To find out how effective scripted role-play is in teaching speaking skill for the students the researcher based on the results of the pre-test and the post-test following the Criteria Levels of assessing speaking skills that included grammar, vocabulary, pronunciation, fluency and comprehension. The following tables presents the means, medians and modes of the experimental group in the pre-test and the post test
Table 4. 2: The means, medians and modes of the experimental group in the pre-test and the post-test
Criteria
Measure
Grammar Vocabulary Pronunc- ation
Compre-
hension Fluency
The average
of total score
Pre-test
Mean 0.99 0.71 0.55 0.73 0.44 3.4
Median 1 0.75 0.5 0.75 0.5 3.5
Mode 0.75 0.75 0.5 0.75 0.25 3.5
Post-test
Mean 1.48 1.3 1.19 1.17 0.96 6.1
Median 1 1.25 1.25 1.25 1 6.25
Mode 1.25 1.25 1.25 0.75 0.75 5.75
Table 4. 3: The means, medians and modes of the control group in the pre-test and the post-test
Criteria
Measure
Grammar Vocabulary Pronunc- ation
Compre-
hension Fluency
The average
of total score
Pre-test Mean 0.94 0.73 0.6 0.75 0.5 3.52
Median 0.75 0.75 0.5 0.75 0.5 3.5
Mode 0.75 0.5 0.5 0.75 0.5 3.75
Post-test Mean 1.15 0.89 0.79 0.92 0.61 4.35
Median 1.25 0.75 0.75 1.25 0.75 4.25
Mode 1.5 0.75 0.75 1.25 0.5 4.75
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The table 4.2 and 4.3 show that there is a considerable difference between scores of the pre-test and the post-test in the experimental group and the control group. The average total score of students in the experimental group changes from 3.4 in the pre-test to 6.1 in the post-test (increase 2.7 points) while this figure in the control group is from 3.52 to 4.35 (only increase 0.83 points). Moreover, from the tables we can see the median and the mode of each set of the scores. It is worth mentioning that the median is the central value of a set of scores and the mode is the most frequent score in a set of scores. The experimental group’s pre-test scores range from 2.75 to 5.25 which make the median of this set value 3.5. The mode of the experimental group’s scores is 3.5 which is repeated 11 times. Meanwhile, for the control group, in the pre-test the scores range from 2.75 to 4.75 which makes the median of this set at the value 3.75. The mode of this group’s scores is 3.75 which is repeated 6 times. After the treatment period, the researcher used the post-test to evaluate the progress of students in both groups. From two tables above, it can be seen that not only the mean scores are different but also the median and mode changed. In the experimental group, in the post -test, the scores range from 4.25 to 7.25 which made the median of this set at the value 6.25. The mode of this group’s scores is 5.75 which is repeated 62 times. Whereas, in the control group, In the post -test, the scores range from 4.25 to 6.5 which made the median of this set at the value 4.25. The mode of this group’s scores is 4.75 which is repeated 7 times. This result shows that the use of the technique scripted role-plays in speaking lesson greatly affected the increase of the students’ speaking skills.
It is obvious that students in the experimental group improved over the total average score as well as in grammar, vocabulary, pronunciation, comprehension, and fluency, which can be seen in the increase in the marks given in all the above areas.
As students’ speaking was marked with the help of grading rubrics (see appendix H), beside the total scores, detailed scores for five different criteria were also considered in the comparison process. These detailed scores included such different categories as grammar, vocabulary, pronunciation, comprehension, and fluency. The specific
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marks for each assessing criteria that the students achieved in the pre-test and the post-test were also compared by using Marking Scale for Graders’ Evaluation.
The results of the comparison are briefly summarized in the following chart in order to highlight students’ enhancements in different aspects of communicative competence.
Figure 4. 1: The improvement of students of the experimental group in all aspects of speaking skills from the pre-test to the post-test
It can be seen from the chart that students made a considerable progress in their communicative competence in different aspects
Grammar
As we can see in tables 4.2 and 4.3, In the pre-test the mean scores of grammar for the experimental group was 0.99 and it was 0.94 for the control group.
