IMPLEMENTING ROLE PLAY TO IMPROVE THE SPEAKING ABILITY OF THE

TENTH GRADE STUDENTS OF SMK NEGERI 1 KLAKAH

LUMAJANG

THESIS
Presented to
Islamic University of Malang
In Partial Fulfillment of the Requirements for the degree of
Magister in English Language Teaching

BY
Solikhin
NPM: 212.10.4.0169

ISLAMIC UNIVERSITY OF MALANG

GRADUATE PROGRAM
ENGLISH LANGUAGE TEACHING DEPARTMENT
NOVEMBER 2014

i
 APPROVAL SHEET

This is to certify that the thesis of Solikhin has been approved by the
Advisors for further approval by the Board of Examiners.

Malang, 22 November 2014

Advisor 1,

Prof. Hj. Utami Widiati, MA.,Ph.D.

ii
This is to certify that the thesis of Solikhin has been approved by the Board of
Examiners on November 2014.

Malang, 15 December 2014

Board of Examiner,

Prof. Dr. H. Dimyati Ahmadin, M.Pd Examiner 1

Drs. H. Junaidi Mistar, M.Pd,Ph.d Examiner II

Prof. Hj. Utami Widiati, M.A, Ph.d Examiner III

Acknowledged by
Director,

Prof. Dr. H. M. Bashori Muchsin, M.Si

NPP.1850200008

iii
 MOTTO AND DEDICATION

“ And Whosever fears Allah and keeps his duty to Him, He will make a way for

him to get out from difficulty.” (Qur’an, 65: 2)

This thesis is dedicated to :

My beloved Mother, My beloved wife,
my sons and my daughter

iv
 DECLARATION OF AUTHORSHIP

Bismillahirrohmanirrohim

Here with, I :

Name : Solikhin

Deparement : English Language Teaching Department

Address : Perum Dawuhan Indah AA12b Sukodono-Lunajang

Declare that :

1) This thesis has never been submitted to any other tertiary eduction
institution for any other academic degree
2) This thesis is the sole work of the author and has not been written in
collaboration with any other person, nor does I include, without due
acknowledgement, the work of any other person.
3) If a later time is found that this thesis is a product of plagiarism, I am
willing to accept any legal consequences that may be imposed to me.

Malang, November 2014

Solikhin
NPM:212.10.14. 0169

v
 ABSTRACT
Solikhin, 2014. Implementing Role Play to improve the speaking ability of the Tenth
Grade Students of SMK N Klakah – Lumajang. Thesis, English Language
Teaching Department, Post Graduate Program, Islamic University of Malang,
Advisor: Prof. Hj. Utami Widiati, MA., Ph. D

Key Words: Role play, Improve, Speaking ability

The tenth grade students of SMKN Klakah had low achievement in English
atspeaking ability. They didn’t have strong motivation in studying English, they were
afraid to speak English. Therefore, a special method is needed to improve the students’
speaking ability.
The research design of this study was a classroom action research. The subjects
of the research were 30 students of the tenth grade. This study was done in two cycles.
However before implementing these cycles, the researcher carried out preliminary study
to find out the students’ problem in studying English.
This study was aimed to improve the students’ speaking ability by
implementing a role play technique. To measure their improvements in speaking ability,
the researcher has determined the criteria of success. And the student was said
successful if student got a least 70.The class percentage was said successful if 85 % the
students or more reached the passing grade.
The researcher employed the collaborative classroom action research design and
the researcher was assisted by a collaborator teacher in conducting the study. The
research was conducted in four main steps; Planning of action, observation,
implementation and reflection.
The implementation of role play made students more motivated in joining the
speaking class. They paid more attention on the lesson. The procedures in implementing
role play are : The teacher gave leading question and motivation to the students, the
teacher gave special vocabulary and some expressions related with role play, gave
special technique how to memorize vocabularies, organized the group of the students,
provided the situation and dialogue to be role played, asked the students to practice the
role plays and asked group the students to perform the role play in front of the class.
The result of the study reveals that role play can improve the speaking ability .
The implementation of role play made students more motivated in joining the speaking
class. They paid more attention on the lesson. It can be seen from their speaking score.
At preliminary study the mean speaking score was 61.16, the passing grade was 70
and only 30 % the students reached the passing grade. The criteria of success was 85 %
.It means that the score of preliminary study was lower from the criteria of success. The
mean score of cycle 1 was 69.24. The percentage students who reached passing grade
was 79.95%. The cycle 1 still didn’t reach the criteria of success because the mean score
was under 70, and percentage of students achieving the passing grade were still under
85 %. However, it got some improvements. And the cycle 1 was a connected bridge to

vi
reach the goal. The mean score of cycle 2 was 72.5. The percentage of students reached
the passing grade was 86.6%. The result of the second cycle was good. The students’
participation at the class room were also improved. It can be seen on the observation of
students’ participation at the classroom. At preliminary study, students’ participation at
the classroom was 63.3 %. At the Cycle 1, it was 79.95% and in the second cycle, it was
83.3%.
From the data above, it can be concluded that the implementation of role play at
the tenth grade students of SMKN Klakah can improve the students’ speaking ability.
Therefore, the researcher suggested the English teachers use role playing technique in
teaching speaking. For the future researcher, it is highly suggested to use the result of
this research as an alternative reference to conduct the further research.

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 ACKNOWLEDGEMENT

By saying Alhamdulillah, all the grateful and praise is given to Allah SWT

because of His mercy and guidance, I could accomplish this thesis writing.

I would like to express my greatest thank to Drs. Agus Purwadi, MM, the

headmaster of SMKN Klakah and the English teacher as my collaborator who helped

me a lot in conducting this research.

My special thank go to my beloved wife Dewi Shinta Asiawati, my beloved

sons and daughter for their praying, assistance, support, and encouragement in finishing

my Research.

Finally, I would like to say thank you to my friends who have not been

mentioned here one by one, but directly or indirectly helped me in completing this

thesis.

I realize that this writing has not been perfect yet, so any constructive comments

and criticism are gladly accepted.

The researcher

viii
 TABLE OF CONTENT

Page

COVER ………………………………………………………………………..…… i

REQUEST LETTER OF THE RESEARCH SHEET ................................................ ii

PUBLICATION LETTER ..................................................................................... ivii

APPROVAL SHEET ................................................................................................ iv

ABSTRACT ............................................................................................................. vii

ACKNOWLEGMENT…………………………..………………….……………..viii

TABLE OF CONTENTS…………………………………………………………...ix

LIST OF TABLE AND FIGURES ......................................................................... xiv

LIST OF APPENDICES………………………………………………………..…xiv

CHAPTER I ................................................................................................................1

INTRODUCTION .......................................................................................................1

1.1 Background of the Study .......................................................................................1

1.2 Research Problem ..................................................................................................6

1.3 Objectives of the Research ...................................................................................6

1.4 Significance of the Research ................................................................................7

1.5 Scope and Limitation of the Study .......................................................................7

1.6 Definition of Key -Terms ....................................................................................7

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CHAPTER II REVIEW OF RELATED LITERATURE..........................................9

2.1 Speaking ...............................................................................................................9

2.1.1 The Definition of Speaking ................................................................................9

2.1.2 The Elements of Speaking ...............................................................................10

2.1.3 Points to consider about speaking ...................................................................12

2.1.4 Types of speaking activities ............................................................................12

2.2 Teaching Speaking ..............................................................................................13

2.2.1 What is teaching Speaking ..............................................................................13

2.2.2 Reason for teaching speaking ..........................................................................13

2.2.3 The Goals of teaching Speaking ......................................................................14

2.2.4 Types of Classroom Speaking Performance ...................................................14

2.2.5 The roles of teacher in speaking activities ......................................................16

2.3 Role Play ............................................................................................................17

2.3.1 The definition of Role Play ..............................................................................17

2.3.2 Reason for Using Role Play ............................................................................18

2.3.3 Types of Roles in Role Play ............................................................................18

2.3.4 Categories of role in role play .........................................................................19

2.3.5 Techniques to control Role Play .....................................................................20

2.3.5 The Purpose of Role Play ................................................................................20

2.3.6 The Significance of Role play .........................................................................20

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2.3.7 Teaching Speaking Using Role Play ...............................................................21

2.3.8 Type and Procedure in using Role Play ..........................................................22

2.3.8 Conceptual Framework ..................................................................................24

2.4 Review of Related Study .....................................................................................25

CHAPTER III RESEARCHMETHOD……………….............................................28

3.1 Research design …………………………………………….............................28

3.2 Setting and Subject of Study ...............................................................................29

3.3 Research Data ......................................................................................................30

3.4 Research Instrument ...........................................................................................30

3.4.1 Questionnaire...................................................................................................30

3.4.2 Observation .....................................................................................................31

3.4.3 Field Notes ......................................................................................................31

3.4.4 Oral Speaking Test ..........................................................................................31

3.4.5 Scoring Rubric. ................................................................................................32

3.5 Research Procedure .............................................................................................32

3.5.1 Preliminary Study .............................................................................................34

3.5.2 Cycle 1 ..............................................................................................................35

3.5.2.1 Planning action ..............................................................................................35

3.5.2.2 Implementing of action .................................................................................36

3.5.2.3 Observation the Action .................................................................................38

3.5.2.4 Reflection of The Action ..............................................................................38

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3.5.3 Cycle 2 .............................................................................................................39

3.5.3.1 Re-Planning the action ..................................................................................39

3.5.3.2 Implementing of action ................................................................................40

3.5.3.3 Observation the Action ..................................................................................42

3.5.3.4 Reflecting of Action ......................................................................................43

CHAPTER IV RESEARCH FINDING ………………………..……………….....44

4.1 Findings from Cycle 1 ........................................................................................44

4.1.1 Findings on the Students’ Speaking Performance ............................................44

4.1.2 Finding the result of the students speaking performances ...............................45

4.1.3 Revision of Cycle 1 .........................................................................................46

4.2 Finding Cycle 2 ..................................................................................................48

4.2.1 Findings on the Students’ Speaking Performance ...........................................48

4.2.2 Finding the Result of the Students Speaking Performances .............................49

4.2.3 Findings of Role Play use ................................................................................50

CHAPTER V DISCUSSION ................................................................................52

5.2 The implementing role play in Cycle 2 ..............................................................54

CHAPTER VI CONCLUSSION AND SUGGESTION .........................................57

6.1 Conclusion ...........................................................................................................57

6.2 Suggestion ..........................................................................................................58

REFERENCES ..........................................................................................................60

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 LIST OF TABLE AND FIGURES

1.1 The Description of Students’ problems ………………………… 3

3.1 Rubric Score of Speaking Performance………………………........32

4.2 The average Score of Cycle 1 …………….…………………..........45

4.2 The Average score of Cycle 2 ……………………………….......... 49

5.1 The Figures of the Class mean score…………………………….....55

5.2 The Figures of percentage score in implementing Role Play… ....... 56

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 LIST OF APPENDICES

Page

1 The Result of Preliminary Study……………………………………………63

2 The Lesson Plan of Cycle 1……………………………………………… 64

3 The Documentation Role Play at Cycle 1………………………………… 69

4 The Oral Test Instrument of Cycle 1……………………………………… .70

5 The Lesson Plan of Cycle 2……………………………………………… 71

6 The Documentation Role Play at Cycle 2………………………………. 75

7 The Oral Test of Cycle 2…………………………………………………. 76

8 The Checklist Classroom Observation of Preliminary Study……………… 77

9 The Checklist Classroom observation of Cycle 1…………………………. 78

10 The Checklist Classroom Observation of Cycle 2………………………… 79

11 The Row Score of Cycle 1 from the Researcher……………………………80

12 The Row score of Cycle 1 from the Collaborator………………………… 81

13 The Row Score of Cycle 2 from the Researcher……………………………82

14 The Row Score of Cycle 2 from the collaborator………………………… 83

15 The Instrument of Questionnaire from the affective students…………… 84

16 The Result of Questionnaire……………………………………………… 87

xiv
 LAPORAN KEGIATAN SEMINAR

1. Undangan Seminar

2. Susunan Panitia Seminar

3. Berita Acara Seminar
4. Notulen Hasil Seminar
5. Foto-foto Kegiatan Seminar

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 CHAPTER I

INTRODUCTION

This chapter discuses the background of study, research problem, objective

of the study, significance of the study, scope and limitation of the study,definition of

key terms of study.

1.1 Background of the Study

Nowadays, Vocational High School is being given a lot of attention by

government. The government changes the percentage number of students between

Vocational High School and Senior High School which was previously 70 % for

Senior High School and 30% for Vocational High School becomes 30% for Senior

High School and 70% for Vocational High School. It means that Vocational High

School is expected to have more roles in the society, especially in serving Vocational

purpose. And it will be perfect. if the school provides the students the English ability

especially at speaking skill.

English lesson at Vocational High School is an adaptive subject which is

intended to provide students with the ability to communicate in the text of their

vocation, both written and spoken forms. The teaching and learning of English is

expected to provide students with ability to communicate daily life to meet the

challenge of global world with English as a global language (BNSP, 2006 : 111).

English is as an adaptive subject matter at Vocational High School. The

objective of English is to provide students with skills and ability to communicate

according to their specific skills program. it also expected that students can use

English as means of communication in the daily life based on global demand, and

1
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provide students with better use of English as a means of communication ( BNSP,

2006:111). From the description above it can be concluded that English has an

important role at Vocational High School. The students will be able to compete in

global era because beside they have productive skills, they also able to communicate

English well. And English will accompany the productive skill to compete in global

era.

At Vocational High School, English is as a compulsory subject, The speaking

skill is given special attention because the students are expected to be able to use oral

communication at their job field. Some methods and strategy are developed for

teaching and learning of speaking skill to enable the students to use the target

language in their communication.

The researcher did observation at the tenth grade students. The teaching and

learning process in the classroom still has some constraints. The researcher finds

some problems in speaking activities in the Tenth Grade Technique of Electricity-1

program . From the preliminary study, it turn out that students show low ability in

speaking English, only a few students who got good mark or fulfilled the Minimum

Standard Creteria (KKM). Based on the preliminary study, the minimum criteria

standard (KKM) is 70.The students got KKM only 9 (30 % ) and 21 (70 %) students

got under KKM. And the students’ average score was only 61.16. The result of

preliminary study can be seen at Appendic 1, on page 63.

The question is, why did they get score under KKM? Based on the

observation the researcher and collaborator. There were three problems that found in

teaching learning process. They are : 1. The students’ low motivation in learning

English, 2. Teacher’s monotonous and inappropriate teaching techniques.

 3

To know the clear description students’ problems, it can be seen on table 1.1.

Table 1.1 the description of the students’ problems.

