THE EFFECT OF TEACHING METHODS

AND LEARNING MOTIVATIONS ON STUDENTS’ SPEAKING SKILL

AT THE ELEVENTH GRADE OF SMAN 1 PANGKALAN
IN KARAWANG

H. ACEP BAHRUM KAMIL

Abek.loji@gmail.com

DOSEN PRODI PENDIDIKAN BAHASA INGGRIS

FKIP – UNIVERSITAS SINGAPERBANGSA KARAWANG

ABSTRACT

The Effect of Teaching Methods and Learning Motivation on Students’ Speaking Skill at the
Eleventh Grade of SMAN 1 Pangkalan in Karawang. This research is aimed at findings out the (1)
to investigate the difference between discussion and role play method in affecting students’
speaking skill. (2) To investigate the interaction of teaching methods and learning motivation on
students’ speaking skill. (3) To investigate if role play is more effective for the students with high
learning motivation than discussion on students’ speaking skill 4. To investigate if discussion is
more effective for the students with low learning motivation than role play on students’ speaking
skill. This research was factorial design where the class was be divided into two classes and four
groups. All of classes were experimental group. One class for the students who are have low
motivation applied discussion method and also one class who are have high motivation applied role
play teaching method. To know the division of students who have low and high motivation, the
researcher used learning motivation questionnaire and determine students’ motivation level. The
total of sample of each group is 20 students. So the total of sample is 80 students. This research was
conducted eight time meetings. The instruments of this research are learning motivation
questionnaire and test. The result of the research shows that, there was no interaction between
learning motivation and teaching method. This result supported by the result of two ways a nova F
observed 2.98 < F table 3.97, but the implementation of group discussion method is effective to improve
the skill of speaking with students who are high motivation than students who are low motivation.
The difference is based on the level of students’ motivation. Thus, it can be concluded that for the
students with high motivation, discussion is more effective than role-play on students’ speaking
skill. Consequently, the students who have high learning motivation will more active in discussion
than the students who are low learning motivation. So, role-play is more effective than discussion
on students’ speaking skill for students who have low learning motivation at the eleventh grade of
SMAN 1 Pangkalan in Karawang.

Keywords: Role play, Discussion, learning motivation, speaking skill

INTRODUCTION

Speaking, although it is a complicated skill, is definitely a skill that the language

