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2014
Ana Maryani 4A
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APLIKASI KOMPUTER

THE INFLUENCE OF USING ROLE PLAY TOWARD STUDENTS'
SPEAKING ABILITY AT THE SECOND YEAR STUDENTS OF
SMPN 02 SOUTH SUNGKAI ACADEMIC YEAR 2011/2012
QUANTITATIVE RESEARCH
A RESEARCH PAPER
PRESENTED TO STKIP MUHAMMADIYAH KOTABUMI-LAMPUNG IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR UNDERGRADUATE DEGREE IN
ENGLISH EDUCATION STUDY PROGRAM
BY
JASRIAL ARIF
NPM 0720718048
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN (STKIP)
MUHAMMADIYAH KOTABUMI LAMPUNG
MAY 2012
ii

THE INFLUENCE OF USING ROLE PLAY TOWARD STUDENTS'
SPEAKING ABILITY AT THE SECOND YEAR STUDENTS OF
SMPN 02 SOUTH SUNGKAI ACADEMIC YEAR 2011/2012
QUANTITATIVE RESEARCH
A RESEARCH PAPER
PRESENTED TO STKIP MUHAMMADIYAH KOTABUMI-LAMPUNG IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR UNDERGRADUATE DEGREE IN
ENGLISH EDUCATION STUDY PROGRAM
BY
JASRIAL ARIF
NPM 0720718048
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN (STKIP)
MUHAMMADIYAH KOTABUMI LAMPUNG
MAY 2012
iii

