PART I INTRODUCTION A.
Research Background Communication is the most important thing that human needs to stay connected to
another people in the world. Communication is the activity of connect information through the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behavior. behavior. In general, communication is done verbally and it can be understood by both of the communication doer. To To make the communication connected, the students need the component of communication. The most commonly used component of communication is language. Language is a communication tool in the form of sound system or the voice system which is produced by human’s vocal organs. armer !"##$% "&' states that (the language we speak or write is governed by a number of rules, styles and constraints each of the language’s sign sign has has the the mean meanin ing) g).. Lang Languag uagee is purp purpos osed ed to make make the the comm commun unica icati tion on beco becomi ming ng interactive. To master the language the students have to understand and learn about the four skills of language* they are speaking, reading, writing, and listening. +ach of them is important and has the relation relation with each other. other. dditional dditionally ly,, speaking speaking and writing writing are included included in active skills* skills* whereas whereas,, listeni listening ng and writin writing g are includ included ed as passiv passivee skills. skills. -egardless -egardless of the differe differentia ntiatio tion n above, above, all langua language ge skills skills should should be mastered mastered by studen students ts in order order to be proficient in foreign language. In order to make students be able to use +nglish as a language and use it properly based on the function, active skill !speaking' is needed to be taught. s emphasied by /harismawati !"#01% 1' that (speaking is very important to be learned by students to develop their skills in learning +nglish). 2orever, 2orever, by having good speaking speaking ability, ability, the students will obviou obviously sly have have less proble problem m in commun communicat icating ing their their though thoughts ts and feeling feelingss which which could could increase their confidence and involvement in the classroom. owever, most of the times students are taught passively by teachers in the classroom including when the students are practising their oral skills. Teachers tend to be the center of learning process where the students have less chance to be more active than the teachers. This conditi condition on was found found in 2Ts 2Ts 2athla’ 2athla’ul ul nwar 3ontian 3ontianak ak when when the research researcher er was doing doing
classroom observation. The researcher clearly witnessed that the teacher used the passive way to teach the students. students. The teacher only taught the students students with old techni4ue techni4ue or method like (the teacher speak speak to the students students to read one sentences and give the students students task without without giving giving the studen students ts opport opportuni unity ty to speak speak with with their their sentenc sentences). es). !descri !describe be more more here here the problems you see based on your pre observation'. observation'. The situati situation on describ described ed above above motiva motivates tes the research researcher er to implem implement ent a techni4 techni4ue ue which can provide more chance for students to practice their orall skill in the classroom. 5ne of the teachni4ues can be utilied to achieve the goal mentioned above is by using -ole6play techni4ue to teach speaking in the classroom. rafah et al. !"#07% "89' states that (-ole play is very important in teaching speaking because it gives students an opportunity to practice commun communicat icating ing in differe different nt social social contex contexts ts and in differe different nt social social roles). roles).
:urthe :urthermo rmore, re,
/usnierek !"#0&% 9' argues that (-ole6play can be a very successful tool in the teachers’ hands. s its prime goal is to boost students’ interaction in the classroom). In other words, -ole6play techni4ues demand students to be active in the learning process to practice their speaking ability in +nglish. :inally :inally,, based based on the explan explanatio ation n above, above, the research researcher er is interes interested ted to conduc conductt at classroom action research under the title, ......................... B.
Research Question
;ased on the background above, the research 4uestion of this research is how can -ole play improve students’ speaking skill< C.
Research Purpose ;ased on the research 4uestion above, the researcher formulates the purpose of this
research is to improve students’ speaking skill by using -ole play teaching techni4ue at the seventh grade of 2Ts 2Ts 2athla’ul nwar 3ontianak. D. 0.
Scope of Research -esearch =ariable ccording to Creswell !"#0"% 00"' (variable is a characteristic or attribute of an individual
or an organiation that researchers can measure or observe and varies among individuals or organiations studied). In this research, a single variable is set, that is students’ speaking skill. ".
Terminology
In order to avoid misinterpretation regarding to the same terms used in this research, the researcher provides a simple explanation as follows% a.
