THE
INFLUENCE OF USING ROLE PLAY METHOD AND BRAINSTROMING METHOD TOWARD, SPEAKING ABILITY AT THE TENTH GRADE OF
SMA N 1 PEKALONGAN ACADEMIC
YEAR 2011/2012.
(A Proposal)
By
Ajie Sofyan
Putra
09340853
MUHAMMADYAH
UNIVERSITY OF METRO
TEACHER
TRAINING AND EDUCATION FACULTY
ENGLISH
EDUCATION STUDY PROGRAM
2011
TABLE OF
CONTENTS
COVER
...........................................................................................................................
TABLE
OF CONTENTS...............................................................................................
CHAPTER
I INTRODUCTION
1.1
Problem Background
................................................................................................
1.2
Problem Identification
..............................................................................................
1.3
Problem Limitation
...................................................................................................
1.4
Problem Formulation ................................................................................................
1.5
Research Objective
...................................................................................................
CHAPTER
II THEORETICAL FRAMEWORK
2.1 Previous
Research Overview
.....................................................................................
2.2 Theoretical Review
....................................................................................................
2.3 Thinking Framework .................................................................................................
2.4 Hypothesis
..................................................................................................................
3.1 Research
Design .........................................................................................................
3.2 Reserch variable
.........................................................................................................
3.3 Research Population and Sample ..............................................................................
3.4 Research
Instrument ...................................................................................................
3.4.1
Specification Table
of Instrument
................................................................
3.4.2
Validity and
Reliability
.................................................................................
3.5 Data
Collecting Technique
........................................................................................
3.6 Data
Analysis Technique
...........................................................................................
3.6.1
Normality Test ..............................................................................................
3.6.2
Homogeneity Test
.........................................................................................
REFERENCES…………………………………………………………………………
APPENDIX……………………….…………………………………………………….
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CHAPTER 1
INTRODUCTION
1.1
Problem
Background
Language
is a set of rules used by human as a tool of their communication. The using of
language is governed by the conventional rules shared by the speakers of the
language. Each of them must obey the rules. Otherwise, they cannot use it
effectively for their sake of their communication. They cannot communicate
well. Even worst, they cannot understand each other. English is known as an international
language and as a second language, which is used and learned by all people in
the world. In Indonesia, English constitutes the first foreign language that is
used in the school. English also is one of obligatory subject that must be
followed by the students in the school and else.
In
teaching foreign language, we deal with language skills and competence. There
are four language skills are listening, speaking, reading, and writing. And
also there are three components of English are phonetic, vocabulary, and
grammar. From that all, the important skill to communicate with each other is
speaking. Speaking is a thing that we do to communicate with someone. If we do
not speak, someone will not understand what we mean. If we want to study about
speaking correctly, school is the best way. In the school, our teacher will
learn and accompany us to study about how to speak well. In speaking, there are
many methods that can be used so that easy for the students to speak and
communicate with someone or their friends. Method can help the teacher in
explaining or teaching the material because it is the key in reaching the
global learning.
1
In speaking, the methods that
will be used are role play and brainstorming learning method. Role play is a
technique recommended in communicative approach. Communicative approach can
increase the students’ speaking ability. Since the students are boring in their
speaking, the teacher can use it to refresh the students mind. As according to
Djajadisastra (1982:32) sates that:
“Role
play is one teaching method in which the teacher gives chance to the students
to play certain roles as it happens in real life or society. Through this
method, they learn what they feel, think and want in the condition as if they
were figured that they play. Role Play in learning process, the actor plays the
role without text or training. It means the performance is based on title and
the situation.”
In speaking, the students should speak up, say
everything that want you say. The Role Play is very interesting method to use.
And also another method that is brainstorming is good to use to increase the
students’ speaking ability. According to Brown states that is “Brainstorming is
a type of prewriting that allows you to explore many ideas as soon as they
occur to you.” To
know the students’ speaking ability, the Role Play and Brainstorming method is
very interesting, because the students will enjoy and can explore their ability
to think or imagined. In this case that become the problems are the students
are confused when the teacher give a playing in Role Play method and their brainstorming
is still low when say something or statement.
Because the students are still difficult to receive that method, so the
students’ speaking ability is still low.
