USING DRAMA TO
IMPROVE STUDENT’S ABILITY IN SPEAKING
( A Study for Students at
the Second year of SMA N 1 Palibelo in Academic Year 2010/2011)
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INTRODUCTION
1.1
Background
of Study
One of the expressive language elements is speaking
skill. Speaking is the most common and important means of providing
communication among humans beings. Because speaking is linked to success in
life, as it important position both individually and socially. But, there is
many problems by some people especially student when they want to explore their
idea orally and they difficult to express their capability in English skill.
According to
Jenep (2010 :54) there are two factors that cause low levels of student skills
in speaking that is, external factors and internal factors. External factors,
including the use of Indonesian influence in my family environment and society
even in everyday communication, many students still use the mother tongue of
contaminated one another. External factors include, lack of interest as well as
business students learn to speak with pronunciation, intonation, and spelling
are correct in speaking skills, except that students lack confidence to express
publicly.
Therefore, to guide the students speak English in
the classroom, teachers should have good and interesting technique of teaching.
It means that the teachers is required to create an appropriate learning
strategy.
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However,
the application of drama in the teaching learning English might face some obstacles.
As for obstacle such as disclosed by Vu Thi Thanh Nha (2009) include the class
time is limited, its difficult to manage and give prompt feedbacks on all
working groups at the same time by the class size of 30-40 students. Thus, it
might result in a greater workload for teachers and students if drama used as a
time-controlled class activity .
Related to the some description above, the
researcher proposes to assumes that drama is an influential and beneficial
teaching strategy can be used to provide opportunities for the student as a
flexible method and can be well worth it if the control time is set properly
and regularly not only in the classroom but also outside of classroom.
This research is very potential for researchers to
provide a better theoretical and practical understanding of using drama in
teaching learning because there are very few previous researchers who raise
this problem that is associated with inhibition of the ability of students that
later researchers tried to find the solution by drama method which will could
improve their ability in speaking.
The aim of this research is to know the effect by
using drama to improve the student’s ability in speaking and wants to investigates
the students difficulties in mastering speaking,
1.2
Statement
of Problem
The question needed to be solved in this particular
present study are as follows :
1. Is
the use of drama able to improve the speaking ability at the second
year students of
Class IPA 1 SMAN 1 Palibelo in
academic year 2011/2012?
2. What
are the difficulties faced by students in speaking at the second year students of Class IPA 1 SMAN 1 Palibelo in academic year 2011/2012?
1.3
Purpose
of Study
This study
purpose :
1. To
know the effect of using drama to improve the students ability in speaking
English at the second year
students of Class IPA
1 SMAN 1 Palibelo in academic
year 2011/2012?.
2. To
describe the difficulties faced by students in speaking English at the second
year students of Class IPA 1 SMAN 1 Palibelo in academic year 2011/2012?
1.4
Significant
of Study
The significant
of this study is expected to give some useful information for teacher,
researches,and to solve,the student problem firstly. They as follows :
1. For
teachers, the result of this study will give and add their knowledge and
information about the weakness which the student often make and serve as
feedback to improve all of teacher in teaching material as well.
2. For
researches, students difficulties are considered to be important information to
identify and to analyze the students problem in their understanding or knowing of foreign language,especially
about speaking English .
3. For
students, the result of this study will make them to know their mistakes, their
weakness in their learning process of understanding about their weakness, and
to improve their ability, exactly their competence .
1.5
Scope
of Study
This study is limited to investigation
of the problem faced by students
at the second year students of
Class IPA 1 SMAN 1 Palibelo in
academic year 2011/2012 in their difficulties to express their idea orally in
English language. And it is limited to :
1. The
difficulties in express idea orally .
2. The
students limits observed in their power and interest to speak English.
1.6
Definition
of Key Terms
In order to avoid misunderstanding, it is considered
important to define some terms concerning this study .the terms are :
1. Improve : is used when you are starting what the
facts of a situation here, and also a change of that something causes high in
something ( Oxford Advanced learners Dictionary ). So,effect is something
result of caused .
2. Drama
: is highly regarded as an effective
and valuable teaching strategy because of its unique ability to engage
reflective, constructivist and active learning in the classroom as well as
enhancing oral skills development .
v Drama
is a “a live presented in action (Moulton:1983)
v Drama generated by word “dromain” from Yunani which
have meaning :event,treatise,and composing ( Aeschylus century +525 -456 SM). Drama
is the specific mode of fictionrepresented
in performance,
though it has also come to refer to a specific genre of fiction (neither comedy
nor tragedy) involving a serious mood and conflict. The term comes from a Greek
word meaning "action" (Classical Greek:
δρᾶμα, drama), which is derived from "to do" (Classical Greek:
δράω, drao). The structure of dramatic texts,
unlike other forms of is directlycollective
form of influenced by this collaborative production and collective
reception(Hamlet;1601 ; en.wikipedia.org/wiki/Dramatic_(album)
3. Ability
is the capacity of power, cleaverness, talent. ( Oxford Advanced learners
Dictionary ). And Hornby defines ability as potential capacity or power to do
something physical mental (Hornby,1986:2). So, the mean of this is ability in
speaking mean that capacity who able interactive in speech.
4. Speaking:
is interactive and requires the ability to co-operation in the management and
clear articulation in valves use of organs of speech to product sounds(( Oxford
Advanced learners Dictionary ).
