1

The Implementation of Role Play in Teaching Speaking

(An Experimental Teaching for 2
nd
Year Students at SMA
1Meulaboh)
Risdiana
Jalan Sentosa Lr. Bulan No. 14, Meulaboh, West Aceh
Telp: (+62) 852 603 445 53, E-mail: decaynyako@yahoo.com

______________________________________________________________________________________________

Abstract--- This study is intended to find out if there is a difference in speaking scores between the students
who are taught using role play as a technique and those who are taught using the traditional approach. All of
the second year students of SMA 1 are the population and two classes are as samples. The data collected in
this study was obtained by administering pretest, posttest, and a questionnaire sheet. Based on the statistical
analysis, it was found that the mean score of the posttest of EG (the group of students that was taught by using
role play) was higher than that of the CG (the group of students that was taught by using the conventional
method). It is an experimental research and the purpose of experimental designs is the most powerful
quantitative research method used in this research. This type of design is used to establish cause-and-effect or
the relationship among two variables. The mean score of the posttest was 75 for EG and the CG scored at 60.
The difference is 75 60 = 15. The result of this study shows that using role play as a teaching technique has
reasonably improved the students speaking skills. In short, teaching students by using role play can support
and improve their speaking ability.
Keywords--- Implementation, Role Play, Speaking, Teaching Speaking, Traditional Approach
______________________________________________________________________________________________
I. INTRODUCTION

Language is a means of communication.
Communication is mutual understanding and
responding among people of ideas or messages
expressed in words. This means that without a
language we cannot express our feelings, ideas and
thoughts. So, language and communication are
closely related.
As the first foreign language in Indonesia,
English is consequently taught from elementary
school up to university levels. Based on curriculum
the teaching of English at senior high school level
focuses on the four language skills such as, listening,
speaking, reading, and writing. All of the skills must
be mastered by students/learners. There are some
techniques in teaching the skills. Role play is one of
the techniques in teaching. It is an activity which
gives students an opportunity to practice
communicating in different social contexts and in
different social roles. In addition, it also allows
students to be creative and to put themselves in
another persons place for a while. According to
Stephen D Hattings based on his observation in the
conversation class, the role play would seem to be the
ideal activity in which students could use their
English creatively and it aims to stimulate a
conversation situation in which students might find
themselves and give them an opportunity to practice
and develop their communication skill [1].


II. BACKGROUND

The starting point of this research was when the
writer faced an unexpected reality in SMA 1
Meulaboh. The writer did the observation at the
school to identify the problem and solve it with a
particular technique in teaching. In fact, many
graduates of senior high school have problems in
using English for communication in Meulaboh (based
on interviews with some students and teachers at
SMA 1). After spending some time at the school, the
writer discovered that the speaking objective at SMA
1 based on school curriculum for second year
students in the 2
nd
semester, is to enable students to
utter the meaning of simple transactional and
interpersonal. Simple transactional means to get
things done, such as can I help you? and
interpersonal means to socialize, such as how are
you?. They used in speaking to interact with their
others. To achieve the objective mentioned, the
2