No Problems Indicators
 The students did not pay attention to the teacher and were not
enthusiastic to the subject matter.
The students’ low  The students seemed get bored soon and uninterested in English
1 motivation in subject.
learning English  The students did not participate actively in the instructional
activity.
 Some students look sleepy during the instructional process.
The teachers’  Classroom activities were mostly based on the students’
monotonous and worksheet.
2 inappropriate use  The teacher just explained about the language, translated word by
of teaching word, gave written task, and asked the students to look for the
techniques meaning of new words in the dictionary.

Considering the problems faced by the teacher above, it can be said that the

English teacher of SMK N Klakah still meets some serious problems in teaching and

learning process. The three problems– the students’ low speaking ability, the students’

low motivation in learning English, and the teacher’s monotonous and inappropriate

teaching techniques – are very close connected and correlate one another. The

monotonous and inappropriate teaching technique used by the teacher might cause

low motivation on the students in learning English which affect their ability in

speaking. Most students are unmotivated in learning as the result of the teacher’s

monotonous teaching techniques. The students soon get bored and uninterested in

learning. When they are always exposed to the monotonous instructional activities;

therefore, they do not participate actively. This instructional process happens even

though the students are not showing their interest in this kind of classroom activity.

Theoretically, it is impossible for the students learning English with low motivation to

have good speaking ability if they are inactive during the instructional process. For

example, the students with low motivation will be defensive to use their English in

oral communication while monotonous classroom does not stimulate them to

 4

participate in classroom interaction. In fact, whether or not the students’ speaking

ability improves is greatly influenced by the intensity and frequency of their

participation in oral communication. So, it can be said that the root of the three

problems above is the monotonous and inappropriate teaching technique used by the

teacher. Hence, it needs to propose the appropriate technique to overcome the

students’ low speaking ability. It is the responsibility of the teacher to find out

effective techniques for presenting the materials in order to stimulate the students’

positive attitude toward the speaking class (Burns & Joice, 1997:10). From this idea it

can be concluded that as an English teacher must have competency to mastering

learning material and have a special technique or method to make students motivated ,

having spirit and enjoy in English learning activities. One of the teaching techniques

that can be used to improve the students ‘speaking skill is role play.

Lori, Odell, Traianong (2002:245) stated that speaking skill would be likely

interesting to various teaching and learning strategies, one of them is the use of role-

playing to be the teaching strategy in improving language learners to be more

adaptable in understanding what utterances they are necessary to use in the

appropriate context.

Role-playing technique is one of the strategies to teach speaking skill to the

students. Huang (2008), in her study, concludes that role play is really a worthwhile

learning experience for both the students and the teacher. Not only can students have

more opportunities to "act" and "interact" with their peers trying to use the English

language, but also students' English speaking, listening, and understanding will

improve. Role play lightens up the atmospheres and brings liveliness in the classes.

Students learn to use the language in a more realistic, more practical way.
 5

Comparing to other techniques, role-play seems the most interesting one for

the students. In role-playing technique, the students act or pretend to be someone else

in the actual world situation that is brought into the classroom. Utilizing the

technique, peer learning is also encouraged and sharing of responsibility between the

teacher and the learner in the learning process takes place. Besides, for the shy

learners, for instance, role play helps them by providing a mask where learners with

difficulty in conversation are liberated.

Role play is an excellent way in which to stimulate, in the classroom. In role

play students have an opportunity to use their knowledge of vocabulary, of speech, of

discourse Fillers, of turn taking, of pause and so forth .However, role play can be very

difficult or unnatural ask if the students do not have sufficient language for or

information about participants, the situation, and the background for the simulated

action. Care must be taken that all these are available to students so that the activity

can be both meaningful and challenging as suggested by Brown ( 2003:126 )

Savage (1996:210) stated,” Three popular approaches to group learning, one

of them is role play. This technique can help learners to develop interpersonal relation

skills, recognize and appreciate perspective of others, recognize the impact of one

person’s decision on others, and master academic content by replicating roles of

people”. Savage had the opinion that role play should begin with a problem. This is

accordance to the opinion of Chesler and Fox (1966). They also see role play as

media to solve problem. Student explore human relations problem by enacting

problem situations and then discussing the enactment. It attempts to help individuals

find personal meaning within their social world and to resolve personal dilemmas with

the social group. The essence of role play is the involvement of participants and

observers in a real problem situation and the desire for resolution. It provides a live
 6

sample of human behavior that serves as a vehicle for students to: 1.explore their

feeling, 2. gain insight into their attitudes, values, and perceptions, 3. develop their

problem-solving skills and attitudes, 4. explore subject matter in varied ways. Those

goals reflect several assumptions about the learning process. First, role play brings an

experience – based learning situation. Another assumption is that emotions and ideas

can be brought to consciousness and enhanced by the group. Last assumption is that

role play covers psychological processes involving one’s own attitude, values and

belief system can be brought to consciousness by combining spontaneous enactment

with analysis.

Based on the theoretical background and the findings of some previous studies

about the effectiveness of role-playing, the researcher chooses this technique to be

used to improve the speaking ability of tenth year students of SMKN 1 Klakah. This

technique is chosen to improve their speaking competence since it provides the

students with practices in using English and encourages them to make use of the

language naturally. It can also make the students happy, brave and don’t afraid in

practicing their English. Hopefully, it will be useful to be used by the English teachers

at this school or other people as one of teaching strategies among many other

strategies in improving students’ speaking ability.

1.2 Research Problem

Referring to the background of study, the problem of the research is How can

Role Play be implemented to improve the speaking ability of tenth grade students of

SMKN Klakah?

1.3 Objectives of the Research

Based on the formulation of the problem above, role play can be implemented

to improve the speaking ability of tenth grade students of SMK N Klakah .

 7

1.4 Significance of the Research

The significance of Research is expected to give practical contribution to the

teaching of English, particularly at SMK N Klakah where the research is conducted. It

is hoped that the use of role-playing technique will be profitable source to the English

teacher as a reference of implementing role-playing to improve the students’ speaking

ability and a valuable technique for teaching speaking to be applied in the classroom.

The findings of this study will be the procedures or guidelines in implementing role-

playing technique so other English teachers in different school can implement the

strategy to teach their students.

1.5 Scope and Limitation of the Study

This research was conducted at SMKN 1 Klakah. It focused on the teaching of

speaking in the classroom. The subjects of this research are the tenth grade students of

Technique Electricity-1. This study focused on improving the speaking skill of those

students using role play. The limitation of the study is the speaking ability on the

grammar, vocabulary, fluency and pronunciation in speaking English.

1.6 Definition of Key -Terms

For the purposes of avoiding misunderstanding, the following terms need to be

operational defined :

1. Improving means to make something better than before; make good us of (

Oxford, 1974:427). The word” improving” in this research will be in line with the

improvement of students’ score at speaking ability after implementing role. It

shown by the speaking test score, result of questionnaire and the observation of

students’ participation during implementing role play.

2. Speaking ability Speaking is an interactive process of constructing meaning that

involves producing and receiving and processing information (Brown, 1994;

 8

Burns & Joyce, 1997). Ability, It means skill or power (Hormby, 1986:3).

Speaking ability in this research is the students’ ability or skill in expressing

spoken utterances or some expression that used by students in practicing their

English with their couple.

3. Role Play is technique to teach speaking by dividing the students in a class into

some groups, giving the students certain expression about asking direction and

invitation, asking them to make the dialogue according their ideas to make the

situation given to be more interesting. Then, the students are asked to perform role

play in front of class.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents about the theories on the literature investigation from

some sources, such as ; Definition speaking, the elements of speaking, teaching

speaking, Role play, Teaching speaking role play and conceptional framework.

2.1 Speaking

2.1.1 The Definition of Speaking

Speaking skills, as the writer in the previous chapter is one of the and basic

language skills that has important role rather than other skills due to its significant and

its use for communications. So that the writer will explain about the nature of speaking

itself in order that the obvious information about what speaking is.

In this point of view of Jones(1985), 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. 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 (1997) said that”, speaking is a skill which deserves 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 vehicles part excellent of social solidarity, of social

ranking, of professional advancement and of business.” it indicates that as one of the

language skills, speaking should get attention from teachers and learners because it

plays the important role in our society.

9
 10

Meanwhile, Donough and show (2003:134) stated that ,” There some reasons

for speaking involved expressing ideas and opinions; expressing a wish or desire to do

something; negotiating and or solving particular problem; or establishing and

maintaining social relationship and friendship. Besides, fluency, accuracy and

confidence are important goal in speaking.”Therefore, as a language skills, 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

can not be dissociated from listening aspect because involves speaking and listening.

2.1.2 The Elements of Speaking

Speaking is a complex skill requiring the simultaneous use of a number of

different abilities, which often develop at the different rates. Either four or five

components are generally recognized in analyzing the speech process:

a. Pronunciation

As stated by Hammer2007:343), if students want to be able to pronounce

phonemes correctly, use appropriate stress and intonation patters and speak in

connected speech.” The 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 problem distinguishing between

sounds in the new language that do not exist in language they already know.
 11

b. Grammar
It is obvious that in order be able to speak foreign language, it is necessary to

know a certain a mount of grammar and vocabulary. Grammar is the sounds

and the sound patterns, and the rules to combine them to form new sentences.”

Therefore, grammar is very important in speaking because if the speaker does

not master grammar structure he can’t speak English well.

c. Vocabulary
As we know, Kenth (2004:2) vocabulary is a basic element in language.

Vocabulary is single words, set phrases, variable phrases, phrases verbs, and

idiom.” 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. “ Meanwhile, According to Gower et-al (1995:100), fluency can

be though of as the ability to keep going when speaking spontaneously.” 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. It is discussed by both speaking

because comprehension can make people getting the information they want.

Comprehension is defined as the ability to understand something by reasonable

comprehension of the subject or as the knowledge of when situation is really

like.
 12

2.1.3 Points to consider about speaking

Speaking is as 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 (1989:14) stated that there are

some points to consider about speaking, they are :

a. Clarity
The words you say must be clear if listeners 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, something 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, variation in

volume, pauses

c. Audience and tune

The way you speak and the tunes you use will be affected by audiences to

whom you are speaking. In short, in speaking, speakers must consider the

three points above so that they can convey meaning as effectively as possible.

2.1.4 Types of speaking activities

The most important features of speaking activity is to provide an opportunity

for the students to get individual meaning s across and utilize every area of knowledge

they have. According to Riddel, (2001:17) there are the various kinds of activities that

can be implemented by teacher s in order to stimulate students to speak. Those

activities are ranking, balloon debate, debates, describing visual, role plays, students’
 13

talks, and discussion.”The writer chooses role plays as a technique to improve the

students’ speaking skill because it can be work with any level.

2.2 Teaching Speaking

2.2.1 What is teaching Speaking

What is meant by teaching speaking according to Hayiye Kayi”In activities to

promote speaking in a second language.”( http//:itesl.org/technique/Kayi.teaching

speaking.html) is to teach English language learner to :

a. produce the English speech, sounds and patterns

b. use words and sentences stress, intonation patterns and rhythm of the second

language

c. select appropriate words and sentences according the proper social setting,

audience situation and subject matter

d. organize their thought in a meaningful and logical sequence

e. use the language as means of expressing values and judgment

f. use language as a quickly and confidence with few unnatural pauses, which is

called as fluently

In those meanings of teaching speaking above, the teacher must pay attention

of some important aspect include producing sentences, intonation rhythm and stress.

those sound production must be meaningful because it must be produced logically

from thoughts.

2.2.2 Reason for teaching speaking

Hammer (2007:123) said that there are three main reason for getting students

to speak in the classroom :

a. Speaking activities provides rehearsal opportunities changes to practice real life

speaking in the safety of the classroom

 14

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 problem they

experiencing.

c. In speaking, students have opportunities to active the various elements of

language they have stored in their brains the more authentic their use of these

elements become. As a result students gradually become autonomous language

users. This means that they will be to use words and phrases fluently without

very much conscious thought.”

Seen how speaking activities provide opportunity for rehearsal give both

teacher and students feedback and motivate students because of engaging qualities.

From above all, they help students to be able to produce language automatically.

2.2.3 The Goals of Teaching Speaking

The goal of teaching speaking skills is communicative efficiency. 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. To help students develop

communicative efficiency in speaking, instructors can use a balanced activities

approach that combines language input, structured output, and communicative

output.

2.2.4 Types of Classroom Speaking Performance

Brown offered six similar categories apply to kinds of oral production that

students are expected to carry out in the classroom:

 15

a. Imitative

Imitation is carried out not for the purpose of meaningful interaction, but for

focusing on some particular element of language form. (e.g., learners practicing an

intonation pattern a certain vowel sound.) Drills offer students an opportunity to

listen and to orally repeat certain strings of languages that may pose some

linguistic difficulty.

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 work activity, where learners are “going over” certain forms of

language.

c. Responsive

A good deal of students speech in the classroom is responsive: short replies to

teacher- or student-initiated questions or comments.

d. Transactional(dialogue)

Transactional language, carried out for the purpose of conveying or exchanging

specific information, is and extended form of responsive language.

e. Interpersonal(dialogue)

It carried out more for the purpose of maintaining social relationships than for the

transmission of facts and information.

f. Extensive(monologue)

Students at intermediate to advanced levels are called on to five extended

monologues in the form of oral reports, summaries, or perhaps short speeches,

 16

Here the register is more formal and deliberative. These monologues can be

planned or impromptu.

Each category above can be implemented based on the students’ level and

ability. Here are the summary purpose of each element. Imitation for focusing on some

particular element of language form. Intensive to practice some phonogical or

grammatical aspect of language. Responsive can stimulate students in speaking.

Transactional to invite students to engage in conversation. Interpersonal to learn how

such features as relationship in the conversation. And extensive is to practice in the

form of oral report, summaries or perhaps in short speech.

2.2.5 The Roles of Teacher in Speaking Activities

During speaking activities, teacher need to play a number of different roles. They
can be prompter, participant even feedback as viewed by Hammer (2007:347-348) as
follow :
a) Prompter
When the students got lost in speaking, teacher can leave the students to struggle
out of situation. On their own and indeed sometime, this may best oftion.
However, teacher may be able to help them and the activites to progress by
offering discrete suggestion.
b) Participant
Teacher showed be good animators when asking the students to produce
language.This can be achieved by setting up an activity clearly and with
enthusiasm. At other time, teacher may want to participate in discussion as role
play themselves.
c) Feedback provider

When the students are in the middle of speaking tasks, over correction ay get may

inhibit them take tasks the communicativeness out of the activity. On the other hand,

helpful and gentle correction may get the students out of difficult misunderstanding

and hesitations.” In summary, when teacher being prompter a participant, even a

 17

feedback provider ,they have to be careful that they don’t force students, don’t

participate too much and do over correction.

