Role Play as Students’ Task in Teaching Speaking Skill in Interpersonal and Transactional Conversations (An Experimental Research of the eleventh graders of SMK 4 Semarang in the academic year of 2011/2012).

Moh Abdurochim, 2201407212 (2012) Role Play as Students’ Task in Teaching Speaking Skill in Interpersonal and Transactional Conversations (An Experimental Research of the eleventh graders of SMK 4 Semarang in the academic year of 2011/2012). Under Graduates thesis, Universitas Negeri Semarang.

Abstract

Abdurochim, Moh. 2012. Role Play as Students’ Task in Teaching Speaking Skill in Interpersonal and Transactional Conversations (An Experimental Research of the eleventh graders of SMK 4 Semarang in the academic year of 2011/2012). Final Project. English Department. Faculty of Languages and Arts. Semarang State University. Advisors: 1. Novia Trisanti, S.Pd., M.Pd., 2. Dr. Dwi Anggani LB, M. Pd. Key words: Role Play as students’ task, Teaching Speaking, Interpersonal and Transactional Conversations The topic of this study was role play as students’ task in teaching speaking skill in interpersonal and transactional conversations (an experimental research of the second graders of SMK 4 Semarang in the academic year of 2011/ 2012). The objectives of the study were to know the significant difference in students’ achievement in speaking between those who were taught by using role play as students’ task, especially in interpersonal and transactional conversation, and those who were taught without using role play as students’ task, in interpersonal and transactional conversation and to describe the improvement of students’ achievement in mastering interpersonal and transactional conversations after being taught by using role play as students’ task especially in interpersoal and transactional conversations in vocational high school. In order to achieve those objectives, I conducted an experimental research. The population of this study was the eleventh graders of SMK 4 Semarang. The experimental group was 11 LP1 class and the control group was 11 LP2 class. The experimental group was taught by using role play as studets’ task, especially in interpersonal and transactional conversations, while the control group was taught without using role play as students’ task, but I taught them using conversation text from text book and they performed it only in front of class. Based on the result of the study, the pretest mean score of experimental and control group were 75.88 and 72.72. The post-test mean sore of experimental and control group were 88.34 and 83.81. After being calculated using test of significance (t-test), the t-value was 2.46. Using interpolation, the t-table obtained was 1.67. It was clear that t-value is higher than critical t-value. Therefore, there is significant difference between students’ achievement who were taught by using role play as students’ task, in interpersonal and transactional conversations, and the students who were taught without using role play as students’ task, in interpersonal and transactional conversations. It indicates that teaching speaking by using role play as students’ task is effective in helping students to improve their skill in mastering interpersonal and transactional conversations.

Item Type: Thesis (Under Graduates)
Uncontrolled Keywords: Role Play as students’ task, Teaching Speaking, Interpersonal and Transactional Conversations
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
P Language and Literature > PE English
Fakultas: Fakultas Bahasa dan Seni > Pendidikan Bahasa Inggris (S1)
Depositing User: Hapsoro Adi Perpus
Date Deposited: 09 May 2012 22:13
Last Modified: 09 May 2012 22:13

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