IMPROVING STUDENTS’ SPEAKING ABILITY

BY USING ROLE PLAY

(A Classroom Action Research at VII Grade of SMPN 251 Jakarta).

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial Fulfillment of the

Requirements for the Degree of Strata 1 (S.Pd) in English Language Education

By:

NURINA PERMATA SARI

106014000418

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

IFi

IMPROVING STUDENTS' SPEAKING ABILITY

BY USING ROLE PLAY

(A Classroom Action Research at VII Grade of SMPN 251 Jakarta-Timur)

A "Skripsi"

Presented to the Faculty of Tarbiyah and Teacher's Training in a Partial

Fulfillment of the Requirements for the Degree of Strata 1 (Bachelor of Art) in

English Language Education

By:

Nurina Permata Sari

NIM: 106014000418

Approved by

Advisor

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS' TRAINII\G

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

20ll

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers' Training

certifies that the Paper entitled, "Improving Students' Speaking Ability by

Using Role Playo'(A ClussroomAction Research at WI Grude of SMPN 251

Jakarta-Timur) writtenby Nurina Permata Sari, student's registration number :

106014000418, was examined by the committee on27 Juni 2011, and was

declared to have passed and, therefore, fulfilled one of the requirements for the

academic title of S.Pd. (Bachelor of Arts) in English Language Education at The

Department of English Education.

Jakarta,2T Juni2}ll

EXAMINATION COMMITTEE

CHAIRMAN :

SECRETARY :

EXAMINERS :

Drs. Syauki M.Pd.NrP. 19641212199103 r 002

Neneng Sunengsih" S.Pd.NrP. 1973062s 199903 2 00r

1. Dr. Atiq Susilo" MANIP. 19491122 197803 | 00r

2. Dr. M. Farkhan. M.PdNrP. 19650919 200003 r 002

Acknowledged bY:

Dean of Tarbiyah and Teachers' Training Faculty

KEMENTERIAN AGAMAUNIVERSITAS ISLAM NEGERI (UIN)SYARIF HIDAYATULLAH JAKARTA

FAKULTAS ILMU TARBIYAH DAN KEGURUANslimrf r;r:;i;r ;i;;i ;1.#rlr

Jl. Ir . H. HuandaNo.95Ciputat 15142

Telp: ( 62-21) 7443328,7401925Email: uinikt(?cabi.net.id

Kepada Yth.

Neneng Sunengsih, S.Pd

Di Tempat

Jakarta,2S Juni 2011

Saya yang bertanda tangan di bawah ini:

Nama : Nurina Permata Sari

NIM : 106014000418

Fakultas/Jurusan: Ilmu Tarbiyah dan Keguruan/Pendidikan Bahasa Inggris

Bermaksud merubah judul skripsi saya yang pada awalnya berjudul:

DEVELOPING STUDENTS' SPEAKING ABILITY BY USING ROLE

PLAY (Classroom Action Research at VII Grade of SMPN 251 Jakarta-

Timur)

Karena terdapat suatu permasalahan pada judul tersebut, maka saya merubah judul

saya menjadi:

IMPROVING STUDENTSO SPEAKING ABILITY BY USING ROLE PLAY

(Classroom Action Research at at VII Grade of SMPN 251 Jakarta-Timur)

Mengetahui,

asibuan, M.Ed.

KEMENTERIAN AGAMAUNIVERSITAS ISLAM NEGERI (UIN)SYARIF HIDAYATULLAH JAKARTA

FAKULTAS ILMU TARBIYAH DAN KEGURUAN&y hV.lF rll*ilil ttt tt. t. A,t4 3 '{AAI k

Jl. Ir. H. Huanda No. 95Cioutat 15142

T elp : ( 62-2r) 7 443328, 7 40 1925Email : uin ikt(ilabi.ryLjd

Nama

TempatiTanggal lahir

NIM/ Angkatan

Program Studi

Judul Skripsi

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan dibawah ini:

Dosen Pembimbins

Nurina Permata Sari

Denpasar, 6 April 1988

1060140004181 2006

Pendidikan Bahasa Inggris6olmproving Studentsn Speaking Ability by

Using Role Play" (A Classroom Action Research

at VII Grade of SMPN 251 Jakarta-Timur)

Drs. H. Bahrul Hasibuan. M. Ed

Menerangkan dengan sungguh- sungguh bahwa:

1. Skripsi yang segera diujikan ini adalah benar-benar hasil penelitian sendiri

(bukan barang j ipl akan/ plagiat)

2. Apabila dikemudian hari terbuktil dapat dibuktikan skripsi ini hasil

jiplakan/ plagiat, maka saya akan menanggung resiko diperkarakan oleh

Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif HidayatullahJakarta.

Jakarta, 7 Juni20II

i

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.

Praised be to Allah, Lord of the worlds, who has given the writer His love

and compassion to finish the last assignment in her study. Peace and salutation be

upon to the prophet Muhammad SAW, his family, his companion, and his

adherence.

This paper is written to fulfill one of the requirements to obtain the sarjana

degree at the English Department of Faculty of Tarbiyah and Teachers’ Training,

State Islamic University Syarif Hidayatullah Jakarta.

First of all, the writer would like to express her gratitude to her honorable

advisor; Drs. H. Bahrul Hasibuan, M.Ed who always gives advices, pray,

motivation and his time to finish this paper, hopefully Allah always bless him

with his family, he is always healthy and May Allah grant all of his wishes.

Besides, the writer would also deliver special thanks to:

1. All lecturers in the English Department, for teaching precious knowledge,

sharing Philosophy of like and for giving wonderful study experience.

2. Drs. Syauki, M.Pd. and Neneng Sunengsih, M.Pd. as Head and Secretary of

the English Department.

3. Prof. DR. Dede Rosyada, MA. As the Dean of Faculty of Tarbiyah and

Teacher’s Training.

4. Drs. Nasrun Mahmud M.Pd. who accept my paper title.

5. Her best gratitude to her beloved father, Mr. Dudung.Bsc and her Great

Mother Mrs. I.Surtika Wati, and her beloved brother&sister Imam & Linda,

who always prayed, give supports, motivations and moral encouragements to

finish this research paper. Thanks on your motivation and love. She is nothing

without you.

6. Mrs. Pudji Rahayu, M. Pd as the headmaster of SMPN 251 Jakarta Timur who

has allowed the writer to conduct this research in SMPN 251 Jakarta Timur,

and All teachers and administration staffs of SMPN 251 Jakarta Timur who

have helped and supported the writer in finishing this research.

ii

7. Mrs. Nurminda, S. Pd, the English teacher of SMPN 251 Jakarta Timur who

has given her ideas and times and also has guided, advised, and supported the

writer in the process of doing this research.

8. Her big family who survive together.

9. Mr.Nana Suryana and his wife who always give supports.

10. Her close friend, Mardani who had prayed and motivated her, thank you for

your help and your patient.

11. For all my friends in the English Department academic year 2006 of C class

especially Nci, Riri, Mumut, Nia, and other friends especially lutfiyah, ando,

syfa, etc who help finished my skripsi. thanks for giving more spirit.

12. Last, but not least thank to all the writer’s friends in Cijantung, Ciputat, and

Tasikmalaya, and the writer’s teachers whom the writer cannot write all their

names.

The writer does realize that this skripsi cannot be considered perfect

without critiques and suggestions. Therefore, it is such a pleasure for her to get

critiques and suggestions to make this skripsi better. Hopefully, this “skripsi” can

give usefulness for the development of English teaching-learning.

Jakarta, June 7th

2011

The Writer

iii

ABSTRACT

Nurina P.S, 2011. Improving Students’ Speaking Ability by Using Role Play (A

Classroom Action Reserach at the first Grade students’ of

SMPN 251 Jakarta Timur), Skripsi, English Education

Department, the Faculty of Tarbiyah and Teachers’ Training,

Syarif Hidayatullah State Islamic University Jakarta.

Advisor: Drs. H. Bahrul Hasibuan, M. Ed

Key words: Speaking, Role Play Technique

This study is conducted in order to develop students’ speaking ability at

first grade students of SMPN 251 Jakarta-Timur through role play activities. This

study is related to the result of a preliminary study showed that the students were

still poor in English speaking skill; especially in giving interpersonal response.

This study used a Classroom Action Research (CAR) which is conducted

to solve the students’ problem in English Speaking. The Classroom Action

Research (CAR) was done based on Kurt Lewin’s design. The writer did two

cycles in which each cycle consists of planning, acting, observing, and reflecting.

The data were gathered through qualitative and quantitative data. The qualitative

data were gained by analyzing the interview and observation result. Then,

quantitative data were obtained from the students’ speaking score of pretest and

posttest and questionnaire.

The finding of this study indicated that the implementation of role play

technique was successful since the criteria of success were achieved. The first

criterion was 75% of students could pass the target score ≥ 65 based on the KKM.

The finding showed that 84.21% of students had already achieved the target score.

Besides, the second criterion was the students who become more active involved

in teaching learning process. The result of observation, interview and

questionnaire showed that by using role play technique students were active

involved in the classroom. Based on the finding mentioned before, the writer

suggests that the English teacher could implement Role play technique in teaching

speaking in order to motivate students in learning English Speaking.

iv

ABSTRAK

Nurina P.S, 2011. Improving Students’ Speaking Ability by Using Role Play (A

Classroom Action Reserach at the first Grade students’ of

SMPN 251 Jakarta Timur), Skripsi, Jurusan Pendidikan

Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,

Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Advisor: Drs. H. Bahrul Hasibuan, M. Ed

Key words: Speaking, Role Play Technique

Penelitian ini bertujuan untuk meningkatkan kemampuan berbicara pada

siswa kelas VII SMPN 251 Jakarta-Timur dengan menggunakan tehknik role

play. Penelitan ini diadakan berhubungan dengan adanya masalah yang mana

siswa memiliki kemampuan yang kurang dalam berbicara menggunakan bahasa

Inggris; terutama dalam memberikan respon.

Penelitian ini menggunakan metode penelitian tindak kelas (PTK) yang

bertujuan untuk memecahkan masalah pada kemampuan siswa dalam berbicara

menggunakan bahasa Inggris. Penelitian tindakan kelas ini menggunakan model

Kurt Lewin. Penelitian ini dilakukan dalam 2 siklus dimana setiap siklus terdiri

dari tahap perencanaan, tindakan, observasi, dan refleksi. Dalam mendapatkan

data, penulis menggunakan metode kualitatif and kuantitatif. Data kualitatif

didapatkan melalui observasi dan interview, sedangkan data kuantitatif didapatkan

melalui tes (pre tes dan pos tes) dan kuesioner.

