PENELITIAN KELOMPOK UMK
RESEARCH REPORT
DRAMA SHOW AS A MEDIUM FOR IMPROVING ENGLISH ACHIEVEMENT FOR THE ELEVENTH GRADE OF MAN 2 KUDUS
By: 1. Rismiyanto, SS, M.Pd 2. Nuraeningsih, S.Pd, M.Pd.
Funded by APBU Muria Kudus University
ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS 2012
IDENTITY AND APPROVAL
1. a. Research Title
: DRAMA SHOW AS A MEDIUM FOR IMPROVING ENGLISH ACHIEVEMENT FOR THE ELEVENTH GRADE STUDENTS OF MAN 2 KUDUS
2. Research Chairman: a. Name and Academic Title
: Rismiyanto, S.S. M.Pd.
b. Sex
: Male
c. NIS
: 0610701000001146
d. Rank/ Classification
: Penata / III c
e. Functional Position
: Lektor
f. Faculty/ Department
: Teacher Training and Education Faculty/ English Education Department
3. Time Allocation
: 1 Year
4. Funding
: a. APB UMK (Rp 4.000.000) b. Another source (Rp 1.000.000)
Kudus, 10 November 2012 Dean of FKIP
Research Chairperson,
Drs. Susilo Rahardjo, M.Pd. NIP.19560619-198503-1-002
Rismiyanto, SS, M.Pd. 0610701000001146
Approved by: Rector,
Head of Research Development
Prof. Dr. dr. Sarjadi. Sp.PA. NIP.130352547
Drs. Taufik, MS, MM NIP. 19560411-1980031001
ii
IDENTITY AND GENERAL EXPLANATION
1.1 Research Title
: DRAMA SHOW AS A MEDIUM FOR IMPROVING ENGLISH ACHIEVEMENT FOR THE ELEVENTH GRADE STUDENTS OF MAN 2 KUDUS 1.2 Research Chairperson: a. Name and Academic Title : Rismiyanto, S.S, M.Pd b. Sex
: Male
c. NIS
: 06107010000011461
d. Rank/ Classification
: Penata / III c
e. Functional Position
: Lektor
f. Faculty/ Department
: Teacher Training and Education Faculty/ English Education Department
g. Address
: Prambatan Lor Kaliwungu Kudus Phone : 08562692494 e-mail :
[email protected]
1.3 Members of Research Team :
NO.
NAME
FIELD
FACULTY
TIME
1.
Nuraeningsih, S.Pd, M.Pd.
English Education
FKIP
12 hours/week
2.
Johan Setyo
English Education
FKIP
12 hours/week
3.
Sodiqul Naim
English Education
FKIP
12 hours/week
4.
M. Istafa
English Education
FKIP
12 hours/week
1.4 Subject of the Research
: Eleventh grade students
1.5 Time Allocation
: 1 year
1.6 Funding
:
a. APBU
: Rp 4. 000.000,-
b. Another source
: Rp 1. 000.000
iii
ABSTRAKSI Rismiyanto & Nuraeningsih. 2012. Pentas Drama sebagai Media untuk Meningkatkan Kemampuan Bahasa Inggris bagi Siswa Kelas Sebelas MAN 2 Kudus. Laporan Penelitian tidak diterbitkan. University of Muria Kudus
Kata Kunci: pentas drama, kemampuan bahasa Inggris Pengajaran bahasa Inggris sebagai bahasa asing di Indonesia telah diberlakukan selama puluhan tahun. Namun hasilnya masih jauh dari kata memuaskan. Hal ini bisa dilihat dari prestasi siswa. Berdasarkan pengalaman penulis, pentas drama dapat membantu siswa meningkatkan prestasi bahasa Inggris mereka. Tujuan penelitian ini adalah: 1) untuk mengetahui prestasi bahasa Inggris (kemampuan menyimak, berbicara dan menulis bahasa Inggris) siswa sebelum diajar dengan drama, 2) untuk mengetahui prestasi bahasa Inggris (kemampuan menyimak, berbicara dan menulis bahasa Inggris) siswa setelah diajar dengan drama, 3) untuk mengetahui apakah ada beda yang signifikan antara prestasi bahasa Inggris siswa (kemampuan menyimak, berbicara dan menulis bahasa