-ole play is a techni4ue that involves students taking on a role and carrying out a discussion with each person playing their role. :or example, the local council wishes to introduce a new system and location for dumping waste. >ome students play local councilors, others are local residents, others are members of an environmental organiation and others are managers and employees of the company being asked to carry out the work. >o, -ole play is the techni4ue that can give the students more opportunity to speak in the classroom.
b.
>peaking skill is defined as the ability of the seventh grade students of 2Ts 2athla’ul nwar 3ontianak in the academic year of "#07?"#0$ to express their ideas through utterances by doing conversation in the class, and acting their -ole play in the situation and guide line given by the teacher.
c.
>eventh grade students of 2Ts 2athla’ul nwar 3ontianak will be the sub@ect in this research.
.
Benefit of Research
The research result is expected to be able to give some benefits as follows% 0.
Theoretical benefits The finding of this research will add new information on the use of -ole play techni4ue which hopefully could prove that -ole play techni4ue is one of the best ways to enhance students’ speaking skill.
".
3ractical benefits
a.
The teacher. The teachers can get effective techni4ue and also will get a new way on how to improve students’ speaking skill in the classroom.
b.
The students The students can improve their speaking skill and the students will have more opportunity to speak in the classroom.
c.
The readers
This research can be used as additional reference for those who want to conduct a research an +nglish teaching process, especially in improving students’ +nglish speaking ability.
!. %.
Research "ethodo#og$ !or& Of Research
In this research, the researcher will use Classroom ction -esearch !C-'. The study used classroom action research !C-' as research design. It will be intend to improve the students’ speaking ability through -ole play. In this classroom action research, the teaching and learning process divided into two cycles where each cycle consisted of two sessions. +ach session consisted of four interconnected activities, namely% 3lanning !3', cting !', 5bserving !5', and -eflecting !-'. This classroom action study will primarily intended to find out the effectiveness of teaching speaking skill through -ole play. 5n account of this fact, the result of the post6test in cycle I would be used as valuable input and basis to accordingly revise the planning in cycle II. Therefore, the cycle II would be started with revised planning !-3'. It would be anticipated to be much more effective and conducive than the cycle I. The degree of the effectiveness of teaching speaking skill through -ole play is figure out through comparing the mean score of initial reflection or pre6test !A#' obtained by the sub@ects with their corresponding mean scores of reflections or the post6tests both in cycle I !AI' and cycle II !AII'. Therefore, to make it apparent, the design of the present study could be described into the following design%
Taken
from Kurt Lewin
(2010:
3) The
classroom
ction research procedure will be used in this research is Lewin design. It consists of two cycles in which each cycle contains four phases* planning, acting, observing, and reflecting. a. P#anning
In order the action study could be successfully done, the researcher have to make instructional planning for whole session. The present study will substantially base on the fact that the sub@ect under study have low ability in speaking. s mentioned previously, the sub@ect of this classroom action research will be the seventh grade students of 2Ts 2athla’ul nwar 3ontianak in academic year of "#07?"#0$. To help the students in overcoming the problem, the researcher used -ole play as teaching strategy in teaching speaking skill to the students. It will strongly hope that this method will be effective and efficient in helping the 0$ sub@ects to overcome and improve their speaking skill.
'. Acting
ction referred to what the researcher really do in the classroom and how to manage the class. In action of classroom action study, there will be three main parts will used in the classroom activities, include pre6activities, whilst6activities, and post activities.
c. O'ser(ing
In the classroom action study, the researcher act as a classroom observer and the real teacher will be the teacher when doing the observation. The classroom observation should be done during the teaching and learning process. The information that will obtain from the
action during the teaching learning process will be very useful to recognie the effect of the treatment given. There will be two kinds of observat ion done in this study. :irst, the researcher observing the students’ attitude toward the teaching and learning process and found out the progress of the students’ speaking skill.
d. Ref#ecting
5n reflection, all information that will obtain in the observation and put into the observation form and then analysis by the researcher to find out and understand the processes as well as their strength and weakness of the treatments apply. :rom the reflection, the researcher could take decision whether the action could be continue or stop. ).
