CHAPTER 1
INTRODUCTION
A.
Background of The Problem
Speaking is one of the
subjects in learning English that has many advantages such as through speaking,
the students can share their opinions, they can communicate with other in
speaking, they can new find new friend if they have good communication.
According to Nunan speaking is the productive aural/oral skill. It consists of
producing systematic verbal utterances to convey meaning.[1] It
means, speaking is how to produce the language, especially in English fluently,
and accuracy.
Students’ success in
learning speaking is influenced by two factors; they are internal and external
factors. As purwanto states that the studens are always influenced by external
and internal factors.[2] Internal
factor is the thing that comes from inside of students such as attitude,
talent, self confidance, motivation and so on. Whereas external factor is the
thing that comes from outside students such as learning source, teaching
method, learning environment, and so on. It means that there are two factors
that influenced students’ success in their speaking.
Motivation is one of
factors that is needed by students in helping them to succeed in their
learning. According to Hermer also stated that motivation is some kind of
internal drive with pushes someone to do things in order to achieve something.[3] It means
that motivation will engage students to get succes in their learning.
Therefore, if students want to increase their learning, they should have
motivation.
In increasing the
students’ motivation, there some techniques that can be used by teachers. The
teachers in classroom have to develop communicative, interactive and active
situation in classroom. To make it happens, teacher should know communicative
technique for teaching English. Especially for speaking, the technique should
motivate the students to speak actively. As for the shy sudents, it should
facilitate and give opportunity to them to speak.
One ways to improve
students’ motivation in speaking is by using role play technique. Role play is
technique that can improve the students’ motivation in speaking. They can
practice their speaking in any situation. Ladouse in Huang also states that
role play is one of a whole gamut of communicative techniques which develops
fluency in language students, promotes interaction in the classroom, and
increases motivation.[4] It means
that by applying this technique, students’ motivation is assumed can be
improved. This technique does not only make students have more opportunities to
act and interact with heir peers but also can make students used to use the
English language. They can become more aware of the usefulness and practicality
of English.
In addition, role play is divided into two types,
they are: scripted and unscripted role play. Donn Bryne states that role play
can be grouped into two forms, scripted and unscripted role play.[5] Scripted
role play means that students play the dialog or conversation based on the next
book or dialoque that is given by teacher. In contrast, unscripted role play
means that students play conversation or dialoque spontaneously and without
depending on the script that is given by teacher. It means that students have
to decide what words to use and how the conversation develops.
Morevor, unscripted role play technique leads the
students to speak English directly and spontaneously. It can also make to be
active and participate in the classroom. Students will enjoy speaking without
afraid of making mistake in their grammar and also giving opportunity to speak
much in the classroom.
Unscripted role play technique has been used by some
schools, including Pondok Pesantren Diniyah Limo Jurai that is located in
Sungai Pua. In this school, there are four English teachers and one of the
teacher in this school has applied unscripted role play technique in teaching
speaking.
In Pondok Pesantren Diniyah Limo Jurai, the teacher
in teaching speaking uses the unscripted role play technique. The teacher asks
students to create the dialoque in pair at least two or three students. The
students will perform conversation in the classroom based on the dialoque that
they have wtitten. It is the way to increase students’ motivation by performing
conversation that they have written in front of class and they will be free to
expresss their ideas.
Unfortunatelly, however teacher had applied
appropriate procedure in using unscripted role play, but some students still
had lack of motivation to speak English in the classroom. It cloud be seen when
techer asked students to make dialoque and perform it in front of the class,
some students seem enjoy making the dialoque and preparing to perform it in the
classroom. Whereas, some other seemed unmotivated and did not want to make the
dialoque and even they made noise in the classroom. It was caused by some
factors. One of them was that speaking English is difficult for the students.
Some students did not know what words that they should use because they have
limited vocabulary. Some students liked confused to create the conversation
because of uncondusive environtment that was used to speak Indonesian Language
or mother tongue (Minang Languge). Some students did not want to speak English
bacuse they taugh much about using grammer. They were afraid of making mistake
in their grammar. Others did not show their enthusias because they did not
enjoy following speaking class.
Based on the phenomena above, the researcher is
interested to conduct a research about “The Effectiveness of Using Unscripted Role
Play Technique Toward Students’ Motivation in Speaking Skill at Seventh Grade
of Yayasan Pendidikan Diniyah Limo Jurai Pondok Pesantren Diniyah Limo Jurai in
Academic Year 2015/2016”.
