MINI THESIS
STUDENTS
PERCEPTION TOWARD DRAMA ACTIVITY IN IMPROVING STUDENT’S ABILITY IN SPEAKING
(A Study Of The
Second Semester Students Of English Department STAIN Batusangkar Registered In
2011/2012 Academic Year)
By
:
CHANDRA
YULIASMAN
11 104 039
Lecturer :
Dr
SUSWATI HENDRIANI, M.Pd M.Pd
YULNETRI,
S.S M.Pd
ENGLISH
DEPARTMENT
STATE
COLLEGE FOR ISLAMIC STUDIES (STAIN)
BATUSANGKAR
2013
TABLE
OF CONTENT
TABLE
OF CONTENT
CHAPTER
I INTRODUCTION........................................................................... 1
A.
Background Of The Study............................................................................ 1
B.
Focus of the Research.................................................................................... 2
C.
Question of the Research............................................................................... 2
D.
Purpose of the Research................................................................................. 2
E.
Significant of the Research............................................................................ 2
F.
Definition of Keyterms.................................................................................. 2
CHAPTER
II REVIEW OF RELATED LITERATURES............................... 3
A.
Review of Related Theories........................................................................... 3
1. Perception................................................................................................ 3
2. Drama....................................................................................................... 8
3. Speaking................................................................................................... 11
B.
Review of Relevant Studies.......................................................................... 14
CHAPTER
III RESEARCH METHODOLOGY................................................ 15
A.
Design of the Research.................................................................................. 15
B.
Social Setting of theResearch........................................................................ 15
C.
Informant of the Research............................................................................. 15
D.
Technique of Data Collection........................................................................ 15
E.
Data Triangulation......................................................................................... 16
F.
Technique of Data Analysis........................................................................... 16
CHAPTER
IV RESEARCH FINDING AND DISCUSSION............................ 18
A.
Data Description............................................................................................ 18
B.
Research Finding and Discussion.................................................................. 18
1. Persepsi yang Menyatakan
Sangat Efektif.............................................. 18
2. Persepsi yang Menyatakan
Kurang Efektif............................................. 20
CHAPTER
V CONCLUSION AND SUGGESTION......................................... 22
A.
Conclusion..................................................................................................... 22
B.
Suggestion...................................................................................................... 22
BIBLIOGRAPHY
APPENDIX
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CHAPTER 1
INTRODUCTION
A.
Background of
the Study
One of the expressive language elements is
speaking. Speaking is the most common and important means of providing
communication among humans beings. Because speaking is linked to success in
life, as it important position both individually and socially. But, there is
many problems by some people especially student when they want to explore their
idea orally and they difficult to express their capability in English skill.
According to Jenep (2010 :54) there are two
factors that cause low levels of student skills in speaking that is, external
factors and internal factors. External factors, including the use of Indonesian
influence in my family environment and society even in everyday communication,
many students still use the mother tongue of contaminated one another. External
factors include, lack of interest as well as business students learn to speak
with pronunciation, intonation, and spelling are correct in speaking skills,
except that students lack confidence to express publicly.
Therefore, to guide the students speak English
in the classroom, teachers should have good and interesting technique of
teaching. It means that the teachers is required to create an appropriate
learning strategy.
Therefore, in make speaking interactive, drama
can use to it. It is a flexible method.
Using drama activity helped to bring written materials to life by infusing the
lifeless print with feeling, imagination and thought for the learner, more
active participant in the learning process. Abdulhak Halim Ulas (2008) and
Jenep (2010) said that drama activities can be used to provide opportunities
for the student to be involved actively
and able to express orally their idea, do collectively, and communicative.
Moreover in STAIN Batusangkar, especially in
English Department has develop an English Club subject that in it has a
activity, that is Drama. Every second semester of the English Students have to
take the class.
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students speaking abilty. Because of that,
researcher was interesting in doing research under tittle “Students Perception Toward Drama Activity in
Improving Student’s Ability in Speaking in the second semester of TBI B students of English department
STAIN Batusangkar registered in 2011/2012 academic year.
