USING ROLE PLAY TO IMPROVE STUDENTS’

SPEAKING ABILITY
(A Classroom Action Research With Eighth Grade Students of MTs.NU
05 Sunan Katong Kaliwungu in the Academic Year of 2014/2015)

THESIS
Submitted in Partial Fulfillment of the Requirement for the Degree of
Bachelor of Education in English Language Education

By

NINING HIDAYATI
113411133

ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY

WALISONGO STATE ISLAMIC UNIVERSITY
SEMARANG
2015
 THESIS PROJECT STATEMENT

I am, the student with the following identity:

Name : Nining Hidayati

Student’ number : 113411133
Department : English Education

certify that the thesis entitled:

USING ROLE PLAY TO IMPROVE STUDENTS’

SPEAKINGABILITY
(A Classroom Action Research with eighth Grade Students of
MTs. NU 05 Sunan Katong Kaliwungu in the Academic Year of
2014/2015)

The whole of this thesis is definitely my own work, except certain

parts that the sources are referenced.

Semarang, July25th 2015

TheWriter,

NINING HIDAYATI
NIM. 113411133

ii
 KEMENTERIAN AGAMA RI
UNIVERSITAS ISLAM NEGERI WALISONGO
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Prof. Dr. Hamka (Kampus II) Ngaliyan Semarang

RATIFICATION
Thesis with the following identity:
Tittle : USING ROLE PLAY TO IMPROVE STUDENTS’
SPEAKING ABILITY (A Classroom Action
Research with eighth Grade Students of MTs.NU
05 Sunan Katong Kaliwungu in the Academic
Year of 2014/2015)
Name of Student : Nining Hidayati
Student Number : 113411133
Department : English Education
had been ratified by the board of examiner of Islamic Education and
Teacher Training Faculty of Walisongo State Islamic University and can
be received as one of any requirement for gaining the Bachelor Degree in
English Education.
Semarang, November 27th2015
The Board of Examiners
Chair Person, Secretary,

Nadia Makmun,M.Pd Drs.H.AbdulWahid.M.Ag

Nip:19781103 200701 2 016 Nip:19691114 199403 1 003
Examiner I Examiner II

Siti Tarwiyah, M.Hum SayyidatulFadhilah,M.Pd

Nip:19721108 199903 2 001 Nip: 19810908 200710 2 001
Advisor,

Dra. Hj. Ma’rifatulFadhilah, M.Ed.

NIP. 19620803 198903 2 003
iii
iv
 MOTTO

 You’ll never know, until you’ve tried

 Every cloud has a silver line

v
 DEDICATION

I dedicated this thesis to :

 My beloved parents (Bapak Iskandar (Alm)and Ibu Rochyati)
 My beloved husband (Teguh Sucipto )
 My beloved doughters (Shabrina Khairu Zaida and Syifa
Khairun Nisaa’)
 All my friends

Thank you for your love, supports, and prayers.

I love you so much.

vi
 ABSTRACT

Nining Hidayati (Student Number 113411133) USING ROLE

PLAY TO IMPROVE STUDENTS’ SPEAKING ABILITY (A
Classroom Action Research with Eighth Grade Students of MTs. NU
05 Sunan Katong Kaliwungu in the Academic Year of 2014/2015).
Thesis, Semarang: Bachelor program of English language education
of Walisongo State Islamic University, 2015.
Key words: Role Play Technique, Speaking
This study is conducted in order to develop students’ speaking
ability at eighth grade students of MTs. NU 05 Sunan Katong
Kaliwungu through role play activities. This study is related to the
result of apreliminary 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 search (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, post test and questionnaire.
Based on the research conducted in VIII.B class of MTs.NU
05 Sunan Katong Kaliwungu, The writer concluded that role-playing
activity can improve students’ speaking ability showed by the score
they get .Furthermore, from the students’ response toward the
teaching and learning activity during CAR, it is proved that the
response of the students toward the teacher professionalism and their
interest in learning speaking using role play technique is
75.00%and78.57% that means it falls into the strong and very strong
category. It can be concluded that the students like role play
technique. Moreover, the observation checklist showed that the
students seemed braver and more confident in speaking. It proven by
their participation in the class conversations, discussions, perform in
the front of the class ,pronunciation, fluency and feeling confident
about speaking.

vii
 ACKNOWLEDGEMENT

Alhamdulillah, praise be to God, I would like to express my

sincere thanks to Allah SWT, who has given health, blessing,
inspiration, and protection, so finally I can finish my thesis .Shalawat
and Salam for the Prophet Muhammad SAW, who has brought us from
the darkness to the brightness with Islam religion.
The thesis is submitted in partial fulfillment of the
requirement for degree of Sarjana Pendidikan at UIN Walisongo
Semarang. Beside that, this thesis is also hoped to be on of the
guidelines for the readers who wants to improve their English
literature.
It is very difficult to finish the thesis, but because of
assistance guidance, advise, suggestions and encouragement from my
advisor who have helped me in in writing the thesis. Then I would like
to express my sincere thanks for all them :
1. Dr. H. Raharjo, M.Ed.St., as the dean of Tarbiyah Faculty.
2. Dr. H. Muslih MZ, M.A as the Head of English Department.
3. Dra. Hj. Ma’rifatul Fadhilah,M.Ed., as the advisor for her patience
in providing careful guidance, helpful corrections, very good
advice as well as suggestion and encouragement during the
consultation.
4. My beloved family who have always given me their advices,
prays, supports and patients.
5.H. Edy Kustiyono, S. Pd, as headmaster at MTs.NU 05 Sunan
Katong Kaliwungu who had allowed the researcher to carry out
the research in his school.
6.Mr. Supriyadi,S.Pd., as a collaborator in this research.
7. Last but not least, those who can not be mentioned one by one, who
have supported the writer to finish this thesis.
Finally ,the writer realizes that this thesis is far from being
perfect; therefore, the writer will happily accept constructive criticism
in order to make it better. The writer hopes that this thesis would be
beneficial to everyone. Amin

Semarang, July 25th 2015

The Writer,

viii
 TABLE OF CONTENTS

PAGE OF TITLE ........................................................................ i

A THESIS STATEMENT ........................................................... ii
RATIFICATION ......................................................................... iii
ADVISOR APPROVAL………………………………………... iv
MOTTO ...................................................................................... v
DEDICATION ............................................................................ vi
ABSTRACT ................................................................................ vii
ACKNOWLEDGEMENT .......................................................... viii
TABLE OF CONTENTS ............................................................ ix

CHAPTER I INTRODUCTION
A. Background of Study ................................. 1
B. Research Question ....................................... 3
C. Objectives of the Study ............................... 3
D. Significances of the Study ........................... 4
E. Preview Research ………………………… 4
F. Hypothesis ………………………………... 6

CHAPTER II THEORETICAL FRAMEWORK

A. Speaking ...................................................... 7
1. The Definition of Speaking ................... 7
2. The Elements of Speaking .................... 8
a. Pronunciation.................................. 9
b. Grammar......................................... 9
c. Vocabulary ..................................... 10
d. Fluency ........................................... 10

ix
 e. Comprehension………………….. . 10
3. Points to Consider about Speaking ........ 11
a. Clarity ……………………………. 11
b. Variety……………………………. 11
c. Audience and Tone ……………… 11
4. Types of Speaking Activities ………… 12
B. Teaching Speaking ………………………. . 12
1. What is Teaching Speaking ………….. 12
2. Reasons for Teaching Speaking………. 13
3. The Goals of Teaching Speaking……... 14
4. Types of Classroom Speaking
Performance…………………………... 15
5. The Roles of the Teacher during
Speaking Activities …………………... 17
6. The Assessment of
Speaking…………. ............................... 18
C. Role Play………………………………….. 20
1. The Definition of Role Play………….. 20
2. Reasons for Using Role Play ………… 21
3. Types of Roles in Role Play………….. 22
4. Categories of Role in Role Play………. 23
5. Techniques to Control Role Play……... 23
6. The Purpose of Role Play ……………. 24
7. The Significance of Role Play………… 25
D. Teaching Speaking using Role Play………. 25
E. Conceptual Framework …………………… 27

x
CHAPTER III RESEARCH METHODOLOGY
A. The Method of Research.............................. 29
B. The Subject and The Object of Study…….. 31
1. The Subject of Study…………………. 31
2. The Object of Study………………….. . 31
C. The Writer’s Role on The Study ………….. 31
D. The Time and Place of The Study………... 32
E. The Research Design …………………….. 32
F. The Classroom Action Research Procedure . 36
1. Planning Phase………………………... 36
2. Acting Phase ......................................... 37
3. Observing Phase…………………....... . 37
4. Reflecting Phase ……………………… 38
G. The Technique of Collecting Data………… 38
1. Observation …………………………... 39
2. Questionnaire ………………………… 40
3. Test …………………………………… 40
H. The Technique of Data Analysis …………. 43
1. Analyzing The Result of The Test……. 43
2. Analyzing Student’s Response………... 44
I. The Criteria of The Action Success………. 46

CHAPTER IV RESEARCH FINDING

A. Description of the Data ................................ 47
1. Findings before Implementing The
Classroom Action Research .................. 47
a. Results of Pre Observation………. 47

xi
 b. The Result of Pre Test…………… 48
2. Findings of The First Cycle ................... 49
a. Planning ………………………….. 49
b. Acting ……………………………. 49
c. Observing ………………………… 50
d. Reflecting ………………………… 51
3. Findings of The Second Cycle………... 51
a. Planning…………………………... 51
b. Acting…………………………….. 52
c. Observing ………………………… 53
d. Reflecting ……………………...... . 53
4. Findings after Implementing The
Classroom Action Research………….. 54
a. The Result of Post Test…………… 54
b. The Result of Questionnaire……… 59
B. The Interpretation of Questionnaire,
Observation Checklist,and the Test
Result……………………………………… 60
1. The Interpretation of The
Questionnaire…. ................................... 60
2. The Interpretation of The Observation
Checklist for the Students…………….. 61
3. The Interpretation of The Test Result… 62

xii
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions ................................................. 66
B. Suggestions ................................................ 66

BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE

xiii
 CHAPTER 1
INTRODUCTION

A. Background of the study

One of language skill aspects which very important in yielding
creative, critical and smart future generation is speaking ability. By
mastering speaking ability the students will be able to express their
thought and feeling intelligently based on the situation and context
when they speak about the language. Speaking is one of skills in
English. Speaking is very important for people in looking for jobs
because spoken English is one of qualification if we want to find the
job. Speaking in front of the people is very important so that we can
communicate each other. Speaking English is one of the most
important things in communication and it is used as a tool of
communication among the nations in all over the world. As an
international language, English is very important and has many
interrelationships with various aspects of life owned by human being.
In Indonesia, English considered as the first foreign language and
taught formally from elementary school up to the university level.
In modern era speaking English is very universal thing so that it
can make people to be able to interact and communicate easier
eventhough we come from different countries in the world. Many
people have ability to speak in front of other people. By speaking with
the people from different countries, people are able to know what
happens in the world. People in the world use English to communicate

1
each other and use speaking to interact each other too. So
communication and speaking cannot be separated because they are
connected each other. People are be able to communicate in English
after they have learned it. It can be learned especially in the school
where the students can focus their study to learn it. The aim to study
English at school is not only for achieving good marks.
Meanwhile, the empirical study on the field shows almost same
phenomena. This case shows that the speaking ability of junior high
school students is still low; moreover, the diction is still poor. In role
play some students in the classroom, they talked with variation
languages based on their mother tongue and combined with
Indonesian language in teaching and learning process was running
well. The last problem is students are not provided with complete and
good facility in their school. So, it will be difficult for them to learn
speaking ability.
In school curriculum, many subjects about speaking can be taught by
using speech, conversation etc. But today in junior high school, role
play, is a subject that has been learnt by students because the role play
is an interactional relationship. We can teach students in junior high
school to be more confident in speaking in front of the people by
using role play. We can support them to improve their skill in
speaking so that when they work somewhere they know how to speak
well especially when they face on interview.
Moreover, as Penny Ur emphasizes “ role play is used to refer
to all sort of activities where learners imagine themselves in a

2
situation outside the classroom “1. It is expected that role play can help
some shy students to be active and enjoy their role acting in speaking
English.
B. Research Question
The writer specifies the research in improving speaking using
role play in second year student of MTs. NU 05 Sunan Katong
Kaliwungu in 2014/2015 academic year.
Then, to make the study easy to understand, the writer formulates the
problem as follow” It can role play improve students‟ speaking
ability?”
C. Objective of the Study
One of language skill aspects which is very important in
yielding creative, critical and smart future generation is speaking skill.
Nowdays, students must master speaking skill because by mastering
speaking skill the students will be able to express their thought and
feeling intelligently based on the situation and context when they
speak about the language. In view of formulating problem, this study
is intended to answer the research question that has been previously
formulated and determined. In line with this rationale, the present
study intended to find out whether or not the speaking of the eight
grade students of MTs.NU 05 Sunan Katong Kaliwungu can be
improved using role play.