English teachers of the school are expected to
implement right methods or principles to stimulate
their students towards improving their speaking skills.
Therefore, an English teacher should prepare suitable
methods based on the teaching topic before teaching
the lesson. Then, the teacher will be ready to teach in
the classroom. In fact, the writer found out that,
instead of implementing one of the methods offered
in teaching speaking, the English teacher still used the
traditional approach of focusing on teacher-centered
situation and grammar as the focal point of the
language teaching. The teacher still stresses that
grammar and vocabulary must be introduced to the
students prior to the teaching of speaking. Today it is
better to focus on student-centered situations in
teaching. This is why the teacher should provide
some creative ideas in order to make the students
learning enjoyable, active, and motivated.
Language teachers should provide the students
with a vibrant learning atmosphere in which the
learners find enjoyable activities conducted along
with the speaking period. This is true as Pimsleur in
his study of foreign language learning claims that the
students are anxious to speak the language when they
find it fun and feel it is important [2]. The important
thing in language learning is to apply the language
that is being studied in communication not in the
memorization of rules. In other words, through the
communication practice, students linguistic skills
will be expanded naturally without requiring the mind
to store all the unnecessary things. Based on the
writers interview with the English teachers of the
school about their teaching experience, there were
two factors affecting the failure in speaking English.
The first factor is that the students were afraid of
speaking and felt bored while learning English. They
like English but they do not have good motivation to
study. The students will be more excited to study
English if the teacher asks them to play a game in the
classroom like scrabble. This condition will
encourage them in learning English. However, failure
in creating an interesting teaching learning process
may result in a motivation problem.
The second factor is that the students lack of
vocabulary. They have a difficulty in speaking due to
their limited vocabulary. Thus, it is better for the
teacher to provide vocabulary by giving the students a
little in every meeting and then encourage them to use
it in speaking.
As we know speaking is a skill which needs
much exercise and practice. Otherwise, the students
will never be able to speak well. Brown states, One
of the obstacles in learning to speak is the anxiety
generated over the risks of blurting things out that are
wrong, stupid, or incomprehensible. So, we can
conclude that some students do not want to speak
because they are afraid of making mistakes [3].
Based on some problems that happened in SMA
1 the technique has been tried by the writer to find out
the answers to the problems faced by the students at
that school. Prior findings by other researchers helped
the writer in conducting the research entitled The
Implementation of Role Play in Teaching Speaking.
It is an experimental teaching of the second year
students at SMA 1 Meulaboh.

III. AREA of STUDY
This research was conducted for the 2
nd
year
students at SMA 1, which located in Meulaboh. The
writer conducted the research because she wants to
introduce the role play as a technique in teaching
speaking after observing and interviewing some
English teachers there about the English teaching
learning process, students motivation in learning, etc.
The teachers need something new in teaching. The
writer hopes by using role play as a technique in
teaching speaking, the students will become
motivated in learning. This school has 635 students,
203 of them belong to the second year that would be
the population of this study. The writer took two
classes as samples by using purposive sampling. It
starts with a purpose in mind and the sample is thus
selected to include people of interest and exclude
those who do not suit the purpose. The second year
students of SMA 1 Meulaboh consists of 6 (six)
classes, they are 3 (three) classes of IPA called II-IPA
A, II-IPA B, and II-IPA C and 3 (three) classes of IPS
called II-IPS A, II-IPS B, and II-IPS C. II-IPA A and
II-IPS A are selected classes for selected students.
The level of students is higher than the students of the
other classes. So, the writer took the sample by lottery
then II IPA-B and II IPA-C were chosen as samples
in this research.
One class will be applied by implementing role
play that is II IPA-B as experimental group (EG) that
consists of 40 students, 16 male and 24 female. In
addition, the other one will be taught by using
traditional approach as control group (CG) consist of
40 students, 17 male and 23 female. The manipulated
class will be observed in order to find out the
students responses toward the implementation of role
play by giving a set of questionnaires.