Hasil dari penelitian ini menunjukan bahwa penerapan tekhnik role play

telah sukses, sejak kriteria sukses tercapai. Kriteria pertama adalah 75% siswa

mencapai target nilai ≥ 65 yang berdasarkan KKM. Hasil dari penelitian

menunjukan bahwa 84.21% siswa telah mencapai target nilai KKM. Di samping

itu kriteria yang ke dua adalah siswa menjadi lebih aktif pada saat proses belajar

mengajar, maka dari hasil observasi, interview, dan questioner menunjukan bahwa

dengan menggunakan tekhnik role play, siswa menjadi lebih aktif dalam proses

belajar mengajar. Berdasarkan hasil dari penelitian tersebut, penulis

menganjurkan kepada guru untuk menggunakan tehknik role play dalam

pengajaran Speaking agar siswa lebih termotivasi dalam belajar English Speaking.

v

TABLE OF CONTENTS

SURAT PERNYATAAN

ENDORSEMENT SHEET

ACKNOWLEDGMENTS .................................................................................. i

ABSTRACT ........................................................................................................ iii

ABSTRAK ......................................................................................................... iv

TABLE OF CONTENTS .................................................................................... v

LIST OF TABLES .............................................................................................. viii

LIST OF FIGURES ............................................................................................ ix

LIST OF APPENDICES ..................................................................................... x

CHAPTER I INTRODUCTION

A. The Background of Research .......................................... 1

B. The Limitation and formulation of the Problems ............ 4

C. The Objective of Research .............................................. 4

D. The Significance of Research.......................................... 4

E. The Method of Research ................................................. 4

CHAPTER II THEORETICAL FRAMEWORK

A. Speaking .......................................................................... 6

1. The Understanding of Speaking ................................ 6

2. The Functions of Speaking........................................ 7

3. Classroom Speaking Activities ................................. 11

B. Role Play ......................................................................... 13

1. The Understanding of Role Play ............................... 13

2. The Objective of Role play ....................................... 14

3. The Advantages of Role play .................................... 15

4. The Disadvantages of Role play ............................... 16

5. The Type of Role play Technique ............................. 17

vi

C. Teaching Speaking by Using Role Play ......................... 17

1. Scripted Role Play ..................................................... 17

2. Unscripted Role Play................................................. 18

D. Classroom Action Research ............................................ 19

1. The Understanding of Classroom Action Research .... 19

2. Design of Action Research.......................................... 19

CHAPTER III RESEARCH METHODOLOGY

A. Time and Place of Research ............................................ 22

B. Subject of Research ......................................................... 22

C. Role of the Researcher in CAR ....................................... 22

D. The Research Design....................................................... 23

E. The Classroom Action Research Procedures .................. 25

F. Technique of Collecting Data. ........................................ 26

G. Technique of Data Analysis. ........................................... 29

H. Criteria of the Action Success. ........................................ 30

CHAPTER IV RESEARCH FINDINGS

A. The Result of Pre Implementation of the Action .............. 31

1. The Result of Interview .............................................. 31

2. The Result of Observation .......................................... 32

3. The Result of Questionnaire ....................................... 32

4. The Result of Pre Test ................................................ 33

B. The Implementation of the Action .................................. 36

1. Cycle 1 ........................................................................ 36

a. Planning .................................................................. 36

b. Acting ..................................................................... 36

c. Observing ................................................................ 38

d. Reflecting................................................................ 39

2. Cycle 2 ....................................................................... 40

a. Planning .................................................................. 40

vii

b. Acting ..................................................................... 40

c. Observing ................................................................ 43

d. Reflecting................................................................ 43

C. The Result of Post Implementation of the Action ............. 44

1. The Result of Post Test I ............................................ 44

2. The Result of Post Test II ........................................... 47

3. The Result of Questionnaire ....................................... 51

4. The Result of Interview .............................................. 52

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ......................................................................... 53

B. Suggestion ......................................................................... 54

REFERENCES ................................................................................................... 55

APPENDICES .................................................................................................... 57

viii

LIST OF TABLES

Table 3.1 The Rating Score of Oral Test .............................................................. 27

Table 4.1 The Students’ Speaking Score of Pre-Test ........................................... 34

Table 4.2 Schedule of the Research ...................................................................... 44

Table 4.3 Students’ 1st Post Test Score ................................................................. 45

Table 4.4 Students’ 2nd

Post Test Score ................................................................ 47

ix

LIST OF FIGURES

Figure 2.1 Kurt Lewin’s Action Research Model ............................................... 21

Figure 3.1 Kurt Lewin’s Action Research Design. ............................................... 23

Figure 3.2 The Phase of Classroom Action Research ........................................... 24

Figure 4.2 Students’ Score Mean Improvement ................................................... 49

Figure 4.3 Students’ Score class percentage who passed KKM ........................... 50

x

LIST OF APPENDICES

Appendix 1 The Rating Score of Oral Test ....................................................... 57

Appendix 2 Standar Kopetensi dan Kopetensi Dasar ........................................ 59

Appendix 3 Instrument Of Pre-Test, Post-Test1&2 .......................................... 60

Appendix 4 Students’ Score .............................................................................. 62

Appendix 5 The Graph Improvment Of Students’ Score .................................. 63

Appendix 6 Interview Before CAR ................................................................... 65

Appendix 7 Interview After CAR ...................................................................... 67

Appendix 8 Observational Notes ....................................................................... 69

Appendix 9 Instrument of Questioner ............................................................... 74

Appendix 10 The Result of Questioner ............................................................... 75

Appendix 11 Lesson Plan (RPP) ......................................................................... 77

Appendix 12 Students Documentation ................................................................ 97

Appendix 13 students’ Work .............................................................................. 98

Appendix 14 Surat-Surat ..................................................................................... 99

1

CHAPTER I

INTRODUCTION

A. The Background of Research

For many years, English has been considered as an international language.

Almost all the people from many different countries around the world use it to

communicate. The area of English has always become a special interest. It’s

because of the importance of English in any scope of our lives. Julian Edge

expresses

Since British trade, followed by colonial and imperial expansion, English

spread around the world. Then the military and economic dominance of

the United States of America has confirmed English as the international

language of present historical period. As a consequence, English serves for

many people as a bridge into the worlds of higher education, science,

international trade, politics, tourism, or any other venture which interest

them. At the same time, English serve for many times many more people

as a barrier between themselves and those some fields of interest. Many

people in their own countries will not be able to become doctors, for

example if they cannot learn enough English.1

Today, the first international language is English, and in this globalization

era, millions of people want to improve their English speaking or to ensure that

their children achieve good English speaking. It’s because English speaking is one

of the ways to communicate.

1 Julian Edge, Essential of English Language Teaching, (New York: Longman,1993), p. 25

2

Communication is an essential need for human being. Language as a

means of communication has an important role to reveal an intention to someone

else. Since language is a means of communication, it is not enough for students to

learn words, phrases and grammatical features if they want to produce language in

their daily communication or to interact with others in English.

Therefore, the most important thing that should be noticed in teaching

speaking is how to activate all of language elements, such as vocabulary,

grammar, and pronunciation, which students have possessed to communicate,

since the main function of language is a means of communication. It means that

the goal for students learning English speaking is that they are able to use

language to communicate effectively and appropriately for all life’s requirements,

both social and academic. 2 The students have to be able to express their thoughts,

ideas, and feelings orally in English without thinking for a long time before saying

what they wish to say.

There are four skills in teaching and learning a language: listening,

speaking, reading, and writing, but out of the four skills, speaking seems

intuitively the most important3. Jack C. Richards and Willy A. Renandya also

wrote in their book that speaking is one of the central elements of communication.

In EFL (English as a Foreign Language) teaching, it is an aspect that needs special

attention and instruction.4

Based on the writer’s observation at the VII grade of 251 State Junior

High School, during the Integrated Pre Servise Teaching Profession Practice-

Praktik Propesi Keguruan Terpadu (PPKT) the writer found that the students are

poor in English speaking skill. When they speak English, they take so much time

thinking what they are going to say, some of them did not say anything. Many

factors can cause the problem of the students’ speaking skills, among others the

students’ interest, the material, the media, and technique in teaching English. In

2 Teresa Walter, Teaching English Language Learners, (New York: Pearson Education,

2004), p. 16. 3 Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press,

1996), p. 120. 4 Jack C. Richard and Willy A, Renandya, Methodology in Language Teaching: an

anthology of current practice, (Cambridge: Cambridge University Press, 2002), p. 210.

3

SMPN 251 the teacher teaches the students traditionally. The teacher asks the

students to perform that dialogue in front of class without asking them to develop

a more communicative dialogue using their own way. So, they only memorize the

dialogue and most of the students do not know how to use some expressions

taught by their teacher in a real communication. This strategy cannot help the

students to use language as means of communication.

The writer considers that it is necessary to find out an alternative way to

create suitable and interesting techniques to students’ condition. They need any

practices to assist them in developing their speaking ability. Many techniques can

be applied including role play because it encourages the students to be actively

participating in teaching learning process. This techique also gives students an

opportunity to practice communicating in different social contexts and in different

social roles. Gillian Porter Ladousse states that:

A very wide variety of experience can be brought into the classroom

through role play. The range of function and structures, and the areas of

vocabulary that can be introduced, go far beyond the limits of other pair or

group activities, such as conversation, communication games, or

humanistic exercises. Through role play we can train the students in

speaking skills in any situation. 5

Moreover, as Penny Ur emphasizes “role play is used to refer to all sort of

activities where learners imagine themselves in a situation outside the

classroom”6. It is expected that role play can help some shy students to be active

and enjoy their roles acting in speaking English.

Based on the statement above, the writer assumed that role play seem to be

good alternative way for teaching English in SMPN 251. Because this technique

can make students active in teaching learning process, it also allows students to be

creative and to put themselves in another person’s place for a while. In addition

this technique gives students opportunity to speak in the target language for an

5 Gillian Porter Ladousse, Role Play: Resources Books for Teacher Series, (New York:

Oxford University Press, 1995), p. 6 6 Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press,

1996), p. 131.

4

extended period of time and students might naturally produce more speech than

they would otherwise.

So, in presenting this paper the writer decided to apply role play in

teaching speaking and want to measure the success of using role play in the

speaking class. Therefore the writer would like to takes a research under the title:

“Improving Students’ Speaking Ability by Using Role Play” (Classroom

Action Research at First Grade of SMPN 251 Jakarta)”.

B. The Limitation and formulation of the Problems

The problem that will be discussed is limited only on the using of role play

activity to develop the students’ speaking ability in giving interpersonal response

at VII grade students of SMPN 251 Jakarta-Timur in the 2010/2011 academic

year.

Based on limitation of problem mentioned above, the problem of the

research can be formulated as follows; “can role play develop students’ speaking

ability?”

C. The Objective of Research

This Research is conducted in order to develop students’ speaking ability

at first grade students of SMPN 251 Jakarta-Timur through role play activities.

D. The Significance of Research

The results of this research is expected to be useful for the English teacher

of SMPN 251 Jakarta Timur especially in teaching speaking teacher can manage

classroom activities communicatively by using role play activities. For students

themselves, it can motivate them to try to speak English as often as possible, so

that they can improve their ability in speaking skill.

E. The Method of Research

This research will be done by using Classroom Action Research method.

