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ACKNOWLEDGEMENT Alhamdulillahirobbil’alamin. Thanks be to Alloh Subhanaahu Wa Ta’ala, the writer would like to express her gratitude to Alloh that has given his blessing in accomplishing her skripsi entitled “The Use of Educational Drama in Teaching Speaking of the Eighth Grade Students of MTs. N 1 Kudus in the Academic Year 2013/2014”. The writer would like to address her sincere thanks to: 1. Dr. Drs. Slamet Utomo, M.Pd as the Dean of the teacher training and education faculty 2. Diah Kurniati, S.Pd, M.Pd as the Head of English education department, for all her support. 3. Agung Dwi Nurcahyo, SS. M.Pd. as the first advisor, for all his support invaluable time and patience in guiding the writer during the process of writing. 4. Atik Rokhayani, S.Pd., M.Pd. as the second advisor, who has corrected this skripsi to make it better. 5. All the lecturers of English Education Department Teacher Training and Education Faculty Muria Kudus University. 6. H. Ali Musyafak, S.Ag., M.Pd. the headmaster of MTs. N 1 Kudus who has given permission to do this research. 7. Drs. H. Zainuri, M.Pd. the English Teacher who has given guidance in conducting this research.
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8. All the students in VIII C class for the joy and help that always full of spirit during the process of the research. 9. Her beloved parents, Mr. Samsul Arifin and Mrs. Sri Wahyuni who always pray, love and support her. 10. Her beloved brother and sister in law Wahyu Affandi and Husnul Khotimah who always support her. 11. Her beloved twins Anis Riskiani who always gives cheerfulness in her live. 12. Her beloved fiancé Febriyan Najib Himawan who always gives spirit and support for her. 13. All her beloved friends that she can not mention one by one who always gives support and motivation for her. Finally, the writer still needs some comments and suggestion for the goodness in the next time.
Kudus, June 2014 The writer,
Anisah Riskiana NIM. 201032015
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ABSTRACT Riskiana, Anisah. 2013. The Use of Educational Drama in Teaching Speaking Ability of the Eighth Grade Students of MTs. N 1 Kudus in the Academic Year 2013/2014. Skripsi: English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisor : (1) Agung Dwi Nurcahyo, SS, M.Pd. (2) Atik Rokhayani, S.Pd, M.Pd. Keywords: Speaking ability, Educational Drama Speaking is an important aspect in language learning, especially in English. People usually master their speaking ability first before they can read and write; it caused speaking ability is emphasized more than other skills. In fact, teacher usually uses a technique that makes the students bored or sometimes makes the students feel shy and cannot express their feeling. There are so many problems in teaching speaking English. One of the problems in teaching speaking English is the use of monotonous technique. One technique that can be used in teaching speaking is Educational Drama; it makes the students more interest in learning and improving their English speaking ability. The objective of this research is to find out whether or not there is a significant difference between the speaking ability of the eighth grade students of MTs. N 1 Kudus in the academic year 2013/2014 before and after being taught by using Educational Drama Technique. In this research, the writer uses quasi-experimental research as a design of the research. The data are collected by the oral test of pretest and post-test. Then, the writer identifies and analyzes based on statistic calculation for getting good result accurately, completely and systematically. The population of this research is the eighth grade students of MTs. N 1 Kudus in the academic year 2013/2014 and takes one class 8 (Eighth) C as a sample that consist of 38 students. The result of the speaking ability of the eighth grade students of MTs. N 1 Kudus in the academic year 2013/2014, the mean of pre-test is 52.05 and the mean of post-test is 79.31. It’s concluded that t-observation is 29.96 in the level of significance (α) = 0.05 and the degree of freedom (df) 37 which is gained from N1, the t-table is 2.042. Thus, Ho is denied and Ha is confirmed. So the hypothesis states, “there is significant difference between the speaking ability of the eighth grade students of MTs. N 1 Kudus in academic year 2013/2014 before and after being taught by using Educational Drama Technique” is confirmed. The writer hopes this research can be used by the teacher as one way to enrich the reference about improving the students’ speaking ability in the eighth grade students, and also as a consideration for the teacher to choose the Educational Drama as the technique to make the students more interest and confident in joining the speaking class.
