CHAPTER 1

INTRODUCTION
This chapter presents the background of the study, problem of the study, objective of
the study, significance of the study, delimination of th study and definition of key terms.
1.1 Background of the Study
This research is conducted at grade X IIS 4 students of SMA N 4 Jambi in academic
year 2014/2015. There are 40 students that consist of 18 males and 22 females. Engish course
at SMA N 4 Jambi has two meetings in a week. The duration of each meeting is ninety
minutes.
Based on my experience at SMA N 4 Jambi as a practical teacher, it has been found
that many students are not actively involved themselves in the process of learning especially
in speaking. In learning speaking skill, the student often found some problems. The problem
frequently found is that their native language causes them difficult to use the foreign
language. They are also too shy or afraid to take part in the conversation and they seem
reluctant to speak English. Many factors can cause the problem of the students. speaking
skills namely the students. interest, the material, and the media among others including the
technique in teaching English.
Many techniques can be applied including role play because many research findings
say that this technique is effective to use in teaching speaking. Role play method is very
important in teaching speaking because it gives students an opportunity to practice
communicating in different social contexts and in different social roles. When students are
already motivated to play, learning through play would become even easier. According to
Stephen D. Hattings based on his observation in the conversation class, role-playing would
1

seem to be the ideal activity in which students could use their English creatively and it aims
to stimulate a conversation situation in which students might find themselves and give them
an opportunity to practice and develop their communication skill.
For these reasons, the author is interested in analyzing the use of role play in teaching
speaking for the students of the first grade in SMA Negeri 4 Jambi. She also wants to know
the advantages and the problems encountered by learners and teachers in using it.

1.2 Problem of the Study

The question of this research study is: How can the implementation of Role Play
method to improve speaking ability of the first year students of SMA Negeri 4 Jambi?

1.3 Objective of the Study

This research aims to see the using of Role Play method in enchancing speaking
skills of the first year students of SMA Negeri 4 Jambi.

1.4 Significance of the Study

The research is conducted in order to give information about studens involvement in
learning speaking by using role play at first grade of SMA N 4 Jambi. This research might be
useful as a contribution for students, teachers, and researcher. It can be very useful to
encourage students to speak fluently in the classroom and be involved actively in speaking
activity. This research might be also give contribution for English teacher to improve
students skill in speaking and create an effective teaching learning in the classroom. Finally,
this research can also be used as a reference for other researchers who are interested to
conduct the same research.

1.5 Delimitation of the Study

This study is foccused on the teaching and learning process of using role play method
in order to improve the students involvement in speaking ability.
The technique is implemented to the second semester of first grade students of SMA
Negeri 4 Kota Jambi in academic year 2014/2015.

1.6 Definition of the Key Terms

Definition of key term is given in order to avoid misunderstanding between what I
mean and the readers view about essential terms available in this study. In this part, some
fundamental terms will be explained obviously. They are: speaking ability and Role Play
method.
Speaking ability is .the ability to express or communicate opinions, feelings, ideas,
etc, by or as talking and it involves the activities in the part of the speaker as psychological,
physiological (articulator) and physical (acoustic) stages. In this study, speaking ability refers
to the ability of first year students of SMA Negeri 4 Kota Jambi (Senior High School) in
conversing ideas in oral form.
Role Play method is a method of teaching speaking in which the teacher gives
information to the learners such as who they are and what they think or feel.

CHAPTER 2
REVIEW OF RELATED LITERATURE
The major concern of this research is the students involvement in learning speaking
by usin the role play. This chapter will review the related literature which is concerned with
this research.

2.1. The Involvement

2.1.1. Definition of Involvement
Involvement is an involved activity. It is an activity when someone joins to do the
activity that is bein doine. Based on Oxford Advanced Learners dictionary, involvement is the
action or process involving, the fact of being involved, the condition of bein implicated,
entangled or engaged. Based on this, it can be highlighted that students involvement in
teaching learning process is an activity when students can feel involved and are involved
directly in teaching learning process in the classroom. Students can be called involved when
they actively participating in classroom activities, ccordin to Alexander Satin in Rismawati
(2003:17) students involvement is defined as the amount of physical and psychological enery
that students devote to the collegiate experience and the time and effort expended by the
students in activities that relate directly to thw institution and its program.