According to McNiff, Classroom Action Research is a reflective research which

5

conducted by the teachers to develop their teaching skill.7 In addition Wijaya

Kusumah stated that classroom action research is a research which is conducted

by the teachers in their class with three ways, first is planning, second is acting,

and third is reflecting which has the aim to develop teachers’ teaching skill and to

improve students’ score. 8

It can be seen that Classroom Action Research is to

solve teachers’ problem in learning.

7

Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta

Barat: PT. Indeks, 2009), p. 8.

8 Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas…… p. 9.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. SPEAKING

1. The understanding of speaking

Speaking is significant to an individual‟s living processes and experiences

as are the ability of seeing and walking. Speaking is also the most natural way to

communicate. Without speaking, people must remain in almost total isolation

from any kind of society. For most people, the ability to speak a language is the

same with knowing a language since the speech is the most basic means of human

communication. When we speak, a great deal more than just mouth is involved

such as nose, pharynx, epiglottis, trachea, lungs and more. But, acording to Sandra

Cornbleet and Ronald Carter, speaking is not just making sound. Birds, animals,

babies make sound and though it may be communication of sorts, it is not

speaking.1

The word speaking has many different meanings on linguistics‟ views.

Acording to Jo McDonough and Christopher Shaw speaking is not the oral

production of written languge, but includes learners in the mastery of a wide range

sub skill which added together, then it supports speaking skill.2 In addition,

speaking is not produced without some combination of language skill, but it must

be included a number of skills. So, mastering speaking is gathering skill in

1 Sandra Cornbleet and Ronald Carter , The Language of Speech and Writing,

(London:Routledge Publisher, 2001), p.17 2 Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition

A Teacher’s Guide, (Oxford: Blackwell Publishing, 2003), p. 133

7

thought because of including some input skills in it. As the result, the mouth is

delivering those skills orally.

In addition, Oxford Advance Dictionary states that "speaking is to make

use of language in an ordinary, not singing, to state view, wishes etc or an act of

spokesman”.3

Another expert states that speaking is “the process of building and sharing

meaning through the use of verbal and non-verbal symbols, in a variety of

contexts”.4

From the statement above, it can be inferred that speaking is expressing

ideas, opinions, or feelings to others by using words or sounds of articulation in

order to inform, to persuade, and to entertain that can be learnt by using some

teaching – learning methodologies. Speaking also is the important instrument of

communication. People use it almost constantly. As human beings, especially as

social creature we have a need to make meaning of our surroundings. We have a

need to express our thoughts, opinions, or feelings in order to be accepted in

social life. Speaking does not only make sound by the speech organs but ideas and

emotions.

2. The functions of speaking

Several language experts have attempted to categorize the functions of

speaking in human interaction. According to Brown and Yule, as quoted by Jack

C. Richards, “The functions of speaking are classified into three; talk as

interaction, talk as transaction and talk as performance. Each of these speech

activities is quite distinct in term of form and function and requires different

teaching approaches”5. Below are the explanations of the functions of speaking:

3 AS Hornby, Oxford Advance Learner’s Dictionary. (Oxford: Oxford University Press,

Sixth Edition, 1987) p.827 4 Hayriye Kayi , Teaching Speaking: Activities to Promote Speaking in a Second

Language. (Nevada: University of Nevada), Internet TESL Journal, Vol. XII, No. 11, November

2006, p. 1. From: http://iteslj.org/ http://iteslj.org/Articles/Kayi-Teaching Speaking.html. 5 Jack C.Richard, Developing Classroom Speaking Activities; From Theory to Practice,

Http://www.professorjackrichard.com/developing-classoom-speaking-activities.pdf, p.2, It was

retrieved on 04 Oktober 2010

8

a. Talk as Interaction

Being able to interact in a language is essential. In fact, much of our daily

communication remains interactional. This refers to what we normally mean by

“conversation”. The primary intention in talk as interaction is to maintain social

relationship.

Meanwhile, talk as interaction has several main features as follows:

Has a primarily social function

Reflects role relationships

Reflects speaker‟s identity

May be formal or casual

Uses conversational conventions

Reflects degrees of politeness

Employs many generic words

Uses conversational register

Some of the skills (involved in using talk as interaction) are:

Opening and closing conversation

Choosing topics

Making small-talk

Recounting personal incidents and experiences

Turn-taking

Using adjacency pairs

Interrupting

Reacting to others6

Mastering the art of talk as interaction is difficult and may not be a priority

for all learners. In talk as interaction, the ability to speak in natural way is

required in order to create a good communication. That is why some students

sometimes avoid this kind of situation because they often lose for words and feel

6 Jack C.Richard, Developing Classroom Speaking Activities; From Theory to Practice,

Http://www.professorjackrichard.com/developing-classoom-speaking-activities.pdf, p.2, It was

retrieved on 04 Oktober 2010, p. 2-3

9

difficulty in presenting a good image of themselves. This can be a disadvantage

for some learners where the ability to use talk as interaction can be important.

b. Talk as Transaction

This type of talk or speaking refers to situations where the focus is on what

is said or done. The message is the central focus here and making oneself

understood clearly and accurately, rather than the participants and how they

interact socially with each other7. In transaction, talk is associated with other

activities. For example, student may be engaged in hand-on activities (e.g. in

language lesson) to explore concept associated with tenses and derivations. Anne

Burns, as cited in Jack C. Richards, distinguishes talk as transaction into two

different types. One is a situation where the focus is on giving and receiving

information and where the participants focus primarily on what is said or

achieved. Accuracy may not be a priority as long as information is successfully

communicated or understood. The second type is transactions which focus on

obtaining goods or services, such as checking into a hotel8. In this type of spoken

language, students and teachers usually focus on meaning or on talking their way

to understanding.

Meanwhile, talk as transaction has several main features as follows:

It has a primarily information focus

The main focus is the message and not the participants

Participants employ communication strategies to make themselves understood

There may be frequent questions, repetitions, and comprehension checks

There may be negotiation and digression

Linguistic accuracy is not always important

Some of the skills involved in using talk for transactions are :

explaining a need or intention

describing something

7 Jack C.Richard, Developing Classroom Speaking Activities; From Theory to Practice,

Http://www.professorjackrichard.com/developing-classoom-speaking-activities.pdf, p.2, It was

retrieved on 04 Oktober 2010, p.3 8 Jack C Richards, Developing Classroom…, p.3

10

Asking questioning

Confirming information

Justifying an opinion

Making suggestions

Clarifying understanding

Making comparisons9

Compared with talk as interaction, talk as transaction is easier for some

student because it only focuses on messages delivered to the others. Also, talk as

interaction is more easily planned since current communicative materials are a

rich resource of group activities, information-gap activities and role plays. It can

provide a source for practicing how to use talk fro sharing and obtaining

information as well as for carrying out the real-world transactions.

c. Talk as Performance

This refers to public talk or public speaking, 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 format and is closer to written language than

conversational language. Similarly it is often evaluated according to its

effectiveness or impact on the listener, something which is unlikely to happen

with talk as interaction or transaction. Examples of talk as performance are giving

a class report about a school trip, conducting a class debate, making a sales

presentation, and giving a lecture.

The main features of talk as performance are:

There is a focus on both message and audience

It reflects organization and sequencing

Form and accuracy is important

Language is more like written language

9 Jack C.Richard, Developing Classroom Speaking Activities; From Theory to Practice,

Http://www.professorjackrichard.com/developing-classoom-speaking-activities.pdf, p.2, It was

retrieved on 04 Oktober 2010, p. 4

11

It is often monologists

Some of the skills involved in using talk as performance are:

Using an appropriate format

Presenting information in an appropriate sequence

Maintaining audience engagement

Using correct pronunciation and grammar

Creating an effect on the audience

Using appropriate vocabulary

Using appropriate opening and closing10

Initially talk as performance needs to be prepared in much the same way

as written text, and many techniques teaching strategy used to make

understanding of written text. Therefore, this kind of talk requires a different

teaching strategy.

3. Classroom Speaking Activities

To help students develop communicative efficiency in speaking, there are

some activities used in the classroom to promote the development of speaking

skills in our learners. The discussions below centers on the major types of

speaking activities that can be implemented as follows11

:

a. Discussion

Discussion is probably the most commonly used in the speaking skills

classroom activity. It is a common fact that discussion really useful activity for the

teacher in order to activate and involve student in classroom teaching. Typically,

student are introduced to a topic via reading, listening passage, or a video tape and

are then asked to get into pairs or groups to discuss a related topic in order to

come up with a solution, a response, or the like. Normally, people need time to

assemble their thought before any discussion and that is something needs to

10

Jack C.Richard, Developing Classroom Speaking Activities; From Theory to Practice,

Http://www.professorjackrichard.com/developing-classoom-speaking-activities.pdf, p.2, It was

retrieved on 04 Oktober 2010, p.6 11

Marianne Celce-Murcia, Teaching English As A Second or Foreign Language

(Boston: Heinly and Heinle, a Division of Thomson Learning,Inc.2001) p.106-108

12

consider. So, Teacher must take care in planning and setting up a discussion

activity.

b. Speeches

Another common activity in the oral skills class is the prepared speech.

Topics for speeches will vary depending on the level of the students and the focus

of the class, but in any case, students should be given some leeway in determining

the content of their talks. In order words, the teacher can provide the structure for

the speech-its theoretical genre and its time restrictions. For example asking

students to “tell us about an unforgettable experience you had”. Allow them to

talk about something that is personally meaningful while at the same time

encourages narration and description. Speeches can be frightening for the speaker

and after while boring for the listeners, so it is a good idea to assign the listeners

some responsibilities during the speeches. It is an excellent time to require peer

evaluation of classmate‟s speech.

c. Role plays

Role paly is activity in which students are assigned roles and improvise a

scene or exchange based on given information or clues and its one way of getting

student to speak in different social context and to assume varied social roles is to

use role-play activities in the classroom. Role plays can be performed from

prepared scripts, created from a set of prompt and expression or written using and

consolidation knowledge gained from instruction or discussion of the speech act

and its variations prior to the role plays themselves.

d. Conversations

One of the recent trends in oral skills pedagogy is the emphasis on having

students analyze and evaluate the language that they or others produce. In

otherword, it is not adequate to have students produce lots of language; they must

become more metalinguistically aware of many features of language in order to

become competent speakers and interlocutors in English. One speaking activity

which is particularly suited to this kind of analysis is conversation, the most

fundamental form of oral communication.

