i
THE USE OF ROLE PLAY IN SPEAKING ACTIVITIES FOR
THE 8TH GRADE STUDENTS OF SMP NEGERI 1 SLEMAN
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Dian Faqih
Student Number: 131214075
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
A Sarjana Pendidikan Thesis on
THE USE OF ROLE PLAY IN SPEAKING ACTIVITIES FOR
THE 8TH GRADE STUDENTS OF SMP NEGERI 1 SLEMAN
By
Dian Faqih
Student Number: 131214075
Approved by
Advisor
Date
Christina Lhaksmita Anandari, S.Pd., Ed.M. 16 October 2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
A Sarjana Pendidikan Thesis on
THE USE OF ROLE PLAY IN SPEAKING ACTIVITIES FOR
THE 8TH GRADE STUDENTS OF SMP NEGERI 1 SLEMAN
By
DIAN FAQIH
Student Number: 131214075
Defended before the Board of Examiners
on 7 November 2017
and Declared Acceptable
Board of Examiners
Chairperson : Yohana Veniranda, S.Pd., M.Hum., M.A., Ph.D. ____________
Secretary : Christina Lhaksmita Anandari, S.Pd., Ed.M. ____________
Member : Christina Lhaksmita Anandari, S.Pd., Ed.M. ____________
Member : Laurentia Sumarni, S.Pd., M.Trans.St. ____________
Member : Yuseva Ariyani Iswandari, S.Pd., M.Ed. ____________
Yogyakarta, 7 November 2017
Faculty of Teachers Training and Education
Sanata Dharma University
Dean,
Rohandi, Ph.D.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iv
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 16 October 2017
The Writer
Dian Faqih
131214075
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
v
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Dian Faqih
Nomor Mahasiswa : 131214075
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
The Use of Role Play in Speaking Activities
for the 8th Grade Students of SMP Negeri 1 Sleman
Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata
Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain,
mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan
mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa
perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap
mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 7 November 2017
Yang menyatakan,
Dian Faqih
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vi
ABSTRACT
Faqih, Dian. (2017). The Use of Role Play in Speaking Activities for the 8th Grade
Students of SMP Negeri 1 Sleman. Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
Speaking skill is one of the basic skills in learning English. However,
students have difficulties in mastering the speaking skill because they do not
practice speaking frequently. It happened in the 8th grade A students of SMP Negeri
1 Sleman. The students were not brave to speak in English because they were afraid
to make mistakes. Also, they spoke softly or preferred to be silent. In this case, the
students do not have motivation to speak in English. Therefore, the researcher
implemented the role play technique in speaking activities in order to make the
students motivated in speaking English.
The researcher conducted this research to analyze the use of role play in
speaking activities to motivate the 8th grade students of SMP Negeri 1 Sleman to
speak in English. There are two research questions in this research, namely (1) how
is role play used in speaking activities for the 8th grade students of SMP Negeri 1
Sleman? and (2) how does role play affect the students’ motivation in speaking
activities?
This research used classroom action research method by Kemmis and
McTaggart (1992). The researcher conducted three cycles for three meetings. Each
cycle consisted of four stages, namely plan, action, observation, and reflection. The
research was conducted in March and April, 2017 in the 8th grade A students of
SMP Negeri 1 Sleman. The participants of this research were the 8th grade A
students of SMP Negeri 1 Sleman which consisted of 32 students and the English
teacher. There were four research instruments, namely observation checklist,
interview, questionnaire, and field notes.
The result of this research showed that the researcher implemented the role
play in the action stage. Firstly, the researcher explained what role play was and the
rules of role play. Secondly, the researcher distributed the situation to the students
and they had to make a script based on the situation that had been given to them.
Thirdly, the researcher walked around to help the students if they had problems
related to the script for their role plays. Then, the researcher called the students to
perform their role plays. Lastly, the researcher took the score of their performances.
Based on the result of analysis, this research showed that the use of role play in
speaking activities helped the 8th grade A students of SMP Negeri 1 Sleman to
increase their motivation in speaking English. The students showed some
improvements in every cycle during the implementation of role play in the class.
Therefore, a role play becomes an appropriate technique in speaking activities for
increasing students’ motivation to speak in English.
Keywords: role play, students’ motivation, speaking
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vii
ABSTRAK
Faqih, Dian. (2017). The Use of Role Play in Speaking Activities for the 8th Grade
Students of SMP Negeri 1 Sleman. Yogyakarta: Program Studi Pendidikan Bahasa
Inggris, Universitas Sanata Dharma.
Kemampuan berbicara merupakan salah satu kemampuan dasar dalam
pembelajaran Bahasa Inggris. Namun, siswa memiliki kesulitan-kesulitan dalam
menguasai keterampilan berbicara karena siswa tidak sering berlatih berbicara. Ini
terjadi pada siswa kelas 8A SMP Negeri 1 Sleman. Siswa tidak berani untuk
berbicara Bahasa Inggris karena siswa takut membuat kesalahan. Selain itu, siswa
berbicara dengan pelan atau lebih memilih untuk diam. Hal tersebut dikarenakan
siswa tidak memiliki motivasi untuk berbicara dalam Bahasa Inggris. Oleh karena
itu, peneliti mengimplementasikan teknik role play dalam kegiatan berbicara untuk
membuat siswa termotivasi dalam berbicara Bahasa Inggris.
Peneliti melakukan penelitian ini untuk menganalisis penggunaan role play
dalam kegiatan berbicara untuk memotivasi siswa kelas delapan di SMP Negeri 1
Sleman untuk berbicara dalam Bahasa Inggris. Ada dua pertanyaan penelitian, yaitu
(1) Bagaimana role play digunakan dalam kegiatan berbicara untuk siswa kelas 8
di SMP Negeri 1 Sleman? dan (2) bagaimana role play mempengaruhi motivasi
siswa di kegiatan berbicara?
Penelitian ini menggunakan metode penelitian tindakan kelas oleh Kemmis
dan McTaggart (1992). Peneliti melakukan tiga siklus untuk tiga pertemuan. Setiap
siklus terdiri dari empat tahap, yaitu rencana, tindakan, pengamatan, dan refleksi.
Penelitian telah dilakukan pada bulan Maret dan April 2017 di kelas 8A SMP
Negeri 1 Sleman. Peserta dalam penelitian ini adalah siswa kelas 8A SMP Negeri
1 Sleman yang terdiri dari 32 siswa dan seorang guru Bahasa Inggris di kelas
tersebut. Ada empat instrumen penelitian, yaitu daftar pengecekan observasi,
wawancara, kuesioner, dan catatan observasi.
Hasil dari penelitian ini menunjukkan bahwa peneliti menerapkan role play
pada tahap aksi. Pertama, peneliti menjelaskan tentang role play dan aturan role
play. Kedua, peneliti membagikan situasi kepada siswa dan mereka harus membuat
naskah berdasarkan situasi yang telah diberikan keapada mereka. Ketiga, peneliti
berkeliling untuk membantu siswa jika mereka memiliki kesulitan terkait naskah
untuk role play mereka. Kemudian, peneliti memanggil siswa untuk menampilkan
role play mereka. Terakhir, peneliti mengambil nilai dari penampilan mereka.
Berdasarkan hasil analisa, penelitian ini menunjukkan bahwa penggunaan role play
dalam kegiatan berbicara membantu siswa kelas 8A SMP Negeri 1 Sleman untuk
meningkatkan motivasi mereka dalam berbicara bahasa Inggris. Siswa
menunjukkan beberapa peningkatan di setiap siklus selama pengimplementasian
role play di dalam kelas. Oleh karena itu, role play menjadi teknik yang cocok
dalam kegiatan berbicara untuk meningkatkan motivasi siswa untuk berbicara
dalam Bahasa Inggris.
Kata kunci: role play, students’ motivation, speaking
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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ACKNOWLEDGEMENTS
First of all, I would like to express my deepest gratitude to Allah SWT, who
always blesses and protects me every single time. I also thank Him because of His
willingness to always listen to my prayers until I finished in writing my thesis.
My deepest gratitude also goes to my beloved parents, Bapak Sugito and
Ibu Ayu Ulya for their endless love, prayers, and support in my life. I also thank
my brothers, Wahyu Sasmito and Ibnu Fatan, and also my sister, Hesti Dwi
Utari, for their love and support.
Then, I would like to express my greatest gratitude to my advisor, Christina
Lhaksmita Anandari, S.Pd., Ed.M., for her help, support, motivation, guidance,
and patience, so I can finish my thesis. She spent her time to read my thesis, give
consultations, and corrections for my thesis patiently. I also thank my academic
advisor, Drs. Pius Nurwidasa Prihatin, M.Ed., Ed.D., for his advice and guidance
during my study. I also thank all PBI lecturers for the teaching and learning
experiences. I also thank the Secretariat Staff for helping me in managing the
administration.
Next, I really thank Hj. Nurul Wachidah, S.Pd., the Headmistress of SMP
Negeri 1 Sleman, who allowed me to conduct my research. I also thank
Adianawati, S.Pd., the English teacher of SMP Negeri 1 Sleman, who supported,
gave suggestions in conducting my research, and became the interviewee. I would
also like to thank all students of the 8th grade A of SMP Negeri 1 Sleman for their
cooperation during the research and their willingness in filling the questionnaire.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ix
I also thank my best friends, Bernadeta Siska Indriyana, Susanti, and
Maria Srimeitika, for their support, help, motivation, and togetherness during my
study in this university. Besides, I would like to send my gratitude to all PBI
students 2013 Class C, especially to Yohanes Maria Restu, S.Pd., Marcelline
Gratia Sephira Taum, S.Pd., and Vitaloka Irmala Dewi, S.Pd., for being my
proofreaders. Moreover, I thank my thesis class friends, especially Maria Rosari
who always motivates and encourages me during the writing process of my thesis.
My thankfulness also goes to Karunia Wicaksono Yunanto who always
encourages, supports, and takes care of me whenever I need. Lastly, I also thank
everyone who supports and helps me, especially when I was writing my thesis.