1
Penny Ur, A Course in Language Teaching,(Cambridge: Cambridge
University Press,1996),p.131

3
D. Significance of the Study
The findings of the present research study are expected to have
both theoretical and practical importance to the teaching and learning
process in English especially in teaching speaking and also the result
of this study is expected to be valuable for the teacher and students.
1. Theoretically : The result of the study may give the information in
acquiring English; this research also informs the readers that there
are many ways of students in teaching speaking skill.
2. Practically : the result of the study is expected to be as follows:
a. For the teacher, this study can be used to improve the students
speaking skill in the classroom or out of the classroom.
b. For the students, this study can be used to improve their
speaking skill in practically because they need great effort to
build the communicative competence. In improving their
speaking skill they should practice it either in the classroom or
out of the classroom
E. Preview Research
Fera Komalasari (2013),conducted a similar research with the
title “ The Effect of Using Scripted Role Play to Improve Students
Speaking Ability”(an Experimental Research on XI Grade of MAN 2
Mataram in Academic Year 2013/2014)2.In this research, the method
that is used is descriptive quantitative method which aims to

2
Komalasari Fera, The effect of using Scripted Role Play to improve
Student Speaking Ability, an Experimental Research on XI Grade of MAN 2
Mataram,2014

4
determine the relationship between independent variable with
dependent variable. The research was implemented the mix group
which consists of experimental class and control plemented scripted
role play will occurs in the experimental class, while the conventional
technique will be applied in the control class. By using the mix group,
we will be able to identify how much scripted role play can contribute
toward the students‟ speaking ability. She concluded that role play is
an appropriate activity in teaching speaking. So it could be applied to
teach the tenth grade students of MAN 2 Mataram and the teaching
learning process could be very active.
Budiartiningsih Apriliani (2013), conducted a similar research
with the title „The Use of Role Play to Improve Speaking Skill of XF
class of SMK PGRI 2 Salatiga in academic year 2012/2013 3. The
methodology of this research was classroom action research. The
objectives of these studies are to know the students‟ profile in
teaching and learning processes when “role-play” method is
implemented in speaking class; and to find out the improvement of
students‟ speaking skill who are taught by “role-play” method. To find
out the improvement of students‟ speaking skill the researcher used
oral test. There were three cycles; each cycle consisted of one meeting
and each meeting consisted of planning, action, observation, and
reflection. The researcher found that the students involved actively in
teaching learning processes, they are more enthusiastic and were

3
Apriliani Budiartiningsih, The Use of Role Play to Improve Speaking
Skill of XF class of SMK PGRI 2 Salatiga in academic year 2012/2013

5
confident to speak English than before. The result of the research was,
there was an improvement of students‟ speaking comprehension by
using “role-play” method. It can be seen from the result of oral tests
from cycle 1 through cycle 3. Those are 68, 6 (cycle 1), 68, 3 (cycle
2), and 72,7 and 77 (cycle 3). This shows that the students‟ speaking
comprehension improves significantly. From the proofs the writer
sums up that the use „role-play‟‟ improves students‟ speaking skill.
F. Hypothesis
In attempting to give a tentative solution to the problem, the
hypothesis is stated as the follows: the students‟ speaking skill can be
improved through role play.

6
 CHAPTER II
THEORETICAL FRAMEWORK

A. Speaking
1. The Definition of Speaking
Speaking skill, as the writer writes in the previous chapter is
one of the basic language skills that has important role rather than
other skills due to its significant and its use for communication.
So that, the writer will explain about the nature of speaking itself
in order that gives the obvious information about what speaking is.
In the point of view of Jones, speaking is a form of
communication, so it is important that what you say is conveyed
in the most effective way. How you say something can be as
important as what you say in getting meaning across”4. Based on that
opinion, speaking is realized as communication, therefore, speakers
are required to be able to express what they want to say as
effectively as possible in order to convey the message.
Bygate says, “Speaking is a skill which deserves attention
every bit as much as literary skills, in both first and second
language. It is the skill which the students are frequently judged.
It is also the vehicle par excellent of social solidarity, of
social ranking, of professional advancement and of business”5.

4
Rhodry Jones, Speaking and Listening, (London: John Murray
Publishers Ltd, 1989),p.14
5
Martyn Bygate, Language Teaching: A Scheme for Teacher
Education; Speaking,(Oxford: Oxford University Press, 1997), p.viii

7
It indicates that as one of the language skills, speaking should get
the attention from teachers and learners because it plays the
important role in our society.
Meanwhile, Donough and Shaw state, “There are some
reasons for speaking involved expressing ideas and opinions:
expressing a wish or a desire to do something; negotiating and/or
solving a particular problem; or establishing and maintaining social
relationships and friendships. Besides, fluency, accuracy, and
confidence are important goal in speaking”6.Therefore, as a
language skill, speaking becomes an important component to
master by the students as the main tool of verbal
communication because it is a way to express ideas and opinions
directly what we have in our minds.
Based on the previous definitions above, it can be
synthesized that speaking is the process of using the urge of
speech to pronounce vocal symbols in order to share the
information, knowledge, idea, and opinion to the other person.
Moreover, speaking cannot be dissociated from listening aspect,
because speaking involves speaker and listener.
2. The Elements of Speaking
Speaking is a complex skill requiring the simultaneous
use of a number of different abilities, which often develop at the

6
JO McDonough and Christopher Shaw, Materials and Methods in
ELT, Melbourne: Blackwell Publishing, 2003), p.134.

8
different rates. Either four or five components are generally
recognized in analyzing the speech process. 7
a. Pronunciation
As stated by Harmer, if students want to be able to
speak fluently in English, they need to be able pronounce
phonemes correctly, use appropriate stress and intonation patterns
and speak in connected speech.8The speaker must be able to
articulate the words, and create the physical sounds that carry
meaning. At the level of word pronunciation, second language
learners regularly have problems distinguishing between sounds
in the new language that do not exist in languages they already
know.
b. Grammar
It is obvious that in order be able to speak foreign
language, it is necessary to know a certain amount of grammar
and vocabulary. 9Grammar is the sounds and the sound patterns,
the basic units of meaning, such as words, and the rules to
combine them to form new sentences.10 Therefore, grammar is

7
B. Heaton, Classroom Testing: Longman Keys to Language Teaching,
(New York: Longman, 1990), pp.70-71
8
Jeremy Harmer, The Practice of English Language Teaching: Fourth
Edition, (Harlow: Pearson Education Limited, 2007), p.343.
9
Martin Bygate, Language Teaching: A scheme for Teacher
Education; Speaking,(Oxford: Oxford University Press, 1997), p.3.
10
Victoria Fromkin and Robert Rodman, An Introduction to
Language, (New York: Harcourt Brace College Publishers, 1998), p.14.

9
 very important in speaking because if the speaker does not
mastering grammar structure, he cannot speak English well.
c. Vocabulary
As we know, vocabulary is a basic element in language.
Vocabulary is single words, set phrases, variable phrases,
phrasal verbs, and idioms.11 It is clear that limited vocabulary
mastery makes conversation virtually impossible.
d. Fluency
In simple terms, fluency is the ability to talk freely
without too much stopping or hesitating. 12 Meanwhile, according
to Gower et-al, fluency can be thought of as „the ability to keep
going when speaking spontaneously‟. 13 When speaking fluently
students should be able to get the message across with whatever
resources and abilities they have got, regardless of grammatical
and other mistakes.
e. Comprehension
The last speaking element is comprehension.
Comprehension is discussed by both speakers because
comprehension can make people getting the information they
want. Comprehension is defined as the ability to understand

11
Keith S. Folse, Vocabulary Myths: Applying Second Language
Research to Classroom Teaching, (Michigan: University of Michigan, 2004), p.2.
12
David Riddel, Teach English as a Second Language, (Chicago:
McGraw – Hill Companies, 2001), p. 118.
13
Roger Gower, et-al, Teaching Practice Handbook, (Oxford:
Heinemann English Language Teaching, 1995), p.100

10
 something by a reasonable comprehension of the subject or as the
knowledge of what a situation is really like.
3. Points to Consider about Speaking
Speaking is a form of communication, so it is important
that you say is conveyed in the most effective way. How you say
something can be as important as what you say in getting your
meaning across. Jones stated that there are some points to consider
about speaking. They are:
a. Clarity
The words you speak must be clear if listeners
are to understand what you say. This means speaking your
words distinctly and separately, not running them together, and
slurring them.
b. Variety
Speech has its own rhythms and tunes. The voice usually
rises, for instance, to indicate a question. Some words in a
sentence require more emphasis than others if the meaning is to be
clear. Unimportant words tend to be spoken more quickly than
important ones. Consider things like pitch, emphasis, speed,
variations in volume, pauses
c. Audience and tone
The way you speak and the tone you use will be affected
by the audience to whom you are speaking. 14

14
Rhodry Jones, Speaking and Listening, (London: John Murray
Publishers Ltd, 1989),p.14

11
 In short, in speaking, speakers must consider the three
points above so that they can convey meaning as effectively as
possible.
4. Types of Speaking Activities
The most important feature of speaking activity is to provide
an opportunity for the students to get individual meanings across and
utilize every area of knowledge they have. According to Riddel,
there are the various kinds of activities that can be implemented by
teachers in order to stimulate students to speak. Those activities are
ranking, balloon debate,debates, describing visuals, role-plays,
students‟ talks, and discussion. 15 In this study, the writer chooses
role play as a technique to improve the students‟ speaking skill
because it can work with any levels. With lower levels, give them a
realistic context (especially if in an English-speaking country) like
shopping, and a realistic role (i.e. the customer, not the shop
assistant).