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REVIEW OF LITERATURE
Some
teachers often search for effective way to improve their class, motivate the
student and appeal to range of learning process . Based on it, the researcher
give idea to using drama as a teaching strategy. Jenep (2010) and Sally Aston
(2005) said that drama is good strategy as an effective and valuable teaching
because its able to make the student active, well as in constructivist learning
in the classroom and enhancing speaking development.
In
this review of literature the researcher try to explores the definition of
drama, the techniques, kinds of drama, and in addition the researcher will
explore means of some variable related with topic of this research, include how
the effect by using drama and what is speaking means.
2.1 Definiton of Drama
Drama
is not a new issue and a part of concepts that have different meaning to each
of experts or whoever. But the researcher take according from the some search, give
meaning about the drama . According to Bolton (1986),
The term ‘drama
in education,’ like the term ‘play, ’ has become a ‘family’ concept. It is
difficult to define its essence. Drama in education is not the study of
dramatic texts, although this could be part of it; it is not the presentation
of school play, although this could be part of it; it is not even teaching drama
or teaching about drama, although this could be large part of it (p.18)
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Drama
is an art form, however not so that by Johnson and O’Neill (1984), they give
argue that in education, drama provides educators with a powerfull instruction
tool. The other stated too, Maricondi
says that drama like as performances by some people to showed their communicate
through touch, facial expression or gestures (Maricondi, 1991).
Then,
according to Afan (2010:105) in drama like as characterization is the method
used to develop a character, the method includes showing the character’s
appearance, displaying the character’s actions, revealing the character’s
thought letting the character speak and
getting the reactions of others .
Whatever
and however everyone give means of drama, the researcher underline that between
drama,theatre or performance art is different. Because in process drama the
performance is not for audience or there is no audience. Then,theatre can defined
as :” a convention of time and place, through which we try to evoke, imitate,
carry, reproduce,condense, or tell a specific action” (Palau I Fabre, 1962)
quoted from Mariana Vilanova in her article (2001) .However, process drama is not
just for someone who have acting talentor in a convention of time and place
because for drama do not have to be talented because there is no performance or
particular audience. Mustafa Yasar said that ‘The only judge for their
performance themselves (Jendik, 1981).
Improvisation
is another term that is used to describe drama activities in educational
settings (O’Naill,1995). Improvisation is refer to an exercise or an action
that involves spontaneous speech and movement (Jendik, 1981).But, improvisation is not
the same with drama it is just an essential element of it (Jendik, 1981).
Based
on some mean above the researcher try to limit this drama mean is a form of art
which provide someone to show their
performance in communication, facial expression what we think and what we feel
complicated with improvisation there are audience or no audience to show it. Then,
in drama divided into the elements of drama and kinds of drama. So, the
explained below:
2.1.1
Elements
of Drama
There
are some elements of drama :
a.
Plot
Plot is the incidents in a play (Onyeka
Iwuchukwu, 2008:29). It helps to give the drama easy to understand.
b.
Action
Is the activities which the characters
are involved in any dramatic piece (Onyeka Iwuchukwu, 2008:37)
c.
Dialogue
Scholes and Klaus (1971) explained that
drama is an extraordinary significant form of conversation because it is
through it that every play implies the total make-up of its imaginative world.
d.
Imitation
Imitation is the basic concept of drama (Onyeka Iwuchukwu, 2008:21).
Its an act of copying the ways somebody talks and behaves, especially to
entertain.
2.1.2
Kinds of Drama
There some kinds of drama, in this paper
the researcher try to explain some of them include tragedy, comedy, tragedy-comedy,
melodrama, drama, mime (Yusufu,2008), and added with opera, pantomime, and creative drama ".(http://en.wikipedia.org/wiki/Literary).
It is these similarities and differences that determine each genre. So, the explained
below :
2.1.2.1 Opera
Western opera
is a dramatic art form, which arose during the Renaissance
in an attempt to revive the classical Greek drama tradition in which both music
and theatre were combined. Being strongly intertwined with western classical music,the
opera has undergone enormous changes in the past four centuries and it is an
important form of theatre until this day. Noteworthy is the huge influence of
the German 19th century composer Richard Wagner
on the opera tradition. In his view, there was no proper balance between music
and theatre in the operas of his time, because the music seemed to be more
important than the dramatic aspects in these works. To restore the connection
with the traditional Greek drama,
he entirely renewed the operatic format, and to emphasize the equal importance
of music and drama in these new works, he called them"music dramas".(http://en.wikipedia.org/wiki/Literary
)
2.1.2.2
Pantomime
These stories follow in the
tradition of fables
and folk tales, usually there is a
lesson learned, and with some help from the audience the hero/heroine saves the
day. This kind of play uses stock characters
seen in masque and again commedia dell'arte,
these characters include the villain, the clown/servant
(Arlechino/Harlequin/buttons), the lovers etc. These plays usually have an
emphasis on moral dilemmas,
and good always triumphs over evil, this kind of play is also very entertaining
making it a very effective way of reaching many people. (http://en.wikipedia.org/wiki/Literary)
2.1.2.3 Creative
Drama
Creative Drama
refers to dramatic activities and games used primarily in educational settings
with children. Its roots in the United States began in the early 1900s. (http://en.wikipedia.org/wiki/Literary).