Dian Faqih
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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TABLE OF CONTENTS
TITLE PAGE ........................................................................................................... i
APPROVAL PAGES .............................................................................................. ii
STATEMENT OF WORK’S ORIGINALITY ...................................................... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ........................................................ v
ABSTRACT ........................................................................................................... vi
ABSTRAK .............................................................................................................. vii
ACKNOWLEDGEMENTS ................................................................................. viii
TABLE OF CONTENTS ........................................................................................ x
LIST OF TABLES ............................................................................................... xiii
LIST OF FIGURES ............................................................................................. xiv
LIST OF APPENDICES ....................................................................................... xv
CHAPTER I. INTRODUCTION ............................................................................ 1
A. Research Background ................................................................. 1
B. Research Questions ..................................................................... 4
C. Research Significance ................................................................. 4
1. English Teachers .................................................................... 4
2. Students .................................................................................. 4
3. Future Researchers ................................................................. 4
D. Definition of Terms .................................................................... 5
1. Role play ................................................................................ 5
2. Motivation .............................................................................. 5
3. Perception............................................................................... 6
4. Speaking ................................................................................. 6
CHAPTER II. REVIEW OF RELATED LITERATURE ...................................... 8
A. Theoretical Description .............................................................. 8
1. Role play ................................................................................ 8
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xi
2. Motivation ............................................................................ 10
3. Perception............................................................................. 12
4. Speaking ............................................................................... 13
B. Theoretical Framework ............................................................. 15
CHAPTER III. RESEARCH METHODOLOGY ................................................ 17
A. Research Method ...................................................................... 17
1. Plan....................................................................................... 18
2. Action ................................................................................... 19
3. Observation .......................................................................... 19
4. Reflection ............................................................................. 19
B. Research Setting ....................................................................... 20
C. Research Participants ................................................................ 20
D. Instruments and Data Gathering Technique ............................. 21
1. Observation Checklist .......................................................... 21
2. Interview .............................................................................. 21
3. Questionnaire ....................................................................... 21
4. Field Notes ........................................................................... 23
E. Data Analysis Technique .......................................................... 24
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ............................ 25
A. Research Results ....................................................................... 25
1. Cycle 1 ................................................................................. 26
2. Cycle 2 ................................................................................. 34
3. Cycle 3 ................................................................................. 41
B. Discussion ................................................................................. 50
1. The Process of Role Play Used in Speaking Activities for the
8th Grade A Students of SMP Negeri 1 Sleman ................... 51
2. The Effects of Students’ Motivation in Speaking Activities 52
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xii
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ....................... 55
A. Conclusions ............................................................................... 55
B. Recommendations ..................................................................... 59
1. For the English Teachers of SMP Negeri 1 Sleman ............. 59
2. For the Students of SMP Negeri 1 Sleman ........................... 59
3. For the Future Researchers .................................................. 59
REFERENCES ...................................................................................................... 61
APPENDICES ....................................................................................................... 64
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LIST OF TABLES
Table Page
3.1 Timeline of the Data Gathering........................................................................ 20
3.2 The Blueprint of the Questionnaire .................................................................. 22
4.1 Observation Checklist of Students’ Activity Cycle 1 ...................................... 28
4.2 Assessment Aspects of Speaking Skill ............................................................ 32
4.3 Observation Checklist of Students’ Activity Cycle 2 ...................................... 37
4.4 Observation Checklist of Students’ Activity Cycle 3 ...................................... 44
4.5 The Result of the Questionnaire ....................................................................... 47
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LIST OF FIGURES
Figure Page
3.1 Action Research Cycles (Kemmis & McTaggart, 1992) ................................. 18
4.1. Students’ Learning Activity in Cycle 1 ........................................................... 26
4.2. Students’ Learning Activity in Cycle 2 ........................................................... 35
4.3. Students’ Learning Activity in Cycle 3 ........................................................... 42
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LIST OF APPENDICES
Appendix Page
A. Permission Letter from English Language Education Study Program ........... 65
B. Permission Letter from Badan Perencanaan Pembangunan Daerah ............ 66
C. Research Official Statement from SMP Negeri 1 Sleman .............................. 67
D. Observation Checklist on the Students’ Activities ......................................... 68
E. Observation Checklist Result Cycle 1 ............................................................ 69
F. Observation Checklist Result Cycle 2 ............................................................ 70
G. Observation Checklist Result Cycle 3 ............................................................ 71
H. Questionnaire .................................................................................................. 72
I. The Blue Print of the Questionnaire ............................................................... 74
J. Sample of Questionnaire ................................................................................. 75
K. The Result of the Questionnaire...................................................................... 77
L. Field Note in Cycle 1 ...................................................................................... 79
M. Field Note in Cycle 2 ...................................................................................... 80
N. Field Note in Cycle 3 ...................................................................................... 81
O. Interview Guidline .......................................................................................... 82
P. Interview Transcript ........................................................................................ 83
Q. Individual Test Result in Cycle 1 .................................................................... 85
R. Individual Test Result in Cycle 2 .................................................................... 86
S. Individual Test Result in Cycle 3 .................................................................... 87
T. Sample of Lesson Plan and Teaching Material .............................................. 88
U. Photos of Cycle 1 ............................................................................................ 99
V. Photos of Cycle 2 .......................................................................................... 100
W. Photos of Cycle 3 .......................................................................................... 101
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1
CHAPTER I
INTRODUCTION
The researcher divides this chapter into four parts. They are research
background, research questions, research significance, and definition of terms. The
researcher elaborates the four major points as follows.
A. Research Background
Since English becomes an international language, we have to master English
very well because “being able to interact in a language is essential” (Richards &
Renandya, 2002, p. 208). In Indonesia, English becomes a part of the learning in
school. Accordingly, the students must learn English in their school. Richards and
Renandya (2002) state that “it is difficult for EFL learners, especially adults, to
speak the target language fluently and appropriately” (p. 204). It is because minimal
exposure to the foreign language and contact with the native speakers.
Consequently, adults’ learners are poor in speaking English, especially regarding
fluency (Richards & Renandya, 2002, p. 204). Therefore, English is more effective
to be learned at an early age, especially in learning to speak.
In Indonesia, English is taught as a foreign language. Indonesian people
have difficulty in mastering English as a foreign language (EFL). One the factors
that caused them have difficulty in mastering English is teaching strategy at school.
The English teacher should provide the strategy how to learn English easily. Also,
Indonesian people have perspective that they are not able to master English. They
do not put much effort to learn it. In other words, they have lack of motivation in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
learning English. According to Kementerian Pendidikan dan Kebudayaan
Indonesia in 2013, English becomes a compulsory subject in junior high school and
senior high school. In learning English, there are four basic skills, namely,
listening, speaking, reading, and writing. According to Luoma (2004), speaking
skill becomes an important part in the curriculum which is applied in language
teaching (p. 1). Speaking skill is one of the basic skills in learning English which is
important to be learned. Realizing that the important part of communication in this
era is English, speaking skill is needed to be mastered by EFL learners.
Among the four skills, speaking skill is often perceived as a difficult skill to
be mastered by EFL students. Hinkel (2005) describes that speaking is “the most
complex and difficult skill to master” (as cited in Nazara, 2011, p. 29). Many
students have difficulties in mastering the speaking skill because they do not
practice it frequently. Sometimes, the teacher only asks the students to read the
dialogue. Whereas, they need an interesting technique to stimulate them to speak in
English. Besides, the students do not feel confident to speak in English. They are
too shy and afraid of making mistakes. Those difficulties also happened when the
researcher did the observation in SMP Negeri 1 Sleman. Therefore, the teachers
should use one of the effective methods for their teaching that can give motivation
to the students in learning to speak.
In this research, the researcher had observed the students of SMP Negeri 1
Sleman. The researcher chose SMP Negeri 1 Sleman because it was easy to reach
and accessed. It is still located in Yogyakarta. Besides, SMP Negeri 1 Sleman was
willing to allow the researcher to conduct the research in the school, especially in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
the 8th grade A. Based on the researcher’s observation in the 8th grade A of SMP
Negeri 1 Sleman, there was a lack of students’ motivation in learning English,
especially speaking skill. Many of the students were not brave to speak in English.
They spoke softly or they preferred to be silent. In this case, the students do not
have motivation to speak in English.
Based on those problems, the researcher wanted to help the students to be
motivated to speak in English. The researcher tried to use a role play as a technique
to attract the students’ attention in order to make them speak bravely. By using a
role play, the students was expected to be motivated to speak in English in the class.
According to Bygate (1987), there are four speaking activities such as
information-gap activities, communication games, simulations, and project-based
activities. In this research, the researcher decided to conduct a fun technique to
motivate the students in order to make them confident in speaking English. The
researcher used a role play because it can make the students active in learning
process, develop the students’ creativity, and a fun technique. In addition, a role
play gives students opportunity to practice speaking with their friends. According
to Sellers (2002), role play is a creative teaching technique in which people play the
roles of others. A role play becomes a fun technique in learning to speak where the
students play the role and act as someone else.
Therefore, a role play became the technique which was implemented in the
8th grade A students of SMP Negeri 1 Sleman. This research was conducted to
investigate the use of role play in speaking activities to motivate the 8th grade A
students of SMP Negeri 1 Sleman to speak in English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
B. Research Questions
In this research, the researcher would like to investigate:
1. How is role play used in speaking activities for the 8th grade students of
SMP Negeri 1 Sleman?
2. How does role play affect the students’ motivation in speaking activities?
C. Research Significance
This research is expected to give advantages for English teachers of SMP
Negeri 1 Sleman, students of SMP Negeri 1 Sleman, and future researchers.
1. English Teachers
This research is expected to give the advantages for the English teachers in
SMP Negeri 1 Sleman to enrich their knowledge about a role play technique in
teaching speaking skill. By understanding this technique, the English teachers can
use this technique and implement in their teaching. Since it proposes several
benefits towards students’ motivation in speaking English.
2. Students
The researcher expects that a role play technique will be beneficial for the
students of SMP Negeri 1 Sleman in order to motivate the students in speaking
activities. Besides, the students can improve their speaking skills. Moreover, it also
increases their confidence. It is because by using a role play technique, the students
will perform in front of the class in pairs and it makes them have to be confident.
3. Future Researchers
This research can help the future researchers as the reference. This research
can be the reference to enrich their knowledge about the use of role play in teaching
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
speaking skill. Besides, the future researchers can develop this topic and implement
it to different level of education.
D. Definition of Terms
The researcher provides some definition of terms in order to avoid
misunderstanding with the theories in this research.
1. Role play
According to Brown (2004), role play is a popular pedagogical activity
which is used in communicative language-teaching classes. It makes students to be
creative in their linguistic output (p. 174). A role play is one of the activities of
educating which is used in a foreign language classes in order to make the students
be more creative in their languages. Besides, Purcell (1993) states that role play is
an activity where a person who assumes another identity (real or fictitious) and
presented it in a new character (p. 912). In this research, the researcher used a role
play in speaking activities given for the students. A role play is a technique which
motivates students in learning English.
2. Motivation
According to Petri (1981), motivation is a concept that we use to act
something or to initiate and to direct the behavior (p. 3). Motivation is a stimulus to
do something or to direct the attitude. If the students are given motivation, they will
have courage to deal with something. Motivation becomes an important thing to
succeed the learning process. Motivation in this research is giving the students
stimulation to be brave to speak in English. In this case, the students need a learning
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
activity that can motivate them. The researcher tried to use the role play technique
in speaking activities.
3. Perception
Maloney (1981) states that perception as individual's view to other
individuals (p. 69). Perception is the human thinking toward somebody or
something. Whether or not the perception is good depend on the human thinking.
In this research, the students will have their perception about a role play technique
which is given to them.
4. Speaking
Luoma (2004) defines speaking as a process of creating meaning through
producing, receiving and processing information (as cited in Torky, 2006, p. 34).
Speaking can be defined as a process to produce the meaning by receiving and
processing information. By receiving and processing the information, people can
convey the meaning through the words. Richards and Renandya (2002) state that
speaking skill is one of the important parts to communicate (p. 210). If someone
wants to communicate with other people clearly, they should have speaking
capability in order to avoid misunderstanding. In this research, speaking capability
refers to the ability of someone to speak fluently with other people.
According to Bygate (1987), there are four speaking activities. The first one
is information-gap activities. This activity will be done in pairs in which one student
has some information about something and the other student does not have any
information (p. 76). The second one is communication games. In this activity, the
students have to perform in order to complete the tasks (p. 78). The third one is
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
simulations. In this activity, the students act as themselves or someone else in
imaginary setting (p. 80). The fourth one is project-based activities. It is an activity
in which the students may work together to find out and solve the problems (p. 83).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher provides the theories related to the topic. This
chapter is divided into two parts, namely theoretical description and theoretical
framework.
A. Theoretical Description
In this theoretical description, the researcher discusses the theories related
to the research.
1. Role play
In this part, the researcher provides the definition of role play, the types,
and the advantages of role play.
a. The Definition of Role Play
Sellers (2002) defines role play as a “spontaneous, dramatic, creative
teaching strategy in which individuals overtly and consciously assume the roles of
others” (as cited in Cohen, Manion, & Morrison, 2011, p. 512). Also, Billings and
Halstead (2005) as cited in Cohen, et al. (2011) state that “role play is an effective
strategy for learning because it forces participants to think about the person whose
role is being assumed, is connected to real life situations, and promotes active,
personal involvement in learning” (p. 512). A role play becomes an effective
teaching strategy because the students will have a role as other people. The students
will perform their role plays in front of the class in pairs. It makes them more active
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
in learning to speak. Each student has a responsibility to master their roles, so that
the role play will run smoothly.
Byrne (1986) says that a role play is a method of having interaction with
other people in imaginary situations (as cited in Suryani, 2015, p. 2). Role play can
be defined as a means of interaction with others in certain situations. From the
definition, a role play can be used in speaking activities which involves imagination
to be ourselves or to be someone else in a specific situation. Then, the people can
develop their imagination in accordance with the situation that has given to them.
Purcell (1993) states that a role play is a fun method that teachers can use in
the students’ learning activities (p. 912). A role play becomes a fun technique in the
speaking activities. It can make the students more interested in learning English.
Purcell (1993) adds “role play motivates students, helps them lose their inhibitions,
and serves as a means to augment verbal skills, self-esteem, leadership abilities, and
cultural appreciation” (p. 912). A role play is an appropriate technique in learning
English. Therefore, it can motivate the students to speak in English. After the
students are motivated, they are able to speak in English without any fear.
b. The Types of Role Play
According to Byrne (1986), a role play can be classified into two types:
scripted and unscripted role play (as cited in Suryani, 2015, p. 2). The first one is
scripted role play. It involves interpreting either the textbook dialogue or speaking
text in the form of speech. The main function of the text is to deliver the meaning
of language in a memorable way. The second one is unscripted role play. It does
not depend on the textbooks. It is known as a free role play or improvisation.