B. Teaching Speaking
1. What is teaching speaking?
What is meant by teaching speaking according to
Hayriye Kayi in Activities to Promote Speaking in a Second
Language (http//: iteslj.org/Technique/Kayi-TeachingSpeaking.html)
is to teach English language learners to:

15
David Riddel, Teaching English as a Foreign / Second Language,
(Chicago: McGraw –Hill Companies, 2001), p.117

12
 a. Produce the English speech sounds and sound patterns.
b. Use word and sentence stress, intonation patterns and the
rhythm of the second language
c. Select appropriate words and sentences according to the
proper social setting, audience, situation and subject
matter.
d. Organize their thoughts in a meaningful and logical
sequence.
e. Use language as a means of expressing values and
judgments.
f. Use the language quickly and confidently with few
unnatural pauses, which is called as fluency. 16
In those meanings of teaching speaking above, the teacher
must pay attention of some important aspects include
producing sentences, intonation, rhythm and stress. Those
sound productions must be meaningful because it must be
produced logically from thoughts.
2. Reasons for Teaching Speaking
Harmer stated that there are three main reasons for getting
students to speak in the classroom:
a. Speaking activities provide rehearsal opportunities changes
to practice real life speaking in the safety of the classroom.

16
Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in
a Second Language, http/iteslj.org/Technique/Kayi-TeachingSpeaking.html
(Accessed on August 20.2010)

13
 b. Speaking tasks in which students try to use any or all of
language they know provide feedback for both teacher
and students. Everyone can see how well they are doing:
both how successful they are and what language
problems they are experiencing.
c. In speaking, students have opportunities to activate
the various elements of language they have stored in
their brains, the more automatic their use of these
elements become. As a result, students gradually become
autonomous language users. This means that they will
be able to use words and phrases fluently without very
much conscious thought. 17
Seen how speaking activities provide activities provide
opportunities for rehearsal give both teacher and students feedback
and motivate students because of their engaging qualities. Above all,
they help students to be able to produce language automatically.
3. The Goal of Teaching Speaking
The goal of teaching speaking skills is communicative
efficiency. It means learners should be able to make themselves
understood, using their current proficiency to the fullest. They should
try to avoid confusion in the message due to faulty pronunciation,
grammar, or vocabulary, and to observe the social and cultural
rules that apply in each communication situation.

17
Jeremy Harmer, How to Teach English, (Harlow: Pearson Education
Limited, 2007), p.123

14
4. Types of Classroom Speaking Performance
Brown offered six similar categories apply to the kinds of
oral production that students are expected to carry out in the
classroom:
a. Imitative
A very limited portion of classroom speaking
time may legitimately be spent generating “human tape recorder”
speech, where, for example, learners practice an intonation
contour or try to pinpoint a certain vowel sound. Imitation of this
kind is carried out not for the purpose of meaningful interaction,
but for focusing on some particular element of language form.
b. Intensive
Intensive speaking goes one step beyond imitative to
include any speaking performance that is designed to practice
some phonological or grammatical aspect of language.
Intensive speaking can be self- initiated or it can even form
part of some pair activity, where learners are “going over”
certain forms of language.
c. Responsive
A good deal of student speech in the classroom is
responsive; short replies to teacher or student-initiated questions
or comments.

15
d. Transactional (dialogue)
Transactional language, carried out for the purpose of
conveying or exchanging specific information, is an extended
form of responsive language.
e. Interpersonal (dialogue)
Interpersonal dialogue carried out more for the purpose of
maintaining social relationships than for the transmission of facts
and information.
f. Extensive (monologue)
Finally, students at intermediate to advanced levels are
called on to give extended monologues in the form of oral reports,
summaries, or perhaps short speeches. Here the register is
more formal and deliberative. These monologues can be
planned or impromptu. 18
Each category above can be implemented based on the
students‟ level and students‟ ability. Here are the summary purpose
of each element: imitative for focusing on some particular element of
language form, intensive to practice some phonological or
grammatical aspect of language, responsive can stimulate students‟
in speaking, transactional to invite students to engage in a
conversation, interpersonal to learn how such features as the
relationship in the conversation, and extensive is to practice in the
form of oral reports, summaries, or perhaps in short speeches.

18
H. Douglas Brown, Teaching by Principles: An Interactive Approach
to Language Pedagogy, (New York: Pearson Education, 2001), pp. 271-274.

16
5. The Roles of the Teacher during Speaking Activities
During speaking activities, teachers need to play number of
different roles. They can be prompter, participant, even
feedback provider as viewed by Harmer as follow:
a. Prompter
When students sometimes get lost in speaking, teacher
can leave them to struggle out of situations on their own, and
indeed sometimes, this may best option. However, teacher
may be able to help students and the activity to progress by
offering discrete suggestions.
b. Participant
Teachers should be good animators when asking
students to produce language. This can be achieved by
setting up an activity clearly and with enthusiasm. At other
times, teachers may want to participate in discussions or role
play themselves.
c. Feedback Provider
When students are in the middle of speaking task, over-
correction may inhibit them and take the communicativeness
out of the activity. On the other hand, helpful and gentle
correction may get students out of difficult misunderstanding
and hesitations. 19

19
Jeremy Harmer, The Practice of English Language Teaching: Fourth
Edition, (Harlow: Pearson Education Limited, 2007), pp.347-348.

17
 In summary, when teacher being a prompter, a participant,
even a feedback provider, they have to be careful that they do
not force students, do not participate too much, and do over
correction.
6. The Assessment of Speaking
Speaking is a complex skill requiring the simultaneous use of
different ability which often develops at different roles. Speaking
skill are generally recognized in analysis of speech process that are
pronunciation, grammar, vocabulary, fluency and comprehension.
Heaton presented the sample of an oral English rating scale that
used 1-6 points.20 Below is the frame of Heaton‟s oral English rating
scale:
Table 2.1
The Rating Scores of Oral Test
Pronunciation good - only 2 or 3 grammatical errors -
not much searching for words - very few long
6
pauses-fairly easy to understand - very few interruptions
necessary - has mastered all oral skills on course.
Pronunciation slightly influenced by L1 – a few
grammatical errors but most sentences correct –
sometimes searches for words – not too many long
5
pauses – general meaning fairly clear but a few
interruptions necessary – has mastered almost all oral skills
in course
Pronunciation influenced a little by L1 – a few grammatical
errors but only 1 or 2 causing confusion – searches for
4
words- a few unnatural pauses- conveys general meaning
fairly clearly- a few interruptions necessary but intention

20
B. Heaton, Classroom Testing: Longman Keys to Language Teaching,
(New York: Longman,1990), pp.70-71

18
 always clear – has mastered most of oral skills on course
Pronunciation influenced by L1- pronunciation and
grammatical errors – several errors cause serious confusion-
longer pauses to search for word meaning – fairly limited
3
expressions- much can be understood although some effort
needed for part – some interruptions necessary – has
mastered only some of oral skills on course
Several serious pronunciation errors- basic grammar errors –
unnaturally long pauses – very limited expression- needs
some effort to understand much of is – interruptions often
2
necessary and sometimes has difficulty in explaining or
making meaning clearer – only a few of oral skills on course
mastered
A lot of serious pronunciation errors – many basic grammar
errors – full of unnaturally long pauses – very halting
delivery – extremely limited expressions – almost impossible
1
to understand – interruption constantly necessary but cannot
explain or make meaning – very few of oral skills on course
mastered
Each element characteristic is then defined into six chart
behavioral statements as stated in the frames above. The writer
will objectively see the characteristic of each student‟s speaking
ability whether they achieve 1,2,3,4,5 and 6. In order to case the
computation the writer converts the small score of Heaton to the
scale of 100 as follow:
6 = 87-100
5 = 77-86
4 = 67-76
3 = 57-66
2 = 46-56
1 = below 45

19
C. Role Play
1. The Definition of Role Play
Many experts have different opinions in defining role play.
The following are some of the point of view about role play.
Ur stated, “Role play is giving students a suitable topic
provides interest and subject – matter for discussion, dividing
them into groups improves the amount and quality of the verbal
interaction”. 21 Here, the writer concludes that the students will
communicate more freely if they have a role to hide behind.
According to Gower et-al, “A role play is when students
take the part of a particular person: a customer, a manager, a shop
assistant, for example. As this person, they take part in a
situation, acting out a conversation. It is unscripted, although
general ideas about what they are going to say might be prepared
beforehand. These might well come out of a text or a previous
context”. 22 It means that role play has number of possibilities
for communication practice. Students are no longer limited to the
kind of language used by learners in a classroom.
Meanwhile according to Revell, role play defined as
an individual‟s spontaneous behavior reacting to others in a
hypothetical situation. The essential core of the activity is
understanding the situation of another person, and to do this well
21
Penny Ur, Discussions that Work: Task–Centred Fluency
Practice,(Cambridge: Cambridge University Press, 1981), pp. 9- 11.
22
Roger Gower, et-al, Teaching Practice: A handbook for Teachers in
Training, (Oxford: Macmillan Education, 2005), p. 105

20
the player‟ needs to come to grips with the other participants‟
roles, not just his own . 23 It can be illustrated that in role play, a
player is given basic information about who he is, what he is like,
and what he wants to do. A player must interact with others
relate to the situation to theirs.
The writer concludes that role play is a technique in
English teaching in which the students learn in an imaginary
situations or roles in order to develop the students‟ fluency. The
situations and the roles are made as a real life situation so the
students know the functions of English in real life.
2. Reasons for Using Role Play
There are many reasons why teachers should use role
play technique in teaching speaking as viewed by Nation and Thomas
in Communication Activities. Those are:
a. Role play allows a wider range of language functions and
language varieties to occur than would normally occur within a
classroom.
b. Role play allows exploration of cultural issues, in
particular, appropriate ways to behave in certain situations such
as when being offered food or drink.
c. Role play can add interest to an activity and by distributing roles
can ensure participation in an activity.

23
Jane Revell, Teaching Techniques for Communicative English,
(London: Macmillan Press, 1994), pp. 60-61.

21
d. Role play can result in repetition of speaking activity by
24
providing a change.
In short, role play covers a wide range of possibilities because
in students have to enter into many different situations. Moreover, it
can help students to achieve maximum communication.
3. Types of Roles in Role Play
Ladousse viewed that there are several types of role in role play:
a. The first is the roles which correspond to a real need in the
students‟ lives. In this category, it involves such roles as doctors
dealing with patients, or salesman traveling abroad.25
b. The second type of role is the students play themselves in a
variety of situations, which may or may not have direct
experience. The example, which include in this category is
a customer complaining or a passengers asking for information.
c. The third type is the type that few students will ever experience
directly themselves, but it is easy to play because the teachers
have such vast indirect experience of them. The television
journalist is a good example of this type and it is very useful
kind of role taken from real life.
d. The last type is fantasy roles, which are fictitious,
imaginary, and possible even absurd.

24
I.S.P. Nation and G.I. Thomas, Communication Activities, (Wellington,
University of Wellington, 1988), p.21.
25
Gillian Porter Ladousse, Role Play, (New York: Oxford University
Press, 1997), p.13.