2.1.2. Components of Students Involvement in the Classroom

The students involvement is the core of the learning process and determines the
successful learning. It is necessary to pay attention to the components that determines the
actualization of students involvement in the English teachin learning process. according to
Haryanto ((2008) [Online]), there are some components of students involvement in teachin
and learning process, some of them can be seen as the following dicussion.
1. Students

Students can be seen as the core component in the learning process. Kempt
(1997:4) in Haryanto (2008)( [Online]) states that students are the center of the teaching
and learning process, they have to be involved in amost al the activities of the classroom
interaction.
2. Teacher
Teacher as a class manager is the one of components that will support and
influence students involvement in teaching learning process.
3. Learning Material
Learning material is also seen as another component that determines the students
involvement in the English teaching learning. According to Hutchinson and Waters
((1987) [Online]), good materials do not teach, but they encourtage students to learn.
Therefore, good materials will contain interesting texts, enjoyable activities whice
engage the students thinking capacities, opportunities for students to use their existing
knowledge and skills, and content which both students and teacher can cope with.
4. Time Allocation
Time allocation is also considered as the one of components in the teaching
learning process. the time allocation gives much contribution to students involvement in
their learning process.
5. Facilities
Other component that determines the actualization of students involvement is the
facilities which can include the learning media, school are, school building and its
equipment, and also library which can influence the students enthisiasm to be involved
in the learning process. The learning media can be in the form of television, the radio,
cassettes, posters, and maps.

2.2. Definition of Learning

Learning is the acquisition of information and knowledge through schooling or study
that can be transferred. Learning may occur consciously or unconscious awareness. Related
to this point, Siswandi ((2000) [Online]) states that ;earning can be seen as a process which
consists of teacher and students interaction series in educative situation to reach the purpose.
One component of learning that can determine the effectiveness of teaching is the use of
teaching methods. Role play method is a way of mastery learning materials through the
development of students imagination and appreciation. In learning by using the role play the
students are involved in more than listening and they are engaged in activities.

2.3. Speaking
2.3.1. Definition of Speaking
Speaking is the second language skill and probably the one that most of language
leaners wish to perfect as soon as possible. Speaking is used to express something by people.
According to Chaney in Kayi ((2000) [Online]), speaking is the process of building and
sharing meaning through the use of verbal and non-verba symbols, in a variety of contexts.
Speaking is a crucial part of second language teaching and learning.
In teaching and learning process, speaking is one of the four language skills that is
taught to students who learn language in general and English in specific. Practically, speaking
is taught with other skills integratedly. Along the line this perspective, Gower and Walters
(1998:134) add that speaking can be used to diagnose the strengh and weakness of the
students English and calculate which areas need working on. It also gives the students an
opportunity to try out language recently presented and practiced. Besides that, speaking can
6

be useful to help the students through a wide range of language to talk freely in a variety of
moods and attitudes and negotiate with other speaker.

2.3.2. Elements of Speaking

According to Harmer (2001:269), there are two elements of speaking. The first
element is language features in which effective speakers of English need to be able not only
to produce the individual phonemes of English but also to use fluent connected speech.
Beside, native speakers od English change the pitch and stress of particular part of utterances,
vary volume and speed, and show by other physical and no-verbal means how they are
feeling. In language features, spontaneous speech is marked by the use of a number of
common lexical phrases, especially in the performance of certain language functions.the
second element of speaking is mental or social processing. The ability to speak fluently might
be seen from the speakers language processing, how speakers interact with others and
information processing. The effective speakers are expected to be able in processing language
in their own heads and put it intocoherent order so that it comes out in comprehensible forms
and it can convey the meanings that are intended. Besides, the ability to speak fluently can be
observed from the interaction between participants. Most speaking involves interaction with
one or more participants. This means that an effective speaking also involves a good deal of
listening, an understanding of how the other participants feeling, and a knowledge from
linguistic point of view to take turns or allows other to do so.

