IMPROVING STUDENTS’ MOTIVATION IN SPEAKING THROUGH MINI DRAMA

Daning Hentasmaka, M.Pd.

STKIP PGRI Jombang

Abstrak : Motivasi adalah sebuah faktor yang penting yang mempengaruhi keberhasilan dalam proses pembelajaran, terutama dalam pembelajaran bahasa. Bisa diasumsikan bahwa siswa dengan motivasi belajar yang tinggi akan lebih berhasil dibandingkan dengan siswa dengan motivasi belajar yang rendah seperti yang terjadi pada siswa kelas delapan SMP Raden Fatah Batu. Pada proses belajar mengajar speaking siwa cenderung memiliki motivasi yang rendah untuk berbicara bahasa Inggris. Dalam Penelitian Tindakan Kelas yang terdiri dari dua siklus ini bertujuan untuk memaparkan implementasi mini drama dalam meningkatkan motivasi siswa untuk berbicara. Berdasarkan analisa data yang didapat dari lembar observasi dan kuesioner pada siklus 1, implementasi mini drama belum mendapatkan hasil yang memuaskan. Oleh karena itu perlu adanya revisi terutama dalam hal menjelaskan materi, memberi modeling dan drilling, dan memaksimalkan partisipasi siswa dalam memberikan komentar, mengevaluasi penampilan kelompok lain, dan berbagi pengalaman. Kriteria kesuksesan dicapai pada siklus 2 dimana persentase rata-rata dari partisipasi siswa adalah 79,83% dan nilai rata-rata motivasi siswa berada pada kategori menengah dan tinggi.

Kata Kunci : mini drama, motivation, participation, speaking

Abstract : Motivation is an important factor influences the success of learning process, especially in language classroom. It can be assumed that students who have high motivation in learning language will be more successful rather than students who have low motivation as what happened to the eighth graders of SMP Raden Fatah Batu. During the teaching and learning process of speaking skill students tend to have a low motivation to speak. In this two cycles action research the researcher aimed to describe the implementation of mini drama to improve students’ motivation in speaking. Based on the analysis of the data gotten from observation checklist and questionnaire in Cycle 1, the implementation of mini drama did not give satisfactory result yet. Therefore, it needed to be revised in the term of explaning the materials, giving modeling and drilling of the expressions, and optimazing students’ participation in giving comment, evaluating other performance, and sharing experience. The criteria of success was reached on cycle 2 in which the average percentage of students’ participation is 79,83%  and the average score of students’ motivation is in medium and high category.

Keywords : mini drama, motivation, participation, speaking

A. INTRODUCTION

Motivation is an important factor influences the success of learning process, especially in language classroom. Dornyei (2001:5) stated that the learner’s enthusiasm, commitment and persistence are the key determinants of success and failure in the process of mastering a foreign or second language. It can be assumed that students who have high motivation in learning foreign or second language will be more successful rather than students who have low motivation. In addition, the objective of teaching English based on the school curriculum is mastering the language skills which consist of listening, speaking, reading and writing.

Speaking is an activity as the ability to express oneself in the situation, or activity to report acts or situations in precise words or the ability to converse or to express a sequence of idea fluently (Ladouse in Nunan, 1991:23). Based on the curriculum of 2013 speaking is one of competences that should be mastered by the students. The importance of mastering speaking skill is supported by the statement of Schejbal (2006:14) that students need to develop their speaking skills in s great number of situations in order to send or receive messages and to be able to engage in a meaningful communication.

However, most of students have a low motivation in speaking during the teaching and learning process as what happened to the eighth graders of SMP Raden Fatah Batu. During the teaching and learning process of speaking skill students tend to have a low motivation to speak and as a result most of the students tend to get low scores for their speaking skill. Based on the result of teacher’s interview and students’ questionnaire in preliminary study the cause of the problem is the lack confidence of students, less chance to perform and develop their speaking skill, and the method used which did not encourage students to be active in the class. Based on the case, the researcher tries to improve students’ motivation in speaking by creating fun and innovative activity that is mini drama.