3

IV. LITERATURE REVIEW

A. Teaching Speaking
Speaking English is the main goal of many adult
learners. Their personalities play a large role in
determining how quickly and how correctly they will
accomplish this goal. Those who are risk-takers
unafraid of making mistakes will generally be more
talkative, but one to make errors that could become
hard-to-break habits. Conservative, shy students may
take a long time to speak confidently, but when they
do, their English often contains fewer errors and they
will be proud of their English ability. It is a matter of
quantity vs. quality, neither approach being wrong.
Speaking is also a crucial part of second
language learning and teaching. Despite its
importance, for many years, teaching speaking has
been undervalued and English language teachers have
continued to teach speaking just through a repetition
of drills or memorization of dialogues. However,
todays world requires that the goal of teaching
speaking should improve students' communicative
skills, because, only in this way, students can express
themselves and learn how to follow the social and
cultural rules appropriate in each communicative
circumstance.
Speaking lessons often tie in pronunciation and
grammar, which are necessary for effective oral
communication. Grammar and reading lesson may
incorporate a speaking activity. Either way, students
will need some preparation before the speaking task.
This includes introducing the topic and providing a
model of the speech they are to produce. The students
will need clear and specific instructions about the task
to be accomplished which is given by the teacher.
Then the students will practice with the actual
speaking activity.
The activities given by the teacher in teaching
speaking may include imitating or repeating,
answering, interactive conversation, or an oral
presentation. Most speaking activities inherently
practice listening skills as well. When one student is
given a simple conversation to be practiced with
another student, the first must give instructions to the
second to reproduce the information or instruction.
The second student asks questions to clarify unclear
instructions.
Teaching speaking must focus on the students
need in communication. The ability to speak
coherently and intelligibly on a focused topic is
generally recognized as a necessary goal for the
students. The goals should provide the students with
opportunities to practice the language in expressing
their ideas in real language activities. Real language
activities are the activities that are focused on getting
meaning across as effectively as they can, using every
means at their disposal. Savignon adds, Real
language activities should not be overly concerned
with completeness or the exactly right word. The
students are permitted to say whatever they want to
and leave it be uncorrected [4]. In other words, it is
decided to go for fluency rather than accuracy in
communicative language aspects.
What is meant by "teaching speaking" is to teach
English language learners to produce the English
speech sounds and sound patterns. According to
Huebner in producing speech sounds and sound
patterns, the learners use word and sentence stress,
intonation patterns and the rhythm of the second
language [5]. So, the speaker has to select appropriate
words and sentences according to the proper social
setting, audience, situation or subject matter then
organize their thoughts in a meaningful and logical
sequence. It also uses language as a means of
expressing values and judgments.
Furthermore, in order for students to become
fluent speakers, they need to practice speaking in
language being learned. It is reasonable to state that
the more they practice, the more fluently they will
speak. Appropriate and practical teaching speaking do
not only improve the students speaking skill but also
furthers their pronunciation and their ability to
produce correct structures. Brown states that
language experience is based on notions of correct
response may enable the students to improve their
pronunciation and abilities to produce short structure
response. When a student produces the language,
he/she is evaluated by the teacher for its correctness
with respect to pronunciation [6].

B. Techniques in Teaching Speaking

The 2004 English curriculum for senior high
school in Indonesia expects SMA students to be able
to actively communicate in English through the
communicative approach. It is an approach for
foreign or second language teaching which
emphasizes that the goal of language learning is
communicative competence which means the ability
is not only to apply the grammatical rules of a
language in order to form grammatically correct
sentences but also to know when and where to use
these sentences and to whom. Nurdin states that The
communicative approach is used as an approach to
language teaching which involves the learners to
create and use meaningful and purposeful utterances
of the target language [7]. The target language in
this case is English.
In order to keep the students interested in learning
English, it is important to include a variety of
activities and techniques in the teaching and learning
4

process. In this case, the teacher should become much
more aware of the demand of a communication
situation. The teachers teaching technique enable the
students to produce a great number of sentences may
be called student centered activity. In connection with
this, Brumfit says that students centered classroom
with the application of values clarification techniques
student oriented language use an activity-centered
classroom [8].
Usually, the techniques carry out a method, which
is consistent with an approach. The aim of these
techniques is to enable the students to develop
conversational fluency in the target language.
Techniques are determined by the teacher in
accordance with his/her individual artistry, and on the
composition of the classroom. Particular problems
can be tackled with equal success by the use of
different techniques. Occasionally, a new technique
of language teaching comes to be known as
successful. On the contrary, it may also bring failure.
The techniques used in language teaching are
intended to represent values in more recent teaching
ideas, which are part of the repertoire of most good
teachers. In addition, teaching techniques have seen
the shift in emphasis from teacher to students. Here,
the teacher monitors and evaluates techniques from
the students point of view. Hence, there are various
techniques that can be used both in pair or group
activities in teaching speaking.
There are many activities and techniques in
teaching speaking. As Kayi infers from many
linguists in her article in the internet on Teaching
English as A Second Language (TESL) Journal, that
there are many activities to promote speaking in the
class, which are: discussion, role play, simulations,
information gap, brain storming, storytelling,
interview, story completion, reporting, playing cards,
picture narrating, picture describing, and find
differences [9].

