this study. They are:

1. Role-play

Paulston and Bruder (1976:70) stated that role-play is an exercise where

students are assigned fictitious role from which they have to improvise

some kind of behavior toward the other role character in the exercise.


6

2. Speaking

Speaking is one mode of communication, which deals with the action of

delivering information through oral speech to the target listener. Clark and

Clark (1977: 223) stated that speaking is an instrumental activity in which

speakers talk in order to create certain effects on their listeners.

3. English Club (EC) of PGSD of Sanata Dharma University

English Club (EC) is a speaking-focus English course held by the

Elementary School Teacher Education study program (PGSD) of Sanata

Dharma University. This course is a 4 semester compulsory program for

semester 1 through semester 4 students of PGSD of Sanata Dharma

Universit


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is divided into two parts. The first part will discuss the review

of related literature underlying the study, and the second is the theoretical

framework of the study. The first part consists of brief information on the basic

theories of designing instructional material, role-play and speaking skill. The

theories discussed will be used to establish a framework of the designed materials.

A. Theoretical Description

Three sub topics will be discussed in details under this sub heading. The

first part is Designing Instructional Materials. This part provides an overview and

discusses the Instructional Materials Design to be used in this study. It discusses

how the instructional materials are designed, and what stages should be

accomplished in designing the instructional materials. In the second part, the

writer would like to discuss the speaking skill is discussed thoroughly. It is

essential to discuss the basic theory of speaking since the designed materials in

this study deals with speaking skill. The last part of this section discusses role-

play. The basic theory of role-play used as the technique in the designed materials

is presented in this part, the nature of role-play and how role-play is implemented

in language learning is outlined.


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1. Designing Instructional Materials

Obviously, in designing a learning material it is necessary to know and

understand what the learner needs. Without knowing the learners‟ needs, the

designed material will not be appropriate and irrelevant for the learners. There

might be an overlapping or inconsistency in deciding the topics in the material.

Hutchinson and Waters (1987:55-65) suggest some significant aspects to

be taken into account in designing the instructional material as presented below:

a. Instructional material design must be based on the target need that is what

the learners have to know in order to function effectively on the target

situation the learner wants, and the learner needs.

b. Instructional materials design should pay attention to the significant

potentialities and constraints such as experience, finance, facilities,

competence, background knowledge, and time which exist in the learning

situation in order to find what is possible and what is impossible to be

done in the system.

c. Instructional design is supposed to develop the language-centered

approach, skill approach, or learning approach.

In designing the materials, the writer attempts to use two models proposed

by Kemp and Yalden. The reason why the writer uses Kemp‟s and Yalden‟s

instructional design models is that they clearly describe the systematic process a

material designer should do in order to develop their own material. A brief

discussion on Kemp‟s and Yalden‟s Instructional Design Model is presented as

follow:


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a. Kemp‟s Instructional Material Design Model

Kemp (1977:8) presents eight elements as a plan to supply answer to three

questions which are considered as the essential elements of instructional

technology:

1. What must be learned (objective)?

2. What good procedures and resources, which can be used to reached the

desired learning levels (acts and resources)?

3. How can we know whether the required learning has taken place

(evaluation)?

The eight elements are:

1. Consider goals, list of topics, and state the general purposes for teaching

each topic.

2. Enumerate learners‟ characteristics useful for instruction determination.

3. Specify the learning objectives achieved in the measurement of learners‟

behavior outcomes.

4. List the subject contents in order to clarify the learning objectives.

5. Develop pre-assessment to determine the learners‟ background, and

present level of knowledge about the topic.

6. Select teaching learning activities and instructional resources that will treat

the subject content so that the learners will accomplish to objectives.

7. Coordinate support services such as budgets, facilities, equipment,

personnel, and schedules to assist the instructional plan.


10

8. Give evaluation to the learners through their accomplishment of

objectives, which lead the instructional material‟s designer making

revision to any stages of the plan that need to improve.

The stages of Kemp‟s instructional design model can be clarified as follow:

Figure 2.1 Kemp‟s model of instructional system development (1977:9)

Kemp (1977:9) says that the eight elements are interdependent. It means

that the plan relating to one element may affect others and is directly related with

the “revision”. Therefore, it is a flexible process. We can start from any step that

we are ready to start with and then move back and forth to the other step.

b. Yalden‟s Instructional Design Model

According to Yalden (1987: 88), there are seven stages in designing

material. The stages are the following:


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1. Need Survey

Need survey is a very important part in designing material. It aims to know

who the learners are. Need survey is conducted to identify as much as

possible the students‟ needs. The result of the need survey is used establish

the realistic and acceptable objectives.

2. Description of Purpose

After conducting the need survey, the designer describes the purpose of the

language program. It will be the basis to find solution when the designer

faces problems in the next steps.

3. Selection and Development of Syllabus Type

After deciding on the general category for a course, the next step is to

select the type of syllabus. Yalden (1987: 108) says that there is no single

model of syllabus design which is universally agreed upon. As a solution,

the designer should modify the existing structural syllabuses to a

completely learner-centered approach.

4. Production of the Proto-syllabus

In this stage, Yalden (1987: 138) argues that the syllabus designer will turn

to the description of the content that the syllabus will have, i.e., the

preparation of syllabus specification. The designer should select and

combine items in each category. In other word, the designer should also

describe and determine the content of the syllabus.


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5. Production of the Pedagogical Syllabus

Pedagogical syllabus is described in this stage. It provides a repertoire of

words and phrases based on the function and topics. The designer‟s word

is to make the repertoire come to life.

6. Development and Implementation of Classroom Procedure

The next step is development and implementation of classroom procedure

in which the designer develops the classroom procedures. It includes

selection of exercise types and teaching techniques, preparation of the

lesson plan, and preparation of weekly schedule.

7. Evaluation

This is the last stage in Yalden‟s instructional model. There are two

aspects which are evaluated in this stage. They are the students and the

material design. This stage is also called recycling stage because the whole

cycle can commence again at this point.

To clarify Yalden‟s instructional model, the following is the picture of the model:

Figure 2.2 Yalden‟s Instructional Model (Yalden, 1987: 88)

All steps in the two instructional models above would not be used in this

design. The writer combined a few steps from those two models. From Yalden‟s


13

model, the writer took the first step, namely need survey. The writer chose this

step because it is important since a need survey becomes the foundation to

determine the materials which is developed. The second step of Kemps‟ model is

not used in this design because this step has been included in the need survey.

From the Kemps‟ model, the writer takes the first step, namely Goals materials,

Topics, and General Purposes. It becomes the basis of the designing the. Kemps‟

third step is used to determine the objective of the designed materials based on the

Process-Based Approach. Subject content becomes important because it

determines the application of the principle of the Process-Based Approach in the

designed-materials. The next step which is adopted from Kemp‟s model is

Teaching-Learning activities. Some of methods in Process-Based Approach are

applied in this step. The final step is evaluation which measures the outcome of

the designed material. It is also important to obtain the evaluation values which

are later used to revise the materials.

The first reason why the researcher uses these two instructional design models

is to make it more specific by mentioning each step used in the material design, as

it is stated in Yalden‟s model. Secondly, the concept in the Kemp‟s model possits

that the process of designing can be started from any step. Another strength is

there is an emphasis on the materials, the objectives, in the choice of learning

sources.


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2. Speaking Skill

As it has shown in the title, the writer attempts to design a set of speaking

materials using role-play. In this section, the writer is going to discuss the basic

theory of speaking skill. This section consists of four parts, namely the nature of

speaking, the process of speaking, teaching speaking, and teaching techniques.

Language learners often consider speaking ability as the measure of

knowing a language. These learners define fluency as the ability to converse with

others, much more than the ability to read, write, or comprehend oral language.

They regard speaking as the most important skill they can acquire, and they assess

their progress in terms of their accomplishments in spoken communication.

Speaking is not just delivering meaning in the form of words and sentences

Speaking involves three areas of knowledge:

1. Mechanics (pronunciation, grammar, and vocabulary): Using the right

words in the right order with the correct pronunciation

2. Functions (transaction and interaction): Knowing when clarity of message

is essential (transaction/information exchange) and when precise

understanding is not required (interaction/relationship building)

3. Social and cultural rules and norms (turn-taking, rate of speech, length of

pauses between speakers, relative roles of participants): Understanding how

to take into account who is speaking to whom, in what circumstances, about

what, and for what reason (“The Essentials of Language Teaching”, 2007).

In the communicative model of language teaching, instructors help their

students develop this body of knowledge by providing authentic practice that


15

prepares students for real-life communication situations. They help their students

develop the ability to produce grammatically correct, logically connected

sentences that are appropriate to specific contexts, and to do so using acceptable

(that is, comprehensible) pronunciation.

a. The Nature of Speaking

In their book, Brown and Yule (1989: 26-27) discussed the nature of

speaking by distinguishing spoken and written language. Written language is

characterized as well-formed sentences which are integrated into highly structured

paragraph. Spoken language consists of short, often fragmentary utterances, in

range of pronunciations. It is a skill that generally has to be learnt and practiced.

Furthermore, Brown and Yule (1983) suggest teachers who are concerned

with teaching spoken language must confront the following types of questions to

be considered:

1. What is the appropriate form of spoken language to teach?

2. What is reasonable model if it is considered from the pronunciation

point of view?

