Copyright © The Author(s) 2023
Jurnal Studi Guru dan Pembelajaran, Vol. 6, No. 3, September – December 2023
Increasing the Students’ Speaking Ability through Role-
Playing with Slovin’s Formula Sample Size
Tiara Djati Anugraheni 1*, Lidiyatul Izzah 2, Muhamad Sofian Hadi 3
1, 2, 3
Universitas Muhammadiyah Jakarta, Indonesia
* [email protected]
Abstract
The ability to communicate is required at this time because it allows for effective
communication of ideas, information, and other concepts. To enhance speaking skills, one
must use the appropriate media, including flashcard learning media employing the role-
playing method. The purpose of this study is to determine the extent to which the Role-
Playing Card method with Slovin’s Formula as the sample size can increase students'
speaking abilities. The purpose of this experimental study is to determine whether the use
of Role-Playing Cards can assist students in developing their speaking abilities. This
investigation employed a pre-experimental design. This study involved 42 eighth-grade
students from SMPN 19 Kota Tangerang Selatan. Information gathered from the pre- and
post-tests The results of the analysis indicate that the t-test value (12,195) is significantly
greater than the t-table (23,190). This shows that the null hypothesis (H0) or negative
hypothesis, namely that role-playing card methods cannot increase students' speaking
ability, cannot be accepted, and the alternative hypothesis (H1) or positive hypothesis,
namely that role-playing card methods can increase students' speaking ability, must be
accepted. This research concludes, based on the results of t-test calculations, that the role-
playing card method is an effective medium for helping students hone their speaking skills.
Keywords: Students’ Speaking Ability; Role-Playing; Slovin’s Formula; Sample Size
Introduction
Language is a means by which individuals can communicate with one another. English, on
the other hand, is a language that is spoken all over the world and is therefore no less vital to
master and use. This global period requires a higher level of sophistication. In addition to this,
it can be used to cultivate relationships within international forums, improve ties between states,
and serve a variety of other purposes. recognising the vital function that English plays in
everyday life. Because of this, it is vital for people all over the world to be able to understand
and communicate effectively in English.
Speaking is a productive or active skill because it necessitates the correct production of
language through sound. According to Hossain (2015), speaking is the language skill that most
language learners attempt to improve the quickest. The mastery of a language's speaking
abilities has become a priority for many second- or foreign-language students. Due to the fact
that speaking is the capacity of humans to express their ideas, emotions, and thoughts through
oral speech, which typically entails a speaker, we can express our perspective, understanding,
and thoughts through speaking.
https://doi.org/10.30605/jsgp.6.3.2023.2825
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Teaching English is not a simple task; there will undoubtedly be challenges and difficulties
in the classroom. Students typically struggle with speaking fluently because they have limited
opportunities to practise English in real-world situations. Second, students do not know how to
accurately pronounce English words because they do not use them in daily conversation. The
type of activity provided by the teacher is another issue that affects students' capacity to speak
English (Syarifuddin et al., 2022). Students struggle to learn how to communicate in class
because the instructor does not use engaging media to facilitate the teaching and learning
process. Therefore, in order for students to be successful in learning to speak, it is necessary
to consider the common challenges they confront.
To reduce the challenges that cause failure in the teaching and learning process of English
in class, teachers must also practice creativity in responding to the limitations and constraints
that occur in their students. One of them is using flash card media with the role-playing method.
Scrivener, cited in Kuśnierek (2015) In role-playing, the learner is usually given some
background knowledge about the "role" (e.g., person or position). 'Role cards' often have this
written on them. Students can spend some time getting ready before meeting with other
students to act out a short scene using their thoughts and any information from the role cards.
Role cards serve an important purpose; as a result, students are provided with important
information about the role they will assume. As a result of the basic directions placed on paper,
the parameters posted on the cards help students reveal important information about the
persona they are describing while giving the speaker greater confidence.
As explained by Krebt, D. M. (2017), in role play, people act or pretend to be different
characters in an imaginary environment. In live role-playing games, one can interact with other
people directly by talking, acting, and occasionally fighting. Role-playing games emphasize vocal
explanations of character activities. It's a fun, immersive, and fantastic method of honing
students' English. Kuśnierek, A. (2015) states that very often, if not always, the difference
between role-playing and simulation is ignored. Researchers made it clear that players in the
simulation were not limited in what they could say. Students imagine themselves in various
ways, just as they do in real life.