Research Su'*ect In conducting the research sub@ect, the researcher will be the students at the seventh
grade of 2Ts 2athla’ul nwar 3ontianak. The sub@ects under the study will be the students of class =II in academic year "#07?"#0$, it consist of "1 students. The researcher decided to select this class because the students found difficulties in practicing their speaking. The "1 students is chosen which have low speaking ability. Therefore, -ole play applied to improve the students’ speaking skill.
+. Techni,ue and too#s of Data Co##ection a. Techni,ue for Data Co##ection
In completing the data, writer uses 4ualitative data and 4uantitative data, 4ualitative data consists of direct tests and indirect tests, 4uantitative data consists of pre6test and post6 test. 0.
5bservation 5bservation can be served as a techni4ue for verifying information provided in face to face encounters. Cohen et al . !"##$% 897' states that (the distinctive feature of observation as a research process is that it offers an investigator the opportunity to gather Blive’ data from naturally occurring social situations).
5bservation is to identify teaching and learning activities, especially speaking activities direct by the real teacher, and to reveal problem of speaking activity in classroom. It may be about teacher ’s performance during Classroom ction -esearch and students’ response concerning the use of -ole play techni4ue. ".
2easurement ccording to ;ell !0999% 0' states that ( measurement tells us about a property of something. It might tell us how heavy an ob@ect is, or how hot, or how long it is. measurement gives a number to that property. 2easurements are always made using an instrument of some kind).
'. Too#s of Data Co##ection a. 5bservation Checklist 5bservation checklist is a list which contain of aspects or factors that will observed by
the collaborator. The observation checklist table record the activities done by the students and teacher in teaching learning process. It is used to observe whether the teaching learning fulfill the target activity and the goal or not. b. :ield ote field note is consist of a note which made by the collaborator. It is note the class situation and the students’ behavior when the researcher apply -ole play techni4ue in the classroom. It is contain of unpredicted things in observation checklist table. c. >peaking test In this research, the researcher using the speaking test to measure students’ speaking skill in order to see the improvement. The researcher will provide the role situation in form of role card. The teacher divide the students in the classroom into some pairs and give the card situation for the students. It is consist of the situation should be play. In pair the students will ask to understand the situation and made a conversation, after that the students will perform it in from of the class in turn. The speaking test is assess in term of vocabulary, grammar and pronunciation. dditionally, recorder will be used to help the researcher in recording students’ speaking performance as well as to assist the researcher in scoring their speaking performance based on the speaking rubric !see appendix I'. -.
Data Ana#$sis
In analying the data, there will be two kinds of data, 4ualitative data and 4uantitative data. The 4ualitative data will be obtain from observation checklist and field note while the 4uantitative data will be obtain from speaking test. ;oth of the data analyses are explained subse4uently as follows%
a. Dualitative data In this 4ualitative data, the researcher will use data reduction, data display and drawing conclusion to collect the data, as follows% 0'. Eata reduction In data reduction, the researcher collect the data from observation checklist and field note after that the researcher selected the proper information that the researcher need in conducting this research. "'. Eata display fter the researcher reduced the data, the next step is data display. In this step, the researcher displays the data through short narration with the support of tables, figures, or charts. 8'. Erawing conclusion fter reducing and displaying the data, the researcher drawing conclusion. In this step the researcher will conclude the data that obtain during the observation activity. :rom the data collection, the 4ualitative analysis decide what things mean, is nothing regularities, pattern, explanations, possible, configuration, causal flow, and propositions. b. Duantitative data In this 4uantitative data, the researcher will use students’ individual score and students mean score, as follows% 0'. >tudents individual score >tudents’ individual score%
Score of correct answer F 0## Maximal score
"'. >tudents mean score >tudents’ mean score% 2G
∑× N
ote% 2G the mean score HFG the sum of students’ score G the number of students
PART II ITRATUR R/I0 A. %.