2.1.2.4
Tragedy
Tragedy according to the Oxford
English Dictionary is “a play of serious or solemn kind ... a very sad
event, action or experience.” The last part of the definition explains why the
word is used to describe misfortunes, natural and human disasters in everyday
life. However, the researcher will be concerned with the aspect of the
definition that sees tragedy as a play of a serious or a solemn kind. However,
the song continued but a minimal part of it was acted by one actor. As time
went on, the spoken part was increased and Aeschylus added a second actor while
Sophocles added a third actor. As time went on, the number of chorus decreased
gradually as more actors increased (Yusuf, 2008:68). Tragedy is the most
esteemed of all the dramatic genres. It has attracted many definitions and
rules, from the days of Aristotle, who is the first person to write on the
circumstances of and what tragedy should be, to the present day. According to
him in his “Poetics”:
Tragedy is an imitation of an action that is
serious, complete and of acertain magnitude; in language embellished with each
kind of artisticornaments, the several kinds being found in separate parts of
the play; in the from of action not of narrative; through pity and fear
effecting aproper purgation of these emotions.
Aristotle explains all the aspects of this
definition and moves further to give the elements of tragedy as plot,
character, thought, diction, music and spectacle. Try to read Aristotle’s “Poetics”.
These principles have continued to influence the definition till date. However,
some dramatic scholars agree with him while some others disagree with him. In
drama, tragedy is a serious play that deals with the misfortunes of man. It
presents a man (tragic hero) who is not too virtuous or too vicious but one who
aspires for higher ideals. He tries to improve himself and the world around
him. In the course of this, he makes a mistake, or commits an error of
judgment.
2.1.2.5Comedy
We use the words
'comedy' and comic to describe something that is funny in our
everyday lives. These include a joke, or a fantastic story
that is full of nonsense, or an absurd appearance that makes us
giggle, smile or laugh. Comedy is not inherent in things or people but the way things/people
are perceived. Comedy is a deliberate presentation ofevents/experiences drawn
from real life but not the same with real life (Yusufu,2008:73,). We should
therefore not expect dramatic comedy to be the same as real life.
However, in both real life and drama, comedy should
indicate a kind ofpleasure which finds physical expression in
laughter or smile.
2.1.2.6 Melodrama
The word
melodrama is coined from melo its may have mean related with music and drama
(Yusufu,2008:78). Itis, therefore, a play that utilizes music
extensivelyusing drama when it to performance. In melodrama, there is always serious
excitement, suspense and thrills for the audience. The characterization of
melodrama according from Yusufu (2008:76) include :
1.
It
looks at human beings as a whole. People are expected to
interact and help one another in the society.
This explains why the protagonist is usually assisted or aided by someone for
him to triumph or succeed.
2.
It
sees human beings as encountering and enduring outer conflicts and not inner
ones in a generally hostile and wicked world.
3.
These
human conflicts end in victory. Melodramatic characters either win or lose.
However, in the spirit of poetic justice, the
protagonist usually wins despite the
difficulties he encounters in the course of the action to show that good
triumphs over evil.
4.
There
is an over simplification of human experiences which are
usually exaggerated in such a way that the
main thesis of the play is made transparent.It treats a
serious subject matter in a serious manner, though exaggerated Speaking
Ability .
2.2 Speaking
The mastery of speaking skill in English
is priority for many second or foreign language learners. Learners consequently
often evaluate their success in language learning as well as the effectiveness
of their English course on the basis of how will they feel they have improved
in their spoken language proviciency.
Advances in discourse analysis, conversational
analysis, and corpus analysis in recent years have revealed a great deal about
the nature of spoken discourse and how it differs from written discourse. This
differences reflect the different purpose for
which spoken and written language are used. According from Richards
quoted by Jones (1996) comments :
“In
speaking and listening we tend to be getting done exploring ideas, working out
some aspect of the world. In writing we may be creating a record or simply
being together, commit in gevents of moment to paper”.
Some research found the complexity of
spoken interaction in either a first or second language. Scott Turnbury (2003:
27) give an example on it, cites some of following features of spoken
discourse:
·
Composed of idea units
·
May be planned or unplanned
·
Employs more vague or generic words than
written language
·
Employs fixed phrase, fillers and
hesitation markers
·
Contains slip and error reflecting
on-line processing
·
Involved reciprocity
·
Shown variation ( between formal and
casual speech), reflection speaker role, speaking purpose, and the context.
In
designing speaking activities for second of foreign language teaching its also
necessary to recognize the very different functions speaking performs in daily
communication and the different purpose for which students need speaking skill. Teachers can also help students adapt their
speeches and informal talks so as to correspond to the intended audience, the
information to be communicated, and the circumstances of the occasion at which
they will speak(J. Walberg: 2004) (http://www.curtin.edu.au/curtin/dept/smec/iae) .
Functions of speaking according from Scott
(2003: 89) and Burns (1998) then developed by Richards explores three part
version of functions of speaking: talk
as interaction, talk as transaction, and talk as performance. Each of this
activities are differ in terms of form and function and require different
teaching approaches, will explores below:
a. Talk as Interaction
This refer to conversation and describes interaction
which serves primarily social function. When people meet, they exchange
greetings, engage in small talk and chit chat, recount recent experiences and
so on because they wish to be friendly and establish a comfortable zone of
interaction with others.
The main features of talk as interaction can be summarized by Brown Yule
(1983) as follow:
§
Has a
primarily identify
§
May
be formal or casual
§
social
function
§
Reflects
role relationship
§
Reflect
speaker’s
§
Use
conversational convention
§
Reflect
degree of politeness
§
Employs
many generic words
Some
of the skill involved in using talk as interaction are:
o
Opening
and closing conversation
o
Choosing
topic
o
Making
small-talk
o
Reacting
to others
o
Interrupting
In
this case to mastering the art of talk as interaction is difficult and may not
be a priority for all learners. However, the student who do need such skill and
find them lacking report that they sometimes feel awkward and at a loss for
words when they find themselves in situation that requires talk for
interaction. They feel difficult in presenting a good image of themselves and
sometimes avoid situation which call for this kind of talk. This can be
disadvantage for some learners where the ability to use talk for conversation
can be important.
b. Talk as Transaction
This type of talk refer to
situation where the focus is what is said or done. Quoted from Jones (1996) describes the
mean in transaction,
....talk
is associated with others activities.