Chapter I ....................................................................................................... 1
Introduction....................................................................................................... 1
1.1 Background of the problem........................................................................ 1
1.2 Identification of the problem ..................................................................... 5
1.3 Limitation of the problem........................................................................... 6
1.4 Formulation of the problem........................................................................ 6
1.5 Objectivis of the research........................................................................... 6
1.6 Uses of the research.................................................................................... 7
Chapter II ....................................................................................................... 8
2.1 Theory review............................................................................................. 8
2.2 Frame of think............................................................................................. 25
2.3 The hypothesis............................................................................................ 26
Chapter III ....................................................................................................... 28
3.1 Research method......................................................................................... 28
3.2 The variable of the research........................................................................ 29
3.3 Research instrument.................................................................................... 31
3.4 Data conecting technique............................................................................ 35
3.5 The data analysis......................................................................................... 36
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Contents
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN (STKIP).....................ii
MUHAMMADIYAH KOTABUMI LAMPUNG.............................................................ii
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN (STKIP)....................iii
MUHAMMADIYAH KOTABUMI LAMPUNG...........................................................iii
CHAPTER I.......................................................................................................................1
INTRODUCTION.............................................................................................................1
CHAPTER II.....................................................................................................................8
THEORY REVIEW, FRAME OF THINKING AND HYPOTHESIS.............................8
CHAPTER III..................................................................................................................28
RESEARCH METHODOLOGY ...................................................................................28
Bibliography....................................................................................................................43
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1
CHAPTER I
INTRODUCTION
1.1 Background of the Problem
In facing the global era, foreign language education is a must. The purpose of foreign
language education is to have the skills to communicate with other people, know and
understand the culture contained in a foreign language, relate language knowledge with
other relevant disciplines, comparing and contrasting the language they had learned with
other languages, and summarizes the four capabilities, so that they feels comfortable be
world citizen.
One of the languages which are considered to be learned is English. As an international
language, English plays important role in developing science, technology and art. To be
successful in English which covers the skills of reading, writing, listening and speaking
is not easy for student. Some students might show their learning interest in reading and
writing, some others in speaking and listening. However, in this research the researcher
would like to focus only on speaking because it is very crucial for the students.
Speaking is a skill that develops in students' lives. Usually, it is preceded by the skills of
listening. Speaking of course, closely related to the development of vocabulary acquired
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by the students; through listening and reading activities. Speaking ability is needed by
the students for communication in the target language because communications can
unite the individuals into groups by classifying the general concepts. In addition, it
creates and preserves the bonds of common interests, creates symbols of unity that
differentiates it from other groups, and assigning an action. It is very important to
master speaking well by implementing the experience of learning the language in the
real life.
In fact, there are many problems that occur in teaching speaking in junior high school
such as in grade eight of SMPN South Sungkai such as students do not talk or say
anything. When students work in pairs or groups they just end up chatting in their own
language, when all the students speak together, the class gets too noisy and out of hand
and teacher loses control of the classroom. Then students’ speaking ability is low,
because in fact their score is low. It’s proven from the average of their daily test score is
50,67 and only 5 students that could standard of completeness criteria from 30 students.
Besides, many teachers still use the conventional techniques. In addition, there are
problems from students. First, the students who feel bored with the teaching speaking
process are difficult to say words and to memorize during speaking class. Second, the
students have lack of motivation to practice the second language in daily conversation,
so they rarely practice English language to communicate in the class and outside the
class. Third, the students just memorize the speech script when they must speak up in
front of the class. Also, they talk with similar words and sentences on the books. It
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shows that they do not understand the content and they do not speak spontaneously by
their own words.
Furthermore, the environment sometimes doesn't support the students to give a little
chance to step forward in speaking. Sometimes, when the students try to speak to their
friends in English, their friends do not want to response in English. This condition
sometimes makes students frustrated to practice speaking. Besides, English in Indonesia
is taught as foreign language in which it gives less opportunity for students to practice
speaking. Consequently, students are not confident to practice speaking. Finally, they
avoid practicing speaking.
In addition, in learning to speak, self confidence is absolutely needed, when students are
not confident, they are not able to speak fluently. Consequently, they will feel nervous
and it does not make them able to express their ideas and opinion. Basically, the goals
of learning language are to be able to use the language, to understand and to respond to
any situations as well as to read and to write. Speaking must be emphasized first than
any other skills, because by speaking, the students who learn English is expected to be
able to use, understand and communicate in any situations appropriately. Here, the
students interest in speaking and their background in speaking knowledge play an
essential role. The backgrounds in speaking such as the students have already learnt
about speaking well in the course, conversation club, etc. By having background
knowledge in speaking and the subject being discussed, it will be able to support their
speaking activity.
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In addition, it is necessary for the teacher to avoid students from boredom of studying
English by establishing an interesting atmosphere in the class. The teacher should be
able to avoid using the uninteresting techniques of speaking such as drilling,
memorizing, etc, so that, the students would regard English as enjoyable subject. Those
problems are faced by students at the second year of SMP N 2 South Sungkai, North
Lampung academic year 2011/2012.
Based on the phenomena above, the researcher tries to find the effective solution to
improve the speaking skill of second year students of SMP N 2 South Sungkai by
employing Role Play as a technique of teaching speaking. It is a flexible technique, and
it can be adapted to nearly every proficiency level.
The reason of why this research focuses on the use of Role Play is that it could give the
students new feeling in conversation session, role play can add interest to an activity
and by distributing roles can ensure participation in an activity and then demonstrate
knowledge, skills and abilities acquired. Furthermore, it also used to avoid the students
from feeling bored of the similar technique in conversation subject applied by the
teacher all the time. That is why the researcher conducted a research entitled, “ The
Influence of Using Role-play Toward Student Speaking Ability at the Second Year
Students of SMP N 2 South Sungkai North Lampung in Academic Year
2011/2012”.
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1.2 dentification of the Problem
Based on the background of the problem, the researcher identifies the problem as
follows:
1. Students’ speaking ability is low.
2. Technique of teaching speaking at the second year students SMP N 2 South
Sungkai North Lampung academic year 2011/2012 is not effective.
3. The role play technique wasn’t used optimally in teaching speaking at the
second year students SMP N 2 South Sungkai North Lampung academic year
2011/2012.
4. The students’ at the second year students SMP N 2 South Sungkai North
Lampung academic year 2011/2012 just memorize the speech script when they
must speak up in front of the class.
5. Environment at the second year students SMP N 2 South Sungkai North
Lampung academic year 2011/2012 does not support the students to practice
speaking.
6. Many of the students are not active in speaking class.
7. Many of the students at the second year of SMP N 2 South Sungkai North
Lampung academic year 2011/2012 do not do enough practice in speaking.
8. The students’ is not confident in learning to speak
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1.3 Limitation of the Problem
Based on the identification above, the researcher limits the focus of research on the
Influence of using Role-play Toward Student Speaking Ability at the Second Year
Students of SMP N 2 South Sungkai North Lampung in Academic Year 2011/2012”.
1.4 Formulation of the Problem
Referring to the identification of the problem, the researcher formulates the problem
with the question as follows: Is there any influence of using Role-play Toward Student
Speaking Ability at the Second Year Students of SMP N 2 South Sungkai North
Lampung in Academic Year 2011/2012 ?”.
1.5 Objectives of the Research
The objectives of this research are:
1. To know the influence of using role play toward students speaking ability
2. To describe the process of teaching speaking by using role play to the Students’
at the Second Year Students of SMP N 2 South Sungkai North Lampung in
Academic Year 2011/2
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1.6 Uses of the Research
The uses of this research:
1. As additional information for teachers of English about application of role play
in improving students speaking skill.
2. As information of teacher's and student's problems in learning speaking by using
role play at SMP N 2 South Sungkai.
3. The researcher himself, to get knowledge about the implementation of role play
method of student speaking ability.
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CHAPTER II
THEORY REVIEW, FRAME OF THINKING AND HYPOTHESIS
2.1 Theory Review
2.1.1 Concept of Speaking
Speaking is creative expression that can manifest personality. It is not just a mere means
of communicating ideas, but also the main tool for creating and formulating new ideas.
According to Mulgrave in (tarigan, 2008) , “Speaking is a tool to communicate ideas
organized and developed in accordance with the needs of the listener”. In addition,
Revel in Rosma (2007:7), stated that speaking is an exchange between people, of
knowledge, of information, of ideas, of opinion, of feeling so the must to be a concept
ideas and follow, of what they are going to say.
Referring to both previous statements that speaking is interactive process which
involves face to face conversation and that speaking is essential part of our life. So,
without speaking, it is impossible for us to exist in our environment. Speaking also,
unpredictable because we do not know what the persons want to speak, therefore
speaking is spontaneous.
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Whether as a social tool (social tool) or as a tool of corporate and professional (business
or professional tools), speaking basically has three general purpose, namely:
1. Notify and report (to inform);
2. Serving and entertaining (to entertain);
3. Persuade, invite, urge, and convincing (to persuade).
Ochs and Winker in Tarigan (2008:17) combined or mixed the purposes that would
probably happen in conversation. An example, conversation may be a combination of
reporting and entertain as well as possible at once entertaining and convincing.
According to Brown (2004:141), there are five Basic Types of Speaking: Imitative,
intensive, responsive, interactive and extensive. The first basic types of speaking is
imitative, At one end of a continuing of types of speaking performance is the ability to
simply parrot back (imitative) a word or phrase or possibly a sentence. While this a
purely phonetic level of oral production, a number of prosodic, lexical, and grammatical
properties of language may be included in the criterion performance. We are interested
only in what is traditionally labeled “pronunciation”; no inferences are made about the
test-taker’s ability to understand or convey meaning or to participate in an interactive
conversation. The only role of listening here is in the short-term storage of a prompt,
just long enough to allow the speaker to retain the short stretch of language that must be
limited.

