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Improving Students Speaking Ability By using Role Play Technique

(A Classroom Action Research At Second Grade Science 1 of SMAN3 Curup)

Chapter I

Introduction
1.1 Background

Language is the most important aspect in human interaction. People communicate and

interact with others using language. In widely community, English has become international

language. Most of the communities in the world use English in order they can communicate with

others who have different languages. From this, English language is important to be taught and

learned by the students. And as the response, our government put English language as main

subject in the educational system in our country. In Indonesia, English have been declared

officially and it is as the foreign language learned in school. It is studied begin from elementary

school up to university. In teaching English there are four skill that should be considered, they

are; listening, reading, speaking, and writing.

However as an English teacher, the teacher was used to faced by two choices in teaching

English in Indonesian educational system whether for achieving good national examination

grade (in written test) or for training the students to speak English as a means of communication

well. It seems achieving good national examination grade (in written test) is the main target, for

the success measurement of English learning is determined by how good the result of national

exam grade in written test is. The learning and teaching process in the classroom today is just

how to do the test in written.

However, the ending of learning English is the learners are able to use it as a means of

communication either by speech or written, so the use of English for the students is compulsory,
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because mastering English is a priority for many second or foreign language learners. Jack

Ricard (1990) says that “The mastery of speaking skills in English is a priority for many second

or foreign language learners. Learners consequently often evaluate their success in language

learning as well as the effectiveness of English course on the basis of how well they feel they

have improved in their spoken language proficiency”

And that’s makes speaking become one of important skill that should be mastered.

According to Nunan (1998:39), “Speaking is the single most important aspect of learning a

second or foreign language and success is measuring in terms of the ability to carry out a

conversation in the language”. It meant that speaking is the most important skill in

communication by using English.

Meanwhile, the empirical study on the field shows almost same phenomena. This case

shows that the speaking ability of junior high school students is still low; moreover, the diction is

still poor. In role play some students in the classroom, they talked with variation languages based

on their mother tongue and combined with Indonesian language in teaching and learning process

was running well. The last problem is students are not provided with complete and good facility

in their school. So, it will be difficult for them to learn speaking ability.

Based on the data takes from Dinas Pendidikan Kabupaten Curup state the fact that many

students in the State Senior High School of Curup got difficulties in speaking English. Even

some of them got a very low speaking competence. It was unfortunate that many students still

got very low speaking competence. Therefore, it is the teacher’s duty to teach speaking in a such

way, so that the students can participate the lesson eagerly.

The researcher had asked the teacher for the data of students English score At Second

Grade Science 1 of SMAN3 Curup . Actually, most of the students are good in listening, reading
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and writing skill. They almost never have problems for these. But all of the students in the class

have very significance problems in speaking skill. The problems are varieties. One people and

the other people have difference. The writer just can think and conclude that the students are

poor in speaking skill.

The score of the students in class At Second Grade Science 1 of SMAN3 Curup in

speaking test are varieties. The mean score that is gotten is only 5.0 – 6.0, while the KKM is 7.5.

Actually, the problem is affected by some factors such as, in learning process we can find that the

students always have difficulties in speaking.

Basically, they only speak English but they do not pay attention to the sentence structure

and correct pronunciation. Besides, the students still have limited vocabulary, because of they are

seldom practice their English language. Some of the students are shy to have an opportunity in

speaking. Event, they prefer to be silent in speaking activity. To solve the problem in this

research, the writer would like to focus in speaking skill.

Moreover , based on English teacher of SMAN 3 Curup, Aryo Iskandar, Teaching

speaking is not an easy task. There are many problems in teaching speaking. First, it related to

condition of the students that they have some vocabularies but they didn’t say something because

they afraid making mistake, and using wrong grammar. Second, most of the students often speak

their mother tongue (Rejang language) or Indonesian language. The main problems are the way

teacher manage the class during teaching learning process, the teacher should make the students

conducive and interested in the material.

In addition from the previous research conducted by Supana, Magister Of Language

Study Muhammadiyah University Of Surakarta (2010) about teaching speaking problems, he

stated that, the teacher still teaches the students with routine activities without realizing that it
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would make the students bored and lost their attention to the teaching and learning process. This

is stated by Douglas, “Routine activities in learning can make the students bored. As the result,

their motivation and participation in learning will decrease” (1987:p. 48).