2.3.3. Teaching Speaking

Kayi ((2006) [Online]) notes that teaching speaking is very important part in foreign
and second lanuage learning. The ability to communicate in a second language clearly and
efficiently contributes to the success of the students at school and success later in every phase
of life. therfore, it is essential to note that language teachers have to pay great attention to the
teaching speaking. It is better for the teacher to provide a rich enviroment where meaningful
communication takes place is desired rather than keading students to a pure memorazition.
With this aim, various speaking activities such as role-play, storytelling, and discussions can
attribute a great deal to students in developing basic interactive skills that are necessary for
life. these activities lead students more active in the learning process and at the same time it
makes their learning more meaningful and fun.
2.3.4. Learning Speaking
Mastering the art of speaking is a single most important aspect of learning a second of
foreign language and success can be seen in terms of the ability to carry out a conversation in
the language.
In relation to speaking and oral interaction, learners need the ability to articulate the
sounds comprehensibly, mastery of stress, thythm, intonation patterns, an acceptable degree
of fluently, transactional meaning, conversation listening skills, using appropriate
conversation fillers, etc.
Learning to speak in a second or foreign language will be easier when learners are
actively engaged in attempting to communicate. Learners learn to speak by speaking. It is,
then, teachers role to give students the oppurtunities to speak English more spontancously
and creatively.

Many students sequate being able to speak a language as knowing the language and
therefore view learning the language as learning how to speak the language, or as
Nunan(1991) wrote, success is measured in terms of the ability to carry out a conversation in
the (target) language. Therefore, if students do not learn how to speak or do not get any
opportunity to speak in the language classroom they may soon get de-motivated and lose
interest in learning. On the other hand, if the right activities are taught in the right way,
speaking in class can be a lot of fun, raising general learner motivation and making the
English classroom a fun and dynamic place to be. But in fact, English teachers still spend the
majority of class time on reading and writing oractice almost ignoring speaking and listening
skils. If the goal of language course is truly to enable students to communicate to English,
then speaking skills should be taught and practiced in the language classroom.

2.3.5. The Importance of Students Involvement in Speaking

Speaking is fundamental to human communication. In language teaching and
learning, speaking is a crucial part. Speaking can be used to convey thoughts, emotion or
opinion orally. In general, speaking can be said at the proccess of delivering an adrees to utter
words or articulate sounds as human being to express thoughts by words.
In order to get involved in the vommunication successfully, the participants should
recognize the speaking that occur in the interaction. Grace Stoball Bunkart (1998) states that
there are three areas of knowledge to recognize speaking:
a. Mechanics, it relates to pronounciatin, grammar snd vocabulary. Using the right
words in the right order with the correct pronounciation.
b. Fuctions (transaction and interactios), knowing when clarify of message is
essential.
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c. Social and cultural rules and norms (turn-taking of speech, length of pauses
between speakers, relative roles of participants). In other word, it related with
understanding how to take into account who is speaking to whom, in what
circumstances, about what and why they speak.

2.3.6. Classroom Speaking Activities

In the Practice of Language Teaching, Jeremy Harmer (2001:27) highlights some
classroom speaking activities. First, teacher can ask students to act out scenes from plays or
their course books. Second, classroom speaking activities can be formed as a game which is
designed to promote communication between students through puzzle, describe and draw
picture, put things in the right order, describe and arrange things, or find the similarities and
differences between pictures. Third, the discussion activity might also necessary to develop
critical thinking for quick decision making and help students to learn how to express and
justiy themselves in polite ways while disagreeing with the others. Fourth, teacher can invite
the students to play a role by giving the information about who they are and they think and
feel.
2.3.7. Teachers Techniques in Teaching Speaking
According to Zhao ((1998) [Online]), there are some techniques in teaching speaking.
Role playing is a technique in which teacher asks students to practice situational diaogues by
doing role play, such as in the library, at the bus station, and in the market. Debating is a way
applied by teachers to choose some debatable topics then students discuss in pairs. After that,
teacher divides the class into two groups, each representing their own real belief. Then each
group debates the other and the teacher acts a guide to help the debate along and invite some

10

of the silen students talk. Other technique called retelling that is used by teacher to ask
students to retell a story they listen, read, and watch.