Based
on the problems above, the teacher role is much needed because in this method
the teacher instruction is very important before the students try to say
something in playing or say something according to their opinion or their
brainstorming.
2
Table 1. Pre
observation data of The Influence of Role Play and Brainstorming Learning
Method toward Speaking Ability.
No
|
Category
|
Presentation
|
Percentage
|
Explanation
|
1
|
Very High
|
5
|
||
2
|
High
|
10
|
||
3
|
Fair
|
10
|
||
4
|
Low
|
20
|
||
5
|
Very low
|
55
|
||
Total
|
100
|
|||
Source : The
observation toward learning process at the second semester of English education
in
Muhammadiyah
University of Metro in academic year 2012-1013.
1.2 Problem Identification
From
the problem background above, the researcher would like to identify the problem
of research as follow:
1) The
students are confused when the teacher give a playing in Role Play method;
2) Their
brainstorming is still low when say something or statement;
3) The
students’ speaking ability is still low to use role play and brainstorming
learning method.
1.3
Problem
Limitation
Based
on the problem background and problem identification, so in the research the researcher would like
to limit the problem as follow:
1) The
students ability in Role Play method;
2) The
students brainstorming ability;
3) The
students’ speaking ability.
3
1.4
Problem
Formulation
Considering
the limitation above, the focus of problems is the students have lack to use
Role Play and Brainstorming learning method in their speaking ability.
So,
the formulations of the problems are:
1) Is
there any influence of Role Play learning method toward the students’ speaking
ability?
2) Is
there any influence of Brainstorming learning method toward the students’
speaking ability?
3) Is
there any difference of Role Play and Brainstorming learning method toward the
students’ speaking ability?
1.5
Research
Objective
To
know :
1) Whether
there is positive and significant influence of using Role Play learning method toward
the students’ speaking ability;
2) Whether
there is positive and significant influence of using Brainstorming learning
method and the students’ speaking ability;
3) Whether
there is positive and significant influence of using Role Play and
Brainstorming learning method toward the students’ speaking ability.
4
CHAPTHER II
THEORETICAL
FRAMEWORK
2.1 Previous Research
Overview
The
first research overview is conducted by Afrida Sari, Astri in Adha S-1 thesis
with the title “A Comparative Study between Teaching Indirect Speech through
Role Play and Explanatory Technique” at the first year in the second semester of
SMA N 2 SEPUTIH BANYAK. Adha have
research purpose to find there is a significant different of students’ indirect
speech achievement between the students who are taught through Role Play
technique and those taught through explanatory technique. And the research was
used design in this research is control group pretest-posttest design. By
conducting this research the researcher has found that Role Play technique is
more interesting for the students and the students taught study indirect speech
by the Role Play technique can increase mastery teaching indirect speech.
Therefore, conclusion from this research showed that Role Play technique is
better than explanatory technique toward the students’ indirect speech achievement
at SMA N 2 SEPUTIH BANYAK.
The
second research overview is conducted by Maulita, Eny (2010) entitle: “Increasing
the Students’ Narrative Paragraph Writing Performance through Brainstorming
Technique”. The research that the researcher will do the researcher has to find
out any techniques that relevant to the students’ interest. The teacher are
suggested to create techniques that are suitable in teaching learning process
that will help to increase the students’ writing narrative paragraph
performance. Brainstorming is a technique which is suitable technique to teach
writing.
5
This technique is done at prewriting. So, the
students can make a concept of writing before do their writing task. The different between
those two previous researches is the different method that is used in teaching.
However, those two method that are Role Play ad Brainstorming technique is very
interest to study because the students should open their mind. From this
research, the researcher interest to find out whether there is positive and
significant influence of using Role Play and Brainstorming learning method
toward the students’ speaking ability.
2.2 Theoretical Review
The
theory base supporting this research includes the concept of speaking ability,
concept of Role Play learning method, and the concept of Brainstorming learning
method. The explanation of each sub topic as follow:
2.2.1 Concept of
Speaking Ability
Speaking
is one of the skills that have to be mastered by students in
learning English. It is important for students to known
definition first. Many experts define speaking in
different ways. Brown and Yule stated in their book “Speaking
is to express the needs or request, information,
service, etc. The
speakers say words to the listener not only to express what in
her mind but also to express what he needs whether information
service. Most people might
spend of their everyday life
in communicating with other. The communication consists of communication, of
ideas, of opinions, of feeling. Therefore, communication
involves at least two people where both sender and receiver
need to communicate to exchange information, ideas, opinions, views, or feelings.