From this figure, we can conclude that in the pre-test the students of two groups were at the same level of grammar. The mean difference of the pre-test between the two groups was only 0.05. However, after treatment period, the experimental group made a significant improvement of grammar in speaking while the control group made a smaller increase. The following figure illustrates this change
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Figure 4. 2: The grammar results of both groups in the pre-test and the post-test There was a increase in the score of the post-test for the experimental group.
Their mean score was 1.48. The mean scores difference between the pre-test and the post-test was greatly significant at the increases of 0.49/2 points. Whereas, the mean score of the post-test of the control group was 1.15. Comparing the control group’s mean scores on the post -test with its mean score on the pre-test showed that this group made slight increases of 0.21 points. Based on the comparison above, we could see that the increase of mean score of grammar in the experimental group is higher 0.28 points than that of the control group.
Vocabulary
From the tables 4.2 and 4.3, it can be seen the students of the experimental group got the average score of vocabulary in pretest was 0.71 and while in the control group that figure was 0.02 higher. That means the vocabulary level of two group students was the same.
The Figure below illustrates clearly the different change of both groups in vocabulary aspects after finishing the treatment period.
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Figure 4. 3: The vocabulary results of both groups in the pre-test and the post-test There was a dramatical increase in the experimental group after implementing scripted role-play techniques when the average scores of students in the post-test reached 1.3 point, at the increase of 0.59 points. In the control group, the average scores only showed a slight increase from 0.73 to 0.89 points. Based on the results above, we can concluded that using scripted role-play in speaking lesson also make a distribution to the improvement of vocabulary level of weak students.
Pronunciation
As mentioned in the previous part of this study, pronunciation is one of the most important aspects to evaluate the students’ ability in speaking skill. So, whether the students’ pronunciation can improve after applying scripted role-plays in speaking classroom or not? This question is answered when we analyse the statistic number about the average scores of pronunciation in the pre-test and the post-test of both groups.
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Figure 4. 4: The pronunciation results of both groups in the pre-test and the post-test
Before the treatment, the average score of pronunciation in the experimental group was 0.55 that increases 0.56 points higher (reaching 1.19) in the post-test while in the control group there was a positive change in the average score from 0.6 to 0.79.
This data proves that both groups improve their pronunciation after the second term.
However, the increase in the experimental group is more significant than that in the control group. From the collected data, we believe that the use of the technique scripted role-plays in speaking lesson greatly affected the improvement of the students’ pronunciation
Comprehension
The results from the table 4.2 and 4.3 about comprehension aspect of the students in the pre-test and the post-test can be illustrated in the following chart:
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Figure 4. 5: The comprehension results of both groups in the pre-test and the post-test
It can be seen that the comprehension level of students in the pre-test of both groups are not too different. However, in the post-test, there was a dramatical increase in the experimental group when the average score of the last speaking test is 0.56 point higher than that of the first speaking test (from 0.73 point to 1.17 point) while in the control group the increase was not significant from 0.75 to 0.92 point.
As illustrated above, when comparing the difference between the post-test score and the pre-test score, we could see that the experimental group also made a higher increase in speaking comprehension than the control group
Fluency
Fluency is the last aspect, also the most important one, the researcher carried out the comparison to investigate the improvement of students’ speaking ability when using scripted role-plays. The average results of the pre-test and the post-test of both groups are presented in the following chart:
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Figure 4. 6: The fluency results of both groups in the pre-test and the post-test
The data in the table 4.2 and 4.3 shows that the students’ fluency levels of both groups are two low in the pre-test. In the experimental group, the average score was 0.44 and in the control group the average score was 0.55. After the treatment period, the score of the post-speaking test for the experimental group stood at the score 0.96 (increases 0.52 point) while the mean score of the post-test of the control group was 0.61(increases 0,06 point). From the data above, when comparing the difference between the post-test score and the pre-test score, we could see that the experimental group also made a higher increase in speaking fluency than the control group.
In summary, from the illustration above about the change of the average scores in all aspects of speaking skills from the pre-test to the post-test in both groups, we can conducted that both the experimental group and the control group have the improvement in the average score in all these aspects in particular and the average total score in general. However, the data shows that the increase are significantly different. That means implementing scripted role-play made the experimental group got better scores than the control group.