NAME: RIZQI JUWITA SARI
Background of the study
English as a foreign language consists of four skills namely : writing, listening, reading and speaking. These four skills are usually considered as integrated system because each other. To most people, speaking is the most difficult part in learning a foreign language because it is usage sense involves the manifestation either of the phonological system or the gramatical system of the language.
Learner are often hesitatate to speak because they are afraid of pronouncing the words correctly or the students feel really shy about talking in front of other student, although everyone knows that the best way to speak a language as knowing the language and therefore view learning the language is learning how to speak the language, because success is measured in terms of ability to carry out conversation in the target language. Therefore if the students do not learn how to speak in the language classroom, they may soon get booring and lost interested in learning foreign language. On the other hand, if the right activities are taught in the right way, speaking in the class can be a lot fun, raising general motivation and making the english languge classroom a fun and dynamic place to be.
One way to improve students speaking skills is the students have to be more active than the teacher and the students also have to be concident. It can be tried throught socio drama method. Socio drama is a way of simulating what happen in life in order to explore social issues, develope greater understanding between group and individuals, solve the problem and make decisions. Socio drama is concerned with social learning in a group.
The writer assumes that the students can improve their speaking skills through socio drama method. Therefore, the writer is interested in conducting the research entitled “ Improving Students Speaking Skill Through Sociodrama at the Eleventh Grade Students Of SMA N 1 Paciran “
Statement of The Problem
Based on the background, the writer formulates problem statement as follow : “ can socio drama improve the students speaking skills?”
Purpose of The Study
Based on the question, the purpose of the study is to improve student’s speaking ability at the eleventh grade students os SMA N 1 Paciran.
Scope and Limitation
The scope of the study covers only the implementation of socio drama method in the classroom to improve speaking skill at the eleventh grade students of SMA N 1 Paciran.
Significant of The Study
The writer hopes this study has some significances, especially to the students of SMA N 1 Paciran. Also to overcome the weakness of students in speaking skill, to give information for all reader, to improve their communicative ability throught drama.
Definition of The Key Terms
There are some important terms in this study. Therefore, it is necessary for writer to give the definition of the key terms used in the title.
Socio drama is a way of simulating what happen in life in order to explore social issues, develope greater understanding between group and individuals, solve problem, and make decisions.
Speaking skill is ability to speak target language to communicate with others that consist of accuracy, fluency and comprehensibility.
Method is the strategies in learning teaching processor the applied of teaching techniques.
REVIEW OR RELATED LITERATURE
2.1 Theories of Speaking
Speaking a language especially for foreign language learners because effective oral communication requres the ability to use the language appropriately in social interaction. According to Richard and willy a. Renandya that speaking is one of the elements of communication. Where is output modality and learning is the output modality of language acquisition. As a human being, we always need communication to express our idea to do everything what’s more as a students or leaners they have to speak with their teacher as long as in learning process to express their idea.
Therefore, in formal environment between teacher and students have to always interact to make communication. Because in fact, most of our daily communication remain interactional. Therefore, language instructurs should provide learners with opportunities for meaningful communicative behavior about relevant topic by using interaction as the key to teach language for communication because communication derives essentially from interaction.
In other view, speaking is fundamental and instrumental act speaking talk in order to have some effect on their listeners. They assert things to change their state of knowledge. They ask them questions to get them to provide information. They request things to get them to do things for them in still other ways. The nature of the speech act should therefore play a control role in the process of speech production. Speakers begin with the intention of affecting their listeners in a particular way. They select and utter a sentence they will bring just this affect.
2.2 The Problem of Speaking
There are some characteristics can make speaking difficult. As brown demonstrate some characteristics of spoken language can make oral performance easy as well as, in some cases difficult.
Fluent speech is phrasal, not words by words. Learners can organize their output both cognitively and physically ( in breath group ) through such clustering.
The speaker has an opportunity to make meaning cleaner through the redudancy of language learners can capitelize on this feature of spoken language.
Contraction, elisions, reduced vowel, etc, all form special problems in teaching spoken english.
On of the advantages of spoken langunge is that the process of thingking as you speak allows you manifest a certain number of performance, hesitations, pauses, backtracking and corrections.
Stess, rhythm and intonation
The most important characteristic of english pronunciation as well be explained below. The stress time’s rhythm of spoken english and its intonation pattern convey important messages.
Learning to produce moves of language in a vacuum – without interlocutor would speaking skill of it richest component : the creativity of conversational negosiation.
2.3 Teaching Strategies
Sometime there are many logic psycho events which difficult to explain orally, so that it seems need to explain it by action. In this case, the students participation being the important part, socio dramamethod is the way to teach which give chance for student to play the role in social live.it such as role play, in socio drama : student can be built in order to be competent. So the student can act their manner or facial expression and social relation among human being as Usman and Asnawir say that socio drama is learning technique by using expression. In sociodrama method students usually being an actress or actoe to auto play all event or condition related to their subject. In the technique students being active in playing or they just being an audience and giving feed back about the problem in drama. Socio drama is concerned with social learning in a group : the student can explore large system, in society organization, institution and human system. So that, the student can learn to analyze system and to be change agent. Teacher use this method in order that students can understand others, feeling or tolerance, as we know that there are many dispute among people in social life cause of misunderstanding. Beside that, the students can learn the character of another, how to associate with another, the way to close by and relate with another, in that situation they should be able to solve their problem, should be able to solve their problem, should have argument, defend their argument and looking for solution and should be able to take conclusion.