2.4. Role Play

2.4.1. Definition of Role Play in Classroom Speaking Activities
Role play is a teaching strategy in which students are asked to act out a role. It allows
for the interaction between classmates and provides students with a highly motivating
activity, as Tompkins said Role playing is an extremely valuable method for L2 learning. It
encourages thinking and creativity, lets students develop and practice new language and
behavioral skills in a relatively nonthreatening setting, and can create the motivation and
involvement necessary for learning to occur, (Tompkins: 1998)
According to Alexenoamen (2009), role play is another technique to cary the pace of
the lesson in which teachers are advised to use the role play activity in order to motivate their
students and help the less motivated students take part in the lesson.
As Doff in Kayi (1988) notes that role play increases motivation. The chance to
imagine different situation adds the interest to a lesson. In addition, role play gives a chance
to use a language in new contexts and for new topics. It is advisable for the students to be
given fictitious names before playing the role as these usually prove very helful in
encouraging them to act out the roles assigned to them.
From these points of views, it is argues that role play is seen as the liveliest form to
get the class involved in speaking. Role play brings situations from real life into the
classroom. Students imagine and assume roles in this play. They create a pretended situation

11

and pretent to be the different person. So teacher should select the roles beforehand so that
the role assumed might be familiar
Roles such as friend, brother, sister, parent, teacher shopkeeper, police officer can be
used in applying the role play. Everyday life situation can be set up such us shopping,
holidays, at the station, in the restaurant, local journey, fables and folktales, etc.

2.4.2. Procedure of Role Play

According to Huang (2008 [Online]), there are six major steps in the procedure of
role-play. First, the teacher must decide which teaching materials will be used for role-play
activities. The teaching materials can be taken from textbooks or non-textbook teaching
materials suc as picture books, story books, play-scripts, comic strips, cartoons and pictures.
The material is selected ahead of time by the teacher. The teacher can also create his or her
own authentic teaching material for role-play activites. The teaching materials should be
decided based on students level and interest, teaching objectives and appropriateness for
teaching. Second, teacher selects situations and creates dialogues. Third, teacher needs to
teach to vocabulary, sentences, and dialougue. Third, teacher needs to teach the vocabulary,
sentences, and dialogues necessary for the role-play situations. The teachers should make
sure the students know how to use the vocabulary, sentences and dialogue for role-play
activites; otherwise, the teacher should allow students to ask how to say the words they want
to say. Fourth, teacher gives the chance to the students to practice the role-play in pairs or in
small groups. After students have played their own roles for a few times, teacher exchange
their roles. This activity can help students to play different rles and practice all the lines in the
role-play. When students are confident enough to perform in front of the class, the teacher can
ask them to do so for their classmates. Fifth, teacher allows the students to modify the
12

situation and dialogues. Sixth, teacher will evaluate the effectiveness of the role-play
activities and check if students have successfully comprehended the meaning of vocabulary,
sentences and dialogue by asking simple questions relation to the role-play.

2.4.3. The Role of Teacher in Role Play

Admin ((2004) [Online]) states that in role-play activities, teacher has the role as a
facilitator to explain the new vocabulary, sentences, and dialogue necessary for the role play
situation. Teacher can also act as a spectator that watches the role play and offers some
comments and advice at the end. It is also possible for teacher to get involved to take part in
the role play.