Intensive is a second type of speaking frequently employed in assessment context is the
production of short stretches of oral language designed to demonstrate competence in a

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narrow band of grammatical, phrasal, lexical, or phonological relationships (such as
prosodic elements-intonation, stress, rhythm, juncture). The speaker must be aware of
semantic properties in order to be able to respond, but interaction with an interlocutor or
test administrator is minimal at best. Example of intensive assessment tasks include
directed response tasks, reading aloud, sentence and dialogue completion; limited
picture-cued tasks including simple sequences; and translation up to the simple sentence
level.
Third, responsive assessment tasks include interaction and test comprehension but at the
somewhat limited level of very short conversations, standard greeting and small talk,
simple requests and comments, and the like. The stimulus is almost always a spoken
prompt (in order to preserve authenticity), with perhaps only one or two follow-up
questions or retorts:
A. Mary : excuse me, may I borrow your pen?
Doug : Yes, of course.
B. T : What the price this biology book?
S : It price just Rp. 20.000.
T : Okay I bought
C. Jeff : hey, Stef, how’s it going?
Stef : Not bad, and yourself?
Jeff : I’m good.
Stef : Cool. Okay, gotta go.

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The fourth is interactive, the difference between responsive and interactive speaking is
in the length and complexity of the interaction, which sometimes includes multiple
exchanges and/ or multiple participants. Interaction can take the two forms of
transactional language, which has the purpose of exchanging specific information, or
interpersonal exchanges, which have the purpose of maintaining social relationships. (In
the three dialogues cited previously, A and B were transactional, and C was
interpersonal). In interpersonal exchanges, oral production can become pragmatically
complex with the need to speak in a casual register and use colloquial language, ellipsis,
slang, humor, and other sociolinguistics conventions.
Fifth, it is extensive (monologue). Extensive speaking oral production tasks include
speeches, oral presentations, and stories-telling, during which the opportunity for oral
interaction from listeners is either highly limited (perhaps to nonverbal responses) or
ruled out altogether. Language style is frequently more deliberative (planning is
involved) and formal for extensive tasks, but we cannot rule out certain informal
monologues such as casually delivered speech (for example, my vacation in the
mountains, a recipe for outstanding pasta primavera, recounting the plot of a novel or
movie).
The main purpose of speaking is to communicate. In order to effectively convey
thoughts, the speaker must understand the meaning of all things and trying to
communicate. They should be able to evaluate the effect of communication on listeners

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and should know the principles that underlie all situations talks, both public and
private. Then, speaking is crucial part and it is not able to be separated from our life. In
communicating and delivering words, speaker must consider several things. According
to Brown (2007:352), there are some criteria that must be accounted to assess speaking,
such as: fluency, pronunciation, structure, and vocabulary.
a. Fluency
According to Wempe (2007:51), Fluency is the quality of speaking so that words and
thoughts flow from your mouth in gentle stream. Referring to the statements above we
know that fluency relate to how to control of what we say and the way we present our
message.
b. Pronunciation
According to Hornby (2003:343), pronunciation is way in which a language is spoken;
way in which a word is spoken”. Concerning to the previous statement, it can be
inferred that pronunciation is one of the key skill for learners to be mastered in
speaking. Without good pronunciation, it is so hard for the learners to speak well.
A speaker who mispronounces words is likely to be embarrassing in the context of
people who know better. In many cases in the class, mispronouncing words make
students fell ashamed and finally stop speaking. This embarrassing may bring positive

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impact in which it can lead the students to employ intelligible and acceptable,
pronunciation and fluency.
c. Structure
According to Hornby (2003:429), structure is group of rules of how a sentence is built
so that it meets the standard in using the language to communicate with one another. It
is one of language components that should be taught in learning language in order to
make the interaction run well by using standard sentence structure, the listener is able to
understand the message, information, or meaning wanted to be expressed by the
speaker.
d. Vocabulary
According to Richards (2002:255), vocabulary is a core component of language
proficiency and provides much of the basis for how well learners speak, listen, read, and
write. Without an extensive vocabulary and strategies for acquiring new vocabulary,
learners often achieve less than their potential and may be discouraged from making use
of language learning opportunities around them such as listening to the radio, listening
to native speaker, using the language in different contexts, reading, or watching
televisio