teachers must teach to their students. Speaking is very important since it is a process of building
and sharing meaning using the usage of verbal and non-verbal symbols. Moreover, teaching
speaking should improve students’ communicative skills and learn how to use the language.
However, speaking in English is still a problem for most Indonesian students although they have
studied English from the elementary school. Only a few of them have good ability in speaking.
Students’ good ability to speak in English is one of the main goals, which is stressed on the
teaching of English in Indonesia. Hughes (2002:p.48-52) said that “Speaking has a great challenge
in the teaching and learning activities in high school of which as second or foreign language”.
Therefore, it can be assumed that the objective of speaking skill in language syllabus is to enable
the students to speak the target language. Even speaking, in their first language, is an ability the
students acquire naturally; but it has to be taught. This means that if the EFL learners are not taught
how to speak in the foreign language, their speaking skills will be left behind.
However, teaching speaking is not considered only teaching how to spell and memorize
dialogue using the text available in the textbook, but the learners should also see the other teaching
method used in learning speaking. For the eleventh grade students, English is one of the difficult
lessons to study. It is the most difficult subject for them. They like to study it, but they do not know
how to learn it. Most of them do not have basic knowledge of English. It is not all the teachers’
fault. It happens because the time allocation for English lesson is very limited, only four hours a
week. In a speaking lesson, certain students will have many difficulties in speaking. Even very
often, a student who is assigned to speak, he/she will keep quiet or when he or she makes mistakes
in speaking, the other students laugh at him/her.
Speaking is not only giving information, but also affects the interlocutors. As Kramsch
(2002.p.48-52) stated that “speaking means anticipating the listener’s reaction and feasible match
between proposed, perceived, and anticipated meanings”. From this perspective, speaking implies
the successful transmission of ideas from an addresser to an addressee via an oral text, and this
exchange of information is highly correlated with the students’ school performance.
Nowadays, many teachers thought that students should learn to speak the language by
interacting to others. For this case, students should master several speaking components, such as
comprehension, pronunciation, grammar, vocabulary, and fluency. In brief, English teachers should
be creative in developing their teaching learning process to create good atmosphere, improve the
students speaking skill, give attention to the speaking components, and make the English lesson
more exciting. The teaching of English in SMAN 1 Pangkalan in Karawang is intended to provide
students with a brief knowledge of understanding any references of English written book and
spoken. Furthermore, one of the objectives of recent English curriculum supplementary is to enable
students to communicate in using the target language being learnt. Therefore, the process of
teaching English at SMAN 1 Pangkalan in Karawang should be improved using the availability of
proper facilities such as classroom, language laboratory, and library.
On the other hand, sufficient qualified teachers are needed to increase the required
educational development especially in EFL teaching implementation. Sending them to any EFL
upgrading will improve the cavability of teachers’ qualification. They are provided and introduced
with many currents teaching methods and methods that may improve brightly the expected teaching
especially in speaking such as role-play and discussion. In line with the idea that had been
mentioned above, the students were also expected to complete such studying equipment as;
adequate English textbook and actively participate in empowering this skill in order to get involved
in learning English itself.
Moreover, the provided activities should also be adopted from the students’ requisition.
Hence, they are expected to engage with the English being spoken as their target language. In
details, Cole reveals as in the following. The most aspect, which should put into consideration, is
efficient communication. Chole and Chan (1987:p.15-18) commented that “Efficient
communicators teachers present coherent and meaningful messages, able to sequences in the ways
that may allow the students interpret and intended the meaning correctly”. They usually emphasize
the important aspect of subject matter and establish positive relationship with the students. Teachers
who focus on communication skill are better able to develop the effective teaching style. It is
obvious that English teachers should be able to create the atmosphere of classroom interaction
between either teachers-students or students to students. They were also burdened with
responsibilities on their shoulder like motivating the students in acquiring and using English skills.
To make the students able to communicate in their target language, English teachers needed to be
aware of implementing classroom-speaking process. Moreover Brown states:
(1) Methods should cover the spectrum of learners’ needs, from language based focus on
accuracy to message-based focus on interaction, meaning and fluency, (2) Methods used
also should encourage the use intrinsically motivating, (3) Language in meaningful
context, (4) Provide appropriate feedback and correction, (5) Capitalize on the natural
link between speaking and listening, (6) Give the students opportunities to initiate oral
communication, (7) Encourage the development of speaking methods (H. Douglas
Brown, 1994.p2666).
It can be assumed that English teachers are required to be well prepared before
performing the lesson such syllabus and lesson plan using supported activities in order to impress
the students’ motivation in achieving the skill on speaking. Thus, communicative language teaching
will run more effectively and efficiently. Though the objectives of the English curriculum are not
focused on speaking, it is reflected that teaching English at SMAN 1 Pangkalan in Karawang
should encourage the students to own speaking skill since the successful realization of this skill will
strengthen their motivation to learn the target language. Moreover, based on pre-observation, some
students have been suggested that speaking should be more priority treated than other skill such as
reading, listening and writing. In fact, the process of teaching-learning English at SMAN 1
Pangkalan in Karawang particularly in teaching and learning speaking seems need serious attention
and improvement. Furthermore, for some observation in speaking class, most of the students are
worried about making mistakes, they cannot freely express their ideas because of their lack of
vocabulary, lack of practice, and afraid of another students’ will laugh at him/her, and also The
teachers’ teaching methods are still unsatisfactory, because the teachers still use questioning
method and students answer as they know than the teachers involve students in learning like in role
play, so the students are not motivated to learn. Finally, they just keep silent and do not have
intended at all to speak English. Due to any reasons as mentioned, the students are unmotivated in
learning English. Since foreign language teaching should have students achieve some kinds of
communicative skills in foreign language, all situations in which real communication occurs
naturally have to be taken advantage of and many more suitable ones have to be created. These
situations will make the students more enjoyable taking part in class instruction and can foster on
improving their speaking skill if the teachers has methods to motivate the learners to learn
English effectively.

Generally, in appraising the interactive nature of the discussion teaching method, that
cooperative spirit of learning inherent is quite crucial. Besides its emphasis on a high level of
interaction for possible cooperative learning. The discussion method also is quite important in
bringing about meaningful increase in students’ speaking. In the same vein, in a discussion class,
the sitting arragement, the frequency and depth of eye contact are important variables that are
determinants to students’ level of participation and learning.

This study attempted to encounter the above phenomenon and tried to investigate the
effect of teaching methods and learning motivation on students’ speaking skill at SMAN 1
Pangkalan in Karawang. Moreover, this study is also expected to be useful of developing and enrich
English teachers’ qualification, so that they will have valuable insight to improve their ability to
teach English in making the students to communicate in English. Thus, learning a language means
learning to perform communicative speech acts with it.

THEORETICAL FRAMEWORK

Some explanations related to the concept of language teaching and learning method of
speaking context are presented here. There were so many researchers have conducted a research
which related to role-play and discussion method. The first research by Maria, Rosnija, and Salam
(2004.vol.3 no.11). This research is Classroom action research method was used to solve the
problems. This method was applied on 40 students of eighth grade of SMP Yakhalusti Pontianak.
The data were collected by using observation table and field note. Collecting the data also
completed by using performance test and scoring rubric. The result of data analysis showed there
were improvements in students speaking ability from the first cycle, second cycle, and third cycle.
Student ability in speaking in first cycle was low, mean score was 54.075. In second cycle become
63.075. Then, in third cycle mean score showed improvement become 70.40.

Therefore, it can concluded that using role-play technique can improved students
speaking ability in using expression for asking, giving, and refusing opinion. In term of motivation,
Ratih (2005:vol. 6 no. 1) has conducted a research. The study aims to find out the relationship
between motivation and students’ achievement in speaking skill, the extent of the relationship, and
the contribution of motivation to the achievement. This research is quantitative research. The result
of the study was there was a relationship between motivation and students’ achievement in speaking
skill, the extent of the relationship was r = 0.529, it implies that motivation represents a predictor to
the students’ achievement in speaking.