13

e. Information-gap activities

This refers to the fact that in real communication, people normally com-

municate in order to get information they do not possess. In this activity, each

student has different information and they need to obtain information from each

other in order to finish a task. They must use target language to accomplish it.12

B. Role Play

1. The understanding of Role Play

Role play is a classroom activity which gives the student the opurtunity to

practise the language, the aspects of role behaviour, and the actual roles he may

need outside the classroom.13

In A Course in Language Teaching, Penny Ur defines role play as, “all

sorts of activities where learners imagine themselves in a situation outside the

classroom, sometimes playing the role of someone other than themeselves, and

using langauage appropriate to this new context”.14

Thus, leaners would be

placed in a variety of experience where they play role as themeselves or play the

role of someone else and they should use language that appropriate the situation

and social context which they are playing. For example leaner get together, as

themeselves, to organize a reunion of their class for the next 20 years. Another

example, learners play a role of other people, to hold a formal meeting in an office

where there are five leaners. One of them play as director, a leaner as secretary,

two leaners are as manager, and another is as supervisor. Langauage expressions

of each player should appropriate to their role for example the way of director

talks to manager will be different with the way of the manager talks to the

director.

12 Jack C. Richards, Communicative Language Teaching Today, (New York: Cambridge

University Press: 2006), pp. 19 13

Carol Livingstone, Role Play in Langauge Learning,(Burnt Mill: Longman Group

Limited, 1983) p.6 14 Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press,

1996), p. 131.

14

Gillian Porter Ladousse states his opinion about the definition of role play.

At firts, he defines it by separating the words of role and play. „role‟ they play a

part (either their own or somebody else‟s) in specific situation. „Play‟ means that

is taken on in a safe environment in which students are as an inventive and playful

as possible. A group of students craying out a successful role play in a classroom

has musch in common with a group of children playing schol, doctors and nurse,

or star wars. Both are unselfconsciously creating their own reality and, by doing

so, are experimenting with their knowledge of the real world and developing their

ability to interact with other people. Moreover, he states about role play as a

technique in English teaching.

Role play is one of a whole gamut of communicative techniques which

develops fluency in language students, which promotes interaction in the

classroom and which increases motivation. Not only in peer learning

encouraged by it, but also the sharing between teacher and students of the

responsibility for the learning process. Role play is perhaps the most

flexible technique in the range, and teaches who have it at their finger-tips

are able to meet an infinite variety of needs with suitable and effective role

play exercise.15

From the statement above, the writer concludes that role play is a

technique in English teaching which brings the students to real communication in

order to develop the students‟ fluency. The situations and the roles are made by

the teacher as a real life situation so the students have the opurtunity to practise

there language that they need outside the classroom.

2. The Objective of Role Play

The objective of role play is to put the students into a realistic

communication situation to: sharpen their listening comprehension skills, bring

them in contact new language, and discover areas where they need additional

practice.16

15 Gillian Porter Ladousse, Role Play: Resources Books for Teacher Series, (New York:

Oxford University Press, 1995), p. 5-7 16

Raymond Clark, Language Teaching Techniques, (Vermont: Pro Lingua Associates,

1982), p. 55.

15

In addition Jack C. Richard states that the objective of the role play is to

simulate a conversation situation in which students might find themselves and

give them an opportunity to practice and develop their communication skills.17

Thus, it can be synthesized that the objective of role play is to develop

communication skill by putting the students into communication situation. The

realistic communication situation gives the students new experience in using the

language they have learned, and the experience is good for remembering what

they have learned.

Therefore the writer concludes that the objective of role play is

communication and it is similar to the objective of teaching speaking, so it means

role play can be applied in teaching speaking and it can help students in

improving speaking skill.

3. The advantages of role play

There are some advantages teaching speaking by using role play in the

class, they are:18

a. With role play a very wide variety of experience can be brought into the

classroom and we can train our students in speaking skill in any situations

through role play.

b. Role play puts students in situation in which they are required to use and

develop those phatic forms of language which are so necessary in oiling the

works of social relationships, but which are so often neglected by our

language teaching syllabuses.

c. Some people are learning English to prepare for specific roles in their lives. It

is helpful for these students to have tried out and experimented with the

language they will require in the friendly and safe environment of a

classroom.

17

Jack C. Richards, Editor, Teaching in Action: Case Studies From Second Language

Classroom, (Virginia: TESOL 1998), p. 308 18 Gillian Porter Ladousse, Role Play: Resources Books for Teacher Series, (New York:

Oxford University Press, 1995), p. 6-7

16

d. Role play helps many shy students by providing them with a mask.

e. Perhaps the most important reason for using role play is that it is fun.

Moreover, Adrian Doff states

role play gives students a chance to use the language they have practiced

in a more creative way- students improvise; it increases motivation

because the chance to imagine different situations adds interest to a lesson;

it encourages students to use natural expressions and intonation, as well as

gestures because they are acting out a situation, and by doing children

even teenagers and adults often imagine themselves in deferent situation

and roles when they play games.”19

In conclusion, role play can encourage students to create their performance

as well as possible due to the freedom given to them to make up a

dialogue/conversation by themselves. Therefore, most students are motivated to

share and express their ideas during the activity.

4. The disadvantages of role play

In spite of the fact that role playing gives some advantages, it is also

shows disadvantages. They are:20

a. Organization, few teachers operate in ideal circumstance. The majority work

in classrooms which are too small, and with classes which are, numerically,

too large. Similarly, the noise level produced by a class of forty, divided into

eight role play groups in a small classroom, may be so high as to make

concentration impossible.

b. Time, if the time taken for preparation and follow-up work is included, then

role play will take up a lot of classroom time.

In conclusion, teaching speaking by using role play takes up a lot of

classroom time because the students need for preparation before their play a role.

It‟s also need an extra room, because if the room is too small the students can‟t

move in play their role, and it‟s can make a noisy in the room, so it‟s very difficult

for the students to concentrate.

19 Adrian Doff, Teach English: A Training Course for Teachers trainer’s Handbooks,

(Cambridge: Cambridge University Press Inc. The British Council, 1988), p. 233 – 240 20

Carol Livingstone, Role Play in Langauge Learning,(Burnt Mill: Longman Group

Limited, 1983), p.30

17

5. The Type of Role Play Technique

In case of role play activities, according to Donn Byrne, role play can be

grouped into two types, scripted and unscripted role play. In details, those types of

role play activities described as follows:

a. Scripted Role Play

This type involves interpreting either the textbook dialogue or

reading text in the form of speech. The main function of the text after all is

to convey the meaning of language items in a memorably way.

b. Unscripted Role Play

In contrast to scripted role play, the situations of unscripted role

play do not depend on textbooks. It is known as a free role play or

improvisation. The students themselves have to decide what language to

use and how the conversation should develop. In order to do this activity,

good preparation from teacher and students is really necessary.21

C. Teaching Speaking by using role play

As what the writer writes above, role play can be classified into two;

scripted role play and unscripted role play. So, in applying this technique, there

are two ways that can be used.

1. Scripted role play

Scripted role play is a role play which is based on the dialogue.

Example of the dialogue:

Angela : Good morning. I want to send a letter to Singapore.

Clerk : Yes, do you want to send it by air mail or ordinary mail?

Angela : I think I‟ll send it air mail. I want it to get there quickly. How

much does it cost?

Clerk : To Singapore? That will be 30 pence, pleas.

Angela : (give the clerk 50 pence) Here you are.

Clerk : Here‟s your stamp, and here‟s 20 pence change.

Angela : Thank you. Where is the post box?

Clerk : You want the air mail box. It‟s over there, by the door.

21

Donn Byrne,Teaching Oral English: Longman Handbooks for English Teacher,

(Singapore: Longman Groups, 1986) p. 122-123 Page 25

18

To demonstrate a role play activity based on the dialogue, the procedures

given by Adrian Doff is as follows:

1) The teacher guides the role play by writing these prompts:(where? / air

mail / how much? / post box? / thanks). Talk as you write to show what the

prompts mean.

2) If necessary, go through the prompts one by one, and get students to give

sentences or question for each one.

3) Call two students to the front: one play the role as Angela and the other

one is the post office clerk. They should improvise the conversation using

the prompts to help them. Point out that the conversation should be similar

to the one in the textbook, but not exactly the same; the conversation can

be shorter than the presentation dialogue. It should just cover the main

points indicated by the prompts.

4) Call out a few other pairs of students in turn, and ask them to have other

conversation based on the prompts.22

Based on these procedures, the writer views that the ways of organizing

this dialogue can be carried out into pairs of students who would improvise a

conversation in front of class, in turns. The teacher can also ask the students to

practice the conversation privately with their partners before they act it out in

front of the class.

2. Unscripted role play

Unscripted role play is role play which is not depend on textbooks. The

example and procedures of unscripted role play which is adapted from Adrian

Doff‟s book are as follows:

One student has lost a bag.

He/she is at the police station.

The other student is the police officer, and asks for details.

To demonstrate a role play activity based on the situation, the procedures

the procedures given by Adrian Doff is as follows:

1) The teacher could prepare the whole class, by:

22 Adrian Doff, Teach English: A Training Course for Teachers trainer’s Handbooks,

(Cambridge: Cambridge University Press Inc. The British Council, 1988), p. 233 – 234

19

a) Discussing what the speakers might say (e.g. the police officer would

asks the students how he or she lost the bag).

b) Writing prompt on the board to guide the role play, and any key

vocabulary.

2) The teacher could divide the class into pairs, and:

a) Let them discuss together what they may say.

b) Let them all try out the role play privately, before calling on one or two

pairs to act out in front of the class.23

The above procedures do not mean an exact to be used. It is flexible;

teacher can create or develop procedures which is appropriate and suitable with

his/her own class.

D. Classroom Action Research

1. The understanding of Classroom Action Research

According to McNiff, Classroom Action Research is a reflective research

which conducted by the teachers to develop their teaching skill.24

It means that

the teachers can use Classroom Action Research as a method to develop their

teaching skill. In addition Wijaya Kusumah stated that classroom action research

is a research which conducted by the teachers in their class with three ways, first

is planning, second is acting, and third is reflecting which has the aim to develop

teachers‟ teaching skill and to improve students‟ score. 25

It can be seen that

Classroom Action Research is not only to develop teaching skill for the teacher

but also to improve students‟ score and solve their problem in learning.

2. Design of Action Research

According to Wijaya Kusuma that dsign of Classroom Action Research is

divided into six models, there are:

23 Adrian Doff, Teach English: A Training Course for Teachers trainer’s Handbooks,

(Cambridge: Cambridge University Press Inc. The British Council, 1988), p. 234 24

Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta

Barat: PT. Indeks, 2009), p. 8.

25 Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas…… p. 9.

20

1. Kurt Lewin model

2. Kemmis Mc Taggarts Model

3. Dave Ebbut model

4. John Elliott model

5. Hopkins model

6. Mckernan model26

Out of the six models, the writer would explain and apply Kurt Lewin

design in teaching and learning activities. Kurt Lewin design becomes basic

reference from the other models, specifically for classroom action research. Kurt

Lewin introduced classroom action research for the first time. The basic

conceptual of classroom action research includes four components:

1. Planning

Planning is a step to prepare the classroom instructional strategy to be

developed in the study to solve the instructional problems. The instructional

strategy has been selected based on the belief that the strategy can theoretically

solve the problems. It is this strategy that becomes the focus of the study, to be

prepared, to be tried out, to be revised, to be tried again until it proves effective

to solve the problems.