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2.1.2 Concept of Teaching Speaking
According to Harmer (2007:123), there are three main reasons for getting students to
speak in the classroom. Firstly, speaking activities provide rehearsal opportunities -
chances to practice real-life speaking in the safety of the classroom. Secondly, speaking
tasks in which students try to use any or all of the languages they know provide
feedback for both teacher and students. Everyone can see how well they are doing: both
how successful they are, and also what language problems they are experiencing. And
finally, the more students have opportunities to activate the various elements of
language 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.
Speaking is a crucial part of second language learning and teaching. Despite its
importance, for many years, teaching speaking has been undervalued and English
language teachers have continued to teach speaking just as a repetition of drills or
memorization of dialogues. However, today's world requires that the goal of teaching
speaking should improve students' communicative skills, because, only in that way,
students can express themselves and learn how to follow the social and cultural rules
appropriate in each communicative circumstance.

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According to Harmer (2007:132), some teachers get very involved with their students
during a speaking activity and want to participate in the activity themselves! They make
argue forcefully in a discussion or get fascinated by a role-play and start ‘playing’
themselves.
There is nothing wrong with teachers getting involved, of course, provided they do not
start to dominate. Although it is probably better to stand back so that you can watch and
listen to what’s going on, students can also appreciate teacher participant at the
appropriate level - in other words, not too much!
Sometimes, however, teachers will have to intervene in some ways if the activity is not
going smoothly. If some students in a role-play can’t think of what to say, or if a
discussion begins to dry up, the teacher will have to decide if the activity should be
stopped - because the topic has run out of steam - or if careful prompting can get it
going again. That’s where the teacher may make a point in a discussion or quickly take
on a role to push a role play forward. Prompting is often necessary but, as with
correction, teachers should do it sympathetically and sensitively.
2.1.3 Activities to Promote Speaking

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According to Harmer (2007:129) the following activities are also helpful in getting
students to practice ‘speaking -as-a-skill’. Although they are not level-specific, the last
four will be more successful with higher-level students (upper intermediate plus),
whereas the first two, in particular, are highly appropriate at lower levels (but can also
be used satisfactorily with more advanced classes).
1. Information-gap activities
An information gap is where two speakers have different bits of information, and they
can only complete the whole picture by sharing that information - because they have
different information, there is a ’gap’ between them.
One popular information-gap activity is called Describe and draw. In this activity, one
student has a picture which they must not show their partner (teachers sometimes like to
use surrealist paintings - empty doorways on beaches, trains coming out of fireplaces,
etc). All the partner has to do drawing the picture without looking at the original, so the
one with the picture will give instructions and descriptions, and the ‘artist’ will ask
questions.
2. Telling Stories

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3.
We spend a lot of our time telling other people stories and anecdotes about what
happened to us and other people. Students need to be able to tell stories in English, too.
One way of getting students to tell stories is to use the information-gap principle to give
them something to talk about. Students are put in groups. Each group is given one of a
sequence of picture which tell a story. Once they have had a chance to look at the
picture, the pictures are taken away. New groups are formed which consist of one
student from each of the original groups. The new groups have to work out what story
the original picture sequence told. For the story reconstruction to be successful, they
have to describe the picture they have seen, talk about them, work out what order they
should be in, etc. The different groups then tell the class their stories to see if everyone
came up with the same versions.
4. Favorite objects
A variation on getting students to tell personal stories (but which may also involve a lot
of storytelling) is an activity in which students are asked to talk about their favorite
objects (things like MP3 players, objects with sentimental value, instruments, clothes,
jewelers, pictures, etc). They think about how they would describe their favorite objects
in terms of when they got them, why they got them, what they do with them, why they
are so important to them and whether there are any stories associated with them.

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5. Role Play
Students pretend they are in various social contexts and have a variety of social roles.
In role-play activities, the teacher gives information to the learners such as who they
are and what they think or feel. Thus, the teacher can tell the student that "You are
David, you go to the doctor and tell him what happened last night and etc.
6. Surveys
Surveys can be used to get students interviewing each other. For example, they can
design a questionnaire about people’s sleeping habits with questions like ‘How many
hours do you normally sleep?’ ‘Have you ever walked in your sleep or talked in your
sleep?’ ‘Have you ever fallen out of bed?’ etc. They then go round the class asking each
other their questions.
7. Famous people
Students think of five famous people. They have to decide on the perfect gift for each
person. We can also get groups of students to decide on which five famous people

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(living or dead) they would most like to invite for dinner, what they would talk about
and what food they would give them.
8. Students presentations
Individual students give a talk on a given topic or person. In order for this to work for
the individual (and for the rest of the class), time must be given for the student to gather
information and structure it accordingly. We may want to offer models to help
individuals to do this. The students listening to presentations must be given some kind
of listening tasks too - including, perhaps, giving feedback.
9. Balloon debate
A group a students are in the basket of a balloon which is losing air. Only one person
can stay in the balloon a survive (the others have to jump out). Individual students
representing famous characters (Napoleon, Gandhi, Cleopatra, etc) or professions
(teacher, doctor, lawyer, etc) have to argue why they should be allowed to survive.
10. Moral dilemmas
Students are presented with a ‘moral dilemma’ and asked to come to a decision about
how to resolve it. For example, they are told that a student has been caught cheating in