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The researcher uses the first type of role play to be implemented in speaking
activities. It is because scripted role play more suitable for the 8th grade students of
SMP Negeri 1 Sleman. If the students are given the unscripted role play, they can
be more afraid to speak in English because they have to speak spontaneously. In
this research, the researcher provides some situations to the students and they have
to make a dialogue in pair and perform it in front of the class.
c. The Advantages of Role Play
According to Ladousse (1995), there are some advantages of a role play (as
cited in Sari, 2011, p. 15). First, a role play gives a wide variety of experience and
students can practice their speaking skills in any situations through a role play.
Second, a role play puts students in a situation in which they are required to use and
develop their ideas. Third, a role play helps shy students by providing them with a
mask. The last, using role play in speaking activities is fun. Also, it helps students
to have self-motivation through self-awareness. A role play provides the
opportunity for students to improve their self-concepts and to increase their self-
motivation (Hawley, 1975, p. 133). Therefore, a role play becomes a means to
motivate the students in learning to speak.
2. Motivation
Motivation is an abstract concept that is used to express what will people
think and do (Dornyei, 2001, p. 1). Motivation is a stimulus to direct someone to
achieve a specific purpose. As in 2008, Schunk, Pintrich, and Meece state,
“Motivation is the process whereby goal-directed activity is instigated and
sustained” (p. 4). Dornyei (2001) adds “motivation is related to one of the most
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basic aspects of the human mind, and most teachers and researchers would agree
that it has a very important role in determining success or failure in any learning
situation” (p. 2). Therefore, motivation is very important to be given to the students
who need a stimulus to do learning activities. Most of the teachers try to find an
appropriate technique in their teaching, so that the students will be motivated to do
learning activities in the class.
The researcher hopes the motivations that are given to the students will have
positive effects. Dornyei (2001) states that motivational is given to achieve the
positive effect (p. 28). When students are motivated, they will be brave to take the
chance in order to get good results. In this research, motivations that are given to
the students is for achieving their confident.
There are some criteria to investigate whether or not the students are
motivated in the learning activities. According to Schunk, Pintrich, and Meece
(2014), there are five behavioral views of motivation. They are interest in activities,
work diligently, self-confidence, persistence, and performance (p. 3).
The first one is interest in activities. It explains the students’ interest to the
materials and activities in the class. The students’ activeness in the learning process
shows the students’ interest in activities. The second one is work diligently. It can
be observed during the lesson. The researcher see how the students are excited with
the lesson. The students will work diligently, if they are excited with the lesson.
The third one is self-confidence. It is related to the role play performance. Whether
or not the students feel confident in their performances. The fourth one is
persistence. It explains the students keep following the lesson. The students keep
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doing something despite difficulties. If the students have difficulties, they can ask
questions to the researcher. The last one is performance. It is related to the score.
The researcher take the speaking score of the students’ role play performances. If
the result of the students' performances are good, it means that the students are
motivated.
3. Perception
Maloney (1981) defines perception as what people thought, say, and
expresses (p. 63). Perception is a human thought on something through senses.
Every human has their own perception on something. Maloney (1981) adds
perception as individual's view to other individuals (p. 69). It can be defined that
perception is the view of people towards somebody else. In short, perception is the
way of interpreting something. This interpretation is important because what people
think, will affect the people act.
According to Healey (2007), perception is the process of recognizing,
organizing, and interpreting information. (p. 73). Perception can be defined as a
process of a person in recognizing, organizing and interpreting the information. By
recognizing, organizing, and interpreting the information, people can express their
opinion on something. Besides, Robbins (2005) states that perception is a process
where people organize and interpret something in the environment. The
environment can affect individual thinking in organizing and interpreting
something. It is because people often perceive something based on the environment.
If the environment is good, then the people will have positive thinking. It can be
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concluded that perception is a process of organizing and interpreting something
which involve the environment as the influence.
4. Speaking
This part is divided into three sections. They are the definition of speaking,
the types of speaking, and speaking activities.
a. The Definition of Speaking
Speaking is one of the productive skills in learning English. According to
Brown (2004), “speaking is a productive skill that can be directly and empirically
observed, those observations are invariably colored by the accuracy and
effectiveness of a test-taker’s listening skill, which necessarily compromises the
reliability and validity of an oral production test” (p. 140). Besides, speaking skill
is important to be learned in the school. As Luoma (2004) states, “speaking skills
are an important part of the curriculum in language teaching, and this makes them
an important object of assessment as well” (p. 1). It means that speaking become an
important part in learning English. Therefore, it is important for the students in
mastering the speaking skill.
b. The Types of Speaking
According to Brown (2004), there are five basic types of speaking. The first
one is imitative or the ability to simply parrot back (imitate) a word or phrase or
possibly a sentence (p. 141). The second one is intensive or the ability to produce
short stretches of discourse (no more than a sentence) through which they
demonstrate linguistic ability at a specified level of language (p. 147). The third one
is responsive or the interaction at limited level of very short conversations, standard
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greetings and small talks, simple requests and comments, and the like (p. 141). The
fourth one is extensive oral production tasks include speeches, oral presentations,
and story-telling, during which the opportunity for oral interaction from listeners is
either highly limited or ruled out altogether (p. 142).
The type of speaking which is used in this research is interactive speaking.
Interactive speaking includes tasks that involve relatively long stretches of
interactive discourse (interviews, role plays, discussions, games) and tasks of
equally long duration but that involve less interaction (speeches, telling longer
stories, and extended explanations and translations) (p. 167). The difference
between responsive and interactive speaking is in the length and complexity of the
interaction, which sometimes includes multiple exchanges or multiple participants
(p. 142).
c. Speaking Activities
Speaking activities are a means to help students in applying the new
language. According to Bygate (1987), there are four speaking activities in the
classroom:
1) Information-gap activities
Bygate (1987) states that in this activity, students have to work in pairs. One
student has some information and the other partner does not have (p. 76). The
students who have some information will share the information to their partners.
Therefore, they have to communicate in order to get the information. The examples
of this activity are instructions, descriptions, comparisons, and narrations (Bygate,
1987, p. 76).
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2) Communication games
According to Bygate (1987), communication games involve the actions
where the students have to perform in order to complete the tasks (p. 78). A
communication game is an activity in which the students do something in dealing
with the tasks. This activity should be done in a group or more than one participant.
For example, in “Describe and Draw” activities, there is one student who describes
a picture and the other(s) draw it (Bygate, 1987, p. 78).
3) Simulations
A simulation is an activity in which the students may act as themselves or
somebody else in certain situation (Bygate, 1987, p. 80). In simulations, the students
are put into a situation and act out in that situation. Also, the students may bring
some properties that supports their simulations. For instance, a simulated interview,
the student can bring a recorder to record the interview.
4) Project-based activities
A project-based activity is an activity in which the students can work
together in investigating and solving the problems. In this activity, the students have
to think critically in order to create a solution to the problem. The activities include
structured or framed question and answer exchanges based on the topic, oral
interviewing and reporting back to the group, and comparative discussion with a
colleague (Bygate, 1987, p. 83).
B. Theoretical Framework
The researcher uses theories of role play, motivation, perception, and
speaking to conduct the research. In this research, the researcher uses role play
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technique to be used in speaking activities. The theory of role play by Purcell (1993)
is used to analyze how the role play is used in SMP Negeri 1 Sleman.
Besides, the researcher uses theories of perception by Maloney (1981),
Healey (2007), and Robbins (2005) to investigate how the students perceive a role
play technique. Moreover, the researcher also uses theories of motivation by
Dornyei (2001) and Schunk, Pintrich, and Meece (2008) to explain that motivation
is important to be given to the students and to know how the influence of a role play
technique to the students of SMP Negeri 1 Sleman.
Theories of speaking are also used in this research. The theories of speaking
by Brown (2004) and Luoma (2004) are used to observe the English lesson in the
school. Besides, types of speaking theory by Brown (2004) is used to identify which
type of speaking which is used in the implementation of a role play technique. In
addition, theory of speaking activities by Bygate (1987) is used to analyze how the
role play is used in speaking activities.
Furthermore, role play theories are used to answer the first research
question: How is role play used in speaking activities for the 8th grade students of
SMP Negeri 1 Sleman? Besides, the five behavioral views of motivation theory
from Schunk, Pintrich, and Meece (2014), are used to answer the second research
question: How does role play affect the students’ motivation in speaking activities?
It aims to know how the students’ motivation progress in speaking activities toward
the use of role play in learning to speak. By using those theories, the researcher can
analyze and conclude whether there is an improvement in the students’ speaking
skill or not.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the methodology of the research. This chapter is
divided into five parts. They are research method, research setting, research
participants, instruments and data gathering technique, and data analysis technique.
A. Research Method
This research is about the use of role play in speaking activities for the 8th
grade students of SMP Negeri 1 Sleman. The researcher employed Classroom
Action Research (CAR) to conduct the research. Elliot (1991) says “action research
might be defined as the study of a social situation with a view to improving the
quality of action within it” (as cited in Hopkins, 2008, p. 48). It means that action
research is defined as the study to improve the quality of action in it. In this research,
the researcher tried to increase the students’ motivation in learning to speak.
Kemmis and McTaggart (1992) state that:
Action research starts with small cycles of planning, acting, observing and
reflecting which can help to define issues, ideas and assumptions more
clearly so that those involved can define more power questions for
themselves as their work progresses (as cited in Cohen et al., 2011, p. 347).
Based on the explanation by Kemmis and McTaggart (1992), action research starts
with the cycle consisting of planning, acting, observing, and reflecting to solve the
problems and see the progresses. In this research, the researcher used Kemmis and
McTaggart’s Action Research Cycles. Classroom Action Research (CAR) showed
the cycles as follows:
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Figure 3.1 Action Research Cycles (Kemmis & McTaggart, 1992)
There were four stages in the Classroom Action Research namely plan,
action, observation, and reflection. The following explanations explained the four
stages:
1. Plan
In this research, Classroom Action Research (CAR) was used to solve the
problem found in the 8th grade A students of SMP Negeri 1 Sleman about the lack
of students’ motivation in learning English, especially in speaking skill. The
researcher tried to find an appropriate solution to solve the problem. A role play
was a technique used to solve the lack of students’ motivation. The researcher
planned to conduct three cycles for three meetings. In this stage, the researcher and
the English teacher of the 8th grade A discussed about the kind of material that
would be given to the students and what kind of material that suitable for a role play
technique. Then, the researcher made a lesson plan and conducted the research.
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2. Action
In this stage, the researcher used a role play technique in learning activity.
The learning process was divided into three parts, namely set induction, main
activities, and set closure. Further, the researcher implemented the role play
technique in the main activities.
In this main activities, the researcher asked the students to find a partner.
Then, the researcher gave the different situations to each pair and asked them to
make a script for their role plays. After that, each pair had to practice by themselves
with the help from the researcher. The researcher helped the students by giving
some suggestions. For example, the researcher suggested the students to express
their ideas freely. The researcher gave them time around 10 minutes to practice their
role plays. After the students had practiced, the researcher asked the pairs to come
in front of the class one by one.
3. Observation
The researcher observed in the action stage to collect the data. The data
gained from observation checklist to see what happened in the class during the
lesson. Besides, the researcher invited her colleague to be the observer. The
observer took notes on the activity in the class.
4. Reflection
In this stage, the researcher made a reflection based on the observation. The
reflection made by analyzing the field notes, the questionnaire, and the test
(additional). The researcher analyzed the problems that occured in the class. Then,
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the researcher tried to find the solution and solve the problem in order to make some
improvements in the next cycle.
B. Research Setting
This research was conducted in March – April 2017, in SMP Negeri 1
Sleman. It is located at Jalan Bhayangkara 27, Medari, Caturhargo, Sleman
Yogyakarta. In this research, the researcher conducted the research in three cycles
for three meetings. The following table is the timeline of the data gathering:
Table 3.1. Timeline of the Data Gathering
No Data Gathering Date
1 Teacher’s Interview 16th March 2017
2 Cycle 1 Implementation 16th March 2017
3 Cycle 2 Implementation 23rd March 2017
4 Cycle 3 Implementation 6th April 2017
C. Research Participants
The participants were the 8th grade A students of SMP Negeri 1 Sleman.