B.
Focus of the
Research
The researcher focus on students perception Students Perception Toward Drama Activity in
Improving Student’s Ability in Speaking in the second semester of TBI B students of English department
STAIN Batusangkar registered in 2011/2012 academic year.
C.
Question of the
Research.
The question needed to be solved in this
particular present is “What are students perception toward drama activity in improving their ability in
speaking?
D.
Purpose of the
Research
The aim of this research is to know what are
students perception toward drama activity ion improving students speaking ability.
E.
Significant of
the Research
The
significant of this study is expected to
give some useful information for English students to know the perception about
using drama in improving speaking ability. While as researcher, this research
also to fulfill the Final Project on Qualitative Subject.
F.
Definition of
Keyterms
1.
Drama
Drama in this
context means drama activity that uses in English Club subject on the second
semester of English students.
2.
Speaking
Ability
Speaking in
this context means students speaking fluency. The fluency of students in using
English to communicate with others and also their daily.
CHAPTER II
REVIEW OF RELATED LITERATURES
A. Review of Related Theories
1. Perception
a. Definition of Perception
According Bimo (1980: 89), perception is, a process that preceded
by penginderaan's process, which is constitute process was accepted by it
stimulus by individual via indera's tool or also so-called sensors’ process. Furthermore, Rakhmat
in Alex (2003: 446) states that perception is the experience about objects,
events, or the relations that are gotten by concluding the information and
interpreting the message. The more complex definition is given by Pareek in
Alex (2003: 446) who states that perception is a process of receiving,
selecting, organizing, interpreting, evaluating, and giving reaction to stimuli
of the senses or data.
Based on the definitions above, it can be summarized
that perception is a process of recognizing/ receiving the stimuli in form of
events, objects, or others through the senses, then those stimuli are organized
and interpreted, and lastly giving reaction toward them.
b. Principles of Perception
Slameto in Huspa (2010:110) mentions several
principles of perception. The principles of perception cover:
1) Relative
Perception
It means that the perception of someone or group is
different from others. The perception sometimes will be different even though
they talk about the same object. For example, when two people talk about the effectiveness
of using power point as media in teaching, it is probably that they will have
different perception toward this one although they talk about the same
thing.
2) Selective
Perception
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3) Object
Arrangement
It means that perception of someone is an
arrangement about an object. It is influenced by their brain, motivation,
experience, and so on. For example, someone maybe will have negative perception
toward English lesson because of their bad experience before related to English
itself. In other words, the arrangement of the object can give influence toward
the perception about that object.
4) Influenced
Perception
It means that stimulus and expectation that is owned
by someone will give different effect about someone’s perception. Someone’s
perception and group perception is very different from other people or group
perception. Someone’s or group’s perceptions depend on their personality. It
can be influenced by their brain, motivation, attitude, etc. For example, when
a group has good expectation toward drama lesson, it is very possible that they
will have positive perception toward drama itself.
Based on the elaboration above, it can be concluded
that perception has several principles. They are relative perception, selective
perception, object arrangement, and influenced perception. They are the basic
things related to the perception itself.
c. Types of Perception
According to Walters in Desi (2011:14), there are
five types of perception. The five types include:
1) Self
Perception
Self perception is based on self-esteem,
self-concept, and self-efficacy. It means that the perception occurs based on
individual mind (intrinsic). For example, someone who has good self-esteem or
good self-confidence, he/ she may have good perception too toward speaking
subject that asks him/ her to talk in front of people.
2) Environmental
Perception
Environmental perception is perception that is
formed based on the context in which the information is received. Its example
is the perception that is given by someone or group toward the effectiveness of
using drama in developing speaking ability. The information that is used in
order to get the perception is based on the context where that situation is
applied.