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an important exam. They are then given the student’s (far-from-ideal) circumstances,
and offered five possible courses of action - from exposing the students publicly to
ignore the incident - which they have to choose between.
2.1.4 The Concept of Role-play
According to Zaini (2008:98), role-play is a planned learning activities designed to
achieve specific educational goals. In addition, Brown (2004:174), stated that role
playing is a popular pedagogical activity in communicative language-teaching classes.
Within constraints set forth by the guidelines, it frees students to be some what creative
in their linguistic output. In some versions, role play allows some rehearsal time so that
students can map out what they are going to say. And it has the effect of lowering
anxieties as students can, even for a few moments, take on the persona of someone other
than themselves.
According to Blatner (2009), Role playing, a derivative of a sociodrama, is a method for
exploring the issues involved in complex social situations. It may be used for the
training of professionals or in a classroom for the understanding of literature, history,
and even science.
From some definitions above, it can be concluded that role play is an activity where the
teacher gives role to the students and ask them to act the roles orally based on particular
idea, situation and attitudes.

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As an assessment device, role play opens some windows of opportunity for test takers to
use discourse that might otherwise be difficult to elicit. With prompts such as “pretend
that you’re a tourist asking me for directions “or” You’re buying a necklace from me in
a flea market, and you want to get a lower price,” certain personal, strategic, and
linguistic factors come into the foreground of the test-taker’s oral abilities. While Role
play can be controlled or “guided” by the interviewer, this technique takes test-takers
beyond simple intensive and responsive levels to a level of creativity and complexity
that approaches real-world pragmatics. Scoring presents the usual issues in any task that
elicits somewhat unpredictable responses from test-takers. The test administrator must
determine the assessment objectives of the role play, then devise a scoring technique
that appropriately pinpoints those objectives.
Zaini (2008:98), stated role-play based on three main aspects of the role of experience
in daily life:
1. Role-taking is the pressure of social expectations of stakeholders, for example:
According on family relationships (what to do girls), or based on duty position (how
a police agency to act), in a situation- social situations.
2. Role-making is the ability of stakeholders to change dramatically from one role to
another role and create and modify roles at any time required
3. Role-negotiation is the level which roles that negotiation with another role in
parameters and constraints of social interaction.

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In role-play, participants do the bargaining between the social expectations of a
particular role, their dynamic interpretation of that role, and the degree to which others
receive their views on the role. As learners who have a role in his life experience can
usually do role-play.
2.1.5 The Concept of Teaching Role-play
According to Zaini (2008:99), in the process of role-play participants are asked to:
a. Supposing a special role, either as their own or as anyone else.
Sign in situations that are simulations or scenarios, chosen based on relevance to
the knowledge being studied participants or curriculum materials.
b. Acting exactly as their view of the people who played in these particular
circumstances, by agreeing to act "as if" these roles are their own roles and
acting on that assumption ; and
c. Using the experiences of the same role in the past to fill in the missing gaps in a
brief role specified.
2.1.5.1 Advantage of using Role Play
Role-play can prove itself as a powerful medium of education, wherever there are roles
that can be clearly defined, that have explored possible interactions in a state that is

simulated (scenario). The results from the interaction with the scenario maker roles,
individuals, or other friends in the class, or both learn something about someone,

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problems or the specific situation of the field. Teachers involve students in role-play
because of one or more of the following reasons:
1. Demonstrating knowledge, skills and abilities acquired.
2. Demonstrating the integration of practical knowledge.
3. Comparing and contrasting the positions taken in the subject matter.
4. Applying knowledge in solving problems.
5. Making the abstract becomes concrete problems.
6. Creating a speculation against uncertainties that include knowledge.
7. Involving learners in the learning directly and experiential.
8. Encouraging learners to manipulate knowledge in a dynamic way.
9. Encouraging lifelong learning.
10. Learn the specific areas of the curriculum selectively.
11. Facilitate the expression of attitudes and feelings of students with a valid.
12. Develop an empathetic understanding.
13. Provide immediate feedback for teachers and learners.
2.1.5.2 Procedure of Teaching Speaking Using Role-Play
As has been mentioned before, the researcher will use role-play in teaching speaking.
Before starting the role-play, the researcher has to choose the topic related to the
requirement of curriculum. The procedure of using role play in speaking class is as
follows:
1. Introducing the topic related to the requirement of curriculum

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2. Giving sample utterances related to the topic.
3. Telling the students that they are going to do role-play.
4. Determining the title or place where role-play is going on or occurring.
5. Putting the students in pair or in group. Each group may consist of two persons.
6. Giving the students a few minutes to role-play with other and work out their
dialogues.
7. Asking the students to perform their role-play front of class.
8. When role-play is over, the teacher gives a follow up season by giving
explanation of structure or everything needs to focus in including the role-play
dialogue.
Example of dialogue:
Topic : Inviting a person and accepting an invitation
Place : At home through the phone
Mia : Hello.. Can I speak to Dany, please…
Dany : Yes.. I’m Dany..
Mia : Owh.. Hi Dany
This is Mia. Are you busy tonight ? I mean…
Could you come to my place tonight ?
Dany : Sure. What is the occasion ?
Mia : Well, my mom is cooking “opor ayam”.