2.5. Classroom Action Research

2.5.1. Definition of Classroom Action Research
The Classroom Action Research was popular in educational term more than ten years
ago. The definition of Classroom Action Research can be described n three point based on
three words formation in Classroom Action Research. First, research; an attempt by careful
enquiry, experimentation, study, observation, analysis and recording to discover new facts,
knowledge and information, developing new interpretations of facts and knowledge, and also
discovering new means of appluing existing knowledge. Second, action,; the deliberate
activity with the certain purpose by applying some cycles. Third, classroom; some students
which receive the lesson from the teacher (Arikunto: 2006:2). From three words formation
above, the definition of Classroom Action Research can be defined as a process of deep
inquiry undertaken by participants in a social including educational situation in order to
13

improve the rationality of these practices, and the situations in which practices are carried
out.

2.5.2. Characteristic of Classrom Action Research

A very specific characteristic of Classroom Action Research is that it is conducted in
the classroom, that the focus of the study is the interaction between me and the participants in
which Im also involved as much as possible in the process and experience of the
participants. As essential part of Classroom Action Research is the collaboration with the
research participants in each stage of the research project, including identifying research
question, developing data collection, analyzing the information and sharing the results.
Others characteristis of Classroom Action Research are it is done based on the problems
faced by the teachers in teaching to improve the quality if learning and it is implemented in a
series of steps consisting of several cycles.

2.5.3. Purpose of Classroom Action Research

Accoding to Dzaki ((2009) [Online]), there are some purposes of Classroom Action
Research. It improves the quality content, inputs, processes, and outcomes of education and
learning in schools and helps teachers and other staff to overcome problems in learning and
education. Besides, it can improve the skills of educators and educational staff in schools,
especially in doing Classroom Action Research.

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2.5.4. Procedure of Classroom Action Research

The main characteristic that distinguishes Classroom Action Research with other
types of research is the existance of action. Actions taken based on the problem to be solved
and the hypothesis proposed action. Implementation of the action is not something that stands
alone but is a integral part of the problem identification, formulation of the problem, and
submissiong of hypotheses that have been made. There are four steps in three cycles of
Classroom Action Research. The form of cyclical process in the Classroom Action Research
can be seen as the following steps.

Planning
Reflecting

Acting

Observing
Source: Kemmis. 1982
The first step in Classroom Action Research is a planning: the desciption about what,
why, when, where, who, and how the action is conducted. The second step is the action; the
implementation of action planning that has designed. The third step is collecting and
analyzing evidence by observation. The fourth step is a reflection; and attempt to examine
what have done and how far the success of the action implementation in the Classroom
Action Research.

15

2.5.5. Collaborative Classroom Action Research

Classroom Action Research should be done collaboratively between teachers or it
could involve lecturers or university. Classroom Action Research includes identifying
research questions, developing data collention, analuzing the information and sharing the
results.

2.6. Action Hypothesis

By using role-play technique, students can interact in realistic behaviour in an
imaginary situation, to improve their involvement in learning speaking.

2.7 Previous Studies

Ayu (2007) conducted a research about identifying the effectiveness of teaching
speaking by using role play. In the research, the author used pre-experiment method by using
one group pre-test and post-test design, where the author did an experiment in a single group
only. The population of this research is the students of ninth grade in Islamic Junior High
School (MTs.) Soebono Mantofani Jombang, Ciputat. The author chooses IX. 1 class with 30
students as the sample to observe by using cluster random sampling.
To know the effectiveness of teaching speaking by using role play, the author gives
oral test to the students. Because the test is oral test, the author divided the score into five
criteria, which are the scores of pronunciation, grammar, vocabulary, fluency and
comprehension. Each criteria, then, is rated into five scale of rating scores, it is based on
David P. Haris. scale rating scores. After that, to get the mean, the scores from all criteria are

16

sum and divided into five. The pre-test had been given before the treatment is given.
Moreover, the post-test is given after he had given the treatment to the class.
From the result of the analysis of the research, it is proven that the students. score of
speaking taught by using role play is better. This result has answered the research question
that the use of role play in teaching speaking is quite effective. She believes that the success
in teaching doesn.t depend on the lesson program only, but more important is how the teacher
presents the lesson and uses various techniques to manage the class more lively and
enjoyable.