Based on above, it means that in teaching English the teacher has to be able to make the

students participate in discussing the materials actively, so that they will be able to understand

what they are learning in the class and also express their own ideas orally. The most important

thing to carry out the English teaching is that the teacher has to able to use the appropriate

approach, design, and procedures.

One of the ways to solve these problems, the researcher chose Role Play method to

improve second grade students science 1 at SMAN 3 Curup’s speaking skill. This is because

considering to previous study that is conducted by Siti Nurbaya, Urai Salam, Zainal Arifin,

(2015), entitled Improving Students’ Speaking Through Role Play, and the result is the data test

shows the average student average in cycle 1 is 53, 11, cycles 2 ie 67,51, and cycle 3 is 75,85,

that means category good enough.

Based on the problem and the data from previous study above, the researcher assumed

that role play seem to be a good technique for teaching English in SMAN 3 CURUP. Because

this technique can make students active in teaching learning process, it also gives students

opportunity to speak in the target language. So, in this paper the researcher decided to apply role

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

class. Therefore the researcher would like to takes a research entitle :

Improving Students Speaking Ability By using Role Play Technique (A Classroom Action
Research At Second Grade Science 1 of SMAN3 Curup)
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1.2 Identification of The Problem

The researcher found many problems in speaking English because of many factors. Some

problems occurred from the students themselves. The problems that occurred from the students

themselves were as follows: (1) Students were less of motivation to learn English; (2) The

students were lack of confident, so when the teacher gave opportunity for the students to speak

up, most of them would be quiet; (3) The students still had wrong mindset, they still thought that

English is difficult and boring; (4) The students felt nervous when spoke directly and

individually; (5) The students did not have any ideas in their mind, it meant that they did not

know what they were going to say; (6) They did not have any abilities to support their speaking

such as grammar, vocabulary, pronunciation; (7) Their average score of the class was under

standard minimum score (KKM).

1.3 Research Question

Here is the research question of the research :
A. How far the use of Role Play technique improve second grade students science 1 of

SMAN 3 Curup’s speaking ability?

1.4 Research Objectives
A. To find out How far Role the use of Role Play technique can improve second grade

students science 1 of SMAN 3 Curup’s speaking ability.

1.5 Limitation of The Problems
In order to focus the research on the main point of the research the researcher limit the

problem that will be discussed in this research and it will be only in the using of role play in

improving second grade students science 1 of SMAN 3 Curup’s speaking ability.

1.6 Significance of The Research

The research result is expected to be able to give some benefits for;

1. The teacher. He can get a description about how to use the teaching technique to senior

high school students effectively towards their characteristics

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2. The students They can provide a more comforting and interesting situation in the

classroom so that they are more interested in joining the class.

3. The readers The research can be used as additional reference for those who want to

conduct a research an English teaching process, especially in improving students English

speaking ability.

1.7 Definitions of Key Term

A. Speaking Skill

According to Nunan (1998:39), “Speaking is the single most important aspect of

learning a second or foreign language and success is measuring in terms of the ability

to carry out a conversation in the language”.

B. According to ( Gower et al ) “A role play is when students take the part of a particular

person: a customer, a manager, a shop assistant, for example. As this person, they take

part in a situation, acting out a conversation. It is unscripted, although general ideas

about what they are going to say might be prepared beforehand. These might well

come out of a text or a previous context”.

Chapter II

Literature Review
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2.1 Speaking

1. The Definition of Speaking

Speaking skill, as the writer writes in the previous chapter is one of the basic language

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

communication. So that, the writer will explain about the nature of speaking itself in order that

gives the obvious information about what speaking is.

In the point of view of Jones, speaking is a form of communication, so it is important that

what you say is conveyed in the most effective way. How you say something can be as important

as what you say in getting meaning across”. Based on that opinion, speaking is realized as

communication, therefore, speakers are required to be able to express what they want to say as

effectively as possible in order to convey the message.

Bygate says, “Speaking is a skill which deserves attention every bit as much as literary

skills, in both first and second language. It is the skill which the students are frequently judged. It

is also the vehicle par excellent of social solidarity, of social ranking, of professional

advancement and of business”.6 It indicates that as one of the language skills, speaking should

get the attention from teachers and learners because it plays the important role in our society.