From the related previous studies above, the research just conducted the single variable
of the research. Besides that, the sample of the research was from the different background,
knowledge, and places. The research which was conducted at the same title, but surely different
result after implementing. Thus, the researcher would like to conduct the research by combining
two variables between role-play and discussion on students’ speaking skill. Hopefully, this research
can be as a reference in the field of teaching and learning method in improving students’ speaking
skill. Some of related studies above indicated that using teaching methods such as role-plays and
discussion method could improve students’ achievement in speaking skill and also learning
motivation.

These methods will be proved in giving contribution to students’ speaking skill in eleven
grade students of SMAN I Pangkalan in Karawang for academic year 2014/2015 after conducting
this research.

1. Speaking Skill

a. Definition of Speaking
Basically the purpose of speaking is to inform or to communicate what is in our
mind to others, therefore, communication is very fundamental thing to human existence in
life. Communication is an exchange of information of thought and ideas, the expression of
one’s desire, needs, efforts, etc orally. Some definitions of speaking skill have been existed
and defined by experts as following: Alwasilah (1993:p.8) stated that “Speaking as a means
of communication influences the way of our individual life”. Then, he added that
“communication process will involve (1) a person who is communicating, (2) information
which is being communicated, and (3) a means of communication”. None of the
communication without involving these three aspects and truly a man is difficult to escape
from the three aspects. Next, Brown (2004:p.140) stated “speaking is a productive skill that
can be directly and empirically observed, which necessarily compromises the reliability and
validity of oral production”.

To sum up, speaking is a tool of interaction between speaker and interlocutor to

negotiate meaning what to say. The people can interact with others by speaking. Interaction
means that speaking takes place between two or more persons that act in producing and
receiving information.

b. Aspects of Speaking
In speaking, the students should understand some aspects of speaking to avoid
misunderstanding and to speak English well are:
1) Fluency
2) Pronunciation
3) Grammar
4) Vocabulary
5) Interactive Communication
6) Appropriateness
7) Complexity
c. Factors affecting speaking skill
It is not easy to speak foreign language well in a short time. Even though learning
and practicing are the keys to master it. The students also acquire and practice how the
native speakers utterance the language. Kang Shumin (2002:vol.1) opines that “Learners
must also acquire knowledge of how native speakers use the language in the context of
structured interpersonal exchange, in which many factors interact”. Speaking activities can fail
due to some problems in speaking.
Some factors affecting students speaking skills are:
1) Learner inhibition
2) Lack of motivation
3) Lack of subject matter
4) Lack of proper vocabulary
5) Lack of confidence
6) Improper listening skills
7) Anxiety
8) Excessive use of mother-tongue
9) Lack of proper orientation

2. Role-play
a. Definitions of Role-play
Role-play is a method that may affect students’ speaking skill. To know the role-
play itself, some experts defined it as Mill (1983:p.156) stated that role-play is “an
effective method to animate the teaching and learning atmosphere, arouse the interest of
learners, and make the language acquisition impressive”. Thornbury (2005:p.98) stated
that “role-play is the implementation of another person when the students pretend to be a
certain occupation”. It means that the students should become other people to do their
roles. In doing role-play, the students need to give respond spontaneously in interaction.
Fourth, as proposed by Brown (1994:p.124) “role-play is spontaneous practice of the
target language in interaction with another by taking on the role of another and fantasy
play”. Moreover, Brown suggested role-play can be conducted with a single person, in
pairs or in groups, with each person assigned a role to accomplish an objective.
Brown states that:

Role-play is one of a whole range of communicative methods which develops

fluency in language students, which promotes interaction in the classroom, and
which increases motivation. When we converse we engage ourselves in
conversation about various subjects. (H. Douglas. Brown, 2001.p183).

To conclude, that role-play is an effective method to animate the teaching and

learning atmosphere, arouse the interest of learners, and make the language acquisition
impressive.
 b. The Function of Role-play

Role-play is important method to improve students’ speaking skill. Byrne

(1987:p.39) said that “role-play is a way of taking the students out the classroom for a
while and showing them how English can be useful for them in certain situation.” Here,
the teachers are claimed to be very careful to apply this technique, because not all
students feel easy to pretend to be someone else. In other side the teachers tend to avoid
students’ mistakes. Thus, as English teachers should remember some points in designing
the activities.

Thus, role-play as an alternative way to improve students’ their speaking skill,

encourage students’ creativity to practice their ability and exercise students’ to think to
what there are going to show.

c. The Advantages of Role-play

Role-play as a teaching method has several advantages for both teachers and
student. Harmer (2007:p.352) stated that “role-play and discussion has enormous benefit
for the students.” Moreover, Petty (2004:p.245) added “the method could help the
students for developing the interpersonal skill. Different statement comes from Harmer
(2007:p.125) “role-play also could encourage general oral fluency or to train the
students for specific situation”. Poor man cited in Jarvis et al stated the advantage of
using role-play as a teaching methods consist of three, as follow;

First, student interest in the topic is raised. Secondly, there is increased

involvement on the part of the students in a roleplaying lesson. Third advantage to using
role-playing as a teaching strategy is that it teaches empathy and understanding of
different perspectives. A typical roleplaying activity would have students taking on a
role of a character, learning and acting as that individual would do in the typical setting.
(Lori Jarvis, Kathryn Odell and Mike Troiano, 2002.p1-6).

To conclude, by using role-play as a teaching method, students can measure their

knowledge of a subject, make students interest to the subject matter, motivate students to
become active participants in their class activity and the teachers can observe the
students’ achievement, and attracting to the teaching materials.