There were 32 students consisting of 9 boys and 23 girls. The researcher chose this
class because of two reasons. First, the teacher suggested this class because the
material in other classes still left behind and this was one of classes where the
teacher taught. Second, the schedule in gathering the data was not collided with the
researcher’s schedule. An English teacher also became the participant. The
researcher interviewed the English teacher of the 8th grade A.
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D. Instruments and Data Gathering Technique
In this research, the researcher used four instruments in gathering the data.
The instruments were observation checklist, interview, questionnaire, and field
notes.
1. Observation Checklist
“Observation is defined as the watching of behavioral patterns of people in
certain situations to obtain information about the phenomenon of interest”
(Johnson, Burke, & Ehristensen, 2012, p. 206). It means that observation is
watching of people behavioral in certain conditions. Observation is done to obtain
information. In this research, the researcher observed students’ learning activities.
For the observation checklist, the researcher provided some statements related to
students’ activities in classroom.
2. Interview
Interview is a data collection method where the interviewer (the researcher)
asks questions to the interviewee (the participant) (Johnson et al., 2012, p. 198). In
this research, the researcher interviewed the English teacher of SMP Negeri 1
Sleman (the teacher from the 8th grade A). The interview aimed to get information
from the teacher about class situation, learning strategy, and students’ ability in
speaking.
3. Questionnaire
In this research, the researcher distributed the questionnaire to all of the 8th
grade A students of SMP Negeri 1 Sleman. The researcher distributed the
questionnaire in the last meeting. In order to make the questionnaire clear for the
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students, the researcher made the questionnaire in Bahasa Indonesia. Besides, it
also aimed to avoid misunderstanding in each sentence. Therefore, the researcher
distributed the questionnaires to the students in Bahasa Indonesia version.
The questionnaire was served in the form of close-ended statements. The
researcher provided 15 statements with the degree of agreement: agree (A) and
disagree (D). The questionnaires were distributed after the researcher implemented
the role play technique in the class at the last meeting. It aimed to know whether
the role play technique could motivate students in speaking activities or not.
Johnson, et al. (2012) state, “A questionnaire is a self-report data-collection
instrument that each research participant fills out as part of a research study” (p.
197). A questionnaire is used to gain the data from questions that have been
answered by the research participants.
The researcher provided the blueprint of the questionnaire to clarify the
theories which was used in the questionnaire. The blueprint of the questionnaire
was presented below:
Table 3.2. The Blueprint of the Questionnaire
No Statement Theory
1. 1-5 Students’
perception on
English lesson.
Maloney (1981) defines “a perception is a thought
of, say, what expresses” (p. 63).
Healey (2007) states that perception as the process
of recognizing, organizing, and interpreting sensory
information (p. 73).
Dornyei (2001) defines “motivation is an abstract,
hypothetical concept that we use to explain why
people think and behave as they do” (p. 1).
2. 6-10 The use of
role play.
Purcell (1993) states “role play motivates students,
helps them lose their inhibitions, and serves as a
means to augment verbal skills, self-esteem,
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No Statement Theory
leadership abilities, and cultural appreciation” (p.
192).
Purcell (1993) defines “role play is an enjoyable
device that teachers can use to structure their
students’ learning” (p. 912).
According to Brown (2004), “speaking is a
productive skill that can be directly and empirically
observed, those observations are invariably colored
by the accuracy and effectiveness of a test-taker’s
listening skill, which necessarily compromises the
reliability and validity of an oral production test” (p.
140).
3. 11-15 Students’
perception on role
play technique.
Maloney (1981) defines “a perception is a thought
of, say, what expresses” (p. 63).
Healey (2007) states that perception as the process
of recognizing, organizing, and interpreting sensory
information (p. 73).
Purcell (1993) states “role play is an enjoyable
device that teachers can use to structure their
students’ learning” (p. 912).
Purcell (1993) states “role play motivates students,
helps them lose their inhibitions, and serves as a
means to augment verbal skills, self-esteem,
leadership abilities, and cultural appreciation” (p.
192).
4. Field Notes
In this research, the researcher used field notes to describe the situation in
the class during the research. The researcher noted the important things and
problems that occured in the class. In 2002, Ary, Jacobs, and Razavieh, state that
field notes is the most common method of recording the data collected during
observation. Field notes is a tool to collect the data during observation. The
researcher also asked her colleague to be the observer. Then, the observer took
some notes during the learning activities.
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E. Data Analysis Technique
In this research, the researcher used qualitative data and quantitative data for
analyzing the data. The researcher analyzed the data in two ways, which were
description and percentage. For qualitative data, the researcher employed a
description. Whereas, for quantitative data, the researcher employed a percentage.
The observation checklist, the interview, and the field notes were
summarized in the form of description. Meanwhile, the questionnaire was
calculated in the form of percentage. For the questionnaire, the researcher provided
closed-ended statements. There were 15 statements and two options for each
statement. Those two options were A (Agree) and D (Disagree). The researcher
calculated the average score of each statement by using the formula as follows:
P = ∑𝑥
∑𝑛 x 100
P : percentage
∑𝑥 : number of respondents who choose the option for each statement.
∑𝑛 : the total numbers of the respondents.
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter is divided into two parts. The first part is the research results.
In this part, the researcher presents the data which was gathered by observation
checklist, interviewing the teacher, distributing questionnaires, writing some notes
in field notes, and analyzing the students’ score on speaking test as the additional
data. The second part is the discussion. In this part, the researcher discusses the
research results in order to answer the research questions.
A. Research Results
There were three cycles for three meetings. Each cycle consisted of four
stages, namely the plan, the action, the observation, and the reflection. In the plan
stage (stage 1), the researcher and the English teacher discussed about material that
would be taught to the students. In the action stage (stage 2), the researcher
implemented the role play technique in learning activities. The learning activities
were divided into three parts: set induction, main activities, and set closure. Then,
the role play was implemented in the main activities. The observation stage (stage
3) became the place where the researcher did her observation. The researcher
observed what happened in the class during the learning activities. The last stage
was reflection. In this stage, the researcher made reflection by analyzing the field
notes, the test, and the questionnaire. The researcher distributed the questionnaire
to the students in the last meeting.
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1. Cycle 1
The researcher conducted the first cycle on Thursday, March 16, 2017 in the
8th grade A which consisted of 32 students. However, there were 31 students who
attended the class at that time. One student did not come to the class because the
student joined a competition in another school. This cycle consisted of four stages:
plan, action, observation, and reflection.
a. Plan
In this stage, the researcher and the English teacher discussed about the
material that would be taught to the students. The teacher gave the material about
recount text. After that, the researcher prepared the material and then made the
lesson plan for the first cycle.
b. Action
The action was conducted on Thursday, March 16, 2017. It was conducted
from 10.40 a.m. up to 12.00 p.m. The action of the research was done by the
researcher. In this step, the researcher as the teacher divided the learning activities
into 3 parts, as follows:
Figure 4.1. Students’ Learning Activity in Cycle 1
Set Induction
•Greeting
• Introduction
•Recalling
Main Activities
•Explanation about material
•Role play
•Feedback
Set Closure
•Reflection
•Closing
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In the set induction, the English teacher of the school invited the researcher
and the observer to enter the class. The teacher greeted and introduced the
researcher and the observer to the students. After that, the teacher sat at the back
and asked the researcher to teach. The researcher started her teaching by greeting
and recalling about the material that had been given last meeting. Then, the
researcher delivered the material to be learned today.
In the main activities, the researcher gave a video about recount text and the
students wrote any information that their got from the video. Then, the researcher
and the students discussed the information in the video. After that, the researcher
explained about recount text. Next, the researcher told to the students that they
would use a role play technique in the learning activity. The researcher also
explained what role play was and how to do it. Then, the researcher asked the
students to find a partner because the role play would be done in pairs. The
researcher gave the situation to each pair. Then, the students had to make a script
based on the situation that they got. After that, the students practiced by themselves
before they came in front of the class to do their role plays. When the students did
the role play, the researcher assessed them by using rubric then gave some feedback
and motivation.
In the set closure, the researcher and the students concluded the materials.
The researcher asked what they had been learned today and how they felt about the
role play technique. Then, the researcher closed the class by praying.
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c. Observation
In this stage, the researcher provided an observation checklist. The
researcher became the teacher as well as the observer. The observation checklist
was used to see what happened in the class during the learning activities. The result
from observation sheet was presented below:
Table 4.1. Observation Checklist of Students’ Activity Cycle 1
No. Statements Scale
Comment 1 2 3 4
1. The students are ready
to follow the lesson.
√ The students sit on their chair
when the teacher enters the
class.
2. The students respond to
the teacher’s greeting.
√ The teacher says “Good
morning” and asks “How are
you?” Then, the students
answer “Good morning, Miss.
I’m fine, thank you.”
3. The students pay
attention to the teacher.
√ At the end of the class, there
are some students who talk to
their friends.
4. The students follow the
teacher’s instruction.
√ The students obey the
teacher’s instruction. For
example: the teacher asks the
students to take notes some
information from the video
that they watch.
5. The students are active
in the learning
activities.
√ Most of the students want to
read the paragraph by raising
their hands.
6. The students ask
questions related to the
material.
√ When they do their
assignments, they raise their
hands and ask some questions.
7. The students are excited
about the lesson.
√ The students do not feel
sleepy during learning
activities.
8. The students can speak
fluently.
√ The students can speak
without stammering.
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No. Statements Scale
Comment 1 2 3 4
9. The students can answer
the teacher’s question in
English.
√ Many of the students still
answer in Bahasa Indonesia.
For example: T: “What have
you learned today?”
S: “Tentang recount text,
Miss.”
10. Role play technique
makes the students
active in the learning
activity.
√ The students can practice their
speaking skills and share their
ideas in making the script.
From the observation checklist showed that most of the students were ready
to follow the lesson. The students sat on their chairs, even though there were some
students who still in the bathroom. Most of the students paid attention to the teacher.
However, there were some students talked to each other towards the end of the
class. All of the students responded to the teacher’s greeting. For example, the
teacher said, “Good morning, students? “How are you?” all of the students
answered simultaneously, “Good morning, Miss. I’m fine, thank you.” Also, all of
the students followed the teacher’s instruction. When the teacher showed a video
and asked the students to take notes the information that they got from the video,
they did it.
There were only some students who were active in the learning activities.
For example, some students wanted to read the paragraph raised their hands. When
the teacher walked around while the students did their tasks, a few students raised
their hands and asked some questions. However, the students only asked whether
all of them would perform in front of the class or not. Besides, they asked about the
meaning of words. Most of the students were excited about the lesson. The students
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30
showed that they did not feel sleepy during learning activities. However, just a few
students could answer the teacher’s question in English. Many of the students still
answered in Bahasa Indonesia. Also, a few students spoke fluently. There were
many of the students was stammering when they did their role plays. Nevertheless,
the role play technique made the students active in the learning activity. It showed
from most of the students practiced speaking with their friends. Also, they could
share their ideas in making the script for their role plays.
d. Reflection
In the first cycle, the researcher made a reflection by analyzing the field
notes. The researcher asked her colleague to be the observer. The observer wrote
what happened in the class. The observer wrote that there were three parts of the
learning activities. They were set induction, main activity, and set closure.
For the set induction, the observer wrote that the researcher started the class
by greeting and praying. The students enthusiastically replied the researcher’s
greeting. It showed from the students answered the researcher’s greeting loudly.
After that, the researcher checked the students’ attendance one by one and told
about the material that would be delivered.
In the main activity, the researcher showed a video which was related to the
topic. It aimed to attract the students’ attention. The students enjoyed the video.
Then, the researcher distributed the handout and explained about the material. The
material was about recount text. However, when the reseracher explained the
material, some students felt bored. It showed from the students who bending their
heads on the table. Then, the researcher asked the students to do a role play. At that
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time, the students were confused about what role play was. Then, the researcher
told about a role play and how to do it in pairs. After explaining about the role play,
the researcher gave the role play situations to each pair. Then, each pair had to make
a script based on the situation that they got. The researcher walked around to help
if the students needed for help. The students looked excited when they made the
script for their role plays. There was also a student who looked very excited and he
could not wait to do the role play in front of class. Then, each pair did the role play
in front of class, while the reseracher assessed their performances. The researcher
assessed the students’ speaking aspects in order to see their improvements in the
next cycle. The other students listened and watched their friends while preparing
themselves. The researcher and the students gave an appreciation in the form of
applause after the students had done their role plays.