For example, student may be engage in hand-on
activities (e. g in a science lesson) to explores concept associated with
floating and sinking. In this type of spoken language students and teachers
usually focus on meaning or on talking their way to understanding.
The different this type of talk of
transaction, one is situation where the focus in on giving and receiving
information and where the participants focus primarily on what is said or
achieved. The main features of talk as transaction are:
§ It has primarily information
focus
§ There may be
frequent question, repetition, comprehention checks
§ There may be
negotiation and digression
§ Linguistic
accuracy is not always important
Some
of the skills involved in using talk for transaction are:
o
Explaining
a need or intention
o
Describing
something
o
Asking
questioning
o
Confirming
information
o
Making
suggestion
o
Clarifying
understanding
o
Making
comparison
o
Agreeing
and disagreeing
c.
Talk as
Performance
The third type of talk which can
usefully be distinguished has been called talk as performance. This refer to
public talk, that is talk which transmits information before an audience such
as morning talks, public announcements, and speeches.
Talk as performance tends to be in
the form of monolog rather than dialog, often follows a recognizable formal and
is closer to written language than conversational language.
The main features of talk as
performance are:
§ There is a focus on both
message and audience
§ It reflect
organization and sequencing
§ Form and
accuracy is important
§ Language is more
like written language
Some
of the skill involved in using talk as performance are:
o
Using
an appropriate formal
o
Presenting
information an appropriate sequence
o
Using
correct pronunciation and grammar
o
Creating
and effect on the audience
o
Using
appropriate opening and closing
So, from all of three type described
above the researcher conclude that talk as interaction is perhaps the most
difficult skill to teach since interactional talk is very complex as well as
subtle that take place under the control of “unspoken” roles. Then, talk as
transaction is more easily planned since current communicative materials are a
research resource of group activities, information-gap activity and role play
that can provide a source of practicing how to using talk for sharing and
obtaining information as well as for carrying out read-world transaction,
therefore talk as performance requires a different teaching strategy.
In spoken language it is needed the
clarify of presentation and use of discourse, markers, reception and stress is
important points. Different speaking activities such as conversations, group
discussion, and speeches make different types of demands learners.
In additional,
in speaking there is some type commonly used to test spoken through:
interviews, live Monologues, record monologue, role-plays/drama, discussions
and collaborative tasks. Then, researchers interested in the type that uses
role-play or drama, because based on Scott in his book "How to Teach
Speaking" states that most students will used to be doing at least simple
role-plays/drama in class, so the cans for testing. The other role either cans
be Played by the tester or another student, but again the influence of the
interlocutor is had to control. Obviously related to the drama that is selected
in this topic because it has the same part in the assessment of students'
speaking ability.
There
is an increasing body of research investigating the role of drama in teaching
and learning. The existing drama literature suggests that drama offers several
opportunities for educators to promote learning and development. For example,
drama allows participants to be engaged, motivated, empowered, and active
agents of learning (Jeneb, 2010:55) and to do so,
students have to be aware of the situation
as a whole, that is to say, not only do they need to be aware of
where the action takes place, but also, of the roles speakers take on, how they
feel, what they already know, etc. And here is where drama comes into our
foreign language class.
Learning
speaking skills using role playing techniques with two actions, prove to
improve speaking skills. There are several advantages the use of drama as
evidenced by Jenep (2010) include: (1) drama techniques improve the skills of
speaking of this aspect, (2) drama techniques improve speaking skills aspects
of language, and (3) to improve speaking skills aspects of performance.
In another study, Sally
Aston (2005) reports
that drama is good strategy as an effective and valuable teaching because its
able to make the student active, well as in constructivist learning in the
classroom and enhancing speaking
development (Di Pietro,
1987; Via,1976; Heathcote cited in Wagner, 1976; Mezirow, 1990; Schon, 1991;
Donato and McCormick, 1994; Lukinsky, 1990; Miccoli, 2003)
.
Therefore, by using drama able to give some benefits
recently drama is favored by language practitioners, Vu Thi Than Nha, 2009
states that there are 6 the benefits of using drama;
a)
Authentic tasks.
The tasks used in processing learning are similiar to real life tasks. The
speaking skill of students are enhanced, its similiar of a play and giving them
the opportunity to approximate the body and speech.
b)
Increased
motivation. The motivation comes from the innovative and practical nature of
process learning.
c)
A context is
established which balances the need for
fluency and accuracy.
d)
Consists all of
skills, it is reading, writing, listening, and speaking, are related each
other.
e)
A flexible method. Its
match the needs of learners with varyng skill levels and learning style.
f)
Other skills are
developed. Such as interpersonal communication, planning, self confidence.
On the one hand, Sally
(2005) finds the benefits of using drama in oral skills development assist student with
pronunciation, intination, and development of emotional intelligence. However, thus might face some obstacles. Vu
Thi Thanh Nha (2009) argues the obstacles in using drama in learning speaking
consist of class time that limited, the number of student in class size of
30-40 students its difficult to handle or managed them, and all of the students
in a class mixed abilities and each other is different in their capablity.