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You said that you would like to try Indonesian food.
Dany : Yes, what time do you want me to come ?
Mia : At seven o’clock.
Dany : That’s right. So see you tonight, Mia...
The teacher asks to students to identify the expression of invitation and practice the
dialogue above in pair. After that, the teacher will correct the students’ pronunciation.
2.1.5.3 Review of related Research
Sundari Yurni (2010) carried out classroom action research to analyze weather role play
can be used to improve students’ speaking ability. Classroom action research was
chosen because she was interested in observing the activity of process teaching learning
in the class. The subject of research is 8th
class students of SMPN Bumi Jaya in class 8A
Consisting of 34 students; 23 boys and 11 girls. The instrument of this research was a
set of role play test to measure students’ speaking ability.
The research concluded with the following findings;
1. The role play technique can increase the students speaking ability at the second year
of junior high school Bumi Jaya Abung Timur Lampung Utara Academic year
2009/2010. The percentage of students success from pronunciation increased up to

25
2. 12%, grammar : 18 %, vocabulary : 25 %, fluency : 17 % and comprehension : 28
%. The result of the test in each cycle shows that the students made progress in each
aspect of speaking ability after being taught using role play.
3. The role play has positive effect because it can motivate the students to speak as role
play provides in which the students the activity to involve themselves in each
performance. In other words, the role play provides more opportunity to the students
to practice communication and attract the students in following the class activity
more actively. The average scores on first cycle is 62,58, in second cycle is 66,58
and in third cycle is 79,41.
Based on the findings, the researcher concluded that the use of role play in teaching
learning process makes the class more of a learner centered than a teacher centered one
and the students have many choices to express their ideas on what their role ask, who
they are and what they should say.
2.2 Frame of Thinking
In learning speaking skill, the students often find some problems. The problem that is
the students who feel bored with the teaching speaking process make them difficult to
say words and to memorize during speaking class. Other reasons are because of lack
motivation to practice the second language in daily conversation. They are also just
memorizing the speech script when they must speak up in front of the class. And they
talk with similar words and sentences on the books. It shows that they do not understand

26
the content and they do not speak spontaneously by their own word. 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.
There are many techniques that can be applied to solve the problem including role play
because some researches findings show that this technique is effective to use in
teaching speaking. Role play is a good technique in teaching speaking because it gives
students an opportunity to practice communicating in different social contexts and in
different social roles. In addition, it also allows students to be creative and to put
themselves in another persons place for a while.
The influence of using role-play toward students speaking ability can be seen from the
following Picture;
PICTURE 1. THE INFLUENCE OF USING ROLE-PLAY TOWARD
STUDENTS’ SPEAKING ABILTY
ROLE-PLAY STUDENTS SPEAKING
ABILITY

27
Based the theories and explanation above, the researcher process the hypothesis as
follows.
Ha : There is influence of using role-play toward students’ speaking ability
H0 : There is no influence of using role-play toward students’ speaking ability

28
CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Method
The research method that is used in this research is quasi-experiment research. In this
research, the researcher builds up a problem or situation to know the effect or the
environment such as the teacher and the students. This research is a quantitative
research using nonequivalent control group design. It has two groups consisting of
experiment group and control group. Experiment group given treatment with role play
method and control group is not given treatment but taught by conventional technique.
In this design, pretest and posttest are administrated to investigate whether the use of
role play can influence the students’ speaking ability.
According to Sugiyono (2009:116) the design of nonequivalent control group is as
follow:
O1 X O2
O3 O4
Note:
O1 : Pretest
O3 :Pretest

29
X : Treatment
O2 : Posttest
O4 : Posttest
This design consists of the pretest and posttest. Firstly, the researcher administers a pre
test to the students to measure students’ speaking before applying role-play. Besides, the
researcher will give a posttest to the experiment and control class to know the students’
progress in speaking ability. The researcher will compare the result of posttest of both
classes, whether there is a significant influence of role-play toward students’ speaking
ability. If the average score of the posttest in experiment class is higher than the average
score of the post test in control class, it means that there is influence of using role-play
toward students’ speaking ability.
3.2 The Population, sample and sampling technique
3.2.1 The Population
According to Arikunto (2010:173), population is all of subjects of research. In addition,
Sugiyono (2010:215) states, population is meant as generalization region consisting of
the object or subject that has certain qualities and characteristics that set by the
researcher to learn and then drawn conclusions. Similarly, Furqon (2008:146), states
that population is collection of object, person or situation that has one general the same
characteristic

30
Based on the opinions above, it can be concluded that the population is the object or
subject that is in a region and meet certain requirements relating to the research
problem. It means that the population of students or the total number of the students or
research subjects. The population of this research is the second year students of SMPN
2 South Sungkai North Lampung. There are 4 classes as population.
TABLE 1
DATA OF POPULATION THE SECOND GRADE OF SMPN 2 SOUTH
SUNGKAI NORTH LAMPUNG ACADEMIC YEAR 2011/2012.
No Class Gender Number of
students
Male Female
1 VIII A 19 21 40
2 VIII B 13 17 30
3 VIII C 13 17 30
4. VIII D 18 12 30
Number 63 67 130
3.2.2 The Sample
According to Arikunto (2010:174), sample has part of meaning or representative of the
population that will be observed, then the taking and determination of the samples must
fulfill the requirements. In this research researcher takes two classes, those are VIII.B
and VIII.C as the sample of research. The first class will be the experimental class and
the second one will be the control class. Therefore, the number of sample are 60
students.