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ABSTRAKSI Riskiana, Anisah. 2013. Penggunaan Educational Drama dalam Pengajaran Berbicara pada Siswa Kelas Delapan di MTs. N 1 Kudus Tahun Ajaran 2013/2014. Skripsi: Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Pembimbing: (1) Agung Dwi Nurcahyo, SS, M.Pd. (2) Atik Rokhayani, S.Pd, M.Pd. Kata Kunci: Kemampuan Berbicara, Educational Drama Berbicara adalah aspek paling penting dalam belajar bahasa, terutama dalam Bahasa Inggris. Orang-orang biasanya menguasai kemampuan berbicara dahulu sebelum mereka dapat membaca dan menulis; inilah yang melatar belakangi kemempuan berbicara lebih ditekankan daripada kemampuan yang lainnya. Pada kenyataannya, guru biasanya menggunakan teknik yang membuat para siswa bosan atau kadang membuat siswa merasa malu dan tidak bisa mengekspresikan ide mereka. Ada banyak permasalahan dalam pengajaran berbicara Bahasa Inggris. Salah satu permasalahan dalam proses belajar berbicara adalah penggunaan teknik yang monoton. Salah satu teknik yang dapat digunakan dalam pembelajaran berbicara adalah Educational Drama karena dapat membuat siswa-siswa lebih tertarik dalam pembelajaran dan meningkatkan kemampuan bicara Bahasa Inggris mereka. Tujuan penelitian ini adalah mencari tahu apakah ada atau tidak perbedaan yang signifikan antara kemampuan berbicara pada siswa kelas delapan di MTs. N 1 Kudus pada Tahun Ajaran 2013/2014 sebelum dan sesudah diajarkan menggunakan Teknik Educational Drama. Dalam penelitian ini, penulis menggunakan penelitian quasi-experimental sebagai rancangan penelitiannya. Data dikumpulkan melalui tes secara lisan dari pretest and post-test. Kemudian penulis mengidentifikasi dan menganalisis secara perhitungan statistik untuk mendapatkan hasil yang bagus secara akurat, komplit dan sistematis. Populasi pada penelitian ini adalah kelas delapan MTs N 1 Kudus pada Tahun Ajaran 2013/2014 dan mengambil satu kelas 8C sebagai sempelnya yang terdiri dari 38 siswa. Hasil kemampuan berbicara pada siswa kelas delapan MTs. N 1 Kudus tahun 2013/2014, rata-rata pada pre-testnya adalah 52.05 dan rata-rata pada posttestnya adalah 79.31. Dapat disimpulkan bahwa t-pengamatannya adalah 29.96 pada tingkat siknifikan (α)=0.05 dan derajat kebebasan (df)37 yang diperoleh dari N-1, t-tablenya adalah 2.042. Dengan demikian Ho ditolak dan Ha diterima. Jadi hipotesis menyatakan, “ada perbedaan yang signifikan antara kemampuan berbicara siswa kelas 8 MTs. N 1 Kudus tahun ajaran 2013/2014 sebelum dan sesudah diajarkan menggunakan Teknik Educatiaonal Drama” dikonfirmasi. Penulis berharap penelitian ini dapat digunakan para guru sebagai salah satu cara untuk memperkaya referensi tentang peningkatan kemampuan berbicara pada siswa kelas 8 dan sebagai pemahaman para guru untuk memilih Educational Drama sebagai teknik agar siswa lebih tertarik dan percaya diri dalam mengikuti pembelajaran.
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TABLE OF CONTENTS COVER …………………………………………………………………….. LOGO ……………………………………………………………………..... TITLE ………………………………………………………………………. MOTTO AND DEDICATION ……………………………………………. ADVISOR’ APPROVAL ………………………………………………….. EXAMINERS’ APPROVAL ……………………………………………… ACKNOWLEDGEMENT ………………………………………………… ABSTRACT ………………………………………………………………... ABSTRAKSI ……………………………………………………………….. TABLE OF CONTENT ……………………………………………………. LIST OF TABLES...………………………………………………………... LIST OF FIGURES ………………………………………………………... LIST OF APPENDICES …………………………………………………...
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CHAPTER I INTRODUCTION 1.1
Background of the research ………………………………………………. .1
1.2
Statement of the problem …………………………………………............. 4
1.3
Objective of the research ………………………………………………….. 4
1.4
Significance of the research ………………………………………………..4
1.5
Limitation of the research ………………………………………….……… 5
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Operational of the research ………………………………………………... 5
CHAPTER II REVIEW TO RELATED LITERATURE Teaching English in MTs. N 1 Kudus ……………………………………. 7 2.1.1 Curriculum of Teaching English in MTs. N 1 Kudus ……….………... 8 2.1.2 The Purpose of Teaching English in MTs. N 1 Kudus …….…………. 9 2.1.3 The Technique of Teaching English in MTs. N 1 Kudus …………..… 9 2.2 Teaching Speaking …..…............................................................................. 10 2.2.1 Teaching Speaking English in MTs. N 1 Kudus ................................... 11 2.2.2. Definition of Speaking …………………………………………………. 11 2.2.3. Technique of Teaching Speaking ..……………………………………... 12
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2.2.4. Components of Speaking Ability …….……………………………….. 12 2.3.