However,
the researcher propose
to using drama
exists because it provides many benefits, both individually and in groups. Benefits
include: to stimulate
students' creativity, expression, self confidence. In other one, its effective in building
confidence Communicative, They felt more encouraged, motivated, and
willing to Communicate
in Indonesian as
well as feel
less anxious speaking
in front of
an audience. So,
the researcher concludes
that using drama
that will use a
research design class action that was once
used by Jenep (2010:56) in his
article entitled “Improving
Speaking Skills with Role Playing Technique”
was developed by Kemmis
and McTaggart (1992).
According by some of previews study above the
researcher conclude that by using drama able: to stimulate students'
creativity, expression, self
confidence. In other one, its effective
in building confidence
Communicative, They felt more encouraged,
motivated research is very
potential for researchers to provide a better theoretical and practical
understanding of using drama in teaching learning because there are very few
previous researchers who raise this problem that is associated with inhibition
of the ability of students that later researchers tried to find the solution by
drama method which will could improve their ability in speaking.
This
research different with previous research,
the aim of this
research is wants
to investigates the
students difficulties in mastering speaking
and to know
how far the
effect of using drama
to Improve the
student's ability in speaking at the high school level because during this time
researchers had previously only at the top level and
looked only at a
special school groups, on this basis that researchers
are trying to choose the object of research at the secondary
level is precisely at SMAN 1 Palibelo because
given the differences in educational level, mental, emotional, and styles in learning to see and
measure the response of middle-level students in
the application of drama as
part of the learning
process and hopefully it would help them to improve their ability especially
in speaking for
the future.
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CHAPTER
III
RESEARCH METHODOLOGY
RESEARCH METHODOLOGY
3.1 Research Design
This study used a qualitative research
design, classroom action research. Classroom action research design model used
in this study was developed by Kemmis and McTaggart (1992) cited Jenep
(2010:56) in his article entitled “Improving
Speaking Skills with drama
Technique”
and in Arikunto (2008:20),
this model follows the contours of which consists of 4 main components namely:
planning, action, observation, and reflection.
The design of classroom action
research, these stages can be described as follows:
1. Action on the Cycle I
1. Action on the Cycle I
a)
Planning
In the first cycle, the researcher prepares the process of learning to speak using drama skills with the steps: (1) develop lesson plans that relate to speaking skills using drama, (2) prepare a dialogue or a play which will be played by students, (3) collaborating in with classroom teachers and peers. This study is planned in two cycles and every cycle conducted over a two-hour lesson. In every cycle will be carried out during two meetings in which the learning consisted of initial activity, core activity, and the final activity. Previous researchers discuss in advance what activities will be conducted with classroom teachers. In addition. Researchers also need information about the state of the class, because the researcher is not a classroom teacher .
In the first cycle, the researcher prepares the process of learning to speak using drama skills with the steps: (1) develop lesson plans that relate to speaking skills using drama, (2) prepare a dialogue or a play which will be played by students, (3) collaborating in with classroom teachers and peers. This study is planned in two cycles and every cycle conducted over a two-hour lesson. In every cycle will be carried out during two meetings in which the learning consisted of initial activity, core activity, and the final activity. Previous researchers discuss in advance what activities will be conducted with classroom teachers. In addition. Researchers also need information about the state of the class, because the researcher is not a classroom teacher .
b)
Action
The steps in the implementation of the action, the following: (1) implement the learning or the implementation of lesson plans, (2) examine the measures in a systematic, thorough and objective, (3) conduct discussions after learning to talk about the implementation of action learning. In this cycle of teacher involvement in learning activities considering the relatively dominant because students are not familiar with the technique to study drama.
The steps in the implementation of the action, the following: (1) implement the learning or the implementation of lesson plans, (2) examine the measures in a systematic, thorough and objective, (3) conduct discussions after learning to talk about the implementation of action learning. In this cycle of teacher involvement in learning activities considering the relatively dominant because students are not familiar with the technique to study drama.
c)
Observation
At this stage the researchers make observations related to the performance of students during the learning progress of observations about the liveliness and the sight of people exiting students, as well as changes in attitudes and behavior of students.
At this stage the researchers make observations related to the performance of students during the learning progress of observations about the liveliness and the sight of people exiting students, as well as changes in attitudes and behavior of students.
d)
Reflection
This stage is intended to examine thoroughly the actions that have been carried out, based on data already collected. The result of these discussions will be used to make improvements on the next action.
This stage is intended to examine thoroughly the actions that have been carried out, based on data already collected. The result of these discussions will be used to make improvements on the next action.
2. Action on the Cycle II
Implementation
of the second cycle in general procedure is the same with the procedure
cycle I only activity carried out in the second cycle has a variety of
corrective actions from previous measures aimed at improving various obstacles
or difficulties that are found in the first cycle. In the second cycle
teachers will not be too involved in training students, they train themselves
with the
group.
3.2
Research
Subject
The subject of this research is the student
at the second year students of
Class IPA 1 SMAN 1 Palibelo sub-province of Bima in West Nusa Tenggara.
3.3 Data Collection Procedure
Data collection techniques in this research because it uses a qualitative approach which uses two steps as follows:
Data collection techniques in this research because it uses a qualitative approach which uses two steps as follows:
a. Tes
Untuk mengukur ada atau tidaknya serta besar kecilnya
nilai kemampuan objek yang diteliti yaitu menggunakan tes (Arikunto, 2006:223).
a. Observation
Observation is a way of collecting data with records held on the activities and developments carried out by teachers and students during the learning process (Arikunto, 2006:229). In this case, researchers adopted methods used by Jenep (2010) and Vu Thi Nha Than (2009), although the researchers did not take a whole will however try to combine their guidelines.