3) Learned
Perception
Learned perception is perception that is formed
around personality, culture, and habit. For instance, a student who used to
learn is eastern atmosphere can give negative perception toward the learning
style of the western students who mostly rise their left hand to answer the
teacher’s question.
4) Physical
Perception
Physical perception is perception that is tangible.
For example, how the eyes see and the brain processes it. In other words,
physical perception is related to the physical activity that can be measured.
5) Cultural
Perception
Cultural perception is the largest perception and
this is different with one to another city such as people’s perception toward
the importance of English subject at elementary level. The perception about
this one can be different from one city or place to others. It depends on the
culture that is embraced in that place.
Based on that explanation, it can be stated that
there are five types of perception. They are self perception, environmental
perception, learned perception, physical perception, and cultural perception.
Those types are classified based on the source of the perception coming. In
other words, the types of perception can be seen from where the stimulus comes
in order to build the perception itself.
d. Factors Influencing Perception
Bimo (2004: 89) states that there are three factors
that influencing perception, namely:
1) Objects
Objects can cause the stimulus that has contact with
the senses or receptor. The stimulus can come from outside or inside of the
person who give perception toward something but mostly it comes from outside of
the person. For example, when a teacher gives his/ her perception toward the
students’ learning style, it can be stated that the object in this case is the
students’ learning style. In other words, the stimulus comes from outside of
the person.
2) The
Senses
The senses or receptor is the tool to receive the
stimulus. Besides, there is also sensory nerve as the tool to continue the
stimulus to the central of nerve that or brain. Then, there is also motoric
nerve to respond or give reaction toward the stimulus. Its example is when
people are asked to give the perception toward a scenery painting, they can
give that perception because they have shown the painting through their
receptor that is the eyes. It is continued then to their brain and finally they
can express their perception toward that painting.
3) Attention
Attention is also needed to give perception toward
something. This is the first step as preparation in giving perception.
Attention is concentration from whole of individual activities that is aimed for
something or a group of objects. For instance, someone cannot give his/ her
perception toward particular thing without giving the attention toward it. It
is because the perception will come by giving the attention the thing that is
as an object of that perception.
So, it is clear that there are three factors
influencing perception. They are object, the senses, and attention. All of them
give contribution in order to build someone’s perception toward particular
thing. It means that they cannot be separated each other.
e. Components of Perception
Bimo
in Salmi (2012:15) states that perception consists of three components, namely:
a.
Cognitive or
perceptual component is component that is related to knowledge, opinion,
belief, that is good things that relate how person’s perception toward
attitude’s object.
b.
Affective or
emotional component is component that related to like or dislike towards
attitude’s object. Like is a positive thing, while dislike is negative things.
This component indicates attitude’s direction, positive and negative.
c.
Connative or
action component is component that related to action tendency toward attitude’s
object. This component indicates intensity of attitude that is indicates big or
small action tendency of someone toward attitude’s object.
Based
on the explanation above, it can be concluded that there are some components
related to someone’s perception. It consists of cognitive, affective, and connative. So, there is internal process
among three components above in building the perception toward an object or
event.
f. Stages of Perception
According to Doyle in Yuhendra (2012: 15), there are
three stages of perception. Those stages are:
1) The
Occurrence of Sensory Stimulation
Basically, this part of the perception process
involves coming in contact with a particular stimulus. In other words, this
process is related to the contact directly with the stimulus in order to get
the perception. The examples are listening to a song, reminiscing about a
childhood friend, etc.
2) The
Organization of Sensory Stimulation
The second part of the perception process is
organizing the perceived notion in the mind, making it reading to be shaped up
in overt response. For example is forming a positive or negative cerebral
response to the stimulus.
3) The
Interpretation of Sensory Stimulation
It includes the execution of response, expressed
verbally or physically. Interpreting and expressing the thoughts that have been
elicited. It often involves an emotional response such as smiling to an event.
Another example is giving a statement about something that has been shown
before.
Based on explanation above, it can be concluded that
perception has three stages. First is the occurrence of sensory stimulation.