22
 In summary, the overall aim of those types of role is very
similar: to train students to deal with the unpredictable nature of
language.
4. Categories of Role in Role Play
According to Littewood as stated in Revell, there are five
categories of role in role play, they are:
a. „Inherent‟ roles, such as sex or age roles.
b. 'Ascribed‟ roles, such as class or nationality.
c. „Acquired‟ roles, one‟s job, for example.
d. „Actional‟ roles, such as patient, a coach traveler, or a client
in a restaurant, all of which occur in the course of our active life
and which are temporary.
e. „Functional‟ roles, such as offering help or expressing regret.26
For learners, actional and functional roles will be of most use.
There is a common core of actional roles which most learners
must be perform creatively, such as asking for directions or
buying a newspaper. Meanwhile in functional roles, learners enter
into many different situations and because of this; a large amount
of time should be devoted to their practice
5. Techniques to Control Role Play
There are many techniques that can be used by teachers to
control the class during role play. Meanwhile, Littlewood

26
Jane Revell, Teaching Techniques for Communicative English,
(London: Macmillan Press, 1994), p.61.

23
proposed four techniques may use by the teachers in control
role play in their class. Those are:
a. Role play controlled through cued dialogues
b. Role play controlled through cues and information
c. Role play controlled through situation and goals
d. Role play in the form of debate or discussion
In this study, the writer will conduct role play using
two techniques. In the first cycle of CAR, the writer will conduct
role play through cued dialogues. Meanwhile in the second
cycle of CAR, the writer will conduct role play through cues
and information in order to stimulates students to be more
active and creative to use their own sentences.
6. The Purpose of Role Play
Role playing (dramatization) helps to bring the language to
life and to give the learners some experience of its use as a means of
communication.27 Therefore, the main purpose of role play is to
develop 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.
Hence, the writer concludes the goal of teaching speaking is
similar to the goal of role play technique that is communication. It

27
Gillian Porter Ladousse, Role Play, (New York: Oxford University
Press, 1997), p.147

24
means role play can be applied in teaching speaking and it can help
students in improving their speaking skill.
7. The Significance of Role Play
It has been mentioned before that role play is one of the
activities which is particularly suitable for practicing the
sociocultural variations in speech acts, such as complimenting,
complaining, and the like. According to Ladousse, role play uses
different communicative techniques and develops fluency in the
language, promotes interaction in the classroom and increases
motivation. Even, role play helps many shy learners by providing a
mask. In addition, it is fun and most learners will agree that
enjoyment leads to better learning. Based on that statement, the
writer assumes that role play gives many advantages: such
as improving students‟ speaking ability, motivating them to
practice their English, and the most important one is the students
feel fun in learning English because role play is also a kind of
games.
D. Teaching Speaking Using Role Play
In improving speaking skill through role play, the teacher and
collaborator ask the students to perform group by group, the topic is
about asking and giving opinions based on the S.K.3.
Mengungkapkan makna dalam percakapan transaksional dan
interpersonal lisan pendek sederhana untuk berinteraksi dengan
lingkungan sekitar (to deliver meaning in short verbal simple
transactional and interpersonal conversations to interact with their

25
surroundings) and K.D. 3.1. Mengungkapkan makna dalam
percakapan transaksional dan interpersonal sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar, dan
berterima untuk berinteraksi dengan lingkungan sekitar yang
melibatkan tindak tutur: meminta, memberi, menolak jasa,
,meminta, memberi, menolak barang, mengakui, mengingkari
fakta, dan meminta dan memberi pendapat (to deliver meaning in a
variety of simple spoken transactional and interpersonal
conversations accurately, fluently, and meaningfully to interact
with the surrounding environment that involves speech acts: ask
for, give, refuse favor, ask for, give, and reject things, admit and deny
the facts, and ask for and give opinions).
To hold role playing, the teacher must prepare some steps to
make good performance. Here are the stages in Role Play activity: 28
1. The teacher arranges or prepares scenario that will be performed
by the students. This scenario is important for the students
to know the situation of their roles.
2. The teacher appoints some students to learn about the scenario
several days before teaching and learning activity. Giving time
for the students is useful to have them good preparation for
acting.
3. The teacher makes groups of students consists of five
people per group. The teacher has to makes group in variant

28
Departemen Pendidikan Nasional, Model Pembelajaran
yang Efektif, (Jakarta: Dekdiknas, 2009), p.4.

26
 member due to their ability of speaking. So, the smart
student is combined with low student.
4. The teacher explains about competence will be achieved. The
teacher enlightens the students that from their performance,
they will know some expression of giving opinions and it
response, and making and declining and invitation.
5. The teacher calls a group of students who have been chosen
to play prepared scenario. On the other hand, the teacher
chooses the group to perform.
6. Each student in his/her group observes scenario being
performed.
7. After finishing the performance, each student is given work
sheet for discussing each group performance
8. Every group which has performed gives conclusion about
what scenario has been performed.
9. The teacher gives general conclusion. That is about the
material that has been done by the students in their role play.
10. Evaluation. It is held by test to know their understanding
in the material.
11. Closing

E. Conceptual Framework
This research is done in order to know the influence of role
play technique in teaching speaking. Speaking is a skill used by
someone to communicate orally in daily life whether at school or
outside the school. Most teachers tried to find techniques in order

27
to make students interested in learning speaking. At least, they can
speak in a simple conversation freely.
In fact, the students of the second grade of MTs.NU 05 Sunan
Katong Kaliwungu have difficulties in speaking subject. It‟s caused
by some factors: first, they are too shy and afraid to speak in
the front of the class because of lack of self-confidence.
Second, they are unmotivated and lack of practice. Lastly, they
need an interesting technique to stimulate them to speak in the class.
In order to solve the students‟ problem faced by students of the
second grade of MTs. NU 05 Sunan Katong Kaliwungu, and make
students more motivated, role play may provide for helping the
students to improve their oral ability. Role play present a real life
situation and provide the most useful and interesting lesson so the
students can speak freely and confidently in the front of the class
and this technique quite interesting and reduce students‟ boredom in
learning English.
Based on the statement above, the writer assumed that role
play can be very applicable to be used for teaching-learning
English especially in speaking

28
 CHAPTER III
RESEARCH METHODOLOGY

This chapter presents the method of research, subject, and

object of the study, time and place, research design, the
Classroom Action Research (CAR) procedures technique of
collecting data, technique of the data analysis, and the criteria of the
action success.
A. The Method of Research

The method used in this study is Classroom Action

Research (CAR) method which is derived from the root an action
research. Because it occurs in the classroom frame, it is called CAR.
Kemmis in Hammersley defined action research as following:
“Action research is a form of self –reflective enquiry undertaken
by participants a social (including educational) situations in order to
improve the rationality and justice of (a) their own social or
educational practices, (b) their understanding of these practices,
and (c) the situations in which the practices are carried out”.29
Thus, clear that classroom action research is evaluative and
reflective as it aims to bring about change and improvement in
practice
According to Michael J. Wallace, CAR is a type of classroom
research carried out by the teacher in order to solve problems or to
29
Martyn Hammersley, Educational Research: Current Issues,
(London: Paul ChapmanPublishing Ltd, 1993), p. 177.

29
find answers toward context-specific issues.30 It means that to begin
the CAR, the researcher or the teacher needs to identify and
investigate problems within a specific situation.
Another expert, Burns says, “Action research functions best
when it is co-operative action research. Co-operative action
research has the concomitants of beneficial effects for workers,
and the improvement of the services, conditions, and the
functions of the situation. In education, this activity translates
into more practice in research and problem-solving by teachers,
administrators, pupils, and certain community personnel, while the
quality of teaching and learning is in the process of being
improved”.31 From the statement above, we can concluded that
in the scope of education, Classroom Action Research is done to
improve the quality of teachers, administrators, students, the
teaching learning process, and certain community personnel.
Furthermore, it will give the better results when done
collaboratively.
Based on the statement above, Classroom Action Research is
method carried out as a device to overcome diagnosed problems in
learning activity in the class. It might be essential to

30
Michael J. Wallace, Action Research for Language Teachers,
(Cambridge: Cambridge University Press, 2006), p.5
31
Anne Burns, Collaborative Action Research for English
Language Teachers,(Cambridge: Cambridge University Press, 1999), p.
31.

30
improve the quality of teachers, administrators, students, the
teaching learning process, and certain community personnel.
Furthermore, it will give the better results when done
collaboratively of teaching learning process in education.

B. The Subject and the Object of Study

1. The Subject of Study
The subject of this study is the students of VIII.B class
of MTs.NU 05 Sunan Katong Kaliwungu, academic year
2014/2015. The number of students consists of 36 (thirty-six). It
is chosen based upon the writer’s observation at that class proving
that they are not enthusiastic and not courage enough to involve in
the speaking learning process. They were encountered with the
hesitance of practicing the material as well as the drilling conducted
by the teacher in the learning process. In the other words, the
students have the problems with their confidence. Therefore, they
could not cope with the class material. That is why they need an
appropriate strategy to help them improve their speaking.
2. The Object of Study
The object of this study is role play technique to improve
students’ speaking ability.
C. The Writer’s Role on the Study
In this role, the writer is not only as the observer whilst the
action but also she makes a lesson plan and the assessment or test
before CAR (pre-test) and after CAR (post-test) in each final

31
cycle. Furthermore, the writer also collects and analyzes data then
reporting the result of study. On the other side, the teacher carries out
the action based upon the lesson plan has been made.
D. The Time and Place of the Study
This research is carried for 2 (two) weeks started from
23th March up to 4th April 2015. The place is in the VIII.B class
of MTs. NU 05 Sunan Katong Kaliwungu, academic year 2014/2015.
E. The Research Design
The Classroom Action Research (CAR) 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. Moreover, in this study the writer will conduct this
classroom action research into two cycles. As stated by Arikunto
that “Classroom action research should be implemented at least
two cycles continuously”. 32 This means that a classroom action
research should be conducted at least in two cycles. If the
results are less satisfactory, researchers can perform the cycle once
again in order to achieve the criteria that have been determined.
In order to be clear, the writer would like to present a model
of Action Research stated by Kurt Lewin in a figure below:

32
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi
Aksara, 2009), p.23.

32
CYCLE 1
Acting Observing

Reflecting
Planning

CYCLE 2

Actin Planning
gg

Reflecting Reflecting

Figure 3.1

Kurt’s Lewin’s Action Research Design

33
 CYCLE 1

Acting
Planning
 Give expressions and
 Choose the
vocabularies needed
appropriate material
 Explain for interaction
and topi related to the
practicing
syllabus
 Practice role play
 Make the lesson plan
activities
 Prepare the
 Students perform role
observation checklist
play in the front of the
for the student class
 Prepare post-test 1  Evaluate nd give
general conclusion

Reflecting Observing
 Evaluate the teaching
and learning process  Observe the
 Analyze the students’ Student’
achievement participation
 Review the lesson  Observe the
plan for next cycle students’
achievement

34
CYCLE 2

Planning Acting
 Revise lesson plan  Review the previous
and modify the material
technique
 Reselect the materials  Give the next topic
 Prepare the  Group work ( practice
observation checklist role play )
for the student  Students perform role
 Prepare questionnaire play in the front of the
and post-test 2 class
 Evaluate and general
conclusion



Reflecting Observing
 Analyze the students’
progress in speaking  Observe the Student’
based on the score participation
they got in post – test  Observe the
2 students’achievement
 Analyze the students’
responds based on the
quesionnaire result

Figure 3.2
The Phases of Classroom Action Research that Modified by the
Writer
(Adapted from Kurt Lewin’s Action Research Design)

35
F. 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 Phase
Planning usually starts with something like a general
idea. For one reason or another it seems desirable to reach
certain objective.33This phase was the first step of research
procedure. This was the most important step in conducting
Action Research as by knowing the problems, the writer
could find a good solution to solve the problem arose.
Furthermore, in this phase the planning is divided into
two types. Those are general planning and specific planning. The
general planning is aimed at organizing whole aspects referred
to Classroom Action Research. On the other side, the
specific planning will be formed into lesson planning

33
Martyn Hammersley, Educational Research: Current Issues,
(London: Paul Chapman Publishing Ltd, 1993), p. 178.

36
 based on the current used syllabus. 34 The lesson plan has
been prepared to be implemented in VIII.B. class of MTs. NU
05 Sunan Katong Kaliwungu
2. Acting Phase
According to Arikunto, the acting phase should be
implemented at least two cycles continuously; and the time
period for each cycle depends on the material needs that
existed in the semester or annual program designed by the
teacher.35 Related to the condition of limited teaching
learning period, the collaborator take the action phase during
two weeks within two cycles in which each cycle consists of
two meetings in action , in the phase, the writer collaborate to
carry out the planned action. The teacher uses the determined
strategy as she is teaching while the writer observes the class
condition during teaching and learning activity.
3. Observing Phase
Observing was the activity of collecting data to
supervise to what extent the result of acting reach the objective.
It was carried out to find and obtain the development of the
learning process and the effect of the action.36The data being

34
Wijaya Kusumah dan Dedi Dwitagama, Mengenal Penelitian
Tindakan Kelas,(Jakarta: P.T. Indeks, 2009), p. 39
35
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi
Aksara, 2009), pp.21-23.
36
Susilo, Penelitian Tindakan Kelas, (Yogyakarta: Pustaka Book
Publisher, 2007), p.22.