Meanwhile, Donough and Shaw state, “There are some reasons for speaking involved

expressing ideas and opinions: expressing a wish or a desire to do something; negotiating and/or

solving a particular problem; or establishing and maintaining social relationships and friendships.

Besides, fluency, accuracy, and confidence are important goal in speaking”. Therefore, as a

language skill, speaking becomes an important component to master by the students as the main

tool of verbal communication because it is a way to express ideas and opinions directly what we

have in our minds.

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Based on the previous definitions above, it can be synthesized that speaking is the

process of using the urge of speech to pronounce vocal symbols in order to share the information,

knowledge, idea, and opinion to the other person. Moreover, speaking cannot be dissociated from

listening aspect, because speaking involves speaker and listener.

2.The Elements of Speaking

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

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

recognized in analyzing the speech process:

A. Pronunciation (including the segmental features – vowels and consonants and the stress and

intonation patterns). As stated by Harmer, if students want to be able to speak fluently in English,

they need to be able pronounce phonemes correctly, use appropriate stress and intonation

patterns and speak in connected speech.

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

a certain amount of grammar and vocabulary. Grammar is the sounds and the sound patterns, the

basic units of meaning, such as words, and the rules to combine them to form new sentences.

C. Vocabulary As we know, vocabulary is a basic element in language. Vocabulary is single

words, set phrases, variable phrases, phrasal verbs, and idioms. It is clear that limited vocabulary

mastery makes conversation logically impossible.

D. Fluency In simple terms, fluency is the ability to talk freely without too much stopping or

hesitating.13 Meanwhile, according to Gower et-al, fluency can be thought 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.

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E. Comprehension, The last speaking element is comprehension. Comprehension is discussed by

both speakers because comprehension can make people getting the information they want.

Comprehension is defined as the ability to understand something by a reasonable comprehension

of the subject or as the knowledge of what a situation is really like.

3. Types of Speaking Activities

The most important feature of speaking activity is to provide an opportunity for the

students to get individual meanings across and utilize every area of knowledge they have.

According to Riddel, there are the various kinds of activities that can be implemented by teachers

in order to stimulate students to speak. Those activities are ranking, balloon debate, debates,

describing visuals, role-plays, students’ talks, and discussion.16 In this study, the writer chooses

role play as a technique to improve the students’ speaking skill because it can work with any

levels. With lower levels, give them a realistic context (especially if in an English-speaking

country) like shopping, and a realistic role (i.e. the customer, not the shop assistant).

2.2 Teaching Speaking

1. What is teaching speaking?

What is meant by teaching speaking according to Hayriye Kayi in Activities to Promote

Speaking in a Second Language is to teach English language learners to:

a. Produce the English speech sounds and sound patterns.

b. Use word and sentence stress, intonation patterns and the rhythm of the second language.

c. Select appropriate words and sentences according to the proper social setting, audience,

situation and subject matter.

d. Organize their thoughts in a meaningful and logical sequence.

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e. Use language as a means of expressing values and judgments.

f. Use the language quickly and confidently with few unnatural pauses, which is called as

fluency.

2. Reasons for Teaching Speaking

Harmer stated that there are three main reasons for getting students to speak in the

classroom:

a. Speaking activities provide rehearsal opportunities changes to practice real life speaking in the

safety of the classroom.

b. Speaking tasks in which students try to use any or all of language they know provide feedback

for both teacher and students. Everyone can see how well they are doing: both how successful

they are and what language problems they are experiencing.

c. In speaking, students have opportunities to activate the various elements of language they have

stored in their brains, the more automatic their use of these elements become. As a result,

students gradually become autonomous language users. This means that they will be able to use

words and phrases fluently without very much conscious thought.

Seen how speaking activities provide activities provide opportunities for rehearsal give

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

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

3. Teaching Problems

There are many problems in teaching speaking. In line with the statement, Rivers

(1981:88) argues that teaching speaking is more demanding on the teacher than the teaching of

any other language skills. The problem may come from learning the language itself, and also
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from the technical problems in teaching speaking. Based on the texts above, the teacher should

be aware of the elements of speaking that make it difficult.