Second is the organization of sensory stimulation. Last is the interpretation
of sensory stimulation. All of those stages have continuation each other in
order to get someone’s perception toward particular thing or event.
2. Drama
a.
Definiton of Drama
Drama is not a new issue and a part of concepts
that have different meaning to each of experts or whoever. But the researcher
take according from the some search, give meaning about the drama . According
to Bolton (1986), The term ‘drama in education,’ like the term ‘play, ’ has
become a ‘family’ concept. It is difficult to define its essence. Drama in
education is not the study of dramatic texts, although this could be part of
it; it is not the presentation of school play, although this could be part of
it; it is not even teaching drama or teaching about drama, although this could
be large part of it.
Drama is the term comes from a Greek word meaning "action"
(Classical Greek: δρᾶμα, drama),
which is derived from "to do" (Classical Greek: δράω, drao).
The enactment of drama in theatre, performed by actors on a stage before an
audience, presupposes collaborative modes of production and collective form of
reception( From: Wikipedia). Although no audience is available in process
drama, process drama involves some performance elements in a way that during
process children become their own audience(Bolton, 1984; O’Neill, 1995).
However, process drama is not just for someone who have acting talentor in a
convention of time and place because for drama do not have to be talented
because there is no performance or particular audience. Mustafa Yasar said that
‘The only judge for their performance themselves (Jendik, 1981).
Improvisation is another term that is used to describe drama activities
in educational settings (O’Naill,1995). Improvisation is refer to an exercise
or an action that involves spontaneous speech and movement (Jendik, 1981).But, improvisation is not
the same with drama it is just an essential element of it (Jendik, 1981).
Based on some mean above the researcher try to limit this drama mean is
a form of art which provide someone to
show their performance in communication, facial expression what we think and
what we feel complicated with improvisation there are audience or no audience
to show it.
b.
Kinds of Drama
There some
kinds of drama, in this paper the researcher try to explain some of them
include tragedy, comedy, tragedy-comedy, melodrama, drama, mime (Yusufu,2008),
and added with opera, pantomime, and creative
drama ".(http://en.wikipedia.org/wiki/Literary). It is these similarities
and differences that determine each genre. So, the explained below :
1)
Opera
Western opera is a dramatic art form, which arose during the Renaissance
in an attempt to revive the classical Greek drama tradition in which both music
and theatre were combined. Being strongly intertwined with western classical
music,the opera has undergone enormous changes in the past four centuries and
it is an important form of theatre until this day. Noteworthy is the huge
influence of the German 19th century composer Richard Wagner on the opera
tradition. In his view, there was no proper balance between music and theatre
in the operas of his time, because the music seemed to be more important than
the dramatic aspects in these works. To restore the connection with the
traditional Greek drama, he entirely renewed the operatic format, and to
emphasize the equal importance of music and drama in these new works, he called
them"music dramas"
2) Pantomime
These stories follow in the tradition of fables and folk tales, usually
there is a lesson learned, and with some help from the audience the
hero/heroine saves the day. This kind of play uses stock characters seen in
masque and again commedia dell'arte, these characters include the villain, the
clown/servant (Arlechino/Harlequin/buttons), the lovers etc. These plays
usually have an emphasis on moral dilemmas, and good always triumphs over evil,
this kind of play is also very entertaining making it a very effective way of
reaching many people.
3)
Creative Drama
Creative Drama refers to dramatic activities and games used primarily in
educational settings with children. Its roots in the United States began in the
early 1900s.
4)
Tragedy
Tragedy
according to the Oxford English Dictionary is “a play of serious or
solemn kind ... a very sad event, action or experience.” The last part of the
definition explains why the word is used to describe misfortunes, natural and
human disasters in everyday life. However, the researcher will be concerned
with the aspect of the definition that sees tragedy as a play of a serious or a
solemn kind. However, the song continued but a minimal part of it was acted by
one actor. As time went on, the spoken part was increased and Aeschylus added a
second actor while Sophocles added a third actor. As time went on, the number
of chorus decreased gradually as more actors increased (Yusuf, 2008:68).