3. Discussion
Most teachers of tertiary instituitions tend to be more comportable with the method
of teaching. The level of student’s maturity may be one of the reasons for using this method
stage of learning, such; discussion method. Bridget (1988:p.88.vol.128.no.1) defines the
discussion teaching method is “a design that provides opportunity for discussion between
teachers and students, and students to students”. The discussion method also is quite
important in bringing about meaningful increase in students’ achievement. To conclude that,
discussion is a strategy that centres on shared conversations, discussions, and exchange of
ideas in class. In other words, students in a discussion class are not passive listeners neither
is the teachers a sole performer. Students are allowed to develop critical thinking ability,
learn to evaluate ideas, concepts, and principles, procedures and even programmes and
policies o the basis of clearly set criteria.
In a discussion class, the sitting arrangement, the frequency and depth of eye contact
are important variables that are determinants to students’ level of participation and learning.
In the sitting arrangement, Omatseye (1988:p.91) divided into three forms, such:
a. The wheel configuration
The whell configuration is such that the teachers takes the position of the hub of
the wheel. Its position also privilege to any student who wants to be moderator. The
position of teachers or moderator at the hub is to announce topics that would generate
discussion among participants, ask for and receive signal from participants. This sitting
network can be quite ideal in discussion seasson if effectively managed by the teachers.

S S

S Teacher S

S S

S
Figure: 2.1
(The Wheel Configuration)

b. The chain configuration

In this sitting chain configuration, the teachers takes his place at the apex of
the chain. In his position, inputs on discussions are fedback to him, he filters ideas,
concepts, rules, and sends back to other participants at the peripery. Eventhough, this
sitting chain configuration may make the teachers seem like one incharge, and a
repository of knowledge, an interactive discussion method takes cognisance of the
importance of shared conversation and discussion.
Teacher

S S

S
S

Figure: 2.2
(The Chain Configuration)
 c. The Letter Y-Pattern
The letter Y-Patterned sitting arragement, takes a centralized position which
two or three channels of communication, the teachers plays a role of meeting the
needs of all participants. He moderates opposing views, filters ideas, gathers
information from all, offers solutions, comment on decision etc.

S S

Teacher

Figure: 2.3
(The Y - Pattern)

Generally, the teachers or moderator in any of the centralized sitting network

may be seen to be in a vintage position and playing a dominant role. He plays the
initiator, manager, referee and summarizer, he can always hover from one of these
roles to another. Significantly, the interactive centralized sitting arrangement lies in
the high degree of participantion and agreement, centrality and opportunity for a
blend in verbal and non verbal exchanges.

4. Learning Motivation
a. Definitions of Motivation

Some important things need hard effort to handle. But, to do it best, need support
from someone who realizes that it is important to have either intrinsic or extrinsic
motivation. Here some definitions of motivation from experts are: Paul (1994:p.428)
stated that “motivation is a force that energizes and directs behavior toward a goal”.
While, Richards and Schmidt (2002:p.343) define motivation as “the driving force in
any situation that leads to action”. They report that, people are motivated to do
something they feel is worth doing and expect to succeed in doing. To conclude,
motivation is desire either from inner or outer and showed by the action and works or
strives to learn the language because of a desire to do so.

b. Types of learning motivation

Motivation is an activator in learning in doing act. There are two types of
learning motivation are below:
1) Intrinsic Motivation
2) Extrinsic Motivation
 c. The importance of motivation
Motivation is most important to have in reaching learning achievement. It is
easier and more understandable in term of motivated learner, one who is willing to learn
and to progress or unmotivated learner, one who is reluctant to do something for
learning. It is also a term that frequently used by the language teachers when they
describe successful or unsuccessful learners. Motivation has a relationship with
language learning achievement as what Dornyei states that:
Without sufficient motivation, even individuals with the most remarkable
abilities cannot accomplish long term goals, and neither are appropriate
curricula and goal teaching enough on their own to ensure students’
achievement.(Zoltan Dornyei, 2005:p.65).

On the other hand, high motivation can make up for considerable deficiencies
both in one’s language aptitude and learning condition. The statement above describe that
motivation has a very significant role for the learners in language learning. Without being
given sufficient motivation to use the language for communication, the students would
not have ability to speak English.

3. Conceptual Framework

a. The interaction of teaching methods and learning motivation on students’ speaking skill
Teaching methods are one of successful learning and teaching determining. The
teachers can apply teaching methods that can make students’ are enjoyable, enthusiasm, and
happy to learn English. Thus, teaching methods and learning motivation are supporter and
determining students successful in learning. Moreover, students who have different level of
motivation need different teaching method also because of students who have low
motivation need learning materials easier and simple than can motivate them than the
students who have high motivation.

b. The effect of teaching methods and students’ speaking skill

In Teaching English as a second language, teaching methods may as a tool for

teachers to transfer the essential of English to the students. By knowing teaching methods,
the teachers will gain an understanding of teaching, and will encourage teachers to examine
their beliefs about teaching and learning and about how to put the methods into practice.

c. The effect of learning motivation and students’ speaking skill

Motivation has a very significant role for the learners in language learning.
Therefore, the teachers should motivate the learners, while the learning process in class to
achieve the goal. Overall, Furthermore, those who were substantially motivated will
feel comfortable in designating their competence.
4. Hypothesis Submissions