31
3.2.3 The Sampling Technique
Sugiyono (2009:116) stated that in noneqiuvalent control group design, sample that is
used for the control group and experimental group are not chosen randomly. Therefore,
the sampling technique that is used is purposive sampling. In addition, Sugiyono
(2009:124) stated that purposive sampling is sampling technique with certain
considerations; the researcher took two classes namely VIII.B and VIII.C because both
of them were taught by the same teacher and their learning achievement is almost the
same.
VIII A
Taken not randomly VIII B
VIII B
VIII C
VIII C
Sample classes
VIII D
Class population
3.3 Research Instrument
PICTURE 2. PURPOSIVE SAMPLING TECHNIQUE

32
The instrument of this research is 5 invitation expression situations with instrument
lattice of invitation expression with some aspects: pronunciation, vocabulary, fluency
and structure. The instrument lattice is as follows:
TABLE 2. THE INSTRUMENT LATTICE
No Variable Aspect Indicator
1. Ability in
expressing
invitation
1. Pronunciation
2. Vocabulary
3. Fluency
4. Structure
Use expression of invitation with
acceptable pronunciation
proper vocabulary.
fluent and effortless as that of native
speaker.
Use expressions of invitation with
appear to understand in structure
without difficulty.
3.3.1 The Validity of instrument

According to Sukmadinata (2010:228), Validity instrument indicates that the result of a
measuring describe the aspect which was measured. Validity actually indicates the
result of using instrument not its instrument. An instrument was said valid or had
validity if instrument well measure aspect which was measured. Besides validity
instrument had high level, medium, low or not valid. There are kinds of validity namely
content validity, construct validity, and criterion validity. In this research the researcher

33
choose construct validity to measure the validity of test instrument from the students’
speaking ability in role play. To get construct validity of the test instruments; oral test,
the researcher uses the opinions from expert or usually called as expert’s judgment. In
this case; the expert judgment is the two advisors of the researcher himself.
3.3.2 The Reliability of Instrument
Reliability related to the level of determination result of measuring. An instrument had
levels of adequate reliability, if the instrument was used to measure aspects that were
measured several times and the results were the same or relatively the same. In this
research to measure about the reliability of the test instrument from students’ speaking
ability in role play, the researcher uses interrater reliability. According to Azwar
(2001:105) interrater reliability is a procedure to give a score based on subjective
judgment toward specific aspect which is done by systematic observation directly and
indirectly.
The score which is given in interrater reliability is done by two or more different raters
at the similar instrument toward the similar sample. Next, the rater will give a score into
the students’ answer, and then compared the score from each rater to see whether their
scores are similar or different.
Furthermore, Azwar (2001:9) says that the limitation of different analyzed result
between rater is about 0,0 – 1,0. If the coefficient reliability is gotten among the score

34
range above, it means that there is a consistency result of test instrument between rater
and the test instrument can be said reliable.
According to Ebel in (Azwar, 2001:106), the formula to estimate interrater reliability as
follows:
Descriptions:
rxx’ : Coefficient reliability x
Ss
2
: Variant between subject that is influenced by rating
Se
2
: Variant interact between subject and rater
The formula to calculate Se
2
and Ss
2
are:
Descriptions:
i : Rating number which is given by a rater to a subject
T : The number of rating which is received by a subject to all raters
R : The number of rating which is given by a rater to all subject
n : Total subject
k : Total rater

35
After the result of the calculation is found by those following formula above, rcalculation is
interpreted to the rscore table to know how far the reliability of the test instruments;
constructing speaking test. According to Riduwan (2009:98), table interpretation of
reliability can be shown from the table below:
Table 3. INTERPRETATION OF RELIABILITY
Score Interpretation
0.800 – 1.000 Very High
0.600 – 0.800 High
0.400 – 0.600 Enough
0.200 – 0.400 Low
0.000 – 0.200 Very Low
3.4 Data Collecting Technique
3.4.1 Test
In this research, the researcher will give the students two tests namely Pretest and
Posttest. The tests will be given to know the students achievement before and after they
are given treatment.
a. Pretest
Pretest will be conducted before giving treatment to know how far the students’
speaking ability. The type of pretest is oral with criteria how to speak extending
invitation, accepting invitation and rejecting invitation. In determining the scoring of

36
students’ speaking skill, the indicators used cover pronunciation, vocabulary, fluency
and structure.
b. Posttest
The posttest will be conducted in order to know the progress of students’ speaking
ability by using role-play as treatment. The type of posttest is oral with criteria how to
speak extending invitation, accepting invitation and rejecting invitation. In other words,
the posttest cover the same criteria as in pretest.
3.5 The Data Analysis
Data analysis was aimed to determine the final condition between experimental groups
and control groups. Data which was used in the analysis were the pretest and posttest
data. The data analysis steps are as the following:
3.5.1 Normality test data
Normality test is used to determine whether the experiment group and control group
because the requirement for normally distributed data analysis in this study one of
which is the data must be normally distributed. To calculate the normality of a group of

