The Effectiveness Of Drama To Teach Speaking Viewed From Students’ Risk-Taking (An Experimental Study at the Second Semester Students of English Department of STAIN Salatiga in the Academic Year of 2013/2014)

Oleh :
Maria Ulfa - S890908215 - Sekolah Pascasarjana

The objectives of this study are to reveal whether: (1) drama is better than Audio Lingual Method to teach speaking to the second semester students of English Department of STAIN Salatiga in the academic year of 2013/ 2014; (2) the second semester students of English Department of STAIN Salatiga in the academic year of 2013/ 2014 who have high risk-taking have better speaking skill than those who have low risk-taking; and (3) there is an interaction between teaching methods and the students’ risk-taking to teach speaking at the second semester students of English Department of STAIN Salatiga in the academic year of 2013/ 2014. This experimental research was carried out at STAIN Salatiga from June to August 2013. The independent variable in this research is the use of teaching methods (Drama and Audio Lingual Method) in teaching speaking and attributive factor is risk-taking, while the dependent variable is speaking skill. The writer took the data from the second semester students of English Department of STAIN Salatiga in the academic year of 2013/ 2014. Group 1 and 2 were the sample of the research. The first group was used as control class and the second group was used as experimental class. Each class consists of 34 students. There were two techniques used for collecting the data. They were a non-test technique (a questionnaire of risk-taking) and a test technique (speaking test). The questionnaire was valid and reliable after they were tried out, while speaking test was readable after the instruction was tried out. The data were analyzed using the descriptive statistics using ANOVA and Tukey’s test. However, the writer must conduct two prerequisite tests before applying inferential statistics. They are normality test adopting Liliefors method and homogeneity test adopting chi-square ( ) test. The findings show: (1) drama is better than audio lingual method to teach speaking; (2) the students who have high risk-taking have better speaking skill than those who have low risk-taking; (3) there is an interaction between teaching methods and students’ risk-taking in teaching speaking. Based on the result above, it can be concluded that drama is more effective to teach speaking, and the effectiveness is affected by the students’ level of risk-taking. Hopefully, the result of this research is useful for teachers in order to choose and determine the teaching method used in their class. Key Words: Drama, Audio Lingual Method, Speaking Skill, and Risk-Taking.