6
Jones
stated, “Speaking is a form of communication. We
can say that the speaker must
consider the person they are talking to as listeners. The activity that the person does primary based on particular goal. So, it
is important that everything we wants to say is conveyed
in an effective way, because speaking is not only
producing sounds but also a process of achieving goals that involves transferring messages across.
Albert
Valdman said, “The ability to speak a foreign language is without doubt
the most highly prized language skills, and rightly”.
So, because he was can speak
the language well can also understand it and can learn to read it with relative case an also the ability to speak a language will greatly
expedite and facilitate learning to write it.
Yusnaini Lubis says, “Question and answer, major elements in natural conversation sessions”. Beside on that
statement we conclude that one of important aspects in speaking is there is a communication or
interacting between the speaker and listener. So it will
make the good attraction / understanding about the object
of topic.
Based on the explanation above, it can be concluded that speaking is
the important skill in English to communicate with others. To be a good speaker’s
must be clear, so that listeners
can understand what the speaker says. Here, the speaker must consider fluency, intonation, pronunciation, and others. If you speak
quickly, listeners may have difficulty. But you as the speaker should have
clearly saying, intonation, and some stress so that the listener can understand
what you mean.
7
2.2.2 Concept of Role
Play Learning Method
Blatner, Adam (2009) stated that Role playing is a methodology derived
from sociodrama that may be used to help students understand the more subtle
aspects of literature, social studies, and even some aspects of science or
mathematics. Further, it can help them become more interested and involved, not
only learning about the material, but learning also to integrate the knowledge
in action, by addressing problems, exploring alternatives, and seeking novel
and creative solutions. Role playing is the best way to develop the skills of
initiative, communication, problem-solving, self-awareness, and working
cooperatively in teams, and these are above all--certainly above the learning
of mere facts, many if not most of which will be obsolete or irrelevant in a
few years--will help these young people be prepared for dealing with the
challenges of the Twenty-First Century.
Afrida
Sari in Smith (1994:1) “Role Play also provides opportunities for deed learning
along with a process for confronting our existing ideas about how and why
certain these happen, breaking them down and offering a new model or set of
postulates to replace the old ones”.
Afrida
in Oemar (2009:214)”Role Play consist of nine steps that is heating, choose
participant, prepare observer, configuring grand stand, performing character, discussion
and evaluation, performing character repeats, discussion and second evaluation
and share experience and conclusion”.
Based on the explanation above, it
can be concluded that Role play is one
teaching method in which the teacher gives chance to the students to play
certain roles as it happens in real life or society. Through this method, they
learn what they feel, think and want in the condition as if they were figured
that they play.
8
Role
Play in learning process, the actor plays the role without text or training. It
means the performance is based on title and the situation. All the action given
to the students, the teacher just gives general explanation. Trough this way,
the role being played becomes more alive and real.
2.2.3 Concept of Brainstorming
Learning Method
Maulita
in Brown (2010) said that Brainstorming is a type of prewriting that allows you
to explore many ideas as soon as they occur to you.
Maulita
in http://en.wikipedia.org/wiki/Brainstorming,
November 26th 2010 stated that Brainstorming is a group creativity
technique designed to generate a large number of ideas for the solution of a
problems.
Maulita in http:ezinearticlea.com/?Writing-Technique-For-Adult-ESL Students&id=3448147,
November 26th 2010 stated that Brainstorming is probably the most
effective of all the writing techniques it helps ESL students think through
their topics without having them judge what items up, one after another,
without worrying about putting them in any special order. Encourage students to
accumulate as many details as they can think of.
Based
on the explanation above, it can be concluded that Brainstorming is a technique
or learning method where the students should explore their ideas to say or
describe something and the students should have a good creativity to create
some words, so they are easy to open their mind to say something well.