Tragedy is the most esteemed of all the dramatic genres. It has attracted many
definitions and rules, from the days of Aristotle, who is the first person to
write on the circumstances of and what tragedy should be, to the present day.
5)
Comedy
We use the words 'comedy' and comic to describe something that is funny in our everyday
lives. These include a joke, or a fantastic story that is full of nonsense, or an absurd appearance that makes us giggle, smile
or laugh. Comedy is not inherent in things or people but the way things/people
are perceived. Comedy is a deliberate presentation ofevents/experiences drawn
from real life but not the same with real life We should therefore not expect
dramatic comedy to be the same as real life. However, in both real
life and drama, comedy should indicate a kind ofpleasure which finds physical expression in
laughter or smile.
6)
Melodrama
The
word melodrama is coined
from melo its may have mean related with music and drama , therefore, a play that utilizes music
extensivelyusing drama when it to
performance. In melodrama, there is always serious excitement, suspense and thrills
for the audience.
3.
Speaking
The mastery of speaking skill in English is priority for many second or
foreign language learners especially in English Students. Learners consequently
often evaluate their success in language learning as well as the effectiveness
of their English course on the basis of how will they feel they have improved
in their spoken language proviciency.
In designing speaking activities for second of foreign language teaching
its also necessary to recognize the very different functions speaking performs
in daily communication and the different purpose for which students need
speaking skill. Teachers can
also help students adapt their speeches and informal talks so as to correspond
to the intended audience, the information to be communicated, and the
circumstances of the occasion at which they will speak (J. Walberg: 2004) (http://www.curtin.edu.au/curtin/dept/smec/iae) .
Functions
of speaking according from Scott (2003: 89) and Burns (1998) then developed by
Richards explores three part version of
functions of speaking: talk as interaction, talk as transaction, and
talk as performance. Each of this activities are differ in terms of form and function
and require different teaching approaches, will explores below:
a.
Talk as
Interaction
This
refer to conversation and describes interaction which serves primarily social
function. When people meet, they exchange greetings, engage in small talk and chit
chat, recount recent experiences and so on because they wish to be friendly and
establish a comfortable zone of interaction with others.
The
main features of talk as interaction can be summarized Brown follow:
1)
Has a primarily identify
2)
May be formal or
casual
3)
social function
4)
Reflects role
relationship
5)
Reflect speaker’s
6)
Use
conversational convention
7)
Reflect degree
of politeness
8)
Employs many generic words
Some of the
skill involved in using talk as interaction are:
1)
Opening and closing conversation
2)
Choosing topic
3)
Making small-talk
4)
Reacting to others
5)
Interrupting
In this case to mastering the art of talk as interaction is difficult
and may not be a priority for all learners. However, the student who do need
such skill and find them lacking report that they sometimes feel awkward and at
a loss for words when they find themselves in situation that requires talk for
interaction. They feel difficult in presenting a good image of themselves and
sometimes avoid situation which call for this kind of talk. This can be
disadvantage for some learners where the ability to use talk for conversation
can be important.
b.
Talk as
Transaction
This type of talk refer to situation where the focus is what is said
or done. Quoted from Jones (1996)
describes the mean in transaction, “....talk is associated with others
activities.”
For example, student may be engage in hand-on activities (e. g in a
science lesson) to explores concept associated with floating and sinking. In
this type of spoken language students and teachers usually focus on meaning or
on talking their way to understanding.
The different this type of talk of transaction, one is situation where
the focus in on giving and receiving information and where the participants
focus primarily on what is said or achieved. The main features of talk as
transaction are:
1)
It has primarily information focus
2)
There may be frequent question, repetition,
comprehention checks
3)
There may be
negotiation and digression
4)
Linguistic accuracy is not always important
Some
of the skills involved in using talk for transaction are:
1)
Explaining a need or intention
2)
Describing something
3)
Asking questioning
4)
Confirming
information
5)
Making suggestion
6)
Clarifying understanding
7)
Making comparison
8)
Agreeing and disagreeing
c.