In line with the argument, according to Thornbury (2005:28), there are some problems in

speaking English as second language/foreign language. The first is L2 speakers’ knowledge.

When students speak English, students should have more input vocabulary and grammar. It is in

order to increase the students’ speaking ability. Many students inhibit in speaking English,

students cannot speak fluently when they do not have any input (vocabulary and grammar). The

students prefer using the same vocabulary or keep silent when the teacher asked them to speak

English.

The second is the process of arranging grammar. In this case, the students complain when

the students cannot speak English naturally. The reason is the students often translate their

mother tongue into their L2.

The last is lack of opportunities for practice. It is the factor that students cannot speak

fluently. Here, practice is not only deals with the vocabulary and grammar, but practice in an

interactive speaking itself. The effects of this problem are lack of confident and anxious of the

students.

The next activity is discussion. Discussion can be performed in the form of highly formal,

whole group stage events and informal small-group interactions. One of the reasons that

discussions may be failed is that students are unwilling to give an opinion in front of the whole

class, particularly if they do not have any idea to say. The examples of the activities are buzz

group, instant comment, formal debates, unplanned discussion and reaching a consensus. After

that is prepared talks. In this activity, students should make a presentation on a topic of his or her

choice. Such talks are not designed for informal spontaneous conversation but more writing-like
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because they are prepared. Prepared talk represents definable and useful speaking activity. When

students are doing this activity the teacher should give to others, who do not perform prepared

talk, task to give attention as they listen. Then they can give feedback to performers.

4. Classroom Speaking Activities

In the teaching and learning process the teacher should be innovative to make the

interesting materials, practicing various techniques of teaching and also using interesting media.

These are suitable for the students in order to help them to speak in the language. Harmer (2001:

348) delineates that there are many classroom speaking activities that can be used in teaching

speaking. The activities are described as follows :

 The first of all is acting from the script. In this activity, the teacher asks the students to act

out scenes from plays, their dialogues are made by themselves. The students are asked to act

out in front of the class. The teacher should give students time to prepare their dialogues.

 The second is communication games. There are many communication games. The purpose is

to get student speak-up in the teaching-learning process, which is speak as quickly and

fluently as possible. Two particular categories are information-gap games and television and

radio games where the student has to be a partner in order to solve a puzzle, draw a picture

(describe and draw), put things in the right order (described and arrange) or find similarities

and differences between pictures.

5. Assessing Speaking

Assessment is an important aspect in language learning. Assessment is an ongoing

process that encompasses a much wider domain, in which whenever a student responds to a

question or offers a comment, the teacher can make an assessment of students’ performance
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(Brown, 2004:4). Assessment can be used to see whether the students have achieved the goals of

learning. In addition, Louma (2009:5) asserts that assessing speaking is a process with many

stages in a cycle. In addition, Brown (2004: 144) argues that the assess speaking is the designs of

assessment tasks. It includes how to design various speaking performance, such as, imitative,

intensive, responsive, interactive and extensive speaking. The described as follows.

Imitative is type of speaking performance demands learners simply to imitate words,

phrases, or even sentences. Commonly, it is called as pronunciation. The assessment can be in

the form of repetition task. Test takers repeat the stimulus, whether it is a pair words, a sentence

or perhaps a question to test for intonation prediction. Then, the assessment of intensive speaking

performance includes the production of short activities of oral language design to demonstrate

competence in a narrowband of grammatical phrasal, lexical or grammatical relationship (such as

intonation, stress, rhythm, and juncture). Examples of intensive assessment tasks are directed

response tasks (test administrator elicits a particular grammatical form and test takers are

expected to produce the correct grammatical output), reading aloud such as reading dialogue

with partner in turn, sentence and dialogue completion, limited picture-cued tasks including

simple sequences, etc.

After that, Responsive assessment tasks include brief interactions, it is different from

intensive asks. It is kind of very short conversation, standard greeting and small talk, simple

request and comments, the assessment can be in the forms of questions and answers, giving

instructions and directions, and paraphrasing. Afterwards is interactive speaking performance.

The difference between interactive and responsive speaking performance is the length and

complexity of the interactive, which sometimes includes multiple exchanges or participants.