Definition of Educational Drama...……………………………………
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2.3.1. Advantages of Using Educational Drama as the Technique ………….. 14 2.3.2. Disadvantages of Using Educational Drama as the Technique ……….. 15 2.3.3. Educational Drama as a Technique for Developing the Speaking Ability…………………………………………………… 15 2.4. The Steps of Using Educational Drama as a Technique in Teaching Speaking ………………………………………………….
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2.5 Narrative Text …………………………………………………………….. 17 2.5.1 The Features of Narrative Text ……………………………………….. 17 2.6 Previous Research ……………………….……………………………….. 18 2.7 Theoretical Framework………………………………………………........ 19 2.8 Hypothesis of the Research………………………………………………. 20
CHAPTER III METHOD OF THE RESEARCH 3.1 Design of the Research …………………………………………………... 21 3.2 Population and Sample …………………………………………………... 22 3.3 Instrument of the Research ………………………………………………. 23 3.4 Data Collection …………………………………………………………... 26 3.5 Data Analysis …………………………………………………………….. 27
CHAPTER IV FINDING OF THE RESEARCH 4.1 The Speaking Ability of the Eighth Grade Students of MTs. N 1 Kudus in the Academic Year 2013/2014 before and after being Taught by using Educational Drama Technique ....................................................... 4.2 Hypothesis Testing .................................................................................. CHAPTER V DISCUSSION
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5.1 The Speaking Ability of the Eighth Grade Students of MTs. N 1 Kudus in the Academic Year 2013/2014 before and after being Taught by Using Educational Drama Technique ...................................................... 5.2 The Significant Difference between the Speaking Ability of the Eighth Grade Students of MTs. N 1 Kudus in the Academic Year 2013/2014 before and after being Taught by Using Educational Drama Technique..
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CHAPTER VI CONCLUSION AND SUGGESTION 6.1 Conclusion ............................................................................................... 6.2 Suggestion ................................................................................................
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BIBLIOGRAPHY ………………………………………………………….. APPENDICES ……………………………………………………………… STATEMENT …............................................................................................ CURRICULUM VITAE …………………………………………………...
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LIST OF TABLES Page 3.1. Plotting of the Experimental Design ………………………………….. 22 3.2. Table of Population …………………………………………………… 22 3.3. The Criteria of Test Score …………………………………………….. 24 3.4. The Criteria of Measuring the Test of Students’ Score ……………….
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4.1.1. The Speaking Ability of the Eighth Grade Students of MTs. N 1 Kudus in the Academic Year 2013/2014 before being Taught by Using Educational Drama Technique .................................................... 31 4.1.2. The Frequency Distribution of the Eighth Grade Students of MTs. N 1 Kudus in the Academic Year 2013/2014 before being Taught by Using Educational Drama Technique .................................................... 31 4.1.3. The Speaking Ability of the Eighth Grade Students of MTs. N 1 Kudus in the Academic Year 2013/2014 before being Taught by Using Educational Drama Technique .................................................... 33 4.1.4. The Frequency Distribution of the Eighth Grade Students of MTs. N 1 Kudus in the Academic Year 2013/2014 before being Taught by Using Educational Drama Technique .................................................... 33
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LIST OF FIGURES Page 8.1.1. The Polygon of the Speaking Ability of the Eighth Grade Students of MTs. N 1 Kudus in the Academic Year 2013/2014 before being Taught by Using Educational Drama Technique .................................... 32 8.1.2. The Polygon of the Speaking Ability of the Eighth Grade Students of MTs. N 1 Kudus in the Academic Year 2013/2014 before being Taught by Using Educational Drama Technique …………………... .... 34 8.3.1. The Sampling Distribution with Critical Region and Test Statistic Displayed …………………………………………………………….... 37
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LIST OF APPENDICES Page 1.
Syllabus ……………………………………………………………… ....
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Lesson Plan ………………………………………………………….. ....
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Drama Script …………………………………………………………. ...
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The List of Students of the VIII C MTs. N 1 Kudus in the Academic Year 2013/2014 ………………………………………………………....
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Pre-Test ………………………………………………………………. ...
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6. 7.
Table of Scoring Oral Test (Pre-test) ………………………………… ... The Calculation of Mean and Standard Deviation of the Speaking ability of the Eighth Grade Students of MTs. N 1 Kudus in the Academic Year 2013/2014 Before Being Taught by Educational Drama Technique ……………………………………..………………...............
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Post-Test ……………………………………………………………… ..
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Table of Scoring Oral Test (Post-test) ………………………………. ....
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10. The Calculation of Mean and Standard Deviation of the Speaking ability of the Eighth Grade Students of MTs. N 1 Kudus in the Academic Year 2013/2014 After Being Taught by Educational Drama Technique ………………………………………………..……………...
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11. The Calculation of t-obtained ………………………………………... ...
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12. Table of Significance ….……………………………………………… ..
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