However, in the middle of the performance, there were some students who
practiced speaking, even though the researcher had already told to listen and watch
their friends in front of the class. After all of the students had done their role plays,
the researcher gave feedback to the students. The researcher said that there were
some mistakes when the students did their role plays. For example, the students still
spoke “it is dirty” it had to be “it was dirty” because this was in the context of past
tense. For the set closure, the researcher closed the class by giving the conclusion
and greeting.
Besides, the researcher took the speaking score when the students were
performing the role play. It was considered as the test. The result of the test was
used to know the students’ improvements. The result of the first test in the first
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32
cycle is found in Appendix Q. Based on the result, there was only student 2 who
passed the minimal mastery level criterion (KKM). The KKM for the speaking skill
in junior high school level is 75. The researcher provided the assessment aspects of
speaking skills as follows:
Table 4.2. Assessment Aspects of Speaking Skill (Buku Guru Kelas VIII SMP/MTs, p. 16)
*Kelancaran:
Sangat lancar there is no pause and no stammer
Lancar a few pauses and stammers
Cukup lancar there are pauses and stammers several times
Kurang lancar there are many pauses and stammers
Tidak lancar there are too many pauses and stammers
**Ketelitian:
Sangat teliti there is no mistake
Teliti there are several mistakes but not interfere with meaning
Cukup teliti there are several mistakes and interfere with meaning
Kurang teliti there are many mistakes and interfere with meaning
Tidak teliti there are too many mistakes and interfere with meaning
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Based on the result of speaking test, the score that Student 2 got was 75. She
got some points in every aspect which were: 4 points for pronunciation, 4 points for
intonation, 4 points for fluency, and 3 points for grammar accuracy. As an
illustration, she got 4 points for fluency. She just had a few pauses and stammers.
However, the scores that the rest of the students (30 students) got were less than 75.
The researcher calculated the mean score in every aspect of 30 students who did not
pass the KKM. The mean score of pronunciation was 3.5, intonation was 2.9,
fluency was 3.03, and grammar accuracy was 2.5. For the pronunciation, the
students were made some mispronunciations. One of them was the word “was” they
pronounced /was/ not /wəz/. For the intonation, they put the stress on the word
“yesterday” at the end of the word /jestərˈdeɪ/ which had to be pronounced
/ˈjestərdeɪ/. For the fluency, the students paused and stammered several times.
Then, for the grammar accuracy, the students still used simple present tense such
as “I buy it last night” which should be “I bought it last night.”
From the observation checklist, field notes, and test, the researcher saw that
the students followed the learning activity. However, there were some important
things that should be improved in cycle 2. The first one was about the learning
activity. It showed from the students who felt bored in the class. The second was
about managing the class. Some students still talked to their friends when other
students were performing their role plays. The second one was the test. The students
had to prepare well before they performed their role plays. Therefore, the researcher
would conduct the second cycle to see the students’ improvements.
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2. Cycle 2
The researcher conducted the second cycle on Thursday, March 23, 2017 in
the 8th grade A. It was conducted in one meeting. There were 31 students who
attended the class. One student did not come to the class because she had to attend
an entrepreneurship training. This cycle consisted of four stages as in the previous
cycle. They were the plan, the action, the observation, and the reflection.
a. Plan
In this stage, the researcher met the teacher to discuss about what topic that
would be taught to the students for the second cycle. At that time, the researcher
and the teacher were confused what material that suitable for the implementation of
a role play technique because this was the second semester. Therefore, there were
many topics which had already taught to the students in the previous semester.
Then, the researcher tried to find the topic which could be connected with a role
play technique. Then, the researcher found a topic about daily activity in KI-KD.
The researcher asked the teacher whether or not the topic could be connected with
a role play technique. The teacher answered that it could be connected. However,
the researcher also had to teach about simple present tense because the tense would
be used in daily activity form. After that, the researcher tried to find the teaching
material and made a lesson plan.
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b. Action
This stage was conducted by the researcher on Thursday, March 23, 2017.
The action was conducted from 10.40 a.m. until 12.00 p.m. In this stage, the
researcher as the teacher divided the learning activities into three parts as follows:
Figure 4.2. Students’ Learning Activity in Cycle 2
In the set induction, the researcher started the class by greeting the students,
then continued by praying. The researcher also checked the attendance list. After
that, the researcher asked the students about the previous topic. Next, the researcher
showed a short video which was related to the topic. It aimed to attract students’
attention. Then, the researcher asked some questions to the students. The questions
was about the topic that would be taught by the researcher. After the students
• Greeting
• Recalling the previous topic in the previous meeting.
• Showing a short video which was related to the newtopic. Asking questions related to the new topic(brainstorming).
• Explaining the new topic.
Set Induction
• The teacher shows a video which was related to the topic.
• The teacher asks the students to find some information.
• The teacher explains the material.
• The teacher gives the example.
• The teacher explains the rules of role play.
• The teacher asks the students to make the script for theirrole plays based on the situation that has been given bythe teacher.
• The teacher asks the students to do the role play.
• The teacher gives feedback to the students.
Main Activity
• Conclusion
• Closing
Set Closure
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answered the questions, they had to guess what topic would be given to them. Then,
the researcher told the new topic.
In the main activity, the researcher gave a video again, but this video was
longer than the previous video. The researcher asked the students to write the
information that they got from the video. After the students found some
information, the researcher and the students had to discuss about the topic. Then,
the researcher explained the materials. First, the researcher explained about daily
activity, followed by simple present tense. It was important to remind the students
about simple present tense, because it would be used in daily activity form. Besides,
based on the result of the teacher’s interview, the students still forgot about tenses.
After that, the researcher gave the example of daily activity and asked the students
to analyze the verb.
Next, the researcher told the students that they would have a role play. The
researcher explained the rules of the role play. First, the students had to do the role
play in pairs. It made the researcher easier to assess the students’ performances.
Second, the students had to act based on the situation which was given by the
researcher. However, before starting the role play, the students should make a script
based on the situation. After that, they might start the role play. While the students
made the script, the researcher walked around to help the students if they had
problems in making the script. The researcher assessed the students’ speaking skills
when the students did their role plays. After that, the researcher gave some feedback
to the students. The feedback was in the form of correction about grammar or
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
pronunciation. Therefore, the students would have improvement in the next activity
or role play performance.
For the set closure, the researcher ended the class by concluding the material
that had been learned at that time. Then, the researcher closed the class by praying.
c. Observation
In this stage, the researcher also became the teacher and the observer. The
researcher provided observation checklist. The researcher used the observation
checklist to see the improvement of the students in the class during the learning
activities. The observation checklist result was presented below:
Table 4.3. Observation Checklist of Students’ Activity Cycle 2
No. Statements Scale
Comment 1 2 3 4
1. The students are ready
to follow the lesson.
√ The students sit silently on
their chairs when the teacher
comes.
2. The students respond to
the teacher’s greeting.
√ The teacher greets “Hello,
good morning” Then, the
students answer “Good
morning, Miss.”
3. The students pay
attention to the teacher.
√ The students listen when the
teacher explains the material.
4. The students follow the
teacher’s instruction.
√ The teacher gives instruction
to do a role play, the students
are excited and do the role
play.
5. The students are active
in the learning
activities.
√ The students raise their hands
to ask questions.
6. The students ask
questions related to the
material.
√ The students ask about the
material (what tense that
should be used).
7. The students are excited
about the lesson.
√ When the teacher plays a song
which is related to the
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38
No. Statements Scale
Comment 1 2 3 4
material, the students sing
together and enjoy it.
8. The students can speak
fluently.
√ The students can speak
without stammering.
9. The students can answer
the teacher’s question in
English.
√ For example:
T: “Have you finished in
making the script
S: “Not yet, Miss.”
10. Role play technique
makes the students
active in the learning
activity.
√ The students practice
speaking by performing the
role play in front of the class.
Based on the observation checklist, all of the students were ready to start the
lesson. It was proven from the students by sitting and being silent on their chairs.
Besides, all of the students responded to the teacher’s greeting. When the teacher
greeted “Hello, good morning” Then, the students answered “Good morning,
Miss.” Most of the students also paid attention when the teacher explained the
material. The students listened when the teacher explained the material. Also, all of
the students followed the teacher’s instruction. For example, when the teacher gave
instruction to do a role play, the students were excited and did the role play. Most
of the students were active in the learning activity. When they had problems in
making the script for their role plays, they raised their hands to ask questions which
were related to their tasks. However, not all of the students asked question by using
English.
In this cycle, most of the students could speak English better than the
previous cycle. It was because they had practiced speaking frequently. Also, most
of the students were excited about the lesson. When the teacher played a song which
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39
was related to the material, the students sang together and enjoyed it. Some of the
students sang while waving their hands. In addition, most of the students could
speak fluently. Even though, some students were still not confident when they
spoke in front of the class. Also, when the teacher asked question, most of the
students could answer in English. For example, the teacher asked, “Have you
finished in making the script?” then the students answered, “Not yet, Miss.” Based
on the observation checklist, the role play made all of the students to be active in
the learning activity. It was because the role play made all of the students performed
in front of the class. Ladousse (1995) states that role play gives a wide variety of
experience and students can practice their speaking skills in any situations through
a role play. Besides, when the teacher concluded the material by asking some
questions, most of the students could answer it in English.
d. Reflection
The researcher used field notes to make the reflection. The researcher asked
one of the researcher’s colleagues to be the observer. The observer noted teaching
learning activities in the class. The researcher started the class by greeting and
praying. The researcher did not check students’ attendance one by one. The
researcher only asked who did not come to the class today. In this cycle, the students
were excited when the researcher used the role play in the main activities. The class
condition also became noisy because they talked to each other when they made a
script for their role plays. Besides, some students still talked to their friends when
there were students performing the role play. However, the researcher tried to
handle it by asking them to be silent.
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In this cycle, the researcher also took the speaking score when the students
performed their role plays. The performance was considered as the second test. It
was proposed to analyze the students' improvements in learning to speak. The
second test result could be seen in Appendix R. Based on the result, there were 18
students who passed the minimal mastery level criterion (KKM). The researcher
calculated the mean score in every aspect of 18 students who passed the KKM. The
mean score of pronunciation was 4.05. It meant that there were several mistakes but
not interfering with meaning. The mean score of intonation was 4. There were
several mistakes but not interfering with meaning. The mean score of fluency was
4.05. It meant that there were a few pauses and stammers. Then, the mean score of
grammar accuracy was 2.94. There were several mistakes and interfering with
meaning.
However, the researcher still was not satisfied, because there were 13
students got the scores less than 75. The mean score of each aspect of 13 students
who did not pass the KKM as follows: pronunciation was 3.84, intonation was 3.23,
fluency was 3.46, and grammar accuracy was 2.84. For the pronunciation, the
students were made some mispronunciations. For example, they pronounced the
word “usually” to /ˈjuːʒuli/ which had to be pronounced /ˈjuːʒuəli/. For the fluency,
the students were made a few pauses and stammers.
From the observation checklist, the field notes, and the test, the researcher
concluded that there were positive changes in cycle 2. The students were more
active in learning activity. Although the students still made a noise in the class, but
the researcher could handle it. The positive changes were also showed by the
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41
improvement of students speaking scores. The students got better scores in their
speaking skills. Even though there were some students' scores had not reached the
KKM yet, the score increased. Therefore, the researcher tried to conduct cycle 3.
3. Cycle 3
The researcher conducted the third cycle in one meeting on Thursday, April
6, 2017. It was conducted in the 8th grade A. There were 32 students in the class
which consisted of 9 boys and 23 girls. However, in the third meeting, two out of
32 students did not come to the class. One student was sick and another student
attended a competition outside the school. This cycle consisted of four stages: plan,
action, observation, and reflection.
a. Plan
In this cycle, the researcher tried to solve the problem which occurred in
cycle 2. The researcher had already known what topic had to be taught to the
students. The researcher and the teacher had already discussed it in cycle 2. The
topic was about “Activity that is happening now (present continuous tense).” The
researcher also taught the present continuous tense because it would be used in the
topic “activity that is happening now.”
b. Action
The action was conducted by the researcher on Thursday, April 06, 2017. It
was conducted from 10.40 a.m. until 12.00 p.m. In this stage, the researcher as the
teacher divided the learning activities into three parts as follows:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
Figure 4.3. Students’ Learning Activity in Cycle 3
In the set induction, the researcher started the class as usual. Firstly, the
researcher greeted the students, followed by praying. Secondly, the researcher tried
to recall the previous material. Then, the researcher showed a short video which
was related to the material. It aimed as the brainstorm for the students about the
new material which would be learned. After that, the researcher explained about the
topic which would be taught in this cycle.