B. Problem and Focus of The Research
Uncsripted role play technique is assumed as an effective technique to
improve students’ motivation to speak at the classroom. As the reality that the
researcher found in this observation, there were some students still had low
motivation.
C.
Formulation
of The Problem
Based on the
problem, the researcher formulates the problem as following question : “is the
use of unscripted role play technique effective to improve students’ motivation
in speaking English at the seventh grade of pondok pesantren Diniyah Limo Jurai
in academic year 2015/2016?
D.
Purpose
of The Research
Based on formulation of study, the purpose of study
is to know the effectiveness of using unscripted role play technique in
improving students’ motivation in speaking English at Pondok Pesantren Diniyah
Limo Jurai.
E. Significance of the Research
The result of this research hopefully
can give contribution as follow:
1.
For
teacher
The researcher hopes that Unscripted Role Play technique can
give contributor to the educator, and motivate the teacher o use many techique
in learning espically in speaking.
2.
For
college
For it college, it will be used to add he literaure in the
library of IAIN Bukittinggi and can be a source of the next researcher.
3.
Future
researcher
The researcher hopes this thesis can quide the next
reseacher who wants to do research with he same topic.
4.
For
researcher
Improve researcher knowledge about applying unscripted role
play technique in speaking.
F. Definition
of Key Terms
Some essential terms used in this
research are defined as follow:
1.
The
effectiveness is a measure that says how far the target (quantity, quality and
time) is achieved. Where he greater percentage of target achieved, he higher
its effectiveness.
2.
Speaking
is a skill that is required by the students to be able to express their
ideas,feelings, and expressions to other in oral form.
3.
Motivation
is students’ desire to learn, to be active and to participate during teaching
and learning process.
4.
Unscripted
role play is technique which develops the students’ opportunities to act and
interact with the peers in speaking language by using the dialoque each others
without scripted that is gien by the teacher.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Related Theory
1. The Nature of Speaking
a. The Definition of Unscripted Role Play
Every language teacher should realize the use of technique
that can be applied in teaching English in the classroom. One of technique that
can help the students to face their problem in speaking is using unscripted
role play technique. Unscripted role play or unstructured role play is used
spontaneously exploration of various situations. Adam Blatner states that
“unscripted role play is where there was to be no script, no fixed lines, and
no rehearsals.”[6] It means that in unsripted
role play, students learn to be creative and use their spontaneity in developing
the idea. It is contrast with scripted role play which emphasizes on written
scripts that is given by the teacher.
In addition, when the students are
taught by using unscripted role play technique, they will directly learn to
interact and cooperate each others, unscripted role play is teaching technique
which enforces empathy, cooperation and negotiation skills.[7]
It can be concluded that by using unscripted role play technique the students
can develop good social skills with their partner.
Then, according to Hermer unscripted
role play is those where students are asked to imagine that they are in
different situations and act accordingly. It means that students can be free to
issued idea in different situations.[8]
Based on explanation above, it can be
conclude that unscripted role play is one of technique to learning speaking
which used spontaneously exploration in different situations.
b. Characteristics
of Unscripted Role Play
Unscropted
role play has some characteristics that the teacher need to know in learning
process. According to Ken Jones, unscripted role play has following
characterictics.[9]:
1.
Reality
of function: the students must not think of themslves as students, but as real
participants in the situation.
2.
A
simulated environment: imaginary situation that is created by the learners.
3.
Structure:
students must see how the activity is constructed and they must be given the
necessary information to carry out the play effectiely.
It
means that reality of function, a stimulated environment, and structure should
be known by teachers in applying unscripted role play technique.
c. Procedures
in Using Unscripted Role Play
In
unscripted role play, the situation of unscripted role play does not depend on
the text book. The students themselves have to decide what words that they
should use and how to develop the conversation. Holmes states speaking in role
plays in pairs in chairs[10] :
First, the teacher should address individual
students with the greetings below. Then, have the SDS read the back the
replies. This is for pronunciation, so that they get the right sound and tone
to the words. Then, put them in pairs in two rows of chairs opposite one another and have them read the greetings and replies in sequence aloud for
speaking and pronunciation practice, with everyone talking at once. Give them a
few minutes to practice, and then stop and get each pair to speak aloud, one
pair at a time, one line at a time. Practice the rhythm and the music of the
language with them as you go.