3. Consider from teaching structure point of view, is it all right to teach

the spoken language as if it were exactly like the written language but

with a few “spoken expression” thrown in?

4. Is it appropriate to teach the same structures to all foreign language

learners, no matter what their ages or their intensions in learning the

spoken language?

5. Are those structures described in standard grammars the structures

which our learners should be expected to produce when they speak

English?

6. How is it possible to give learners a sort of meaningful practice in

producing spoken language?

(p.3)


16

b. The Process of Speaking

When people hear someone speak, they pay attention to what the speaker

sounds like almost automatically. On the basis of what they hear, they make some

tentative and possibly subconscious judgements about the speaker‟s personality,

attitudes, home region and native/non-native speaker status (Luoma, 2004).

Rivers (1968:158) says learning a foreign language is more than learning a

description of it. Instead the process of speaking and listening is involved.

Therefore, we have to know what is involved in the process of listening and

speaking. To make it easier to know the process of speaking, this following figure

drives the model of communication system, which derives from Shanon and

Weaver:

Figure 2.3. The process of communication system (Rivers, 1968:58)

Information source transmitter receiver destination

signal received

signal

Noise source

In the model above, an information source emits a message which is

encoded for transmission as a signal. The signal passes through a channel to a

receiver that decodes the message for use as its destination.

To teach speaking skill, it is needed to understand the process involved in

speech. Through speech, man his expresses emotions, communicates his

intentions, react to other persons and situations, influences other human beings,


17

and finally enables him to examine and rearrange impressions and association so

that he evolves new relationship and purposes (Rivers 1968:162).

The learners need a lot of practice so that they are able to express their

personal meaning. A person speaks through some motivation the person decides

to speak (Lado 1964:32-33).

c. Teaching Speaking

Since speaking is one way of communication, teaching speaking cannot be

separated from teaching communicative ability. By giving enough information of

it, it is expected that learners can get a lot of benefit from it. Paulston and Bruder

(1976) stated that communicative ability is the production of specifics ability to

communicate in the target language. The point of this kind of teaching is able to

communicate in some referential meaning in the target language.

It is crucial to underline that teachers have to give a lot of opportunities to

the learners to practice, so that the ability to communicate in the target language

will be achieved well. By giving opportunities to the learners to develop better

skill in encoding their thoughts in ever more complicated patterns of the foreign

speech, the learners ability will be much better than what they have got before.

d. Teaching Speaking Techniques

Brown and Yule (1989: 25) state that learning to talk in foreign language

is often considered to be one of the most difficult aspects of language learning for

the teacher to help the students with. It is necessary to find the appropriate


18

teaching techniques so that language learners are able to enhance their speaking

ability.

Lado (1964), states that the goal of teaching speaking will be achieved

effectively if the teacher has involved the techniques and procedures to manage

the class. In addition, Richard and Rogers (1986:76) say the teacher has to have a

special preparation to teach the language. He or she has to provide materials and

exercises that enable the learners to attain the communication objectives, engage

learners in communication, and require the use of communicative process

According to Rivers (1968: 165), there are some techniques used

frequently in teaching speaking, namely conversation, role-play, getting

information, dialogue practice, and question and answer. Those activities can be

used to give the learners opportunities in speaking activities. In this study, the

writer focuses on the use of role-play as a technique in teaching speaking.

3. Role -play

In this study, the writer emphasizes the use of role-play in speaking class.

In this section, the writer is going to discuss about role-play. There are three parts

that will be discussed in this section, namely: the nature of role-play, the use of

role-play in teaching speaking, and the procedures of using role-play. After

discussing those three parts, it is expected that there will be clear view in how

role-play can be used in teaching speaking.


19

a. The Nature of Role-play

Role-playing is a teaching strategy that fits within the social family of

models (Joyce and Weil, 2000). These strategies emphasize the social nature of

learning, and see cooperative behavior as stimulating students both socially and

intellectually.

Paulston and Bruder (1976:70) stated that role-play is an exercise where

students are assigned fictitious role from which they have to improvise some kind

of behavior toward the other role character in the exercise. Role-play is an action

where a person or a group of persons behave and speak like other person does; the

purpose of this action is to entertain or to show their speaking ability.

Golebiowska (1990:5) confirms that role-play is a communicative activity

in which the learners are given task to complete. In order to ensure the lively and

unpredictable course of activity, the learners are told who they are and what their

opinions are. In this study, role-play refers to a method used in EC class to

facilitate students practicing their speaking ability. Students are asked to make a

small group, and then they are asked to make a short role-play to present in front

of the class.

b. The Use of Role-play in Teaching Speaking

In Role-play, teacher can arrange the situation so that the learners are able to

create the situation and dialog. By using role-play activity; the learners get a lot

of benefits such as simulating the real events as if they are in the real situation,

practicing critical thinking, helping the learners to clarify the way of thinking,


20

developing their skill in making decision in their own way, and communicating in

groups (Waney, 1980:3).

Further Paulston and Bruder (1976:70) state that the format of role-play

consists of three basics: the situation, the roles, and the useful expressions. The

situation is a good place to practice the speaking skill in the objective of a given

role-play. The role consists of the roles, the list of the characters and

characterization. Useful expression provides the linguistics information on the

using of role-play. The grammar patterns which are necessary also fit here. The

example of it is question for interview situation.

Albert P‟Rayan (2007) stated that a role play is an activity in which the

participants or students of a language course assume the roles of some imaginary

characters and, as a team, create a story based on a situation and enact the play in

front of audience. Through this activity the students can practice certain language

functions and learn speaking skills. Moreover, he proposed some features of a

good role-play as listed follows:

a. A good role-play is based on a familiar situation.

b. The group of characters does not exceed two to three members.

c. It gives extensive speaking practice to the participants.

d. It is based on real world context and allows students to speak naturally.

e. It is interesting and enjoyable.

f. It develops the participant‟s creativity.

g. It fosters their critical thinking skills.

h. It breaks monotony and makes others students participate.


21

c. The Procedures of Using Role-play in Speaking Class

It is necessary to have a systematic procedures in order to make the use of

role-play in speaking class can be effective and lively. The procedures also

ensure the unpredictable of the course activity. Aleksandra Golebiowska (1990,

5-16) states some procedures of using role-play in speaking class, the procedures

can be seen in a list below:

1. The teacher introduces the general theme of the role-play. In this activity,

the teacher is expected not spending too much time, so that the learners

will not be bored and exhausted before the role-play take place.

2. Before having role-play, the teacher may teach the functions that the

learners need during the subsequent activity. In this activity, the teacher

teaches the language in use given.

3. In this part, the teacher may decide who is going to be which character. It

can be based on the language proficiency, personality, or at random. The

teacher also expected to introduce the learners about the three parts in the

role-play, which are: situation, role, and useful expression.

4. When the time of doing role-play comes, the teacher should give the

learners time to prepare what they are going to do or to say, or at least to

prepare the other thing related to the role-play activity itself.

The procedures mentioned above can help teacher in organizing the role-

play activity successfully, so that the objectives of using role-play in speaking

class will be well achieved.


22

B. Theoretical Framework

Speaking is one of the basic skills in English mastery, and it is important

to be developed. In many cases, learners are facing difficulties in achieving

speaking skill. In order to help students to get clear understanding of speaking

and develop their skill of it, there must be an effective technique to be developed.

Therefore, in this study the writer attempts to design a set of English instructional

speaking material for EC of PGSD of Sanata Dharma University using role-plays.

The activity that developed in this study focuses on the role-playing activity.

During the role-play activity, learners get their freedom to speak actively. They

also have more chances to express and clarify their way of thinking, gain al lot of

experience in simulating events in real life, and they also have an opportunity to

communicate with others in acceptable way.

In designing the speaking materials, the writer develops a theoretical

model with these following steps:

1. Conducting needs survey (Yalden)

The writer conducted interview to gather the data in needs analysis. The

respondents are ten second students of PGSD of Sanata Dharma University

and 1 lecturer of EC.

2. Stating goals, topic, and general purposes (Kemp)

This step is the part of determining the goals of the instructional materials

design.


23

3. Stating the learning objectives (Kemp)

The next thing that has to be stated after stating the goal, topic, and general

purpose is learning objectives. The learning objectives include all of the

objectives that should be stated in terms of activities that would best

promote learning.

4. Listing the subject content (Kemp)

The aim of this step is clarifying the learning objectives. Subject content

must be relevant and related to learning objectives and the learners‟ needs.

The subject content consists of the selection of the specific knowledge,

skills, and attitudinal factors of any topic.

5. Selecting Learning Activities and Resources (Kemp)

Teacher should be able to encourage students to learn actively. A teacher

should have an interesting method and strategy to make students take part

in the learning process enthusiastically.

6. Evaluation (Yalden)

What changes and should be improved in the system are determined in the

evaluation. The findings evaluation is then used as the feedback to the

system.


24

CHAPTER III

METHODOLOGY

This chapter discusses the methodology used in designing a set of

speaking material using role-play in English Club (EC) of Primary School

Teacher Education/ Pendidikan Guru Sekolah Dasar (PGSD) of Sanata Dharma

University. In detail, the methodology covers the research method, the

respondents, the instrument of data collecting, the technique of analyzing data,

and the procedures of implementing the methodology.