9
2.3 Thinking Framework
Haryanti
in Kusnadi (2008:57) “Thinking framework is a tentative statement about
indication which becomes object of problem in the research”. There are three
variables in this research; they are independent variable (X) are Role Play and
Brainstorming learning method. The dependent variable (Y) is speaking ability.
All the learning method are has influence toward the students’ speaking
ability. The thinking framework in this research is consist of the researcher
thinking about the influence of each learning method toward the students’
speaking ability, and the influence of both of learning method toward the
students’ speaking ability simultaneously, as follow:
2.3.1 Influence of
Using Role Play Learning Method toward the Students’ Speaking Ability
Based
on the research that have done by the researcher, the Role Play learning method
is very good to increase the students’ Speaking ability because in the Role
Play method, the students should play a game that has given by the teacher and
according to the teacher explanation and direction. Here, the students can play
characters like in socio drama or another playing that any the title only and
it can increase the students’ speaking ability. Like in drama, the students
should able how to be the character of someone and figure out it. The students
should understand about the title and situation before they try to act out the
characters. The Role Play learning method has big influence toward the
students’ speaking ability.
10
2.3.2
Influence of Using Brainstorming Learning Method toward the Students’ Speaking
Ability
Based
on the researcher that the researcher have done, the researcher would make a
definition that the Brainstorming learning method has many influence toward the
students’ speaking ability. In Brainstorming, the students should show their
imaginative thinking to create some new words. In speaking, the students should
master this method because in speaking is very needed creative thinking. If the
students have a good imaginative and able to sharpen their brain, so easy for
them to speak everything. The Brainstorming learning method or sharpen the
thinking method has influence toward the students’ speaking ability.
2.3.3
Influence of Using Role Play and Brainstorming Learning Method toward the
Students’ Speaking Ability
Based
on the research that the researcher have done, the researcher make a definition
that speaking is an important English skill to communicate with someone. In
this case the first method that interesting to use is Role Play learning
method, because in Role Play the students should able how to act out a
character according to the title, topic, and situation and based on the teacher
direction. This method will make our speaking class more enjoy. After the students are able to master the
Role Play method, after that as the second method that is used is Brainstorming
learning method where the students should able to sharpen their brain ad
explore their thinking to describe or say something. After the students are
able to figure out a character like in drama, the students are hoped able to
create their own word to say something. If, the students are able to create
many new words and open their imagination, so it will make influence toward the
students’ speaking ability.
11
2.4 Hypothesis
Based
on the above theory some hypothesis can be made as follow:
1) There
is positive and significant influence of using Role Play learning method toward
the students’ speaking ability;
2) There
is positive and significant influence of using Brainstorming learning method
toward the students’ speaking ability;
3) There
is positive and significant influence of using Role Play and Brainstorming
learning method toward the students’ speaking ability.
12
CAHPTER
III
RESEARCH
METHOD
3.1 Research Design
The research
will be conducted a quantitative, in the form of experiment research. Suharsimi
Arikunto defines quantitative research as “appropriate with the name, this
research is much demanded by using number, beginning from collecting the data,
interpretation toward the data, and the result”.
In this research,
the researcher use two groups randomized pretest posttest design. In http://www.experiment-recources.com/pretest-posttest-designs.html
states that pretest posttest designs are
an expansion of the posttest only design with nonequivalent, one of the
simples’ methods of testing the influence of an intervention. In this design,
which uses two groups, one group is given the treatment and the results are
gathered at the end. The control group receives no treatment over the same
period of time, but undergoes exactly the same test. In this research, they are
first class as experiment class with Role Play learning method and the second
class as the control class with Brainstorming leaning method.
The reason of
the researcher to use two groups randomized pretest posttest design because the
researcher want to know about the different influence of using the learning
method toward the students’ speaking ability.
13
Using
Role Play Method
|
Experiment
Class
|
Control
Class
|
Using
Brainstorming Method
|
The
influence toward the students’ speaking ability
|
The
formula of using two groups randomized pretest posttest design is:
R
=
Note: R =
Randomized
E
= Experiment
C
= Control
T1 = Pre Test
X1 = Role Play method
X2 = Brainstorming method
3.2 Research Variable
Haryanti
in Hatch in Farhady (1982:12-15) “Variable can be defined as an attribute of a
person or of an object which ‘varies’ from person to person or from object to
object”. This research consists of three variables. They are two variables X
and one variable Y.