37
 taken were quantitative and qualitative data. The quantitative
data covered the students’ progress (the students’ score) while
the qualitative data comprised the students’ interest and
students’ response.
4. Reflecting Phase
After collecting the data, the writer analyzes the data of
teaching learning process. Then, the writer reflects herself by
seeing the result of the observation, whether the teaching
learning process of speaking using role play technique is good
to imply in teaching and learning process at VIII B grade
students of MTs. NU 05 Sunan Katong Kaliwungu or not. If
the first plan is unsuccessful, proven by students’
achievements, the writer will make the next plan (replanning)
to solve students’ problems and to get a better score in order to
achieve at least 75% students who passed KKM 65 (sixty-five)
G. The Technique of Collecting Data
Technique of collecting data in this research using
qualitative data and quantitative data. The qualitative data
consists of observation. Meanwhile, the quantitative data uses
questionnaire, pre-test and post-test.37 The completely
explanation as follows:

37
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi
Aksara, 2009), pp.127-132

38
1. Observation
Observation was done to identify teaching and
learning activities, especially speaking activities directed by
the real teacher, and to reveal problem of speaking activity
in classroom. It may be about students’ response concerning
the use of role play technique.
On the other hand, to measure students’ progress
in speaking during Classroom Action Research, the writer will
use observation table according to Mattews as follow:38
Table 3.3
Assessing Students’ Progress
Skill Program
Participation in class
Participation in discussions
Giving oral presentation
Pronountiation
Fluency
Feeling confident about speaking
Then, the writer will use the following key to complete the
table above:
+ = satisfactory progress, but need a little more practice
 = some progress, but need much more practice

38
Candace Matthews, Speaking Solution: Interaction,
Presentation, Listening, andPronunciation Skills, ( New Jersey: Prentice-
Hall Inc, 1994), p.111.

39
 - = little or no progress, need to pay special attention to
improve this skill

2. Questionnaire

For many reasons, the questionnaire is the most widely

used technique for obtaining information from subjects. A
questionnaire is relatively economical, has the same questions
for all subjects, and can ensure anonymity.39 In this study,
the writer used questionnaire to know the students’ response
toward the teaching learning activity during Classroom
Action Research. The writer provided a questionnaire that
consists of 25 items in the form of Liker’s scale. 40 For
positive items the SS (Strongly Agree) is given score 4, the S
(Agree) is given score 3, the TS (Disagree) is given score 2 and
the STS (Strongly Disagree) is given score 1.
3. Test
The test used in this study is pre-test and post-test.
To know students’ existing knowledge of speaking ability, the
writer gives oral test to the students. Because the test is oral
test, the writer divided the score into five criteria, which are
the scores of Pronunciation, grammar, vocabulary, fluency, and

39
James H. Mcmillan and Sally Schumacher, Research
Education: Evidence- Based Inquiry, (New York: Pearson Education,
2006), p. 194.
40
See Appendix

40
 comprehension. It is based Heaton’s scale rating scores.41
After that, to get the mean, the scores from all criteria are
sum and divided into five. The pre-test is done before
implementing role play technique. Meanwhile, the post-test is
implemented after using role play technique. The test is held on
every second action of each cycle. Here are the rating scores of
oral test by Heaton:
Table 3.4
The Rating Scores of Oral Test
6 Pronunciation good - only 2 or 3 grammatical errors -
not much searching for words - very few long
pauses-fairly easy to understand - very few
interruptions necessary - has mastered all oral skills on
course.
5 Pronunciation slightly influenced by L1 – a few
grammatical errors but most sentences correct –
sometimes searches for words – not too many long
pauses – general meaning fairly clear but a few
interruptions necessary – has mastered almost all oral
skills in course
4 Pronunciation influenced a little by L1 – a few grammatical
errorsbut only 1 or 2 causing confusion – searches for
words- afew unnatural pauses- conveys general meaning
fairly clearly- a few interruptions necessary but intention
always clear – has mastered most of oral skills on course
3 Pronunciation influenced by L1- pronunciation and
grammatical errors – several errors cause serious confusion-
longer pauses to search for word meaning – fairly limited
expressions- much can be understood althoughsome effort
needed for part – some interruptions necessary – has

41
J.B. Heaton, Classroom Testing: Longman Keys to Language
Teaching, (New York: Longman, 1990), pp.70-71.

41
 mastered only some of oral skills on course
2 Several serious pronunciation errors- basic grammar errors –
unnaturally long pauses – very limited expression- needs
some effort to understand much of is – interruptions often
necessary and sometimes has difficulty in explaining or
making meaning clearer – only a few of oral skillson course
mastered
1 A lot of serious pronunciation errors – many basic grammar
errors – full of unnaturally long pauses – very halting
delivery – extremely limited expressions – almost
impossible to understand – interruption constantly necessary
but cannot explain or make meaning – very few of oral skills
on course mastered
Each element characteristic is then defined into six chart
behavioral statements as stated in the frames above. The writer
will objectively see the characteristic of each student’s speaking
ability whether they achieve 1,2,3,4,5 and 6. In order to case the
computation the writer converts the small score of Heaton to the
scale of 100 as follow:
6 = 87-100
5 = 77- 86
4 = 67-76
3= 57- 66
2 = 46-56
1 = below 45

42
H. The Technique of Data Analysis
1. Analyzing the Result of the Test
In analyzing the numerical data, first the writer tries to
get the average of students’ speaking skill per action within one
cycle. It is used to know how well students’ score as a whole on
speaking skill. It uses the formula:42

= mean

= individual score

= number of students

Second, the writer tries to get the class percentage which pass the
KKM 65 (sixty five). It uses the formula:43

P = the class percentage

F = Total percentage score
N = number of students

42
Sudjana, Metode Statistika, (Bandung: P.T. Tarsito, 2002), p. 67.
43
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: P.T.
Raja Grafindo Persada,2008), p.43.

43
 Third, after getting mean of students’ score per
actions, the writer identifies whether or not there might have
student’s improvement score on speaking skill from pre-test and
post-test score in cycle 1 and cycle 2. In analyzing that,the writer
uses the formula.

P = Percentage of students’ improvement

y = pre-test result
= post-test 1

P = percentage of students’ improvement

= pre-test result

= post-test 2

2. Analyzing Students’ Response

Besides analyzing the result of the test and observing the

activity during classroom Action Research, the writer also uses
questionnaire to find out students’ response toward role play
technique in speaking. In analyzing the students’ response, the
writer uses formula :

44
 P = the percentage
F = frequency of the percentage is being calculated
N = number of cases
Next based on the result of the percentage of the students’
response, the writer also uses the criterion of score interpreting a
follow:
Strongly agree =4
Agree =3
Disagree =2
Strongly disagree =1
After tabulating all answers, the writer calculate the
percentage of the strength of response by using formula as follow.44

After each answer is calculated, the score is processed based

on the criterion of interpretation score as follow: 45

44
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: P.T.
Raja Grafindo, 2008),p.43
45
Riduwan, Belajar Mudah Penelitian untuk Guru, Karyawan
dan Pemula, (Bandung: Alfa beta, 2005), p.89

45
 Percentage 0% - 25% = very low
Percentage 26% - 50% = low
Percentage 51% - 75% = strong
Percentage 76% - 100% = very strong

I. The Criteria of the Action Success

Based on the school agreement between the researcher and
the teacher, classroom action research can be called successful if it
can exceed the criteria that have been determined, that is when
there is 75 ℅ of students could achieve the target score.46 It
means that during CAR students have to achieve the target score of
KKM 65 of speaking test started from the pre-test until the second
post-test in cycle two. Moreover, CAR is able to be called fail if it is
cannot exceed the criteria that have been detained. Then, the
alternative action would be done in the next cycle.

46
Wijaya Kusumah dan Dedi Dwitagama, Mengenal Penelitian
Tindakan Kelas, (Jakarta: P.T. Indeks, 2009), p. 53.

46
 CHAPTER IV
RESEARCH FINDINGS

This chapter presents the result of research. In this case, it

discusses the result of the research in improving student’ speaking
ability by using role play technique in the VIII.B class of MTs. NU
05 Sunan Katong Kaliwungu academic year 2014/2015. This chapter
concerns with the description of the data (before the
implementation the Classroom Action Research, during the
implementation of Classroom Action Research, and after
implementing the Classroom Action Research) and the
interpretation of the data.
A. The Description of the Data
1. Findings before Implementing the Classroom Action
Research
a. Result of Pre Observation
Pre observation was conducted to observe the process of
teaching learning in speaking activity before
implementing the action. The writer conducted pre
observation in the VIII.A to VIII.D class. Based on the
pre observation result, the VIII.B class showed they are
more passive than another class. Most students in VIII.B did
not participate in class conversation, discussion, and shy in
giving oral presentations. They were not courage to involve
in the speaking learning process. They were encountered

47
 with the hesitance of practicing the material as well as the
drilling conducted by the teacher in the learning process.
In the other words, the students have the problems with
their confidence. Therefore, they need a technique to
improve their speaking skill and make the English-
speaking lesson more exciting.
b. The Result of Pre Test
The pretest had done before the Classroom Action Research.

The observer conducted it on Monday, March 23th, 2015. It

started at 08.20 A.M. The pre-test was in interview form.
Then, the scores were taken in five criteria as stated
by Heaton, which are the scores of pronunciation,
grammar, vocabulary, fluency and comprehension. 47
Based on the result of pre test, the data showed that the
mean score of pretest was 56.77. It means that the students’
speaking mean score before using role play or before
implementing CAR is 56.77. There were 4 students who
pass the KKM and there were 32 students were still below
the KKM. From the pre-test result, it could be seen that
students’ speaking ability was still very low.