Drama is a potential activity that will give students freedom to express their feeling. The implementation of drama in teaching English is arranged to bring benefit of the language learners. As stated by Schejbal (2006:6) that drama helps learners in many areas. To name a few, it is the development of awareness of the use of a language in different environment and situations, building self-confidence, creativity, spontaneity, improvisation and involving emotion of the participants. It encourages the natural use of a foreign language based on particular situation. In building self-confidence, Schejbal (2006:7) added that drama help learners gain the confidence and self-esteem which is needed in using language spontaneously. By taking a special role given, the learners will be encouraged to be the character and abandon their shyness. In that way the students’ motivation in speaking will increase at the same time.

B. METHODOLOGY

The research design used is Classroom Action Research (CAR) which is aimed to describe the implementation of mini drama to improve students’ motivation in speaking. Action research is a form of enquiry undertaken by participant in social or educational practices, as well as their own understanding of these practices are carried out (Carr and Kemmis, 1986:162). In addition, Latief (2003:2) stated that classroom action research in English Instruction is an approach to English teacher’s professional development and to improve student’s learning in which English teachers systemically collect data and reflect on their works and make changes in their classroom practice.

The subject of the research was the eighth grade students in class C academic year 2014/2015. The total of students in this class is thirty eight students which consist of twenty males and eighteen females.

The research was comprised of two cycles, and in every cycle consisted of four stages. They were:

a. Planning

Planning was made for the effort of improving students’ motivation in speaking using mini drama. It included some phases: First, designing lesson plan which focused on the improvement of students’ motivation in speaking by using mini drama. The lesson plan then revised on the second cycle by giving more modeling and drilling; second, preparing the material in the form of worksheet and drama scripts of the related topic, and preparing observation checklist and questionnaire as the instrument of the research; and third is preparing the criteria of success. The researcher determined the research succeed if the average percentage of students’ participation has reached ³ 70% and the average score of students’ motivation is in medium and high category.

b. Action

The action of the study was the activities done as they were arranged in the lesson plan. It was conducted in two cycles. The total meetings in the research were six meetings. The meetings of cycle 1 were conducted on 26th and 28th of March 2015, and 2nd of April 2015 while the meetings of cycle 2 were on 4th, 9th, and 11th of April 2015. The topic taught in each cycle is different. The time table and topic of the cycles is presented in the following table:

Time Table and Topic of the Cycles

Cycles Cycle 1 Cycle 2
Meeting Meeting 1 Meeting 2 Meeting 3 Meeting 4 Meeting 5 Meeting 6
Date 26/03/2015 28/03/2015 02/04/2015 04/04/2015 09/04/2015 11/04/2015
Topic Asking and giving attention Asking and giving opinion

There were three stages in the implementation of mini drama adopted from Ahmad (2013:340-344): pre activity, whilst activity, and post activity. The summary of the teaching scenario of first and second cycle is presented in the table below:

The Summary of Teaching Scenario

Stages Activities in cycle 1 Activities in cycle 2
Pre activity
  1. Teacher check the students’ attendant
  2. Teacher build background knowledge of the students about the topic
  3. Teacher introduce the general thing of the topic
  1. Teacher check the students’ attendants
  2. Teacher build background knowledge of the students about the topic
  3. Teacher introduce the general thing of the topic
Whilst activity
  1. Teacher explain the material
  2. Students do the worksheet given by the teacher in order to understand more about the topic
  3. Students are divided into groups consist of 6-7 persons
  4. Teacher distribute mini drama script
  5. Students discuss, comprehend, and practice the drama in group
  6. Teacher observe and help the students
  7. Students perform the drama in front of the class
  1. Teacher explain the material
  2. Students do the worksheet given by the teacher in order to understand more about the topic
  3. Students are divided into groups consist of 6-7 persons
  4. Teacher distribute mini drama script
  5. Teacher give modeling of the script
  6. Teacher drill difficult vocabularies on the script
  7. Students discuss, comprehend, and practice the drama in group
  8. Teacher observe and help the students
  9. Students perform the drama in front of the class
Post activity
  1. Teacher give feedback
  2. Students make comment and evaluate the performance of other groups
  3. Students share experience they have with the lesson
  1. Teacher give feedback
  2. Students make comment and evaluate the performance of other groups
  3. Students share experience they have with the lesson