2.3 Role Play

2.3.1 The Definition of Role Play

Many expert have different opinion in defining role play. The following are

some of the points of view about role play. Ur (1981:9-11) stated,” Role play is giving

students a suitable topic provides interest and subject matter of discussion, dividing

them into groups improves the amount and quality of the verbal interaction.”. Here

the writer concludes that the students will communicate more freely if they have role

play to hide behind.

According to Gower et-al (1995) stated that A role play is when a students take

the part of 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 why they are going to say might be prepared beforehand.

These might well come out of a text or previous context. It means that role play has

number of possibilities for communication practice. Students are not longer limited to

the kind of language used by learners in a classroom

Meanwhile according to Revell, role play defined as an individual spontaneous

behavior reacting to others in a hypothetical situation. The essential core of the activity

is understanding situation of another person , and to do this well that ”player” needs to

come to grips with other participant’s role, not just his own.”( Jane Revell: 1994:60-

61). It can be concluded 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.

 18

The writer concludes role play is a technique in English teaching in which the

students learn in an imaginary situation s or roles in order to develop the students’

fluency. The situation and the roles are made as a real life situation so the students

know the functions of English in real life.

2.3.2 Reason for Using Role Play

There are many reason why teacher should use role play technique in teaching

speaking as viewed by Nation and Thomas (1988: 21) in Communication Activities.

Those are :

a. Role play allows a wider range of language function and language varieties to

occur than would normally occur within a classroom

b. Role play allows exploration of cultures issues, in particular, appropriate ways

to behave in certain situations such as when being offered food and drink.

c. Role play can add interest to an activity and by distributing roles can ensure

participation in an activity

d. Role play can result in repetition of speaking activity by providing change.

In short, role play covers wide range of possibilities because the students have

to enter into many different situations. Moreover, it can help students to achieve

maximum communication

2.3.3 Types of Roles in Role Play

Ladouss (1997: 13) 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 ‘life. In

this category, it involves such roles as doctors dealing with patients, or

salesman travelling abroad.

b. The second type of role is the students play themselves in a variety of

situations, which may or may not direct experience. The example, which
 19

include in this category is a customer complaining or a passenger 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 factious, imaginary and possible even

absurd

It can be concludes that the overall aim of those types of role play is very

similar: to train students to deal with the unpredictable nature of language.

2.3.4 Categories of Role in Role Play

According to Littewood as stated in Revel (1997: 61), 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.

For learner, 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 and giving direction or buying a newspaper. Meanwhile in functional roles,

lerarners enter into many different situations and because of this ; a large amount of

time should be devoted to their practice.

 20

2.3.5 Techniques to Control Role Play

There are many techniques which can be used by teacher to control the class

during role play. According to Littlewood (1994:91) proposed four techniques may

use in control role play in class. Those are :

a. Role play controlled through cued dialogues

b. Role play controlled cues and information

c. Role controlled through situation and goals

d. Role play in the form of debate or discussion

In this study, the writer will conduct role play through cued and information,

use the topic Asking and giving direction and invitation in order to stimulate students

to be active and creative to use their own sentences

2.3.5 The Purpose of Role Play

Role play (dramatization) helps to bring the language to life and to give the

learners some experience of it use as means of communication.( Gilian Peter, 1978:

147 ). From the opinions above we can conclude that Role can be applied in teaching

speaking and it can help students improving their speaking skill.

2.3.6 The Significance of Role play

It was mentioned before that role play is one of the activities which is

particularly suitable for practicing the social cultural 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 increase 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. “ (1987: 6-7). Based on the statement above, the

writer assumes that role play gives many advantages : such as improving the students’
 21

speaking ability, motivation them to practice their English, and the most important one

is the students feel fun and learning English because role is the kinds of games

2.3.7 Teaching Speaking Using Role Play

In Improving speaking skill through role play, the teacher and collaborator ask the

students to perform couple by couple, the topic is asking and giving direction based on

basic competency (1.7) Memahami kata-kata dan istilah asing serta kalimat sederhana

berdasarkan rumus. The Indicator :1.1 Ungkapan untuk meminta dan memberi arah

dan lokasi (direction) digunakan dengan tepat.1.2. Mengungkapkan undangan dengan

benar.

To hold role playing, the teacher must prepare some steps to make good

performance. Here are the stages in the Role Play activity ( Depdiknas, Model

Pembelajaran Pembelajaran yang efektif (2009 : 4)

1. The teacher arranges or prepares scenario that will be performed by 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 learning activity. Giving time for the students is useful to have them good

preparation for acting.

3. The teacher makes groups of students consist of five per group. The teacher has to

makes in variant number due to ability of speaking. So the smart student is

combined with lower 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

direction and invitation and its response.

 22

5. The teacher calls a group of students who have been chosen to play prepared the

scenario. On the other hand, the teacher chooses the group tp 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 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

2.3.8 Type and Procedure in Using Role Play

Ladusse (1995 : 13) explained that there are several type of role play. The first

is he role play which correspond to real need in the students’ lives. In this category, it

involves such roles as doctor dealing with patients, or salesman travelling abroad.

Second type of role play is the students play themselves in a variety of situation which

may or may not have direct experience. The example which include inside in this

category is a customer complaining or a passenger asking for information. The third

type is the type that few students will ever experience directly themselves, but it is

easy to play because the teachers have some indirect experiences of them. The

television journalist is example of this type and it is very useful kind of role play taken

from real life. The last type is fantasy roles, which are fictitious , imaginary, and

possible even absurd.

 23

In this case role play activities, according to Byrne (1986). Role play can be

grouped in two forms, scripted and unscripted to play. In details, those role play

activities described as follows.

a. Scripted Role Play

Byrne (1986) explained this type involves interpreting either the textbook

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

convey the meaning of language terms in memorable way.

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

by Doff (1988: 233;234) are as follows (1) First, the teacher guides the role play by

writing these prompts ? /post box?/ thanks). Talk as you write to show what the

prompts mean.(2) if necessary, go through the prompts one by one and get students to

give sentences or questions for each one. (3) Call two students to the front, ask them to

act as the person in the dialogue. They should improvise the conversation using

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

text book, but not exactly the same, the conversation can be shorter than the

presentation dialogue. It should just over the main point indicated by the prompts, and

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

conversation based on the prompts.

Based on the procedures, the researcher views that the ways of organizing this

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

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

practice the conversation privately with their partner before they act it ou in front of

the class.
 24

b. Unscripted Role Play

In contrast to scripted role play, the situations of unscripted role play do not

depend on text books. It is known as a free role play or improvisation. The students

themselves have to decide what language to use and how the conversation should

develop. In order the activity, good preparation from teacher students are really

necessary.

To demonstrate a role play activity the ideas above, the procedures given by

Doff are as follows.( 1) The teacher could prepare the whole class ,by (a).discussing

the speakers might say. or (b) writing prompts on board to guide the role play and

any the key vocabulary, and (2) The teacher could divide class into pairs, and; (a) Let

them discuss together what they may say, or (b) Let them all try out the role play

privately, before calling on one or two pairs o act out in front of the class.

House (1997:23) explained that there are several procedures in using role play:

(1) Students read and familiarize themselves with the ( example) dialogue, (2) divide

the class in pairs. A and B, give A and B roles from the dialogues.(3)Let students act

out their role play, not just say them but students should read it loudly. (4) Walk

around correcting and checking,(5) Students swap role and repeat , hose whose finish

first can be make up their own role play, using different words to fill the gaps.

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

create or develop procedures which is appropriate and suitable with his/her own class

2.3.8 Conceptual Framework

This research is done to know the influence of role play in teaching speaking.

Speaking is a skill used by someone to communicate orally in daily life whether at

school or outside school. Most teacher tried to find technique to make students

interested in learning speaking.

 25

In fact , the students of the tenth grade of TITL 1 Program at SMKN Klakah

have difficulties in speaking subject. It caused by some factors: first, they are too shy

and afraid to speak in front of class because of lack self-confidence and poor

vocabularies. Second, they don’t have motivation and lack practice, Lastly, they need

an interesting technique to stimulate them to speak English bravely in front of class.

In order to solve the problems faced by students of the tenth grade of TITL 1 at SMKN

KLakah, and make students more motivated, role play may provide for helping the

students to improve their oral ability. Role play present a real situation and provide the

most useful and interesting lesson , so they can speak English freely and confidently

in front of class and this technique quite interesting and reduce students’ boredom in

learning English.

Based on the statement above, the writer assumed that role play are very

applicable to be used for teaching –learning especially in speaking.

2.4 Review of Related Study

Concerning with the study firstly written by some researchers about teaching

speaking using role play technique, the research compares the result of the previous

studies to strengthen this research. N.Rohman (2008) in his research entitled”

Improving Students’ Speaking skill : Self Talking Using Role Play Technique in Third

year Students at SMP Negeri 1 Sidoarjo”’. He employed role play to be the technique

implemented at his school. The students’ speaking skill. Besides, it also made the

students more active and motivated in teaching learning activities. The improvement

was indicated by the increasing of the students’ mean score of speaking post test

administered at the end of each cycle. From that students’ mean score was 56.after

conducting three cycles, it was found out that the students’ mean score were 6.4 in

cycle 1, 6,7 in cycle 2,and 7.3 in cycle 3. The improvement of students’ mean score 0f
 26

5.6 in pre test to 7.3 in the post test of cycle 3 indicted that the students’ speaking skill

improved. The improvements was due to the implementation of role play technique in

teaching speaking class.

Meanwhile, The improvement is also shown by the research of Susilowati

(2006) In implementing role play technique in improving students’ speaking ability on

procedure text. From her study, the improvement was shown by increasing of the

students’ mean score up to post test in cycle 3. The pre test showed that the mean

score of students in speaking on procedural text at MA Negeri 2 Lawang, was still low

by getting 4.5 then the role play was implemented and the students were administrated

using post test in each cycle, the first cycle the students of first year got mean score 5.6

and in the cycle 2 they got 6.7. The improvement was still continued in the cycle 3 to

be 70, since the mean score as its criteria of success to be the limitation of the mean

score to be low or high, the researcher decided to stop the cycle in cycle 3 by getting

mean score 7.0.

Furthermore, Sari Irianti (2011) in her research entitled” Using Role Play in

improving Student’s speaking Ability.” From research, the improvement was shown

by the increasing of students’ mean score pretest up to post test in cycle 2. The

findings of study are : first, related to the test result, they were 4 or 11.11% students

who achieved the passing grade or KKM in pretest. Next, in the result of post test in

cycle 1, there were 13 or 36.11% students who achieved the passing grade or KKM.

Next, in the result of post test in cycle 2, there were 32 or 88.88% students in the class

who achieved the passing grade or KKM.

From three previous studies, it can be reflected that by implementing role play

technique the students’ speaking ability is able to improve their speaking skill so that

the students qualitatively improve their speaking skill. In the line with the result, the
 27

researcher convince himself to be successful I conducting research in improving

speaking skill at the tenth grade students in SMK Negeri 1 Klakah-Lumajang.

 CHAPTER III

RESEARCH METHOD

This chapter deals with how the research was administered. The researcher

described about research design, Setting and subject of study and research procedure.

In the research procedure, the researcher explained about preliminary study, the steps

of action plan, such as designing lesson plan, selecting mapping as teaching media and

determining criteria of success. And also describe about implementing the action,

observation and reflecting of action

3.1.Research Design
This research was Classroom Action research (CAR) because it is not easy to

create the students’ motivation to be active in speaking class. Since the researcher was

as the teacher also. The researcher tries to analyze the obstacles, observes the teaching

learning process, and tries to find the solution.

For English teacher, Classroom Action research aims at developing certain

instructional strategy to solve practical instructional problem in English classroom. Car

Kemmis (in Hammersley, 1993:177) stated that”, action research is a form of self

reflective enquire undertaken by participant in social ( including education situation in

order to improve the rationality and justices of : (a) their own social or educational

practices (b) their understanding of these practice.(c) the situation in which the

practices are carried out.” 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 to solve problems or to find answers toward context-specific issues.”

28
 29

It means that to begin the CAR, the researcher or the teacher needs to identify and

investigate problems within a specific situation.

Another expert, Burn said that Action research function best when it is co-

operative action research. Co-operative action research has concomitants of beneficial

effect of workers, and the important of the services, conditions, and the function of

situation. In education, this activity translates into more practice in research and

problem-solving by teachers, administrators, pupils, and community personal, while

the quality of teaching and learning is in the process of being improved.” 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 personal. Furthermore, it will give

the best result when done collaboratively of teaching learning process in education.

Action Classroom research is participatory and collaborative. According to

McNiff (1992), Thus, in this present study, the researcher participated as the teacher

who was be teaching speaking using role play strategy, in addition, the researcher also

assisted by one of the English teacher in SMKN 1 Klakah as a collaborator who

observed the students’ involvement during implementation of the teaching technique.

The teacher and collaborator worked together to observe the effectiveness of the

applied strategy.

3.2 Setting and Subject of Study

The study was conducted at SMKN 1 Klakah, located at Jalan Raya

Randuagung No. 17 Klakah - Lumajang. The researcher chose this school has some

considerations. First, the researcher is one the English teacher there. Second, the

school is a vocational high school which the students are expected to be able to speak
 30

English well. Third, the school is boarding school Pesantren style, it enable the

students practice their English everyday.

This study involved grade X Technique Electricity 1. This class consist of 30

students with only three hours lesson per week. One hour lesson is 45 minutes length.

So this grade had 135 minutes of English classroom per week

3.3 Research Data

The data of this research is the result of the students’ speaking performance in

oral speaking test given.

3.4 Research Instrument

3.4.1 Questionnaire
The use of questionnaires in this study helped the researcher gather a clear and

concisely structured feed back from the students about their attitude towards the

strategy implementing of role play. The type of questions used in the questionnaires

was multiple choice questions in which each area item provides four alternative

options (a, b, c, d ) to choose, from negative options it strongly positive ones.

Based on the questionnaire that was given to the students after accomplishing

the second action of cycle 2, the researcher calculates the score by using the formula as

follows:

The total of score

Procentage score = x 100%
The total of ideal score

After calculating the percentage score, the score is processed based on the criterion

interpretation score as follows :

Percentage 0% - 25 % = very low

Percentage 26 % - 50 % =low

Percentage 51% - 75 % = strong

Percentage 76% - 100 % = very strong

 31

Based on the calculation above the result of questionnaire is 77,9 %.it means that the student

interest in learning speaking using role play is very strong. The questionnaire sheet and result

about the students’ questionnaire can be seen appendices 16 and 17 .

