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Nurina Permata Sari-Fitk PDF
Nurina Permata Sari-Fitk PDF
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers Training in a Partial Fulfillment of the
Requirements for the Degree of Strata 1 (S.Pd) in English Language Education
By:
106014000418
JAKARTA
2011
IMPROVING STUDENTS'SPEAKING ABILITY
BY USING ROLE PLAY
(A ClassroomAction Researchat VII Gradeof SMPN251Jakarta-Timur)
A "Skripsi"
to the Facultyof TarbiyahandTeacher'sTrainingin a Partial
Presented
for the Degreeof Strata1 (Bachelorof Art) in
Fulfillmentof the Requirements
English LanguageEducation
I By:
F
i
NurinaPermataSari
NIM: 106014000418
Approved by
Advisor
JAKARTA
20ll
ENDORSEMENT SHEET
Jakarta,2TJuni2}ll
EXAMINATION COMMITTEE
S.Pd.
SECRETARY : NenengSunengsih"
1999032 00r
NrP. 1973062s
2. Dr. M. Farkhan.M.Pd
NrP. 19650919200003r 002
Acknowledged bY:
Dean of Tarbiyah and Teachers'Training Faculty
KEMENTERIAN AGAMA
UNIVERSITAS ISLAM NEGERI (UIN)
SYARIF HIDAYATULLAH JAKARTA
slimrf r;r:;i;r ;i;;i ;1.#rlr
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. HuandaNo.95 Telp: ( 62-21)7443328,7401925
Ciputat 15142 Email:uinikt(?cabi.net.id
Sayayangbertandatangandi bawahini:
Nama : Nurina PermataSari
N IM : 1 0 6 0 1 4 0 0 0 418
Fakultas/Jurusan:
Ilmu TarbiyahdanKeguruan/Pendidikan
BahasaInggris
Bermaksudmerubahjudul skripsisayayangpadaawalnyaberjudul:
DEVELOPING STUDENTS' SPEAKING ABILITY BY USING ROLE
PLAY (ClassroomAction Researchat VII Grade of SMPN 251 Jakarta-
Timur)
padajudul tersebut,makasayamerubahjudul
Karenaterdapatsuatupermasalahan
sayamenjadi:
IMPROVING STUDENTSO
SPEAKINGABILITY BY USING ROLE PLAY
(ClassroomAction Researchat at VII Gradeof SMPN 251Jakarta-Timur)
Mengetahui,
asibuan,M.Ed.
KEMENTERIAN AGAMA
UNIVERSITAS ISLAM NEGERI (UIN)
SYARIF HIDAYATULLAH JAKARTA
&yhV.lFrll*ilil ttt tt. t.A,t43'{AAI k
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Huanda No. 95 T elp: ( 62-2r) 7443328,7401925
Cioutat15142 Email: uinikt(ilabi.ryLjd
dengansungguh-sungguhbahwa:
Menerangkan
hasilpenelitiansendiri
1. Skripsiyangsegeradiujikanini adalahbenar-benar
(bukanbarangj ipl akan/plagiat)
2. Apabila dikemudian hari terbuktil dapat dibuktikan skripsi ini hasil
jiplakan/ plagiat,maka sayaakan menanggungresiko diperkarakanoleh
FakultasIlmu TarbiyahdanKeguruanUIN Syarif HidayatullahJakarta.
Jakarta,7 Juni20II
ACKNOWLEDGEMENT
i
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 writers friends in Cijantung, Ciputat, and
Tasikmalaya, and the writers 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.
The Writer
ii
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.
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.
iii
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.
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.
iv
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
v
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
vi
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
REFERENCES ................................................................................................... 55
APPENDICES .................................................................................................... 57
vii
LIST OF TABLES
viii
LIST OF FIGURES
ix
LIST OF APPENDICES
x
CHAPTER I
INTRODUCTION
1
Julian Edge, Essential of English Language Teaching, (New York: Longman,1993), p. 25
1
2
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:
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).
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.
CHAPTER II
THEORETICAL FRAMEWORK
A. SPEAKING
1. The understanding of speaking
Speaking is significant to an individuals 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 Teachers Guide, (Oxford: Blackwell Publishing, 2003), p. 133
6
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.
3
AS Hornby, Oxford Advance Learners 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 speakers 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
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 other 7 . 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 hotel 8. 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.
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 classmates 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 elses) 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.