14
Widi
Adnyani in Setiadi (2006:106) “Dependent variable is main variable in a
research while independent variable is a variable which in a research to be
caused or function influence dependent variable.
3.2.1 Conceptual
Definition of Speaking Ability
Speaking is the important skill in English to communicate with
others. To be a good speaker’s must be clear, so that listeners can understand what the speaker says.
Here, the speaker must consider fluency, intonation,
pronunciation, and others. If you speak quickly, listeners may have difficulty.
But you as the speaker should have clearly saying, intonation, and some stress
so that the listener can understand what you mean.
3.2.2 Operational
Definition of Speaking Ability
Students’
speaking ability is the score that is gotten from the test that have done by
the students, from the material as follow:
1) Fluency;
2) Structure;
3) Vocabulary;
4) Intonation;
5) Pronunciation.
15
3.2.3 Conceptual
Definition of Role Play Learning Method
Role
play is one teaching method in which the teacher gives chance to the students
to play certain roles as it happens in real life or society. Through this
method, they learn what they feel, think and want in the condition as if they
were figured that they play. Role Play in learning process, the actor plays the
role without text or training. It means the performance is based on title and
the situation. All the action given to the students, the teacher just gives
general explanation. Trough this way, the role being played becomes more alive
and real.
3.2.4 Operational
Definition of Role Play Learning Method
Role
Play learning method is the method that is used in learning activity. Here, the
students’ mastery in using Role Play learning method is the score that is
gotten from the test that have done by the students, from the material as
follow:
1) It’s
something that;
2) Telephone
Lines;
3) How
many would you like?.
3.2.5 Conceptual
Definition of Brainstorming Leaning Method
Brainstorming
is a technique or learning method where the students should explore their ideas
to say or describe something and the students should have a good creativity to
create some words, so they are easy to open their mind to say something well.
16
3.2.6 Operational
Definition of Brainstorming Learning Method
Brainstorming
is the learning method that is used in learning activity. Here, the students’
mastery in using Brainstorming learning method is the score that is gotten from
the test that have done by the students, from the material as follow:
1) Describing;
2) Which
is better;
3) Identify.
3.3 Research Population
and Sample
To
do this research, the researcher determine about the population and the sample,
as follow:
3.3.1 Population
Haryanti
in Kusnadi (2008:79) “Population or universe is the whole subject which are
complete and clear and will be the object in the research”. It means that the
population is the totality of unit that will be researched their
characteristic. So, to know the influence of using Role Play and Brainstorming
learning method toward the students’ speaking ability, the researcher will
chose the students that consist of 120 students at the second semester of
English education in Muhammadiyah University of Metro in academic year 2010/2011as
the population.
3.3.2 Sample
Haryanti
in Kusnadi (2009:80) “Sample is a part of population that will be researched”.
It means that the sample is the object that have selected to research.
17
The
researcher in the research, will take a sample with cluster random sampling,
there are two classes as the choice. They are class A and class C consists of
60 students. So, one of them will be experimental class and other will be
control class.
Lovin
states that the formula of sample is n =
Note: n : ∑ sample
N : ∑ population
d : Real degree
3.4 Research Instrument
Khayati
in Ari Kunto (2009) defines instrument as the tool of research which is used in
each method. Furthermore, the research instrument involves:
1) Instrument
Blueprint
Research instrument that will be used in this
research as follow:
1.1 The
instrument that will be used for using Role Play learning method toward
speaking ability consist of 20
questions for pre test.
1.2 The
instrument that will be used to measure the students’ speaking ability is the
speaking test. The questions consist 20
questions for post test.
18
2) Instrument
Calibration
Khayati
in KBBI (2009) defines that instrument calibration is the scale of measurement
that will be used to describe the instrument standard that will be used. In
this research, the test is essay
test which consist of 20 questions. The type of giving score, is
according to the researcher, but the score around 60 until 90 based on of each
student.
3.4.1 Specification
Table of Instrument
Table 3.4.1.1 Specification Table of Role Play
Learning Method
No
|
Aspect
|
Indicator
|
Domain
|
Number
of Question
|
1
|
It’s something that
|
1.The students are able to describe the
item in the picture that have they take.