V. DATA ANALYSIS

As mentioned before, the data collected were
obtained by administrating test including pre-test and
post-test then finally by giving the questionnaire to
the students in the experimental group. In this page,
the discussion is explained by the writer about the
activities started from the activities of pre-test, post-
test, the result of them and the questionnaire to know
the students responses toward the technique given.
On May 13, 2010 conducted a pre-test for both
groups was conducted by the writer. In this test, the
students were asked to perform the scenario without
any preparations in the group divided by the writer.
The scenario given was the same for both groups.
After conducting the pre-test, the writer explained
and discussed the scenario before. The results of the
test are various for both groups. The students did not
enjoy performing the scenario at the time. It was like
a usual conversation. The writer did not motivate
them or direct them about how to perform well based
on the scenario given.
The next meeting after the pre-test, the writer
started teaching speaking by using role play as a
technique for the students in the experimental group.
Here, the writer treated the students in speaking,
provided vocabulary, uttered the utterances in
conversation based on the need in expressing
something. Then the students practiced the scenario
made by themselves in each group which consisted of
four or five students. It was a free topic. The writer
listened to the conversation while noting some
grammatical mistakes made by the students and
improved it later. The writer tried to make an
interesting thing in teaching. She believes that a good
technique in teaching can motivate students. Related
to the explanations above, Nunan mentions five
characteristics of a good technique, they are: First, it
is interesting and challenging. Effective learning
takes place when the students are interested in what
they are learning. However, when the activities are
too easy to do, the students will get bored eventually.
Second, it gives the learners a lot of useful language
work. Third, it provides plenty opportunities for
learning and repetition. Fourth, it does do not give the
teacher too much to do in preparing, presenting or
marking. Finally, it is both relevant to the students
and places within a context [10].
Otherwise, the technique given in teaching
speaking is different to the students in control group.
There is no treatment. The writer used traditional
approach as the way in teaching speaking. It was a
traditional view, paid very little attention to language
function and equally little to the purposes for which
the language was being learnt.
On May 29, 2010 the post-test was conducted.
Both groups were given the same scenario to be
practiced. It was a final test after giving treatment in
teaching speaking for the experimental group and
without any treatment for the control group. Each
group was given a scenario and prepared it several
minutes before performing. Each student had to ready
to plan their action of role they play at and the
sentence related to the scenario given. Everybody
must be busy at the time while preparing the
requirements in the classroom.
To score both of the tests, Heaton scoring scale
was used by the writer and was modified because it
excluded numeral scoring which was useful for
determining the students performance.
In scoring the test, the writer followed the
curriculum outline for the second year students of
5

SMA in speaking skill such as: the limitation of
expressions, the utterances used in speaking, the kind
of skills which are scored. For the second year
students of SMA the skills scored in speaking are
accuracy (grammar, pronunciation, vocabulary),
fluency (no pauses, smooth delivery), and
comprehensibility.
After analyzing the data, it was found that the
result of the post test in experimental group was
higher than control group. The first measurement
used by the writer is mean. In this case, the most
common way of measuring the mean is central
tendency. The mean of the experimental group in
post-test was higher than the mean of the control
group. It was 75 for the experimental group and 60
for the control group. As Brown defines that the first
aspect that must be considered in a test is the central
tendency, because it takes all the scores into account
[11]. The second measurement is variance that is
equaled to the squared value of the standard
deviation. The meaning is an averaging process
which is not affected by outliers as much as the range.
He also added that standard deviation as a sort of the
differences of average scores from the mean. There
was a difference in achievement between the students
who were taught speaking by using role play and
those who were taught by using traditional approach.
Finally, after conducting five activities including
pre-test, post-test, and teaching, the writer gave a
questionnaire to the students in the experimental
group to learn their attitudes towards the
implementation of role play as a technique in
teaching speaking. There were 12 (twelve) questions
in the questionnaire related to the technique including
its advantages. It was close ended and used to answer
the second research question. The writer picked the
four degrees (Strongly Agree, Agree, Strongly
Disagree and Disagree) as mentioned in the Likert
scale to choose the answer of questionnaire given to
the students. In order to feel free, the writer let the
students answer it in the classroom and left them,
then took the questionnaire from the students when
they finished. To figure the students result of
answering the questionnaire, the writer used the
percentage system as mentioned by Sudijono [12].
The formula is:
P =
P
n
x 100 %