2. Acting

Acting is the second step after the planning step to implement the instructional

strategy that has been planned. At this stage, the researcher has mastered the

instructional scenario before starting the implementation in class. The

researcher at this stage is not in the process of learning how to implement the

plan, nor in the process of improving the quality of teachers‟ performance, but

in the process of actually trying out the strategy to test how much the strategy

can solve the classroom problems. The researcher is recommended to

collaborate with one or two other teachers of the same subjects. The

collaborators observe the implementation of the plan to see how much the

strategy can solve the classroom problems.

26 Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta

Barat: PT. Indeks, 2009), p. 20.

21

3. Observing

Observing is the process of collecting data indicating the success of the

strategy in solving the classroom problems. The focus of the observation is on

the data related to the criteria of success that have been decided. The question

that becomes the concern in the observing process is “How well does the

strategy solve the problems?” not other questions, like “How well does the

teacher teach?” or “How well is the strategy implemented by the researcher?”

These last two questions are not the questions for Classroom Action Research

but appropriate for observers observing students who are learning how to teach,

like in the practice teaching program.

4. Reflecting

Reflection is the process of analyzing data to determine how far the data

collected have shown the success of the strategy in solving the problem.

Reflection also shows what factors support the success of the strategy or what

other problems may occur during the implementation process.

The connection of four components above can describe as below:

Figure 2.1

Kurt Lewin’s Action Research Design

Picture 1. Kurt Lewin model (Classroom Action Research)

Reflecting

Planning Observing

Acting

22

CHAPTER III

RESEARCH METHODOLOGY

A. Time and Place of Research

The writer held the research at VII Grade of SMPN 251, which is located

on Jl. Gongseng Raya RT 010 RW 001 Kelurahan Cijantung, Kecamatan Pasar

Rebo, Jakarta Timur. The writer did the Action Research on 17 January 2011 up

to 21 February 2011.

B. Subject of Research

The Subject of the research is VII grade students of SMPN 251 Jakarta in

the 2010/2011 Academic Year. There are 38 students in VII grade.

C. Role of the Researcher in Classroom Action Research

The role of researcher in Classroom Action Research is as the English

Teacher at seventh grade of SMPN 251 and she also makes lesson plan, pre-test,

and post-test, then she collects and analyzes the data, and then she reports the

results of research. In doing Classroom Action Research she is colaborated with

the real English teacher of SMPN 251 (Ibu. Nurminda S.Pd) who becomes the

observer in the Classroom Action Research.

23

D. The Research Design

The Classroom Action Research procedure used in this research is Kurt

Lewin’s design. It consists of two cycles in which each cycle contains four

phases; planning, acting, observing, and reflecting.

Figure 3.1

Kurt Lewin’s Action Research Design

CYCLE 1

CYCLE 2

(Adapted from Wijaya Kusumah, 2009)

Acting

Planning

Acting

Observing

Observing

Reflecting

Planning

Reflecting

24

Based on the Kurt Lewin’s action research design above, the writer would like to

describe further concerning the implementation of Classroom Action research

(CAR) in the cycle one and cycle two as following:

Figure 3.2

The phases of Classroom Action Research modified by the writer

CYCLE 1

CYCLE 2

Planning

After interviewing the writer, observing

the class, and holding the pretest, then the

teacher & the writer collaborate to prepare

the instruments such as: lesson plan,

observational guidelines, and the posttest

Acting

The writer implements the lesson plan

that has been made; that is teaching

speaking in giving interpersonal

response by using role play

Observing

The teacher observes the teaching

learning process in the classroom. It

includes the writer’s performance, the

class situation, and the students’

response. Meanwhile, at last of cycle 1

the students are given the posttest 1.

Furthermore, the teacher computes the

students’ speaking score result to find if

there some students’ improvement

scores from the pretest or not.

Reflecting

The teacher and the writer discuss about

the result of the implementation role play

in the action. Then, they prepare the new

lesson plan for the next cycle and for

post-test II in order to know the

improvement of students’ score and to

solve the problem unfinished yet.

Planning

The teacher and the writer collaborate to

prepare some instruments such as: the new

lesson plan (with some modifications of

role play strategy), observational

guidelines, and the posttest

Reflecting

The teacher and the writer discuss about

the result of the implementation of the

modified action. If the Classroom Action

Research target could not be achieved

yet, the action would be continued

(moved to cycle 3), but if the students’

test result has completed the criterion of

the action success, the cycle would be

stopped.

Acting

The writer implements the new lesson

plan; that is teaching speaking in giving

interpersonal response by using role

play.

Observing

The teacher observes the writer’s

performance, the class situation, and the

students’ response. In the end of cycle

two, the students are given the test

(posttest 2). Next, the teacher calculates

the students’ speaking score result all at

once the students’ improvement score

from the previous test.

25

E. The Classroom Action Research Procedures

The Classroom Action Research using Kurt Lewin’s design consists of

four phases within one cycle. Those are planning, acting, observing, and

reflecting. After accomplishing the first cycle, it will be probably found a new

problem or the previous unfinished problems yet. Therefore, it is necessary to

continue to the second cycle in line with the same concept of the first cycle.

To make clear what happens in every phase. Here are the explanations:

1. Planning

In this phase, the writer design a lesson plan (see appendix 11) from the

syllabus which is consulted with English teacher, creating the topics that are

appropriate with the matter, Preparing materials that will be used at the cycle. The

writer also makes the evaluation form to know about students’ achievements at

the end of this cycle.

2. Action

In this phase, the writer and observer collaborates to carry out the planned

action . The writer gives explanation how plays a role, and give an example from

it. The writer also gives some related vocabulary items needed when students are

do a role play activity. Then, the writer gives a role card that tells the students

who he is, something of his background, what his opinions about a given subject

are, and possibly suggests a course of action that he should try and carry out, and

asks the students to practice in pairs or in a group. (see page 36-43 for more

detail).

3. Observation

In this phase, the observer (the real teacher SMPN 251) observes the

students’ responses, participations, and achievements which are found during the

teaching and learning process. Sometimes, the observer asks some students’

opinions about the process of teaching and learning using role play activity. The

observer also takes the observation notes to write the real situation when the

action is occurred (see appendix 8).

26

4. Reflection

In this phase, the writer and the observer identifies the problems that are

found by seeing the result of the observation which should be solved. Then, those

are used to make plan for further cycle and correct its weaknesses.

F. The Technique of Collecting Data

In completing the data, the writer uses qualitative data and quantitative

data, qualitative data consists of observation, interview and quesionnarie,

quantitative data consists of pre-test and post test. 1

1. Observation

In this case, the writer uses the unstructured observation to get the

information about the real condition in teaching learning activities. The

writer make the observation notes about situation in the class while

teaching learning process occurred, teacher’s performance in teaching

speaking, and students’ speaking skills, such as; pronunciation,

vocabulary,grammar and their braveries in speaking lesson. (for more

detail see appendix 8)

2. Interview

Before implementing Classroom Action Research, the writer

interview the teacher about students’ difficulties in speaking skill,

students’ condition in speaking activity, and the kinds of strategies usually

adopted by the teacher in teaching speaking. The writer also carried the

interview after accomplishing Classroom Action Research to know the

teacher’s response toward the idea of role play technique (see appendix 7).

3. Questionnaire

The structured questionnaire was given to the students of VII.2

grade of SMPN 251 Cijantung in order to know their responds toward the

process of teaching and learning speaking by using role play technique and

also about their motivations and problems in learning speaking before and

after they were taught using role play technique (see appendix 9).

1 Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 127-

132.

27

4. Test

The writer uses oral test for the students (see appendix 3). The test

used in this study is pre-test and post-test. The pre-test is done before

implementing role play technique. It is to measure students’ speaking

ability at first. Meanwhile, the post-test is implemented after using role

play technique.

The students did the oral test by role play technique, the students

asked to choose one of the envelopes of role card that provided by the

writer (see in appendix). Then, the students perform their role play. The

students need to do the test in groups.

The students’ test will be scored by using the rating scores of oral

test by David P. Harris as followed2

Table 3.1

The Rating Score of Oral Test

Rated qualities Points Behavioral statments

Pronunciation

5 Has few tarce of foreign accent.

4 Always intelligible, though one is conscious of

a definite accent

3 Pronunciation problems necessitate

concentrated listening and occasionally lead to

misunderstanding.

2 Very hard to understand because of

pronunciation problems. Must frequently be

asked to repeat.

1 Pronunciation problems so severe as to make

speech virtually unintelligible.

Grammar

5 Makes few (any) noticeable errors of grammar

or word order.

4 Occasionally makes grammatical and or word

order errors which do not, however, obscure

meaning.

3 Makes frequent errors of grammar and word

order which occasionally obscure meaning

2 Grammar and word order errors make

comprehension d must often rephrase sentences

2 David P. Harris, Testing English as a Second Language, (Bombay: Tata McGraw-Hill

Publishing Company ltd., 1977), p. 84.

28

and or restricts himself to basic patterns.

1 Errors in grammar and word order so severe as

to make speech virtually unintelligible.

Vocabulary

5 Use of vocabulary and idioms is virtually that

of a native speaker.

4 Sometimes use inappropriate terms and or must

rephrase ideas because of lexical inadequacies.

3 Frequently uses the wrong words; conversation

somewhat limited because of inadequate

vocabulary.

2 Misuse of words and very limited vocabulary

make comprehension quite difficult

1 Vocabulary limitations so extreme as to make

conversation virtually impossible.

Fluency

5 Speech as fluent and effortless as that of a

native speaker

4 Speed of speech seems to be slightly affected

by language problems

3 Speed and fluency are rather strongly affected

by language problems.

2 Usually hesitant; often forced into silence by

language problem.

1 Speech is so halting and fragmentary as to

make conversation virtually impossible

Comprehension

5 Appears to understand everything without

difficulty.

4 Understands nearly everything at normal speed,

although occasional repetition may be

necessary.

3 Understands most of what is said at slower-than

normal speed with repetitions.

2 Has great difficulty following what is said. Can

comprehend only “social conversation” spoken

slowly and with frequent repetitions.

1 Cannot be said to understand even simple

conversational English.

Note: maximum sore = 25

Sore = the result of score x 100

Maximum score

29

G. Technique of Data Analysis

The collected data found in this research are analyzed qualitatively and

quantitatively. It means that all the data gathered from the observations during

teaching learning process, questionnaire, and interview before and after classroom

action research are analyzed qualitatively. While the data obtained from tests (pre-

test and post-test) are Analyzed descriptive quantitatively (percentage).

In completing the numerical data, the writer tries to get the average of

students’ speaking score within before the the implementation and every cycle in

order to know how well the role play technique in the classroom.

It is the formula;3

X = 𝑥

𝑁

X : mean N : number of students

x : individual score

Then, the writer tries to get the class percentages which pass the the target

score of the minimal mastery level criterion-Kriteria Ketuntasan Minimal (KKM).