A. Research Method

In this part, the writer explains the method used in the study. This research

deals with two major formulated problems. The first is, how a set of speaking

materials using role-play material for second semester students of EC of PGSD

Sanata Dharma University is designed. The second, what a set speaking material

using role-play material for second semester students of EC of PGSD Sanata

Dharma University looks like. In solving these two problems, this study used

Research and Development method (R&D). Borg & Gall (1983:772) states that

Educational Research and Development is a process used to develop and validate

educational products. Products which can be produced are teaching materials,

teaching methods, assessment instruments. The goal of R&D is to produce

products which function to solve learning problems.

There are ten steps in R& D; they are Research and Information

Collecting, Planning, Develop Preliminary Form of Product, Preliminary Field


25

Testing, Main Product Revision, Main Field Testing, Operational Product

Revision, Operational Product Testing, Final Product Revision, and

Dissemination and Implementation (Borg & Gall, 1983: 775). The writer only

used five first steps of R & D in this research. Since the products of this study are

not implemented, it did not need final product revision and implementation. The

writer did main product revision based on the results of the materials evaluation

questionnaire. The steps are Research and Information Collecting, Planning,

Develop Preliminary Form of Product, Preliminary Field Testing, and Main

Product Revision.

The writer also combined some steps from Yalden, and Kemp models to

help the writer developed a theoretical model. The writer‟s theoretical model

consists of six steps; while the writer adapted only five steps of R&D cycle. The

writer gives the explanation of each step to know whether the writer‟s model.

First, the writer is going to explain the five steps of R&D which are used in this

study:

1. Research and information collecting

This step includes review of literature, classroom observations, and

preparation of report of state of the art. In this step, the writer collected

data from second semester students of EC PGSD of Sanata Dharma

University. In this step, a need survey called pre-design survey was

conducted. The data was obtained by interviewing 10 students, and 1 tutor

of EC to know the students‟ wants, lacks, and necessities in the learning

process. The data which were collected here were used for designing the


26

instructional materials. This step can also be found in the writer‟s model.

In other words, the writer‟s step has the same feature as the first step of

R&D.

2. Planning

This step includes defining skills, stating objectives determining course

sequence, and small scale feasibility testing. Borg and Gall (Borg & Gall,

1983: 779) points out that the most important aspect in planning is

statement of specific objective to be achieved by the product. The

objective is the basis of developing teaching material as the product of this

research. The writer applied this idea in the second and third writer‟s step,

namely determining goals, topics, and general purposes, and learning

objectives.

3. Develop preliminary form of product

This step includes preparation of instructional materials, handbooks, and

evaluation devices. This step is also applied in the fourth and fifth step of

the writer‟s model which are determining subject content and also teaching

and learning activities and resources. In this step the writer made the

design based on the students‟ needs that were obtained from the result of

pre-design interview.

4. Preliminary field testing

This step is aimed at obtaining an initial evaluation of the new educational

product. This step has the same feature as found in the sixth step of the

writer‟s model. The post-design questionnaire is constructed to get


27

feedbacks, evaluation, and suggestion from the respondents. The

respondents of this questionnaire were tutor of EC PGSD of Sanata

Dharma University, and also some lectures of PBI of Sanata Dharma

University. The purpose of this step are both to evaluate the designed

materials and also to measure the relevance of the materials.

5. Main product revision

This step includes the revision of products as suggested in preliminary test

result.

In order to make it easier to understand about the relation between R&D

steps with the writer‟s steps, the following figure is going to show the relation of

both steps.

Figure 3.1 R & D Cycle and the Writer‟s Model

Step 1

Research & information

collecting

Step 5

Main product revision

Step 2

Planning

Step 3

Develop preliminary form of

product

Step 4

Preliminary field testing

Step2

Goals, topic, and general purposes

Step 3

Learning objectives

Step 4

Subject content

Step 5

Learning activities and resources

Step 6

Evaluation

Step 1

Need survey

R&D Model Writer‟s Model


28

B. Research Participants

There were three types of participants in this study:

1. The first participants were second semester students of PGSD of Sanata

Dharma University. They were asked to be the interviewee in getting the

data in pre-design activities to know the needs and problems they found in

EC.

2. The second participant was the tutor of EC. The writer would like to get

as much as possible information from the tutor‟s perception of students‟

needs and problems in EC. As well as the students, the tutor here had role

as the interviewee in pre-design activities. In post-design activities, the

tutor also given a questionnaire to obtain feed back about the designed

materials in order to revise and improve it.

3. The other participants were English lecturers of the English Education

Study Program of Sanata Dharma University. The lecturers (together with

the tutor of EC) were as the participants in postdesign survey to fill post-

design questionnaires. The questionnaires were aimed to obtain the

participants‟ feedback to check whether the designed materials were

appropriate for second semester students of PGSD of Sanata Dharma

University or not.


29

C. Research Instruments

In this study, the writer used two kinds of instrument in order to collect the

data from respondents both in pre-design and post-design activities.

1. Pre- Design Study

In this pre-design study, the writer applied the first step of R and D that is

Research and Information Collecting. Here the writer used an interview checklist

and a pre-design questionnaire as the instrument.

There are two kinds of interview according to Ary et al (1972: 174). The

first is structured interview in which the respondents are restricted to answer only

on the questions attached. The questions in this type of interview are called

closed-questions. The other kind of interview is called unstructured interview. The

unstructured interview is more flexible and informal. The respondents may give

the answers freely. The questions which are used in this interview are called

openended questions.

The interview which was used in this pre-design study was structured

interview. This means that the interviewee may answer the questions which were

already prepared by the writers. The purpose of conducting this interview is to get

some information about the students‟ background knowledge and also the

teaching learning process conducted in the writing class. All the data gathered

from this interview are used to design the materials.

The design of this research was random interview, means the respondent

were chosen randomly from students of EC. The researcher asked some students


30

to be respondents of the interview. They are asked to answer some questions

related to how role-play can help students improve their speaking ability. Before

asking students to answer the question, the researcher gave some explanation

about the research, the purpose of it, and the position of respondents toward this

research. After giving some explanation about the research, respondents are

asked about the question individually, so that the researcher could get their

individual understanding.

2. Post- Design Study

In this study, the writer used questionnaire in post-design survey to obtain

evaluation and suggestion about the materials designed. The questionnaire was

distributed to the PGSD‟s lecturer who is in charge of EC and also some lectures

of English Language Education Study Program (PBI) of Sanata Dharma

University. This questionnaire aimed to get comments, feedback, and

suggestions, to the designed materials. The comments, feedback and suggestions

would be useful to revise the design so that the material would be appropriate for

EC students of PGSD of Sanata Dharma.

D. Data Gathering Technique

The researcher analyze the data by seeing the students‟ perception that can

be seen from the interview result, then the researcher comparing the result of the

interview with the note that made during researcher‟s observation, and draw a

conclusion from it. The purpose of conducting interview is to get the real


31

condition of the respondents. By conducting the interview, the writer will get the

data based on the students‟ point of view. The data which was got from students

will be very subjective; each of the students will have different answer on to each

other. But it is needed to know the real condition in the class by having

observation and note taking. By having observation, the writer will be able to see

the condition of respondents in the learning process, so it will be clear for the

writer to get the information to get the data both from respondents and

observation.

E. Data Analysis Technique

This section discussed the technique in analyzing data. The data was acquired

from the pre-design study and the post design-study.

1. Pre- Design Study

In the pre- design study, the writer analyzed the result of the interview with

the second semester students of PGSD Sanata Dharma University. The results of

the interview were descriptively analyzed. It means that the writer built a

conclusion on each question. The writer conducted this study by interviewing ten

students and one English lecturer of PGSD of Sanata Dharma University.

2. Post- Design Study

In the post- design study, the writer distributed open-ended questionnaire to

one English lecturer of PGSD and two lecturers from English Language Education


32

Study Program of Sanata Dharma University. In this section, the writer analyzed

three kinds of data. The first data was about the background of the participants.

The data here consist of the educational background of the respondents; their

teaching experience.

The description of the participant‟s background is presented as follows:

Table 3.1 The Description of Post- Design Participants

Respondents

Sex

Educational

Background

Teaching Experience

(in years)

M L D3 S1 S2 S3 <1 1-5 >10

The next data was descriptive data about the participant‟s statements. The

writer used Likert Scale questionnaire. In this questionnaire, the judgments of the

participants used five points agreement:

1 : strongly disagree with the ststement

2 : disagree with the statement

3 : undecided

4 : agree with the statement

5 : strongly agree with the statement

In concluding the data gathered, the writer counted the number of the

participants choosing number 1, 2, 3, 4 and 5, which those numbers represented

their statements of agreement


33

The table is presented as follows:

Table 3.2 The Participants‟ Opinion On The Designed Materials

No

Respondents‟ Opinions

N

Degrees of Agreement

1 2 3 4 5

Note: N : Number of participants

Based from the data collected from the questionnaire, it will be shown

whether the materials were acceptable or not. The writer wrote the description

based on the table.

The last data were taken from open-ended questions. The writer wrote the

description of the respondents‟ answers, opinions, suggestions, and evaluations.

The result of the open-ended questions will be used as the basis of the final

revision of the designed materials.

F. Research Procedure

In this section, the writer describes the steps of conducting the study. The

steps of conducting this study can be seen as follows:

1. Determining the topic of the research, objectives, goals and doing

library research to get any information of the research topic.

