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A Research Proposal
TABLEOFCONTENTS.............................................................................................i
INTRODUCTION.......................................................................................................1
1.1Background........................................................................................................1
1.2PurposesofResearch.........................................................................................2
1.3ResearchQuestion.............................................................................................3
1.4SignificanceoftheStudy...................................................................................3
1.5ScopeoftheStudy..............................................................................................3
LITERATUREREVIEW...........................................................................................4
2.1 ClarificationofTerms.....................................................................................4
Speaking.................................................................................................................4
RolePlay................................................................................................................4
ScriptedRolePlay..................................................................................................5
UnscriptedRolePlay..............................................................................................5
2.2 ReviewofRelatedLiterature.........................................................................5
RESEARCHMETHOD..............................................................................................7
3.1 ResearchDesign...............................................................................................7
3.2 Participants......................................................................................................7
3.3 DataCollection................................................................................................8
3.4 DataAnalysis...................................................................................................8
References:....................................................................................................................9
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INTRODUCTION
1.1Background
ItiswidelyrecognizedthatEnglishisimportantforIndonesiaandthe
reason most frequently put forward for this is that English is a global or
internationallanguage(Lauder,2008).TheglobalstatusofEnglishispartly
duetothenumberofpeoplewhospeakit.(Crystal,2003a:6769,Crystal,
2003b: 108109) estimates that in 2,000 there were approximately 1,500
millionspeakersofEnglishworldwide,consistingofaround329millionL1
speakers(mostlyininnercirclecountries),430million L2speakers(outer
circle countries) and about 750 million speakers of English as a foreign
languageinthecountriesoftheexpandingcircle.Thisconveysinresultthat
approximately one in four of the worlds population are capable of
communicatinginEnglish.ThatispotentiallyalotofpeopleforIndonesians
whoknowEnglishtocommunicatewith.
Communicationisanessentialneedforhumanbeing.Aslanguageis
themethodofhumancommunication,eitherspokenorwritten,consistingof
theuseofwordsinastructuredandconventionalway (OxfordDictionaries
Language matters), it is not enough for students to learn words and
grammaticalfeaturesiftheywanttointeractwithothersinEnglish.
Therefore,thegoalforstudentslearningEnglishspeakingisthatthey
arebeabletouselanguagetocommunicateeffectivelyandappropriatelyfor
alllifesrequirements,bothsocialandacademic(Sari,2011).Thestudents
havetobeabletoexpresstheirthoughts,ideas,andfeelingsorallyinEnglish
withoutthinkingforalongtimebeforesayingwhattheywishandneedtosay
(Walter,2004).
In this case, role play technique plays important role in helping
students to practice communication in different social contexts and in
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different social roles. This is in line with Richards (1985) that role play
activitiesalsodevelopconversationalskillamongstudents.Similarly,Stern
(1983ascitedinPham,2012)alsosupportedthatroleplayhelpsstudentsto
becomemoreflexibleinmanykindsofnewsituationsinwhichtheywilluse
the language more easily. The strength of flexible role play forms new
conversationalpracticeandcreatesapositiveenvironmentinclass.Students
enjoyandrelaxwhiletheyarelearning.
Roleplaycanbedividedintotwogroups.AccordingtoByrne(1978),
roleplaycanbegroupedintotwoforms:scriptedandunscriptedroleplay.
Usually, scripted role play is more common that unscripted. The students
workinpairandtheycanwriteroleplayasascriptandthenreadthelines.
Ontheotherhand,Unscriptedroleplayishardlyusedbecauseitisrelatively
difficultandcomplicatedforthestudentstoprepareinashorttimeandthen
act out in front of the class. However, unscripted role play is real life
conversationthatoccursnaturally.Teacherscanchangethescriptbasedon
the real situations. Unscripted role play is important because when the
studentsfacethereallife,theywillnotreadascripttocommunicatewith
others,sothatthestudentshaveatendencytoexpandtheircommunication
whenproblemsoccurred.
