Agus Adib Lutfi, 0204509065 (2018) THE EFFECTIVENESS OF SIMULATION AND ROLE PLAY IN TEACHING SPEAKING FOR STUDENTS WITH DIFFERENT LEVEL OF MOTIVATION. Masters thesis, Universitas Negeri Semarang.

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Abstract

Lutfi, Agus Adib. 2018. The Effectiveness of Simulaton and Role Play in Teaching Speaking for the Students with Different Level of Motivation. Thesis, English Language Education, Pascasarjana, Semarang State University. The first supervisor Dr. Djoko Sutopo, M.Si. The second supervisor Prof. Dr. Dwi Rukmini, M.Pd. Key Words: Simulation, Role Play, Speaking, Low and High Motivation, This thesis is based on study which attempted to examine the effectiveness of simulation and role in teaching speaking for students with different level of motivation. The main purpose of the study was to determine the effectiveness of both teaching strategies in teaching English speaking for students with high and low motivation. The design of the study was quasi-experimental study with 2 X 2 factorial designs. The independent variables were simulation and role play strategy while dependent variable was students’ speaking ability. Two classes of high and low motivated students in the eighth grade of SMP Negeri 1 Jepara in the year of 2017/2018 and three English teachers participated. One class was taught using simulation; the other class was taught using role play. The data gathered were gathered through a test, questionnaire, and observation. Then, I analyzed the result from questionnaire and students’ utterance through speaking test using t-test and ANOVA. The results of this study showed that mean score of simulation strategy to teach speaking to the students with low and high motivation (65.00 and 80.86) and role play strategy is (70.92 and 71.95). Compared with the pre-test and post-test mean scores of both strategies, there were an increase point of 5.37 in simulation class and an increase point of 7.64 in role play class for students with low motivation. It means that both strategies were effective to students with low motivation. Meanwhile, for students with high motivation, there were a decrease point of 1.34 in simulation class and an increase point of 7.85 in role play class. It means that simulation was not effective to students with high motivation, but role play was effective to them. In other words, simulation was more effective in teaching speaking for students with low motivation than for those with high motivation. However, role play was more effective in teaching speaking for students with high motivation than for those with low motivation. The value of sig. of strategy and motivation was 0.00. It meant that sig.value was less than 0.05. It indicated that there was a significant difference between strategy and students’ motivation to teach speaking. In other words, simulation and role play were effective to improve students’ speaking competence and both of them correlated directly with the level of students’ motivation.

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