2.The students are able to guess what
item is it.
|
1a,b
2a,b
|
|
2
|
Telephone lines
|
1.The students are able to act out the
telephone conversation.
2.The students are able make a
conversation like in the telephone.
|
3a,b
4a,b
|
|
3
|
How many would you like?
|
1.The students are able to act out the
dialogue of the figure.
2.The students are able to express their
selves in acting.
|
5a,b
6a,b
|
|
Total
|
12
|
|||
19
Table 3.4.1.2 Specification
Table of Brainstorming Learning Method
No
|
Aspect
|
Indicator
|
Domain
|
Number
of Question
|
1
|
Describing
|
1.The students are able to describe a
picture that has given by the teacher.
2.The students are able to describe
their daily activity.
|
7a,b
8a,b
|
|
2
|
Which is better
|
1.The students are able to state their
opinion based on the topic.
2.The students are able to make a
conclusion from their debate.
|
9a,b
10a,b
|
|
3
|
Identify
|
1.The students are able to identify
something.
2.The students are able to state the
function of that something with their opinion with their own word.
|
11a,b
12a,b
|
|
Total
|
12
|
|||
20
Table 3.4.1.3
Specification Table of Speaking Ability
No
|
Aspect
|
Indicator
|
Domain
|
Number
of question
|
1
|
Fluency
|
1.The students are able to speak fluently.
2.The students are able to speak without
many mistakes.
|
13a,b
14a,b
|
|
2
|
Structure
|
1.The students are able to say something
in right structure.
2.The students are able to tell their
experience in past form.
|
15a,b
16a,b
|
|
3
|
Intonation
|
1.The students are able to speak
sentences with correct intonation.
2.The students are able to speak
something with some that make another understand.
|
17a,b
18a,b
|
|
4
|
Pronunciation
|
1.The students are able to speak in
correct vowel.
2.The students are able to speak in
correct diphthong.
|
19a,b
20a,b
|
|
Total
|
16
|
|||
3.4.2 Validity and Reability
3.4.2.1 Validity
Basrowi
(2010:10) “Validity means that how far the neatness or the coincidentally of
the measure instrument in a meaning the data”.
21
Validity is refers to the degree to which a
study accurately reflect or assesses the specific concept that the research is
attempting to measure. Validity is concerned with the study success at
measuring what the researcher set out to measure.
The formula of
validity is:
Note :
r : Correlation coefficient of variable X and Y.
The sum of the
product of X and Y score for each students.
: The sum of X score.
The sum of Y score.
: The sum of square of students
ability in using Role Play and Brainstorming learning
Method.
: The sum of square of speaking
ability.
: The sum of the
square X score.
The sum of the square Y score.
: The total of respondents.
22
With
test criteria: 1) If r count ≥ than r table, so refused Ho, it means that valid variable.
2) If r
count ≤ than r table, so receive
Ho, it means that not valid
variable.
3.4.2.2 Reability
Basrowi
(2010:10) “Reability is a measure that show how far the result of measuring
still consistent if it will done twice measuring or more than it toward the
same indication with the same measure instrument”. Reability is concerned with
the accuracy of the procedure.
The
formula of reability is:
Note:
r11
=
Reability instrument
= Pearson influence of odd and even value
3.5 Data Collecting
Technique
In
collecting the data, the researcher used test as the data collecting technique.
The test that will be given as follow:
1.
Pre Test
This step is done before presenting the treatment to know
how far the student’s mastery in using Role
Play and Brainstorming learning method toward the students’ speaking ability.
23
Firstly, the researcher prapare pre test and ask the
students to state their opinion without opening the dictionary
and just based on their thinking or their brainstorming. The test consist of Role
Play method, Brainstorming method, and speaking test. The researcher used the objective test that is essay
test and consist of 20 questions.
2.
Post Test
This step is done after the treatment to know the
increase of the technique after giving the treatment, the researcher present
the post test and ask the students to state their
opinion based on the treatment have been given by the researcher.
The test is about Role Play method, Brainstorming
method, and speaking test. This test is the
main test because this test is to measure the student’s speaking
ability. The researcher used objective test that is essay
test consist of 20 questions.