CHAPTER 3
RESEARCH METHOD
This chapter presents the reserch design, setting and subjects of the study, research
prcedure,, preliminary study, planning the action, preparing the teaching strategy, designing
lesson plan, preparing criteria of success, designing research instruments, implementing the

17

action, observing the action, data and data source, data collection technique and finally the
reflection.

3.1 Research Design

This is an action research as defined by Hopkins (1993:44) as a form of self-reflective
inquiry undertaken by participants in a social including educational situation in order to
improve the rationality and justice of their own social or educational practices, their
understandin of these practices, and the situations in which practices are carried out.
Action research is conducted by teacher researchers, principles, school counselors or
other stakeholders in the teaching and learning environment to gather information in order to
gain effective positive changes on educational practice. This research is designed as action
research because according to Bassey (1998) cited in Koshy (2005:8) it is an enquiry which is
carried out in order to understand, to evaluate and to modify, in order to improve educational
program.
The action research follows the cyclical process process proposed by Kemmis ad
McTaggart (2000:595) cited in Koshy (2005:4), which comprorises four steps: (1) planning
the action, (2) implementing the action, (3) observing the action, and (4) reflecting.

3.2 Setting and Subjects of the Study

The setting of the research is SMA (Senior High School) Negeri 4 Kota Jambi. It is
located in Mayang. This school has 36 classes; every grade has 12 classes. Each of the class
consists of 35-40 students on average. The subjects of the research are students of the first

18

year. The first year students are selected since they might be new about English and they are
still fresh and not occupied with loads of National Examination preparations like the ninth
grade students. I cant say that they are mature and they would like it better when the
teaching atmostphere in class calm. Most of them are reported still childish and really into
play games.

3.3 Research Prcedure

Before conducting the research, I can start the research by doing observation in search
for identifying the real problems in the teaching and learning in the study of English subject.
In conducting this research, I conduct the steps proposed by Kemmis and Mc Taggart
(2000:595) cited in Koshy (2005:4)
3.3.1 Preliminary Study
A preliminary study involves collecting as well as analyzing the evidences which
become the base for me in deciding the action. It is conducted to get brief information about
the real condition of the classroom.
The preliminary study can be done by giving the students an oral task on speaking and
observing on students attitude toward the speaking task through questionnaire. There were
40 students when the preliminary study was carried out.
I started a dialogue with students concerning about somebody I admire topic. I
began to ask the students questions related to the topic. The questions, among others, were:
(1) Have you ever heard about Cut Nyak Dien? (2) What things about her that you like the
most? The students might answer the question. Then me as the researcher and also the teacher
wrote down the students answers in the whiteboard. There were many answers that I got
19

from the students. And then, I asked the students to choose one idol, which somebody their
admire and found the things they admire about them. They were asked to write them down on
paper because I was going to ask them to speak in front of the class about their idols. During
the listing activities, I was monitoring their works by walking around to facilitate the
students. Students might ask about some terms in Indonesian to be translated into English.
Next, the students spoke about their idols and the favorite things about them.
Then I asked the students to choose the a fragment from their idols lives and speak
them out individually. The duration of the task was thirty minutes to prepare and three until
five minutes duration to perform their speaking skills in front of the class.
During the time, I walked around to do observation. For the first ten minutes, most of
their paper remained blank. It did not really matter because the real task was to speak about
their idols after all. The problem arose when I asked their paper were still blank, they admited
that they did not have any idea. In this case, I gave the students an example about a fragment
from Cut Nyak Diens life.
After that, the students finally came in front of the class one by one to speak about a
some historical moments of their idols. Most of them spoke less confidently and I noticed that
the students felt dissatisfied toward their speaking ability result because they were always
less confident whenever it is the time to speak. They were worried of making mistakes even
though they brought their paper in front of the class as the direction that they might look until
three times. At the end, the students filled the questionnaire to know the students reaction
toward speaking task.
Based on the field notes on the preliminary study, it was found that the problems
faced by the first year students of SMA N 4 Jambi in involving speaking ability are as
follows: (1) they are confused about getting the idea about a fragment from their idols lives
20

and have difficulties to start speaking out in front of the class, (2) they do not have sufficient
vocabulary items in developing their speaking skills, (3) they have lack of grammar mastery,
and (4) they are shy and reluctant to speak.
The problems faced by the students also revealed after filling the questionnaire. It is
also supported from the result of the questionnaire that most of the students have difficulties
to determine the content, lack of vocabulary, they have not mastered the grammar to provide
their speaking ability, they are also shy and less confident.
Based on some problems mentioned above, I consider that the use of Role Play can
hopefully solve the students problem in involving their speaking skills.