Greeting Reply
Hi Hello
Hello Hello
d. Teacher’s
Role in Using Unscripted Role Play
The teacher’s in using unscripted role
play can vary. Harmer states some teacher’s role dealt with teaching speaking
using unscripted role play such as organizer, assessor, prompter, participant,
resource, and also observer.[11]
e. Advantages
of Using Unscripted Role Play
There are seven advantages in using unscripted role play.[12]
1)
It
stimulates authentic conversations
2)
It
is a fluency activity
3)
It
is suitable for consolidation
4)
It
creates sensitivity and a sense of awareness
5)
It
increases motivation
6)
It
is a break from routine
7)
It
prepares students for real life and unpredictability
2. The
Nature of Motivation
a. The
Definition of Motivation
Motivation is defined as the driving
force behind our actions, fueled by desire for something. Motivation also is
something that eneggizes, direct, and sustains behaviors. Richards and Schmidt
define motivation as “the driving force in any situation that leads to action”.[13]
It means that students are motiated to do something when they feel the
importance think and expect to succeed in doing speaking.
Based on the definition above, it can be
concluded that someone will get success in his learning if he has a good
motivation because motivation is really importance to make someone has
willingness to do somethig and also gives it the direction energizes and
directs goal oriented. Besides motivation is more specific than content based
subjet because language as a skill needs to be applied not just stored in the
head or admired. Thus, the teacher needs to teacher needs to encourage language
through motivation.
b. Types
of The Students’ Motivation
Two types of motivation reoccur throughout the
literature. They are instrumental and integrative motivation:
1.
Instrumental
motivation
Instrumental
motivation is one in which the learner desires to use the language as a tool to
achieve some desirable ends.
2.
Integrative
motiation
Integrative
motivation is one in which “learners may choose to learn a particular L2
because they are interested in the people and culture represented by the
target-language group”.[14]
c. Kinds
of the students’ motivation
Generally
speaking, the optimal kind of motivation from within is identified as :
1.
intrinsic motivation
that is, doing something as an end in itself,
for its own self-sustaining pleasurable rewards of enjoyment, interest,
challenge, or skill and knowledge development.
2.
extrinsic motivation
that is, doing something as a means to some separable outcome,
such as gaining a qualification, getting a job, pleasing the teacher, or
avoiding punishment.[15]
d. The
Factors That Influence The Students’ Motivation
The
students’ motivation will be influenced by internal and external factors:
a.
Internal
factors
These
factors are made to reach the best motivation from inside of someone’s self.
The intern factors are physiology and psychology factors as Slameto classified:
1)
Physiology
The physiology is devided into two kinds; healty
and physical defect:
a)
Healty
b)
Physical
Defect
2)
Psychology
This factor is divided into four sorts;
intelligence, attention, interest, and talent.
b.
External
factors
The
external factors are the factors that influence the students’ motivation that
come from the outsid of someone’s self, as Brown states that external motiation
is when other influences, such as teacher or school requirements, pressure
someone to do something.[16]
e. Indicator
to Measure Students’ Motivation to Speak English
Students
who hae enjoyed in speaking English can be seen from their attitude when they
learn English. When the students have igh motivation in speaking, they will
active and seriouly participate in the classroom. According to Asrori the
students who have high motivation will:
a.
Strong
destination to study
b.
Having high
curiosity
c.
Can do
their task alone without asking help for someone else
d.
Having good
concentration when they study
e.
Their
difficulities is considered as away to get success
f.
Never give
up
g.
Having good
spirit to study
h.
Wish to do
things that the teacher expect
i.
Having
desire to jnow the language
j.
Having a
new word to be said in the classroom.[17]
In this
stage, the researcher just take the indicators that appropriate in students’
motivation in speaking activity that can be seen in Unscripted Role Play
technique, the indicators are:
a)
Enjoy
learning language
b)
Want to
learn language
c)
Strive to
learn language
d)
Doing the
task seriously
e)
Spirit to
study
f)
Perseverance
g)
Having new
words to be said in the classroom
h)
Actively
and participate in language learning process
i)
The
performance of a task for it is own sake
j)
Learner
motivation is eidence by the amount of attention given to the input
k)
Lead to
improved performance
l)
Ego
involvement
m)
Belief
about self
n)
Have good
concentration when studying
o)
Never give
up
p)
Their
difficulities is consider as the way to get success
q)
Goal
orientation
f. Measuring
Students’ Motivation
One of
scale that can be used to measure students motivation is likert scale.