3.4.2 Observation
In this research the observation in the form of the field were done several times,

once in the preliminary study, twice in cycle 1 and cycle 2. In the preliminary study, it

was aimed to look at, in a glance, students’ ability in English, especially in speaking

skill. The researcher observed the students in group when they performed role play in

front class. The researcher focused more on students’ activeness and participation in

performing role play. And the table of observation can be seen appendic 9, 10 and

11.

3.4.3 Field Notes

The researcher wrote down some importance event about students’

participation in the activity. He found students had a drill of speaking both more

serious relaxed only and some of them were more serious. The researcher asked the

collaborator by using rubric students’ participation during the teaching learning

process

3.4.4 Oral Speaking Test

Oral speaking test was hold at the end of each cycle. The researcher prepared

some roll cards which contained the instruction what must each group do. Each group

asked to take one roll card, them asked them to performed role play in front of class.

The researcher and collaborator observed and evaluated them

 32

3.4.5 Scoring Rubric.

It consisted 4 aspects, they were Pronunciation, vocabulary, Grammer

and Fluency. It used analytical scoring rubric proposed by O’Malley and Pierce (

1967:67) The form of rubric scoring can be seen at table 3.1 below.

Table 3.1 Analytical Scoring Rubric for Speaking

Language Excellent (4) Very good (3) Good (2 ) Fair (1 ) Poor( 0 )

Element
Fluency Able to speak Hesitates or Hesitation Hesitates a lot Shown a lot
Without any Pauses at a Shown in That message is of hesitations
Hesitation or few almost every not very clear. that speech is
breah in Places in few Sentence.End A lot repetation not clear
sentence sentence but Sentence half- of sentences
fluently is not way and then
serious repeat it
effected
Grammar Grammar is A few One or two Almost every A lot of
correct grammatical major error sentences grammatical
error. which affect contain error made
Meaning is the meaning grammatical that meaning
not affected error of message is
not clear
Pronunciation All words are One or two A few words One or two Most of the
clearly and words are are incorrectly wourds which words are
correctly incorrectly pronounced but are incorrectly
pronounced pronounced the meaning is mispronounced pronounced
but meaning affected cause meaning
is not affected to be affected
Vocabulary Uses Uses varied Uses adequate Uses limited Uses
extensive vocabulary vocabulary; vocabulary functional
vocabulary some words vocabulary
Score as follows :
𝐓𝐨𝐭𝐚𝐥 𝐒𝐜𝐨𝐫𝐞 𝐨𝐟 𝐂𝐨𝐦𝐩𝐨𝐧𝐞𝐧𝐭
𝒙 = 𝐌𝐚𝐱𝐢𝐦𝐚𝐥 𝐒𝐜𝐨𝐫𝐞 𝐢𝐧 𝐚𝐥𝐥 𝐂𝐫𝐞𝐭𝐞𝐫𝐢𝐚 X 100

3.5 Research Procedure

This research began with a preliminary study to identify the problems in

teaching speaking. After getting problems, we will conduct the research procedure.

There are four main steps as developed by Kemmis and Taggart, namely : action

Planning, Implementing the action, observation and reflection.

Classroom Action Research for English learning aims at scoring learning-

teaching strategy in learning English. Classroom Action Research may be done in

several cycles, each which are repeated in the next cycle if the result is not satisfactory

yet with the better revised lesson plan. Each cycle begins with planning, implementing
 33

the plan, observing the implementing, and reflecting or evaluating the process and the

result of the implementation. The result the reflection determines the next cycle (Latif:

2003:99).

The Classroom action research procedure was presented in figure 3.1 The

model of cycle was illustrated by Kemmis and Mc Taggar is as below :

Preliminary Study
Through observing of real condition in th classroom,found that :
1. Students are bad in grammar,vocabulary and pronunciation
2. They don’t brave and afraid to speak English
3. They don’t have motivation in studying English
4. The teaching strategy used by the teacher was not interesting
5. Planned solution : using role play to improve their speaking

Implementing of action
Planning of Action
Teaching students by using role play
Designing lesson plan together with material and media that
Preparing the instrument have been designed before
Preparing the criteria of success
Cycle 1
Reflecting Observing

Analyzing the result of the Observing and collecting the data

observation, but the result has not related to the effect of the action
met the criteria of success yet

Planning of Action Implementing of action

Revised plan cycle 1, perform Making conversation from

role play more practically dialog topic is ” tobe guest
“and invite friend

Reflection
Cycle 2 Observing
Analysis the result of
observation and has met the Observing and collecting the data
cretria of success related to the effect of the action

Figure 3.1 Research procedures in implementing role play

 34

3.5.1 Preliminary Study

In this study, the researcher was helped by an English teacher as collaborator

who will be intended to see the real condition and find the problem in teaching

learning process especially in speaking skill. Speaking performance generally covers

some aspects of language components. Hughes (2003:130) states that testing oral

ability including accent, grammar, Fluency and comprehension. But he also said that

these were developed for a particular purpose and should not be expected o work well

in a significantly different situation without modification. So the researcher modifies

the language component based on his need. We limit discuss on the aspects of

pronunciation and fluency. The researcher gives an oral test to each students.

The target of this study was the students’ pronunciation and fluency in

speaking ability got score 70 was 70 %. The minimum criteria standard (KKM) in this

class is 70 .The study was using rubric to assess the students ’score in speaking

ability. The result can seen Table 1.1 on Appendix 1. The students got KKM only 9

(30% ) and 21 (70%) students got under KKM. And the students’ average score only

61.16.

Based on preliminary data observation, there are some students are bad in

grammar, vocabulary and pronunciation, they don’t brave and afraid to speak English,

they don’t have motivation in studying English and the teaching strategy used by the

teacher was not interesting. So the researcher wants to improve the students’ speaking

skill through role play. By using role platy, the researcher sure that the students will be

motivated, fell happy and have spirit in practicing their English, especially at speaking

skill.
 35

3.5.2 Cycle 1

3.5.2.1 Planning action

a) Teaching Schedule

There were four meetings, the first meeting on May 9, 2014. The second

meeting on May12,2014. Third meeting on May 16,2014.The fourth meeting

on May 23, 2014.

b) Designing Role-Playing Procedures

The procedure of role play :

1) organizing the group of the students,

2) providing the situation and dialogue to be role played,

3) teaching the dialogue for role plays,

4) having the students practice the role plays,

5) having students modify the situation and dialogue, and

6) having the students perform the dialogue in front of the class.

b). Preparing the sylabus

The sylabus desribes about the expression giving and asking direction .

The sylabus can be seen at appendic 2.

c) . Designing Lesson Plan

The lesson plan was applied for 4 meetings, including the post test of every

cycle. To know the clear lesson plan of cycle 1, it can be seen ot appendic

3 on page 70

d). Preparing the material and learning media

The material of learning activity used the topic about asking and giving

direction. By using this topic, the students performed the role play with their
 36

group. One acted role of guide and the other one acted role of foreigner. The

learning media to use in this role play is mapping diretion.

3.5.2.2 Implementing of action

a. Meeting 1

In this meeting, there were three stages namely : Pre- Activity, Main

Actiity and Post Activity. At Pre-Activity, First the researcher gave

motivation and spirit to practice their English and explained the purpose of

the material, second, giving vocabularies related to the role play and by

using special technique asked the students memorize the vocabularies, third

the researcher Put a map direction on white board and Giving the expression

of asking and giving direction. At Main activity, first the researcher chose

one student become model and practice with teacher about direction using

mapping direction. Second, Ask the students to make a couple/partner and

one students to be guide and the other one to be foreigner, but before

practicing in front of class ask students practice on their seat. Third, Ask

each group to stand in front of the class to practice the role-play. one acts as

a tourist and the other acts as a guide in turn and forth, by using map/a

location of place, students with the couple perform role play, one act as

tourist/foreigner and the other one act as guide to practice about asking and

giving information/direction.

b. Meeting 2

At Pre-activity, the researcher checked students’ vocabularies related

to role play whether they memorized or not about them. Without

memorizing vocabularies, impossible they were able to speak English. At

Main activity, the researcher asked the students to make a couple/partner,

 37

One students to be guide and the other one to be foreigner, But before

practicing in front of class ask students practice on their seat. Then, ask

edeach group to stand in front of the class to practice the role-play by using

map/a location of place, students with the couple performed role play. At

the post activity, the researcher asked the students’difficulties in

performing role play, gave motivation and spirit to practice their English and

gave assignment at home making free map with their partner to perform at

the next meeting.

c. Meeting 3

At Pre-activity, the researcher stimulated the students’ motivation to

practice their English freely with their partner and reminding the assignment

gave the last meeting. At the main activity, the researcher Asked to each

group perform their assignment front of class using their own mapping then

asked students actet out the role play their group in real condition based

on the school environment .At post activity, the researcher gave reward to

the best group when the teaching learning activities takes place. And before

ending the meeting the researcher asked the students to study the material

seriously for preparing oral test next meeting.

d. Meeting 4
In this meeting, gave roll cards and asked to each group to take one
roll card. Each group stood up in front of class to perform role play based on
the instruction inside the roll card. Meanwhile the researcher and
collaborator observed and evaluated their performance using rubric
assessments.
The documentation implementing of cycle 1 can be seen appendix
4, on page 70.And the oral test instrument can be seen appendix 4 On page
74
 38

3.5.2.3 Observation the Action

In this phase, the observer tried to notice all activities in the physical classroom

activity. It might be about the the teacher’s performance, students’ response and

students’ participation during teaching and learning process in implementing role

play. First, related to the observation for the teacher. The teacher delivered the material

by combine the native and target language. The teacher gave good brainstorming so

the students in short time remember the vocabularies related to Asking and giving

direction. But the teacher forgot to clean the vocabularies on whiteboard after

brainstorming some students saw them when performing the role play. Furthermore,

there was minimal sustained speech during teaching and learning process. Moreover,

the teacher responded the students’ participation in a form reaction. At last, the teacher

used various utterances in teaching learning process such as correction, explanation

and comment.

Second, related to the students’ response, most of students paid attention to the

teacher explanation. They performed the role play enthusiasly. Some of them also

were difficult to practice with their couple because they did not memorize vocabularies

and they saw the vocabularies on white board when they performed role play.

Third, related to the students’ participation, it showed some progress than

before implementing the role play. Most of them participated in the conversation,

practice with their couple, and performed role with couple in front of class. Their

pronunciation and fluency were better than before, their feeling confident about

speaking have some progress even need much more practice.

3.5.2.4 Reflection of The Action

As presented in the data findings of Cycle 1, the implementation of the role

play gave significance effect on the students’ speaking ability. They were in pair able
 39

to perform role play using mapping direction. One act role as guide and the other to be

foreigner. They also performed role in real situation using school environment. When

they were required to do practice ,the researcher and collaborator observed and

evaluated every group using rubric assessment.

In the first Cycle, the result shows that the average score is 70,15.The passing

grade is 70. There were 23( 76,6% ) students got passing grade. According to the

criteria of success, Students is said success if they got passing grade. Class is said

success if there were 85 % students got Passing grade. It means that teaching learning

process had been successful and it was better than the preliminary study. But it did not

fulfill the criteria of success because There were only 23( 76,6 % ) students got passing

grade. The mean score of cycle 1 can be seen at appendic 12 and 13.

3.5.3 Cycle 2

3.5.3.1 Re-Planning the action

a. Teaching Schedule

There were four meetings, the first meeting on May 23, 2014. The second

meeting on May 26, 2014. Third meeting on May 30 ,2014.The fourth

meeting on June 2, 2014.

b. Revising the procedure of Role play

1. Grouping the student with combination ability ,the clever students is

matched with the low ability, so the clever students can help the low

students in performing role play

2. Give more time to prepare performance so the students have self

confidence and not hesitate in practicing their English.

3. Ask students do improvisation by using aids such as Table, chair, book

and other things in the classroom

 40

4. Ask students do improvisation by sitting, standing, walking and using their

body language

5. Correcting to the grammatical errors and mispronounced vocabulary

were needed

6. Motivate students to speak more freely and never worry of making

mistake

c. Preparing the sylabus

The sylabus described about the expression of invitation. The Sylabus can

be seen at appendic 2.

d. Designing Lesson Plan

The lesson plan was applied for 4 meetings, including the post test of every

cycle. To know the clear lesson plan of cycle 2, it can be seen at

appendic 6, on page 75.

e. Preparing the material

The material of learning activity used the topic about ask Invitation. By

using this topic, the students performed the role play with their group. One

acted as guest ( go to friends’ house to invite his friend ) and the other one

acted as host ( one to invited . To know the clear material can be seen

appendic 6,on page 75..

3.5.3.2 Implementing of action

a. Meeting 1

At The pre-activity, the researcher gave leading questions that lead

the students’ mind to the material which will be explained then explained

the purpose of material. At the main activity, the researcher explained how

to invite someone and how to respond the invitation . The teacher

 41

pronounced the invitation expressions and ask the students to repeat them

correctly. Next, Asked the students to memorize these expressions . At the

post activity, the researcher gave motivation and spirit to the student to

practice their English especially about invitations. Then gave assignment to

memorize the dialog to Perform at the next meeting.

b. Meeting 2

At the pre-activity, the researcher gave motivation and reminded the

assignment last meeting performing the dialog. At the main activity, the

research asked the students look for partner, one expresses the invitation

and another one gives respond and vice versa. Next The researcher gave a

dialog, one act role as inviter and another one act role as hostess (to be

invited ) but before perform in front of class they must memorize the dialog.

Then asked each group to perform the dialog in front of class by using good

improvisation without bringing book. one act role as inviter and another one

act role as hosts (to be invited ).At the post activity Giving motivation and

spirit to the student to practice more their English especially about

invitations. And Ask them to study the expression of invitation at home for

preparing the next.

c. Meeting 3

At pre-activity, the researcher always gave motivation and spirit in

practicing English. Don’t afraid and brave to speak. At the main activity the

researcher Gave motivation and reviewing the expression of invitation and

asked the students to make own dialog with the partner about invitation,(one

to be play about invitation. Each group performed dialogue based on the

 42

instruction in the roll card in front of class. The researcher and collaborator

observed and Evaluated the students’ perform using rubric assessment.

The documentation implementing role play of cycle 2 can be seen at

appendix 7, on page 80. Meanwhile the oral test instrument can be seen at

appendix 8, on page 81.

3.5.3.3 Observation the Action

In this phase, the observer tried to notice all activities in the physical

classroom activity. It might be about the teacher’s performance, students’ response

and students’ participation during teaching and learning process in implementing role

play.