c. Observing

The observation phase was done by the collaborator. The collaborator observed and collected the data about any event that happened during the action in relation with criteria of success of this research. The instruments used were observation check list and questionnaire. The observation checklist was used as guidelines for observing the students’ participation during teaching and learning process which include: paid attention to the teacher, did the task well, interested in learning speaking using mini drama, involved in discussion and practice in group, involved in the drama performance, participated in giving comment and evaluating the performance of other group, and participated in sharing experience about the lesson. The next instrument was questionnaire which was used to know students’ motivation in speaking. The results of the observation and questionnaire were provided as basis for further revision and planning for the next cycle.

d. Reflecting

The researcher reflected what have been done in teaching learning process in cycle 1. The result of the reflection was compared with criteria of success to see whether the data met the criteria of success or not, then used as the decision to revise to the next cycle and made decision whether this action research is continued or stopped.

C. FINDING

The first cycle consisted of three meetings which were conducted on 26th and 28th of March 2015, and 2nd of April 2015. The topic was the expression of asking and giving attention. Based on the data analysis of cycle 1 the average percentage of students’ participation was under the criteria of success. It only reached 62,44%. The lowest score were especially on students’ participation in giving comment and evaluating the performance of other group (44,23%) and participation in sharing experience about the lesson (48,03%). While in the matter of speaking motivation the researcher still found five students who were still in the category of low motivation. Based on the result of data analysis on students’ activity and student’s motivation, the implementation of mini drama did not give satisfactory result yet. Therefore, it needed to be revised and brought to the next cycle.

The meetings in second cycle were conducted on 4th, 9th, and 11th of April 2015. In this cycle the researcher applied mini drama to teach different topic. The topic was asking and giving opinion. In terms of participation the students were more enthusiastic in giving comment and evaluating the performance of other (66,03%) and sharing experiences about the lesson (62,38%). The improvement in preliminary, cycle 1, and cycle 2 is presented in the following table:

The Comparison of Students’ Participation in Preliminary, Cycle 1, and Cycle 2

No. Activities Preliminary Cycle 1 Cycle 2
1 Paid attention to the teacher 52,6% 68,57% 83,01%
2 Did the task well 53,86% 54,57% 85%
3 Interested in learning speaking 44,7% 55,51% 73,6%
4 Involved in discussion and practice in group 65,48% 75,65% 89,71%
5 Involved in mini drama performance 81,6% 90,5% 99,05%
6 Participated in giving comment and evaluating the performance of other group 43,5% 44,23% 66,03%
7 Participated in sharing experience about the lesson 42,1% 48,03% 62,38%
Average 54,84% 62,44%

79,83%

The result shown in the table above indicate a significant improvement in student’s participation from the average 54,84% in preliminary become 62,44% in cycle 1 and 79,83% in cycle 2. The students’ score in motivation gotten from questionnaire has reached medium and high category in cycle 2.  The category of students’ motivation score is as follow:

The Category of Students’ Motivation in Speaking

Category Mean
Score Percentage
Low X < 65,3 X < 47%
Medium 65,3 £ x £ 102,7 47% £ x £ 73,36%
High X > 102,7 X > 73,36

The illustration of the motivation improvement based on the the category of students’ motivation above can be seen in the table below:

The Comparison of Students’ Motivation in Preliminary, Cycle 1, and Cycle 2

No. Students Preliminary Cycle 1 Cycle 2
1 AC 64 92 98
2 AR 58 62 88
3 ASP 59 80 91
4 AFK 85 107 105
5 AS 65 83 94
6 BCH 57 63 89
7 CPP 70 89 98
8 DMF 62 81 88
9 DBR 102 115 120
10 GNDS 79 97 101
11 HA 56 62 87
12 HMF 97 107 111
13 IAH 64 63 86
14 ITA 63 77 98
15 JDA 68 97 104
16 JII 60 94 102
17 KWA 70 79 89
18 LF 65 73 94
19 LA 78 96 109
20 MRB 98 105 112
21 MM 65 94 98
22 MF 89 101 104
23 NAP 75 84 96
24 PAA 72 105 111
25 RRP 100 106 109
26 RRM 75 98 112
27 RCF 93 116 117
28 SFK 73 100 106
29 SES 60 97 99
30 SCNA 63 76 113
31 SIH 83 112 117
32 SM 82 101 117
33 SR 64 70 91
34 TTZ 87 98 103
35 YA 62 60 89
36 YEP 93 92 110
37 YMA 107 117 120
38 ZF 103 117 116
Mean 75,63 91,34 102,87
Percentage 54% 65,24% 73,47% 

The table above shows increase in students’ motivation score in every cycle after they are taught speaking by using mini drama. In cycle 1 students’ motivation in speaking increase from 54% in preliminary study, to 65,24% in cycle 1, and 73,47% in cycle 2.

Referring to the result of observation checklist and questionnaire, it can be inferred that the implementation of mini drama could improve students’ motivation in speaking and has reached the goal of the research. Accordingly, the action research was stopped.

D. CONCLUSION AND SUGGESTION

Mini drama is a potential activity that will give students freedom to express their feeling. The implementation of drama in teaching English is arranged to bring benefit of the language learners. The use of mini drama as technique in teaching speaking has helped students of VIII C SMP Raden Fatah Batu to improve their participation in speaking activities in the classroom as well as motivation in speaking English.

The implementation of mini drama needs a good preparation especially in choosing drama script which is suitable with the topic and students ability. The teacher should be able to analyze students’ character and need.

E. REFERENCE

Ahmad, Salendra. And Rozimela, Yenni. 2013. Teaching Speaking by Using Mini Musical Drama to Improve Senior High School Students’ Speaking Performance. Journal of English Language Teaching, Vol. 2 No. 1, 340-344.

Carr, W. And Kemmis, S. 1986. Becomming critical. Education, Knowledge and Action Research. Lewes: Falmer.

Dornyei, Zoltan. 2001. Motivational Strategies in the Language Classroom. New York: Cambridge University Press.

Latief, Muhammad Adnan. 2013. Research Methods on Language Learning an Introduction 2nd Ed. Malang: UM Press.

Nunan, David. 1991. Research Methods in Language Learning. Cambridge: Cambridge University Press.

Schejbal, David. 2006. Teaching Language Skills Through Drama. Masaryk University Brno Faculty of Education Department of English Language and Literature.

Check Also

PEMUTARAN “FILM BERSUBTITEL” UNTUK MENINGKATKAN KEMAMPUAN BERBICARA BAHASA INGGRIS

Afi Ni’amah, M.Pd. Prodi Pendidikan Bahasa Inggris STKIP PGRI Jombang  dan Hermin Maslamah, S.Pd. MTs. …

35 comments

  1. This may be the proper weblog for desires to find out about this topic. You know so much its virtually challenging to argue along (not too I really would want…HaHa). You definitely put a new spin for a topic thats been revealed for some time. Excellent stuff, just great!

  2. You can definitely see your skills within the article youu
    write. The arena hopes for more passionate writers such as you who
    aren’t afraid too say how they believe. Alll the time go after your heart.

    materi akuntansi

  3. You really make iit seem so easy ԝith your presentation Ьut
    I find thiѕ topic to be гeally sߋmething that I thin I woᥙld never understand.
    Іt seems tⲟo complex and extremely broad fоr me.
    I’m looқing forward for youг next post, I’ll try tօ get
    the hahg of it!

  4. Hey very cool web site!! Guy .. Beautiful .. Wonderful .. I will bookmark your web site and take the feeds additionally…I am satisfied to search out a lot of useful information here within the post, we want develop more strategies on this regard, thank you for sharing.

  5. I simply could not leave your web site before suggesting that I extremely enjoyed the usual information a person provide in your visitors? Is going to be back often to inspect new posts.

  6. I was suggested tbis blokg by my cousin. I’m not sure whhether tbis post is written by him
    as nobody else know such detailed about my problem. You are amazing!
    Thanks!