The Nature of Ro#e p#a$ Techni,ue Definition of Ro#e p#a$ Techni,ue
ccording to Liu Eing !"##9% 01#' states that (-ole play is an effective techni4ue to animate the teaching and learning atmosphere, arouse the interests of learners, and make the language ac4uisition impressive). In language teaching, there are various strategies on teaching speaking. The one of the most famous strategies is -ole play techni4ue. -ole play is a techni4ue which leads the students to have an opportunity to involve in thinking about how to act and react in real world situation. Indeed, it is one of the strategies to teach speaking skill to the students that lead them to practice directly. -ole play is establish as a teaching techni4ue for organiing controlled, pre6communicative language practice. The -ole play will help the students to achieve the fluency. armer !"##$% 8&"' claims that (-ole play can be used to encourage general oral fluency or to train student for specific situation, especially where they are studying for specific purpose). :or example, the students in vocational school are drilled to practice several function to book a hotel’s room. ).
T$pes Of Ro#e p#a$ Techni,ue
There are several types of role in -ole play% a.
The first is the roles which correspond to a real need in the students’ lives. In this
category, it involves such roles as doctors dealing with patients, or salesman traveling abroad. b. The second type of -ole play is the students themselves in a variety of situations, which may or may not have direct experience. The example, which include in this category is a customer complaining or a passengers asking for information. c. The third type is the type that few students will ever experience directly themselves, but it is easy to play because the teachers have such vast indirect experience of them. d. The last type is fantasy roles, which are fictitious, imaginary, and possible even absurb. In summary, the overall aim of those of role is very similar to train students to deal with unpredictable nature of language. -.
The Ad(antages of Ro#e p#a$ Techni,ue
It has been mentioned before that -ole play activities to promote speaking. Through -ole play activities the students learn how to express ideas, opinions, or feelings to others by using or sound of articulation. -ole play activities can improve the learners speaking skill in any situation and help the learners to interact. In -ole play activities, the students are given particular roles in the target language before they do in real environment. Then, -ole play activities can develop the students’ competence in languages and communication in social relationships. ;ut the -ole play activities should appropriate with the students’ language teaching syllabuses. The next is -ole play activities can increase the students’ confidence. The last is -ole play activities are fun activities. :rom the explanations above, -ole play have many reasons to be used in the speaking teaching learning activity. ccording to armer !"##$% "$&' explains several reasons to use -ole play in teaching speaking as follows% a. very wide experience can be brought into the classroom and we can train our students’ speaking ability in any situation through -ole play. The different situation placed for the students can make them fun and thus motivating. b. -ole play helps hesitant students by providing them a character to play. It can make them to be more forthright to speak since they do not have to take same responsibility for what they are saying. c. -ole play puts the students to a situation in which they are re4uire to use and develop the language which are so necessary then some more task6centered activities may do. In conclusion, -ole play is an important activity in the communicative approach because -ole play activities give the students a lot of opportunity to communicate in different social contexts which can develop the students’ fluency in the target language, promote the students to interact with others in the classroom, and increase motivation and makes the teaching6learning process more.
1.
The Disad(antages of Ro#e p#a$ Techni,ue
Jhile -ole playing is a powerful instructional techni4ue, often it is misused by trainers or trainers use it without considering that it also may have drawbacks or disadvantages. ere are some things trainers should know about the use of -ole plays.
a.
The power of -ole playing is only harnessed when the -ole player receives +A3+-T feedback. Inexpert feedback or feedback from group members who are at the same level of competence as the -ole player is often useless, and does not further learning. Knfortunately, most -ole plays in training sessions are done in small groups, and most feedback given by other, less than competent group members.
b.
Jhile trainers may like -ole plays, many people who attend training actually hate them and feel exceedingly uncomfortable in -ole play situations. This does not necessarily mean that people who hate them cannot benefit by them, but trainers need to consider the tradeoffs between the use of -ole plays and the discomfort and anxiety they create.
c.