Based on the conceptual framework above, can be elaborated the hypotheses are below:
a. Ho: There is no significant different effect between discussion and role-play methods and
learning motivations on students’ speaking skill.
Hi: There is effect between discussion and role-play methods and learning motivations on
students’ speaking skill.

b. Ho: There is no any interaction between teaching methods and learning motivations on
students’ speaking skill.
Hi: There is any interaction between teaching methods and learning motivations on
students’ speaking skill.

c. Ho: For the students with high learning motivations, role-play is not more effective than
discussion on students’ speaking skill.
Hi: For the students with high learning motivations, role-play is more effective than
discussion on students’ speaking skill.

d. Ho: For the students with low learning motivation, discussion is not more effective than
role-play on students’ speaking skill.
Hi: For the students with low learning motivation, discussion is more effective than role-
play on students’ speaking skill.

RESEARCH METHODOLOGY

A. Design of the Research

This research is factorial design. The constellation model is below:

Role Play (A1) Discussion (A2)

High Motivation (B1) A1. B1 A2.B1
Low Motivation (B2) A1.B2 A2.B2

B. Setting (Place and Time)

Research place and Time of the research

This research was conducted at SMAN 1 Pangkalan Karawang. It located at Jl. Loji –
Pangkalan – Tegalwaru District, Box. 41362. Karawang Regency West Java Province. The
location near than West of Karawang central road. It is about 45 Km to Karawang city.

The time of the research was on May – July 2015. The time line of the research setting as
follows:
 MONTH
( 2014 – 2015)
No. JOB
DESCRIPTION

August – Sept
Feb – June
November

Oct – Nov
December

January
1 Thesis Proposal
2 Thesis Proposal Examination
3 Designing Research Instrument
4 Research and Data Collection
5 Data Analysis
6 Thesis Examination
Table: 3.1
The Timeline of the Research

C. Populations and Sample

The population of the study was the students of eleventh grades students at SMAN 1
Pangkalan in Karawang. They are divided into four classes it’s consist of 39 students of (IPS.
XI. A), 36 students of (IPS.XI. B), 38 students of (IPS. XI. C), and 37 students of (IPS.XI. D),
exactly which the total of them were 150 students. To determine the sample of the research, the
class divided into two classes and four groups. All of classes were experimental group. One
class for the students who are have low motivation will be applied discussion method and also
one class who have high motivation will be applied role-play teaching method. To know the
division of students who have low and high motivation, the researcher will use learning
motivation questionnaire and determine students’ motivation level. The total of sample of each
group is 20 students. So the total of sample is 80 students.

D. Research Instruments
The instruments of data collecting, the researcher used Questionnaire for learning
motivation and will use Speaking Test for students’ achievement in speaking skill in forming
Role-plays and discussion method.

The instruments of the instruments are following below:

1. Questionnaire

The questionnaire in this research used questionnaire to measure the students

learning motivation by using Likert scale. Here is the specification of learning motivation
questionnaire below:
 Table 3.2.
Specification of learning motivation Variable
Variable

ITEM

Total
DIMENSION INDICATORS
NUMBER

1. Basic 1. Demonstrate enthusiasm

1,2,3,4,5,6,7,8,9,
motivation. 2. Develop personal relationship with
10, 11,12,13,14, 20
2. appropriate pupils
15,16,17,18,19,20
teachers 3. Create atmosphere in Classroom
behavior

3. Generating 1. Raise learners’ intrinsic learning

21,22,23,24,25,26
initial process
27,28,29,30,31,32 20
Motivation. 2. Increasing learners’ expectancy of
33,34,35,36,37,38,39,4
success
0
3. Increasing learners’ goal

4. Maintaining 1. Making learning enjoyable

Motivation 2. Presenting task in motivating
41,42,43,44,45,46
Way 20
47,48,49,50
3. Provide learners with regular
experiences
51,52,53
4. Build learners’ self- confidence in
54,55,56,57,58,59,60
regular encouragement, positive
social image, learning methods

5. Encouraging 1. Provide students with positive 61,62,63,64,65,66,67,6

Positive Self information feedback 8,69,70 20
Evaluation 2. Increasing learners 71,72,73,74,75,76,77,7
Motivation

Satisfaction 8,79,80

Amount of statement 80

Adapted from (Zoltan Dornyei: 2001)

The data gathering from the motivation questionnaire analyzed based on five-point
Likert scale to measure the level and type of students learning motivation. To specify the
level of students’ motivation based on the following criteria below:

MEAN RANGE INTERPRETATION

3.68 – 5.00 High degree of Motivation
2.34 – 3.67 Moderate degree of Motivation
1.00 – 2.33 Low degree of Motivation

Adopted from (Ratanawalee Wimolmas, 2007)