Talk as
Performance
The third type of talk which can usefully be distinguished has been called
talk as performance. This refer to public talk, that is talk which transmits
information before an audience such as morning talks, public announcements, and
speeches.
Talk as performance tends to be in the form of monolog rather than
dialog, often follows a recognizable formal and is closer to written language
than conversational language.
The main features of talk as performance are:
1)
There is a focus on both message and audience
2)
It reflect organization and sequencing
3)
Form and accuracy is important
4)
Language is more like written language
Some
of the skill involved in using talk as performance are:
1)
Using an appropriate formal
2)
Presenting information an appropriate sequence
3)
Using correct pronunciation and grammar
4)
Creating and effect on the audience
5)
Using appropriate opening and closing
B. Review of Relevant Studies
The
researcher has found a research that have relevancy with the problem discussed
in this study. Syafmi Hildi (2010) conducted a research about Students
perception towards english club activities (a study of the second semester
students of english department of STAIN Batusangkar registered in 2009/2010
academic year).
The
similarity with the problem that researcher analyze is both of the
researcher are study about using perception
and also a bit similarity in Syafni research that discuss about English club
Activity that in the activity also have drama activity that researcher will
discuss.
While,
in the other side, they also have difference. Syafni discussed about student perception
towards english club activity, it means it discussed english club activity
generally, but researcher just focus on the drama activity. Then researcher
focus on students perception toward drama activity in improving speaking
ability while Syafni focus on students perception toward english club activity.
CHAPTER IIIRESEARCH METHODOLOGY
A.
Design of the
Research
The researcher adopted a qualitative approach.
According to Wilson (1993:216), qualitative research methods and qualitative
analysis aspire to capture what people and their lives are about. In
qualitative research, preconceived ideas are put aside. Moody (1990:31) cites
Munhall (1982) who states that qualitative research methods are consistent with
the philosophy of nursing in which subjectivity,
shared experience, interrelatedness and human interpretation of reality are
considered.
Lexy (2010:6) states that qualitative research
is the study intends to understand the phenomenon of what is experienced by the
subject of the contereserach. Such as
motivation, perception, behaviour, etc, in a holistic manner. The description
is in the form of words and language, in a specific context naturally and by
utilizing a variety of natural methods. This research was useful to know what is
students perception toward using drama in improving speaking ability.
B.
Social Setting
of the Research
This research takes place at second semester of TBI B students of English department STAIN
Batusangkar registered in 2011/2012 academic year. The writer chooses this setting to do an
action research because the researcher also the students of this class that
feel maybe the same perception.
C.
Informant of
the Research
Gay (2000:315) states that participants of
qualitative research must be person who have desire information and are likely
to be willing to give it.
Informant of the research are the second semester of TBI B students of English department STAIN
Batusangkar registered in 2011/2012 academic year.
D.
Technique of
Data Collection
1.
Research Instrument
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2.
Research
Procedure
There are three
procedure in this research. First is pre-operation that is, the researcher
finding problem and deciding to conduct a research. Then the researcher will
find some source and reference.
The second
procedure is whilst-operation. In this step, the researcher will collect the
data. The way is to use interview.
The last
procedure is past-operation. In this step, the researcher have to analyze data
and then discussing the research finding and for the last is drawing the
conclusion.
E.
Data
Triangulation
Moleong (1988)
states that, triangulation is using to check the validity of the data that
abuse a certain information in the others information as a standard comparison
in the data.
Denzin in
moleong (1988) states that there are some technique to check triangulation of
the data. They are sources, method, investigation and theory. In the research,
the research will use source to do data triangulation.
F.
Technique of
Data Analysis
What follows
are steps in analyzing the data based on Miles and Huberman (1984: 170).
a.