47
J.B. Heaton, Classroom Testing: Longman Keys to Language
Teaching, (New York: Longman, 1990), pp. 70-71.

48
2. Findings of the First Cycle
a. Planning
In this phase, the writer made a planning for the action
based upon the problems faced by students toward speaking
ability. In this case, the writer arranged a lesson plan based
on the teaching material. Beside of making lesson plan, the writer
also prepared observation checklist to observe the students
performance during the teaching learning process. The writer also
prepared the post test 1 to collect the data to know whether
there are some students’ improvement scores from pretest to
post- test 1
b. Acting
th
The action of the cycle 1 was done on March 23 to
th
29 2015. In acting phase, the teacher implemented lesson plan
that had been made before. Here, the teacher conducted role play
by using scripted role play. First, the teacher introduced the
material by giving example of dialogue and related vocabulary
items. Second, the teacher explained to the students about the
situation and condition when using expression of asking and
giving opinions. Third, the teacher wrote some examples and
demonstrated how to pronounce it. Fourth, the teacher divided
students into group of two and gave script of dialogue. Next, the
students practiced and memorized the dialogue, and performed
the dialogue in the front of the class. Then, teacher gave
feedback to the students after finishing their performance. At

49
 last, the teacher gave general conclusion. That is about material
that has been done by the students in their role play.
In the second meeting, the teacher gave the post-test1
in the end of cycle 1. It was in role play form and conducted in
pairs. The students created a dialogue based on the role card
given then perform it in the front of the class. The post test
1 is carried to measure how well the students’
achievement in speaking improved.
c. Observing
In this phase, the observer tried to notice all activities in
the physical classroom activity. It might be about students’
response and students’ participation during teaching and learning
process using role play technique.
Related to the students’ response, some students still
did not pay attention to the teacher’s explanation. Some of
them also did not practice with their group. Moreover, they
cheated each other while other students were asked to perform
role play in the front of the class. However, the teaching and
learning activity happened enthusiastically even some students
seen do not interest.
Second, related to the students’ participation, it showed
some progress than before implementing the role play technique.
Some students participated in class conversations, discussions,
and giving oral presentations (perform). Their pronunciation and
fluency were better than before. Besides, their feeling confident

50
 about speaking in have some progress even need much more
practice.
d. Reflecting
The writer evaluated about the conclusion of
implementing the action. Based on the result of posttest 1, they
were only 13 students or 36.11% of students who passed the
KKM. Then, the colllaborator tried to modify the action in order
75% of students in the class could pass the KKM. Instead,
the collaborator felt satisfied enough because their efforts to
improve students’ speaking skill had been improved proven
by score they get although not all the targets accomplished yet.
Beside of that, the students seemed to accept the material easily
by using role play. From the reflecting phase above, there
must be more efforts to improve students’ speaking ability by
using role play. This efforts was done in the next lesson plan of
cycle two

3. Findings of the Second Cycle

a. Planning
After finding the fact that the students’ speaking
mastery was low, which was proven by their posttest 1
scores, the collaborator rearrange the lesson plan which was
used in the previous cycle with some modifications. When
in the cycle 1 the collaborator conducted role play using scripted
role play, in the cycle 2, the c o l l a b o r a t o r will conduct role

51
 play controlled by cues and information. Besides, the teacher
will explain about the material using pictures. The collaborator
hope that it can stimulate students to be more creative.
Beside of that, the writer still also prepared the observation sheet
to note the classroom activities. Next, the writer also prepared the
posttest 2 and questionnaire to collect the data.
b. Acting
The action of the cycle two was done on March 30th to
April 4th 2015. In this meeting, the teacher asked the students
the difficulty in using role play technique and try to emphasize
some aspects that have not been done yet in the first cycle.
Here, the teacher made some modifications in conducted role
play. The teacher brought some pictures (related to the material
given) that was about “asking, giving, and declining an
opinion” such as picture of sports, films, and books. Then, she
asked student one by one about asking, giving, and declining an
opinion. When in the cycle 1 the teacher conducted role play
through scripted dialog, whereas in the cycle 2 the teacher
conducted role play through cued and information in order to
stimulate students to be more active and creative in speaking.
After the teacher divided role cards to each group, students
created a dialogue and performed the dialogue in the front
of the class. After finishing the performance, each student has
been given feedback.

52
 In the second meeting the teacher gave the post test 2.
It was in a role play form and conducted in pairs. The
students created a dialogue based on the role card given
then perform it in the front of the class.
c. Observing
In this phase, the observer tried to notice all activities
in the physical classroom activity. It might be about
students’ response and students’ participation during
teaching and learning process using role play technique.
First, related to the students’ response during
teaching and learning activity, most of students paid
attention to the teacher’s explanation and practice with their
group enthusiastically.
Second, related to the students’ participation, it showed
some progress than in the cycle 1. Most students
participated in class conversations, discussions, and giving oral
presentations (perform). Their pronunciation and fluency
were better than before. Besides, the students looked braver
to speak English in the front of the class.
d. Reflecting
The collaborator analyze the result of cycle 2. Most of
the students respond the teacher actively. Furthermore, the
teaching learning process is done very well. The
collaborator felt satisfied because the students have significant
improvement from the score they get from pre-test, post test

53
 1 and post test 2. After achieving the target research of
where minimally 75% students who pass the KKM, therefore
the collaborator decided to stop the Classroom Action
Research because it had already succeeded.
4. Findings after Implementing the Classroom Action Research
a. The Result of Posttest
Here the writer inputted the result of data including
the pre-test, post test 1, and post test 2 into a table as
following:
Table 4.1
The Students’ Speaking Score of Pre-test, Post test 1, Post test 2

Student
Pre - Test Post – Test 1 Post – Test 2
Number
S1 55 64 74
S2 57 63 76
S3 55 65 75
S4 55 58 64
S5 54 57 62
S6 56 65 74
S7 56 58 63
S8 56 66 76
S9 56 65 76
S 10 56 60 73
S 11 55 60 70
S 12 55 61 71
S 13 54 66 74
S 14 53 66 76
S 15 57 60 72
S 16 55 58 71
S 17 60 61 70
S 18 66 70 75

54
 S 19 55 58 61
S 20 56 61 70
S 21 58 67 74
S 22 58 69 72
S 23 57 59 72
S 24 65 67 73
S 25 53 60 72
S 26 55 63 71
S 27 56 63 70
S 28 51 63 72
S 29 57 64 74
S 30 56 60 71
S 31 68 70 74
S 32 57 64 71
S 33 53 63 73
S 34 56 66 71
S 35 67 73 77
S 36 53 61 75
Mean : 56.77 63.30 71.80
To compare the test result between pretest and posttest of each
cycle, the writer uses some steps. Those are calculating the
students mean score of the test, calculating the class percentage,
and calculating the students’ improvement score from pre-test to
post test 1 and 2 into percentage:
In analyzing the data of pretest, the first step is to get the
mean score of the class. It is calculated as following:

55
 Based on the result of pre test, the data showed that the
mean score of pretest was 56.77. It means that the students’
speaking mean score before using role play or before implementing
CAR is 56.77.
The second step is to know the percentage of students’
score who passed the KKM (65). It is calculated by using as
follows:

%
From that computation, the students’ score percentage in
the pretest is 11.11%. It means that there are 4 students who pass
the KKM and there are 32 students are still below the KKM.
Next, in the cycle 1 of CAR, the writer calculates the result of
posttest 1 to know the students’ score improvement from the
pretest to posttest 1 result. There are three steps to get this
improvement. Those are calculating the students’ mean score of the
class, calculating the students’ improvement score into percentage
and calculating the class percentage.
In analyzing the data of posttest 1, the first step is to get the
mean score of the class. It is calculated as following :

56
 =

Based on the result of posttest 1 above, the mean score of the

class derived 63.30 in which there were 13 students who passed the
KKM 65 (sixty-five). It shows that there are some improvements
from the pre-test mean score. It can be seen from the pre-test mean
score (56.77) to the mean score of the post test 1 (63.30). it
improves 6.53 (63.30-56.77).
The second step is the calculation to get the percentage of
students’ improvement score from pretest to the posttest 1. The
writer uses computation as follow:

The third step is to know the percentage of students’ score who

passed the KKM (65) in posttest 1. It is calculated by using as
follows:

%
From that calculation, the class percentage which pass the
KKM is 36.11%. it means that in the cycle 1 of CAR, there are 13
students who passed the KKM and there are 23 students whose

57
score are below the KKM. The students’ improvements which pass
the KKM is 25% (36.11% - 11.11%). Even though it is still needed
more improvement because it could not achieve yet 75% as the
target of success CAR.
Furthermore, in the cycle 2 of CAR the writer also
calculates the result of posttest 2 to know further the score
improvement either from the result of pretest or posttest 1. There
are three steps to know this improvement. Those are to calculate
the mean score of the class, to percentage of the students’
improvement score, and to calculate the class percentage which
pass the KKM (65).
Firstly is to calculate the mean score of the class in posttest
2. The calculation using as follows:

= 0

From the calculation, the mean score of posttest 2 is 71.80. It

means that there are some students’ improvement scores (8.8)
from the mean of posttest 1 (63).
The second step is to know the calculation of the
percentage of students’ improvement score. Here, the writer
computes by using the formula:

58
 Based on that computation, it could be seen that the
posttest 2 improves 44.09% from the pretest or 7.98 % from the
posttest 1 (44.09 – 36.11).
The last step is the writer tries to get the class percentage
whose score pass the KKM. It uses the calculation as following:

From that calculation, the class percentage is 88.88%. It means

that in the cycle 2 there are 32 students who pass the KKM and
there are only 4 students are below the KKM. The class
percentage of posttest 2 shows some improvements from the
previous test; the improvement is 77.77% from the pretest
(11.11%) or 52.77% from the class percentage of posttest 1
(36.11%).
b. The result of Questionnaire
Based on the questionnaire that was given to the
students after accomplishing the second action of cycle 2, it was
gained the students’ response toward the learning process using

59
role play technique in speaking. The response is presented in the
following table:
Table 4.2
Students’ Questionnaire Result
Statement
Indicator Percentage Conclusion
Value
Students’ 4 50.25 %
interest toward 3 42.23 %
the material by 2 4.54 % Positive
using role play
1 2.96 %
technique

From the table above it is known the students’ response

toward that they got more interested to use role play technique to
improve their speaking skill.
B. The Interpretation of the Questionnaire, Observation, and
The Test Result
1. The Interpretation of the Questionnaire
To know the students’ response toward the teaching learning
activity during CAR, the questions in four provided a
questionnaire that consists scales answer. The calculation of the
result of 25 of the questionnaire the writer had done several steps
as follow:
a. First, the writer tabulated the frequency of the
answer on each question.
b. Second, the writer calculated the percentage of the
answer using the formula:

60
 c. After getting the percentage of the answer of each question,
the writer tabulated the percentage of the answer based on
the indicators.
d. Then, after comparing the tabulation of those answers,
the writer analyzed the evaluation of the indicators which
is aimed to know the category of the respondent. Then, the
result can be seen as follow:

Based on the calculation above, it proves that the response

of the students toward interest in learning speaking by using role
play technique is 75.00% and 78.75% that mean it falls into the
strong and very strong category
2. The Interpretation of the Observation for the Students
Based on the result of the students’ participation in
speaking class through observation checklist, it was indicates the
students’ participation gradually increase from the pre observation
into the second cycle.
The students’ participation improvement in speaking
class can be seen in the following table:

61
 Table 4.3
The Students’ Participation in Speaking during CAR
Pre Improvem
Skills Cycle 1 Cycle 2
Observation ent
Participation
in Class 16.66 % 47.22 % 94.44 % 77.78 %

Paricipation in
19.44 % 36.11 % 88.88 % 69.44 %
discussions
Giving oral
presentations 13.88 % 44.44 % 86.11 % 72.23 %
( perform )
Pronunciation 19.44 % 22.22 % 91.66 % 72.22 %
Fluency 25.00 % 38.88 % 88.88 % 63.88 %
Feeling
confident
11.11 % 72.22 % 88.88 % 7777 %
about
speaking

The explanations of the table above are as follow: first, the

improvement of the students’ participation during CAR is 77.78%..
Second, the improvement of the students in class discussion during
CAR is 69.44%. Third, the improvement of the students’
performance during CAR is 72.23%. Fourth, the improvement of
the students’ pronunciation is 72.22%. Fifth, the improvement of the
students’ fluency is 63.88%. At last, the improvement of the
students’ confidence to speak in the front of the class during CAR is
77.77%.
The improvement of the students’ skills above means
that the implementation of role play in speaking class has
successfully improve the students participation in speaking class.