Kuśnierek, A. (2015) Role-playing may not be an option for some teachers. They may think
that participating in role-play will cause anarchy and that such activities are inappropriate for the
class and will lead to disciplinary problems. Consequently, the teacher can train students'
speaking skills in any social situation through role-playing. This suggests that learners are faced
with situations where speech is more necessary for social communication than the language
specified in the lesson plans. According to researchers, role-playing helps students develop
language, which is essential for social interaction but is underemphasized in the curriculum.
Role-playing is a useful activity for these students, and it also teaches them how to interact in
various contexts as well as helping them learn new words.
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Kowalska in Kuśnierek, A. (2015) states that students' imaginations can grow through role
play. Students may need to use their imagination and creative thinking to fulfill the functions
they have been assigned. In addition, the capacity for creative thinking may come in handy in
the future. Role-playing and reading are great ways to develop the creative thinking skills needed
for some jobs. Students are allowed to pretend to be someone else, which is another benefit of
role-playing. Such methods can help shy students overcome their fear of public speaking.
Role-playing is one method for training speaking abilities. One of the methods used to
determine the number of samples in this study was Slovin's formula. Slovin’s formula is a useful
tool for calculating the size or number of samples. The set error tolerance criteria must be taken
into consideration when deciding on the bare minimum number of samples required for the
study. Based on the explanation above, several methods can be used to teach speaking.
Therefore, the researcher is interested in teaching speaking skills to junior high school students.
The objective of this study is to find out, "Can students' speaking skills be improved using the
role-playing card method?"
Method
The Study Design
The researchers used a quantitative approach and a pre-experimental design to examine
the pre-test and post-test results of a single group in the study. According to Neely-Barnes and
Lennon-Dearing (2020), quantitative research is characterised by the use of a systematic
methodology, such as the scientific method, in order to produce information. The quantitative
research approach is characterised by the collection of numerical data in order to elucidate,
forecast, and/or control the phenomena under investigation. As per a particular group, a singular
class was employed for the purpose of learning assessments, with the pre-test and post-test
serving as tools to evaluate the achievement of learning objectives. Consequently, both the
control and comparison groups were not utilised in the measurement.
The study was conducted over a total of eight meetings by the researchers. The initial
gathering was conducted in order to collect preliminary data. The primary objective of the pre-
test is to evaluate the speaking proficiency of students prior to the administration of any
intervention or treatment. The experimental group of students was administered treatment
employing the Role-Playing Card method, enabling them to engage in English language practise
through the use of flashcards. Ultimately, in the concluding session, students undergo a post-
test to assess the extent to which their oral proficiency has advanced subsequent to the
intervention.
Creswell (2012) states that experimental research endeavours to systematically examine a
hypothesis in order to ascertain the extent to which the independent variable exerts a significant
impact or outcome on the dependent variable. The researcher uses a pre-experimental design,
incorporating an experimental group that undergoes a pre-test, treatment, and post-test. A
variable refers to a characteristic that can be quantitatively assessed and documented using an
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instrument, with variations in values or scores observed across different individuals. Variables
can be categorised into two distinct types: independent variables (X) and dependent variables
(Y). The selection and manipulation of the independent variable (X) were conducted by the
author in this study, while the dependent variable (Y) was subjected to testing in order to assess
the impact of the independent variable (X). The study utilised role-playing cards as the
independent variable (X), employing the Slovin formula. The dependent variable (Y) in this
investigation was the students' speaking ability.
The Sample Population or Subject of the Research
The population used for this study consists of eighth-grade students enrolled at SMPN 19
Kota Tangerang Selatan during the academic year 2022-2023. Within the educational institution
under consideration, there exists a configuration consisting of five distinct classes of students
enrolled in the eighth grade. The cumulative number of individuals comprising this collective
body of learners amounts to a total of 200 students. The research sample consisted of 42
students who were enrolled in an 8th-grade science class at SMPN 19 Kota Tangerang Selatan.
In this particular class, the number of female students is 23, while the number of male students
is 19. The participants in this study were actively engaged from its inception until its conclusion.
For the purpose of this study, the researchers employed a cluster random sampling technique
to select a single class. The experimental group in this study consisted of the class.
Data Collection Techniques and Instrument Development
The assessment tool employed in this research was a speaking test. The purpose of the
speaking test is to assess the level of fluency and accuracy of students' speaking abilities. The
task assigned to students involves collaborating in pairs to generate a dialogue centred around
a pre-established subject matter. Subsequently, they are required to produce a video recording
lasting between 2 and 3 minutes. The assessment of students' speaking skills will be conducted
by evaluating various indicators, including pronunciation, fluency, vocabulary, grammar, and
comprehension (Rahmah, 2016).