Interactive speaking is divided into transactional dialogue which aims at exchanging information
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and interpersonal dialogue which aimed at maintaining social relationships. The assessment can

be done through interviews, role plays, discussions, conversations and games. The last is

extensive speaking tasks. It involve complex relatively lengthy stretches of discourse usually in

the form of various monologues which minimal verbal interaction. The assessment can be done

through speeches, oral presentations and story-telling.

2.3 Role Play

1. The Definition of Role Play

Many experts have different opinions in defining role play. The following are some of the

point of view about role play. Ur stated, “Role play is giving students a suitable topic provides

interest and subject – matter for discussion, dividing them into groups improves the amount and

quality of the verbal interaction”.23 Here, the writer concludes that the students will

communicate more freely if they have a role to hide behind.

According to Gower et-al, “A role play is when students take the part of a particular

person: a customer, a manager, a shop assistant, for example. As this person, they take part in a

situation, acting out a conversation. It is unscripted, although general ideas about what they are

going to say might be prepared beforehand. These might well come out of a text or a previous

context”.24 It means that role play has number of possibilities for communication practice.

Students are no longer limited to the kind of language used by learners in a classroom.

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

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

understanding the situation of another person, and to do this well the ‘player’ needs to come to

grips with the other participants’ roles, not just his own .25 It can be illustrated that in role play, a
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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.

2. Reasons for Using Role Play

There are many reasons why teachers should use role play technique in teaching speaking

as viewed by Nation and Thomas in Communication Activities. Those are:

a. Role play allows a wider range of language functions and language varieties to occur than

would normally occur within a classroom.

b. Role play allows exploration of cultural issues, in particular, appropriate ways to behave in

certain situations such as when being offered food or drink.

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

activity.

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

In short, role play covers a wide range of possibilities because in students have to enter

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

communication.

3. Types of Roles in Role Play

Ladousse viewed that there are several types of role in role play:

a. The first is the roles which correspond to a real need in the students’ lives. In this

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

abroad.

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

may or may not have direct experience. The example, which include in this category is a

customer complaining or a passengers asking for information

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c. The third type is the type that few students will ever experience directly themselves, but it

is easy to play because the teachers have such vast indirect experience of them. The

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

from real life.

d. The last type is fantasy roles, which are fictitious, imaginary, and possible even absurd.

4. Categories of Role in Role Play

According to Littewood as stated in Revell, there are five categories of role in role play,

they are:

a. ‘Inherent’ roles, such as sex or age roles.

b. ‘Ascribed’ roles, such as class or nationality.

c. ‘Acquired’ roles, one’s job, for example.

d. ‘Actional’ roles, such as patient, a coach traveler, or a client in a restaurant, all of which occur

in the course of our active life and which are temporary.

e. ‘Functional’ roles, such as offering help or expressing regret.

For learners, actional and functional roles will be of most use. There is a common core of

actional roles which most learners must be perform creatively, such as asking for directions or

buying a newspaper. Meanwhile in functional roles, learners enter into many different situations

and because of this; a large amount of time should be devoted to their practice.

5. Techniques to Control Role Play

There are many techniques that can be used by teachers to control the class during role

play. Meanwhile, Littlewood proposed four techniques may use by the teachers in control role

play in their class. Those are:

a. Role play controlled through cued dialogues

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b. Role play controlled through cues and information

c. Role play controlled through situation and goals

d. Role play in the form of debate or discussion

In this study, the writer will conduct role play using two techniques. In the first cycle of

CAR, the writer will conduct role play through cued dialogues. Meanwhile in the second cycle of

CAR, the writer will conduct role play through cues and information in order to stimulates

students to be more active and creative to use their own sentences.

6. The Purpose of Role Play

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

some experience of its use as a means of communication.29 Therefore, the main purpose of role

play is to develop communication situation. The realistic communication situation gives the

students new experience in using the language they have learned, and the experience is good for

remembering what they have learned.

Hence, the writer concludes the goal of teaching speaking is similar to the goal of role

play technique that is communication. It means role play can be applied in teaching speaking and

it can help students in improving their speaking skill.

7. Teaching Speaking Using Role Play

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

Here are the stages in Role Play activity:

1. The teacher arranges or prepares scenario that will be performed by the students. This scenario

is important for the students to know the situation of their roles.