2. Test
To measure students’ speaking skill, the researcher used speaking test in forming
role-plays and discussion. Role-plays are Important to give an opportunity to practice
communicating with their classmate. And in discussion, the students may discuss what they
do not know and what they want to know. Discuss will set up for students-teachers-students
or may students to students.
Here is the specification of speaking test:
Table 3.3.
Specification of speaking test
a) Role-play
COMPETENCE BASIC COMPETENCE
Expressing, responding, and The students are able in
telling daily activities in the expressing, responding,
matter of like and dislike and telling their daily
activities, like and dislike
by using appropriate
expressions
Expressing, responding and The students are able to
telling daily activities in the express, respond and tell
matter of hobbies and passion the daily activities about
hobbies and passions in
appropriate expressions
Expressing, responding and The students are able to
telling daily activities in the express, respond and tell
matter of hobbies and passion the daily activities about
hobbies and passions in
appropriate expressions
INDICATORS
1. Using questions yes-no pattern
in daily activities context are
visualized and answered
correctly
2. Questioning by using question
tags pattern in daily activities
context are visualized correctly
3. Questioning by using question
words pattern in daily activities
context are visualized correctly
4. Any kinds of expressions in
expressing like and dislike
1. Yes-no questions pattern in
daily context is visualized and
answered correctly.
2. Question tags pattern in daily
activities context are visualized
and answered correctly
3. Questions in questions words
pattern in daily activities is
visualized and answered
rightly.
4. Any kinds of expressions are
using appropriately in telling
like and dislike.
1. Yes-no questions pattern in
daily context is visualized and
answered correctly.
2. Question tags pattern in daily
activities context are visualized
and answered correctly
3. Questions in questions words
pattern in daily activities is
 visualized and answered
rightly.
4. Any kinds of expressions are
using appropriately in telling
like and dislike.

b) Discussion

COMPETENCE BASIC COMPETENCE INDICATORS

addressing idea, arguments, and the students are addressing 1. The students can address idea,
suggestions in discussion forum idea, arguments, and arguments, toward issue
suggestions in discussion discussed.
forum 2. The students are given
suggestions toward issue
discussed.

E. Technique of Data Collecting

This study is an experimental research. During the treatment, here some steps in
collecting the data. For gathering data in applying role-play and discussion, the technique in
collecting data is the teaching procedure.

Table 3.3
Score Sheet of Speaking Components

No. SPEAKING SCORES

COMPONENTS
1 COMPREHENSION
1) Sangat memahami ujaran lawan bicara 5
2) Memahami ujaran lawan bicara 4
3) Cukup memahami ujaran lawan bicara 3
4) Kurang memahami ujaran lawan bicara 2
5) Tidak memahami ujaran lawan bicara 1
2 GRAMMAR
1) Grammar sangat banyak yang tepat 5
2) Grammar sudah banyak yang tepat 4
3) Grammar cukup banyak yang sudah tepat 3
4) Grammar kurang tepat 2
5) Grammar tidak tepat 1
3 VOCABULARY
1) Vocabulary sangat luas dan tepat 5
2) Vocabulary luas dan tepat 4
3) Vovabulary cukup luas dan tepat 3
4) Vocabulary kurang luas dan tepat 2
5) Vocabulary tidak tepat 1
 4 PRONUNCIATION
1) Ujaran sangat dipahami 5
2) Ujaran dipahami 4
3) Ujaran cukup dipahami 3
4) Ujaran kurang dipahami 2
5) Ujaran tidak dipahami 1
5 FLUENCY
1) Ujaran sangat lancar 5
2) Ujaran lancer 4
3) Ujaran cukup lancar 3
4) Ujaran kurang lancar 2
5) Ujaran tidak lancar 1
Adapted from Higgs & Clifford, (1982) in Richard & Renandya, (2002)

F. Validity and reliability test

Before using in research setting, the research instrument must be valid and reliable to
determine all of the tests are able to measure what should be measured. To investigate the
validity of the questionnaire items, the motivation questionnaire was given to the 58
students as many as 80 items of the questionnaire. By using SPSS program Pearson
Correlation Sig. (2-tailed) to analyze the validity items, found that 69 items are valid and 11
items was refused and reliability Statistics by using Cronbach’s Alpha was 0,744.
Determining the test of role-play and discussion teaching method, the researcher used test
based on the syllabus used by SMAN 1 Pangkalan in Karawang.

G. Technique of Data analysis

This research is a quantitative research. Thus, the analyzed quantitatively by using

formula Two-Ways Anova. The statistical analysis computerized by using SPSS 11.5 program.

Here is the following formula of Two-Ways Anova as below:

Role-play Discussion
∑b
(A1) (A2)

µA1.B1 = A2.B1
High Motivation A1.B1 A2.B1
µA1.B1≠ A2.B1
(B1)

µA1.B2 = A2.B2
Low Motivation A1.B2 A2.B2
µA1.B2 ≠ A2.B2
(B2)
µA1 = A2 µB1 = B2 µint. AxB= 0
∑k
µA1 ≠A2 µB1 ≠ B2 µ int.AxB ≠0
Cited in Santosa Murwani.2010
FINDINGS AND DISCUSSION

A. Data Description
Data description is an illustration of data distribution by using descriptive
statistical analysis. The data description found from the distribution of questionnaires for
students’ learning motivation and speaking skill test. The result of descriptive statistic
for each variable can be seen in this table below:
Table 4.1.
The distribution frequency of speaking skill variable

1. Statistics of Speaking
80
N Valid
00
Missing
Mean 12.7875
Std. Error of Mean .24436
Median 13.5000
Mode 15.00
Std. Deviation 2.18565
Variance 4.77706
Range 7.00
Minimum 9.00
Maximum 16.00
Sum 1023.00