3.6 Data Analysis Technique
3.6.1. Normality Test
Basrowi
(2010:66) “The purpose of normality test is to know the distribution data
following normally distribution or no”. Actually, normality test can be done by three manners, they are;
using statistik parametic test (Frequence
or descriptive test) and statistik non-parametic test (Kolmogorov Smirnov test). But all of them should be correlated
with the research which is done. Thare are three manners to do normality test
for data. Two manners in the first part include to analysis statistik parametic
test, while the third manner include to normality ststistik non-parametic. One
of that menners is “Normality Test Part One”, to do nomality test use analysis
statistik parametic. This test can be done use Frequence or Descriptive analysis.
24
To know whether a variable data distribute in normal way
or not, can be done a manner that take anote of Skweness and Kurtosis score
of each. Another manner is compare the Skweness
score with Std. Error of Skweness,
or compare the Kurtosis score with Std. Error of Kurtosis.
Ratio Score :
3.6.2 Homogeneity Test
Basrowi (2010:98) “Homogenity is a measurement that can
bu used to decide various data. There are many manners that can be used to
measure the homogenity a data, they are; use analysis Explore test and analysis One-Way
ANOVA test. In this case will explain the One-Way ANOVA test only. This analysis is used to decide average
two or more different group factually.
If we assumption that:
Ho = three
groups have same average score.
H1 = three
groups have different average score.
So, critical test of hopotesis is as follow:
1) If F count
< F table, so Ho is received;
2) If F count
> F table, so Ho is refused.
25
Output Test of Homogenity of Variances can be used to
know whether three samples has same variences. If hypotesis that is used is :
Ho = variences sample
is not homogeneous.
H1 = variences
sample is homogeneous.
The stipulation of take a decision, as follow:
1) If probability or Sig. score < 0,05 so Ho is
received;
2) If probability or Sig. score > 0,05 so H1 is
refused.
3.6.3
Hypothesis Test
In this research, the researcher do the influnce to know
there is positive and significant influences between role play, brainstroming,
and speaking ability
Ø There
is positive and significant influence of using Role Play learning method toward
the students’ speaking ability;
Ø There
is positive and significant influence of using Brainstorming learning method
toward the students’ speaking ability;
Ø There
is positive and significant influence of using Role Play and Brainstorming
learning method toward the students’ speaking ability.
26
REFERENCE
Adha,
2005. A Comparative Study between Teaching
Indirect Speech trough Role Play Teaching and Exolanatory Technique at Second
Year in the Second Semester of SMA 12 Bandar Lampung. Bandar Lampung:
University of Lampung.
Arikunto,
Suharsimi, 1989. Dasar-dasar Evaluasi
Pendidikan. Bandung: Aksara Jakarta.
Basrowi, 2010. Analisis Data Penelitian dengan
SPSS.CV. Jenggala Pustaka Utama, Kediri.
Blatner, Adam, 1995. Drama in education as mental hygiene:
A child psychiatrist's perspective. Youth Theatre
Journal, 9, 92-96.
Blatner, A, 2000. Foundations of
psychodrama (4th ed, revised & expanded). New York: Springer.
Djajadisatra, Jusuf, 1982.Metode-metode Mengajar. Bandung: Angkasa
Bandung.
Department
Pendidikan dan Kebudayaan RI, tt, Kamus
Besar Bahasa Indonesia. Jakarta: Balai Pustaka.
Hatch
and Farhady, 1982. Research Design nad
Statistic for Applied Linguistics. Massachusetts:New Bury House
Publisehers.
http://en.wikipedia.org/wiki/Brainstorming,
November 26th 2010.
http:ezinearticlea.com/?Writing-Teaching-for-Adult-ESL-Students&id=3448147,
November 26th 2010.
http://www.furderstanding.com/choice-theory/choice-theory#more-1056,
Tuesday, June 14th 2011.
Kusnadi,
Edi, 2008. Metodelogi Penelitian.
Metro: STAIN METRO.
Setiadi,
Ag. Bambang, 2007. Tefl 2. Jakarta:
Univesitas Terbuka.
Suharsimi,
Arikunto. Prosedur Penelitian Suatu
Pendekatan Praktek. Jakarta: Rineka Cipta.
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