Inggris) sebelum dan sesudah diajar dengan pentas drama. Untuk mencapai tujuan tersebut di atas, dilakukan penelitian eksperimen semu dengan satu kelompok pre-tes dan pos-tes. Penelitian ini menggunakan populasi kelas sebelas siswa MAN 2 Kudus, sedangkan sampelnya adalah kelas sebelas IPA 4 yang berjumlah 28 siswa yang dipilih dengan teknik purposive sampling. Untuk mengumpulkan data, maka tes digunakan untuk mengukur kemampuan listening, speaking dan writing siswa. Data tersebut kemudian dianalisa dengan menggunakan ttest. Hasil penelitian ini menunjukkan bahwa mengajar bahasa Inggris melalui drama dapat meningkatkan prestasi bahasa Inggris siswa. Ini bisa dibuktikan dari nilai pre-tes dan pos-tes. Berdasarkan analisa data, ditemukan bahwa prestasi bahasa Inggris siswa kelas XI IPA 4 MAN 2 Kudus sebelum diajar melalui drama pada tahun ajaran 2011/2012 digolongkan cukup (Nilai rata-rata kemampuan listening = 69.5, nilai ratarata kemampuan speaking = 59, dan nilai rata-rata kemampuan writing = 64.9). Sedangkan setelah diajar melalui pentas drama, prestasi bahasa Inggris mereka masuk dalam kategori baik (Nilai rata-rata kemampuan listening = 85.18, nilai rata-rata kemampuan speaking = 74.14, dan nilai rata-rata kemampuan writing = 78.5). Sehingga hipotesa diterima pada tingkat signifikansi 0,05 dan derajat kebebasan 27. Hal ini menunjukkan bahwa ada perbedaan yang signifikan antara prestasi bahasa Inggris siswa kelas XI MAN 2 Kusua sebelum dan sesudah diajar melalui pentas drama. Untuk kemampuan listening tingkat signifikansi 5% dan derajat kebebasan 27 (t-tabel < t-observasi = 12.37); untuk kemampuan speaking, tingkat signifikansi 5%, dan derajat kebebasan 27 (t-tabel = 2.06 < t-observasi = 8.41); and untuk kemampuan writing, tingkat signifikansi 5% dan derajat kebebasan 27 (t-tabel = 2,06 < t-observasi = 10.3). Berdasarkan hasil tersebut, penulis mengajukan saran bagi guru bahasa Inggris untuk menggunakan drama sebagai media alternatif untuk mengajarkan listening, speaking, dan writing. Selain itu juga guru harus bisa mengontrol siswa dengan baik khususnya ketika siswa merasa bosan dalam proses pembelajaran. iv
ACKNOWLEDGEMENT
No beautiful words but alhamdulillah that finally the writer can accomplish writing this research entitled Drama Show as a Medium for Improving English achievement for the Eleventh Grade Students of MAN 2 Kudus. At this moment the writer would like to express his gratitude to: 1. Drs. Susilo Rahardjo, M.Pd, as the Dean of Teacher Training and Education Faculty of Muria Kudus University 2. Fitri Budi Suryani, SS, M.Pd, as the Head of English Education Department of Teacher Training and Education Faculty of Muria Kudus University 3. Nuraeningsih, S.Pd, M.Pd, as his research staff 4. Ahmad Istafa, Johan Setyo and Naim Sodiqin who become the team of the research in which their skripsi are the parts of this research. 5. Everyone who has helped the writer in finishing this report of the research.
He really hopes that this report of the research gives contribution to English Education particularly and for readers in general.