2. Speaking Result

Valid Cumulative
Frequency Percent Percent Percent

Valid 9.00 3 3.8 3.8 3.8

10.00 14 17.5 17.5 21.3
11.00 15 18.8 18.8 40.0
12.00 6 7.5 7.5 47.5
13.00 2 2.5 2.5 50.0
14.00 8 10.0 10.0 60.0
15.00 31 38.8 38.8 98.8
16.00 1 1.3 1.3 100.0
Total 80 100.0 100.0

SPEAKING
40

30

20

10
Frequency

Std. Dev = 2.19

Mean = 12.8
0 N = 80.00
9.0 10.0 11.0 12.0 13.0 14.0 15.0 16.0

SPEAKING
 Table.4.2.
The distribution frequency of motivation variable

3. Statistics of Motivation

80
N Valid
20
Missing
Mean 234.4375
Std. Error of Mean 2.74841
Median 226.5000
Mode 215.00
Std. Deviation 24.58251
Variance 604.29984
Range 126.00
Minimum 173.00
Maximum 299.00
Sum 18755.00

4. Motivation Result

Cumulative
Frequency Percent Valid Percent Percent

Valid 173.00 1 1.0 1.3 1.3

195.00 1 1.0 1.3 2.5
200.00 1 1.0 1.3 3.8
201.00 1 1.0 1.3 5.0
202.00 1 1.0 1.3 6.3
204.00 1 1.0 1.3 7.5
207.00 1 1.0 1.3 8.8
209.00 1 1.0 1.3 10.0
210.00 1 1.0 1.3 11.3
212.00 1 1.0 1.3 12.5
213.00 1 1.0 1.3 13.8
215.00 6 6.0 7.5 21.3
216.00 2 2.0 2.5 23.8
217.00 1 1.0 1.3 25.0
218.00 2 2.0 2.5 27.5
219.00 2 2.0 2.5 30.0
220.00 4 4.0 5.0 35.0
221.00 2 2.0 2.5 37.5
222.00 3 3.0 3.8 41.3
223.00 1 1.0 1.3 42.5
224.00 2 2.0 2.5 45.0
225.00 2 2.0 2.5 47.5
226.00 2 2.0 2.5 50.0
227.00 1 1.0 1.3 51.3
229.00 4 4.0 5.0 56.3
 230.00 1 1.0 1.3 57.5
231.00 2 2.0 2.5 60.0
233.00 1 1.0 1.3 61.3
235.00 1 1.0 1.3 62.5
240.00 1 1.0 1.3 63.8
242.00 1 1.0 1.3 65.0
243.00 1 1.0 1.3 66.3
247.00 1 1.0 1.3 67.5
248.00 1 1.0 1.3 68.8
249.00 1 1.0 1.3 70.0
250.00 1 1.0 1.3 71.3
251.00 3 3.0 3.8 75.0
254.00 1 1.0 1.3 76.3
256.00 2 2.0 2.5 78.8
260.00 1 1.0 1.3 80.0
261.00 1 1.0 1.3 81.3
262.00 1 1.0 1.3 82.5
263.00 1 1.0 1.3 83.8
264.00 3 3.0 3.8 87.5
266.00 1 1.0 1.3 88.8
268.00 2 2.0 2.5 91.3
272.00 1 1.0 1.3 92.5
273.00 1 1.0 1.3 93.8
275.00 1 1.0 1.3 95.0
279.00 1 1.0 1.3 96.3
285.00 1 1.0 1.3 97.5
291.00 1 1.0 1.3 98.8
299.00 1 1.0 1.3 100.0
Total 80 80.0 100.0
Missing System 20 20.0
Total 100 100.0

MOTIVATI
30

20

10
Frequency

Std. Dev = 24.58

Mean = 234.4

0 N = 80.00
170.0 190.0 210.0 230.0 250.0 270.0 290.0
180.0 200.0 220.0 240.0 260.0 280.0 300.0

MOTIVATI

Table 4.3.
Data description of teaching Methods and Learning Motivation
 Role-play Discussion Column
(A1) (A2) (∑b)

n1 = 20 n2 = 20 nb1 = 40
High Motivation
∑X1 = 4435 ∑X2 = 5380 ∑Xb1 = 9815
(B1) ∑X12 = 19669225 ∑X22 = 28944400 ∑X2b1 = 48613625
Mean X1= 221.75 Mean X1 = 269 Mean Xb1= 490.75

n3 = 20 n4 = 20 nb2 = 40
Low Motivation
∑X3 = 4165 ∑X4 = 4775 ∑Xb2 = 8940
(B2) ∑X32 = 17347225 ∑X42 = 22800625 ∑X2b2 = 40147850
Mean X1 = 208.25 Mean X1 = 239 Mean Xb2 = 447.25

nk1 = 40 nk2 = 40
Row
∑Xk1 = 8600 ∑Xk2 = 10155 ∑nb1k1 = 40
(∑k) ∑X2k1 = 37016450 ∑X2k2 = 51745025
Mean Xk1= 430 Mean Xk2 = 508

Where is:
n1 – n4 = Total of sample of each group
Ʃ = Sum
Mean = Average
nb1 = Total sample of row
∑Xb1 = Total of row
∑X2b1 = Total of degree of row
Mean Xb1 = Mean of total of row