62
3. The Interpretation of the Test Result
The interpretation of the data results among the pre-test, the
post test of cycle 1 and the post test of cycle 2 are as following:
In the pre-test, the mean score of students on speaking test
before carrying out CAR is 56.77. It is students’ speaking score
before they use role play technique. Meanwhile, the class
percentage which pass the KKM is 11.11%. It means that there are
only 4 students who are able to pass the KKM (65) and there are 32
students are out of the target.
Next, the mean score in the post test of cycle 1 is 63.30. It
means that there are some students’ score improvement from the
previous test (pretest), that is 6.53 (63.30 – 56.77) or 25%.
Meanwhile, the class percentage which pass the KKM in posttest 1
is 36.11%. It shows there are 13 students who pass the KKM and
there are 23 students whose score still under KKM. However, it is
still needed more improvement because it could not achieve the
target yet of success CAR, that is 75% (or at least 27 students) from
the class percentage. That is why the writer and the teacher continue
to the second cycle.
Furthermore, the mean score in the post test of second
cycle is 71.80. It shows the students’ improvement score 8.5
(71.80- 63.30) from the posttest 1 (63.30) or 52.77%. Meanwhile,
the class percentage which pass KKM is 88.88%. It means there are
32 students whose score pass the KKM and there are 4 students are
under the target of KKM. This class percentage shows some

63
improvement 77.77% from the pretest (11.11%) or 52.77% from the
posttest 1 (36.11%) in the class percentage. The posttest of cycle 2
has fulfilled the target of CAR success, that is above 75%
students could pass the KKM. It can be said that CAR is success and
the cycle of CAR is not continued.

64
 CHAPTER V
CONCLUSION AND SUGGESTION

After conducting the whole steps of this Classroom Action

Research, the writer will give some conclusions as the
result of this research.
Furthermore, related to the conclusion the writer also gives
some suggestions.
However, before the writer concludes the result of study and
contributes her suggestions, she would like to present the summary
of this research.
The writer would like to sum up this research. This research
uses the Classroom Action Research (CAR) method in which to
identify the problem on students’ speaking ability. It is initiated
through the observation in the VIII.B class of MTs. NU 05 Sunan
Katong Kaliwungu, which is considered as the class whose speaking
ability is low. The amount of students of that class is 36. In this
Classroom Action Research, the writer implements the Kurt Lewin’s
design which consists of four phases. Those are planning, acting,
observing, and reflecting. Meanwhile, the data is derived from the
test, questionnaire, and observation.
Moreover, related to the test result, there was 25%
improvement of students’ mean score from pretest to the posttest
of the first cycle. In the pretest, there were four students who
passed the KKM. Meanwhile, in the result of posttest in cycle 1,

65
there were 13 or 36.11% students in the class who passed the KKM
considering their mean score of test is 63.30. Next, based on the
result of the posttest in cycle 2, there were 32 students or 88%
students in the class who passed the KKM considering their
mean score 71.80. It is showed that the students have significant
improvement; the improvement can be seen from the score that gets
higher, from pretest, posttest 1, and posttest 2.
A. Conclusion
Based on the research conducted in VIII.B class of
MTs.NU 05 Sunan Katong Kaliwungu, The writer concluded that
role-playing activity can improve students’ speaking ability showed
by the score they get. Furthermore, from the students’ response
toward the teaching and learning activity during CAR, it is
proved that the response of the students toward the teacher
professionalism and their interest in learning speaking using role play
technique is 75.00% and 78.57% that means it falls into the strong
and very strong category. It can be concluded that the students like
role play technique. Moreover, the observation checklist showed that
the students seemed braver and more confident in speaking. It
proven by their participation in the class conversations,
discussions, perform in the front of the class, pronunciation,
fluency and feeling confident about speaking.
B. Suggestion
In this part, the writer would like to give some
suggestions to be considered by English teacher as follows:

66
1. Role play technique would be very helpful to improve students’
ability in speaking, so the teacher needs to maintain using
role play technique as alternative technique of the teaching
process in the second year students of Junior High School.
2. The teacher should give clear explanation and instruction in
directing her students using role play.
3. The teacher should control the students’ activities.
Finally, the writer realizes that this research still have
some weakness and mistakes. Therefore, the writer would like to
accept any constructive suggestion to make this research better.

67
 BIBLIOGRAPHY

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Burns, Anne, Collaborative Action Research for English

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Bygate, Martin, Language Teaching: A Scheme for Teacher

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Gower, Roger and Diane Philips, Steve Walters, Teaching

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Hammersley, Martyn, Educational Research: Current Issues,

London: Paul Chapman Publishing Ltd, 1993.

Heaton, J.B., Classroom Testing: Longman Keys to Language

Teaching, New York: Longman, 1990.

Inquiry, New York: Pearson Education, 2006.

Jones, Rhodry, Speaking and Listening, London: John Murray

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Matthews, Candace, Speaking Solution: Interaction, Presentation,

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McDonough, Jo and Christopher Shaw, Materials and Methods in
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Mcmillan, James H and Sally Schumacher, Research Education:

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Mata Pelajaran Bahasa Inggris SMP dan MTS, Jakarta:
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Tindakan Kelas, Jakarta: P.T. Indeks, 2009
 Appendix 1
STANDAR KOMPETENSI DAN KOMPETENSI DASAR
KELAS VIII
Berbicara 3.1 Mengungkapkan makna
dalam percakapan transaksional
3. Mengungkapkan makna (to get thing done) dan
dalam percakapan interpersonal (bersosialisasi)
transaksional dan sederhana dengan menggunakan
interpersonal lisan ragam bahasa lisan secara akurat
pendek sederhana untuk , lancar, dan diterima untuk
berinteraksi dengan berinteraksi dengan lingkungan
lingkungan sekitar sekitar yang melibatkan tindak
tutur; meminta , memberi,
menolak jasa, menolak barang,
mengakui, mengingkari fakta,
dan meminta dan memberi
pendapat.

3.2 Memahami dan merespon

percakapan transaksional ( to get
thing done) dan interpersonal
(bersosialisasi) sederhana dengan
menggunakan ragam bahasa
lisan secara akurat, lancar, dan
berterima untuk berinteraksi
dengan lingkungan sekitar yang
melibatkan tindak tutur;
mengundang, menerima, dan
menolak ajakan ,
menyetujui/tidak menyetujui,
memuji dan memberi selamat.

4. Mengungkapkan makna 4.1 Mengungkapkan makna

dalam bentuk teks lisan dalam bentuk teks lisan
fungsional dan monolog fungsional pendek sederhana
pendek sederhana yang dengan menggunakan ragam
berbentuk descriptive bahasa lisan secara akurat ,
dan recount untuk lancar, dan berterima untuk
berinteraksi dengan berinteraksi dengan lingkungan
lingkungan sekitar sekitar.

4.2 Mengungkapkan makna

dalam monolog pendek
sederhana dengan menggunakan
ragam bahasa lisan secara akurat,
lancar , dan berterima untuk
berinteraksi dengan lingkungan
sekitar dalam teks berbentuk
descriptive dan recount.
 Appendix 2

LESSON PLAN

School : MTs. Nu 05 Sunan Katong

Subject : English
Class / Semester : VII B/I
Text : Transactional / interpersonal
Theme : Daily life
Skill : Speaking
Time Allotment : 2 x 40 minutes

Standard Competence : Expressing the earning in simple short

spoken transactional and interpersonal
conversation to interact with the nearest
environment
Basic Competence : Understanding and responding meaning
in simple transactional ( to get thing
done) and interpersonal conversation by
using spoken language accurately,
fluently, and acceptable to interest with
the nearest environment using the speech
act: Asking and giving for opinion
1. Indicators
Ask and answer about asking and giving for opinion.
Ask and answer the simple expression of asking and giving for
opinion.
2. Teaching Learning Objectives

In the end of the learning process students are able to respond

to the expression of asking and giving for opinion.

In the end of the learning process students are able to make a

good dialogues by using of asking and giving for opinion.

In the end of the learning process students are able to speak

aloud to improve the pronunciation by using asking and giving
for opinion.
3. Expected Characters
Communicative
Discipline
Respect
Diligence
Active
4. Teaching Learning Material
A. Explanation and example of asking and giving opinion

a) Explanation about asking for

opinion such as :
What do you think of .....?
What are your views?
What is your opinion?
Is it right what I‟ve done?
 What about ...?

How about ...?

b) Explanation about giving opinion such as :
I‟m convinced that ....
I reckon ....
I consider that ....
According to the expert, I ....
In my opinion, ....
I think ....

2. Teaching Learning Method

• Approach : Communicative Learning
• Method : Cooperative Learning

6. Teaching Learning Procedure

Time
Learning Activities
No Allotment
Teacher Activities Student Activities
Opening
- Greeting - Response
the greeting
- Checking the - The
students Students
attendance answer
1 5 minutes
when their
name are
Apperception: called
- Teacher gives - The
brain storming Students
about the answer the
 traveling and question
holidays by
using some
question
2 EEC
a. Exploration
- Teacher tells - Pay 5 minutes
the purpose of attention
learning the and listen
material the
(asking and teacher‟s
giving explanation
opinion) and carefully
gives
motivation - Students 10 minutes
- Teacher ask a
explain the question if
material they don‟t
(asking and understand
giving
opinion)
b. Elaboration
- Teacher divides - Students 5 minutes
the students to form group
be some groups quickly
that consist
with 6 students
based on
heterogeneous
grouping
- Teacher gives the - Students 20 minutes
task of asking answer in
and giving the group
opinion for
discussion by
using role play
technique then
 be a facilitator
an motivator
when students
do it in the
group
c.Confirmation
-Teacher gives a - Students 25 minutes
test to practice in
evaluation the the front of
students class

3 Post activities
- Teacher - Students
summarizes the listen to the
material teacher
- Teacher tells - Students
best give
performance of applause
students and for their
10 minutes
gives friends who
appreciation does the
- Saying good bye best
and thank you performanc
e
- Saying
good bye
too
7. Teaching Learning Source
Book :
Doddy,Achmad,2008.Developing English Competencies Grade
2,Jakarta:Pusat Perbukuan, Departemen Pendidikan Nasional
8. Assessment
Assessment
Indicator
Technique Form
• Ask and Spoken / oral Performance test
answer about
asking and
giving
question
• Ask and
answer the
simple
expression of
asking and
giving for
opinion

9. Instrument
Dialog 1:
Maylie : “ Hay, Alisa. How is it going today?”
Alisa : “Oh, hi Maylie. Well, to tell you about
the truth, I am quite sleepy now”.
Maylie : “ Yeah, I noticed that you have been yawning.
What did you do last night?”
Alisa : “ I stayed up late night. I watched a new film
on DVD , Troy”
Maylie : “ So, how was it?”
Alisa : “It‟s a cool film. Brad Pitt was so lovely. How
about you? What do you think about it?”
Maylie : “I didn‟t like it. I think it‟s boring”.
Dialog 2

Bara : “Hi, Mentari. Where are you going anyway?”