3.3.1.1 Planning the Action

Planning is the stage in which a careful preparation is made before doing the action.
In this part, I will accomplish the following activities (a) Preparing the method (b) Designing
the lesson plan (c) Preparing the criteria of success and (d) Designing research instrument.

3.3.1.2 Preparing the Teaching Strategy

In this activity, I will divide the class into eight groups to start the role play. The
scenario will not be given by me as the teacher but the students make the scenario themselves
about their idols from a fragment of their idols. In short, one group will only have one idol to
be spoken about. They would have to discuss about it for the first move. Finally, they will
play the scenario based on the characters in the one moment of life from their idol. The role
play is developed as some kind of game in the teaching activity. It is a method of teaching

21

speaking in which the teacher gives information to the learners such as who they are and what
they think or feel.

3.3.1.3 Designing Lesson Plan

The lesson plan is designed with the purpose of providing the teacher with guideline
of teaching and learning activities. The lesson plan will be developed by the researcher and
her collaborator which include the following items: (1) instructional objectives, (2) the
instructional material and teaching media (3) teaching and learning activities and (4)
evaluation.
The scoring rubric also made to measure the result of students work. This scoring
based on the curriculum 2013 which is the recent curriculum used. There are four elements to
consider.

Table 3.1 The Scoring Table

ASPECT

SCORE

INFORMATION

22

PRONUNCIATION

GRAMMAR

VOCABULARY

It is clear so it is easy to understand.

Easily understood despite the influence of the mother tongue

can be detected.

There is a problem of pronunciation so that listeners need full

concentration.

There is a serious pronunciation problems that can not be

understood.

Little or no grammatical errors.

Sometimes there is an error but does not affect the meaning.

Often make mistakes that elusive meaning.

Grammatical errors so severe that it can not be understood.

Using appropriate vocabulary and expressions.

Sometimes using less precise vocabulary that must be

explained again.

FLUENCY

Frequent use of appropriate vocabulary.

Vocabulary is so limited that the conversation could not have

happened.

Very fluent.

Fluent slightly disturbed by the language problem.

Often hesitated and stalled because of the limitations of

language.

Talk disjointed and stopped so that the conversation could not

have happened.

3.3.1.4 Preparing Criteria of Success

To determine whether the cycle is successful or not, I set up the following criteria:
Table 3.2 The Description of the Criteria of Success
No.

Criteria

of Data

Sources
23

of Instruments

Procedure

of

Data

Success
1. The students
are able to
generate
ideas for
speaking
task.

Data
The students
The note of the
final product
researcher
after
about the
implementatio students
n the strategy
ability, the
result of the
recording
2 The students 1. The
1. The result of
are active
researcher
researchers
and
record the
scrutiny.
enthusiast to
implementat 2. The result of
the students
speak
ion of the
speaking
English.
strategy
2. The
students
response to
the
implementat
ion of the
strategy

1. Field notes

1. Observation
2. Field notes
3. Questionnaire

Collection
1. Direct observation
2. Taking the notes
3. Observe the
students works

1. Direct observation
2. Taking the notes
3. Administering the
questionnaire to the
students

3.3.1.5 Designing Research Instruments

To obtain data during the implementation of role play strategy in the process of
teaching and learning of speaking somebody I admire, the researcher prepares some
instruments such as observation sheets, field notes, and questionnaire.

3.3.2 Implementing the Action

The activities of action implementation are in the following steps.
1. I create the setting, managing the class and also explains the role played by the
students.
2. I explain the purpose and the rule of role play.