37
test used Lilliefor `s according to Sudjana (2005:466) test for normality with the
formula Lilliefor` s needs the steps as follows:
a. Determine the raw number by using the formula
S
xx
Z i
i
−
=
Description:
iZ = Number of raw
ix = The values obtained
x = Average
S = Standard deviation
b. Opportunity determines each raw numbers with the formula:
)()( ii ZZPZF ≤=
c. Determine the proportion by using the formula
Numbers z1, z2, ……zn that ≤ Zi
S(Zi =
n
d. Calculating Absolute price using the formula: )()( ii ZSZF −
e. Determining the largest absolute value, which is called L0 and then compare L0,
with Ltabel.
f. Normal criteria if L0 < Ltabel so, the group has normal distribution

38
3.5.2 Homogeneity Test
Before the data is processed needs to be done homogeneity test because it needs to be
known if samples were taken completely homogeneous. To test the homogeneity of the
two groups, it was used homogeneities test with the biggest variance compared to the
smallest variance. Requirement of homogeneous test was the second data must have
normal distribution. The homogeneous test formula by Riduwan (2009:120) is as
follows (variation homogenous test):
The biggest variance
Fcalculated =
The smallest variance
The steps to measure homogeneity test:
The first step : looking for values of the biggest variance and the smallest
variance with the variation homogenous test formula
The second step : comparing the value F calculated with the F table, using the
formula:
df numerator = n - 1 (for the biggest variance)
df denominator = n - 1 (for the smallest variance)
significant level (α) = 0.05, then look at Table F

with the testing criteria as follows:
if F calculated ≥ F table, it means the data is not homogeneous
if F calculated ≤ F table, it means the data is homogeneous

39
H0 : there is no difference variant of experiment class with control class
(homogeneous)
Ha : there is difference variant of experiment class with control class
(no homogeneous)
Statistical hypothesis to be proved is:
H0 :
2σ eksperiment = 2σ control
Ha :
2σ eksperiment ≠ 2σ control
3.5.3. Hypothesis Test
To test the hypothesis, the formula used was the test of the influence of two averages
which were used to determine whether there was influence or no influence between two
data. So, the statistical analysis technique to test the effect on average is Independent
group T-test. According to Nurgiyantoro et al (2004:181), Independent group T-test is
used for comparing means from two groups which is different and both of group are
taken in different situation. According to Sugiyono (2010:274), the formula of t-test is
as follow:
2
2
2
1
2
1
21
n
s
n
s
xx
t
+
−
=
t = t-test
1x = Average sample 1

40
2x = Average sample 2
s1 = Standard deviation of sample 1
s2 = Standard deviation of sample 2
1n = The total number of students in control class
2n = The total number of students in experiment class
2
1s = Variant of sample 1
2
1s = Variant of sample 2
r = Correlation between two samples.
Hypothesis will be proved is:
Ha : there is positive influence of using role-play toward students’ speaking ability
at the second year students of SMPN 02 South Sungkai North Lampung.
Ho : there is no positive influence of using role-play toward students’ speaking
ability at the second year students of SMPN 02 South Sungkai North
Lampung.
Meanwhile statistical hypothesis to be proved are:
H0 : µ = µ2
Ha : µ ≠ µ2
Testing criteria is as follows:
if –t table ≤ t calculate ≤ + t table. So, H0 is accepted
if –t table > t calculate > + t table. So, Ha is rejected

41
To test the influence of two averages reinforcement value (difference between the value
of pretest and posttest) between experimental group and control group namely by
testing the two parties and the level of significance (α) = 0.05. If the result of
reinforcement (the difference between the pretest and posttest value) between
experimental group and control group did not have normal distribution and not
homogeneous then the formula to prove the hypothesis is non-parametric statistical
methods using the Mann-Whitney U test .
According to Setiadi (2003:201), the Mann-Whitney U test has function to compare the
mean of two different groups and both taken in different situations. According to
Sarwoko (2007: 223), statistical of Mann-Whitney is as follows:
n1 (n1 + 1)
U = n1.n2 = - R1

Note:
n1 = is number of the first sample
n2 = is number of the second sample
R1 = is ranking number for the first sample data

REFERENCEs
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Brown, D. H. (2004). Language Assesment. San Fransisco: Longman.
Folse, V. a. (2010). Great Paragraph. Boston: Heinle Cengage Learning.
Hadley, A. O. (2001). Teaching Language in Context:Third Edition. USA: Thomson
Corporation.
Harmer, J. (2007). The Practice Of English Language Teaching. UK:Person Education.
Hornby. (2009). Oxford Learner's Pocket Dictionary. New York: Oxford university
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Macdonald, A. a. (1996). Mastering Writing Essential . New Jersey: Prentice Hall
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Nuttal, C. (1996). Writing Academic English. New York: Addison Wesley Publishing
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Reid, J. M. (1994). The Process of Paragraph Writing. New Jersey: Prentice Hall
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Setiyadi, B. (2006). Metode Penelitian untuk pengajaran Asing pendekatan kuantitatif
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Sudjana. (2005). Metode Statistika. Bandung: Tarsito.
Sugiyono. (2009). Metode Penelitian Pendidikan:Pendekatan Kuantitatif,Kualitatif dan
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