According to Sugiyono the likert scale is used to measure te attitude, opinion
and the perception of someone or a group of people about social phenomena.[18]
By using likert scale, variable that will be mesured should have variable
indicators. The indicators become reference to arrange the item of instruments.
In addition, item of instruments can be question or statement.
On a survey
or questionnare, a typical likert item usually takes the following format:
1.
Always
2.
Often
3.
Sometimes
4.
Seldom
5.
Never
The gradations have score for each item. As
sugiyono stated[19]:
Item
|
Score
|
Never
|
1
|
Seldom
|
2
|
Sometimes
|
3
|
Often
|
4
|
Always
|
5
|
3. The
Nature of Speaking
a. The Definition
of Speaking
Speaking is an interaction process between
speaker and listener that insolves sharing of meaning. According to chaney
speaking the process of building and sharing meaning throught the use of verbal
and non-verbal symbols, in a variety of contexts.[20]
It means that in speaking there is a process of communication between speaker
and listener which convey the message or information by using verbal and
non-verbal symbols.
b. Characteristic
of Succesful Speaking
Students
who get success in speaking have some characteristic, according to Ur
characteristic of succesfull speaking, they are: first, learners talk a lot.
Students speak as much as possible in learning activity. Second, participation
is even. Classroom discussion is not dominate by a minatory of talk active
participant, but all students get change to speak. third, motivation is hight.
Learners engage to speak because they are interes in the topic and have
something new to say it. Forth, language is of an acceptable level. Students
express themselves in utterance that are relevant, easy comprehensible to each
other, and of an acceptable level language activity.[21]
B. Review
of The Related Studies
Many studies have been conducted in various objects in order to improve
students motivation in speaking. One of those studies is the study
conducted by Ayu Diah Harni Susanti. Her
study is “Using Role Play in Teaching Speaking” (an Action Reseacher at Islamic
Junior High School Soebono Mantofani Jombang-Ciputat). The method used in this
research is experiment research. The research findings prove that Role Play
technique can improve students’ motivation in speaking and are more advantages
when Role Play is applied in teaching learning process.
In her research, the sudents were motivated in learning and the
student’s speaking score are better than before. Besides, they become more
active in the classroom and speaking in the classroom more enjoyable. In
addition, the shy student’s also lead to be active in the classroom. Thus, it
can be said that the teaching speaking by using Role Play in Islamic Junior High
School was successful.
The review of related studies above studies above shows role play
gives significant effect toward students’ speaking skill. The differences
beteen this research and otheers research that have been done above ere this
research focuses on effectiveness of using unscripted role play in impoving
sudent’s motivation in speaking. The research wants to know whether unscripted
role paly strategy is effective or not in improving student’s motivation in
speaking.
C. Conceptual
Framework
Conceptual below is a framework of the problems
that are taken by the researcher. Conceptual framework of this research could
be created as follow:
The characteristic of unscripted
role play:
-
Reality of
function
-
A simulated
environment
-
Structure
|
The
components motivation:
-
Curiosity
-
Self efficacy
-
Attitude
-
Need
-
Competence
-
External motivators
-
|
Unscripted role
play technique
|
Speaking
difficulities:
-
Low
motivation
-
Limited
vocabulary
-
Afraid of
making mistake in grammar
|
The benefits of using unscripted
role play:
-
Simulated authentice conversation
-
Fluency activity
-
Create sensitivity and a
sense of awareness
-
Increases motivation
-
Prepare students for real
life and unpredictability
|
Motivation to speak
|
Is the use of
unscripted role play effective in increasing students’ motivation in
speaking?
|
The above scheme that there are there main
difficulities that are gotten by students: low motivation, limited vocabulary,
afraid of making mistake in grammar. The unscripted role play is given to solve
these problems by giving some benefits: simulated authentic conversation,
fluency activity, creates sensitivity and sense of awareness, increases
motivation, prepare students for real life and unpredictability.
Unscripted role play has two characteristic: reality of
function, a simulated environment, stucture. In this research, the researcher
will research whether the use of the use of unscripted role play is effective
in increasing students’ motivation in speaking.
CHAPTER III
RESEARCH METHOD
A.