2. Conducting an interview with one lecturer and also tutor of PGSD to

get the opinion about EC and what is the expected result of doing EC

in PGSD.


34

3. Conducting interview with second semester students of PGSD to get

the information about what they want and need to study in EC.

4. Analyzing respondents‟ answers.

5. Designing a set of English speaking materials using role-play in

English Club for the second semester students of PGSD Sanata

Dharma University.

6. Distributing questionnaires to one PGSD lecturer and two English

Language Study Program lecturers about the designed materials.

7. Analyzing respondents‟ answers.

8. Revising the designed materials based on the result of the

questionnaire in order to get the final revision.


35

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the result of this study. This chapter is divided into

four parts. The first is the elaboration of steps in designing a set of speaking

material using role-play for the second semester students of English Club of

Primary School Teacher Education Program of Sanata Dharma University, the

second are the findings of the designed instructional materials evaluation, the third

is the discussion on the designed instructional materials evaluation, and the last is

the presentation of the designed instructional materials.

A. Elaboration of steps in designing a set of speaking materials using

role-play for the second semester students of English Club of Primary School

Teacher Education Program of Sanata Dharma University.

The writer used the model in the theoretical framework to answer the first

problem formulation. There are six steps in the writer‟s theoretical framework.

The following is the explanation of each step.

1. Conducting Needs Survey

The needs survey was conducted to know what students need to learn in

their learning process. The writer conducted interview as the research instrument

to get the information what students need. There were two interviews conducted

in this study, the first was with one of the English Language lecturers of Primary

School Teacher Education Program (PGSD) of Sanata Dharma University, and the

second was with ten students. The result of the interviews can be seen as follows:


36

a. Students‟ Need based on the Interview with the Lecturer

In order to get the information of what students need, the writer conducted

an interview with one of the lecturers. From the interview, the researcher obtained

a lot of data related to the students needs. This following is the result of the

interview; the data will be presented in the form interpretation from the

interviewee‟s answer:

1) What do you think of the implementation of English Club in this study

program to improve students‟ English proficiency?

English Club (EC) is a good media for accommodating students to speak in

English. The goals of this activity are good for the students‟ English

proficiency. The various motivations to speak in English of each student

made it difficult to find the appropriate teaching technique in EC.

2) Students were motivated in doing role-play activity, what do you think?

Students are interested in activity that can facilitate them to take a part in the

learning process. In short, the students of EC like interactive and practical

activities including role-play.

3) What advantages of conducting role-play as a teaching method in EC?

Role-play is enjoyable for students, they can speak freely, make a story that

they like, and also it is a good way to interact with the other students inside

the class without reducing the quality of their learning process. Students also

can increase their self confidence while doing role-play. Self confidence is

one of the elements that a teacher should have. Role-play is a good activity,

but it is better if the role-play not only tell the students‟ grammar and


37

vocabulary but also how to use the English proficiency to develop student‟s

soft skills in accordance with pedagogical aspects a teacher should have.

4) What obstacle that may be found in conducting role-play in the class?

Time is the greatest barrier in applying role-play in the class; students need a

lot of time to do the role-play. While doing role-play, students were very

excited, but they forgot that the time was limited. The lack of grammar and

vocabulary mastery is the next challenge for students to develop a good and

acceptable role-play. Almost all students still use Indonesian construction in

making an English sentence; even they speak Indonesian a lot while doing the

learning process.

5) What kind of role-play materials should be designed to fulfill students‟

need in enhancing their English proficiency?

Role-play is an activity that involves students‟ participation and it can also be

applied to cover almost all of English mastery, and it has a lot of enjoyment.

Based on those facts above, it is necessary to develop a set of materials which

can accommodate students to study grammar, vocabulary, and other English

skills in an interesting way.

b. Students‟ Need based on the Interview with Students

The writer also conducted interview with ten students of PGSD in order to

get the direct information about what they need in the English Club. The result of

the interview can be seen as follows:


38

1) Do you know what the purpose of EC is?

Almost all of respondents knew what the purpose of EC is. They could

mention the definition of EC and explained the reason why their study

program holds this program for all of students from the first up to the fourth

semester. They mentioned that the purpose of this activity is to enhance their

English speaking mastery.

2) What advantage did you get when joining EC?

Students mentioned that during EC session, they were given a lot of activities

to improve their speaking mastery. Furthermore, they also mentioned that

they were excited when they did interactive activities like group discussion,

presentation, role-play, or games rather than just listening to the tutor‟s

explanation.

3) What learning activities were applied in EC?

In the next question, the respondents mentioned the learning activities which

were used in EC, the activities are: listening to the tutor‟s lecturing, doing

games, making story, and doing role-play.

4) What is role-play based on your opinion?

According to respondents, role-play was an activity in which students could

act to be another person who was different from their original personality;

they could speak freely and develop their speaking mastery.

5) What advantage did you get while doing role-play?

While doing role-play, students mentioned that they could be more confident

in speak in English, role-play also provided them opportunities to speak more.


39

Students could also learn vocabulary, grammar, and speaking fluency with a

lot of enjoyment.

6) How can role-play improve students‟ speaking ability?

In students opinion, by doing role-play they can improve their speaking and

vocabulary mastery. Role-play can also help them to increase their self

confident in speaking and how to use various kinds of English expression.

7) What obstacle did you find while doing role-play?

Students had difficulties dealing with vocabulary. Students found that they

could make the concept of the role-play, but when they wanted to find the

appropriate words, they didn‟t know what to do. The difficulty in

pronouncing the words and sentences in their role-play was the other

difficulty for them.

8) What should be prepared before doing role-play?

Before doing role-play, students mentioned that they have to make the script

and memorize it. Then they need also to find the appropriate English words,

and this thing was quite difficult for them.

9) What kind of topic used in the role-play do you think can improve your

speaking proficiency?

Students mentioned that they like doing role-play which is based on the

familiar thing in their daily life. The terrn familiar here refers to the thing that

students already know in their daily life, not something that really new for

them.


40

Based on the analysis of the interview, the writer found some information

as follows:

1) Each student has different motivation to speak.

2) Students are interested in doing interactive and practical learning activities

including role-play. They like doing learning activities which made them to

be involved in the learning process actively.

3) Students still have difficulties in vocabulary and grammar mastery. They

often couldn‟t find appropriate words while speaking or writing. They also

often used Bahasa Indonesia construction while making sentences or

speaking.

4) Students prefer to study topics that they already know, and it should be

familiar with their daily life rather than topics which is really new for them.

5) Students should prepare the script before they act the role-play.

6) Time allocation is one obstacle found when conducting role play in the class.

Based on the result of the interviews which were conducted to the lecturer

and students, all of the students‟ needs were clear. The data from the interviews

were used to design a set of instructional speaking materials which appropriately

fulfilled all of the students‟ needs.

2. Specifying goals, topic, and general purposes

In this part, the goals of the instructional materials were formulated. The

goals here refer to what will student achieve after using role-play in the English

club. The goals, topics, and general purposes will be specified as follows:


41

a. Stating goals

Based on the interview which was conducted with the lecturer of PGSD, it

was mentioned that EC is equipping students with English knowledge so that as

teacher candidates, the students of PGSD have enough English skill to face the

real condition of present day education. For the second semester students, it was

expected that they have skill to understand narrative text and tell a story to the

audience. From this information, it was concluded that the goal of EC for the

second semester students was “Be able to express meanings in short functional

text in the form of narrative to interact with environment.” This goal also applied

as the competence standard in the syllabus in the designing of the instructional

materials.

b. Topics

In selecting the topics, the researcher followed the topic selection of the

materials which were used in EC. The selected topics in the EC materials are:

introduction of storytelling, folklore, fairytale, fable, and spoof. Since the

designed materials used role-play as the learning method, the researcher put

introduction to role-play in the first topic, along with introduction to storytelling.

The list of topics in the designed materials can be seen below:

Table 4.1 List of Topics which were Used in The Designed Materials

Meeting Topic

1 Introduction to storytelling and role-play

2 Folklore


42

3 Fairytale

Meeting Topic

4 Fable

5 Spoof

c. General Purpose

The general purpose was formulated based on the goal of the EC, which

was students are be able to express meanings in short functional text in the form

of narrative to interact with environment. In the interview, the lecturer stated that

students needed to have a learning activity which could accommodate them to

involve in the learning process actively and master grammar and vocabulary so

that they could speak in English well. In addition, students stated that role-play

was a learning activity that involved them to take part in the learning process

actively, but they still needed to have a good vocabulary and grammar mastery.

As the conclusion, the researcher should design a set of instructional

speaking materials using role-play so that students were accommodated to be

involved in the learning process actively and to master vocabulary and grammar.

Here, the general purpose was formulated: students are able to express meanings

in short functional text in the form of narrative to interact with environment using

role-play.

3. Formulating Learning Objectives

Every learning process has its own objectives. In this study, the learning

objectives were considered as the learning indicators, which referred to the target


43

that students should achieve in every meeting successfully. When students were

able to achieve the target in a meeting, it means that what was expected in the

beginning of the learning was successfully gained. The learning objectives were

presented in this following table:

Table 4.2 List of Learning Objectives

Unit Topic Learning Objectives

1 Introduction to

storytelling and

role-play

Students are able to:

Mention the characteristics of every type of

narrative text used in storytelling.