Kudus, November 2012
Rismiyanto, SS, M.Pd.
v
TABLE OF CONTENT Page COVER PAGE OF TITLE ....................................................................................................
i
PAGE OF LOGO ....................................................................................................
ii
IDENTITY AND APPROVAL ..............................................................................
iii
IDENTITY AND GENERAL EXPLAINATION ................................................
iv
ABSTRAKSI ............................................................................................................
v
ACKNOWLEDGEMENT ......................................................................................
vi
TABLE OF CONTENTS ........................................................................................
vii
LIST OF TABLES ..................................................................................................
xi
LIST OF FIGURES ................................................................................................
xii
LIST OF APPENDICES ......................................................................................... xiii
CHAPTER I: INTRODUCTION A. Background of the Research .........................................................................
1
B. Research Questions .......................................................................................
4
C. Objectives of the Research ............................................................................
5
D. Significance of the Research .........................................................................
6
E. Scope and Limitation of the Research ..........................................................
6
F. Operational Definition ..................................................................................
7
CHAPTER II: REVIEW OF RELATED LITERATURE AND HYPOTHESIS A. Teaching English as a Foreign Language .....................................................
8
1. Teaching Listening ..................................................................................
8
2. Teaching Speaking ..................................................................................
11
a. Technique of Teaching Speaking .........................................................
11
b. Components of Speaking Ability .........................................................
13
3. Teaching Writing ....................................................................................
13
B. Teaching English in MAN 2 KUDUS ..........................................................
15
1. Curriculum of Teaching English in MAN 2 KUDUS .............................
16
vi
2. The Purpose of Teaching English in MAN 2 KUDUS ...........................
17
3. The Materials of Teaching English in MAN 2 KUDUS .........................
18
4. The Technique of Teaching English of MAN 2 KUDUS ........................
19
C. Narrative Text ...............................................................................................
20
1.
Generic Structure of Narrative Text ......................................................
20
2.
Language Features of Narrative Text ....................................................
21
D. Teaching of Drama ........................................................................................
22
E. Drama Show as a Medium for Improving English Achievement .................
23
F. Previous Research .........................................................................................
24
G. Theoretical Framework .................................................................................
24
H. Hypothesis .....................................................................................................
26
CHAPTER III: METHOD OF THE RESEARCH A. Design of the Research ..................................................................................
27
B. Population and Sample ..................................................................................
29
C. Instrument of the Research ............................................................................
29
D. Treatment ......................................................................................................
36
E. Data Collection ..............................................................................................
36
F. Data Analysis ................................................................................................
37
CHAPTER IV: FINDING & DISCUSSION OF THE RESEARCH A. The English Achievement (Listening Ability, Speaking Ability, and Writing Ability) of the Eleventh Grade Students of MAN 2 Kudus before being Taught through Drama ........................................................................
41
1. The Listening Ability of the Eleventh Grade Students of MAN 2 Kudus before being Taught through Drama ............................................
41
2. The Speaking Ability of the Eleventh Grade Students of MAN 2 Kudus before being Taught through Drama ............................................
43
3. The Writing Ability of the Eleventh Grade Students of MAN 2 Kudus before being Taught through Drama .......................................................
45
The English Achievement (Listening Ability, Speaking Ability, and Writing Ability) of the Eleventh Grade Students of MAN 2 Kudus after Being Taught through Drama ......................................................................
48
1. The Listening Ability of the Eleventh Grade Students of MAN 2 Kudus after Being Taught through Drama ..............................................
48
B.
vii
2. The Speaking Ability of the Eleventh Grade Students of MAN 2 Kudus after Being Taught through Drama ..............................................
51
3. The Writing Ability of the Eleventh Grade Students of MAN 2 Kudus After Being Taught through Drama ........................................................
53
C. The Significance Difference of the English Achievement (Listening Ability, Speaking Ability, and Writing Ability) of the Eleventh Grade Students before and after Being Taught through Drama ..............................
57
1. The Hypotesting of the Significant Difference of the Listening Ability of the Eleventh Grade Students before and after Being Taught through Drama ......................................................................................................
57
2. The Hypotesting of Significance Difference of the Speaking Ability of the Eleventh Grade Students before and after Being Taught through Drama ......................................................................................................
59
3. The Hypotesting of Significance Difference of the Writing Ability of the Eleventh Grade Students before and after Being Taught through Drama ......................................................................................................