VI. RESULTS
The scores which are presented here are the result
of the whole test for both experimental group and
control group in teaching speaking by using role play
as a technique in collecting the data. The first result is
for the pre-test that was given before the treatment for
the experimental students by using role play. The
second result is for the control group which is not
taught speaking by using role play. The third result is
group frequency distribution of the scores of pre-test
on the experimental group. The fourth result is group
frequency distribution of the scores of post-test on the
experimental group. The fifth result is group
frequency distribution of the scores of pre-test on the
control group. The sixth result is group frequency
distribution of the scores on Post-test on the control
group. Lastly, after getting the data which is grouped,
there were some summary statistics of the pre-test in
both the experimental and control group, the
summary statistics of the pre-test and the post-test on
experimental group, the summary statistics of the pre-
test and the post-test on control group, and the
summary statistics of the post-test of experimental
and control group.

TABLE I
The Raw Scores of Experiment Group (Class XI-IPA
B)


Students Number
Scores
Pre-test Post-test
1 45 78
2 47 84
3 42 65
4 68 82
5 42 85
6 58 88
7 52 70
8 66 90
9 68 78
10 40 65
11 63 80
12 53 68
13 65 78
14 48 70
15 40 62
16 65 68
17 50 80
18 50 70
19 40 67
20 67 90
21 48 70
22 54 65
23 50 88
24 50 70
25 40 80
26 52 64
27 55 80
28 60 70
6

Students Number
Scores
Pre-test Post-test
29 60 85
30 45 65
31 65 90
32 50 70
33 60 80
34 48 62
35 55 90
36 40 62
37 47 70
38 50 66
39 45 70
40 68 90


TABLE II
The Raw Scores of Control Group (Class XI-IPA C)


Students Number
Scores
Pre-test Post-test
1 50 68
2 46 60
3 40 53
4 45 66
5 50 50
6 60 65
7 62 78
8 40 60
9 55 60
10 43 55
11 40 50
12 50 65
13 62 80
14 56 60
15 57 60
16 48 68
17 50 66
18 40 50
19 50 50
20 47 58
21 60 70
22 58 65
23 48 54
24 40 52
25 50 62
26 40 66
27 60 63
28 40 62
29 40 67
30 45 72
31 53 60
32 45 50
Students Number
Scores
Pre-test Post-test
33 50 67
34 40 45
35 50 60
36 60 60
37 50 66
38 58 70
39 40 60
40 45 55


TABLE III
Group Frequency Distribution of the Scores of Pre-
test on the Experimental Group


Scores F X X
2
fX fX
2

40 44 7 42 1764 294 12348
45 49 8 47 2209 376 17672
50 54 10 52 2704 520 27040
55 59 3 57 3249 171 9747
60 64 4 62 3844 248 15376
65 69 8 67 4489 536 35912
Total 40 327 18259 2145 118095


X =
]X
]
=
2145
40
=53.62 =53
S =
_
]X
2
n
j
]X
n
[
2

=
_
118095
40
j
2145
40
[
2

= 2952.375 2875.640
= 76.735
S = 8.76


TABLE IV
Group Frequency Distribution of the Scores of Post-
test on the Experimental Group


Scores F X X
2
fX fX
2

62 66 9 64 4096 576 36864
67 71 12 69 4761 828 57132
72 76 - 74 5476 0 0
7

77 81 8 79 6241 632 49928
82 86 4 84 7056 336 28224
87 91 7 89 7921 623 55447
Total 40 459 35551 2995 227295

X =
]X
]
=
2995
40
=74.87 75
S =
_
]X
2
n
j
]X
n
[
2

=
_
227295
41
j
2995
41
[
2

= 5682.375 5606.265
= 76.11
S = 8.72
TABLE V
Group Frequency Distribution of the Scores of Pre-
test on the Control Group

Scores F X X
2
fX fX
2

40 43 11 41.5 1722.25 456.5 18944.75
44 47 6 45.5 2070.25 273 12421.5
48 51 11 49.5 2450.25 544.5 26952.75
52 55 2 53.5 2862.25 107 5724.5
56 59 4 57.5 3306.25 230 13225
60 63 6 61.5 3782.25 369 22693.5
Total 40 309 16193.5 1980 99962