The -ole playing of highly emotionally charged situations tends to be less effective in large groups, since the -ole playing tends to take on the characteristic of acting performances, or, the performance becomes too artificial and sounds funny. Its hard, for example, for learners to pretend to be very angry without going over the top or starting to giggle. This is less of a concern in therapeutic settings, but is a factor in training.
d.
lmost every use of role playing in large group training sessions involves extreme compromise, often to the extent that learning does not occur, or is interfered with. Thats because -ole playing works best when there is sufficient time to prepare people for the -ole play, do the actual -ole play, provide expert feedback, and do any debriefs. 2ost larger group sessions involve role playing that goes basically Mout of controlM of the trainer, since the trainer cannot monitoring constantly, or be the source of expert feedback
2.
The Procedures of Ro#e p#a$ Techni,ue In -ole play activities, ;yrne cited in Irianti !"#00' states that -ole play can be
grouped into two form, scripted and unscripted -ole play. :or details, those forms of -ole play activities and the procedures describes as follows% a. >cripted -ole play >cripted -ole play is a -ole playing which based on the dialogue. This type involves interpreting either the textbook the dialogue or reading text in the form of speech. The main function of the text after all is to convey the meaning of language items in a memorably way. :or more details, this example of script -ole play dialogue and how to process it.
ngela Clerk ngela
% Nood morning, I want to send a letter to >ingapore. % Oes, do you want to send it by air mail or ordinary mail< % I think I’ll send it air mail. I want it to get there 4uickly. ow much does the
cost. Clerk ngela Clerk ngela Clerk
% To >ingapore< That will be 8# pence, please. % !gave the clerk &# pence' ere you are. % ere’s your stamp, and here’s "# pence change. % Thank you. Jhere is the post box< % Oou want the air mail box. It’s over there, by the door.
To demonstrate a -ole play activity based on the dialogue the procedures as follows% 0. :irst, the teacher guides the -ole play by writing these prompts% !where < ?air mail? ? how much< ?post box< ? thanks'. Talk as you write to show what the prompts mean. ". >econd, go through the prompts one by one, and get students to give sentences for 4uestion for each one. 8. Call to students to the front% one play the role as ngela and the other one is the post office Clerk. They should improvise the conversation using the prompts to help them. 3oint out that the conversation should be similar to the one in the textbook, but not exactly the same* the conversation can be shorter than the presentation dialogue. It should @ust cover the main points indicated by the prompts. 1. The last is calling out a few other pairs of students in turn, and ask them to have other conversation based on the prompts.
b.
Knscripted -ole play This form is contrast to script -ole play, the situation of unscripted -ole play do not depend on textbook. The students themselves have to decide what language to use and how the conversation should develop. In order to do this activity, good preparation from teacher and
students is really necessary. The example and procedures of unscripted -ole play as follows% 5ne students has lost a bag. e?>he is at the police station. The other students is the police officer, and asks for details. To brings out this ideas% 0. The teacher could prepare the whole class, by% a' Eiscussing what the speakers might say !e.g. the police officer would asks the students how he?she lost the bag'. b' Jriting prompt on the board to guide the -ole play, and any key vocabulary.
". a'
The teacher could divide the class into pairs, and% Let them discuss together what they may say. Let them try out the -ole play privately, before calling on one or two pairs to act out in front of the class.
B. %.
The Nature of Speaking Ski## Definition of Speaking Ski##
>peaking is one of the skills that have to be mastered by students in learning +nglish. ;eebe et al . !"#01% 0' states that (The ability to speak with competence and confidence will provide empowerment). If the students can speak +nglish fluently that can help them to easy communicate and also explore their idea. >peaking +nglish well also helps students to access up6to6date information in fields including science, technology and health. Nood +nglish speakers will be in a strong position to help their country’s economic, social and development.
).
T$pes of Speaking The most important feature of speaking activity is to provide an opportunity for the
students to get individual meanings across and utilie every area of knowledge they have. In this research, the researcher chooses -ole play as a techni4ue to improve the students speaking skill because it can work with any levels. Jith lower levels, give them a realistic context like shopping, and realistic role.
-.