61
D.Discussion .......................................................................................................
63
1. The English Achievement of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011/2012 before Being Taught through Drama ......................................................................................................
63
a. The Listening Ability of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011/2012 before Being Taught through Drama ................................................................................................
63
b. The Speaking Ability of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011/2012 before Being Taught through Drama ................................................................................................
64
c. The Writing Ability of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011/2012 before Being Taught through Drama ................................................................................................
65
2. The English Achievement of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011/2012 after Being Taught through Drama a. The Listening Ability of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011/2012 after Being Taught through Drama ................................................................................................
66
b. The Speaking Ability of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011/2012 after Being Taught through Drama ................................................................................................
67
viii
c. The Writing Ability of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011/2012 after Being Taught through Drama ................................................................................................
68
3. The Significance Difference between the English Achievement of the Eleventh Grade Students of MAN 2 KUDUS in Academic Year 20112012 before and after being Taught through Drama ...............................
70
a. The Significant Difference between the Listening Ability of the Eleventh Grade Students of MAN 2 KUDUS in Academic Year 2011-2012 before and after being Taught through Drama ................
70
b. The Significance Difference between the Speaking Ability of the Eleventh Grade Students of MAN 2 KUDUS in Academic Year 2011-2012 before and after being Taught through Drama ................
72
c. The Significant Difference between the Writing Ability of the Eleventh Grade Students of MAN 2 KUDUS in Academic Year 2011-2012 before and after being Taught through Drama ................
74
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion .....................................................................................................
76
B. Suggestion .....................................................................................................
77
BIBLIOGRAPHY ...................................................................................................
78
ix
LIST OF TABLES Table Page Table 2.1.4. The Materials of Teaching English in MAN 2 KUDUS................... 13 Table 3.1 Plotting of the Experimental Design....................................................
27
Table 3.1 the criteria of scoring writing English..................................................
29
Table of Criteria of student’s ability.....................................................................
33
Table 4.1.1a The Score of Writing Ability of The Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011-2012 before being Taught through Drama …………………………………………………………………………..
39
Table 4.1.1b The Distribution Frequency of Writing Ability of The Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011-2012 before being Taught through Drama ..........................................................................................
40
Table 4.1.2a The Score of Writing Ability of The Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011-2012 after being Taught through Drama................................................................................................................. Table 4.1.2b
42
The Distribution Frequency of The Writing Ability of The
Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011-2012 after being Taught through Drama..............................................................................
43
Table 4.2a.The Summary of T-Test Result of Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011/2012................................................................
46
Table 4.2a.The Summary of T-Test Result of Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011/2012................................................................
x
46
LIST OF FIGURES Figure
Page
4.1.1 The figure of the listening ability of the eleventh grade students of MAN 2 Kudus in Academic Year 2011/2012 before being taught through drama ..........................................................................................
41
4.1.2 The figure of the speaking ability of the eleventh grade students of MAN 2 Kudus in Academic Year 2011/2012 after being taught through drama .
44
4.1.3 The figure of the writing ability of the eleventh grade students of MAN 2 Kudus in Academic Year 2011/2012 after being taught through drama ....
47
4.2.1 The figure of the listening ability of the eleventh grade students of MAN 2 Kudus in Academic Year 2011/2012 after being taught through drama .
50
4.2.2 The figure of the speaking ability of the eleventh grade students of MAN 2 Kudus in Academic Year 2011/2012 after being taught through drama .
52
4.2.3 The figure of the writing ability of the eleventh grade students of MAN 2 Kudus in Academic Year 2011/2012 after being taught through drama ....
xi
55
LIST OF APPENDICES
No
Appendix
page
1.
Lesson Plan of Teaching Listening
79
2.
Lesson Plan of Teaching Speaking
116
3.
Lesson Plan of Teaching Writing
142
4.
Pre-Post Test of Listening Ability
180
5.
Pre-Post Test of Speaking Ability
181
6.
Pre-Post Test of Writing Ability
182
7.
Curriculum Vitae
183
xii