Regardingtotheexplanationabove,thisstudywillbefocusedonthe
usageofunscriptedroleplaytoimprovestudentsspeakingability.Andthe
results could be extended to contribute to the knowledge in improving
studentsspeakingability.
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1.2PurposeofResearch
1.3ResearchQuestion
Thisstudyiscarriedouttoanswertheresearchquestionasfollows:
1. How does unscripted role play influence students attitudes
towardstheEnglishspeakingclass?
1.4SignificanceoftheStudy
Theresultofthisresearchisexpected tobeusefulfortheEnglish
teacher especially in teaching speaking. Hopefully, teacher can manage
classroomactivitiescommunicativelybyusingunscriptedroleplayactivities.
Forstudentsthemselves,itcanmotivatethemtotrytospeakEnglishnaturally
andpracticeitasoftenaspossible.Itwillhelpthemtoimprovetheirabilityin
speakingskill.
1.5ScopeoftheStudy
Thisstudywillbefocusedonanalyzingunscriptedroleplayactivities
byoneclassastheexperimentalclass,whiletheconventionaltechniquewill
beappliedbyanotheroneclassascontrolclass.Theanalysiswillbefocused
oninvestigatingstudentsspeakingabilitybyusingunscriptedroleplay.
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LITERATUREREVIEW
ClarificationofTerms
Speaking
RolePlay
AccordingtoCollinsDictionaries,roleplayistheactofimitatingthe
character and behaviour of someone who is different from yourself, for
example,asatrainingexercise,orinlanguagelearning.
In ACourseinLanguageTeaching,Ur(1996)explainsroleplayas,
allsortsofactivitieswherelearnersimaginethemselvesinasituationouside
theclassroom,sometimesplayingtheroleofsomeoneotherthatthemselves,
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andusinglaguageappropriatetothisnewcontext.Thereby,learnerswould
beplacedinavarietyofexperincewheretheyareplayroleasthemselvesor
playtheroleofsomeoneelseandtheyshoulduselanguagethatsuitablethe
situationandsocialcontextwhichtheyareplaying.
ScriptedRolePlay
UnscriptedRolePlay
Unsciptedroleplayisknownasafreeroleplayorimprovisation.The
situationofunscriptedroleplaydonotdependontextbooks.Itisdonemore
naturalanditcanhelpstudentstofacethereallifeconversation.Thestudents
themselveshavetodecidewhatlanguagetouseandhowtheconversation
shoulddevelop.
ReviewofRelatedLiterature
Asameanstoelaboratethisstudyconnectstoseveraltheories,itis
importanttoidentifythestudiesqualifiedinwhichconnectedtothestudents
speakingabilitybyusingunscriptedroleplayactivity.
Scarcella and Crookall (1990 as cited in Tompkins, 1998) review
research to show how simulation facilitates second language acquisition.
Threelearningtheorieswhichtheydiscussarethatlearnersacquirelanguage
when:(1)theyareexposedtolargequantitiesofcomprehensibleinput,(2)
theyareactivelyinvolved,and(3)theyhavepositiveaffect(desires,feelings
andattitudes).Itreferstoroleplayactivity.Inordertoimprovinggenuine
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communication, active involvement, and a positive attitude, the simulated
"reallife"problemshelpstudentsdeveloptheircriticalthinkingandproblem
solving skills (Tompkins, 1998). Tompkins also said that role playing/
simulation isanextremely valuablemethodforL2learning.Itencourages
thinkingandcreativity,letsstudentsdevelopandpracticenewlanguageand
behavioral skills in a relatively nonthreatening setting, and can create the
motivationandinvolvementnecessaryforlearningtooccur.