The KKM that must be attained considering speaking subject is 65 (sixty-five)

which is adapted from the school agreement (SMPN 251 Jakarta). It is the

formula:4

F

P = X 100%

N

P : the class percentage

F : total percentage score

N : number of students

3

Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67. 4 Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada,

2008), p. 43.

30

The last, the writer analyzes the students’ speaking score from pre-test up to post-

test. It used to know whether students improve their score or not. She uses the

formula:

y1 – y P : percentage of students’ improvement

P = ─── X 100% y : pre-test result

Y y1 : post-test 1

H. Criteria of the Action Success

Classroom Action Research (CAR) is able to be called successful if it can

exceed the criteria which has been determined. In this study the research will

succeed when there is 75% of students could pass the assessment score ≥ 65 based

on the minimal mastery level criterion-Kriteria Ketuntasan Minimal (KKM)

which is adapted from the school agreement (SMPN 251).

In addition, the success of the action is not only measured with the

achievement students’ speaking score, but also the role play technique can

motivate the students and they become more actively in learning process. If the

criterion of the action success achieved, it means that the next action of the

Classroom Action Research (CAR) would be stopped, but if this condition has not

been reached yet, the alternative action would be done in the next cycle.

31

CHAPTER IV

RESEARCH FINDINGS

A. The Result of Pre Implementation of the Action

1. The Result of Interview

The interview was held on Thursday, January 13th

2010 started at

15.10 and finished at 16.00. The writer asked to the teacher some

questions which were divided into three categories of question, they are:

the general condition of class, the difficulty in speaking skill, and the

strategy used by the teacher in teaching speaking.

First category discussed the general condition of class especially in

speaking class. The teacher said that the most of students did not like

studying English, because it is difficult lesson and they sometimes gained

low competence in English. The teacher also said that speaking is the

most difficult skill to be learned in VII.2 grade, because most of them

were hardly to pass the target score of the minimal mastery level criterion

(KKM).

Second category is the difficulty in speaking skill. The teacher said

that the students‟ difficulties in speaking lied on pronouncing the word or

sentence, self confidence, and organizing the word into a sentence, and

this caused by less in practice English speaking.

The last category is the strategy used by the teacher in teaching

English speaking. The teacher said that she has never used role play in

teaching the students, she usually teaches speaking by introducing new

32

dialogue to the students, then she reads the dialogue, while the students

repeat it together, and then she give the meaning of the dialogue.

2. The Result of Observation

This observation was conducted in order to know the teaching

learning process directly before implementing the Classroom Action

Research (CAR). Based on the observation notes conducted on Monday,

10th

January 2011 at 12.30, it was known that in teaching speaking at the

VII-2 grade students of SMPN 251 in the 2010/2011 academic year, the

teacher used dialogue-based learning technique, in which she gave

students dialogue and asked students to read the dialogue and then

perform in the front of the class in pair. In this case, students only read a

dialogue, give it meaning and then perform with their partner. They have

never told the usage of expressions they are practicing. Furthermore,

students have never been given chances to expose their ability to speak

and to develop a more communicative conversation using their own way.

(see appendix 8 for more detail)

The use of strategy like this would be an ongoing problem for

students in learning and understanding oral English usage. Moreover,

students whose vocabulary were limited which unable them to say

anything to communicate. It brings about silent toward student and is

lacking in speaking ability primarily in using expression likely in real

communication.

3. The Result of Questionnaire

The questionnaire was conducted to know the students‟ response in

teaching learning process, the students‟ result of speaking activity, and

the solution of the problem in teaching speaking.

Based on the result of questionnaire before the implementation of

CAR, the writer likes to give some explanations: from the first statement

they are 30 (78.94%) students did not feel satisfied with their score and

only 8 (21.05%) students who feel satisfied. The statement number 2,

33

showed only 10 (26.31%) students who like to learn English speaking

and 28 (73.68%) students did not like to learn English speaking. Relating

to the statement number 3, 30 (78.94%) students did not feel motivated in

learning English speaking, it means that only 8 (21.05%) students who

feel motivated in learning English speaking. In statement number 4, 32

(84.21%) students feel difficult in speaking English and 6 (15.78%)

students feel easy in speaking English. Then, in the statement number 5,

12 (31.57%) students said that the sentences were thought is suitable in

their daily life, and 26 (68.21%) students said the sentences were thought

did not suitable in their daily life. The response for the statement number

6, showed that only 8 (21.05%) students used their opportunity to asked

the question, and 30 (78.94%) students did not use their opportunity to

asked the question. In the statement number 7 to 8, showed that 38

(100%) students did not feel that the teacher gave opportunity to the

students to do an exercise in English speaking especially in giving

interpersonal response, and 38 (100%) students seldom used English

language in speaking class. For the statement number 9 to 10 the students

leave it in the blank because the Classroom Action Research have not

implemented yet. (See appendix for detail result of questioner)

Related to the result of questionnaire, it could be concluded that the

students‟ activity and motivation in learning English speaking is still low,

there also needed to improve the students‟ positive response after the

implementation of the action. Therefore the CAR was done.

4. The Result of Pre Test

The pre-test was conducted on the 17th

and 20th

January 2011 to

measure students‟ speaking ability at first, and it was done before

implementing Classroom Action Research.

At pre-test, the students‟ speaking ability was not so good. It could

be seen from the table list here in test speaking evaluation.

34

Table 4.1

The Students’ Speaking Score of Pre-Test

No Name Pron Grammar Vocab Fluency Compre Score

1 Adinda Chaerunissa 3 2 2 3 2 48

2 Adis Risjayanto 3 2 2 2 2 44

3 Ahmad Rosadi 2 2 2 2 2 40

4 Andreas Vido Novian 2 2 2 2 2 40

5 Apri Yandi Ahmat.S 2 2 2 2 2 40

6 Arief Priambodo 2 2 2 2 2 40

7 Astatantica Belly. S 3 3 4 3 4 68

8 Ayu Randri Vella.W 2 2 2 2 2 40

9 Bagas Pebrianja 2 2 2 2 2 40

10 Baskoro Hary.W 3 2 2 2 2 44

11 Deni Muhammad 2 2 2 2 2 40

12 Dita Ryani 3 2 2 2 2 44

13 Elisa Maharani. R 3 2 2 3 2 48

14 Faisal Erpan. S 2 2 2 2 2 40

15 Gadis Anggia Citra.N 3 4 3 2 4 68

16 Halwiyah Oktavia 2 2 2 2 2 40

17 Hendra Gunawan 2 2 2 2 2 40

18 Humaira Kusuma. A 3 3 3 4 4 68

19 Marhaeni Riska. H 3 3 3 4 4 68

20 Mochamad Rifqi 2 2 2 2 2 40

21 Muchamat Suryanto 2 2 2 2 2 40

22 Muhammad Bramantyo 2 2 2 2 2 40

23 Muhammad Iqbal 2 2 2 2 2 40

24 Nina Richi Karlina 2 2 2 2 2 40

25 Pradini Yuliasari 2 2 2 2 2 40

26 Raynor Maulana 3 4 3 3 4 68

27 Renny Mardiah 3 2 2 2 2 44

28 Rijal Astian Hadly 2 2 2 2 2 40

29 Rizki Pratama. S 2 2 2 2 2 40

68 Rosyid Nur Iman 2 2 2 2 2 40

31 Selly Octaviani 2 2 2 2 2 40

32 Siti Aisah Oktavianti 2 2 2 2 2 40

33 Sulastri Ayu Lestari 2 2 2 2 2 40

34 Vinadwirani Vicom. F 4 4 3 3 4 72

35 Wahyu Saputro 2 2 2 2 2 40

36 Winda Pratiwi 3 3 4 3 4 68

37 Yesi Adila 3 3 4 3 4 68

38 Yudha Ari Setyawan 2 2 2 1 1 32

Total 1772

Student who pass the KKM

35

Based on the data above, the writer highlited the students who

passed KKM (65), and to get the result of pre-test, firstly, the writer

calculated the mean score by employing the formula that has already

been previously pointed out.

X = 𝑥

𝑁

X =1772

38

X = 46.63

Next, to know the class percentage that passed the target score of

minimal mastery level criterion- Kriteria Ketuntasan Minimal (KKM)

the writer used the following formula:

P =F

Nx100%

P =8

38x100%

P = 21.05%

Based on the result of pre-test, the data showed that the mean score

of pre-test was 46.63. There were only eight students or 21.05% of

students who got the score passed the minimal mastery level criterion

(KKM).

After analyzing the result of pre-test, it could be concluded that

most of the students at VII-2 class of SMPN 251 had difficulty in

speaking ability. So, it needs to find out the solution to overcome this

problem. Here the writer used „Role Play‟ technique in every cycle of

Classroom Action Research to overcome the problem and to develop

students‟ speaking ability.

36

B. The Implementation of the Action

1. Cycle 1

a. Planning

In this phase the writer and the teacher arranged the lesson plan that

included competition standard and selected the appropriate material. The

lesson plan was focused in giving interpersonal response, and there are

two lesson plans in cycle one, the topics are “what do you want to be?”

and “ordering food”. These topics discussed about asking and giving

opinion, and asking and giving for service. The writer also prepared role

card, camera, laptop, and field notes.

b. Acting

Acting phase is the implementation of the planning phase that has

been planned by the teacher and the researcher as well. Here, the writer

acted as the teacher who did the action by teaching students at first grade

of SMPN 254 Jakarta used role play technique. The acting in the first

cycle was done on January 24th

and 27th

2011. In teaching the lesson, the

researcher used three phase techniques; a technique that contains about

three phases, those are: pre teaching activity, while teaching activity, and

post teaching activity. In this acting, the writer tried to integrate students

to participate in the classroom activities. In detail, the writer presented in

the following action:

First meeting

Asking and giving opinion

Day/date: Monday, January 24th

2011

i. Pre teaching activity

The writer opens the class by saying greeting and asking students‟

condition. Besides, she also asked students‟ readiness to learn.

ii. While teaching activity

In the while teaching activity, the writer introduced role play

technique in teaching English by using the topic that has been

37

determined, then the writer gave a dialogue which expressed asking and

giving opinion, after the writer reads the dialogue which repeated by

students together, the writer asked the students to practice the dialogue in

pair, then she give lists new vocabularies for students, after that she

explained the expression asking and giving opinion.

To ensure students understanding of the materials, the writer

trained students by giving a role card, in role card the writer only give a

situation and what the students will be, such as:

- One student become a little sister, and just bought a new T-shirt

yesterday.

- She/he ask opinion to the another student who becomes a big sister

about the new T-shirt.

- The big sister thinks that the T-shirt is nice. It suits on you.

- But, another student who becomes brother come and thinks that the T-

shirt is not good on little sister.

- A little sister sad and ask the reason to brother why he said that?

After the students got a role card the writer asked the students to

make a group, then she gave a time for students to discuss together what

they may say, and next the writer let them all try out the role play

privately, before calling on one or two group to act out in front of the

class.

iii. Post teaching activity.