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3. I give the situation for role play; it is orally form just for example. The situation
for role play is selected by the students themselves based on idols they choose. I
also needs to teach vocabulary, sentences, and dialogs or expressions necessary
for the role play situations. I make sure the students know how to use the
vocabulary, sentences, and expression in role play activities; otherwise, I would
allow students to ask how to say the words they want to say. After that, students
practice the dialog or scenario they make in small group about a fragment from
their idols life. When students are confident enough to demonstrate or perform
the role play, then I invite the students to practice the role play in their group.
4. I monitors the role play activities and gives the correction to the students at the
same time.

3.3.3 Observing the Action

In this stage the I implemented the observation process toward action implementation
by using observation sheets, field notes, and questionnaire as well. The classroom observation
is conducted in order to see the allocation of students involvement in learning speaking by
using role play. I use checklists in the observation technique. I also take notes about speaking
teaching learning activity in the classroom. Questionnaire is used to gather the information
about students interest in learning speaking by using role play.

3.3.3.1 Data and Data Source

In this study, the researcher will use qualitative data. The data are all events
occurring during the learning process. The source of data can be in the form of the class
atmosphere, my and students activities and how much the strategy can solve the problem.
25

The data will be taken from some sources such as (1) the result of observation sheets and
field notes about the students activeness during the implementation of the strategy, (2) the
result from questionnaire to find the students response toward the implementation of the
strategy and, (3) the students performance.

3.3.3.2 Data Collection Technique

The instruments that are used to collect the data in this research are classroom observation,
questionnatire distribution, and field notes.
Classroom Observation
According to Wiersma ((1986) [Online]) observation is a way to collect the data in
which an observer can measure and record what is occurring in some situations or settings. In
this research, I used checklist in the classroom observation technique. Checklist is a sign that
put in the column based on the indicators that is observed. In this technique, I will collect the
data through a direct observation. I turns directly to get the information by entering the
classroom and fills out the observation sheet but I does not turn in interaction among observe
(Passove-participant observation). I allow the teaching learning activity in the classroom
occurs naturally.
Classroom observation in Classroom Action Research is clearly the most basic
method and appropriate for obtaining data, because it gives the opportunity to record
information as it occurs in a setting.

Questionnaire Distribution

26

A questionnaire is a list of written questions that should be answered in order to get

information or facts from respondents. Related to this view, Keeves (1988: 478) stated that a
questionnaire is a self-report instrument used for gathering information about variables of
interest to an inverstigator. It consists of a number of questions or items on paper that a
respondent reads and answers.
Questionnaire distribution for students used to gather the information aout students
interest in speaking by using role play. The items of questionnaire are designed based on
discussion between teacher and researcher about students interest in speakin by using role
play. The students might be asked to fill out six questions of the questionnaire in each cycle.
Field Notes
The most common method of recording the data during observation is field notes. I
may take brief notes during the observation but then later it is expended as field notes. They
contain what I have seen and heard. According to Ary (2002: 431), field notes might be
having two components: the descriptive part and the reflective part. The descriptive part
includes a description of the setting, the people qnd their reactions and interpersonal
relationships, and accounts of events (who, when, what is done). The relective part includes
the observers personal feelings or impressions about the events. Field notes may also include
photographs and audio video recordings. I decide to use field notes in obtaining the data
because it presents the data that wll be analyzed to provide an understanding of the research
setting and subject during the research occur.

27

3.4. Reflection
Based on the observation process, I discuss and make an analysis of findings related
to students involvement in learning speaking using role play. The process is carried out in a
continuous way when implementation result in positive change.
In reflecting stage, all relevant data from implementation will be analyzed and
reviewed to examine whether the action is successful or not by matching the result of the
observing stage with the criteria of success. In other words, the reflection is intended to see
what have been done and have not been done within the action.
In reflecting, data analysis is carried out. The qualitative data obtained during this
study are classified and analyzed. It will focus (1) on improving speaking skill in describing
people through role play and (2) their participation in implementing the strategy. If one of the
criteria of success is not reached, another cycle needs to be conducted.

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