Data Analysis Techniques
The data for this study are the results of students' speaking tests. Students' speaking
achievement in the pre-test and post-test is calculated based on the test results. Consequently,
the two data sets were statistically examined. Before determining the right sample, the
researcher used the Slovin formula to accurately determine the minimum sample required for
this study. Then the researcher used the Paired Sample T-Test as a data analysis technique to
find out significant differences between students' pre-test and post-test scores, and the data
were analyzed with IBM SPSS Statistics version 25. The purpose of this test is to see if there is
a difference in the results of students' pre-test and post-test scores.
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Results
For the sample, the researcher used Slovin’s formula to get accurate results from the
research conducted. The formula used is as follows:
42 42
𝑛= = = 32,30 (32)
1 + 0,3 1,3
So, from the results above we can get, the students needed in this sample are 32 students,
which are determined with an error rate of 10%. The result of pre-test and post-test was
distributed based on the classification of students’ achievement by Farhan (2020). It was shown
in the following table:
Table 1. Classification on the Students’ Score in Pre-Test and Post-Test
Value Level of Pre-Test Post-Test
Achievement Frequency Percentage Frequency Percentage
90-100 Excellent 0 0% 6 14%
76-89 Good 15 36% 23 55%
66-75 Enough 25 59% 13 31%
40-65 Poor 2 5% 0 0%
0-39 Very Poor 0 0% 0 0%
42 100% 42 100%
Table 1 reveals that there were no students who achieved excellent or very poor
performances. The majority of the students (59% of the total) were classified as "enough," while
a smaller proportion (5%) were classified as "poor," consisting of only two students. Additionally,
a total of 15 students were classified as proficient, accounting for 36% of the sample population.
The results of the post-test indicate a noticeable difference in the scores after the
implementation of the treatment. None of the students received grades of poor or very poor.
The majority of the students, comprising 55% of the total student population, were classified as
good. Additionally, a smaller proportion of students, specifically 14%, were classified as
excellent, while 31% of the students fell into the enough category. The research findings from
the pre-test and post-test were visually represented in the form of a chart, which was presented
in the following manner:
Pre-Test and Post-Test
30
25
20
15
10
5
0
Excellent Good Enough Poor Very Poor
Pre-Test Post-Test
Diagram 2. The Students’ Pre-Test and Post-Test Chart
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To test the data above, the writer used several stages using the SPSS statistical formula to
determine the mean, median, and mode. The result of the statistic data was in the table below;
Table 2. Descriptive Statistics
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
pretest 42 63,00 87,00 73,2619 5,79343
posttest 42 67,00 97,00 79,8095 8,03722
Valid N (listwise) 42
The study's findings indicate that the average pre-test score was 73.26, whereas the
average post-test score was 79.80. The pre-test had a median score of 73.00, while the post-
test had a median score of 78.50. The pre-test exhibited a standard deviation of 5.79, whereas
the post-test displayed a standard deviation of 8.03. The researchers employed a hypothesis-
testing approach to address the stated hypothesis. The researchers employed the Shapiro-Wilk
normality test in IBM SPSS 25 to assess the normality of the data. The process of conducting a
normality test using IBM SPSS 25 is illustrated in the table provided below.
Table 3. Test of Normality
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
pre test ,166 42 ,005 ,948 42 ,057
post test ,137 42 ,047 ,953 42 ,085
In order to assess the normality of the research, a standard significance level of 0.05 (ᵅ =
5%) is employed within the field of education. Data normality testing can be employed to evaluate
whether the data exhibits a normal distribution or not. This study utilised a sample of 42 students
from an experimental class. The results of the pretest scores revealed statistically significant
findings (ᵅ < 0.05, two-tailed), with a calculated value of 0.57. Similarly, the post-test scores
also showed statistically significant findings (ᵅ < 0.05, two-tailed), with a calculated value of
0.85. These findings indicate that the significance score, derived from the normality calculation
table data, exceeded the predetermined threshold of a = 0.05. Hence, it can be inferred that the
data from both the pre-test and post-test exhibit a normal distribution. Upon discovering that
the distribution of the data was normal, the researchers proceeded to conduct a hypothesis test
using IBM SPSS 25, employing the t-test methodology.