Setting of the Research
In
this research the reseacher used the type of descriptive research. Sukmadinata
states that descriptive research is a reseach method used for describing the
the phenomenon existing that taking place in this time or in the past.[22] The
purpose of the research is to analyze the phenomenon existing in field in order
to get the information.
The
research will coducted thus reseach at the seventh grade of students at Pondok
Pesantren Diniyyah Limo Jurai. This school has been applied unscripted role
play technique in teaching learning process. Based on the observation, in this
school, the researcher found the problem about the students’ motivation in
speaking. The researcher conducted the research starting from November 2015.
B.
Informant of the Research
Arikunto
states that purposive sampling technique is a technique that is used by
researcher if the researcher has some certain consideration to determine the
samples.[23]
The informants of the reseach were the students at seventh grade and the
English teacher who teach in the seventh grade. There are 65 students in
seventh classes at this grade. The research only used one class in this
research that was class VII.A which consisting students.
C.
Technique of Data Collection
The
data in this research were collected through observation, interview and
questionare.
1.
Observation
The researcher
used the direct observation to know the real situation in teaching learning
process in using unscripted role play technique in improving students’
motivation in speaking which the researcher observed directly to the object
that is the teacher’s activities in Pondok Pesantren Diniyah Limo jurai the
class VII.A students. The researcher used systematic observation type which
some factors that will be observed have been arranged systematically and the
researcher was not participant in. The researher did the observation until getting
the valid data. The observation is completed with the observation sheet.
Furthemore the
researcher tasted validity of the observation sheet by using construct validity.
According to Gay, in fact constructs were “inverted” to explain behavior.[24] To
measure the validity the researcher consulted to the indicator of motivation
and some experts such an English lecturer. The researcher also used notebook
and camera to complete this observation during taking the data.
2.
Interview
Interview is a conversation between
interviewer and interviewee in getting information throught some questions and
responses. The purpose of interview is to get some information throught some
questions and responses. The purpose of interview is to get some information
from the interviewee to the interviewer. According to Syamsuddin and Damaianti,
interviews conducted ti find what going on right now about people, events,
activities, organization, feelings, motivation, recognition, concerns, and so
on.[25] The
researcher did interview to the teacher who teaches speaking by using
unscripted role play in the class VII.A. Throught interview, the researcher
hoped be able to get more in-depth information from the teacher about student’s
motivation in speaking when the teacher used unscripted role play at the
classroom and the effectiveness of the technique. The interview from was a free
guided interview.
Furthermore, interview was as supporting
technique in collection data beside observation and questionare. The researcher
prepared several tools or instrumnts which helped in interview process such as
list of questions, tape recorder, camera, notebook, text of some question as a
written guide and other that would support this interview. The reseacher
directly related to the questions that would be asked about the effectiveness
of using unscripted role play in improving student’s motivation in speaking at
the class VII.A students in Pondok Pesantren Diniyah Limo Jurai. The teacher
was the main key to complete this research.
3.
Questionnaire
Questionnaire is an instrument in collecting
data or information about the student’s motivation in speaking. In this
research, questionnaire consisted of 20 list question items that were collected
by the reseacher by distributing the questionnaire to be filled by the VII.A
students to get their perception toward the statements given. The
questionnairewas made by the reseacher by using closed questionnaire. It means,
the respondents nly answered based on the available response. The questionnaire
written based on the indicators on student’s motivation in speaking. To avoid
the miss understanding and to make it clear for them, the researcher had
considered making the questionnaire in Indonesian. It was expected that the
students as sample would give more spontaneous and accurate answer. The
reseacher used construct validity and empirical validity to test the
questionnaire items.
The writer used
five steps in arranging the istrumentation of questionnaire. The steps were
stated by Margono:
1.
Analyzing the
research’s variable. The reseacher used the theories that used in the reseach
to make sub variable and indicators in gaining the data. It means that the
variable of this reseach were the student’s motivation in speaking that would
be measured by using questionnaire.
2.
Deciding kinds
of instrumentation that would be used to measure variable, sub variable, and
indicators.
3.
Arranging the reseach’s
guideline or instrument’s lay out. The guideline consisted of total, kind, and
scope of question.
4.
Creating items
of questionnaire related to the variable which would be measured.
5.
Testing the
validity and realibility of the items by distributing the questionnaire to the
rspondents who had the same level. It was done because the characteristic of a
good instrument are the existence of validity and reliability.