AccordingtoByrne(1978),roleplaycanbegroupedintotwoforms:
scriptedandunscriptedroleplay.Scriptedroleplayismorecommonused
thanunscriptedroleplay.Scriptedroleplaycanbedonebywriteroleplayas
scriptandthenreadthescriptthattheyhavewritten.Unscriptedroleplay
requiresstudentstoprepareinashorttimeandthenactoutinfrontofthe
class.
Scriptedroleplayseemsmoreinterestingthanunscriptedroleplay,
but since students will face the real life communication with different
situation,itgivesthestudentsexposuretospeakasnaturalaspossiblebecause
inthereallifethestudentswillnotreadascripttocommunicatewithothers.
Linkingthefindingsfromthepreviousstudies,theresearcherhopes
thatusingunscriptedroleplayactivitycanencouragetheseniorhighschool
studentsabilityinspeakingclass. Usingunscriptedroleplay asatool,the
purposeofthisstudyistodescribetheeffectfoundintheseniorhighschool
studentsspeakingability.
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RESEARCHMETHOD
ResearchDesign
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Participants
DataCollection
Thedatawillbeobtainedfrompretest,treatmentandposttestinthe
experimentalclass.Pretestwillbeheldinthefirstmeeting.Theresearcher
willgivethepretesttothestudentsinspeakingusingconventionaltechnique.
Afterthat,thestudentswillgetthetreatmentinthesecondmeeting.Inthe
controlclass,teacheruseconventionaltechnique,whileintheexperimental
classtheteacherwillapplyunscriptedroleplayinteachingspeaking.The
researcherwillprovideatestattheendoftheclassmeeting.Thetreatment
willbedoneinfourtimes.Last,therewillbeaposttestforbothcontroland
experimentclass.Thepretest,treatmentandposttestresultareconsideredas
thedatatobeanalyzedinthisstudy.
DataAnalysis
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test(Heaton,1974,p.94ascitedinKomalasari,2013).Next,theresearcher
examinesandinterpretsallofthedataobtainedthroughtheentireinstrument.
References:
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GradeOFMAN2Mataram,AcademicYear20132014).Retrievedfrom
Wordpress: http://ferakomalasari.wordpress.com/2013/10/07/theeffectof
usingscriptedroleplaytoimprovestudentsspeakingabilityan
experimentalresearchonxigradeofman2mataramacademicyear
20132014/
Lauder, A. (2008, July). THE STATUS AND FUNCTION OF ENGLISH IN
INDONESIA: A REVIEW OF KEY FACTORS. Retrieved from
http://journal.ui.ac.id/index.php/humanities/article/viewFile/128/124
Oxford Dictionaries Language matters. (n.d.). Retrieved from Oxford
Dictionaries Language matters:
http://www.oxforddictionaries.com/us/definition/american_english/languag
e
Oxford,R.C.(1995).TheTapestryofLanguageLearning:TheIndividualinthe
Communicative Classroom. Retrieved from TESLEJ The Electronic
Journal for English as a Second Language: http://www.tesl
ej.org/wordpress/issues/volume1/ej03/ej03r20/
Pham,E.(2012,April21). UsingUnscriptedRolePlaytoImproveSpeaking
Ability of Thai EFL Students. Retrieved from Academia.edu:
https://www.academia.edu/4564314/Using_Unscripted_Role_Play_to_Imp
rove_Speaking_Ability_of_Thai_EFL_Students
Sari,N.P.(2011). ImprovingStudents'SpeakingAbility byUsingRolePlay.
Jakarta.
Stone,H.,&Sidel,J.(2004).SensoryEvaluationPractices3rdEd.SanDIego:
ElsevierAcademicPress.
Richards,J.C.,&Rodgers,T.S.(1996).Approachesandmethodsinlanguage
teaching.NewYork:CambridgeUniversityPress.
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Tompkins,P.K.(1998,August8).RolePlaying/Simulation.RetrievedfromThe
Internet TESL Journal: http://iteslj.org/Techniques/Tompkins
RolePlaying.html
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