Reducting the data
This
is the first component in analyzing the data that contains selection process,
focusing, and summarizing data from field notes. In this step, the researchers’
selects, limits, and summarize the data from the implementation of teaching
speaking using information gap technique.
b.
Displaying the data
The
second step of analyzing the data is describing the data in narrative which the
research conclusion will be possible to be done. This step is describing the
result of the research which is described in systematic and logic sentence,
therefore the result is understandable the form of displaying is not always in
the sentences, but can displayed in table form which supports the narrative
data.
c.
Drawing
Conclusion
The last step is the researcher makes
conclusion of the research. Then the researcher also verifies the conclusion
the technique is by discussing the research conclusion with the collaborator of
the research. This step is very important to be done in order to get good
research conclusion.
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A.
Data Description
Pada
bab ini, peneliti akan menjelaskan dan mendiskusikan hasil angket tentang persepsi
mahasiswa terhadap kegiatan drama didalam peningkatan kemampuan speaking
mahasiswa pada mahasiswa TBI B Bahasa Inggris semester 2 STAIN Batusangkar yang
terdaftar pada tahun 2011/2012.
Didalam menganalis data, peneliti tidak memaparkan nama informant dan hanya memberikan
nomor per angket masing-masing mahasiswa yang dihitung
dari nomor 1 sampai 9 Kemudian, peneliti
membaca data satu per satu dari
angket tersebut.
B.
Research Finding and Discussion
Setelah menganalisis data, peneliti menemukan dua jenis hasil yang ditemukan pada angket,
yaitu kegiatan drama efektif untuk meningkatkan kemampuan speaking mahasiswa
dan kegiatan drama kurang efektif untuk meningkatkan kemampuan speaking
mahasiswa karena mahasiswa lebih fokes kepada aksi. Ada
dua persepsi mahasiswa yang didapat dari hasil penelitian angket yang
dilakukan:
1.
Persepsi Yang Menyatakan Sangat efektif
Informan
1
Pada informan 1 ditemukan kalau aktifitas drama dapat meningkatkan
kemampuan dalam speaking seperti yang terkutip sebagai berikut:
“penggunaan metode drama dalam kelas english club dapat
meningkatkan kemampuan saya dalam speaking karena siswa dituntut untuk
menguasai peran dan dialog- dialog yang berhubungan dengan karakter yang
diperankan….”
Dari pernyataan informan diatas dapat diartikan bahwa aktiftas
drama sangat membantu mahasiswa meningkatkan kemampuan speakingnya.
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Informan
2
Pada informan 2 ditemukan kalau aktifitas drama dapat meningkatkan
kemampuan dalam speaking seperti yang terkutip sebagai berikut:
“kalo menurut saya itu
sangat membantu saya khususnya dalam speaking, pronounciation dan membuat saya
lebih berani dalam berbicara bahasa inggris”
Dari pernyataan informan diatas dapat diartikan bahwa aktiftas
drama sangat membantu mahasiswa meningkatkan kemampuan speakingnya dan juga
membuatnya lebih berani.
Informan
3
Pada informan 3 ditemukan kalau aktifitas drama dapat meningkatkan
kemampuan dalam speaking seperti yang terkutip sebagai berikut:
“saya merasakan
kemampuan speaking saya dalam english club dapat meningkat, karena kita harus
berbicara dengan fasih dan dengan demikian kita akan berusaha berlatih keras.”
Dari pernyataan informan diatas dapat diartikan bahwa aktiftas
drama dalam english club sangat membantu mahasiswa tersebut meningkatkan
kemampuan speakingnya.
Informan
4
Pada informan 4 ditemukan kalau aktifitas drama dapat meningkatkan
kemampuan dalam speaking seperti yang terkutip sebagai berikut:
“ drama sangat
efektif untuk meningkatkan kemampuan speaking karena drama mengantarkan kita
bagaimana menggunakan bahasa inggris dalam kehidupan sehari hari….”