Identity the generic structure of narrative text.

2 Folklore Students are able to:

Mention the definition and the generic

structure of folklore.

Make and perform a short role-play

performance.

3 Fairytale Students are able to:


structure of fairy tale.


performance.

4 Fable Students are able to:


44


structure of fable.


performance.

5 Spoof Students are able to:


structure of spoof.

Make a short spoof and perform a standup

comedy.

4. Selecting the Subject Contents

Subject content is the appropriate topics chosen by the material designer to

facilitate the learning process. Selecting the subject content should be based on the

purposes of the design and also the related theories. In this study, the researcher

intended to design a set of speaking materials using role-play. The theories of

using role-play in teaching speaking were used to develop a set of well designed

materials.

In chapter II it was previously stated that there were some aspects should

be concerned in using role-play in the speaking class, as it was elaborated by

Golebiowska in her book entitled Getting Students to Talk (1990). Concisely, here

are the aspects on how to use role-play in the speaking class: teacher introduces

the general theme of the role-play, teach the functions that the learners need


45

before enacting the role-play, decide who is going to be which character, and give

the learners time to prepare what they are going to do or to say. Based on the

theories on how to use role-play in speaking class by Golebiowska, the researcher

chose 5 units to design, they are: (1) introduction to storytelling and role-play, (2)

folklore, (3) fairytale, (4) fable, and (5) spoof.

Each unit of the designed materials consist of four sections, the clear

explanation about the sections will be clarified as follows:

a. Get Ready!

This section provided activities to build the students‟ motivation so that they

could find the ideas about what they were going to learn. In this section,

mostly students would see a picture and short clues or questions to lead them

to the topic which was going to be learned.

b. Check this out!

In this section, students were given deeper information and tasks related to

the topic. From the meeting two through meeting five, students would find

examples of the text, vocabulary building, grammar in use, and also the useful

expressions which were going to be used in the upcoming section.

c. Show time!

This was the third section of each unit. In this section, students would be

divided into small groups. In their group, students were asked to make a short

role-play based on the topic of each unit. In making their role-play, students

were equipped by various useful information which could be found in the


46

Check this out! section. After finished making the role-play, students

enacted their role-play in front of the class.

d. Self Evaluation

There was an activity in this section, which was self evaluation. In the end of

the meeting, each student would be given a sheet of paper containing several

questions related to what went well and what should be improved in the

learning process. By doing this self evaluation, it was expected that students

realized what aspects should be maintained or improved, in according to

enhance their knowledge.

5. Selecting Learning Activities and Resources

The researcher arranged various activities for each unit. Most of the

activities in the Get Ready! were designed to help students in getting the idea. So,

it focuses more on discussion, sharing opinion, etc. The activities in this section

were looking at the pictures found in this section and answer questions related to

the picture. Check this out! was done by reading and discussing the deeper

information about topics given, and also comprehending examples of the text,

vocabulary building, grammar in use, and also the useful expressions. In the

Show time! section, students would be divided into small groups. In their group,

students were asked to make a short role-play based on the topic of each unit. The

post activity, which was Self Evaluation, each student would be given a sheet of


47

paper containing several questions related to what went well and what should be

improved in the learning process.

In order to create successful teaching learning activities, the writer needs

some instrument resources to facilitate. The writer adapted some examples of text

from books and internet which are considered suitable with the topics.

6. Evaluating the Materials

The designed materials were evaluated by distributing questionnaires to

one PGSD lecturer and two PBI lecturers of Sanata Dharma University. This

designed materials evaluation aimed at measuring whether the materials were

appropriate, well designed, and relevant with the purpose of the study. By

obtaining the feedback and suggestions from the respondents, the researcher

conducted material revisions and improvements.

B. The Findings of the Designed Instructional Materials Evaluation

The questionnaires were distributed in order to obtain feedback from the

respondents. The feedback would be used to revise the designed instructional

materials. The description of the respondent and also the results of the evaluation

are presented in this part.

1. The Description of the Respondents

The respondents in the designed materials evaluation were one lecturer of

PGSD and two lecturers of PBI of Sanata Dharma University. Those mentioned

respondents would measure and judge whether the designed materials were good


48

or not. The clear description of the respondents would be presented in the

following table:

Table 4.3 Description of the Post-Design Participants (result)

Respondents

Sex

Educational

Background

Teaching Experience

(in years)

M F D3 S1 S2 S3 <5 5-10 >10

PGSD lecturer 1 1 1

PBI lecturers 2 1 1 1 1

From the data above there were three lecturers who would give evaluation

of the designed materials. There were two PBI lecturers and one PGSD lecturer.

The PGSD lecturer is a S2 graduate. One lecturer of PBI is S1 graduate, and the

another is S3 graduate.

2. Data Presentation

This section presents two parts. The first part describes the presentation of

the descriptive statistics of the respondents‟ opinions. The second part presents

respondents‟ comments and suggestions on the designed instructional materials.

A. The Descriptive Statistics of the Respondents‟ Opinion

Questionnaires were used to obtain the data from the respondents. The

respondents evaluated the designed materials by choosing one of the points of

agreements. The assessment of the respondents‟ opinions on the designed

materials used five points of agreement. They were:

5 : strongly agree with the statements


49

4 : agree with the statements

3 : undecided

2 : disagree with the statements

1 : strongly disagree with the statements

The following data presents the result of the descriptive statistic of the

respondents‟ opinions on the designed materials:

Table 4.4 Description of Respondent‟s Opinion

No.

Respondent‟s Opinion

Central Tendency

N Mn

1 The competence standard is well formulated

3

4

2 The basic competences are well formulated

3

3.6

3 The indicators are well formulated

3

3.6

4 The indicators are able to support the attainment of

basic competences

3

3.6

5 The topics are well selected and arranged

3

4.3

6 The instructions are already clear

3

3.6

7 The materials are matched with the competences and

indicators

3

4

8 The pre-activity, main-activity, and the post-activity

are well-developed

3

3.3

9 The materials are interesting, suitable and relevant

3

4


50

for the second semester students of Elementary

Teachers Education Program of Sanata Dharma

University

10 The materials are able to help students to develop

their ability in English speaking

3

3.6

11 The learning experience are relevant with English

speaking mastery

3

3.3

12 The use of role-play to teach speaking is well-

developed

3

3.3

13 The content is relevant with the context and the

situation which the language is used

3

4.3

14 Generally, the instructional materials are well

elaborated

3

3.3

N : Number of respondents

Mn : Mean (an indicator of central tendencies of the sources set)

The mean was counted using the formulation below:

Note: X : The range point

∑𝑥 : The sum of all scores

N : The number of respondents


51

B. Respondents‟ Comments and Suggestions on the Designed Materials

Open-ended questionnaires were distributed in order to obtain feedback,

comments, and suggestions from the respondents. There were three parts in this

questionnaire, the first part was dealing with the strength and weakness, the

second was about comments, and the third was about the suggestions of the

designed materials.

From the result of the questionnaires, the writer summarized these

following feedback and suggestions:

1) The writer should provide vocabulary items related to the reading examples,

so that students could learn the new words they found.

2) The writer should clarify and specify the learning activities.

3) There should be examples of role-play provided.

4) The writer should give some useful expressions so that students could

develop a role-play using the useful expressions.

5) The writer should give easier texts as the examples, because it was found that

some of the texts were too difficult.

6) The writer should not put a theory in the designed materials, because it was

not really useful for the students.

7) There were some empty spaces in the designed materials. It should be

checked and revised.

8) The writer should make more practical activities so that students would be

actively involved in the learning process.


52

C. Discussion on the Designed Instructional Materials Evaluation

From the data presentation, the average point of the central tendency is 3.7

on the scale of 5. This means that the designed materials were well-formulated

and acceptable to the grade second semester students of PGSD of Sanata Dharma

University. However, the designed materials still need revisions based on the

respondents‟ comments, suggestions, and feedback.

The first revision of the designed materials was on the vocabulary

building. The vocabulary building was an important point in accommodating

students to understand the meaning of every single word they were learning.

After knowing the meaning of a word, students were expected to be able to use

the word in their own sentences.

The second revision was on the learning activities. In the revised materials,

the writer clarified and specified what students have to do in every unit. By

specifying and clarifying all of the learning activities, the writer assumed that

students would not get confused in doing every stage in the learning process.

Since students were interested in the interactive learning activity, the writer also

chose several activities which involved students to follow the learning process

actively.

The next revision was providing examples of role-play and the related

useful expressions. This revision was conducted to facilitate students to get the

clear view of what role-play is and what expressions that students can use during

the role-play. The examples would be the guideline for the students on how to use

the expressions in the correct and acceptable way.


53

The writer also made some changes in the choosing of texts, because some

texts in the designed materials were too difficult for the students. The writer

provided texts which not using difficult grammar constructions but still

accommodate students with some new information. The new information here

refers to the topics that the students are learning.

The writer also made minor changes on the layout due to a lot of empty

spaces found in the previous designed materials. The changes was rearrange the

position of some pictures and texts so that it would be more efficient in using the

spaces, but still easy to read. It is expected that the new layout of the designed

materials would make students more stimulated to study. The revisions conducted

by the writer were summarized and were presented as follows:

Table 4.5 Revision on the Designed materials

No. Aspects to be revised The revision

1 The writer should provide vocabulary

items related to the reading examples, so

that students could learn the new words

they found

Vocabulary items

were provided in

every unit

2 The writer should clarify and specify the

learning activities.