Observation is a way of collecting data with records held on the activities and developments carried out by teachers and students during the learning process (Arikunto, 2006:229). In this case, researchers adopted methods used by Jenep (2010) and Vu Thi Nha Than (2009), although the researchers did not take a whole will however try to combine their guidelines.
b. Interview
This technique is intended to direct knowledge of students' difficulties in speaking, the reason students in experiencing difficulties in the express idea orally.
This technique is intended to direct knowledge of students' difficulties in speaking, the reason students in experiencing difficulties in the express idea orally.
c. Documentation
Data collection techniques of this section of the collection in the form of notes, recordings (audio-visual), the agenda and so forth or as evidence of an activity (Arikunto, 2006:231) which in this case related to the learning process.
Data collection techniques of this section of the collection in the form of notes, recordings (audio-visual), the agenda and so forth or as evidence of an activity (Arikunto, 2006:231) which in this case related to the learning process.
3.4 Data Analysis Procedure
In this classroom action research,
researchers using analysis qualitative. The data in this research is a data action,
observation, speech, and outcome assessment data. Data obtained from student
teachers is a process and product of learning actions speak through drama. Data
about the learning process acquired through observation of teaching and
learning activities, and interactions that occur where the observer is assisted
by the existing observation guidelines.
CHAPTER IV
FINDING AND
DISCUSSION
4.1 Finding
1.
Descripsi
Kondisi Awal
Ketrampilan berbicara siswa secara
lisan dalam pembelajaran Bahasa Inggris masih kurang baik dan benar khususnya
siswa kelas dua IPA 1 SMAN 1 Palibelo. Berdasarkan fakta di lapangan menunjukkan
bahwa dalam kegiatan pembelajaran keterampilan berbicara, siswa masih banyak
mengalamai kesulitan. Selama ini siswa sulit untuk berbicara di depan umum.
Hambatan lain yang dialami siswa dalam pembelajaran keterampilan berbicara,
khususnya bermain peran (drama) adalah kurangnya semangat mereka dalam bermain
peran akibat metode pembelajaran yang digunakan guru masih kurang menarik bagi
siswa. Hal ini disebabkan oleh banyak faktor, diantaranya dalam kegiatan
pembelajaran kurang bervariasi, guru masih sering menggunakan metode yang
konvensional dalam pembelajarannya sehingga membuat siswa merasa malas, jenuh,
dan tidak dapat membang- kitkan motivasi atau minat siswa untuk mengikuti
pembelajaran tersebut. Kondisi tersebut juga terjadi di SMAN 1 Palibelo
Kabupaten Bima. Hasil observasi di lapangan juga menunjukkan fenomena bahwa
keterampilan berbicara siswa berada pada tingkat yang rendah pada aspek isi
pembicaraan, dapat dilihat dari jumlah siswa yang memperoleh nilai dibawah
Criteria Ketuntasan Minimum 65, hanya 8 siswa (29%) yang memperoleh nilai di
atas minimum dari jumlah keseluruhan siswa 28 siswa. Sisanya 20 siswa (71%)
memperoleh nilai di bawah batas minimum. aspek. Ada dua faktor yang menyebab-
kan rendahnya tingkat keterampilan siswa dalam berbicara, yaitu faktor
eksternal dan faktor internal. Faktor eksternal, diantaranya pengaruh
penggunaan bahasa Indonesia di lingkungan keluarga dan masyarakat. Dalam proses
komunikasi sehari-hari, banyak keluarga yang menggunakan bahasa ibu (bahasa
daerah) sebagai bahasa percakapan di lingkungan keluarga. Demikian juga halnya
dengan penggunaan bahasa Indonesia di tengah-tengah masyarakat masih terkontaminasi
dengan bahasa ibu yang digunakan sebagai sarana komunikasi. Faktor internal,
kurangnya minat maupun usaha siswa belajar berbicara dengan lafal, intonasi,
dan ejaan yang tepat dalam keterampilan berbicara. Selain itu, siswa kurang
percaya diri untuk berekspresi di depan umum.
Maka untuk meningkatkan kemampuan
berbicara siswa dipilih pembelajaran dengan menggunakan drama. Siswa tidak
hanya belajar dari guru, tetapi juga sesama siswa.
2.
Descripsi
Pelaksanaan Penelitian
Penelitian
Tindakan Kelas ini dilakukan dalam dua siklus. Masing-masing siklus dilakukan
dalam dua kali pertemuan. Adapun tujuan penelitian ini untuk mening- katkan
kemampuan siswa kelas dua IPA 1 SMAN 1 Palibelo Kabupaten Bima dalam
keterampilan berbicara melalui teknik drama. Hasil Pelaksanaan Siklus I
Kegiatan pelaksanaan pembelajaran pada siklus I dilakukan dua kali pertemuan.