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2. The teacher appoints some students to learn about the scenario several days before teaching

and learning activity. Giving time for the students is useful to have them good preparation for

acting.

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

makes group in variant member due to their ability of speaking. So, the smart student is

combined with low student.

4. The teacher explains about competence will be achieved. The teacher enlightens the students

that from their performance, they will know some expression of giving opinions and it

response, and making and declining and invitation.

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

other hand, the teacher chooses the group to perform.

6. Each student in his/her group observes scenario being performed.

7. After finishing the performance, each student is given work sheet for discussing each group

performance.

8. Every group which has performed gives conclusion about what scenario has been performed.

9. The teacher gives general conclusion. That is about the material that has been done by the

students in their role play.

10. Evaluation. It is held by test to know their understanding in the material.

11. Closing

2.4 Previous Study

First previous research is from, Nurina Permata Sari (2011) A Classroom Action

Research at VII Grade of SMPN 251 Jakarta found there is no doubt that role play will help

students to improve their speaking skills. Since role play focuses on communication rather than
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language itself, they are real communicative activities. In addition, role play helps learners to

learn how to communicate, not learn the “language”, through authentic experiences.

Furthermore, role play is an effective teaching method and should be used to help actively

engage students in their learning.

Second Research comes from Sari Irianti (2011) Using Role Play In Improving Students’

Speaking Ability (A Classroom Action Research In The Second Year Students At Viii.1class Of

Smp Pgri Ii Ciputat ) and the result is proved that the response of the students toward the teacher

professionalism and their interest in learning speaking using role play technique is 75.00% and

78.57% that means it falls into the strong and very strong category. It can be concluded that the

students like role play technique.

And last is from Beauty Kharismawati Susilo (2014) Improving Students’ English

Speaking Skill Through Role Play at Grade Xi Of Travel Tourism Program Of Smk N 6

Yogyakarta In The Academic Year. And the result is the research finds that: (1) the use role play

can improve the students speaking skill and can help them to speak confidently, (2) the use of

role play can give the students more chances for practicing speaking, and therefore the students

can lose their fears of making mistakes and be more confident, (3) the use of role play can

improve the students’ fluency, pronunciation, vocabulary and accuracy.

2.5 Conceptual Framework

 Students were less of motivation to learn English.
 The students were lack of confident.
PROBLEMS  The students still had wrong mindset.
 The students felt nervous when spoke directly and individually.
 The students did not have any ideas in their mind.
 They did not have any abilities to support their speaking.
 Only 50% of students who passed the minimum standard score
(75) in speaking.
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PROBLEMS SOLVING ROLE PLAY TECHNIQUE

Real life situation Interesting and Attractive

REFLECTION

CYCLE 1
OBSERVATION PLAN

ACTION

Expected Result 80 % of the students can achieve the standard

academic score (75) in speaking skill

Chapter III

Research Methodology

3.1 Research Design

The Classroom Action Research (CAR) procedure used in this research is Kurt Lewin’s

design. It consists of two cycles in which each cycle contains four phases; planning, acting,
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observing, and reflecting. Moreover, in this study the writer will conduct this classroom action

research into two cycles. As stated by Arikunto that “Classroom action research should be

implemented at least two cycles continuously”. This means that a classroom action research

should be conducted at least in two cycles. If the results are less satisfactory, researchers can

perform the cycle once again in order to achieve the criteria that have been determined.

In order to be clear, the writer would like to present a model of Action Research stated by

Kurt Lewin in a figure below:

3.2 Setting of the Research

This research is going to be conducted for second grade students science 1 of SMAN 3

Curup, Bengkulu, Indonesia.

3.3 Subject of The Research

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The subject of this study is the students in Second Grade Students Science 1 Of SMAN 3

Curup, academic year 2017/2018. The number of students consists of 39 (thirty-nine) including 9

men and 30 women.

It is chosen based upon the writer’s observation at that class proving that they are not

enthusiastic and not courage enough to involve in the speaking learning process. They were

encountered with the hesitance of practicing the material as well as the drilling conducted by the

teacher in the learning process. In the other words, the students have the problems with their

confidence. Therefore, they could not cope with the class material. That is why they need an

appropriate strategy to help them improve their speaking.