Table 4. Paired Samples Test
Paired Samples Test
Paired Differences
95% Confidence Interval of
Std. Std. Error the Difference Sig. (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair 1 pretest - posttest -6,54762 3,47957 ,53691 -7,63193 -5,46331 -12,195 41 ,000
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The results of the T-Test analysis are presented in Table 4 above. The average pre-test and
post-test scores were calculated to be -6.54762, with a standard deviation of 3.479. The mean
standard error was determined to be 0.536. The lower difference was recorded as -7.631,
whereas the upper difference was measured as -5.463. The test yielded a t-value of -12.195
with 41 degrees of freedom and a significance level of 0.000. The provided table indicates that
the t-test value was 12.195, while the t-table value was 3.190. This implies that the t-test value
exceeded the t-table value. Based on the findings, it can be inferred that the results
demonstrated the rejection of the null hypothesis (H0) and the acceptance of the alternative
hypothesis (H1). At that point in time, there are notable outcomes observed when comparing
the period prior to the treatment and the period subsequent to its implementation. Hence, the
utilisation of Role-Playing Card techniques has a substantial impact on the attainment of
students' speaking skills. The use of Role-Playing Cards has the potential to enhance students'
oral communication abilities.
Discussion
This study aims to evaluate the efficacy of the role-playing card method for enhancing the
speaking skills of junior high students. The students are given learning materials, specifically
flashcards. In this study, role-playing cards are used to supplement English language learning
activities. The results of the pre-test indicated that the student's English proficiency remained
in the adequate range. They are hesitant to express their ideas and views. In addition, they
appeared timid and disinterested in speaking practise. In contrast, post-test results
demonstrated that students felt more secure and confident after implementing the Role-Playing
Card method. Additionally, they speak English without hesitation or dread of making errors.
In accordance with what Chan (2012, p. 21) explained, role-playing has proven to be an
effective learning technique that combines interactive and experiential elements to promote
student flexibility in learning. The question of whether and how role-playing can be applied to
problem-based learning (PBL) is, however, under-discussed. Methods involving role-playing can
add excitement to the classroom and enhance student learning. This method allows students to
act out, dramatise, and observe examples of real-world problems without needing a written
script to discuss them afterward. Because students participate in the process and see how the
problem is solved firsthand, this method aids students in their comprehension and analysis of
community issues. The effectiveness of employing the role-playing method has been
demonstrated in enhancing students' oral communication abilities. The evidence supporting this
claim is derived from the analysis of student achievement data, which reveals a t-test value of
12,195 that surpasses the critical t-table value of 3,190 at a significance level of 5%. This implies
that the alternative hypothesis (H1) is accepted, while the null hypothesis (H0) is both accepted
and rejected. Therefore, it can be inferred that the utilisation of Role-Playing Cards has a
beneficial impact on the oral proficiency of eighth-grade students enrolled at SMPN 19 Kota
Tangerang Selatan during the academic year 2022-2023. The theoretical framework established
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in this research can serve as a foundation for other authors to conduct further studies pertaining
to Role-Playing Cards.
The utilisation of the Role-Playing Card technique in the pedagogical context provides
beneficial results in enhancing the oral proficiency of high-achieving students, as evidenced by
the aforementioned account. This is due to the fact that students are able to acquire English
language skills in a more enjoyable manner when they engage in conversational activities,
particularly those centred around everyday subjects. This phenomenon is feasible due to the
comprehensibility and sustainability of the material facilitated by emerging educational media.
According to the previously mentioned description, the use of the Role-Playing Card technique
has been observed to greatly facilitate the enhancement of students' proficiency in spoken
English.
Conclusion
After presenting and analysing previous data, the researcher concluded that the Role-
Playing Card method can enhance the speaking skills of students. The increase in pupils between
the pre-test and post-test demonstrates this. Based on research conducted with eighth-graders
at SMPN 19 Kota Tangerang Selatan, it is possible to conclude that Role-Playing Cards can
influence students' communication skills. This is evident from the students' efforts to improve
their speaking precision and fluency. The results of the students' pre-test and post-test provide
evidence of student growth: pre-test results (73.26) and post-test results (79.80). The students'
post-test scores were higher than their pre-test scores, indicating that their speaking abilities
had improved. In addition, at the 5% threshold, the t-test value is greater than the t-table. The
alternative hypothesis is adopted and the null hypothesis is rejected if the result of the t-test
value is greater than the t-table level. Due to the acceptance of the alternative hypothesis, it is
possible to conclude, based on the results of the t-test calculation presented above, that learning
activities utilising Role-Playing Card methods can improve students' speaking abilities.
Acknowledgment
-
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