THE EFFECTIVENESS OF ROLE-PLAY TOWARDS VOCATIONAL SCHOOL STUDENTS’ SPEAKING SKILL

JOURNEY: Journal of English Language and Pedagogy

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Field Value
 
Title THE EFFECTIVENESS OF ROLE-PLAY TOWARDS VOCATIONAL SCHOOL STUDENTS’ SPEAKING SKILL
 
Creator Wicaksana, Bimantara
Fitriani, Enis
 
Description This study aimed at investigating the effectiveness of using role-play toward speaking skills in learning English at the Class X students of SMKS Muhammadiyah Pangkalan Bun. Quasi-experimental research was administered in this study, using two groups of experimental and control. Multimedia 1 class as the experimental group and Multimedia 2 class as the control group. There were six meetings for each group with four meetings for treatment, and the other two meetings for pre-test and post-test. The data were in form of speaking scores emphasizing fluency, structure, and bravery. From the t-test for independent samples, the result showed that the value of the t-test was 0.034 less than 0.05. It means that the result of posttest scores in experimental and control groups are significantly different. Then, from the comparison of the means between pretest and posttest of experimental and control groups, the experimental group’s mean outperformed the control group in 2.20. It means that role play is effective in speaking skills in learning English. Furthermore, this study also showed that role play could create a communicative atmosphere in the classroom.
 
Publisher IKIP Budi Utomo Malang
 
Date 2020-10-27
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier http://ejurnal.budiutomomalang.ac.id/index.php/journey/article/view/1081
10.33503/journey.v3i2.1081
 
Source Journey (Journal of English Language and Pedagogy); Vol 3 No 2 (2020): Journey: Journal of English Language and Pedagogy; 74-80
2654-5586
2623-0356
10.33503/journey.v3i2
 
Language eng
 
Relation http://ejurnal.budiutomomalang.ac.id/index.php/journey/article/view/1081/544
 
Rights Copyright (c) 2020 Journey (Journal of English Language and Pedagogy)
http://creativecommons.org/licenses/by-sa/4.0
 

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