The questionnaire also should be measured by using
empirical validity. According to Sambas and Maman, the empirical validity is
based on the experience value when the instrument of the research has been
tried out to the testee who is not the sample of the research.[26] After
being fulfilled by the tester, the writer recalled it and measured the validity
by using the product moment formula by Karl Pearson:
Rxy
=
In which :
Rxy
= correlation index
N = the sum of tester
the sum item score and
total score
the sum of total score
Tabel 3.3 : the correlation coeficient[27]
The Range of
Score Category
|
Interpretation
|
0,80-1,00
|
Very high
|
0,60-0.80
|
High
|
0,40-0,60
|
Sufficient
|
0,20-0,40
|
Low
|
0,00-0,20
|
Very low
|
The correlation coeficient can also be done through
degrees of freedom (db) = n-2 in 5%. Making conclusion is by comparing the
value of rxy and the value of rtable. He criteia s if rxy than rtable
(rxy>rtable) so, the item of instrument is valid.[28]
The questionnaire will also be measured by using
reliability. Reliability refers to the consistency of a measure. The
questionnaire is consideration reliable if given the same of questionnaire to
the same students on different occasions, the questionnaire should give similar
result. Sambas states that a measurement instrument is said to be consistent an
reliable if the measurement is carefully accurate.[29]
6.
Revising the
instrument based on the result of
instrument’s test. If there were some items
which were not valid or reliable, it should be repaired or deleted.
In brief, the researcher used these steps
above in creating the good instrumentation that related in using unscripted
role play in improving students’ motivation in speaking.
D. Technique of Data Analysis
This
reseach used the descriptive qualitative. Arikunto explained that data analysis
is meant by processing data obtained by using formulas or rules that are
applicable to reseach or design approach taken.[30] In this
research, the researcher tried to describe whether the use of unscripted role
play was effective or not in improving students’ motivation in speaking at the
class VII.A in Pondok Pesantren Diniyah Limo Jurai.
The
step to analyze the data of questionnaries, Arikunto suggested six steps, as
follow:[31]
1.
Editing, the
researcher would check the respondents’ answer in order to know about the data.
2.
Coding, the
respondents’ answer would be coded by the writer based on their answer.
3.
Tabulating, the
reseacrher would account the data and presented it in the table.
4.
The researcher
would use the formula to find out the percentage of each item of questionnaire,
the writer would use the formula that is proposed by Sudjana and Ibrahim as follow.[32]
P=
x 100%
P
: the percentage of result
f :
the percentage of answer on each question
n :
the total anmount of the sample
5.
After the
researcher knew about the result of the
percentage of total score it was arranged into the table of rating scale. According
to Arikunto, rating scale describe a numerical value to some kinds of judgment.[33] The
researcher would give interpretation of the effectiveness of data. The
percentage could be seen in the table below:
Percentage of the rating scale
|
Rating quality
|
90-100%
|
Very effective
|
72-89%
|
Effective
|
54-71%
|
Sufficienly effective
|
36-53%
|
Not effective
|
18-35%
|
Less than effective
|
0-17%
|
Not very effective
|
So, the researcher could compare and give
interpretation the result to the table above to know the effectiveness of using
uscripted role play in improving students’ motivation in speaking in Pondok
Pesantren Diniyah Limo Jurai.
E.
Triangulation of the Data
In
testing the validity of the data in this qualitative research, the researcher
tasted of the credibility of the data that was obtained by using triangulation
of data. William Wiersma in Sugiyono states that “tringulation is qualitative
cross-validation. It assesses the sufficiency of the data according to the
convergency of multiple data sources or multiple data collection peocedures.[34] Triangulation
was defined as checking the data from a variety of means or technique,
resources and time. Thus, the researcher used techniques triangulation type.
Triangulation
technique were done by checking the data gotten to the same source with
different techniques. For example, data that was obtained by interview was
checked by data obtained from observation an questioner. There would be gotten
valid data with the certainty of data.
[1] David
Nunans, Practical English Language
Teaching (McGraw Hill:Singapore,2003)
[2] M.
