1. By: Lili Andriyani
08 431 065

2. Background
SPEAKING is the process of
building and sharing meaning According to Stephen D.
through the use of verbal and hattings (2002) the role
non-verbal symbols, in a play would seem to be
variety of contexts (Chaney, the ideal activity in which
1998:13) students could use their
English creatively and it
aims to stimulate a
conversation situation in
which students might find
Speaking is a crucial part of themselves and give
second language learning and them an opportunity to
teaching Speaking is a crucial practice and develop their
part of second language communication skill
learning and teaching

3. Problem statement
How does role play improve speaking skill in
eleventh grade social of science class of
SMA Muhammadiyah

4. Purpose of the study
to find the answer of problem that knows how
role play improves students’ score in speaking
skill at SMA Muhammadiyah 1 Gresik.

5. Significances of the study
1. expected to be able to improve
students’ score in speaking
skill
2. teacher also can use role play
in the classroom to teach as
creative as possible, so teacher
can reach the goal

6. Definition of keyword
Speaking is to express or communicate opinions, feelings, idea etc by or
as talking and it involves the activities in the part speaker as
psychological, physiological (articulator) and physical (acoustic) stages.
Speaking skills is ability to speak target language to communicate with
others that consist of accuracy, fluency and comprehensibility.
Role play refers to the changing of one’s behavior to assume a role,
either unconsciously to fill a social role or consciously to act out and
adopted role.

7. REVIEW OF RELATED
LITERATURE

8. Research design

9. Variable
 This research consisted of two
variables namely:
 a) Independent variable is socio
drama method in English teaching
 b) Dependent variable is the students’
development on speaking skill related
to the instructional objective of
English

10. Subject of the study
Subject of the study for this research is
taken from SMA MUHAMMADIYAH 1
GRESIK, especially the tenth grade.
The researcher will take the entire tenth
grade of the student for conducting the
experimental research.

11. Data collection
 Instrument
interview in 3 minutes using daily conversation to measure the
students speaking skill on three aspects that are fluency,
accuracy, and the comprehensibility
a text of drama for the last instrument to
test the progression of the selected class.
SPSS 14.0 as the way to analyze the result of the test to check
whether socio drama method is influence their speaking skill or
not.

12. Procedure of data collection
 to make the permission letter
 clearing all of the instruments
 interview in 3 minutes using daily
conversation
 manipulate the speaking skill : before
and after treatment, lowest class only

13. Data Analysis
 The first step is scoring the students’
test
Ratin Accuracy
g
6 Pronunciation is only very slightly, two or three minor grammatical and lexical
errors.
5 Pronunciation is only very slightly, a few minor grammatical and lexical errors
but most utterances are correct.
4 Pronunciation is moderate, but no serious phonological errors. A few
grammatical and lexical errors.
3 Pronunciation has a few serious phonological and lexical errors, make
confusion.
2 Pronunciation errors causing a breakdown in communication.
1 Serious pronunciation errors, no evidence of having mastered any of the
language skills.

14. Rating Fluency
6 Speaks without too great an effort with a fairly wide range of expression, search the words
occasionally
5 Smooth delivery on the whole and only a few unnatural pauses.
4 Fairly smooth delivery, fair range of expression
3 Rather halting delivery and fragmentary, limited expression
2 Long pause while speak, almost gives up making the effort, limited range of expression
1 Full of long unnatural pauses. Very limited range of expression

15. Rating Comprehensibility
6 Easy to be understood, very few interruptions required.
5 Fairly clear and a few interruptions are necessary.
4 Easy to follow, but several interruptions are necessary.
3 Still can be understood, but must seek clarification.
2 Only a small bit can be understood.
1 Hardly to be understood, even unable to clarity anything that have said.

16. classification Scale Rating
Excellent 86 – 100 6
Very good 71 – 85 5
Good 56 – 70 4
Fairly good 41 – 55 3
Poor 26 – 40 2
Very poor < 25 1

17.  to find out the researcher’s question, a
formula of Paired sample t-test will be
used. Paired sample t -test is a
statistical technique that is used to
compare two population means in the
case of two samples that are correlated.
Paired sample t-test is used in ‘before
after’ studies, or when the samples are
the matched pairs, or the case is a
control study.

18. Steps in the calculation of paired sample t-
test:
 Set up hypothesis:
To calculate the paired sample t-test, first we
have to set up the hypothesis. In a paired
sample t-test, we set up two hypotheses. The
first is null hypothesis, which assumes that
the mean of two paired samples are equal.
The second hypothesis in the paired sample
t-test will be an alternative hypothesis, which
assumes that the means of two paired
samples are not equal.

19.  Select the level of significance:
In paired sample t-test, after making the
hypothesis, we choose the level of
significance. In most of the cases in the
paired sample t-test, significance level is
5%, but in medicine, the significance level
is set up at 1%.


20.  Calculate the parameter: To calculate
the parameter we will use the following
formula for the paired sample t-test:
• Where d bar is the mean difference
between two samples, s² is the sample
variance, n is the sample size and t is a
paired sample t-test with n-1 degrees of
freedom.

21.  An alternate formula for paired sample t-
test is:

22.  Testing of hypothesis or decision making:
 After calculating the parameter, we will
compare the calculated value with the table
value. If the calculated value is greater than
the table value, then we will reject the null
hypothesis for the paired sample t-test. If the
calculated value is less than the table value,
then we will accept the null hypothesis in the
paired sample t-test and say that there is no
significant mean difference between the two
paired samples in the paired sample t-test.