Aspects of Speaking
A. Pronunciation
ccording to armer !"##$% 818' states that (if the students want to be able to speak fluently in +nglish, they need to be able pronounce phonemes correctly, use appropriate stress and intonation pattern and speak in connected speak). 3ronunciation is the way for students to produce clearer language when they are speaking. It means that the student can communicate effectively when they have good pronunciation and intonation even though they have limited vocabulary and grammar. 3ronunciation refers to the traditional or customary utterance of words. +nglish pronunciation does not amount to mastery of a list of sounds or isolated words. armer !"##$% "1P' states that (pronunciation teaching not only makes students aware of different sounds and sound features !and what these mean', but can also improve their speaking immeasurably). ;ased on the statement above can be concluded that 3ronunciation includes many aspects that include articulation, rhythm, intonation and phrasing, and more peripherally even gesture, body language and eye contact. B. +ra&&ar
Nrammar is needed for the students to arrange correct sentences in conversation both in written and oral forms. Nrammar is defined as a systematic way of accounting for and predicting an ideal speaker’s or hearer’s knowledge of the language. ccording to armer !"##$% "0#' states that (grammar teaching sometimes happens as a result of other work the students are doing the study language in a text they have been reading or listening to, or when a grammar problem presents itself unexpectedly in the middle of a lesson and we feel we have to deal with it on the spot). 2oreover, the other definition of grammar stated by Nreenbaum and elson !"##"% 0' argue that (grammar refers to the set of rules that allow us to combine words in our language into larger units). The grammar of a language is the description of the ways in which words can change their forms and can be combined into sentences in that language !armer, "##0% 0"'. Thus, from the statements above can be concluded that the function of grammar is to arrange the correct meaning of sentences based on the context* in addition, it is used to avoid misunderstanding in each communicator. 2oreover, elson !"##0% 0' states that (grammar is the study of how words combine to form sentences). Thus from statement above can be concluded that grammar is a rule that is needed for the students to combine correct sentences in conversation both in written and oral
forms. (Nrammar refers to the fundamental principles and structure of the language, including clear and correct sentence construction and the proper forms of words) !;atko, "##1% "1'. C. /oca'u#ar$
=ocabulary is essential for successful second language use because without an extensive vocabulary, we will be unable to use the structure and function we may have learnt for comprehensible communicative. It can be said that one key the success in communicative, which is the power of words. It means that in spoken language or speaking, the vocabulary used must be very familiar and it is used in everyday conversation in order to understand the spoken discourse. =ocabulary is a basic building block of language learning. >tudents need to know words, their meanings, how they are spelt and how they are pronounced. armer !"##$% ""9' explains that (the best way, perhaps, of introducing new words is for students to read texts or listen to audio tracks and see or hear those words in action). Thus, when teaching vocabulary, the teachers have to make sure that they explain the meaning as well as the spelling and pronunciation. =ocabulary is the knowledge of meanings of words. Jhat complicates this definition is the fact that words come in at least two forms% oral and written. 5ral vocabulary is the set of words for which we know the meanings when we speak or read orally. Jritten vocabulary consists of those words for which the meaning is known when we write or read silently. These are important distinctions because the set of words that beginning readers know are mainly oral representations.
D. !#uenc$
:luency is defined as the ability to speak communicatively, fluently and accurately. :luency usually refers to express oral language freely without interruption. In teaching and learning process, if the teacher wants to check students’ fluency, the teacher allows students to express themselves freely without interruption. (The aim is to help students speak fluently and with ease. The teacher does not correct immediately whereas the idea being that too much correction interferes with the flow of conversation !3ollard, "##P%07').
. Co&prehension
Comprehension is an ability to perceive and process stretches of discourse, to formulate representations the meaning of sentences. Comprehension of a second language is
more difficult to study since it is not* directly observable and must be inferred from overt verbal and nonverbal responses, by artificial instruments, or by the intuition of the teacher or researcher. Comprehension refers to the fact that participants fully understand the nature of the research pro@ect, even when procedures are complicated and entail risks !Cohen et al., "##&% &8'. Therefore, in speaking can be concluded that the comprehension refers to the speakers’ understanding about what are they saying to the listeners in order avoid misunderstanding information* in addition, its function is to make the listeners easily to catch the information from the speakers.