First, related to the observation for the teacher. The teacher delivered the

material by combine the native and target language. The teacher gave special

technique to memorize the expression of invitation so that the students were easy to

memorize these expression. In making group the teacher using different ability.

Clever students was matched with low or moderate ability, so the clever students

could help the low or moderate students. Furthermore, there was maximal sustained

speech during teaching and learning process. Moreover, the teacher responded the

students’ participation in a form reaction. At last, the teacher used various utterances

in teaching learning process such as correction, explanation and comment.

Second, related to the students’ response, most of students paid attention to the

teacher explanation. They performed the role play enthusiasly. Only few of them also

were difficult to practice with their couple because they forgot the dialogue and not

memorize the expression of invitation

Third, related to the students’ participation, it showed some progress than the

Cycle 1. Most of them participated in the conversation, practice with their couple, and
 43

performed role with couple in front of class. Their pronunciation and fluency were

better than before, their feeling confident about speaking have some progress even

need much more practice.

3.5.3.4 Reflecting of Action

As presented in the data findings of Cycle 2, the implementation of the role

play gave more significance effect on the students’ speaking ability. They were in pair

able to perform role play using invitation. One act role as inviter( guest ) and the other

to be host (one who was invited ) They performed role play using good action and

improvisation according situation given. And the researcher and collaborator observed

and evaluated every group using rubric assessment.

In the first Cycle, the result shows that the average score is 72.5.The passing

grade is 70. There were 26 ( 86.6% ) students got passing grade. According to the

criteria of success, Students is said success if they got passing grade and Class is said

success if there were 85 % students got Passing grade. It means that the second cycle

was success. And mean score implementing of cycle 2 can be seen appendices 13 and

14,on page 85 and 86.

 CHAPTER IV

RESEARCH FINDINGS

This chapter discusses ,findings cycle 1 consist of the result of students’

speaking performance , finding the result the students’ speaking performance and of

revising cycle 1. Finding cycle 2 consist of findings on the students’ speaking

performance and findings of role play use.

4.1 Findings Cycle 1

4.1.1 Findings on the Students’ Speaking Performance

From the analysis of the students’ speaking performance, it was found that

they still made mistakes on some language elements being observed namely fluency,

grammar, pronunciation, and vocabulary. In terms of fluency in speaking, most

students were influenced by their mother tongue. They had difficulties avoiding this

since they seldom practice for several times. 7 students (23.33% of 30 students)

hesitated in speaking; therefore, the message was not clear. They made a lot of

repetition in the sentences.

Related to the students’ response, most of students paid attention to the teacher

explanation. They performed the role play enthusiasly. Only few of them also were

difficult to practice with their couple because they forgot the dialogue and not

memorize the expression of asking and giving direction

Related to the students’ participation, it showed some progress than the Cycle 1.

Most of them participated in the conversation, practice with their couple, and

performed role with couple in front of class. Their pronunciation and fluency were

44
 45

better than before, their feeling confident about speaking have some progress even

need much more practice.

4.1.2 Finding the result of the students speaking performances

As presented in the data findings of Cycle 1, the implementation of the role

play gave significance effect on the students’ speaking ability. They were in pair able

to perform role play using mapping direction. One act role as guide and the other to

be foreigner. They also performed role in real situation using school environment.

When they were required to do practice ,the researcher and collaborator observed and

evaluated every group using rubric assessment. The result of row score are shown in

the following table.

Table 4.1 of the average score of Cycle 1

Observe Pronunc Grammar Vocabulary Fluency Average Mastering Class
Researcher 68.66 70.66 70.66 68.66 69.33 76.6 %

Collaborator 67.33 71.33 70 68.00 69.16 76.6%

Total 135.99 141.99 140.66 136.66 138,49 153,2

Average 67.99 70.99 70.33 68.33 69.24 76,6 %

In the first Cycle, the result shows that the average score is 69.24.The passing

grade is 70. There were 23( 76.6% ) students got passing grade. According to the

criteria of success, Students is said success if they got passing grade. Class is said

success if there were 85 % students got Passing grade. It means that teaching learning

process had been successful and it was better than the preliminary study. But it did not

fulfill the criteria of success because There were only 23( 76.6 % ) students got

passing grade. The total average score of grammar (70.99). In terms of grammar, 7

students made a lot of grammatical mistakes that meaning of message was not clear.
 46

23 students reached the level good, which mean that they made grammatical mistakes

almost in every sentence.

The means score of vocabulary is 70.33 , it means that they fulfilled the

passing grade ( 70) In the use of vocabulary, the students did not have a lot of

problems when they were going to use certain words, as the teacher had provided the

dialogue for them. They just studied the dialogues, made some changes or

modification, practiced them, and presented them in front of the class. Based on the

observation checklist, 5 students used very limited vocabulary, 25 students used

adequate vocabulary.

The means score of pronunciation is 67.99.It means that it didn’t fulfill the

passing grade. In terms of pronunciation, one student was very reluctant and shy to

speak. Every word she spoke was incorrectly pronounced. One or two words

mispronounced by 18 students made the meaning unclear. 12 students reached good

level in pronunciation in which they pronounced only a few words incorrectly and the

meaning was not affected. For example, the word ‘turn right is pronounced ‘turn

raight’ not ‘turn rid’. In using suffix ‘-ed,’ for example, most students get difficulty.

Such as the word ‘liked’ is pronounced ‘laiked,’ not ‘/laikd/.’

The means score of Fluency is 68.33 and it is still lower than passing grade.

Thre are 18 students speak hesitantly because of rephrasing and searching for words.

Meanwhile., 12 students speak with occasional hesitation From the result these result,

the researcher should improve the students’ pronunciation and fluency so at next cycle

these aspect got some improvements and fulfill the passing grade.

4.1.3 Revision of Cycle 1

The implementation role play of cycle 1 were still weakness. so a better

should be made in order to fulfill the criteria of success. In terms of pronunciation,

 47

one student was very reluctant and shy to speak. Every word she spoke was

incorrectly pronounced. In ters of fluency the students speak hesitantly because of

rephrasing and searching for words. Related to organising of group, the teacher asked

the students partneer freely so the abiity of groups was not flat. There were groups

with low ability and there were groups with high ability. To overcome the problem

the researcher paid attention on students’pronunciation and fluency. And also devided

groups with combination ability, so the clever students could help the low ability.

There were some steps performing the role play :

1. The teacher explained how to invite someone and how to respond the

invitation slowly and clearly so the students are easy to understand

2. The teacher pronounced the expression of invitation and asked the students to

repeat correctly.

3. Give more time to prepare performance so the students have self confidence

and not hesitate in practicing their English.

4. Grouping the student with combination ability,the clever students is matched

with the low ability, so the clever students can help the low students in

performing role play.

5. Giving attention to the students’ fluency and pronunciation

6. Ask students do improvisation by using aids such as Table, chair, book and

other things in the classroom

7. Ask students do improvisation by sitting, standing, walking and using their

body language

8. Ask the students to use their emotions in performing their role play such as

happy, angry, sad etc.

9. Asked each group performing role play in front of class

 48

10. The researcher and collaborator observed and evaluated each group.

By doing these thing, it was expected that performance would be better in the

next cycle, and it would be reach the target in criteria of success, improving the

speaking skill score of students and improving the quality of classroom teaching

learning process.

4.2 Finding Cycle 2

4.2.1 Findings on the Students’ Speaking Performance

From the analysis of the students’ speaking performance, it was found that

there was a very significant improvement of the students’ speaking performance.

Although some of them still made some mistakes on some language elements being

observed, namely, fluency, grammar, pronunciation, and vocabulary, the number of

those who did so had decreased. In terms of fluency, there were 4 ( 14.4 %) students

who could not reach passing grade. And there 26 (86.6 % ) got passing grade. The

means score class was 72.5. The means score of aspects vocabulary 74.2, Vocabulary

72.9,Pronunciation 70.3 and fluency 70.7.

Related to the observation for the teacher. The teacher delivered the material

by combine the native and target language. The teacher gave special technique to

memorize the expression of invitation so that the students were easy to memorize

these expression. In making group the teacher using different ability. Clever students

was matched with low or moderate ability, so the clever students could help the low

or moderate students. Furthermore, there was maximal sustained speech during

teaching and learning process. Moreover, the teacher responded the students’

participation in a form reaction. At last, the teacher used various utterances in

teaching learning process such as correction, explanation and comment.

 49

Second, related to the students’ response, most of students paid attention to

the teacher explanation. They performed the role play enthusiasly. Only few of them

also were difficult to practice with their couple because they forgot the dialogue and

not memorize the expression of invitation. Third, related to the students’ participation,

it showed some progress than the Cycle 1. Most of them participated in the

conversation, practice with their couple, and performed role with couple in front of

class. Their pronunciation and fluency were better than before, their feeling confident

about speaking have some progress even need much more practice.

4.2.2 Finding the Result of the Students Speaking Performances

As presented in the data findings of Cycle 2, the implementation of the role

play gave more significance effect on the students’ speaking ability. They were in pair

able to perform role play using invitation. One act role as inviter( guest ) and the other

to be host (one who was invited ) They performed role play using good action and

improvisation according situation given.Amd the researcher and collaborator observed

and evaluated every group using rubric assessment. The result of row score are shown

in the following table.

Table 4.2 of the average score of Cycle 2

Observe Pronuc Grammar Vocabulary Fluency Average Class mastering
Researcher 70 73.3 76,6 70 72.5 86.6 %
Collaborator 70.6 73.3 75.3 70.6 72.5 86.6 %

Total 140.6 146.66 .151.9 140.6 145

Average 70/3 73.3 75.95 70.3 72.5 86.6 %

In the second Cycle, the result shows that the average score is 72.5.The

passing grade is 70. There were 26 ( 86.6% ) students got passing grade. According

to the criteria of success, Students is said success if they got passing grade and Class
 50

is said success if there were 85 % students got Passing grade. It means that the second

cycle was success.

4.2.3 Findings of Role Play Use

The implementing of role play had significant impact in developing students’

speaking skill. Based on findings taken from the observation cycle 1 that some students

had some mistake on some language elements namely pronunciation, fluency,

vocabulary and grammar. The pronunciation and fluency were still under passing grade.

It means that some of students need some improvement of fluency and pronunciation.

In performing the role play the students were still shy and afraid in practicing their

English. They hesitate and nervous in Practicing English. They forgot the vocabulary

that used in performing role play. It means that they need motivation and spirit in

\studying English, without motivation and spirit, impossible they were able to speak

English well. And checked the student’s vocabulary at the beginning of teaching

learning activity.

To make something better, revised the cycle one to fulfill the criteria of success.

Considering the fact above, the researcher made some reflections to do in the next

cycle. First, the teacher had to change the way he delivered his teaching from speaking

quickly to speaking at the students’ phase of understanding in order all of the stages in

the instructional process could be smoothly followed by the students. Second, the

teacher had to increase his guidance in every stage in order the students really

understand the material taught by the teacher. Third, the teacher had to manage the

students’ group with combination ability, High ability with low ability so the students

with high ability can help the students’ low ability in improving speaking ability.

Besides, the teacher had to give more motivation in order they were not afraid in

making grammatical mistakes, so they would not be reluctant and shy to use their
 51

English. Third, the researcher had to add the time for modifying the dialogue and

practice more with their group before perform in front of class. It was because most of

the students complained about the short time provided for them to modify the dialogue.

The researcher asked the students perform use improvisation according situation given.

From the revision above the implementation of the research was expected to

improve students’ speaking ability and improve the class atmosphere of teaching

learning process. In the second cycle the students did respond and express

spontaneously in the performance. From the speaking score, the implementation of role

play in the second cycle was successfully, so the implementation of it had increased the

goal in criteria of success.

 CHAPTER V

DISCUSSION

This chapter encompasses the discussion based on the research data

finding as presented in chapter IV.

5.1 The implementing of role play using improvisation

The conducting of research was to overcome problems of teaching

speaking found in the Tenth grade students of Electricity program at

SMKN Klakah. The problems of speaking faced by students are : (1)

Students were not confidence to speak English because there are always

worry of making mistakes and their friends will laugh of them. (2).They

don’t brave and afraid to speak English. (3)They are shy to speak English

due to the luck of vocabularies and fluency (4) They always think about

grammar, they worry if their speaking is not grammatically correct so that

they are lazy to speak English much (5). They don’t have motivation and

spirit in studying English especially at speaking.

One of indicator in mastering a language is able to speak that

language. Speaking is about to negotiate meaning, manage the

conversation, and speak spontaneously. Oral communication involves two

or more people in negotiating meanings. One of the best technique in

training students to speak spontaneously is role play using dialogue with

good improvisation. Example how the improvisation role as tourist,

Guide, Guest, handling guest etc. As while Lubis ( 1988: 40 – 58 )

52
 53

suggest that one of the communicative actives in teaching speaking can be

used is improvisation.

Teaching speaking using role play was conducted to improve the

students’ speaking ability. In conducting the research, there are two

components expected to be improved, they are improving the students’

speaking score and increasing the quality of classroom atmosphere of

teaching speaking. The implementing role play expected to improve the

students’ speaking score. They were pronunciation, grammatical accuracy,

vocabulary, relevance of contents or ideas, fluency and manner of

expression. The classroom atmosphere concerned on two components,

they were the students’ participation and the students’ performance.

Briefly, the implementing role play in the teaching of speaking was

expected to overcome the problem of speaking found at the tenth grade

students of SMKN Klakah

The steps role play using improvisation :

Related to the teacher Performances :

1. The teacher explained the material slowly and\ clearly so the

students are easy to understand

2. The teacher chose the interesting topic improvisation dialog

3. Gave more time to prepare performance so the students have self

confidence and not hesitate in practicing their English.

4. Grouped the student with combination ability,the clever students is

matched with the low ability, so the clever students can help the

low students in performing role play.

 54

5. Gave attention to the students’ fluency and pronunciation

6. Asked students do improvisation by using aids such as

Table,chair,book and other things in the classroom

7. Asked students do improvisation by sitting, standing,walking and

using their body language

8. Asked the students to use their emotions in performing their role

play such as happy, angry,sad etc.

9. Corrected to the grammatical errors and mispronounced

vocabulary were needed

10. Motivated students to speak more freely and never worry of making

mistake.

Related to Students’ activities :

a) The students should attention the teacher explanation

b) The students performs the role play enthusiasly

c) They should speak freely and nort afraid tomake mistake

d) They were not shy and nervous in practicing their English

e) They should have motivation and spirit in studying English

f) They should memorize the expression using in performing role

play

5.1 The improvement students’speaking speaking ability.

After applying those steps of role play above, there were some

improvements on students’ responds and students’ participation.