3.4 Instrument of The Research

1. Questionnaire

2. Test

3. Observation

3.5 The Classroom Action Research Procedures :

(Adapted from Kurt Lewin’s Action Research Design)

1. Planning

a) Choose the appropriate material and topic related to the syllabus

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b) Make the lesson plan

c) Prepare the Questionnaire checklist for the teacher and the students

2. Acting

a) The teacher arranges or prepares scenario that will be performed by the students. This

scenario is important for the students to know the situation of their roles.

b) The teacher appoints some students to learn about the scenario several days before

teaching and learning activity. Giving time for the students is useful to have them good

preparation for acting.

c) The teacher makes groups of students consists of five people per group. The teacher has

to makes group in variant member due to their ability of speaking. So, the smart student

is combined with low student.

d) The teacher explains about competence will be achieved. The teacher enlightens the

students that from their performance, they will know some expression of giving opinions

and it response, and making and declining and invitation.

e) The teacher calls a group of students who have been chosen to play prepared scenario. On

the other hand, the teacher chooses the group to perform.

f) Each student in his/her group observes scenario being performed.

g) After finishing the performance, each student is given work sheet for discussing each

group performance.

h) Every group which has performed gives conclusion about what scenario has been

performed.

i) The teacher gives general conclusion. That is about the material that has been done by the

students in their role play.

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j) Evaluation. It is held by test to know their understanding in the material.

3. Observing

a) Observe the students’ participation

b) Observe the students’ achievement

4. Reflecting

a) Evaluate the teaching and learning process

b) Analyze the students’ achievement

c) Revise the lesson plan for the next cycle

3.6 Technique of Collecting Data

1. Questionnaire
For many reasons, the questionnaire is the most widely used technique for obtaining

information from subjects. A questionnaire is relatively economical, has the same questions for

all subjects, and can ensure anonymity. 43 In this study, the writer used questionnaire to know

the students’ response toward the teaching learning activity during Classroom Action Research.
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The writer provided a questionnaire that consists of 25 items in the form of Liker’s scale.For

positive items the SS (Strongly Agree) is given score 4, the S (Agree) is given score 3, the TS

(Disagree) is given score 2 and the STS (Strongly Disagree) is given score 1.

2. Test

The test used in this study is post-test. To know students’ existing knowledge of speaking

ability, the writer gives oral test to the students. Because the test is oral test, the writer divided

the score into five criteria, which are the scores of Pronunciation, grammar, vocabulary, fluency,

and comprehension. It is based Heaton’s scale rating scores. After that, to get the mean, the

scores from all criteria are sum and divided into five. the post-test is implemented after using

role play technique. The test is held on every second action of each cycle. Here are the rating

scores of 4 Pronunciation influenced a little by L1 – a few grammatical errors oral test

by but only 1 or 2 causing serious confusion – searches for words – a Heaton:

few unnatural pauses - conveys general meaning fairly clearly – a
The 6 few interruptions
Pronunciation necessary
good - only but intention
2 or always clear
3 grammatical – has
errors - not much Rating
Scores of mastered
searchingmost
for ofwords
oral skills on course
- very few long pauses-fairly easy to Oral Test
3 Pronunciation
understand - veryinfluenced by L1- necessary
few interruptions pronunciation and grammatical
- has mastered all
errors
oral – several
skills errors cause serious confusion – longer pauses to
on course.
5 Pronunciation slightly influenced by L1 – a few grammatical errors
search for word meaning – fairly limited expressions – much can
but most sentences correct – sometimes searches for words – not
be understood although some effort needed for parts – some
too many long pauses – general meaning fairly clear but a few
interruptions necessary – has mastered only some of oral skills on
interruptions necessary – has mastered almost all oral skills in
Course
Course
Several serious pronunciation errors – basic grammar errors –
2
unnaturally long pauses – very limited expression – needs some
effort to understand much of it – interruptions often necessary and
sometimes has difficulty in explaining or making meaning clearer
– only a few of oral skills on course mastered