B. Pre-Requirement Analysis
1) Normality Test

In this study, the researcher used Kolmogorov-Smirnov test to determine data normality.
The result of the test dishes laid out on table below:
Table 4.4.
One-Sample Kolmogorov-Smirnov Test

Speaking Speaking
(Discussion + (Role paly +
Motivation Method High low
Motivation) Motivation)
N 40 40 40 40
Normal Mean 223.5000 245.3750 13.3750 12.2000
Parameters(a,b)
Std. Deviation 18.28408 25.38492 2.08397 2.15073
Most Extreme Absolute .139 .277 .332 .187
Differences
Positive .139 .277 .198 .187
Negative -.093 -.143 -.332 -.174
Kolmogorov-Smirnov Z .878 1.754 2.101 1.180
Asymp. Sig. (2-tailed) .423 .004 .000 .124
 The table above shown that students’ teaching methods variable (X1) less then sig =
0.004 < 0.05 were not normal distributed, then learning motivation (X2) greater than sig =
0.423 ˃ 0.05 was normal distributed, and speaking skill variable (Y1) less than sig = 0.000 <
0.05 was not normal distributed. (Y2) greater than sig = 0.124 ˃ 0.05 was normal distributed

1. Data analysis
In analyzing the data, the researcher used Two Ways Anova. The result of data
analysis presented in the table below:

Table 4.5.
Two Ways Anova

Degree Average Fobserved =

Varians of freedom Total of square of square = RK/RKD Ftable
JK/db
row
(b) (b)2-1 = 1 9570.31 9570.31 0.008 3.97
column
(k) (k)2-1 = 1 1402.81 1402.81 0.001 3.97
Interaction 1x1=1 3317582.2 3317582.2 2.98 3.97
(i)
Inter 76 84462151.25 1111344.09 − −
Total of reduction 79 87790706.57 − − −

a) There was any significant difference between students who used discussion and those
who used role play in their speaking skill

Discussion and role-play are methods that teachers use in improving students’ speaking
skill. But, in this research, there is no significant different between the students who are
using role play and discussion teaching method related to their level of motivation. As
roles change, so might relevant concepts and arguments. Students may come, as a
consequence, to appreciate more fully the relevance of diverse opinion, and where and
how it is formed. Discussion let the students argue their idea, statement, and argument.
The students are more active freely. In contrast, the students who are using discussion
with the students who have high motivation also are more active. So, they are in their
way to treat each group of students.

b) There is any interaction of teaching methods and learning motivation on students’

speaking skill.

Based on the data findings, there is no interaction between teaching method and learning
methods. The result of data finding F observed 2.98 < F table 3.97 means that, there is no
interaction between both.
C. Discussion

Teaching method is the way teachers apply in teaching to reach the learning and
teaching objectives. But, teachers should use and choose the method that in line with materials
and the teaching objectives. Teaching method is hopefully can improve students’ achievement.
In this study, the researcher focused on role-play and discussion method where both of them can
improve students speaking skill. These data findings in line with Harmer (2007:p.352) tated that
“role-play and discussion has enormous benefit for the students.” Different from role-play, in
discussion method; the students are more active in dialog and sharing their ideas by the aim to
push students to participate optimally in discussion. Teaching and learning by using discussion
method is more giving opportunity to the students to take part actively in learning. Discussion
also aims to give opportunity to the students in communicating orally what they have known.
By discussing an interesting topic, they are enthusiasm to share their idea toward what the topic
they are talking about. Students are more attend to be a good speaker than a listener because
most of them want to their argument is listening to than others. This shown that, discussion is
one of the teaching method which can improve students’ speaking skill. The result of the
research shows that, Based on the data findings, there is no interaction between teaching method
and learning motivation.

The result of data finding F observed 2.98 < F table 3.97 means that, there is no interaction
between both. Improving students speaking skill is not determined by the types of teaching
methods that the teachers applied in the class related to the student levels of motivation.

CONCLUSION AND SUGGESTIONS

After analyzing data completely and discussed the data findings deeply, finally the
conclusion and suggestions as follows:
A. Conclusion
1. Discussion and role-play are methods that teachers use in improving students’ speaking
skill. It improves interpersonal skills improves communication skills and enhances
communication. Discussion let the students argue their ideas, statement, and arguments. The
students are more active freely. But in this research, just the students who are having high
motivation in taking part in discussion and are more interesting in arguing their idea as they
know then just passive and heard.
2. There is no interaction of teaching methods and learning motivation on students’ speaking
skill. The result of data finding F observed 2.98 < F table 3.97 means that, there is no interaction
between both.
3. For the students with high learning motivation, discussion is more effective than role-play
on students’ speaking skill. This data shown that the students who have high motivation will
more active in discussion than the students who are low motivation.
4. Role-play more effective than discussion on students’ speaking skill for students who have
low motivation.
B. Suggestions

Teachers are recommended to create an encouraging atmosphere in the English

classes to promote the students’ motivation towards English this can be achieved by
implementing the appropriate methods and activities of teaching English effective and exposing
various approaches to improve the students ‘motivation and language performance as well. The
teachers must be aware the materials or approach to encourage students’ speaking skill and try
to collaborate and discuss their experiences and other issues regarding language learning.

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