The learning

activities were

clarified and

specified

3 There should be examples of role-play The writer provided


54

provided. examples of role-play

No. Aspects to be revised The revision

4 The writer should give some useful

expressions so that students could develop

a role-play using the useful expressions

The useful

expressions were

provided in each

topic

5 The writer should give easier text as the

example, because it was found that some

of the texts were too difficult

Easier text were

chosen to

accommodate

students knowledge

6 The writer should not put a theory in the

designed materials, because it was not

really useful for the students

There were no theory

were presented in the

designed materials

7 There were some empty spaces in the

designed materials. It should be checked

and revised

The layout of the

designed materials

had been revised.

8 The writer should make more practical

activities so that students would be

actively involved in the learning process.

Interactive activities

were constructed to

accommodate the

students‟

involvement in the

learning process.


55

D. Presentation of the Designed Instructional Materials

This section will answer the second problem formulated in this study. It is

about the presentation of the designed instructional materials, which is what does

a set speaking materials using role-play for second semester students of EC of

PGSD Sanata Dharma University look like? This part consists of two parts, the

first is the description of the designed materials, and second is the presentation of

the designed materials.

1. The Description of the Designed Materials

The designed materials consist of five units. Each unit is divided into some

sections, the description of the sections will be clarified as follows:

a. Get ready!

This section provided activities to build the students‟ motivation so that they

could find the ideas about what they were going to learn. In this section,

mostly students would see a picture and short clues or questions to lead them

to the topic which was going to be learned.

b. Check this out!

In this section, students were given deeper information and tasks related to

the topic. From the meeting two through meeting five, students would find

examples of the text, vocabulary building, grammar in use, and also the useful

expressions which were going to be used in the upcoming section


56

c. V&G

This section provides the vocabulary and grammar building in the form of

small task. Useful expression can also be found in this section.

d. Yes, you can!

In this section, students would be divided into small groups. In their group,

students were asked to make a short role-play based on the topic of each unit.

In making their role-play, students were equipped by various useful

information which could be found in the V&G section

e. Showtime!

This is the time for students to act their role-play. While one group

performing their role-play, the other groups observe them and then give a

feedback about the performance.

f. Self Evaluation

By doing this self evaluation, it was expected that students realized what

aspects should be maintained or improved, in according to enhance their

knowledge.

2. The Presentation of the Designed Materials.

Based on the feedbacks, comments, and suggestion obtained from the

respondents in post-design study is designed. The Set of English Speaking

Materials Using Role-Play For Second Semester Students of English Club of

Primary School Teacher Education Program of Sanata Dharma University will be

presented in the appendix.


57

CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter discusses two parts, namely conclusion and suggestions. The

conclusion is aimed at presenting the findings in answering the first problem

formulation. This chapter also proposes suggestions for the English instructors or

other researcher who would like to conduct research in this field of study.

A. Conclusion

This study aims to answer two problems: (1) how is a set of speaking

materials using role-play for the second semester students of EC of PGSD Sanata

Dharma University designed and (2) what does a set speaking materials using

role-play for the second semester students of EC of PGSD Sanata Dharma

University look like. In answering those two problems, the writer conducted

Educational Research and Development. There are ten steps in the Educational

Research and Development, and the writer only used five steps namely research

and information collecting, planning, develop preliminary form of product,

preliminary field testing and the last is evaluation. In conducting the research, the

writer applied these following steps namely:

1. Conducting need survey

2. Specifying goals, topics, and general purposes

3. Formulating learning objectives

4. Selecting and organizing contents

5. Selecting learning activities and resources

6. Evaluating the materials


58

In answering the first problem formulation, the writer used two models

proposed by Kemp and Yalden. The reason why the writer used Kemp‟s model is

that this model allows the writer to start the research from any step because

according to this model, all of steps are interdependent. The second model was

Yalden‟s model. The reason why the writer used this model is that this model

pays high attention to the needs survey. The needs survey was conducted to obtain

information about the learners needs. Furthermore, the writer also used a number

of theories to support this study.

The writer conducted two surveys in this study. The first was needs survey

which was conducted by interviewing one lecturer and ten second semester

students of Primary School Teachers Education Study Program (PGSD) of Sanata

Dharma University. The second survey was conducted in the post-design study.

The survey was conducted by distributing questionnaires to obtain feedback of the

designed materials. The respondents of this study were one PGSD lecturer and

two lecturers of English Language Education Study Program (PBI) of Sanata

Dharma University.

Based on the feedback obtained in the post-design survey, the writer‟s

designed materials gained 3.7 from scale 5 for the average range of the central

tendency. The result implies that the designed materials were well designed and

acceptable to be used in English Club of PGSD of Sanata Dharma University.

The presentation of the designed materials was intended to answer the

second problem. There are six units in the designed materials. The time allocation


59

for each unit is 2 x 50 minutes. There are some sections in every unit of designed

materials, namely:

1. Get ready

2. Check this out

3. V&G

4. Yes, you can

5. Show time

6. Evaluation

The complete set of the designed materials will be presented in the appendices.

B. Suggestions

The writer would like to give some suggestions for the English

instructors/tutors of English Club and the other researchers. The suggestions are

as follows:

1. For the English instructors/tutors of English Club of Primary School

Teachers Study Program (PGSD) of Sanata Dharma University.

Role-play is a good activity for enhancing students speaking proficiency.

It accommodates students to take part actively in the learning process. By

applying this activity, students would be able to put their language in their own

context; it will also make the language learning more memorable for the students.

When applying this activity, teacher should pay attention to the time allocation,

because students need time to prepare themselves. Teacher also suggested to give

familiar topic to the students.


60

2. For the Further Research

Other researcher may conduct further research to measure the

effectiveness of the designed materials in fulfilling the purpose of this study. The

purpose of this study is enhancing students speaking proficiency by using role-

play. Since there are a lot of methods to teach speaking, it is widely open to

conduct a new research in this field of study.


61

REFERENCES

Ary, D., Jacobs, L. C. & Razavieh, A . (2006). Introduction to research in

Education (Eighth Edition). California: Wadsworth Group.

Bennet, N. (1997). Teaching through play, Philadelphia: Open University

Press.

Borg, W. R. & Gall, M. D. (1983). Educational research: An Introduction.

NewYork: Longman.

Brown, G. & Yule, G. (1983). Teaching the spoken language: an approach

based on the analysis of conversational English. Cambridge: Cambridge

University Press

Clark, H. H. & Eve V. (1977). Psychology and language: An Introduction

to Psycholinguistics. New York: Harcourt, Brace & Jovanovich.

Golebiowska , A . (1990). Getting students to talk, New York: Prentice Hall,Inc.

Hughes, R. Teaching and researching speaking. Pearson Education

Limitted

Joyce, B. & Weil, M. (Eds.). (2000). Models of teaching. Boston: Allyn and

Bacon.

Kemp, J. E. (1977). Instructional design, a plan for unit and course development,

Fearon: Pitman Publisher, Inc.

Lado, R. (1964). Language teaching: A Scientific Approach. New York: Mc

Graw-Hill, Inc.

Luoma, S. (2004). Assesing speaking. Cambridge: Cambridge University Press.


62

Paulston, C. Bratt & Bruder, M. Newton. (1976). Teaching English as a

Second language: Teaching Procedures, Massachusetts: Winthrop

Publishers, Inc .

Richard, J.C. & Rogers, T. S. (1986). Approaches and methods in language

Teaching,Cambridge: Cambridge University Press.

Rivers, W.M. (1968). Teaching foreign language skills, Chicago: The

University of Chicago Press.

.

Waney, Max H, & K. Prayitno and Suwardi. (1980). Kerangka pengajaran

IPS dengan metode“Role-playing”. Jakarta: Proyek Pengembangan

Pendidikan Guru.

Widdowson,H.G. (1979). Teaching language as communication. London: Oxford

University Press.

Yalden, J. (1983). The communicative syllabus: Evolution Design and

Implementation. Englewood Cliffs, New Jersey: Prentice Hall


63

APPENDICES


64

APPENDIX A Surat Izin Penelitian


65


66

APPENDIX B Questionnaire of Evaluation


67

Questionnaire of Evaluation

Hal : Permohonan Pengisian Kuesioner

Lamp. : The General Description of the Designed Materials

Syllabus

Lesson Plan

Set of Designed Materials

Kepada

Yth. Bapak/Ibu/ Saudara _______________

di _________________________________

Dengan hormat,

Yang bertandatangan di bawah ini, saya, mahasiswa Universitas Sanata Dharma

Yogyakarta,

Nama : Paulus Aditya Hernawan

NIM : 061214113

Prodi/ Jur./ Fak : PBI/ PBS/ FKIP

Alamat : Wirobrajan WB II/342 Yogyakarta 55252

Berkaitan dengan penyelesaian tugas akhir (skripsi) yang saya susun dengan judul

“Designing A Set of Speaking Materials Using Role-play for Second Semester

Students of English Club of Elementary Teachers Education Program of Sanata

Dharma University”, saya memohon kesediaan Bapak/ Ibu/ Saudara untuk menilai

serta memberikan kritik dan saran terhadap materi yang telah saya susun dengan

cara mengisi kuesioner yang tersedia. Adapun The General Description of the

Designed Materials, Syllabus, Lesson Plan, Set of Designed Materials terlampir.