1 A lot of serious pronunciation errors – many basic grammar errors

– full of unnaturally long pauses – very halting delivery –
extremely limited expressions – almost impossible to understand –
interruptions constantly necessary but cannot explain or make

meaning clearer – very few of oral skills on course mastered

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Each element characteristic is then defined into six chart behavioral

statements as stated in the frames above. The writer will objectively see the
characteristic of each student’s speaking ability whether they achieve 1,2,3,4,5 and 6.
In order to case the computation the writer converts the small score of Heaton to the
scale of 100 as follow:

6 = 87-100
5 = 77-86
4 = 67-76

3 = 57-66

2 = 46-56

1 = below 45

3. Observation

Observation was done to identify teaching and learning activities, especially speaking

activities directed by the real teacher, and to reveal problem of speaking activity in classroom. It

may be about the teacher’s performance during Classroom Action Research and students’

response concerning the use of role play technique.

The teacher’s performance during Classroom Action Research will be observed by using

Communicative Orientation of Language Teaching Observation Scheme by Genesee and Upshur

as follow: Communicative Orientation of Language Teaching Observation Scheme

School : Date of Visit :

Teacher : Coder :
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Subject :

On the other hand, to measure students’ progress in speaking during Classroom Action
Teacher Verbal Interaction

Target Information Sustained Reaction Incorporation of Teacher

Langu Gap Speech to Form/ Utterances
age message
Asking Info/
Genuine Request
Unpredict
Predict

L L
Psebo Request

Message
Minimal

Form
Sustained

Correction

Paraphrase

Comment
Repetition

Explanation
Clarification Request

Elaboration Request
1 2

Research, the writer will use observation table according to Mattews as follow:

Assessing Students’ Progress

Skills Progress

Participation in class
Participation in conversations
Participation in discussions
Giving oral presentations (perform)
Pronunciation
Fluency
Feeling confident about speaking

Then, the writer will use the following key to complete the table above:

+ = satisfactory progress, but need a little more practice

√ = some progress, but need much more practice

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

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3.7 The Technique of Data Analysis

1. Analyzing students response
Before analyzing the result of the test and observing the activity during classroom Action

Research, the writer also uses questionnaire to find out students’ response toward role play

technique in speaking. In analyzing the students’ response, the writer uses formula:

P= X100%

P = The percentage

F = frequency of the percentage is being calculated

N = Number of cases

The researcher also used criterion of scores interpreting as SS (Strongly Agree) is

given score 4, the S (Agree) is given score 3, the TS (Disagree) is given score 2 and the

STS (Strongly Disagree) is given score 1.

2. Analyzing the Result of the Test

In analyzing the numerical data, first the writer tries to get the average of students’
speaking skill per action within one cycle. It is used to know how well students’ score as a
whole on speaking skill. It uses the formula:
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= mean

x = individual score

n = number of students

Second, the writer tries to get the class percentage which pass the KKM 65
(sixty five). It uses the formula:47
P = F X 100%
N

P = the class percentage

F = Total percentage score
N = number of students
Third, after getting mean of students’ score per actions, the writer identifies
whether or not there might have students’ improvement score on speaking skill from
starting point score and post-test score in cycle 1. In analyzing that, the writer uses the formula:

3.8 Indicator of Success

Based on the school agreement between the researcher and the teacher, classroom action

research can be called successful if it can exceed the criteria that have been determined, that is

when there is 75 ℅ of students could achieve the target score. It means that during CAR

students have to achieve the target score of KKM 75 of speaking test started from the pre-test
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until the second post-test in cycle two. Moreover, CAR is able to be called fail if it is cannot

exceed the criteria that have been detained. Then, the alternative action would be done in the

next cycle.

References

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

Beauty Kharismawati Susilo. ( 2014 ) Improving Students’ English Speaking Skill Through Role
Play At Grade Xi Of Travel Tourism Program Of Smk N 6 Yogyakarta. Yogyakarta State
University.

Irianti Sari. ( 2011 ) Using Role Play In Improving Students’ Speaking Ability (A Classroom
Action Research In The Second Year Students At Viii.1class Of Smp Pgri Ii Ciputat)

Nurina Permata Sari. (2011). Improving Students’ Speaking Ability. Syarif Hidayatullah State
Islamic University, Jakarta.

Siti Khasinah (2013) CLASSROOM ACTION RESEARCH. Jurnal Pionir.

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