Dari pernyataan informan diatas dapat diartikan bahwa aktiftas
drama sangat efektif dalam meningkatkan kemampuan speaking mahasiswa karena
berhubungan dengan percakapan sehari hari.
Informan
5
Pada informan 5 ditemukan kalau aktifitas drama dapat meningkatkan
kemampuan dalam speaking seperti yang terkutip sebagai berikut:
“ metode drama cukup
memperngaruhi kemampuan saya dalam speaking karena dalam penampilan drama
diperlukan pelafalan yang jelas agar cerita yang ditampilkan mudah dipahami… .”
Dari pernyataan informan diatas dapat diartikan bahwa aktiftas
drama mempengaruhi peningkatkan kemampuan speaking mahasiswa.
Informan 6
Pada informan 6 ditemukan kalau aktifitas drama dapat meningkatkan
kemampuan dalam speaking seperti yang terkutip sebagai berikut:
“ cukup baik karena drama
itu fun, smentara learning shoulod be fun. Jadi cocok kan. Saya rasa drama
cukup bisa meningkatkan kemampuan speaking…. .”
Dari pernyataan informan diatas dapat diartikan bahwa aktiftas
drama itu sangat fun dan bisa meningkatkan kemampuan speaking siswa.
Informan
7
Pada informan 7 ditemukan kalau aktifitas drama dapat meningkatkan
kemampuan dalam speaking seperti yang terkutip sebagai berikut:
“ cukup baik. Bagi saya
kemampuan speaking saya meningkat karena di english club kita diajak untuk
aktif seperti didalam drama….”
Dari pernyataan informan diatas dapat diartikan bahwa aktiftas
drama dalam english club dapat membantu peningkatan speaking ability siswa.
2.
Persepsi yang menyatakan Tidak Membantu
Informan 8
Pada informan 8 ditemukan kalau aktifitas drama kurang efektif
meningkatkan kemampuan dalam speaking seperti yang terkutip sebagai berikut:
“ saya tidak merasakan
adanya perkembangan speaking saya atas methode tersebut, katrena saya lebih
focus kepada aksi bukan percakapan….”
Dari pernyataan informan diatas dapat diartikan bahwa aktiftas
drama kurang efektif dalam peningkatan speaking ability siswa tersebut kjarena
lebih fokus kepada aksi.
Informan
9
Pada informan 9 ditemukan kalau aktifitas drama kurang efektif
meningkatkan kemampuan dalam speaking seperti yang terkutip sebagai berikut:
“ menurut saya waktu
semester 2 saya belum terlalu lancar bahasa inggris dan saya hanya fokus dalam
aksi aksi drama tersebut.”
Dari pernyataan informan diatas dapat diartikan bahwa aktiftas
drama kurang efektif dalam peningkatan speaking ability siswa tersebut kjarena
lebih fokus kepada aksi dan juga mahasiswa tersebut belum terlalu fluence dalam
speaking.
CHAPTER V
KESIMPULAN DAN SARAN
A.
Conclusion
Based on the analysis and discussion
in chapter IV, it
can be concluded that there were
two results of students perception found of the
completed student questionnaires.
The two results are;
the perception that states Drama activity are very helpful in improving
student’s speaking ability
and the perception that states are Drama actifity less effective n improving student’s
speaking ability.
B.
Suggestion
Based
on the results of this study , researchers wanted to give some suggestions as
follows :
1 .
English lecturer
In learning English Club, most of students has felt the positive
impact of drama activity in improving the speaking ability of the students ,
but also there are some who do not feel their effectiveness . researcher
expected that drama activity in English Club is getting better and more fun so
that students more excited and better respond to the activity again.
2 .
English Students
Based on these results , the researcher would like to suggest to
students of English who will take English Club , should be more diligent in
follow the course because in it there is also an interesting drama activities
that can help students in improving their speaking ability.
3 .
Other researchers
Researcher still has many shortcomings in build this research.
Researcher hope this study will motivate further research to conduct relevant
studies.
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