Masing-masing pertemuan selama dua jam pelajaran (2x45 menit). Pada siklus I
keterlibatan guru dalam kegiatan pembelajaran di kelas relatif dominan
mengingat siswa yang diajar adalah siswa yang belum terbiasa belajar dengan
teknik drama. Guru menyiapkan skenario dialog untuk setiap kelompok dalam kelas
itu. Guru juga terlibat langsung dalam melatih siswa memerankan tokoh dalam skenario
pada setiap kelompok. Setelah kegiatan bermain peran dilaksanakan, pada
pertemuan kedua siklus I dilakukan refleksi antar kelompok untuk mengomentari
penampilan dari kelompok lain. Penilaian dilakukan pada saat siswa melakukan
latihan pemantapan perannya masing-masing. Apakah siswa sudah dapat melakukan
perannya sesuai skenario atau belum. Dari kegiatan ini diketahui bahwa
pengetahuan siswa tentang bermain peran masih ada kekurangan. Siswa masih
kesulitan untuk memainkan karakter tokoh yang diperankan, dan masih malu untuk
berekspresi. Hal ini dapat diketahui dari respon siswa saat menjawab pertanyaan
peneliti tentang kesulitan yang dialami siswa. Kejadian tersebut ditindak
lanjuti peneliti untuk memberikan tambahan penguatan tentang bermain peran. Untuk
meningkatkan pema- haman siswa, peneliti memberikan contoh- contoh bermain
peran sesuai dengan skenario dalam teks. Berdasarkan pemaparan di atas, dapat
disimpulkan bahwa kegiatan penutup ini merupakan refleksi dari pembelajaran
yang telah dilaksanakan. Dari kegiatan ini, dapat diketahui keterampilan siswa
dalam berbicara dengan teknik bermain peran, kesulitan-kesulitan yang dialami
siswa selama proses pembelajaran, manfaat pem- belajaran yang diperoleh siswa,
dan perencanaan kegiatan tindak lanjut dari pembelajaran keterampilan berbicara
dengan mengunakan teknik bermain peran. Berdasarkan hasil pembelajaran siklus
I, hasil yang dicapai siswa belum menunjukkan hasil yang memuaskan, sehingga
perlu dirancang lagi tindakan siklus II. Dari hasil perbandingan
antara pengamatan terhadap aktivitas siswa selama pembe- lajaran berdasarkan
nilainya dapat diketahui bahwa sebagian besar siswa yang mem- peroleh skor
minim tersebut adalah siswa yang tidak aktif dalam kegiatan bermain peran.
Sementara dari tingkat kemampuan akademik menengah maupun tinggi yang serius mengikuti
pembelajaran pada umumnya mendapat skor tinggi. Dengan demikian dapat dikatakan
bahwa tindakan pada siklus I belum berhasil sehingga perlu dilakukan tindakan
siklus II. Hasil Pelaksanaan Siklus II Secara umum prosedur pelaksanaan
tindakan siklus II ini sama dengan prosedur pada siklus I. Perbedaannya, dalam
siklus II ini keterlibatan guru pada kegiatan pem- belajaran di kelas dikurangi
mengingat siswa yang diajar mulai terbiasa belajar dengan teknik bermain peran.
Guru hanya menyiapkan skenario dialog untuk tiap kelompok dalam kelas itu. Guru
juga tidak terlalu terlibat dalam melatih siswa memerankan tokoh dalam skenario
pada setiap kelompok, siswa berlatih sendiri dan tanpa membaca teks secara
langsung lagi bersama kelompoknya untuk mengetahui kemajuan yang di alami
siswa.
Secara
umum dapat dikatakan bahwa pembelajaran dalam siklus II ini berlangsung dalam
kondisi tertib dan lancar. Hampir seluruh siswa aktif mengikuti seluruh
kegiatan pembelajaran. Hal ini berdampak pada kualitas hasil belajar siswa
tentang keterampilan berbicara. Hasil rekapitulasi nilai evaluasi produk akhir
dalam siklus II menunjukkan bahwa ada banyak pening- katan pada seluruh siswa
meskipun masih ada dua siswa yang mengalami kesulitan.
3.
Descripsi Hasil Penelitian
a. Siklus
I
1) Descripsi
kuantitatif
Analisis
descriptif kuantitatif yaitu untuk mengetahui peningkatan kemampuan siswa
secara lisan dalam menggunakan drama atau tehnik bermain peran. Berdasarkan
data yang diperoleh menunjukan bahwa dari 28 siswa pada mata pelajaran Bahasa
Inggris dalam skill berbicaranya diperoleh nilai rata-rata kelas 66,66 dengan
KKM 65. Yang mana 20 siswa (71%) mencapai nilai ketuntasan, sedangkan 8 siswa
(29%) belum mencapai ketuntasan.
2) Deskriptif
kualitatif
Analisis deskriptif
kualitatif untuk mengetahui tingkat kualitas proses pemebelajaran menggunakan
drama dalam pembelajaran bahasa inggris. Dari data angket (interview) diketahui
bahwa sebagian besar siswa menyukai pembelajaran Bahasa Inggris dengan menggunakan
drama karena meningkatkan kepercayaan diri, kerja sama dengan kelompok, saling
tukar pendapat dengan temannya, dan lain-lain.
b.
Siklus II
Pelaksanaan pembelajaran
untuk siklus II berjalan sesuai rencana tanpa hambatan yang berarti.
Hasil Pelaksanaan Siklus II secara umum prosedur pelaksanaan tindakan siklus II
ini sama dengan prosedur pada siklus I. Perbedaannya, dalam siklus II ini
keterlibatan guru pada kegiatan pem- belajaran di kelas dikurangi mengingat
siswa yang diajar mulai terbiasa belajar dengan menggunakan drama. Secara umum
dapat dikatakan bahwa pembelajaran dalam siklus II ini berlangsung dalam
kondisi tertib dan lancar. Hampir seluruh siswa aktif mengikuti seluruh
kegiatan pembelajaran. Hal ini berdampak pada kualitas hasil belajar siswa tentang
keterampilan berbicara. Hasil rekapitulasi nilai evaluasi produk akhir dalam
siklus II menunjukkan bahwa ada banyak peningkatan pada seluruh siswa. Karena
pada siklus I tercatat nilai belum tuntas 8 siswa (29%) dan yang tuntas 20
siswa (71%). Namun setelah diadakan tindakan pada siklus II tercatat nilai
belum tuntas hanya tinggal satu siswa (4%) dan yang mencapai ketuntasan 27
siswa (96%). Dengan demikian, dari segi hasil produksi keterampilan berbicara
dengan menggunakan drama dapat dikategorikan berhasil.