X =
]X
]
=
1980
40
=49.5 50
S =
_
]X
2
n
j
]X
n
[
2

=
_
99962
40
j
1980
40
[
2

= 2499.05 2450.25
= 48.8
= 6.98

TABLE VI
Group Frequency Distribution of the Scores of Post-
test on the Control Group

Scores F X X
2
fX fX
2

45 50 6 47.5 2256.25 285 13537.5
51 56 5 53.5 2862.25 267.5 14311.25
57 62 12 59.5 3540.25 714 42483
63 68 12 65.5 4290.25 786 51483
69 74 3 71.5 5112.25 214.5 15336.75
75 80 2 77.5 6006.25 155 12012.5
Total 40 375 24067.5 2422 149164

X =
]X
]
=
2422
40
=60.55 60
S =
_
]X
2
n
j
]X
n
[
2

=
_
149164
40
j
2422
40
[
2

= 3729.1 3666.3
= 62.8
= 7.92


TABLE VII
Statistical Summary of the Pre-test of EG and CG

Experimental
Group (EG)
Z-
Score
Control
Group
(CG)
N (Number
of students)
40 40
R (Range) 28 22
X (Mean
Score)
53 1.7 50
S (Standard
Deviation)
8.76 6.98
Level of Significance: 0.05

8

The summary statistics indicates that the number
of students of EG is not different from the CG, which
is 40 for both EG and CG. The range of the scores
between EG and CG are small, so that the distribution
appears normal since there are no extreme scores. The
range of the pre-test score is 68 40 =28 for the EG
and 62 40 =22 for the CG. From this range, we
notice that the two groups of scores are not widely
scattered. The lowest score for the EG is 40 and the
CG is 40, while the highest score of the EG have a
smaller range than this scores of the CG. Thus, the
score distribution of the pre-test of the CG is less
scattered than the EG. The X statistic (arithmetic
mean) of each test shows the relative achievement of
the groups. The pre-test X for the EG is 53 and 50 for
the CG the standard deviation of pre-test of EG is
8.76, while the pre-test of CG is 6.98. So, the score
distribution of the pre-test for the EG is better than
the CG. The Z-score of pre-test EG and CG is 1.7 at
level of significance 0.05. We will accept null
hypothesis (E
0
) course the Z-score in the limit given
(-1.96 and 1.96).

TABLE VIII
Statistical Summary of the Post-test of EG and CG

Experimental
Group (EG)
Z-
Score
Control
Group
(CG)
N (Number
of students)
40 40
R (Range) 28 35
X (Mean
Score)
75 8 60
S (Standard
Deviation)
8.72 7.92
Level of Significance: 0.05
The range of the post-test scores for the EG is 90
62 =28 and 80 45 =35 for the CG. These ranges
theoretically are not quite difference from range of
the pre-test for both groups. The standard deviation
post test is 8.72 for EG and 7.92 for the CG. In the
same way the standard deviation of the post-test for
EG is better than that of the pre-test, since the pre-test
is 8.76 larger than standard deviation of post-test is
8.72. On the other hand, the standard deviation of the
pre-test of the CG has a better standard deviation than
the post-test. Finally, the standard deviation of the
post-test of EG is of higher significance than the post-
test of CG, since the standard deviation of EG is 8.72
while 7.92 is for CG. The mean of the post-test is 75
for EG and the CG is 60. The difference of X (the
effect of treatment) between pre-test and post-test of
EG is considered meaningful. The difference is 75
53 =22. The increment is, of course, considered the
result of the use of the role play as technique in
teaching speaking.
The Z-score of pre-test and post-test of CG is -6 at
level of significance 0.05. We should accept the null
hypothesis; this means that there is no significance
between the two means. Finally, the Z-score post-test
of EG and CG is 8. We should accept the alternative
hypothesis (E
1
), the result that the EG achievement in
speaking is better than the achievement of the CG.
The result of the test, pre-test and post-test,
reveals that both groups were significantly different.
The critical value of the Z-score for the degree of
freedom of sample 40 is -1.96 and 1.96 at level of
significance 0.05. Therefore, the scores of the post-
test between the experimental and control groups
show significant differences while the pre-test of both
groups indicates that there is no significant
difference.
The differences from the two means of post-test
are significant because the calculation of the Z-score
8 is much higher than the coefficient of Z-score as
provided in the table (-1.96 1.96) at level of
significance 0.05.
TABLE IX
The Result of Questionnaires