Before closing the class, firstly the writer asked students difficulties

during the teaching and learning process. If it might there some questions

concerning with the materials, the writer will a bit explain and give the

answer. Some advices were given to students to motivate them to always

practice their English. While to close the class, the teacher closed it by

saying greeting or salam.

38

Second meeting

Asking and giving for service

Day/date: Thursday, January 27th

2011

i. Pre teaching activity

The writer opens the class by saying greeting and asking students‟

condition. Besides, she also asks students‟ readiness to learn.

ii. While teaching activity

In this meeting the writer explained the expression asking and

giving service firstly, then she used scripted role play in teaching

learning activity, a scripted role play is about activity in restaurant such

as:

Waitress : good afternoon. Can I help you?

Riki : good afternoon. Yes I‟d like fried chiken with fries and

coke, please.

Waitress : would you like a regular or large coke?

Riki : regular, please.

Waitress : would you like anything else?

Riki : yes, I‟d like an ice cream please.

Waitress : what flavour would you like?

Riki : chocolate, please.

Waitress : Ok.

In scripted role play one student played a role as waitress, and the

other one as Riki, after that to ensure the students understanding they

should improve the conversation by using their own word, they could

change a sentence or add a conversation, then the writer asked them to

act out in front of the class.

iii. Post teaching activity.

The writer asked students‟ difficulties of the material during the

learning process. She also gave feedback concerning with the students‟

work. The last, she closed the class by saying salam.

c. Observing

In observing phase the teacher as an observer observed the

students‟ response, participation, achievement and everything which

39

were found during the teaching and learning process, she also observed

the teacher‟s activity. In order to make this phase real and concrete, the

observer also takes observation note in order to know how far the

technique influence students‟ speaking ability in classroom. Based on the

observation note that has been taken, some of students did not pay

attention to the instruction and the students look like confused in doing a

role play activity. The classroom condition was still uncontrolled yet,

there were still some trouble makers who disturbed the other students

while the learning process was processing. The observer then suggested

the teacher to clarify the instruction, and give more explanation and

example in role play activity, if the teacher still cannot control students,

the observer suggested her to give punishment. (See appendix for detail

result of observation)

d. Reflecting

In this phase the writer and the teacher discussed the strengths and

the weakness of the actions and the first post-test. Based on data that

have been collected and analyzed by the teacher and the researcher, it

was found that students‟ grammar and pronunciation are still low in

speaking, because they are clearly need to practice orally not only in the

form written, the students also still confused to speak English before

they write what they want to say, so the teacher should give more

attention and exercise to the students in order to make them braver and

more confident to speak English, the teacher also needed to improve her

class and time management in teaching. (see appendix 8 )

From the result of first post-test, it showed that only sixteen

students (42.1%) who had passed the target score of the minimal mastery

level criterion (KKM). So, the teacher and the researcher still needed at

least thirteen students (34.21%) who could pass the KKM since the target

of action success was 75% students passed the minimal mastery level

criterion (KKM).

40

Since both the observation and the test result indicated that the

action in first cycle did not achieve the action success yet, so the teacher

and the writer had to move to the next cycle.

2. Cycle 2

a. Planning

The cycle 2 was carried out to solve the problems that had been

found in cycle 1, which were students still low in speaking ability,

especially to speak spontaneously. In this phase the writer and the teacher

arranged the new lesson plan that included competition standard and

selected the appropriate material. There were not significant differences

with the previous lesson plan. The material still related to giving

interpersonal response but the topics are “favorite food” and “our new

teacher” and these topic discussed about expressing like and dislike, and

asking and giving clarification.

b. Acting

The action of the cycle 2 was done on February 10th

, 14th

2010.

The action was done based on the lesson plan. In cycle two, the writer

would teach students by using the same technique. Here, the writer

wished to have more development of students speaking score than in

previous section.

Here are the actions:

First meeting

Expressing like and dislike

Day/date: Thursday, February 10th

2011

i. Pree teaching activity

The writer started the class by saying salam, asked students‟

condition, and asked students favorite food and favorite drink, and a

small discussion was needed to give students opportunities to share their

experience.

41

ii. While teaching activity

Related to the theme that was made, the writer gave the material to

students about expressing like and dislikes such us:

Likes Dislikes

I like/Love.... (I‟m afraid) I don‟t like......

I really enjoy... I (really) hate

After the teacher explained expressing like and dislike by using

example to the students. The writer read scripted roles play which is

expressing like and dislike:

Baim : where are you going Febi?

Febi : oh, I‟m going to the canteen.

Baim : can I join?

Febi : sure. Let‟s go.

Baim : anyway, what’s your favorite food?

Febi : I love fried noodle so much, but I can’t stand with fried prawn,

I’m allergy. What about you, Baim?

Baim : I see. Well I enjoy vegetables soup and I hate nuts.

After that the writer gave a new vocabulary to the students, and

then the writer asked the students to repeat the dialogue after the writer

read it for them. Next the writer invited two students to perform the

dialogue in front of the class, one student became Baim, and other

student became Febi. It has aim to give the example of dialogue that

could be used for the next activity. However, the writer did not write the

dialogues on the whiteboard in order that the students did not copy the

dialogues.

To ensure the students understanding of the material, the writer

asked them to use their imagination and their ability to create the

dialogue which is expressing like and dislike on their own way, then they

had to act out in front of the class.

iii. Post teaching activity.

Before closing the class, firstly the writer asked students difficulties

during the teaching and learning process. If were some questions

concerning with the materials, the writer would give a bit explanation

42

and the answer. Then the writer called the students‟ name to ensure that

they attended the class. After finishing it, she closed the class by saying

salam.

Second meeting

Asking & giving clarification

Day/date: Monday, February14th

2011

i. Pre teaching activity

The writer started the lesson by giving warming up to the students

to make them focused on the topic. The writer asked some questions to

motivate students to speak, and that questions were related to the topic.

ii. While teaching activity

In this meeting the writer used unscripted role play, firstly the

writer explained asking and giving clarification by using example in

dialogue which is expressed asking and giving clarification such as:

Baron, Dedi, and Arul are having lunch in the canteen.

Baron : Our new English teacher just came from Cambridge. His

name is Jhonathan.

Arul : Is that right?

Dedi : Yes, that right.

Baron : I heard he is a baseball coach too.

Arul : Really? I don‟t know how to play baseball.

Dedi : Don’t you?

Arul : No, I don’t. Maybe I should join the baseball club.

Baron : Yes, I think should.

After that she gave the students the vocabulary items and

expressions related to the material, then the writer, the teacher, and a

volunteer from one of the students performed a dialogue above. After

that the writer gave unscripted role play to the students such as:

Your brother met your favorite actor in the mall.

He told you when he came home.

You didn‟t believe it and wanted to ask for clarification.

What would both of you say?

43

After the students got unscripted role play the writer asked the

students to make a pair, then she gave a time for students to discuss

together what they may say, and next the writer let them all try out the

role play privately, before calling them to act out in front of the class.

iii. Post teaching activity.

Before closing the class, firstly the teacher asked students

difficulties during the teaching and learning process. If were there some

questions concerning with the materials, the teacher would give a bit

explain and the answer. Then the teacher calls the students‟ name to

ensure that they attend the class. After finishing it, she closed the class by

saying salam.

c. Observing

Generally, there were significant developments of the acting phase

in second cycle. From the observation note that has been taken by the

observer the writer performance in teaching English has implemented the

technique a bit better than in first cycle, she didn‟t speak too fast

anymore while explaining the material, the management class and time

was good enough. The classroom situation controlling also can be

handled by her, so when students playing a role play, overall students

looked more enthusiastic in doing role play activity than before. The

students also looked braver and more confident to speak English. They

competed to be volunteers when the writer asked them to speak or

answer the questions.

d. Reflecting

From the observation data and the post test result of cycle 2. The

writer and the teacher felt satisfied to the action research result, because

the implementation of role play technique in teaching English especially

teaching speaking showed amount changes than cycle 1. From the result

of post-test 2, it showed that thirty two students (84.21%) who passed the

target score of minimal mastery level criterion (KKM). So, it met the

44

requirement of action success which was 75% students passed the

minimal mastery level criterion (KKM) students in the score of 65.

Beside that based on the observation data, the students were braver,

more confident, easier to understand English speaking, and easier to use

grammatical rules and vocabulary items that they have possessed to

speak English fluently and correctly. Now they also are able to use

language for communication, especially for speaking. When the writer

met the students outside the class, she invited them to speak English with

her, and they were able to respond fluently and correctly, although

sometimes some students still made a few mistakes, such as in using

correct tenses. However, the writer has reached the goal that is the

students are able to use English as a means of communication. So, it

means that the researcher and the teacher didn‟t need to move to the next

cycle.

The following is the schedule of the Classroom Action Research:

Table 4.2

Schedule of the Research

No Activities

Month and Week

January February March

1 2 3 4 1 2 3 4 1 2 3

1 Interview X

2 Observation X X

3 Instrument X X

5 Cycle I X X

6 Cycle II X X

7 Report X X X

C. The result of Post-Implementation of the Action

1. The Result of Post Test I

To know the result of students‟ speaking of first post-test we can

see from the table here:

45

Table 4.3

Students‟ 1st Post Test Score

No Name Pron Grammar Vocab Fluency Compre Score

1 Adinda Chaerunissa 3 3 3 3 3 60

2 Adis Risjayanto 4 3 3 3 4 68

3 Ahmad Rosadi 3 3 3 3 3 60

4 Andreas Vido Novian 3 2 2 3 3 52

5 Apri Yandi Ahmat.S 3 2 2 3 3 52

6 Arief Priambodo 3 2 2 3 3 52

7 Astatantica Belly. S 3 4 4 4 4 76

8 Ayu Randri Vella.W 3 4 3 3 4 68

9 Bagas Pebrianja 3 2 3 3 2 52

10 Baskoro Hary.W 3 4 3 2 2 56

11 Deni Muhammad 3 3 3 3 3 60

12 Dita Ryani 3 3 3 3 3 60

13 Elisa Maharani. R 4 4 3 3 4 72

14 Faisal Erpan. S 3 2 2 3 3 52

15 Gadis Anggia Citra.N 3 4 4 3 4 72

16 Halwiyah Oktavia 3 3 3 3 3 60

17 Hendra Gunawan 3 3 3 3 3 60

18 Humaira Kusuma. A 3 3 4 3 4 68

19 Marhaeni Riska. H 3 3 3 4 4 68

20 Mochamad Rifqi 3 3 3 3 3 60

21 Muchamat Suryanto 3 3 3 3 3 60

22 Muhammad Bramantyo 3 3 3 3 3 60

23 Muhammad Iqbal 3 3 3 3 3 60

24 Nina Richi Karlina 3 3 3 3 4 64

25 Pradini Yuliasari 3 4 3 3 4 68

26 Raynor Maulana 3 4 4 3 4 72

27 Renny Mardiah 3 4 3 3 4 68

28 Rijal Astian Hadly 3 2 2 3 3 52

29 Rizki Pratama. S 4 3 3 3 4 68

30 Rosyid Nur Iman 3 3 3 4 4 68

31 Selly Octaviani 3 3 3 4 4 68

32 Siti Aisah Oktavianti 4 3 3 4 4 72

33 Sulastri Ayu Lestari 3 4 3 3 4 68

34 Vinadwirani Vicom. F 4 3 4 4 4 76

35 Wahyu Saputro 3 3 2 3 2 52

36 Winda Pratiwi 3 3 3 3 4 64

37 Yesi Adila 3 3 3 3 4 64

38 Yudha Ari Setyawan 3 2 2 2 2 44

Total 2376

Student who pass the KKM

46

From the table above, the writer could calculates the mean of

students‟ score, the percentage of the students who pass the minimal

mastery level criterion (KKM), and the improvement of students‟ score

in speaking from the pre-test to the first post-test.