The main activity in this cycle was also not really different with the previous
cycle. It was because the researcher wanted to be consistence so that the students
would be easy to follow the learning activity. The researcher started the main
activity by showing a video which was related to the topic “activity that is
happening now” (present continuous tense). Then, the students wrote the
Set Induction
• Greeting
• Recalling the previous material
• Showing a video
• Brainstorming
• Telling the topic that would be taught
Main Activity
• The teacher shows a video to the students
• The teacher discusses about the information in the video
• The teacher explains the material
• The teacher shows a conversation video
• The teacher asks the students to analyze the vocabulary and the grammar in the conversation
• The teacher asks the students to find the partner to do the role play
• The teacher gives the situation of the role play to each pair
• The teacher asks the students to make a script based on the situation
• The teacher asks the students to do their role plays
• The teacher assesses the students' performances
• The teacher gives feedback to the students
Set Closure
• Conclusion
• Reflection
• Closing
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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information that they got from the video. The researcher and the students discussed
the information from the video then related it with the topic. Besides, the researcher
explained about the topic “activity that is happening now” and also present
continuous tense. Actually, present continuous tense was used in the topic “activity
that is happening now”, so the researcher had to teach the students about present
continuous tense. If there was no question from the students, the researcher
continued the lesson by showing a video again. Then, the students analyzed some
information such as vocabulary and grammar from the video.
The next activity was the implementation of a role play. The students found
their partners then made a script from the situation that researcher gave to each pair.
Then, the researcher gave time to the students to practice before they performed.
After the students were ready, the researcher asked them to do the role play in front
of the class. While the students performed their role plays, the researcher assessed
them and gave feedback and motivation towards their performances. However,
there were some students who talked to each other when other students were still
performing the role play. The researcher tried to handle it by asking them to be
silent and listen to their friends.
For the set closure, firstly, the researcher and the students concluded the
material that had been learned. Then, the researcher told that this was the last
meeting and said thank you for their cooperation during the three meetings.
Before the researcher left the class, the researcher asked the students to fill
the questionnaire. The researcher needed students’ helps to fill the questionnaire.
The researcher told that the questionnaire was related to the activity in speaking
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
activities and their perception about a role play technique. Then, the researcher
distributed the questionnaire to the students. Before the students filled the
questionnaire, the researcher explained how to fill the questionnaire.
c. Observation
In the last cycle, the researcher also became the observer. The researcher
used the observation checklist to see the students’ improvements in the class during
the learning activities. The observation checklist result was presented below:
Table 4.4. Observation Checklist of Students’ Activity Cycle 3
No. Statements Scale
Comment 1 2 3 4
1. The students are ready to
follow the lesson.
√ Some of the students still
talk with their friends and
look busy.
2. The students respond to
the teacher’s greeting.
√ The teacher greets “Hello
students, good morning”
Then, the students answer
“Good morning, Miss.”
3. The students pay
attention to the teacher.
√ The students at the back talk
to each other.
4. The students follow the
teacher’s instruction.
√ The teacher asks them to
make a script, then they do it.
5. The students are active in
the learning activities.
√ The students dare to talk and
share their ideas.
6. The students ask
questions related to the
material.
√ The students ask whether the
script made by using present
continuous tense or not.
7. The students are excited
about the lesson.
√ The students raise their
hands in order to be called to
perform their role plays.
8. The students can speak
fluently.
√ The students show their
confident when their
performing the role play.
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No. Statements Scale
Comment 1 2 3 4
9. The students can answer
the teacher’s question in
English.
√ For example:
T: “Have you finished
making the script
S: “Not yet, Miss.”
10. Role play technique
makes the students active
in the learning activity.
√ The students practice
speaking by performing the
role play in front of the class.
The observation checklist’s result in the last cycle was better than before.
However, in the beginning of the class, there were some students who were not
ready to follow the lesson. They still talked to their friends or looked busy looking
for something around them. Nevertheless, after the teacher greeted the students, all
of them responded and answered the teacher’s greeting. Then, all of the students
followed the teacher’s instruction. For example, when the teacher asked them to
watch a video, all of them just paid attention to the video. Besides, when the teacher
asked them to make a script, they did not do another task. When the students made
the script, they raised their hands if they had difficulties. All of the students asked
questions related to their tasks. For example, they asked whether they had to use
present continuous tense in all of the sentences.
Also, most of the students were active in the learning activity. It was because
they dared to talk and shared their ideas in making the script for their role plays.
When the teacher walked around, the teacher asked question to the students in
English, whether they had finished in making the script. Sometimes, the teacher
asked whether they had a problem or not. Fortunately, most of the students could
answer the teacher’s question in English.
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At the end of the class, most of the students still paid attention to the teacher
although a few students at the back talked to each other. The role play made all of
the students active in the learning activity, because all of them had to perform in
front of the class. They dared to show their speaking skills and acted like the script
which they had made before. Moreover, all of the students could speak fluently
because of their confidence when they performed their role plays. Then, all of the
students were excited about the lesson. The students raised their hands in order to
be called to perform their role plays in front of the class.
d. Reflection
The researcher also used field notes in this cycle. As it had been done in the
previous cycle, the researcher asked one of the researcher’s colleagues to be the
observer and noted the learning activities in the class. The observer stated that it
was good because the researcher did her teaching in the same order as the previous
cycle. The researcher could handle the students who made the noise. The researcher
asked them to listen their friends’ performances. In this cycle, the students were
excited to perform their role plays. The students raised their hands and said “we go
first, Miss. we go first, Miss.”
Moreover, the researcher took the students’ speaking scores to see the
students’ improvements. The score gained from their role play performances. The
result of the test was increased from the previous cycle (see Appendix S). There
were all of the students (30 students) who passed the KKM. The researcher
calculated the mean score in every aspect of 30 students who passed the KKM. The
mean score of pronunciation was 4.6. It meant that the students’ pronunciation was
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
almost perfect. The mean score of intonation was 4.5. There were several mistakes
but not interfering with meaning. The mean score of fluency was 4.86. It was almost
perfect. Some students had no pause and stammer. The other students made a few
pauses and stammers. Then, the mean score of grammar accuracy was 3. There were
several mistakes and interfering with meaning. For example, the student said “I am
study” it had to be “I am studying” because in this cycle the teacher taught about
present continuous tense. In conclusion, the result of the test in this cycle was better
than the previous cycle.
On the other hand, the researcher distributed the questionnaire at the last
meeting in the last cycle. There are 32 students in the 8th grade A of SMP Negeri 1
Sleman. However, the researcher only distributed the questionnaire to 30 students.
Two of them were absent in that day. Based on the information that the researcher
got from other students, one student was sick and another student had permission
to attend competition in another school. The result of the questionnaires was
presented below:
Table 4.5. The Result of the Questionnaire
No. Statement
Response Percentage
Agree Dis-
agree Agree
Dis-
agree
1. Bahasa Inggris itu menarik.
(English is interesting.) 28 2 93.3 % 6.7%
2. Saya menyukai pelajaran Bahasa
Inggris.
(I love English lessons.)
26 4 86.7% 13.3%
3. Saya senang berbicara
menggunakan Bahasa Inggris.
(I love to speak in English.)
23 7 76.7% 23.3%
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No. Statement
Response Percentage
Agree Dis-
agree Agree
Dis-
agree
4.
Saya tidak kesulitan dalam berbicara
Bahasa Inggris.
(I don’t have any difficulty in
speaking English.)
13 17 43.3% 56.7%
5.
Saya tidak takut melakukan
kesalahan saat berbicara dalam
Bahasa Inggris.
(I am not afraid of making mistakes
while speaking in English.)
18 12 60% 40%
6.
Penggunaan role play dalam
kegiatan speaking memotivasi saya
untuk berbicara Bahasa Inggris.
(The use of role play in speaking
activities motivates me to speak in
English.)
27 3 90% 10%
7.
Penggunaan role play untuk berlatih
speaking cukup menyenangkan.
(The use of role play to practice
speaking is fun.)
29 1 96.7% 3.3%
8.
Melalui role play, saya merasa lebih
percaya diri ketika berbicara dalam
Bahasa Inggris.
(Through role play, I feel more
confident when speaking in English.)
28 2 93.3% 6.7%
9.
Saya lebih nyaman berbicara Bahasa
Inggris melalui role play.
(I am more comfortable speaking in
English through role play.)
27 3 90% 10%
10.
Saya bisa berbicara Bahasa Inggris
didepan kelas dengan lancar.
(I can speak English in front of the
class fluently.)
20 10 66.7% 33.3%
11.
Role play membantu saya dalam
memahami materi speaking.
(Role play helps me in understanding
the speaking materials.)
29 1 96.7% 3.3%
12.
Saya lebih suka melakukan role play
ketika belajar speaking daripada
hanya membaca dialog dengan
teman sebangku.
(I prefer to do role play when
learning speaking rather than just
read dialogue with my friends.)
27 3 90% 10%
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49
No. Statement
Response Percentage
Agree Dis-
agree Agree
Dis-
agree
13.
Saya merasa dengan adanya role
play, dapat membuat pelajaran
speaking lebih menarik dan
menantang.
(With the role play, I feel that
speaking lessons become more
interesting and challenging.)
27 3 90% 10%
14.
Role play memberikan kesempatan
bagi saya untuk berani berbicara
didepan kelas.
(Role play gives me the opportunity
to speak up in front of the class.)
30 0 100% 0%
15.
Role play meningkatkan kreatifitas
berpikir saya.
(Role play increases my creative
thinking.)
29 1 96.7% 3.3%
Statements from number 1 until 5 showed about students’ perception on
English lesson. Based on the result of the questionnaires, 93.3% or 28 out of 30
students agreed that English was interesting. Besides, 86.7% or 26 out of 30
students loved English lesson and 76.7% or 23 out of 30 students loved to speak in
English. There were 13 out of 30 students who did not have any difficulty in
speaking English and 18 out of 30 students were not afraid of making mistakes
while speaking in English.
Statements number 6 until 15 showed about a role play technique which was
implemented in the classroom. The result showed that 27 out of 30 students agreed
that the use of a role play in speaking activities motivated them to speak in English.
Besides, almost all of the students which were 96.7% or 29 out of 30 students
thought that the role play was a fun speaking practice. There were 28 out of 30
students felt more confident when speaking in English through a role play technique
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50
that was implemented in the class. Moreover, there were 27 out of 30 students felt
more comfortable when speaking in English through a role play. However, only
66.7% or 20 out of 30 students could speak English in front of the class fluently.
Statement number 11 showed that 29 out of 30 students agreed that a role
play helped them in understanding the speaking materials. Besides, 90% or 27
students preferred to do a role play when learning speaking rather than just read a
dialogue with their friends. Moreover, 90% students also felt that speaking lessons
became more interesting and challenging through a role play which was
implemented in the class. For statement number 14, all of the students agreed that
a role play gave them the opportunity to speak up in front of the class. For the last
statement, 96.7% or 29 students agreed that the role play increased their creative
thinking.
B. Discussion
In this part, the researcher discusses the research results in order to answer
the research questions. There are two research questions, they are (1) How is role
play used in speaking activities for the 8th grade A students of SMP Negeri 1
Sleman? (2) How does role play affect the students’ motivation in speaking
activities? This part is divided into two sections. The first section is the process of
role play used in speaking activities for the 8th grade A students of SMP Negeri 1
Sleman. The second section is the effects of students’ motivation in speaking
activities.
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1. The Process of Role Play Used in Speaking Activities for the 8th Grade A
Students of SMP Negeri 1 Sleman
The researcher implemented the role play technique in the 8th grade A
students of SMP Negeri 1 Sleman to every cycle. The researcher used Classroom
Action Research (CAR) method in this research. In Classroom Action Research,
the researcher used Kemmis and McTaggart’s (1992) model which consisted of four
stages; the plan, the action, the observation, and the reflection.
The researcher implemented the role play in the action stage. Firstly, the
researcher explained what role play was and how to do it. The students performed
their role plays in pair. Secondly, the researcher explained the rules of the role play.