Related to the students’ response, most of students paid attention

to the teacher explanation. They performed the role play enthusiasly. Only
 55

few of them also were difficult to practice with their couple because they

forgot the dialogue and not memorize the expression of invitation

Related to the students’ participation, it showed some progress than

the Cycle 1. Most of them participated in the conversation, practice with

their couple, and performed role with couple in front of class. Their

pronunciation and fluency were better than before, their feeling confident

about speaking have some progress even need much more practice.

The improvements were also mean score.The means score on

preliminary study is 61.16, the score of Cycle 1 is 69.24 and Cycle 2 is

72.5. It means that there some improvements 11.34 from preliminary

study to Cycle 2. The mean score of preliminary study and Cycle 1 did not

fulfill the passing grade But Cycle 2 fulfilled the passing grade.

Meanwhile, the mean score could be seen on the figure 5.1.

69.24 72.5
80 61.16
60
40
Preliminary study
Cycle 1
Cycle 2

Figure 5.1. The Improvements mean score of the implementing role play

The class percentage of implementing role play, Preliminary study

;30 %, Cycle 1; 76.6 % and Cycle 2; 86.6 %. It means that there were

some improvements 56 % from preliminary study to the cycle 2.

Preliminary study test and Cycle 1 test didn’t reach the criteria of success,
 56

but Cycle 2 reached the criteria of success because the percentage class is

86.6 %,and the criteria of success is 85 %. The improvement of class

percentage score can be seen on the figure 5.2.

100
86.6
79,95
80

60 Preliminary Study
Cycle 1
40 30
Cycle 2
20

0
Preliminary Study
Cycle 1
Cycle 2

Figure. 5.2. The Improvement of class percentage

From some improvements ,the the researcher believes that Role

play is a great technique in teaching of speaking. It can improves speaking

skill especially at the tenth grade students of SMKN 1 Klakah.

 CHAPTER VI

CONCLUSION AND SUGGESTION

This chapter encompasses some conclusion suggestion based on the research data and

discussion as presented in Chapter V.

6.1 Conclusion

Based on the research findings, it is concluded that the implementing of role

play can improve the speaking ability of the tenth grade Electricity students at SMK

N Klakah, the total average score of pronunciation, vocabulary, Grammar, and

fluency of cycle 1 mean score is 69.24.The class percentage is 76,6 %. It didn’t reach

the target of passing grade ( 70 ),and the class percentage ( 85 % ). Some of them

were not fluent in their speaking performance because they forgot the vocabularies ,

mispronunciation and less self confidence. Because of the problems the

implementation of cycle 1 didn’t fulfill the criteria of success.

Knowing this problems, the researcher decided to revise the scenario of lesson

plan including the role play procedure and continued to the cycle 2.The researcher

used the topic “Invitation”. How the students invited friend using good improvisation.

According to Gonzaless O’Malley and Pierce (1996 : 85 ), improvisation call for the

students to generate language given oral written cue call a prompt. Students interact

following the role play. Students typically get no time to prepare what are going to

say. They must speak spontaneously , without thinking so hard first, and without

preparing the words or sentences they want to use.

57
 58

In implementing role play, the teacher did some steps :

1. Giving the expression of invitation including how to receive and refuse invitation.

2. Pronouncing these expression of invitation and asked the students to repeat

correctly

3. Grouping the student with combination ability, the clever students is matched with

the low ability, so the clever students can help the low students in performing role

play

4. Giving each group chance to create a good scenario of the dialogue, how to invite

someone, how to receive and refuse the invitation. The scheme of scenario was

completed with opening and closing.

5. Giving opportunity to practice more freely, before performing role play in front of

class

6. Asking each group doing improvisation by using aids such as Table, chair, book

and other things in the classroom and so asked them do improvisation by using

their body language.

7. Each group performing role in front of class using good improvisation.

By using this procedure of role play the students performed role play

enthusiasly ,they spoke freely and they were not afraid to speak English. There were

26 (86.6 %) students reached the passing grade. The mean score was 72.5. So the

cycle 2 was successful and fulfilled the criteria of success.

6.2 Suggestion
In this part, the researcher would like to give some suggestions to be

considered by English teacher as follows :

a. Role play technique would be very helpful to improve students’ ability in

speaking, so the teacher needs to maintain using role play technique as

 59

alternative technique of teaching learning activity in the tenth grade

students of vocational high school

b. The teacher should give motivation and spirit to the students in performing

role play in improving their speaking ability

c. The teacher should give clear explanation and instruction in directing

students using role play with good improvisation.

d. The teacher should divide group by using combination skill, high skill with

high skill low skill, so the students with high skill can help the low skill in

improving speaking ability.

e. The teacher should control the students’ activity when the teaching learning

process take place, so we know the active and passive students in the

classroom.

f. The last we should be concerned the students’ involvement. The teacher

should bring the role play which is involving all students in the class. Not

only he students who perform improvisation but also other students should

be united in the teaching learning process.The teacher can ask other

students do the students’ report by making dialog which was performed in

front of class so they are not noise.

Role play is really good and useful ways in teaching speaking but still needs

some adjustments. So the future researcher can use this result of the study as a basis in

conducting a future research in teaching speaking by implementing role play. And

finally, the researcher realizes that this research still has some weakness and mistake.

Therefore, the researcher would like to accept any constructive suggestion to make

this research better.

 60

REFERENCES

Badan Nasional standar Pendidikan. 2006. Standar kompetensi Bahasa Inggris

SMK/MAK. Jakarta, BNSP.

Baker, J. & Westrup, H. 2000. The English Language Teacher’s Handbook.

Continuum/VSO.

Brown,H. Douglas. 2001. Teaching by Principles: An Interactive Approach to

language Pedagogy, New York : Pearson Education,

Burn, A. 1999. Collaborative Action Research for English language Teacher.

Cambridge. Cambridge University Press

Bygate, M. 1997 Language Teaching : A scheme for Teacher Educationg; Speaking,

Oxford: Oxford University Press.

Celcee-Murcia, Marianne. 2001. Teaching English as second or foreign :

London,Learning

Chamot, A . U., Barnhardt, S., El-Dinary, P., & Robbins, J. 1999. The learning

strategies handbook. White Plains, NY: Addison-Wesley Longman.

Cross, D. 1995. A Practical Handbook of Language Teaching. Phoenix ELT.

Davies, P. & Pearse, E. 2000. Success in Language Teaching. Oxford: Oxford

University Press.

Departemen Pendidian Nasional. 2009. Model Pembelajaran yang Efektif. Jakarta,

Depdiknas.

Edge, J. 1993. Essential of English Language, Teaching. Harlow: Longman

Publishing.

Folse, K. P. 2004. Vocabulary Myths : Applying second Language Research to

Classroom Teaching :Michigan ,University of Michigan.

 61

Fromkin, V & Robert Rodman. 1998. An introduction of language, New York:

Harcourt Brace College Publishers.

Gairns, R., & Redman. 1991. Working with words. Cambridge University Press.

Heinemann .

Gower, R., Phillips, D. & Walters, S. (Eds.) 2005. Teaching Practice Handbook.

Cambridge University Press.Macmillan.

Gower,Roger & Diane Philips, Steve Walters. 1995. Teaching Practice Handbook,

Oxford: Heinemann English Language Teaching.

Hammer, J. 2007. How to teach English, Pearson Education Limited.

Hammer, J. 2007. The Practice of English language Teaching : Fourth Edition,

Harlow : Pearson Education Limited.

Heaton, JB. 1990. Classroom Testing: Longman Keys to language Teaching, New

York : Longman.

Huang, I. Y. 2008. Role Play for ESL/EFL Children in the English Classroom.

Retrieved September 26th, 2008 from: The Internet TESL Journal, Vol. XIV,

No. 2, February 2008 (http://iteslj.org/Techniques/Huang-RolePlay.html)

Irianti sari. 2011. Using role Play In improving Students’ Speaking Ability.( A

classroom Action Research in the second year students at VII class of SNP

PGRI Ciputat ). Jakarta. UIN.

Jones, R. 1989. Speaking and Listening, London: John Murray PublisherLtd.

Kayi, H. 2010. Teaching Speaking : Activities to Promote Speaking in a Second

Language. http : //itsj.org/ techniques/kayi/. Teaching Speaking:html.

Ladousse. G. P. 1997. Role Play, New York : Oxford University Press.

Latief, M.A. 2003. Penelitian Tindakan Kelas Bahasa Inggris.Jurnal Ilmu Pendidikan
 62

Lubis,Yusniani. 1998. Developing Communicative proficiency in English as Foreign

language (EFL) class, Jakarta: P2LPTK

Matthews, C. 1994. Speaking Solution: Interaction, Presentation, Listening and

Pronunciation Skills, New Jersey: Prentice – Hall Inc, 1994.

McDonough, Jo and Christopher Shaw,. 2003. Materials and Methods in ELT,

Malden : Blackwell Publishing.

Nunan. D. 1999 Second Language Teaching and Learning. Boston : Heinine and

Heinle ; Publisher

Revell, J. 1994. Teaching Technique for Communicative English, London: MacMillan

Press.

Riddel, D. 2001. Teaching English as foreign/second Language. Chicago: McGraw-

Hill Companies.

Ur, Penny. 2007. Discussion that work: Task-Centered Fluency Practice, New York

,Cambridge University Press.

Wallace, M. J. 2006. Action research for Language teachers. Cambridge: Cambridge

University Press.
 63

APPENDIC 1

The result of Preliminary Study

Researcher Collaborator Average Score Remark

No Name Pronu Fluen Total Pronuc Fluenc Total
of c
students
1 Ab Q 4 3 7 4 3 7 7 70 Success
2 Ab 3 3 6 3 3 6 6 60 Unsuccess
3 A Tk 3 3 6 3 3 6 6 60 Unsuccess
4 Ag D 3 3 6 3 3 6 6 70 Success
5 Ag M 4 3 7 3 4 7 7 60 Unsuccess
6 A Mf 3 4 7 4 3 7 7 70 Success
7 A Yn 3 3 6 3 3 6 6 60 Unsuccess
8 Ahm 3 3 6 3 3 6 6 60 Unsuccess
9 ANb 2 3 5 3 2 5 5 50 Unsuccess
10 A Hs 3 3 6 3 3 6 6 60 Unuccess
11 Als 3 4 7 4 3 7 7 70 Success
12 ACh 4 4 7 3 4 7 7 70 Success
13 AAh 2 3 5 3 3 6 5.5 55 Unsuccess
14 A Rj 3 3 6 3 3 6 6 60 Success
15 Ad R 2 3 5 2 4 6 5.5 55 Unsuccess
16 Ans 3 3 6 3 3 6 6 60 Unsuccess
17 Arf 3 3 5 3 3 6 5.5 55 Unsuccess
18 By R 2 3 5 2 3 5 5 50 Unsuccess
19 E Fb 3 4 7 3 4 7 7 70 Success
20 Gfd 3 2 5 3 3 6 5.5 55 Unsuccess
21 Hat 3 3 6 3 3 6 6 60 Unsuccess
22 Hif 3 3 6 2 3 6 5 50 Unsuccess
23 IFi 3 4 7 4 3 7 7 70 Success
24 Imf 3 3 6 3 3 6 6 60 Unsuccess
25 IS[ 3 2 5 3 3 6 5 50 Unsuccess
26 Jld 3 3 6 4 3 7 6,5 65 Unsuccess
27 Krd 4 3 7 4 3 7 7 70 Success
28 Mdt 3 3 6 3 3 6 6 60 Success
29 Ndt 4 3 7 3 4 7 7 70 Success

30 Pry 3 3 6 3 3 6 6 60 Unsuccess
Total score 91 93 182 93 94 188 183 1835 Success = 9
TotalScore 150 150 300 150 150 300 300 3000
ideal
Average 60,66 62 60.66 62 62,66 62,66 61,16 61,16 30 %

Maximal score : 5
Minimum score : 0
Students’s score = ∑ getting score x 100
Score maximal
 Appendic 2
SILABUS ADAPTIF

NAMA SEKOLAH : SMK NEGERI 1 Klakah

MATA PELAJARAN : BAHASA INGGRIS
KELAS/SEMESTER : X/ 2
STANDAR KOMPETENSI : Berkomunikasi dengan Bahasa Inggris setara Level Novice
KODE KOMPETENSI :
ALOKASI WAKTU : 148 jam X 45 menit

MATERI KEGIATAN ALOKASI PBKB

KOMPETEN PENILAIA WAKTU SUMBER
INDIKATOR PEMBELAJA PEMBELAJAR
SI DASAR N BELAJAR
RAN AN TM PS PI
  22 
1.3 Memahami  Berbagai  Words and  Listening  Tes lisan 22  Person to Mengembangkan
kata-kata dan ungkapan untuk expressions − Dictation − Dialog Person perilaku yang
istilah asing menyatakan used in − Listening for tentang  Grammar didasarkan sikap
serta kalimat pilihan expressing information: preference, in Use kreatif, mandiri,
sederhana (preferences) preference: dialogues direction,  Maps gemar membaca,
berdasarkan digunakan - I prefer − Listening  Breakthro inovatif,
rumus dengan tepat. coffee to and capabilities, ugh cerdas,dan tuntas
 Ungkapan untuk soft drink at completing conditional.  English
menyatakan this time of maps. for Hotel
pengandaian the day.  Speaking  Tes Services
(conditional type - I’d rather − Interviewing tertulis  Global
I) digunakan stay home for one’s − Melengkapi Access to
dengan tepat. over the preferences dialog the World
 Berbagai weekend and − Menuliskan of Work
than go to capabilities, arah /
64
 65

ungkapan untuk movies. asking and petunjuk.