Questions
Possibility
of Answers
F %
1. Speaking is a
very hard skill in
learning English
a. SA
b. A
c. SD
d. D
21
10
3
6
52.5 %
25 %
7.5 %
15 %
Total 40 100 %
2. Students need a
good strategy in
learning speaking
a. SA
b. A
c. SD
d. D
40
0
0
0
100 %
0
0
0
Total 40 100 %
3. I feel more
comfortable in
learning speaking
by using role play
a. SA
b. A
c. SD
d. D
25
10
3
2
62.5 %
25 %
7.5 %
5 %
Total 40 100 %
4.Learning
speaking by using
role play can
increase
vocabulary
a. SA
b. A
c. SD
d. D
29
5
2
4
72.5 %
12.5 %
5 %
10 %
Total 40 100 %
5. Learning
speaking by using
role play can
improve
pronunciation
a. SA
b. A
c. SD
d. D
30
10
0
0
75 %
25 %
0 %
0 %
Total 40 100 %
9

6. Role Play can
be a motivation in
learning speaking
a. SA
b. A
c. SD
d. D
35
3
1
1
87.5 %
7.5 %
2.5 %
2.5 %
Total 40 100 %
7. Learning
speaking by using
Role Play can add
my knowledge
about structure
a. SA
b. A
c. SD
d. D
24
10
5
1
60 %
25 %
12.5 %
2.5 %
Total 40 100 %
8. Learning
speaking by using
Role Play makes
me easy to discuss
topic together
with classmates
a. SA
b. A
c. SD
d. D
36
4
0
0
90 %
10 %
0 %
0 %
Total 40 100 %
9. Learning
speaking by using
Role Play makes
me feel
confidence in
practicing English
a. SA
b. A
c. SD
d. D
33
5
0
2
82.5 %
12.5 %
0 %
5 %
Total 40 100 %
10. By using Role
Play, I can give
some ideas and
communicate in
English based on
scenario in topic
a. SA
b. A
c. SD
d. D
27
10
1
2
67.5 %
25 %
2.5 %
5 %
Total 40 100 %
11. I can be other
people and act it
out in
communication
among friends in
the class
a. SA
b. A
c. SD
d. D
32
5
3
0
80 %
12.5 %
7.5 %
0 %
12. Learning
speaking by using
Role Play makes
me easy to
interact one other
with classmates
a. SA
b. A
c. SD
d. D
33
5
0
2
82.5 %
12.5 %
0 %
5 %
Total 40 100 %

Where:
SA : Strongly Agree
A : Agree
SD :Strongly Disagree
D : Disagree

The result of questionnaire found based on
percentage of all aspects observed is that most of the
students got greater percentage after the experiment
conducted. All the criteria of students responses and
motivation got improvement.

VII. CONCLUSIONS
From the result of the research analysis, it proves
that the students score of speaking taught by using
role play is better. This result has answered the
research question that the use of role play in teaching
speaking is quite effective. The above fact is also
supported by another fact that through the
implementation of role play, students ability in the
experimental group increased higher than in the
control group. The highest score of post-test in the
experimental group was 90 while the control group
was 80. It means that there is a difference between
both groups as a result of the different treatment they
received.
The use of role play makes the speaking and
learning activities more enjoyable and interesting. It
is because role play increases the shy students
confidence to speak English, as students with
difficulty in conversation are liberated. In addition, it
is fun and most students will agree that enjoyment
leads to better learning.
In role play, the world of the classroom is
broadened to include the general knowledge. This
offers a much wider range of language opportunities
and it makes the class more active and alive. Students
are willing to participate without any stipulation from
the teacher. So, the students can be anyone in any
situation they wish. It also makes the students more
motivated in learning and easier to grasp the lesson.
The students responses are positive toward the
implementation of role play as technique in teaching
speaking. It can be seen from the results of the
questionnaire given to the students and the results of
the post-test.

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