Demikian permohonan saya, atas kesediaan Bapak/ Ibu/ Saudara, saya

mengucapkan terimakasih.

Yogyakarta, 5 Desember 2011

Hormat saya,



68

MATERIAL EVALUATION QUESTIONAIRE

This questionnaire is an evaluation instrument to design English speaking material

using role-play for second semester students of English Club of Elementary

Teachers Education Program of Sanata Dharma University. It will be used for

research entitled: “Designing A Set of Speaking Materials Using Role-Play for

Second Semester Students of English Club of Elementary Teachers Education

Program of Sanata Dharma University”.

Respondent‟s identity ,put the check (√) mark in the appropriate box.

Educational Background : D3 S1 S2 S3

Teaching Experiences : <1 year 1-5 years 5-10

years

>10 years

Sex : male female

Age (optional) : __________

A. In giving your opinion on the designed materials, please choose one of the

options by crossing out (x) the number which indicates your choice. The

number and the degree are explained as follows:

5 : strongly agree

4 : agree

3 : undecided

2 : disagree

1 : strongly disagree


69

No.

Respondent‟s Opinion

Degrees of

Agreement

1 The competence standard is well formulated

1 2 3 4 5

2 The basic competences are well formulated

1 2 3 4 5

3 The indicators are well formulated

1 2 3 4 5

4 The indicators are able to support the attainment of

basic competences

1 2 3 4 5

5 The topics are well selected and arranged 1 2 3 4 5

6 The instructions are already clear

1 2 3 4 5

7 The materials are matched with the competences and

indicators

1 2 3 4 5

8 The pre-activity, main-activity, and the post-activity

are well-developed

1 2 3 4 5

9 The materials are interesting, suitable and relevant

for the second semester students of Elementary

Teachers Education Program of Sanata Dharma

University

1 2 3 4 5

10 The materials are able to help students to develop

their ability in English speaking

1 2 3 4 5

11 The learning experience are relevant with English

speaking mastery

1 2 3 4 5

12 The use of role-play to teach speaking is well-

developed

1 2 3 4 5

13 The content is relevant with the context and the 1 2 3 4 5


70

situation which the language is used

14 Generally, the instructional materials are well

elaborated

1 2 3 4 5

B. Please give opinions or suggestions on the “Designing A Set of Speaking

Materials Using Role-Play for Second Semester Students of English Club

of Elementary Teachers Education Program of Sanata Dharma

University”.

1. What are the strength and the weaknesses of the “Designing A Set of

Speaking Materials Using Role-Play for Second Semester Students of English

Club of Elementary Teachers Education Program of Sanata Dharma

University”.

The strengths are:

a. ___________________________________________________________

b. ___________________________________________________________

c. ___________________________________________________________

d. ___________________________________________________________

e. ___________________________________________________________

The weaknesses are:

a. ___________________________________________________________

b. ___________________________________________________________

c. ___________________________________________________________

d. ___________________________________________________________

e. ___________________________________________________________

2. What are your comments about the overall designed materials?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


71

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

3. What are your suggestions in order to improve the materials?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

==Thank You==


72

APPENDIX C Syllabus


73


74


75


76


77


78


79

APPENDIX D Lesson Plan


80

Lesson Plan

Unit : 4 (Narrative text)

Topic : Fable

Time Allocation : 2 x 50 minutes

Competence standard : Be able to express meanings in short functional

text in the

form of narrative to interact with environment

Basic competence : Be able to understand the meaning of fable text which is

used

in storytelling. Be able to Master the meaning fable text

which is used in storytelling.

Indicators :

In the end of the lesson, students are able to:

Mention the definition of fable accurately.

Explain the generic structure and linguistic aspects of fable.

Make a fable in the good arrangement and grammatically correct.

Make short role-play performance about fable No. Activities Time

Allocation

1.

Pre Activity

Get Ready

Students look at the animal pictures, then

choose which one is good/evil animal? And

explain the reason.

Students share their opinions in why those

animals got that such kind of stereotype in being good/evil.

10 minutes

15 minutes

2.

Whilst Activity

Check this out

Students read the description of fable, and then

read the example of fable.

Students make a dialogue based on the mouse

deer and tiger pictures.

Show time

Students work in group of four and make a

short role-play based on the situation given.

Students act their role-play in front of the

class.

10 minutes

20 minutes

20 minutes

15 minutes

3. Post Activity

Students give feedback on the other groups‟

performances and do the self evaluation.

10 minutes


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APPENDIX E Presentation of the Instructional Materials Design


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It’s Free to Speak - Storytelling

LBUSD

It’s Free to Speak!

A set of Speaking Materials using Role-play

2nd Semester Students

The position of the designed materials either as the complementary materials or as the replacement of the previous materials. The designed materials will only focus on the

story telling topic, and it means the designed materials will not give any changes in the materials before the story telling topic.


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UNIT 1

INTRODUCTION TO STORYTELLING AND ROLE-PLAY

Look at the picture, what is

the woman doing?

Do you like doing the same

thing as what the woman is

doing?

Get ready !

Storytelling is the conveying of events in words, images, and sounds

often by improvisation or embellishment. Stories or narratives have been

shared in every culture as a means of entertainment, education, cultural

preservation, and in order to instill moral values. Crucial elements of

stories and storytelling include plot, characters, and narrative point of

view.

What is storytelling

?


http://en.wikipedia.org/wiki/Word

http://en.wikipedia.org/wiki/Image

http://en.wikipedia.org/wiki/Sound

http://en.wikipedia.org/wiki/Improvisation

http://en.wikipedia.org/wiki/Narratives

http://en.wikipedia.org/wiki/Entertainment

http://en.wikipedia.org/wiki/Moral

http://en.wikipedia.org/wiki/Plot_%28narrative%29

http://en.wikipedia.org/wiki/Character_%28arts%29

http://en.wikipedia.org/wiki/Point_of_view_%28literature%29



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All kinds of story have a

general structure which is

consists of several events and

actions, those events and

actions will form a series of

events which is called by

PLOT, the plot can be

summarized in this following

picture:

Check this out!

Look at the picture on

the left, this semester we

will study about those

kinds of story.

We will not only study

about the meaning or

read the story, but also

act and perform those

kinds of story in front of

the class.

Sounds interesting,

right?

Exposition: This part introduces the characters and the setting of the story

Rising action: It explains the events that lead to the conflict

Climax: Here the climax of the story and the struggle of the characters are exposed

Falling action: This part explains how the problem was solved and ends the story (denouement)


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Read this following story and identify the plot/generic structure!

The Sick Lion

A Lion, unable from old age and

infirmities to provide himself with food

by force, resolved to do so by artifice.

He returned to his den, and lying down

there, pretended to be sick, taking care

that his sickness should be publicly

known. The beasts expressed their

sorrow, and came one by one to his den,

where the Lion devoured them. After

many of the beasts had thus disappeared,

the Fox discovered the trick and presenting himself to the Lion, stood

on the outside of the cave, at a respectful distance, and asked him

how he was. "I am very middling," replied the Lion, "but why do you

stand without? Pray enter within to talk with me." "No, thank you,"

said the Fox. "I notice that there are many prints of feet entering

your cave, but I see no trace of any returning." http://ivyjoy.com/fables/sicklion.html

Infirmities : kelemahan

Sorrow : kesedihan

V&G


http://ivyjoy.com/fables/sicklion.html

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Role-play

Role-play is an action where

a person or a group of persons

behave and speak like other

person does; the purpose of

this action is to entertain or to

show their speaking ability.

This semester, you will not only studying storytelling,

but also role-play. What is role-play? Let‟s check it out!

This is the first

time I hear that

an angel has no

wings.

I want to fly but I have no

wings.

Gatotkaca : Hi Arimbi, why are you so silent today?

Arimbi : I’m a bit jealous with you?

Gatotkaca : Eh, why?

Arimbi : You’re so mighty. You could fly easily, but I cannot. I

want to fly but I have no wings.

Gatotkaca : This is the first time I hear that an angel has no wings.


87


Still confused? In short ,role-play is an activity of speaking

where you put the real condition of an event in to the class.

You imitate the condition as similar as possible to the real

condition of the event. The picture below is one example of a

role-play.

I heard you want

a baby, so I give

him to you.

This is a

miracle

I don‟t believe

it.

The examples of role-play are: soap opera (sinetron), comedy show (like Opera van Java, Sketsa, etc), end even a

movie. In doing role-play, you have to decide the characters, the setting, the dialogue, and of course the story of your role-

play. Role-play is very interesting, isn’t it? Role-play gives you opportunities to speak, act, and personalize your way of learning English. In short, it gives you a lot of benefits.

So, are you ready to be an actor/actress?


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Folklore

Folktale

Myth

Legend

UNIT 2

FOLKLORE

Get ready !

In this unit you will learn

more kinds of stories; they

are folktale, myth, legend.

Those three kinds of stories

are belong to Folklore. So,

are you ready to learn and

act the stories?

Hey, do you know me?

I’m a giant, do you

know in what kind of

story you can find me?


89


Check this out!

Look at the pictures above, what thing comes up in your mind

when you‟re looking at the pictures?