1.
Teaching Speaking Teaching four skills in learning +nglish become the challenge for the teacher,
especially teaching speaking. Kr !"##9% 0"#' states that (of all the four skills !reading, writing, speaking, and listening', speaking seems intuitively the most important. 3eople who know a language are referred to as Bspeaker’ of that language, as if speaking include all other kinds of knowing, and many of foreign language learners are primarily interest in learning to speak.
2.
Teaching Speaking through Ro#e p#a$ True learning cannot take place when students are only being a passive observes of the
teaching process. It is mean that the students have to take place to be more active in learning process in order to get the progress in the language aspect, with -ole play activities students can get more opportunities to practice the language to get the progress in speaking skill. In applying -ole play techni4ue to teach students speaking skill to =II class students of 2Ts 2athla’ul nwar 3ontianak, the researcher modify the form of unscripted -ole play. The procedure arranged by the researcher as follows% 0.
The teacher prepares the role card. It is consist of the situation to play by the students latter. ;esides, the teacher also prepare the instruction for the students, it is consist of what the
students should do with the role card. ". The teacher explains the learning material. 8. The teacher explains -ole play. 1. The teacher divides the students in the class into pairs.
&.
The teacher gives role card for every pairs of students. The instruction for the role card
write on the whiteboard. 7. The teacher explains the situation in the role card. $. The teacher explains the instruction for the students clearly. It is about what the students should do based on the role card. P. The teacher guides the students to practice -ole play by writing some vocabularies and expressions to be use. 9. The students discusses about what the students want to say, what is the vocabularies to use, what are the expressions to use, how to arrange the sentences into the correct grammar, and how to pronounce it. 0#. >tudents in pair practice -ole play privately. 00. >tudents in pair perform -ole play in front of class in turn. 0". The teacher and students check and evaluate together the students’ performance.
C. Pre(ious Studies
There are some previous research about speaking -ole play techni4ue, first by >ari Irianti !"#00'. The title is (Ksing -ole 3lay in Improving >tudents’ >peaking bility). The result of this research show that using -ole play in teaching speaking is improved especially in the second grade students of >23 3N-I II Ciputat. The sub@ect of this research is students in =III.0 class and the number of students consists of 87 students. ;ased on research finding, the implementation of -ole play techni4ue for students participation in speaking class has successfully improve students’ speaking skill. >econd, by >umpana !"#0#'. The title is (Improving >tudents’ >peaking >kill by -ole 3lay) the result in this research show that using -ole play can improve students speaking and also give the students more opportunity to speech at >2 /arangpandan, >urakarta. The sub@ect of this research is +leventh Nrade. fter the implementation of -ole play in teaching speaking the result shows that it can improve the students’ speaking competence at the students of eleventh grade of Immersion 3rogram 0 of the >tate >enior igh >chool of /arangpandan. Third, by +rasma, O. Natot >utapa, Krai >alam !"#08'. The title is (Improving >tudents’ >peaking bility in Class through -ole 3lay Techni4ue) this research resulting that in teaching speaking through -ole play techni4ue is improvement at >23 egeri 8 2eliau. The sub@ect of this research is =II class and consists of 8P students. The result of this research is the implementation of teaching speaking skill through -ole play is improvement. It is shown by the students’ mean score. The mean score improved in every cycle. In cycle I students mean score was &$."1 and in cycle II students mean score was 77.0P. :ourth, by ining idayati !"#0&'. The title is (Ksing -ole 3lay to Improve >tudents’ >peaking bility). :rom this research result, -ole play is an effective techni4ue and can
improve students speaking ability at 2Ts.K #& >unan /atong /aliwungu, >emarang. The sub@ect of this research is =III ; class and the number of students consists of 87 students. The implementation of -ole play in teaching speaking is can improve students speaking skill.
T"PORAR3 BIBIO+RAP43
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