4.2
Discussion
Berdasarkan hasil penelitian yang telah dilaksanakan yang terdiri
dari dua siklus yang mana setiap siklus di adakan dua kali pertemuan. Masing-masing pertemuan selama dua jam
pelajaran (2x45 menit), terdapat peningkatan dalam dalam kemempuan berbicara
siswa dari siklus I ke siklus II, seperti yang terlihat dalam rata-rata hasil
belajar dan lembar pengamatan.
1.
Pembahasan
Siklus I
Pada penelitian siklus I,
pertemuan pertama hasil yang didapat kurang memuaskan. Dari hasil pembelajaran
dapat dilihat bahwa masih banyak siswa yang belum mengerti script yang
dibagikan. Walaupun nilai rata-rata kelas sudah mencapai 65,27 ini masih belum
maksimal, karena masih ada siswa yang nilainya dibawah criteria. Selanjutnya,
pada pertemuan kedua, lebih meningkat dari sebelumnya meskipun siswa yang
kesulitan pada pertemuan pertama belum mampu mencapai standar criteria minimum,
namun yang selain dari mereka rata-rata mengalami peningkatan.
Refleksi
yang dilakukan oleh peneliti dan pengamat saat mengalami beberapa kekurangan
atau kelemahan antara lain upaya memotivasi lebih baik lagi terhadap siswa yang
kurang aktif dalam berlatih, upaya penguatan pada diri siswa untuk lebih percaya
diri dalam berkomunikasi. Tentunya terkait pula dengan perbaikan Rencana
Pembelajaran untuk siklus II, guna dapat mencapai nilai siswa yang lebih
maksimal.
2.
Pembahasan
Siklus II
Hasil
dari siklus II jumlah anak mencapai ketuntasan 27 siswa (96%), sedangkan yang
tidak tuntas 1 siswa (4%), dengan nilai rata-rata kelas 75,50, setelah
dijumlahkan dari nilai pertemuan pertama dan kedua pada siklus II. Yang mana
perolehan nilai rata-rata kelas untuk pertemuan pertamanya yaitu 71,07 dan
nilai rata-rata kelas untuk pertemuan kedua pada siklus II yaitu 78,93.
Adapun
kendala atau masalah yang muncul dalam pembelajaran khususnya pada kemampuan
siswa secara lisan berdasarkan tanggapan
siswa dalam lembar wawancara mendominasi jawaban takut berbicara di depan umum,
malu, khawatir bila terjadi kesalahan dalam berucap, tidak terbiasa berdiskusi,
tidak percaya diri dan lain-lain. Namun pada siklus II masalah-masalah atau
kesulitan tersebut dengan sendirinya teratasi, terbukti dengan peningkatan
nilai kemampuan mereka. Meskipun masih ada 1 siswa yang masih belum keluar dari
kesulitannya, karena memang siswa tersebut tidak begitu serius dan rasa
kepercayaan dirinya untuk menunjukan kemampuannya kurang.
Kemudian
upaya dalam mengatasi masalah tersebut di atas, agar siswa SMAN I Palibelo
mampu berkomunikasi dalam bahasa Inggris, guru menyarankan untuk berkomunikasi
di sekolah baik di kelas maupun di luar kelas semampunya menggunakan bahasa
Inggris. Serta mengaktifkan kebiasaan berdiskusi dengan teman-teman disekitar.
CHAPTER
V
CONCLUSION AND SUGGESTION
3.1
Conclusion
Hasil
rekapitulasi nilai evaluasi produk akhir dalam siklus I dan siklus II menunjukkan
bahwa ada banyak peningkatan pada kemampuan seluruh siswa. Dengan demikian,
dari segi hasil nilai produksi keterampilan berbicara dengan menggunakan drama
dapat dikategorikan berhasil.
5.2 Suggestion
Berdasarkan
kesimpulan di atas, beberapa hal yang sebaiknya dilakukan oleh guru dalam
meningkatkan kualitas pembelajaran bahasa untuk memperoleh hasil yang
memuaskan, di antaranya:
1.
Guru perlu mengadakan eveluasi dalam setiap
pembelajaran untuk mengetahui kekurangan-kekurangan untuk diperbaiki dan
keberhasilan-keberhasilan yang dicapai untuk dipertahankan.
2.
Guru hendaknya mampu menganalisa permasalahan-permasalahan
yang terjadi selama proses belajar.
3.
Guru harus pandai menumbuhkan minat, daya tarik
dan motivasi siswa terhadap mata pelajaran bahasa Inggris khususnya dalam
kemampuan berbicara.
4.
Guru harus dapat member kesempatan siswa untuk
untuk berperan aktif dalam proses belajar mengajar.
5.
Guru memotivasi siswa untuk mengaktifkan budaya
diskusi baik secara formal maupun non formal.
6.
Guru harus menciptakan lingkungan yang
kondusif, inovatif dan menyenangkan bagi siswa guna mendukukng keberhasilan
pembelajaran.
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