menyatakan - I like giving − pilihan
kemampuan badminton directions ganda
(capabilities) better than based on
digunakan volley ball. maps given.
dengan tepat.  Conditional − Responding
 Ungkapan untuk sentence type to questions
meminta dan 1: using
memberi arah - If the conditional
dan lokasi weather is sentences
(direction) nice this type 1.
digunakan morning,  Reading
dengan tepat. we can go − Reading for
to the information:
beach. passages,
 Words and dialogues,
expressions etc.
used to talk − Identifying
about skills and
capabilities: capabilities
- Can you from reading
swim to passages.
cross this − Reading and
river? finding a
- When I was location on
a child, I the map
could (was  Writing
able to) − Writing
climb that sentences
tree. expressing
 Words and preferences
expressing and
 66

used in asking capabilities,

for and giving directions or
direction locations.
(location): − Writing
- Could you sentences
tell me the using
way to the conditional
Zoo, type 1.
please? − Composing
- Go straight dialogues
on as far as involving
the preferences
junction, and
then turn capabilities
left. The and giving
Zoo is on directions.
your left ...
 Prepositions
of place: in
front of,
behind,
beside, dsb.
1.4 Menulisk  Sejumlah kata  Grammar  Listening  Test Lisan 18  Different Mengembangka
an undangan dirangkai review: “will”, − Completing − kinds of n perilaku yang
sederhana menjadi kalimat “could”, invitations Mengundang invitations didasarkan
yang “would” and − Listening for secara  Person to sikap kreatif,
mengandung prepositions: information lisan Person mandiri,gemar
unsur undangan in, on at.  Speaking − Dialog  Breakthro membaca,
 Kalimat  Samples of − ugh peduli social,
dirangkai dengan invitation Pronunciatio  Global inovatif dan
benar untuk (personal n practice  Test Access to tuntas
membentuk invitation). − Dialogue tertulis the World
 67

undangan  Parts of practice − Membuat of Work

 Undangan personal − Responding undangan
sederhana invitations. to questions
(misalnya:  Contents, dealing with
undangan ulang style, spelling invitations
tahun) dituliskan and using “yes-
dengan benar. punctuation. no” and “wh-
” questions.
− Telling about
invitations,
− Creating
dialogues in
pairs
 Reading
− Reading for
information:
invitations
 Writing
− Rearranging
jumbled
sentences to
create
invitation
− Writing
personal
invitations.
 APPENDIC 3

LESSON PLAN ( CYCLE 1 )

SCHOOL : SMK N 1 KLAKAH

SUBJECT : ENGLISH LANGUAGE
CLASS/SMT : X/2
THEME : ASKING AND GIVING INFORMATION/DIRECTION
SKILL : SPEAKING
TIME ALLOTMENT : 6 Hours lesson ( a.45 minutes )
I. Competency Standard
To understand the meaning of the transactional and interpersonal dialog interact
asking and giving information /direction
II. Basic Competency
To express the meaning of transactional and interpersonal dialogue which in used
asking and giving information/direction
III. Indicators for Achievement :
The students are able to
1. Pronounce the vocabularies about asking and giving information/direction
2. memorize the vocabularies by using method given by the teacher
3. express fluently the expression of direction.
4. Practice the expression of direction with their couple through role play
5.Practice asking and giving direction in real situation based on the school
environment
IV. Learning Material

68
 69

A. Memorize this vocabularies as soon as possible according to the teacher’s

Instruction !
 Turn right =
 Turn left =
 T Junction =
 Go straight =
 Passed by =
 Crossroad =
 Until =
 On your right =
 On your right side =
 Walk a long this street =

B.Attention this map, practice and attention your teacher direction

Semeru Str Mangga Str

A D D
AA U
AA c K E A. Post Offic
A B. Police Station
a U C. Lumajang Hotel
cNa F D.SMKN 1 Klakah
N E. SMADA
N
Lamongan Str Kartini Str F. BEDALI LAKE
a S G. Klakah Lake
h. Gas Station
D A I. Air port
G I
D L J. Bus Station
D A K. Fruit Market
A H K J
a K

PELITA STR RAMBUTAB STr

 The example expression of asking and giving information/direction

A. : Excuse me , could you tell me the way to the Faculty of English education ?
B. : Sure, walk along this street until T Junction turn right the Faculty of English
education on your left side
A. : Thank you
B. : You’re welcome
V. Teacghing Method : Role Play
VI. The steps of Teaching learning activities
A. Meeting 1 ( 2 x 45 Minutes )
a. Pre-Activities
1. Greeting
 70

2. Check the students, attendance

3. Giving leading question
4. Giving explanation the purpose of the material
5. Giving vocabularies related to the role play
6. By using special technique ask the students memorize the vocabularies
7. Put a map direction on white board
8. Giving the expression of asking and giving direction
9. Choose one student become model and practice with teacher about
direction using mapping direction
b. Main activities
1. Ask the students to make a couple/partner
2. One students to be guide and the other one to be foreigner
3. But before practicing in front of class ask students practice on their seat.
4. Ask each group to stand in front of the class to practice the role-play. one
acts as a tourist and the other acts as a guide in turn
5. By using map/a location of place, students with the couple perform role
play, one act as tourist/foreigner and the other one act as guide to practice
about asking and giving information/direction
c. Post activities
a. To ask the students’s difficulties in learning material
b. To summarize the learning material
c. To give homework, making free map with the couple to practice role play
at the next meeting
B. Meeting 2 (1 x 45 Minutes )
a. Pre-activities
i. Greeting
ii. Check the students, attendance
iii. Review the vocabularies related to Asking and giving direction
b.Main activities
1. Ask to every couple stand up in front of class performing the role play,
one acts as guide and the other one acts as foreigner based on mapping
direction
 71

2. Each group are free perform telling the place or location. For example
ask how go to Post office, Market etc.
c.Post Activities
a. Give students motivation perform the roe play
b. Give assignment to students to make own mapping using to practice
next meeting
C. Meeting 3 ( 1 x 45 Minutes )
a. Pre-Activities
1. Greeting
2. Check the students, attendance
3. Reminding the assignment last meeting
b. Main Activities
1. Ask each group perform their assignment front of class using their
own mapping.
2. The teacher asks students act out the role play their group in real
condition based on the school environment
c. Post activities
1. Give reward to the best group when the teaching learning activities
takes place
2. To summarize the learning material
D. Meeting 4 ( 2 x 45 Menit )
a. Pre-Activities
a. Greeting
b. Give motivation and spirit to the students in performing the role
play as good as possible
b. Main Activities
1. The teacher prepares the roll card and each group takes one, open it
and practice based on the instruction in the roll card.
2. The teacher and collaborator observes and Evaluate the students’
perform using rubric assessment
c. Post activities
1. Give reward to the best group when the teaching learning activities
takes place
 72

2. To summarize the learning material

VII. Learning resources
1. English in Focus for grade X
2. Denny’s English Course’s Handsbook
VII. Evaluation
a. Type : Oral test
b. Form : Asking and Answering questions
3. Rubric Evaluation/assessment
No Name of Aspect of evaluation Score
students Performance Fluency Grammar Pronunciation
1 Andi 4 3 4 3 12
2 Andini 4 4 4 3 11
3 Andika 4 3 4 3 10

Maximal score :4
Minimum score :0
Students’s score = ∑ getting score x 100
Score maximal
Example : Andi 14 X 100 = 87.
16

Lumajang, May 20, 2014

The English teacher

Solikhin,SPd
 73

APPENDIC 4
THE DOCUMENT OF IMPLEMENTING ROLE PLAY AT CYCLE 1

1. The researcher is preparing role play 2.The Collaborator is preparing

observation accompanied by vice
headmaster

3. The researcher is explaining procedure

Of role play 4. The students are very active in
practicing English using direction

5. They are performing role play in

front
Of class
 74

APPENDIX 5
Oral test instrument of cycle 1

Instruction :
A. Takes one role card.
B. Open the role card and practice the instruction with your partner based on the
map below.
Semeru Str Mangga Str

D D
AA U A. Post Offic
AA c K E B. Police Station
A C. Lumajang Hotel
ca A U
D.SMKN 1 Klakah
N F
a E. SMADA
N
Lamongan Str Kartini Str F. BEDALI LAKE
N S G. Klakah Lake
G
a A I h. Gas Station
D L I. Air port
J J. Bus Station
D
H A K
K. Fruit Market
D K
A Pelita Str Rambutan Str
a
The Instruction inside role card :

1. How go to bus station from 2. How go to post office from to

Market Market
3.How go to SMK N Klakah from 4.How go to Market from post office
bus station

5.How go to Market from post office

6.How go Lmj hotel from Fruit market

7.How go to gas station from SMKN 8.How go to gas station from post office
Klakah
 75

APPENDIC 6

LESSON PLAN ( CYCLE 2 )

SCHOOL : SMK N 1 KLAKAH

SUBJECT : ENGLISH LANGUAGE
CLASS/SMT : X/2
THEME : INVITATION
SKILL : SPEAKING
TIME ALLOTMENT : 6 Hours lesson ( a.45 minutes )
I. Competency Standard
To understand the meaning of the transactional and interpersonal dialog interact
giving and responding the invitation
II. Basic Competency
To express the meaning of transactional and interpersonal dialogue which in used
giving and responding the invitation
III. Indicators for Achievement :
The students are able to :
1. Utter the expressions of invitation well
2. memorize the expressions by using method given by the teacher
3. Respond fluently the expression of invitation who is given by their partner
4. Practice fluently the dialog about invitation their couple through role play
5.Make the dialog about invitation with their partner ,one act inviter the other one act
to be invited
IV. Learning Material

INVITATION

Definition of invitation is ask some one to join or come. The aim is to

invite some one to our activities. the type of invitation of situation that
used based on:
1. Who are the object?
2. Where does the situation take place?
3. What are the topics talking about?
 76

There are two kinds of invitation, first formal invitation and informal
invitation. The expression of formal invitationas follows:

Formal situation Accepting Refusing

 I would like you to  Yes, i would  Well, I would
come to... love to. like to, but Iam
 I wonder if you  I would be not sure I
would like to... happy to have time. I
 Would you like accept. have an
to...?  I would be appointment
 I would like to glad to accept. with mother to
invite you to...  Well, i would see the dentist
like to.  That’s very
kind of you,
but I am busy
to do my home
work
 I like to very
much, but I
should go now.
 I would like to,
but Iam affraid
Im busy today.

Informal situation Accepting Refusing

 Will you come...  All right just a  Thanks
 Why dont you...? quick one. anyway, but...
 Come..  Thanks  Iam sorry, but
 How about anyway. i have to...
coming with us  That’s very  Sorry...
to...? kind of you.  I havent time.
 What a good
idea.

V. Teaching Method : Role Play

VI. The steps of Teaching learning activities
A. Meeting 1 ( 1 x 45 Minutes )
a. Pre-activities
1. Greeting
2. Check the students’ attendance
3. Giving leading question
4. Giving explanation the purpose of the material
 77

b. Main Activities
1. Explain the using formal and informal invitation
2. The teacher pronounce the invitation expressions and ask the students
to repeat them correctly
3. Ask the students to memorize these expressions
c. Post Activities
1. Giving motivation and spirit to the student to practice their English
especially about invitations.
2. Giving assignment to memorize the dialog to Perform at the next
meeting
4. Ask the students look for partner, one expresses the invitation and
another one gives respond and vice versa
5. The teacher gives a dialog, one act role as inviter and another one act
role as hostest (to be invited ) but before perform in front of class they
must memorize the dialog
c. Post Activities
3. Giving motivation and spirit to the student to practice their English
especially about invitations.
4. Giving assignment to memorize the dialog to Perform at the next
meeting
B.Meeting 2 ( 2 x 45 menit )
a. Pre-activities
1. Greeting
2. Check the students’ attendance
3. Reminding the assignment last meeting performing the dialog
b. Main activities
1. Ask the students look for partner, one expresses the invitation and
another one gives respond and vice versa
2. The teacher gives a dialog, one act role as inviter and another one act role
as hostest (to be invited ) but before perform in front of class they must
memorize the dialog
3. Ask each group to perform the dialog in front of class by using good
improvisation without bringing book. one act role as inviter and another
one act role as hosts (to be invited )
 78

c. Post activities
1. Giving motivation and spirit to the student to practice more
their English especially about invitations.
2. Ask them to study the expression of invitation at home for preparing the
next meeting.
C.Meeting 3 ( 1 x 45 minutes )
a. Pre-activities ( 5 minutes )
1. Greeting
2.Check the students’ attendance
3. Give motivation and reviewing the expression of invitation
b. Main activities ( 35 minutes )
1.Ask the students to make own dialog with the partner about invitation,(one
to be guest invites friend come to …….)
2. Each group perform the dialogue using good improvisation in front of
class
c. Post activities ( 5 minutes )
1. Giving motivation and spirit to the student to practice more their English
especially about invitations.
2. Ask them to study the expression of invitation at home for preparing the
next meeting.
Meeting 4 ( 2 x 45 minutes )
a.Pre-activities
1. Greeting
2.Check the students’ attendance
3. Give motivation and reviewing the expression of invitation
b.Post activities
1.Ask each group takes roll card then they perform in front of class based on the
instruction in the roll card
2.When the perform in front of class, The teacher and collaborator observes and
Evaluate the students’ perform using rubric assessment
VII. Learning resources
1. English in Focus for grade X
2. Denny’s English Course’s Handsbook
 79

VII. Evaluation
1. Type : Oral test
2. Form : Asking and Answering questions

Rubric Evaluation/assessment
No Name of students Aspect of evaluation Score
Performance Fluency Grammar Pronunciation
1 Andi 4 4 4 3 12
2 Andini 4 4 3 3 11
3 Andika 4 3 4 3 10

Maximal score :4
Minimum score :0
Students’s score = ∑ getting score x 100
Score maximal
Example : Andi 15 X 100 = 93.75
16
Lumajang, May 20, 2014
The English teacher

Solikhin,S.Pd
 80

APPENDIC 7

THE DOCUMENTATION OF IMLEMENTING ROLE AT CYCLE

1. The researcher is preparing role play at

3. The researcher is explaining the
cycle 2
procedure role play

3. He is welcoming a friend who will

invite him

4.Using improvisation,they are

performing role play using invitation
 81

APPENDI C 8
Oral test instrument
 Take one roll card, open it and read the instruction then perform/practice with
your partner!
 The roll card instructions are :

Imagine that you will celebrate birthday Imagine that you will celebrate your
party, come to your friend’s house and sister birthday party, come to your
invite him. friend’s house and invite him.

Imagine that you will celebrate your

Imagine that you will go to the movie, brother wedding party, come to your
come to your friend’s house and invite
friend’s house and invite him
him.