Then, the researcher distributed the situation to each pair. The students had to make
a script based on the situation that had been given to them. Actually, the researcher
gave different situations to each pair, so that the students’ performances would have
variation. When the students made the script, the researcher walked around to help
the students if they had problems related to the script for their role plays. After they
had finished, the researcher called them to perform their role plays in front of the
class. When the students performed, the researcher took the score of their
performances. The score was considered as the test.
The researcher also took some notes from the students’ performances. The
researcher noted some mistakes while the students performed their role plays.
However, the researcher only noted the students' mistakes in general. It is because
the researcher also took the students’ speaking scores when the students performed.
After that, the researcher discussed the notes as the feedback for the students’
performances. Actually, the researcher not only gave negative feedback to the
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students’ performances, but also positive feedback. According to Brophy (1981),
“… the positive feedback is much more effective than negative feedback in
changing pupil behavior” (as cited in Nunan, p. 195). The feedback aimed to correct
the students, so that on the next cycle they would be better to do the role play.
Brophy (1981) adds “positive feedback has two principle functions: to let students
know that they have performed correctly, and to increase motivation through
praise.”
2. The Effects of Students’ Motivation in Speaking Activities
In this section, the researcher used the behavioral views of motivation theory
from Schunk, Pintrich, and Meece (2014) to know how the students’ motivation
progress in speaking activities toward the use of a role play technique in the learning
activities. According to Schunk, et al. (2014), there are five behavioral views of
motivation. They are interest in activities, work diligently, self-confidence,
persistence, and performance (p. 3). The researcher elaborated those five behavioral
views as follows:
a. Interest in Activities
The first behavioral view of motivation was interest in activities. Based on
the observation checklist, the students’ activeness in the learning activities in cycle
1 to cycle 3 was increased. In cycle 1, there were only 51-75% of the students who
were active in the learning activities. In this case, the students who were active
showed from their attitudes in the learning activities. For instance, some students
raised their hands to read the text. It meant that the students had interest in the
activities. In cycle 2, there were only 51-75% of the students who were active in the
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learning activities. Fortunately, when the researcher did the cycle 3, there were
significant changes. The students’ activenesses in the learning activities were 76-
100%. It showed that the students were more interested in the learning activities in
the classroom.
Besides, according to the results of the questionnaire, statement number 12
was related to the students’ interest in activities. The statement was “I prefer to do
a role play when learning speaking rather than just read a dialogue with my friends.”
There were 90% of students agreed with the statement. It meant that the students
were interested in the activity, especially the role play activity.
b. Work Diligently
The second behavioral view was work diligently. According to the
observation checklist, the number of students who were excited about the lesson in
cycle 1 until cycle 3 was increased. Unfortunately, there was no different in cycle
1 and cycle 2. The students who were excited about the lesson only 51-75%.
However, there was an increase in the third cycle. There were 76-100% of students
who worked diligently because they were excited with the activity.
c. Self-confidence
The third behavioral view was self-confidence. According to the
questionnaire, 93.3% of the students agreed that a role play made them feel more
confident when speaking in English. The data showed that the students had
confidence when they spoke through the role play.
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d. Persistence
The next behavioral was persistence. Based on the observation checklist,
there was an increase in statement 6 in every cycle. The statement was “the students
ask questions related to the material.” This statement was related to the fourth
behavioral view of motivation which was persistence. In cycle 1, there were only
26-50% of the students who were asked questions which was related to the material.
Many of students only asked about the meaning of words, because they did not
bring their dictionaries. Then, there was an increase in cycle 2, 51-75% of the
students asked questions related to the material. However, there were some of the
students still asked about the meaning of words. The result in the last cycle was
better than the previous cycles. There were 76-100% of the students who actively
asked about the material. For example, the students asked about the tense, whether
they had to use present continuous tense in all of the sentences.
Other data taken from the questionnaire showed a progress related to
students’ persistence. According to the result of the questionnaire, 90% of the
students agreed that the use of a role play in speaking activities motivated them to
speak in English. It meant that the students felt motivated to speak in English
through the role play.
e. Performance
The last behavioral view of motivation was performance. The performance
was the role play performance. The result of the students’ performances were
showed in the speaking test result. In the first cycle, there was one out of 31 students
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who passed the minimum score (KKM). It meant that the students’ achievements
were very low because almost all of the students could not pass the KKM.
There were some improvements in the cycle 2. There were 18 out of 31
students who passed the KKM. Even though, there were still 13 students who did
not pass the KKM. Therefore, the researcher also gave a test in the third cycle. In
this cycle, the speaking test result was satisfying because all of the students passed
the KKM.
Based on the speaking test result in cycle 1, cycle 2, and cycle 3, the students
showed some improvements in each cycle. From the test result, it showed the
increasing motivation would affect to the students’ speaking improvements.
Therefore, the improvement of students’ test result was served as the supporting
data that the use of role play increased students’ motivation in speaking activities.
In conclusion, the use of role play in speaking activities was successful.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of two parts. They are the conclusions and the
recommendations. In the conclusions, the researcher explains about how role play
is used in speaking activities for the 8th grade A students of SMP Negeri 1 Sleman
and how role play affects the students’ motivation in speaking activities. In the
recommendations, the researcher proposes recommendations to the English
teachers, the students, and the future researchers.
A. Conclusions
The researcher conducted this research to find out how role play was used
in speaking activities for the 8th grade A students of SMP Negeri 1 Sleman and to
find out how role play affected the students’ motivation in speaking activities. The
researcher made a conclusion based on the data that had been discussed in the
previous chapter.
The first was how role play was used in speaking activities. The researcher
implemented the role play technique in the 8th grade A of SMP negeri 1 Sleman.
This research used Classroom Action Research (CAR) by Kemmis and McTaggart
(1992). Kemmis and McTaggart’s model consists of four stages in each cycle. The
four stages are the plan, the action, the observation, and the reflection. The
researcher conducted three cycles for three meetings. For each cycle, the researcher
implemented the role play technique in speaking activities.
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The researcher implemented the role play technique in action stage. In this
stage, the researcher explained to the students about what role play was. The
students had to have role play performance in pairs. Then, the researcher also told
the rules and allowed students to ask if there were some unclear explanations from
the researcher. After that, the researcher distributed the situations to each pair. The
situation which was given to the students would be in different topics. Next, the
students made a script from the situation that they got. After that, the students
performed their role plays in front of the class. The researcher took the speaking
score using rubric and took some notes. The notes became feedback for the students.
After they got the feedback, the researcher expected that they could be better in
doing role play in the next cycle.
The implementation of role play in cycle 1 and cycle 2 were not satisfying.
The researcher still did not feel enough because some students still had not reached
the KKM in their scores. Besides, there were some crucial things which had to be
improved in the next cycle. Therefore, the researcher conducted the third cycle and
implemented a role play again. In the last cycle, the researcher felt satisfied because
the researcher could solve the problems. Moreover, the students’ performances
better than the previous cycle. The result of speaking score also showed that all of
the students passed the KKM.
Next, how role play affects the students’ motivation in speaking activities.
According to Schunk, Pintrich, and Meece (2014), there are five behavioral views
of motivation: interest in activities, work diligently, self-confidence, persistence,
and performance. The first behavioral view was interest in activities. According to
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58
the questionnaire statement number 12, there were 90% of the students agreed that
they preferred to do a role play in learning speaking rather than just read a dialogue
with their friends. It showed that the students were interested in the role play
activity. The second behavioral view was working diligently. Based on the
observation checklist, the number of students who were working diligently was
increased in each cycle. The third behavioral view was self-confidence. The
questionnaire showed that 93.3% of the students agreed that a role play made them
felt more confident in speaking English. The next behavioral view was persistence.
According to the result of the questionnaire, 90% of the students agreed that the use
of role play in speaking activities motivated them to speak in Engliah. It meant that
the students were motivated in learning to speak through a role play. The last
behavioral view was performance. The students performed their role plays in front
of the class while the researcher assessed their performances. Based on the
assessment results of the students’ performances, they showed some improvements
in each cycle.
The students’ improvements were not only seen from students’ speaking test
results, but also from their efforts and activeness during the lesson. Based on those
data, the researcher concluded that although the students were given different topics
in each cycle, they were had some improvements because the role play technique
made the students were motivated in learning to speak. Therefore, the effect of
using a role play in speaking activities was to increase students’ motivation in
learning to speak.
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B. Recommendations
This part provides recommendations for English teachers, students, and
future researchers.
1. For the English Teachers of SMP Negeri 1 Sleman
It is suggested to the English teachers to use a role play technique in the
teaching and learning process especially in speaking activities. It is because the use
of role play can improve students’ motivation to speak in English. However, the
teachers should consider the time allocation. The teachers should manage the time
appropriately because it will take a lot of time to every pair perform in front of the
class.
2. For the Students of SMP Negeri 1 Sleman
For the students, the researcher suggests to bring dictionaries in class, so that
they can open their dictionaries when they do not know the meaning of words.
Besides, the students should be more active to speak in English to increase their
speaking skills.
3. For the Future Researchers
For the future researchers who want to conduct similar topic for their
research, they can use this research to support their research. It also can be used as
the reference to investigate more about the use of role play technique in teaching
and learning process. Besides, the future researchers should pay attention to the
time allocation. It is because the students need more time to perform their role plays
in front of the class. Moreover, the future researchers can provide different
situations to each pair in order to make a variation in every performance.
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The researcher also gives recommendation for the future researchers to
provide the questionnaire not only at the end of the research, but also at the
beginning of the research. It aims to compare the students’ perception before and
after the implementation of role play technique. Besides, in order to facilitate the
future researchers may record the learning activities, then do the observation
checklist after the class. Moreover, the future researchers can interview the teacher
not only at the beginning of the research, but also after the implementation of a role
play technique as a means of validation. Furthermore, it should be better if the future
researchers add content accuracy in the assessment aspects of speaking skill. It aims
to know whether or not the students make a script in accordance with the situation
that had been given to them.
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APPENDICES
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APPENDIX A
Permission Letter from English Language Education Study Program
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APPENDIX B
Permission Letter from Badan Perencanaan Pembangunan Daerah
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APPENDIX C
Research Official Statement from SMP Negeri 1 Sleman
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APPENDIX D
Observation Checklist on the Students’ Activities
School:
Class:
Date:
Time:
Please give check (√) on the column 1,2,3, or 4 based on the students’ activity in
the class. Give comment if needed.
No. Statements Scale
Comment 1 2 3 4
1. The students are ready to
follow the lesson.
2. The students respond to
the teacher’s greeting.
3. The students pay attention
to the teacher.
4. The students follow the
teacher’s instruction.
5. The students are active in
the learning activities.
6. The students ask questions
related to the material.
7. The students are excited
about the lesson.
8. The students can speak
fluently.
9. The students can answer
the teacher’s question in
English.
10. Role play technique makes
the students active in the
learning activity.
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APPENDIX E
Observation Checklist Result Cycle 1
No. Statements Scale
Comment 1 2 3 4
1. The students are ready
to follow the lesson.
√ The students sit on their chair
when the teacher enters the class.
2. The students respond to
the teacher’s greeting.
√ The teacher says “Good
morning” and asks “How are
you?” Then, the students answer
“Good morning, Miss. I’m fine,
thank you.”
3. The students pay
attention to the teacher.
√ At the end of the class, there are
some students who talk to their
friends.
4. The students follow the
teacher’s instruction.
√ The students obey the teacher’s
instruction. For example: the
teacher asks the students to take
notes some information from the
video that they watch.
5. The students are active
in the learning
activities.
√ Most of the students want to read
the paragraph by raising their
hands.
6. The students ask
questions related to the
material.
√ When they do their assignment,
they raise their hands and ask
some questions.
7. The students are excited
about the lesson.
√ The students did not feel sleepy
during learning activities.
8. The students can speak
fluently.
√ The students can speak without
stammering.
9. The students can answer
the teacher’s question in
English.
√ Many of the students still answer
in Bahasa Indonesia. For
example: T: “What have you
learned today?”
S: “Tentang recount text, Miss.”
10. Role play technique
makes the students
active in the learning
activity.
√ The students can practice their
speaking skill and share their
ideas in making the script.
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APPENDIX F
Observation Checklist Result Cycle 2
No. Statements Scale
Comment 1 2 3 4
1. The students are ready
to follow the lesson.
√ The students sit silently on
their chair when the teacher
come.
2. The students respond to
the teacher’s greeting.