2.4 Sociodrama as a Teaching Method
This method allows the audience to identify issues and possible sollution for the patients, families, and staff by combining the case study approach with role plays. Socio drama is a method by which group of individuals select spontaneously enact a specific social situation common to their experience. In doing socio drama among people with different views. It also effective in clarifying values, developing social skills, solving problem, diagnosing an organization, developing and rehearsing action plans or improving personal effectiveness and awareness. Socio drama can be one of the teaching methods in particular speaking. Many students who have enough knowledge about English grammar, but when they speak english, they felt difficult because they didn’t use to speak or less confidence. With application of socio drama as one of teaching method, students can try speak English easily because they memorize dialogue which has been prepared by them before. This is the first stept for students to improve their speaking skill. Unlike simple role playing, socio drama employs many special action method to deepen and broaden the enactment. The modality is a group interaction process used to assist all types of population in meeting specific group goals. The method draws upon a person’s ability to learn with their whole body and mind.
2.5 Technique of Socio Drama
According to Roestiyah N. K there are some techniquea in performing socio drama as follows ;
Techer explains and introduce this technique to students that by socio drama student are expected to solve their problem related to social actual relation in society, than teacher points some students who will play the role, each of them looking for the problem solving suitable with their role and other student being audience who have their own assigment.
Teacher chooses the urgent problem, in other to take student’s interest. They should be able to explain attractively, so that students being stimulate try to solve the problem.
In other student can understand, teacher while should be able to tell setup the first scene.
If there is student voluntary to play, teacher had better to responses and consider weather he is able or not to play.
Teacher explains to the student carefully so that they know their role, keep in hand the problem good act facial expression or in dialogue.
Student who do not participate should be an active audience beside listen and watch they should give some sugesstion and critic after socio drama finish.
When socio drama in climax situation, it should be stopped. In other to the possibility of problem solving can be discussed prevationtly.
This chapter consists of several points, first is research design, second is subject of the study, third is data collection, and fourth is data analysis.
Based on the problems that have been stated in the previous chapter, the writer uses classroom action research. Classroom action research is. Since this study purely describes the fact of what kinds of socio drama method are conducted by the english teacher and how the students’ responses, the writer concludes that descriptive research is appropriate in this study.
Subject of The Study
Population and sample in a research are very important in getting the data. Usually the members of the population are too many. So, it is impossible to have a research to all of them. That is why the writer chooses only part of them to represent the population.
Population is the entire subject of the study. The target population of this study includes one English teacher and all of students at the eleventh grade of SMA N 1 Paciran.
Sample is a part of the whole population that will be observed. The writer takes the sample of one teacher and a class of students at the eleventh in random sampling.
Instrument of Data Collection
To get specific information about the socio drama method applied and the students’ responses toward the method. The writer uses:
The cash instrument used is questionnaire for students. The questionnaire is used to know the students ability and they fell interest or can understand easily and they can be more active when teacher uses socio drama method in teaching speaking in the class.
To get the data, the writer interviews the teacher by giving some question orally to the teacher. From the interview the writer hoped to get detail information about socio drama method he / she applied.
Observation is the act of investigating something to get expected result. The research observation is in the form of what people do and how they behave. The writer did the observation two time to see the application of socio drama method in improving the students’ speaking skill in the English classroom.
Developing of Instrument
In this feasibility test tools can be interpreted as a test that can measure the output results are consistent with the purpose of learning. Each test item should clearly refer to a specific purpose, otherwise every goal must have a measuring tool and must be shown: bullet points about how many numbers are in accordance with the level of importance within the scope of the designated materials.
Validity is a measure that indicates the level of validity or the validity of an instrument. Said to be a valid instrument if it can reveal data on the variables studied properly.
Reliability indicates an understanding that the instrument can be trusted enough to be used as a means of collecting data because the instrument is good.
Prosedure of Collecting Data
Choosing subject of research.
Giving pre-test for students’.
Appliying socio drama method in speaking class.
Taking observation data namely the data that taken for learning process immediately such as teacher and students’ activity.
Taking interview data to know the responsibility of tescher and students’ after learning process finished.
Analyzing the result of pre-test, observation and interview.
3.7 Technique of Data Analysis
Data will be analised in this research is:
Responsibility of teacher and students’ about improving students’ speaking skill through sociodrama.
Applying sociodrama method in improving students’ speaking skill at eleventh grade in SMA N 1 PACIRAN.
Definiting the result of application socio drama method in speaking class. The way of counting total presentase the result of students’ learning use this formula:
P = percentage of classical completeness
n = number of students who completed study
N = Total number of students ( Rafi’I, 1998: 23 )
According to Depdiknas (2004: 17 ) exhaustiveness criteria for student learning is expressed as follows:
Individual, exhaustiveness study reached a value ≥ 75 of the maximal value 100.
Clasical, exhaustiveness learn to reach at least 75% of students who have reached a value ≥ 75 of the maximal value 100.
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H. Brown. Douglas, Principle of Language Learning And Teaching, ( New York : Prentice Hall.1980 ) p. 210
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