Ngalim Purwanto, Psikologi Pendidikan,
Bandung: Remaja Rosda Karya, 2007, p.1
[3] Jeremy
Harmer, The Practice of English Language
Teaching, Longman: Cambridge UK, 2004, p.51
[4] Ladouse,
Retrieved from www:
http.//iteslj.org/techniques/Kodotchigova-RolePlay.html
[5] Donn
Byrne, Teaching Oral English: Longman
Handbooks for English Teacher, Singapore: Longman Group 1986, p.115
[6] Adam
Blatner, “Role Playing in Education”,2009,
Retrieved from http://www.blatner.com/adam/pdntbk/rlplayedu.html
on november 21 , 2015
[7] e-How Contributor, How to Teach Children to Role Play,
Retrieved from http://www.ehow.com/how
2106163 teach-children-role-play.html on november 21,2015
[8] Jeremy
Hermer, How to Teach English,England:Pearson
Education, 2001,p.92
[9] Ken
Jones in Jeremy Harmer, the practice of
English Language Teaching, England: Pearson Educatio, 2001, p.274
[11] Jeremy
Harmer, The Parctice of Languge Teaching,
England: Pearson Education Limited, 2001, p.57-60
[12] Wan yee
sam, Drama in Teaching English as a Second Language –a Communicative Approach,
1990
Retrieved from http://www.melta.org.my/ET/1990/main8.html
on november 21, 2015
[13]
Richards, etal, Learners Motiation to
Speak
Retrieved from www.teachingenglish.org.uk/think/speak/interaction.html
on november 21,2015
[15]
Ryan and Deci in Carol Griffiths, Lessons
from Good Language Learners, Singapore: Cambridge
University Press, 2008,p.21
[16] H.
Douglas. Brown,Strategis for Success a
Practical Guide to Learning English, New York: Addison Wesley Longman,2002,
p.19
[17] Elly
Milliasari, Penggunaan strategy
Pembelajaran Qustioning Based Story untuk Meningkatkan Kemampuan Berbahasa
Inggris Siwa Kelas 9 SMA Negar 1 Pemalang,2002
Retrived from http://idb4.wikispaces.com/file/view/rc19-pdf
on november 21, 2015
[18]
Sugiyono, Metoda Penelitian Pendidikan,
jakarta:2002,p.135
[19]
Sugiyono, Metoda Penelitian Pendidikan,Jakarta:2002,p.135
[20] Hayriye
Kayi,”Teaching Speaking: Activities to Promote Speaking in a Second Language”,2012
Retrieved from http://unr.edu/homepage/hayriyek
[21] Penny
Ur, A course in Language teaching,
Australia:Cambridge University Press,1999,p.48
[22] Nana
Syaodih Sukmadinata, Metode Penelitian
Pendidikan, Bandung: Remaja Rosdakarya, 2009, p.54
[23]
Suharsini Arikunto, Prosedur Penelitian
Suatu Pendekatan Praktik, Jakarta: Rineka Cipta, 2006, p. 145
[24] L.R.
Gay, Educational Researh, p.131
[25]
Syamsuddin AR and Vismaia S. Damaianti, Metode
Penelitian Pendidikan Bahasa, Bandung: PT Remaja Rosdakarya, 2007, p.94
[26] Sambas
Ali Muhidin and Maman Abdurahman, Analisis
Korelasi, Regresi, dan Jalur dalam Penelitian, Bandung: Rineka Cipta, 2007,
p.30-31
[27] Sambas
Ali Muhidin and Maman Abdurahman, Analisis
Korelasi, Regresi, dan Jalur dalam Penelitian, Bandung: Rineka Cipta, 2007,
p.146
[28] Sambas
Ali Muhidin and Maman Abdurahman, Analisis
Korelasi, Regresi, dan Jalur dalam Penelitian, Bandung :Rineka Cipta,
2007,p. 35-36
[29] Sambas
Ali Muhidin and Maman Abdurahman, Analisis
Korelasi, Regresi, dan Jalur dalam Penelitian, Bandung :Rineka Cipta,
2007,p. 37
[30]
Suharsimi Arikunto, Prosedur Penelitian,Jakarta:Rineka
Cipta,2006,p.236
[31]
Suharsimi Arikunto, Management Penelitian,
Jakarta: Rinek Cipta,2006,p.236
[32]Sudjana,etal,
Penelitian dan Penilaian Pendidikan,
Bandung: Sinar Baru,2001, p.129
[33]
Suharsimi Arikunto, Dasar-Dasar Evaluasi
Pendidikan, Jakarta:Bumi Aksara,1999,p.27
[34]
Sugiyono, Metode Penelitian Pendidikan:
Pendekatan Kuantitatif, kualitatif dan R dan D, Jakarta,2002,p.373
Tidak ada komentar:
Posting Komentar