Imagine that you will watch football game, Imagine that you will watch music concert,
come to your friend’s house and invite him. come to your friend’s house and invite him

Imagine that you will have dinner, come

to your friend’s house and invite him Imagine that you have plan to cimb the
mountain , come to your friend’s house
and invite him
 82

APPENDIC 9

CHECKLIST FOR CLASSROOM OBSERVATION PRELIMINARY STUDY

Indicators of students activeness and passiveness

Students participation

NO Name A B C D Active Passive

1 Ab Q V V V V V
2 Ab V V V V V
3 A Tk V V V V V
4 Ag D V V V V V
5 Ag M V V V V V
6 A Mf V V V V V
7 A Yn V V V - V
8 Ahm - - - V V
9 ANb V - - - V
10 A Hs V V V V V
11 Als V V V V V
12 ACh V V V V V
13 AAh - - - V V
14 A Rj V V V V V
15 Ad R V - - - V
16 Ans V V V V V
17 Arf = - - V V
18 By R - - V - V
19 E Fb V V V V V
20 Gfd V - - - V V
21 Hat V V V V V
22 Hif - - - V V
23 IFi V V V V V
24 Imf - - V - V
25 IS[ V V V V V
26 Jld V V V V V
27 Krd V V V V V
28 Mdt V V V V V
29 Ndt V V V V V
30 Pry - - V - V
Note:
1.Students participation
A. Asking questions
B. Answering questions
C. Paying attention to the lesson
D. Enthusiasm to join the speaking class
2. A students is stated active when the one does two or more
the indicators of the students activeness, and in verse
 83

APPEMDIC 10

CHECKLIST FOR CLASSROOM OBSERVATION CYCLE 1

Indicators of students activeness and passiveness

Students participation

NO Name A B C D Active Passive

1 Ab Q V V V V V
2 Ab V V V V V
3 A Tk V V V V V
4 Ag D V V V V V
5 Ag M V V V V V
6 A Mf V V V V V
7 A Yn V - V V V
8 Ahm - - - V V V
9 ANb V V V V V
10 A Hs V V V V V
11 Als V V V V V
12 ACh V V V V V
13 AAh - - V - V
14 A Rj V V V V V
15 Ad R V V V V V
16 Ans V V V V V
17 Arf V V V V V
18 By R - - V - V
19 E Fb V V V V V
20 Gfd V V V V V
21 Hat V V V V V
22 Hif V - - - V
23 IFi V V V V V
24 Imf - - V - V
25 IS[ V V V V V
26 Jld V - - - V
27 Krd V V V V V
28 Mdt V V V V V
29 Ndt V V V V V
30 Pry - - V - V
Note:
1.Students participation
A. Asking questions
B. Answering questions
C. Paying attention to the lesson
D. Enthusiasm to join the speaking class
2. A students is stated active when the one does two or more
the indicators of the students activeness, and in verse
 84

APPEMDIC 11

CHECKLIST FOR CLASSROOM OBSERVATION CYCLE 2

Indicators of students activeness and passiveness

Students participation

NO Name A B C D Active Passive

1 Ab Q V V V V V
2 Ab V V V V V
3 A Tk V V V V V
4 Ag D V V V V V
5 Ag M V V V V V
6 A Mf V V V V V
7 A Yn V - V V V
8 Ahm - - - V V V
9 ANb V V V V V
10 A Hs V V V V V
11 Als V V V V V
12 ACh V V V V V
13 AAh V - V V V
14 A Rj V V V V V
15 Ad R V V V V V
16 Ans V V V V V
17 Arf V V V V V
18 By R - - V - V
19 E Fb V V V V V
20 Gfd V V V V V
21 Hat V V V V V
22 Hif V V - V V
23 IFi V V V V V
24 Imf - - V - V
25 IS[ V V V V V
26 Jld V - - - V
27 Krd V V V V V
28 Mdt V V V V V
29 Ndt V V V V V
30 Pry - - V - V
Note:
1.Students participation
A. Asking questions
B. Answering questions
C. Paying attention to the lesson
D. Enthusiasm to join the speaking class
2. A students is stated active when the one does two or more
the indicators of the students activeness, and in verse
 85

APPENDIC 12

Table of raw score Cycle 1

A).From the researcher’s score Findings

Score for aspect of

NO Name Average Remark
Pronunc Grammar Vocab Fluency Total

1 Ab Q 3 4 4 3 14 70 Success
2 Ab 4 4 4 3 15 75 Success
3 A Tk 3 4 4 3 14 70 Success
4 Ag D 4 3 4 3 14 70 Success
5 Ag M 3 4 3 4 14 70 Success
6 A Mf 4 3 4 4 15 75 Success
7 A Yn 3 4 3 4 14 70 Success
8 Ahm 3 3 3 3 12 60 Unsuccess
9 ANb 3 4 4 4 15 75 Success
10 A Hs 4 3 3 4 14 70 Success
11 Als 4 3 4 4 15 75 Success
12 ACh 4 3 3 4 14 70 Success
13 AAh 3 3 3 4 13 65 Unsuccess
14 A Rj 4 4 3 3 14 70 Success
15 Ad R 3 4 3 4 14 70 Success
16 Ans 4 4 3 4 15 75 Success
17 Arf 3 3 4 4 14 70 Success
18 By R 3 3 4 3 13 65 Unsuccess
19 E Fb 3 4 4 3 14 70 Success
20 Gfd 4 3 4 3 14 70 Success
21 Hat 3 4 4 3 14 70 Success
22 Hif 3 3 4 3 13 65 Unuccess
23 IFi 4 4 4 3 15 75 Success
24 Imf 3 3 3 3 12 60 Unsuccess
25 IS[ 3 3 4 4 14 70 Success
26 Jld 3 4 3 3 13 65 Unuccess
27 Krd 4 4 3 3 14 70 Success
28 Mdt 4 4 3 3 14 70 Success
29 Ndt 3 4 4 3 14 70 Success
30 Pry 3 3 3 3 12 60 Unsuccess
Total 103 106 106 103 416 2080 Reach
Score KKM 25
Score 150 150 150 150 600 3000 Students
standard
Average 68.66 70.66 70.66 68,66 69,33 69.33 76,6%
 86

APPENDIC 13
Table of raw score Cycle 1
A).From the colaborator’s score Findings

Score for aspect of

NO Name Average Remark
Pronunc Grammar Vocab Fluency Total

1 Ab Q 3 4 4 3 14 70 Success
2 Ab 3 4 4 3 14 70 Success
3 A Tk 3 4 4 3 14 70 Success
4 Ag D 4 4 3 3 14 70 Success
5 Ag M 3 4 3 4 14 70 Success
6 A Mf 4 3 4 4 15 75 Success
7 A Yn 3 4 3 4 14 70 Success
8 Ahm 3 3 3 3 12 60 Unsuccess
9 ANb 4 4 4 3 15 75 Success
10 A Hs 4 3 3 4 14 70 Success
11 Als 3 3 4 4 14 70 Success
12 ACh 4 3 3 4 14 70 Success
13 AAh 3 3 3 4 13 65 Success
14 A Rj 4 4 3 3 14 70 Success
15 Ad R 3 4 3 4 14 70 Success
16 Ans 4 4 3 4 15 75 Success
17 Arf 3 3 4 4 14 70 Success
18 By R 3 3 4 3 13 65 Unsuccess
19 E Fb 3 4 4 3 14 70 Unsuccess
20 Gfd 4 3 4 3 14 70 Success
21 Hat 4 4 4 3 15 75 Success
22 Hif 3 3 4 3 13 65 Success
23 IFi 3 4 4 3 14 70 Success
24 Imf 3 3 3 3 12 60 Unsuccess
25 IS[ 3 3 4 4 14 70 Success
26 Jld 3 4 3 3 13 65 Unuccess
27 Krd 4 4 3 3 14 70 Success
28 Mdt 4 4 3 3 14 70 Success
29 Ndt 3 4 4 4 15 70 Success
30 Pry 3 3 3 3 12 60 Unsuccess
Total 101 107 105 102 415 2075 Reach
Score KKM 23
Score 150 150 150 150 600 3000 Students
standard
Average 67.33 71.33 70,00 68,00 69.16 69,16 76.6 %
 87

APPENDIC 14
Table of raw score Cycle 2
A).From the researcher’s score Findings
Score for aspect of
NO Average Remark
Pronunc Grammar Vocab Fluency Total

1 Ab Q 3 4 4 3 14 70 Success
2 Ab 3 4 4 3 14 70 Success
3 A Tk 3 4 4 4 15 75 Success
4 Ag D 3 4 4 3 14 70 Success
5 Ag M 4 4 4 3 15 75 Success
6 A Mf 3 4 4 3 14 70 Success
7 A Yn 4 4 4 3 15 75 Success
8 Ahm 3 3 3 3 12 60 Unsuccess
9 ANb 3 3 4 4 14 70 Success
10 A Hs 4 3 4 4 15 75 Success
11 Als 4 4 4 4 16 80 Success
12 ACh 4 4 4 4 16 80 Success
13 AAh 4 4 4 4 16 80 Success
14 A Rj 4 4 3 3 14 70 Success
15 Ad R 4 4 4 4 16 80 Success
16 Ans 4 4 4 3 15 75 Success
17 Arf 4 3 4 4 15 75 Success
18 By R 3 3 4 4 14 70 Success
19 E Fb 3 3 4 4 14 70 Success
20 Gfd 4 4 4 3 15 75 Success
21 Hat 3 4 4 4 15 75 Success
22 Hif 4 3 4 4 15 75 Success
23 IFi 4 4 4 4 16 80 Success
24 Imf 3 3 3 3 12 60 Unsuccess
25 IS[ 3 3 4 4 14 70 Success
26 Jld 3 4 4 3 14 70 Success
27 Krd 4 4 3 4 15 75 Success
28 Mdt 4 4 4 3 15 75 Success
29 Ndt 3 4 4 3 14 70 Success
30 Pry 3 3 3 3 12 60 Unsuccess
Total Reach KKM
Score 105 110 115 105 435 2175 26 Students
Score 150 150 150 150 600 3000
stand
ard
Aver 70 73.3 76,6 70 72.5 72.5 86,6%
age
 88

APPENDIC 15
Table of raw score Cycle 2
A).From the colaborator’s score Findings

Score for aspect of

NO Name Average Remark
Pronunc Grammar Vocab Fluency Total

1 Ab Q 3 4 4 3 14 70 Success
2 Ab 3 4 4 3 14 70 Success
3 A Tk 3 4 4 4 15 75 Success
4 Ag D 3 4 4 3 14 70 Success
5 Ag M 4 4 4 3 15 75 Success
6 A Mf 3 4 4 3 14 70 Success
7 A Yn 4 4 4 3 15 75 Success
8 Ahm 3 3 3 3 12 60 Unsuccess
9 ANb 3 3 4 4 14 70 Success
10 A Hs 4 3 4 4 15 75 Success
11 Als 4 4 4 4 16 80 Success
12 ACh 4 4 4 4 16 80 Success
13 AAh 4 4 4 4 16 80 Success
14 A Rj 4 4 3 3 14 70 Success
15 Ad R 4 4 4 4 16 80 Success
16 Ans 4 4 4 3 15 75 Success
17 Arf 4 3 4 4 15 75 Success
18 By R 4 3 3 4 14 70 Success
19 E Fb 3 3 4 4 14 70 Success
20 Gfd 4 4 4 3 15 75 Success
21 Hat 3 4 4 4 15 75 Success
22 Hif 4 3 4 4 15 75 Success
23 IFi 4 4 4 4 16 80 Success
24 Imf 3 3 3 3 12 60 Unsuccess
25 IS[ 3 3 4 4 14 70 Success
26 Jld 3 4 4 3 14 70 Success
27 Krd 4 4 3 4 15 75 Success
28 Mdt 4 4 4 3 15 75 Success
29 Ndt 3 4 3 4 14 70 Success
30 Pry 3 3 3 3 12 60 Unsuccess
Total Reach KKM
Score 106 110 113 106 435 2175 26 Students
Score
standard 150 150 150 150 72.5 3000
Average 70.6 73.3 75.3 70.6 72.5 72.5 86,6%
 89

APPENDIX 16

Angket Ranah Afektif Siswa

A.DATA RESPONDENT
No.Angket :
Nama :
Kelas :
Nama Sekolah :
B.Petunjuk
1. Pada angket ini terdapat 25 pertanyaan.pertimbangkan baik-baik setiap pertanyaan
dalam kaitannya dengan pembelajaran bahasa Inggris,kemudian jawablah dengan jujur
Sesuai dengankeadaan yang sebenarnya

2. Berilah tanda checklist( V ) untukjwaban yang tepat sesuai denganpendapat anda

sendiri
3. Angket ini dibuat hanya untukkepentingan ilmiah dalam rangka penelitian.Oleh
karena itu jawaban anda di jamin kerahasiaannya dari siapapun.Terma kasih.

Keterangan pilihan jawaban

SS : Sangat Setuju
S : Setuju
TS : Tidak setuju
STS : Sangat Tidak Setuju
A. Profesionalitas guru
NO Pertanyaan SS S TS STS
1 Pelajaran bahasa Inggris yang saya terima selama ini
Cukupmemberikan latihan speaking
2 Saya sudah memahami materi bahasa Inggris yang
Disampaikan oleh guru karena metode mengajarnya
Yang menyenangkan
3 Saya menjadi mengerti ketika belajar bahasa Inggris
Karena karena metode pembelajaran yang diterapkan
oleh guru
4 Saya merasa percaya diri dengan teknik role play yang
 90

diberikan oleh guru

5 Saya menjadi lebih kreatif dalam speaking dengan
teknik role play yang diberikan oleh guru
6 Guru memberikan penjelasan dengan jelas bagaimana
bermain peran dengan teknik role play
7 Guru berkeliling kelas untuk mengecek dan membantu
kesulitan siswa selama proses belajar mengajar
8 Guru memberikan cukup waktu untuk menghafal
Vocabulary,ungkapan-ungkapan dan dialog sebelum
perform di depan kelas
9 Saya memperoleh umpanbalik yang cukup dari guru
Untuk mengetahui tingkat keberhasilan kinerja saya
10 Guru memberikan kesimpulan materi pada setiap akhir
pembelajaran
11 Penggunaan tehnik bermain peran ( role play ) baik
dierapkan dalampembelajaran speaking
B.Minat Siswa
12 Saya merasa senang dalam pelajaran bahasa inggris
13 Saya senang denga pelajara bahasa inggris terutama
Speaking
14 Saya senang berbicara dengan bahasa inggris
15 Saya senang mempelajari bahasa inggris
16 Saya bertanya kepada guru jika ada materi yang tidak
dimengerti
17 Pada pelajaran bahasa inggris banyak hal yang
membangkitkan rasaingin tahu saya
18 Saya sering terlibat ( berparisipasi) dalam percakapan
ketika proses pembelajaran berlangsung
19 Materi yang disampaikan gurumenarikperhatiannya
saya
20 Saya merasa tertarik belajar speaking dengan
menggunakan teknik role play
21 Saya sangat antusias ketika berlatih dan menghafal
dialog yang diberikan guru
22 Saya sangat antusias ketika bermain peran tampil
didepan kelas
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23 Saya menjadi lebih percaya diri berbicara bahasa

inggris setelah diajar dengan menggunakan role play
24 Saya merasa senang ketika bermain peran karena guru
memberikan umpan balik atas kinerja saya
25 Minat saya dalam berbicara menggunakan bahasa
inggris meningkat setelah diajar dengan menggunakan
teknikrole play

.
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