Do you know the story about those pictures? In what type of story

are they? Share your knowledge to your friends nearby.


http://winrymarini.blogspot.com/2010/02/lutung-kasarung.html

http://winrymarini.blogspot.com/2010/02/legend-of-surabaya.html

90


Make a group of four!

In your group, make a short folklore role-play based on the pictures above

Decide how many characters and what events should appear in the role-play

Decide a title for your group’s role-play Look at the pictures below to make it easier to decide what to do in

making your role-play.

Yes, you can!


91


These following keywords will help you to make your role-play:

Show time!

Finished? Now it‟s time to show your story in front of the class. No need to worry

to make mistakes, we will fix that later.

Ready? It‟s free to speak anyway.

!


92


UNIT 3

FAIRYTALE

Get ready !

Hello, I am Draco...

Are you talking

about me? I’m looking for

a green dragon.

They are old stories

that were passed down

by word of mouth for

many years before

finally being written

down. The usual

settings are peasants,

witches, royalty

forests, castles.

Fairytale

Check this out!

Look at the pictures above, are you familiar with them?

Guess what will happen if the man meet the dragon?

Choose one character that you like from those characters above!


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Read this following story! Keong Emas (The Golden Snail)

PRINCE Raden Putra and Dewi Limaran were husband and wife. They lived in

a palace. Prince Raden Putra's father was the king of the kingdom.

One day, Dewi Limaran was walking around in the palace garden. Suddenly she saw a

snail. It was ugly and disgusting.

"Yuck!" said Dewi Limaran and then she threw it away into a river.

She did not know that the snail was actually an old and powerful witch. She

could transform herself into anything. The witch was angry to Dewi Limaran. The

witch put a spell on her and changed her into a golden snail. The witch then threw it

away into the river.

The golden snail was drifting away in the river

and got caught into a net. An old woman was fishing

and used her net to catch some fish. She was

surprised to see a golden snail in her net. She

took it and brought it home. When the old woman

woke up in the morning, she was surprised that the

house was in the good condition. The floor

was mopped. And she also had food on the table. She

was thinking very hard.

"Who did this to me? The person is very kind." It happened

again and again every morning.

The old woman was very curious. One night she decided to stay up late. She

was peeping from her room to know who cooked for her. Then, she could not believe

what she saw. The golden snail she caught in the river turned into a beautiful woman.

The old woman approached her.

"Who are you, young girl?"

"I am Dewi Limaran, Ma'am. A witch cursed me. I can change back as a human

only at night," explained Dewi Limaran.

"The spell can be broken if I hear the melody from the holy gamelan,"

continued Dewi Limaran.

The old woman then rushed to the palace. She talked to Prince Raden Putra

about her wife.

Prince Raden Putra was so happy. He had been looking for his wife

everywhere.

He then prayed and meditated. He asked the gods to give him the holy gamelan. He

wanted to break the witch's spell. After several days praying and meditating, finally

gods granted his wish. He immediately brought the holy gamelan to the old woman's

house. He played it beautifully. And then amazingly the golden snail turned into the

beautiful Dewi Limaran.

The couple was so happy that they could be together again. They also

thanked the old woman for her kindness. As a return, they asked her to stay in the

palace. *** http://indonesianfolklore.blogspot.com/2007/10/keong-emas-golden-snail-prince-raden.html

Pure

gold


94


Witch: penyihir wanita

Drifting: melayang

Peeping: mengintip

Mopped: sudah dipel

To grant: mengabulkan

Spell: mantra

Decide: memutuskan

V&G

Now imagine you are a witch, and make

your own magic spell using the daily use

words!


95


Now, identify these following elements based on the story above:

Work in group of four

In your group, choose one Indonesian fairytale! Decide the setting of the fairytale (use the 6 elements in the previous

activity)! Make a short role-play about fairytale based on the 6 elements that

you’ve discussed with your friends!

Show time!

Finished? Now it‟s time to show your story in front of the class. No need to worry



!

Yes, you can!


99


UNIT 4

FABLE

Get ready !

Look at the animal pictures above. Which animal do you

like/dislike most? Explain your reason!

Imagine, if you are an animal, what kind of animal do you want to

be, and mention your reason!

Why those animals get this kind of

stereotype in being good/evil?

!

Mention some animals that usually

considered as good animal in the

story! !

Mention some animals that usually

considered as bad/evil animal in the

story!

!


100


A short tale that

presents a moral

value or a

message on good

and bad

behavior. The

characters of

fables are usually

animals. They

can speak and

behave like what

people do

Check this out!

The Hare and the Tortoise One day, a hare and a tortoise held a run competition

Hare : Are you sure to challenge me in a run

competition?

Tortoise: Yeah, why not?

Hare : Don’t you feel scared to lose?

Tortoise: Nope!

Hare : What makes you so sure that you will win?

Tortoise: I don’t know, I’m sure to win this game, that’s

it.

Hare : Okay..let’s start the game then..the one who

gets to the other side of this forest is the

winner. Deal?

Tortoise: Deal!

To be continued>>>>>

Do you know what happens then?

What is fable?

?

Hare : kelinci

Tortoise: kura-

kura


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Elements of Fable: Exposition:

This part introduce the characters and the setting of the story

Rising action: It explains the events that lead to the conflict

Climax: Here the climax of the story and the struggle of the characters are exposed

Falling action: This part explains how the problem was solved and ends the story

Fable, like the

other narrative

texts, is written

in past tense

!

Do you still remember the

story of the animals in that

picture?

Discuss the picture with

your friends, and then

explain the morals of the

story to the others!

Now, try to make short conversation between those animals in the

picture with your friends nearby! After you finished, practice the

conversation with your friends.


102


Work in group of four

Choose one animal for each member of your group Make the characteristic for each animal character Make a short role-play about fable based on these following situations:

Situation 1

One character is the hero animal, this character is very strong and helpful. In one

occasion, there is one evil animal who wants to defeat the hero animal. The other

animals warn the hero about the evil animal. There is a fight between the animals.

Characters:

Hero animal, evil animal, others animals who don‟t want the fight.

Situation 2

One animal was caught by a hunter; the other animals want to set the animal free.

The hunter does anything not to let the animals set free their friend.

Characters:

The caught animal, hunter, other animals who want to free the caught animal

Show time!

Finished? Now it‟s time to act your fable in front of the class. No need to worry



!

Yes, you can!


103


UNIT 5

SPOOF

Get ready !

Funny

Story

To Entertain

Laugh

So, here I have

some clues: it‟s a

story, it‟s funny,

you‟ll laugh after

reading it, and of

course it‟s

entertaining. What

is it? Please

answer, but don‟t

look at this unit‟s

title! I am funny,

right?

Yes, that’s right. Spoof is a text which tells factual story, happened in the past time with unpredictable and funny ending. Its social function is to entertain and share the story. In this unit, you’ll be given some examples of spoofs, and after that what you need to do is make your own spoof, and change it into role-play based on the spoof that you’ve made.


104


One of the most popular spoof in Indonesia comes from West Java, in

which the main character is Si Kabayan. This following story is one of the many versions of Si Kabayan stories:

Check this out!

Si Kabayan Brings Home The Corn

Si Kabayan had been ordered by his father-in-law to collect the ripe corn

from the garden and bring it in to the house. Too lazy to carry so many

ears of corn himself, he tied them together and hung them on a bamboo

pole which he slung ocross the back of his horse.

Then he himself mounted the beast and saw him approaching the house

and called. “Kabayan, Kabayan, what in the name of heaven are you doing?

Why are you carrying the corn that way, sitting on the horse with the

pole over your shoulder ?”

“Ah, Pa,” replied Kabayan, “otherwise it would be too heavy for my horse.”

http://www.christon.net/folk-tales/si-kabayan-brings-home-the-

corn/

Actually, the generic structure of a spoof is

just the same as the other types of story.

The difference is in the element called

TWIST. Twist is the funniest part of the

story. It is the heart of the story itself. So,

from the story above, which part is the

twist?


http://www.christon.net/folk-tales/si-kabayan-brings-home-the-corn/

http://www.christon.net/folk-tales/si-kabayan-brings-home-the-corn/

105


Sacred Well Woman : Oh, sacred well, I want you to fulfill my wish! Well : What is it? Woman : I wish for no housework, no cooking, no cleaning, less work and

more money! Well : Okay, now throw $10 to me and your wish will be fulfilled. Woman : Here it is $10 Well : As you wish... no housework, no cooking, no cleaning, less work

and more money! I turn you into a man. Work in a group of four, we will make a short spoof role-play!

Choose one funny thing in your daily life; it could be funny thing during your study at school, university, or any other activities.

Decide the setting and the characters Don’t forget to find the TWIST of the story, and make sure that this is

funny.

Yes, you can!

Sacred : keramat, suci

Well : sumur

V&G


106


Show time!

Finished? Now it‟s time to act your spoof in front of the class. No need to worry



!


107


BIBILIOGRAPHY

McCaslin, Nellie. 1996. Creative Drama in the Classroom, New York: Longman

Philips, Sarah. 1999. Drama with Children. Hong Kong: Oxford University Press

http://www.cartoonstock.com


http://www.cartoonstock.com/

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Self Evaluation, this self evaluation sheet is given in the end of every meeting.

Name:______________________ Date:________________

Today, I learn:

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

What is good in me?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

What should I improve?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Today, I found these new words:

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


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