The mean score derived from the following formula:

X = 𝑥

𝑁

X =2376

38

X = 62.52

Then, to know the class percentage that passed the minimal

mastery level criterion Kriteria Ketuntasan Minimal (KKM) the writer

used the following formula:

P =F

Nx100%

P =16

38x100%

P = 42.1%

Finally, to know whether students improve their score or not the

writer used the following formula:

%1001

y

yy

%10063.46

63.4652.62

%07.34

So, based on the calculation, the writer knew that the mean of

students at first cycle is 62.52. The improvement of students‟ score of

speaking from pre-test to post-test is 34.07%, and the improvement is

still not enough yet, since the target of action success was 75% passed

the minimal mastery level criterion (KKM) students, here the students

who passed the minimal mastery level criterion (KKM) only sixteen or

42.1%.

47

2. The Result of Post Test II

To know the result of students‟ speaking of second post-test we can

see from the table here:

Table 4.4

Students‟ 2nd

Post Test Score

No Name Pron Grammar Vocab Fluency Compre Score

1 Adinda Chaerunissa 4 3 4 4 3 72

2 Adis Risjayanto 4 4 3 3 3 68

3 Ahmad Rosadi 4 3 4 3 3 68

4 Andreas Vido Novian 4 3 4 3 3 68

5 Apri Yandi Ahmat.S 3 3 3 2 3 56

6 Arief Priambodo 3 3 3 3 2 56

7 Astatantica Belly. S 4 4 4 4 4 80

8 Ayu Randri Vella.W 4 3 4 3 3 68

9 Bagas Pebrianja 3 3 3 2 2 52

10 Baskoro Hary.W 3 4 3 2 2 56

11 Deni Muhammad 4 3 4 4 3 72

12 Dita Ryani 4 4 4 3 3 72

13 Elisa Maharani. R 4 3 4 3 3 68

14 Faisal Erpan. S 3 3 3 2 2 52

15 Gadis Anggia Citra.N 4 4 4 4 3 76

16 Halwiyah Oktavia 4 4 3 3 3 68

17 Hendra Gunawan 4 4 3 3 4 72

18 Humaira Kusuma. A 4 4 4 4 4 80

19 Marhaeni Riska. H 4 4 4 4 4 80

20 Mochamad Rifqi 4 3 4 4 3 72

21 Muchamat Suryanto 4 4 3 3 3 68

22 Muhammad Bramantyo 4 3 3 3 4 68

23 Muhammad Iqbal 4 4 3 3 3 68

24 Nina Richi Karlina 4 4 4 3 3 72

25 Pradini Yuliasari 4 4 3 3 4 72

26 Raynor Maulana 4 4 4 4 4 80

27 Renny Mardiah 4 4 4 4 4 80

28 Rijal Astian Hadly 3 3 4 3 4 68

29 Rizki Pratama. S 4 4 4 4 3 76

30 Rosyid Nur Iman 3 4 4 3 3 68

31 Selly Octaviani 4 3 4 3 3 68

32 Siti Aisah Oktavianti 4 4 4 3 4 76

33 Sulastri Ayu Lestari 4 4 3 3 3 68

34 Vinadwirani Vicom. F 4 4 4 4 4 80

35 Wahyu Saputro 3 4 3 3 4 68

36 Winda Pratiwi 3 4 4 3 3 68

48

37 Yesi Adila 3 3 4 3 4 68

38 Yudha Ari Setyawan 3 3 3 2 3 56

Total 2628

Student who pass the KKM

At the second cycle of CAR, the writer calculated mean of

students‟ score, the percentage of the students who pass the Minimum

Mastery Criterion (KKM), and the improvement of students‟ score in

speaking from the pre-test to the second post-test.

First, calculating the mean of students in the second post-test result:

X = 𝑥

𝑁

X =2628

38= 69.15

Second, the percentage of students who pass the Minimum Mastery

Criterion (KKM):

F

P = X 100%

N

32

P = X 100%

38

= 84.21%

Third, the students‟ score improvement from the pre-test to the

second post-test:

%1002

y

yy

%10063.46

63.4615.69

%29.48

From the calculation, the writer found that the mean of the

students‟ second post-test result is 69.15, it also showed that thirty two

students (84.21%) who passed the minimal mastery level criterion

(KKM). Furthermore the whole of students score mean improvement

49

from the pre test to second post-test would be 48.29%. So, it means the

action has met the requirement of action success which was 75% students

passed the Minimum Mastery Criterion (KKM) in the score of 65. In this

case, those scores showed the successful of the classroom action research

toward students of first grade of SMPN 251.

From all the calculation above, the writer could interpret the result

after the implementation of Classroom Action Research from cycle I up

to cycle II. It could be seen from the result of pre-test, post-test I and

post-test II. Here the writer describes the result from pre-test, post-test I

and post-test II through diagram below:

Figure 4.2

Students’ Score mean improvement

0

10

20

30

40

50

60

70

pre-test 1st Post-test 2nd Post-test

46.63

62.569.15

50

Figure 4.3

Students’ score class percentage who passed KKM

Before the implementation of role play technique in developing

students‟ speaking ability, the writer gained the data from the result of

pre-test. In the pre-test, the mean score of the class before

implementation the action was 46.63. Furthermore, the writer calculated

the percentage of students‟ speaking score in order to know the students

who pass the KKM. In pre-test, it is could be seen, the percentage which

passed the KKM was about 21.05%. It means there are eight students

who passed the KMM (65) and there are thirty students who get the score

below the KKM.

So, after the writer calculated the result of pre-test, the writer

conducted action research that applying the role play technique in

improving students‟ speaking ability then the writer identified and

calculated the result of post-test 1. The mean score of students in post-

test 1 is 62.52. It means the students‟ improvement was 15.89 (62.52 –

46.63) or 34.07%. Furthermore, the percentage of student who passed the

KKM is 42.1%. It is showed there were sixteen students who passed the

KKM and there are twenty two students were below the KKM.

0,00%

20,00%

40,00%

60,00%

80,00%

100,00%

pre-test 1st Cycle 2nd Cycle

21.05%

42.1%

84.21%

51

Next, after the writer conducted the cycle 2, she does post-test 2 in

order to know the improvement students speaking ability in cycle 2. The

mean score of students in post-test 2 is 69.15, and the improving

students‟ score from post-test 1 to post-test 2 is 6.63 (69.15-62.52).

Furthermore, it can be seen that the improvement students speaking

ability from pre-test, to post test 2 is 22.52 (69.15- 46.63) or 48.29%.

Then, from the percentage of the students who passed the KKM in post-

test 2 is 84.21%, there were thirty two students who passed the KKM and

six students are below the KKM, so it has met a criterion of the action

success.

3. The Result of Questionnaire

Based on the result of questionnaire after the implementation of

CAR, the writer likes to give some explanations: from the first statement

they are only 6 (15.78%) students did not feel satisfied with their score

and 32 (84.21%) students who feel satisfied. The statement number 2

showed 30 (78.94%) students who like to learn English speaking and 8

(21.05%) students did not like to learn English speaking. Relating to the

statement number 3, only 2 (5.26%) students did not feel motivated in

learning English speaking, it means that 36 (94.73%) students who feel

motivated in learning English speaking. In statement number 4, only 9

(23.68%) students feel difficult in speaking English and 29 (76.31%)

students feel easy in speaking English. Then, in the statement number 5,

36 (94.73%) students said that the sentences were thought is suitable in

their daily life, and 2 (5.26%) students said the sentences were thought

did not suitable in their daily life. The response for the statement number

6 showed that 35 (92.10%) students used their opportunity to ask the

question, and only 3 (7.89%) students did not use their opportunity to ask

the question. In the statement number 7 to 8, showed that 38 (100%)

students feel that the teacher gave opportunity to the students to do an

exercise in English speaking especially in giving interpersonal response,

52

and 38 (100%) students usual used English language in speaking class.

For the statement number 9, 36 (94.73%) students felt their speaking

ability in giving interpersonal response was better than before the

implementation of role play technique, and only 2 (5.26%) students did

not felt better. The last statment showed that 38 (100%) students thinks

role play technique could help the students in learning English speaking.

(See appendix for detail result of questioner)

Related to the result of questionnaire after implementation of role

play activity it can be concluded that most of the students gave a positive

response in their speaking teaching-learning process, so from all the data

above, it shows that applying role play technique can develop students‟

speaking ability significantly, besides the students also became more

actively in teaching learning process and the writer can stop the cycle.

4. The Result of Interview

Unstructured interview was conducted on Thursday, March 3rd

2011. This interview did after finishing the second cycle. Based on the

teacher answer within the interview, that the general students‟ conditions

in speaking class during implementing the action were better than before.

In this sense, they looked enthusiast and felt easier to speak using role

play technique. The students‟ participation was good because the activity

in the classroom involved the students. The teacher also said that role

play was a good technique in teaching speaking. It could be an effective

way to help the students‟ speaking. Beside it might be able to develop the

students‟ speaking ability, it also could be an alternative strategy and

could motivate the English teacher to use it. (See appendix for detail

result of interview)

From the explanation above, it could be drawn the general

conclusion from the post interview that the teacher gave a positive

response toward the implementation of role play technique.

53

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of data analysis, the writer inferred that teaching

English by using role play can improve students’ speaking ability. It can be

proved through several data such as; pre-test and post-test. The result of pre-test

shows that the students’ mean score is only 46.63, and in post-test 1 the students’

mean score is 62.52, and in post-test 2 the students’ mean score is 69.15 with

84.21%, students who passed the KKM, so it was showed the significant

improvement in teaching speaking by using role play technique. Moreover by

implementing role play in teaching speaking the students have chance to be active

and cooperative in speaking activity, role play has various activities that can be

effective to teach students in big class, it is supported from the observation and

questionnaire data.

54

B. Suggestion

The writer would like to give some suggestions for teachers and the

studens. First, that the English teachers could implement the role play technique

as an alternative strategy in teaching speaking. Second, it is recommended that the

students use role play technique as one of their learning strategies to practice and

improve their speaking ability in giving interpersonal response which can be done

in their extracurricular activities.

55

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