Mentari : “Oh, Hi Bara. I‟m going to the library”.
Bara : “Oh, Hey, maybe you can also borrow teenlit or
chicklit there?”
Mentari : “Well, I think that‟s impossible, Bara. Because I
don‟t like those books. In my opinion, the
stories are not so interesting and sometimes
they‟re so boring”.
Bara : “I see. According to me, the books are okay.
The stories are based on the everyday facts in
teenagers‟ life”.
Mentari : “Ok, we have different opinion about it, Bara.
And I appreciate your opinion.
 Transcript of oral Test

1. Breakfast /brεkfәst/
2. Firts /fә:st/
3. Farm /fa:m/
4. Luck /lΛk/
5. Dark /da:k/
6. Sea /si:/
7. Name /neIm/
8. Cold /koU.ld/
9. Colt /koUlt/
10. Bird /bә:d/
11. Bead /bi :d/
12. Beed /bi:d/
13. Side /saId/
14. Safe /seIf/
15. Card /ka:d/

Kaliwungu, March 2015

English Teacher

Nining Hidayati
NIM:113411133
 Pictures for Lead in stage:
As we know that jogging is good for our healthy. What do you
think about Jogging?

Have you ever seen Harry Potter movie? What do you think about
it?

What is your view about frozen cartoon movie?

Act the role card with your friend!

You and your friend talk about your friend‟s hairstyle. You
think that it is out of date. Meanwhile, in your friend‟s
opinion, it is cool. Give some reasons to support your
opinions.

You and your friend discuss about harry potter movie. In your
opinion, the book is more interesting than its movie.
However, according to your friend‟s opinion, the movie is
more interesting. Give some reasons to support your opinions.

You and your friends discuss about Indonesian dance such as

srimpi and gambyong. In your opinion, it is very out of date.
Nevertheless, in your friend‟s opinion, as the young
generation we have to make it everlasting. Give some reasons
to support your opinion.

You and your friend talk about bring cellular phone to school. In
your opinion, bring cellular phone in school should be forbidden.
Whereas, in your Friend‟s opinion, the schools‟ principal should
allows students to bring it. Give some reasons to support your
opinions.
 Appendix 4

The Questions of Pre-Test

The test 1: (interview)

Good Afternoon/Hello/Hi

1. What is your name?

2. Where do you life ?
3. How are you?
4. Can you speak English?
5. Do you like speaking English?
6. What do you do?
7. What will you say when you see your friend wear a new bag ?
8. What will you say if you want to give an opinion that Harry
Potter is a interesting film ?
9. What will you say if you agree with someone‟s opinion about
English is difficult lesson ?
10. What will you say if you want to give an opinion about internet
?
 Appendix 5
The Questions of Post-Test 1 and Post- Test 2
(Role Playing)

Create a dialogue based on the role card and perform in the front of
the class!

You and your friend discuss about using the

internet .In your friend‟s opinion ,it‟s very
useful .However, in your opinion , the internet
is useless. Give some reasons to support your
opinion

You and your friend talk about Studying

abroad. In your view ,Studying abroad is very
important and vert prestigious. However ,in
your‟s friend opinion, it just washes a lot of
money because there are many qualified
school in indonesia

You and your friend talk about Indonesian

movie today. In your opinion, it shows good
improvement. Meanwhile, in your friend‟s
opinion, Indonesian movie still bad. Give
some reasons to support your opinion
Appendix 6
 Appendix 6

The Procedures of the Test

Test 1 (Pre-Test)

The test is done in front of the teacher desk. It means the

students face the teacher.
1. The teacher calls students one by one and gives the questions of
the test 1.
2. The student answers what the teacher asked.

Test 2 (Post-Test 1 and Post-Test 2 )(Role Playing)

1. The teacher gives the instruction of the test 2.

2. The teacher shows some envelopes, which contains some role
cards.
3. The students (in pair) take 1 role card.
4. The students act out as role play based on the role card.
 Appendix 7
The Students’ Speaking Score of Pre-test, Post test 1, Post test 2

Student
Pre - Test Post – Test 1 Post – Test 2
Number

S1 55 64 74
S2 57 63 76
S3 55 65 75
S4 55 58 64
S5 54 57 62
S6 56 65 74
S7 56 58 63
S8 56 66 76
S9 56 65 76
S 10 56 60 73
S 11 55 60 70
S 12 55 61 71
S 13 54 66 74
S 14 53 66 76
S 15 57 60 72
S 16 55 58 71
S 17 60 61 70
S 18 66 70 75
S 19 55 58 61
S 20 56 61 70
S 21 58 67 74
S 22 58 69 72
S 23 57 59 72
S 24 65 67 73
S 25 53 60 72
S 26 55 63 71
S 27 56 63 70
S 28 51 63 72
S 29 57 64 74
S 30 56 60 71
 S 31 68 70 74
S 32 57 64 71
S 33 53 63 73
S 34 56 66 71
S 35 67 73 77
S 36 53 61 75
Mean : 56.77 63.30 71.80
 Appendix 8

Angket Ranah Afektif Siswa

A. DATA RESPONDENT/SISWA
No. Angket :
Nama :
Kelas :
Nama Sekolah :

B. PETUNJUK
1. Pada angket ini terdapat 14 pertanyaan. Pertimbangkan
baik-baik setiap pertanyaan dalam kaitannya dengan
pembelajaran Bahasa Inggris, kemudian jawablah dengan
jujur sesuai dengan keadaan yang sebenarnya.
2. Berilah tanda checklist (√) untuk jawaban yang tepat sesuai
pendapat anda sendiri.
3. Angket ini dibuat hanya untuk kepentingan ilmiah
dalam rangka penelitian. Oleh karena itu, jawaban anda
dijamin kerahasiaannya dari siapapun. Terima kasih.
Keterangan pilihan Jawaban:
SS : Sangat Setuju
S : Setuju
TS : Tidak Setuju
STS : Sangat Tidak Setuju
Minat Siswa

No Pernyataan SS S TS STS
Saya senang dengan pelajaran
1
bahasa inggris
Saya senang pelajaran bahasa inggris
2
terutama speaking
Saya senang berbicara menggunakan
3
bahasa inggris
Saya senang mempelajari bahasa
4 inggris lebih mendalam

Saya bertanya pada guru bila ada

5
materi yang belum saya pahami
Pada pelajaran bahasa inggris banyak
6 hal yang membangkitkan rasa
penasaran saya
Saya sering terlibat dalam
7 percakapan yang terjadi selama
proses belajar berlangsung
Materi yang disampaikan selalu
8
menarik perhatian saya
Saya merasa tertarik belajar speaking
9
dengan teknik role play
Saya sangat semangat ketika
10 menghafal teks dialog yang diberikan
oleh guru
Saya sangat semangat ketika perform
11
di depan kelas
Saya merasa senang ketika bermain
peran karena guru dan teman – teman
12
memberikan apresiasi terhadap
penampilan saya
Saya lebih percaya diri berbicara
dengan bahasa inggris setelah diajar
13
dengan menggunakan teknik role
play
 Minat saya berbicara dengan bahasa
inggris semakin meningkat setelah
14
saya diajar dengan menggunakan
teknik role play
 Appendix 9
Assessing the Students’ Progress
(Before Implementing CAR)

Skills

Giving oral presentation

Feeling confident about

Participation in group
Participation in class

Pronounciation
discussion
Nama

speaking
Fluency
S1 √ √ √ √ √
S2 √
S3
S4
S5
S6
S7 √ √ √
S8
S9
S10
S11
S12
S13
S14
S15 √ √ √
S16
S17
S18 √ √ √ √ √ √
 S19
S20
S21
S22
S23
S24 √ √ √ √ √ √
S25
S26
S27
S28
S29
S30
S31 √ √ √ √ √ √
S32 √ √
S33
S34
S35 √ √ √ √ √ √
S36
16.66 %

13,88 %

11,11 %
19,44 %

19,4 %
Total
Percentage 25 %
 Appendix 10
Assessing the Students’ Progress
(Cycle 1 of CAR)

Skills

Giving oral presentation

Feeling confident about

Participation in group
Participation in class

Pronounciation
discussion
Nama

speaking
Fluency
S1 √ √
S2 √ √ √ √ √
S3 √ √ √ √ √
S4
S5
S6 √ √ √ √ √
S7
S8 √ √ √ √ √
S9 √ √ √
S10 √ √
S11 √ √
S12 √ √
S13 √ √ √
S14 √ √ √ √ √
S15
S16 √ √
 S17 √
S18 √ √ √ √ √ √
S19 √
S20 √ √
S21 √ √
S22 √ √ √
S23 √
S24 √ √ √
S25 √ √
S26 √ √ √ √
S27 √ √
S28 √ √
S29 √ √ √ √
S30 √
S31 √ √ √ √ √ √
S32 √ √
S33 √ √
S34 √ √
S35 √ √ √ √ √
S36 √ √
47,22 %

36,11 %

44,44 %
22,22 %

72,22 %
38,8 %

Total
Persentage
 Appendix 11

Assessing the Students’ Progress

(Cycle 2 of CAR)

Skills

Giving oral presentation

Feeling confident about

Participation in group
Participation in class

Pronounciation
discussion
Nama

speaking
S1 √ √ √ + Fluency
+ +
S2 + √ + √ √ +
S3 + + + + + +
S4 √ − − − − −
S5 √ − − − − −
S6 + √ + √ √ +
S7 √ − − − − −
S8 + + + + + +
S9 + + + + + +
S10 √ + √ √ + +
S11 + √ + √ √ +
S12 + √ + √ √ +
S13 √ + + √ √ +
S14 + + + + + +
S15 + √ + √ √ +
S16 √ √ + √ √ +
S17 √ √ + √ √ +
 S18 + + + + + +
S19 − √ − √ √ −
S20 + + + + + +
S21 √ √ √ √ √ √
S22 + √ + √ √ +
S23 √ + + √ √ √
S24 √ + + √ √ +
S25 + + + √ √ +
S26 √ √ + √ √ +
S27 √ √ + √ √ +
S28 √ √ + √ √ +
S29 + + + √ √ +
S30 √ √ + √ √ +
S31 √ √ √ √ − √
S32 − √ √ √ √ √
S33 √ √ − √ √ +
S34 √ √ + √ √ +
S35 + + + + + +

S36 + + + + + +

Total
94,44 %

88,88 %

86,11 %
91,66 %

88,88 %

88,88 %
Percentage
Teaching Learning Process

The Collaborator
 CURRICULUM VITAE

A. Identify
1. Name : Nining Hidayati
2. Place and Date of Born : Kendal, August 15th 1975
3. Address : Desa Plantaran Rt 04 Rw 04
Kecamatan Kaliwungu Selatan –
Kendal
HP : 081914427999
E-mail : Nininghidayati@rocketmail.„com

B. Educations
1. Formal Education :
a. Elementary School in SDN Plantaran 1 on 1982 until
1988
b. Junior High School in SMP N 1 Kaliwungu on 1988 until
1991
c. Senior High School in SMU N 1 Kaliwungu on 1991
until 1994
d. Student in Islamic Education and Teachers Training
Faculty in qualification Program from 2011 until 2015