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.
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.
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
19
Adrian Doff, Teach English: A Training Course for Teachers trainers 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
21
Donn Byrne,Teaching Oral English: Longman Handbooks for English Teacher,
(Singapore: Longman Groups, 1986) p. 122-123 Page 25
18
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
23
Adrian Doff, Teach English: A Training Course for Teachers trainers 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
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.
Planning Observing
Reflecting
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.
22
23
Figure 3.1
Kurt Lewins Action Research Design
Acting Observing
CYCLE 1
Planning Reflecting
Acting Planning
CYCLE 2
Observing Reflecting
Based on the Kurt Lewins 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
Planning Acting
After interviewing the writer, observing The writer implements the lesson plan
the class, and holding the pretest, then the that has been made; that is teaching
teacher & the writer collaborate to prepare speaking in giving interpersonal
the instruments such as: lesson plan, response by using role play
observational guidelines, and the posttest
Reflecting Observing
The teacher observes the teaching
The teacher and the writer discuss about
learning process in the classroom. It
the result of the implementation role play
includes the writers performance, the
in the action. Then, they prepare the new
class situation, and the students
lesson plan for the next cycle and for
response. Meanwhile, at last of cycle 1
post-test II in order to know the
the students are given the posttest 1.
improvement of students score and to
Furthermore, the teacher computes the
solve the problem unfinished yet.
students speaking score result to find if
there some students improvement
scores from the pretest or not.
CYCLE 2
Planning Acting
The teacher and the writer collaborate to The writer implements the new lesson
prepare some instruments such as: the new plan; that is teaching speaking in giving
lesson plan (with some modifications of interpersonal response by using role
role play strategy), observational play.
guidelines, and the posttest
Reflecting
Observing
The teacher and the writer discuss about
the result of the implementation of the The teacher observes the writers
modified action. If the Classroom Action performance, the class situation, and the
Research target could not be achieved students response. In the end of cycle
yet, the action would be continued two, the students are given the test
(moved to cycle 3), but if the students (posttest 2). Next, the teacher calculates
test result has completed the criterion of the students speaking score result all at
the action success, the cycle would be once the students improvement score
stopped. from the previous test.
25
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, teachers 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
teachers 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 followed 2
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.
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.
Grammar
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
X=
F
P= X 100%
N
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:
31
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.
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=
1772
X=
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:
F
P = N x100%
8
P = 38 x100%
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. 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 Id 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, Id 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 teachers 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 10 th, 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
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 dont know how to play baseball.
Dedi : Dont you?
Arul : No, I dont. 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 didnt 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 didnt 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
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=
2376
X=
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:
F
P = N x100%
16
P = 38 x100%
P = 42.1%
Finally, to know whether students improve their score or not the
writer used the following formula:
y y
1 100%
y
62.52 46.63
100%
46.63
34.07%
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
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=
2628
X= = 69.15
38
Second, the percentage of students who pass the Minimum Mastery
Criterion (KKM):
F
P= X 100%
N
32
P= X 100%
38
= 84.21%
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
70
69.15
60 62.5
50
40 46.63
30
20
10
0
pre-test 1st Post-test 2nd Post-test
50
Figure 4.3
Students score class percentage who passed KKM
100,00%
80,00% 84.21%
60,00%
42.1%
40,00%
20,00%
21.05%
0,00%
pre-test 1st Cycle 2nd Cycle
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.
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.
53
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.
REFERENCES
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Singapore: Longman Groups, 1986.
Cornbleet, Sandra and Ronald Carter. The Language of Speech and Writing.
London: Routledge Publisher, 2001.
Djamarah, Syaiful Bahri dan Aswan Zain, Strategi Belajar Mengajar. Jakarta: PT
Rineka Cipta, 2006.
Hornby, A.S. Oxford Advance Learners Dictionary. 5th ed. New York: Oxford
University Press, 1995.
55
56
Ladousse, Gillian Porter. Role Play: Resources Books for Teacher Series. New
York: Oxford University Press, 1995.
Livingstone, Carol. Role Play in Language Learning. Burnt Mill: Longman Group
Limited, 1983.
Richards, Jack C. ed. Teaching in Action: Case Studies from Second Language
Classroom. Virginia: TESOL 1998.
<Http://www.professorjackrichard.com/developing-classoom-speaking-
activities.pdf. >It was retrieved on 04 Oktober 2010.