  7. Hi my friend! I want to say thjat this article is amazing,
    nice written and come with almost all vital infos. I would liike to look more posts like this.

  8. I wass recommended this blog by my cousin. I’m not sure whether this post is written by
    him as nobody else know such detailed about my trouble.
    You’re incredible! Thanks!

  9. excellent submit, very informative. I’m wondering why the
    other specialists of this sector do not notice this.
    You must continue your writing. I am sure, you’ve a huge readers’ base already!

  10. It’s actyally a cool and helpful piece of information. I’m satisfied that you just shared this useful information with us.
    Please stay us up to datfe like this. Thank you foor sharing.

  11. Hi! I could have sworn I’ve been to this site before but after browsing through some of
    the post I realized it’s new to me. Anyways, I’m definitely happy I found it and I’ll bbe book-marking and checkingg back often!

  12. Thiis page definitely has all of tthe information I wanted concerning
    this subject and didn’t know whoo to ask.

  13. I as well conceive thence, perfectly written post!

  14. Thanks for every other wonderful post. The place else could anyone
    get tht type of info in such an ideal approach off writing?
    I’ve a presentation next week, and I amm at the look ffor such information.

  15. What’s up tto all, how is the whole thing, Ithink every one is getting more from this weeb page, and your
    views are good designed for new users.

  16. Inside nineties, results can merely desire ones, no be them more understandable, and in our moment it is challenging to be able to make up a kid without having them. The banter will focus on radio-controlled gadgets. To begin with, maneuver with machines with distant command end up being constructed intended for effort into dangerous or even inaccessible spot if you are. Later, having got changed towards daily stage, we were holding transformed straight into captivating gadget intended for sons. The selection of brands in addition to varieties of constructions typically puzzles mum or dad, although products remain properly versed inside the qualities of a doll.
    Zabawki wltoys

  17. Hi fashionable work
    http://arab.egypt.adultnet.in/?entry.kayley
    ebony celebrant wael wikipedia 3pb

  18. Thanks foor the mawrvelous posting! I definitely enjoyued reading it,
    you will bee a great author.I will make sure to bookmark
    your blog and will eventually come back sometime soon. I waht
    to encourage one tto continue your great work, have a nice weekend!

  19. Hello, I log on to your new stuff daily. Your writing style is
    witty, keep up thhe good work!

  20. Hi would you mind letting me know which hosting company you’re using?

    I’ve loaded your blog in 3 different web browsers and I must say this blog loads a lot quicker then most.

    Can you recommend a good web hosting provider at a reasonable price?
    Many thanks, I appreciate it!

  21. Aw, this was an incredibly good post. Taking
    the time and actual effort to create a great article… but what caan I say…
    Iprocrastinate a lot and never seem to get anything
    done.

  22. whoah this blog is fantastic i really like studying your articles.

    Stay up the good work! Yoou recognize, a lot oof people
    are searching around for this info, you cann aid them greatly.

  23. Hello, I log on to your blogs like every week.
    Your humoristic style iss awesome, keep up the good work!

  24. I relish, cause I found just what I was taking
    a look for. You’ve ended my 4 day lengthy hunt! God Bless you man. Have a nice day.
    Bye

  25. After looking at a handful of the blog articles on your web page, I seriously appreciate your way of writing a blog.

    I added it to my bookmark site list and will be checking back in the
    near future. Please visit my website as well and let me
    know how you feel.

  26. This paragraph is really a pleasant one it assists new net people, who are wishing for blogging.

  27. Hello.This article was really motivating, especially because I was investigating for thoughts on this matter last Saturday.

  28. whoah this blog is great i like reading your posts.
    Stay up the good work! You understand, lots of persons are searching around for this information, you can help
    them greatly.

    • Thank you for reading our posts
      We will work even harder to be able to produce quality information
      May be useful for all

  29. please often frequent visitor to our blog

  30. thank you…
    Hopefully inspire

  31. Thank you for your appreciation …
    Hopefully inspire

Tinggalkan Balasan

Alamat surel Anda tidak akan dipublikasikan. Ruas yang wajib ditandai *

error: Content is protected !!