√ The teacher greets “Hello,
good morning” Then, the
students answer “Good
morning, Miss.”
3. The students pay
attention to the teacher.
√ The students listen when the
teacher explains the material.
4. The students follow the
teacher’s instruction.
√ The teacher gives instruction
to do role play, the students
are excited and do the role
play.
5. The students are active
in the learning
activities.
√ The students raise their hands
to ask questions.
6. The students ask
questions related to the
material.
√ The students ask about the
material (what tense that
should be used)
7. The students are excited
about the lesson.
√ When the teacher plays a song
which is related to the
material, the students sing
together and enjoy it.
8. The students can speak
fluently.
√ The students can speak
without stammering.
9. The students can answer
the teacher’s question in
English.
√ For example:
T: “Have you finished in
making the script
S: “Not yet, Miss.”
10. Role play technique
makes the students
active in the learning
activity.
√ The students practice
speaking by performing the
role play in front of the class.
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APPENDIX G
Observation Checklist Result Cycle 3
No. Statements Scale
Comment 1 2 3 4
1. The students are ready to
follow the lesson.
√ Some of the students still
talk with their friends and
look busy.
2. The students respond to
the teacher’s greeting.
√ The teacher greets “Hello
students, good morning”
Then, the students answer
“Good morning, Miss.”
3. The students pay
attention to the teacher.
√ The students at the back talk
each other.
4. The students follow the
teacher’s instruction.
√ The teacher asks them to
make a script, then they do it.
5. The students are active in
the learning activities.
√ The students dare to talk and
share their ideas.
6. The students ask
questions related to the
material.
√ The students ask whether the
script made by using present
continuous tense or not.
7. The students are excited
about the lesson.
√ The students raise their
hands in order to be called to
perform their role plays.
8. The students can speak
fluently.
√ The students show their
confident when their
performing the role play.
9. The students can answer
the teacher’s question in
English.
√ For example:
T: “Have you finished
making the script
S: “Not yet, Miss.”
10. Role play technique
makes the students active
in the learning activity.
√ The students practice
speaking by performing the
role play in front of the class.
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APPENDIX H
Questionnaire
Nama saya Dian Faqih, saya adalah mahasiswi dari Program Studi
Pendidikan Bahasa Inggris Universitas Sanata Dharma Yogyakarta. Saya akan
mengadakan penelitian tentang “THE USE OF ROLE PLAY IN SPEAKING
ACTIVITIES FOR EIGHT GRADE STUDENTS OF SMP NEGERI 1 SLEMAN”
untuk memenuhi tugas akhir skripsi. Sehubungan dengan hal tersebut, saya
meminta kesediaan anda untuk mengisi kuesioner ini dengan serius dan jujur. Jika
anda bersedia mengisi kuesioner ini, saya mohon untuk menanda tangani pada
tempat yang telah disediakan. Kerahasiaan jawaban anda akan saya jaga dan hanya
akan dipergunakan untuk keperluan penelitian.
Atas bantuan dan kerjasamanya saya ucapkan terima kasih.
Sleman, 6 April 2017
Responden
__________________
Nama:
Kelas:
Isilah kuesioner berikut dengan tanda centang (√) pada kolom “setuju” (S)
atau “tidak setuju” (TS).
No Pernyataan Tanggapan
S TS
1. Bahasa Inggris itu menarik.
2. Saya menyukai pelajaran Bahasa Inggris.
3. Saya senang berbicara menggunakan Bahasa Inggris.
4. Saya tidak kesulitan dalam berbicara Bahasa Inggris.
5. Saya tidak takut melakukan kesalahan saat berbicara dalam
Bahasa Inggris.
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6. Penggunaan role play dalam kegiatan speaking memotivasi
saya untuk berbicara Bahasa Inggris.
7. Penggunaan role play untuk berlatih speaking cukup
menyenangkan.
8. Melalui role play, saya merasa lebih percaya diri ketika
berbicara dalam Bahasa Inggris.
9. Saya lebih nyaman berbicara Bahasa Inggris melalui role
play.
10. Saya bisa berbicara Bahasa Inggris didepan kelas dengan
lancar.
11. Role play membantu saya dalam memahami materi
speaking.
12. Saya lebih suka melakukan role play ketika belajar speaking
daripada hanya membaca dialog dengan teman sebangku.
13. Saya merasa dengan adanya role play, dapat membuat
pelajaran speaking lebih menarik dan menantang.
14. Role play memberikan kesempatan bagi saya untuk berani
berbicara didepan kelas.
15. Role play meningkatkan kreatifitas berpikir saya.
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APPENDIX I
The blue Print of the Questionnaire
No Statement Theory
1. 1-5 Students’
perception on
English lesson.
Maloney (1981) defines “a perception is a thought
of, say, what expresses” (p. 63).
Healey (2007) states that perception as the process
of recognizing, organizing, and interpreting sensory
information (p. 73).
Dornyei (2001) defines “motivation is an abstract,
hypothetical concept that we use to explain why
people think and behave as they do” (p. 1).
2. 6-10 The use of
role play.
Purcell (1993) states “role play motivates students,
helps them lose their inhibitions, and serves as a
means to augment verbal skills, self-esteem,
leadership abilities, and cultural appreciation” (p.
192).
Purcell (1993) defines “role play is an enjoyable
device that teachers can use to structure their
students’ learning” (p. 912).
According to Brown (2004), “speaking is a
productive skill that can be directly and empirically
observed, those observations are invariably colored
by the accuracy and effectiveness of a test-taker’s
listening skill, which necessarily compromises the
reliability and validity of an oral production test” (p.
140).
3. 11-15 Students’
perception on role
play technique.
Maloney (1981) defines “a perception is a thought
of, say, what expresses” (p. 63).
Healey (2007) states that perception as the process
of recognizing, organizing, and interpreting sensory
information (p. 73).
Purcell (1993) states “role play is an enjoyable
device that teachers can use to structure their
students’ learning” (p. 912).
Purcell (1993) states “role play motivates students,
helps them lose their inhibitions, and serves as a
means to augment verbal skills, self-esteem,
leadership abilities, and cultural appreciation” (p.
192).
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APPENDIX J
Sample of Questionnaire
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APPENDIX K
The Result of the Questionnaire
No. Statement
Response Percentage
Agree Dis-
agree Agree
Dis-
agree
1. Bahasa Inggris itu menarik.
(English is interesting.) 28 2 93.3 % 6.7%
2. Saya menyukai pelajaran Bahasa
Inggris.
(I love English lessons.)
26 4 86.7% 13.3%
3. Saya senang berbicara
menggunakan Bahasa Inggris.
(I love to speak in English.)
23 7 76.7% 23.3%
4.
Saya tidak kesulitan dalam berbicara
Bahasa Inggris.
(I don’t have any difficulty in
speaking English.)
13 17 43.3% 56.7%
5.
Saya tidak takut melakukan
kesalahan saat berbicara dalam
Bahasa Inggris.
(I am not afraid of making mistakes
while speaking in English.)
18 12 60% 40%
6.
Penggunaan role play dalam
kegiatan speaking memotivasi saya
untuk berbicara Bahasa Inggris.
(The use of role play in speaking
activities motivates me to speak in
English.)
27 3 90% 10%
7.
Penggunaan role play untuk berlatih
speaking cukup menyenangkan.
(The use of role play to practice
speaking is fun.)
29 1 96.7% 3.3%
8.
Melalui role play, saya merasa lebih
percaya diri ketika berbicara dalam
Bahasa Inggris.
(Through role play, I feel more
confident when speaking in English.)
28 2 93.3% 6.7%
9.
Saya lebih nyaman berbicara Bahasa
Inggris melalui role play.
(I am more comfortable speaking in
English through role play.)
27 3 90% 10%
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10.
Saya bisa berbicara Bahasa Inggris
didepan kelas dengan lancar.
(I can speak English in front of the
class fluently.)
20 10 66.7% 33.3%
11. Role play membantu saya dalam
memahami materi speaking.
(Role play helps me in understanding
the speaking materials.)
29 1 96.7% 3.3%
12. Saya lebih suka melakukan role play
ketika belajar speaking daripada
hanya membaca dialog dengan
teman sebangku.
(I prefer to do role play when
learning speaking rather than just
read dialogue with my friends.)
27 3 90% 10%
13. Saya merasa dengan adanya role
play, dapat membuat pelajaran
speaking lebih menarik dan
menantang.
(With the role play, I feel that
speaking lessons become more
interesting and challenging.)
27 3 90% 10%
14. Role play memberikan kesempatan
bagi saya untuk berani berbicara
didepan kelas.
(Role play gives me the opportunity
to speak up in front of the class.)
30 0 100% 0%
15. Role play meningkatkan kreatifitas
berpikir saya.
(Role play increases my creative
thinking.)
29 1 96.7% 3.3%
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APPENDIX L
Field Notes in Cycle 1
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APPENDIX M
Field Notes in Cycle 2
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APPENDIX N
Field Notes in Cycle 3
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APPENDIX O
Interview Guideline
INTERVIEW GUIDELINE
1. Bagaimana situasi/keadaan kelas VIII A pada mata pelajaran Bahasa
Inggris?
2. Menurut anda, apakah peserta didik tertarik dengan pelajaran speaking di
kelas?
3. Metode pembelajaran apa saja yang sering digunakan dikelas dalam
pembelajaran speaking?
4. Bagaimana kemampuan peserta didik dalam belajar bahasa inggris
(khususnya speaking)?
5. Apakah peserta didik sering mengalami kesulitan dalam belajar speaking?
(Sebutkan kesulitan-kesulitan tersebut!)
6. Metode apa yang digunakan untuk mengatasi masalah tersebut?
7. Apakah anda pernah menggunakan tekhnik role play dalam mengajar
speaking di kelas? Mengapa anda menggunakannya?
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APPENDIX P
Interview Transcript
INTERVIEW TRANSCRIPT
Note:
R = Researcher
T = Teacher
Interview transcript with English teacher
R: Bagaimana situasi/keadaan kelas VIII A pada mata pelajaran Bahasa
Inggris?
T: Mmm… menurut saya, mereka minat sekali dengan pelajaran bahasa
inggris. Terbukti dari itu misalnya pada saat pelajaran bahasa inggris itu
anak itu antusias. Kadang kalo gurunya belum datang aja udah
di..(tertawa) udah dijemput misalnya kayak-kayak gitu.
R: Menurut anda, apakah peserta didik tertarik dengan pelajaran speaking di
kelas?
T: tertarik, cuma mungkin karna anu ya kadang-kadang waktunya kurang to..
jadi eeee jadi kadang sok ada speaking tapi cuma sepintas karna memang
disitu udah termasuk di program itu lo di program semester itu kan sudah
ada terlibat disitu ada speaking, ada writing, ada reading jadi harus
gurunya yang harus pinter-pinter bagi, tapi pada dasarnya seneng.. tadi
Role Play tadi..
R: Iyaa..
R: Metode pembelajaran apa saja yang sering digunakan dikelas dalam
pembelajaran speaking?
T: Kalo speaking, kalo saya ya… itu tadi kalo dialog ya bentuknya seperti
tadi itu.. ada buat dialog kemudian dipresentasikan kedepan. Kemudian
kalo yang Recount kea rah ini ya mereka.. apa.. nulis dulu pengalaman
yang dia apanya… yang dia peroleh, kemudian tak suruh nyoba untuk
menghapalkan gitu terus nanti mempresentasikan didepan, menceritakan
pengalamannya sama… narrative jadi ke story telling. Karena untuk
persiapan nanti kalo kelas 9 biasanya ujian praktek saya kan gitu. Nah
kalo tiba-tiba sudah ada langsung praktek dikelas 9 dan udah mau ujian
praktek baru belajar kan kasian to anak-anaknya biasanya dikelas 8 tak
cobakan fable itu cerita binatang.. pendek-pendek to itu.
R: Bagaimana kemampuan peserta didik dalam belajar bahasa inggris
(khususnya speaking)?
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T: Kalo kemampuanya… anu ya bervariasi. Karena memang ada beberapa
anak memang termasuk lower ya tapi untuk anak yang higher ya memang
mereka cenderung apa memang cenderung berminat sekali.
R: Kira-kira berapa persen bu yang lower?
T: Mmmm ya… yang lower? Yang lower mungkin sekitar 20%.
R: Apakah peserta didik sering mengalami kesulitan dalam belajar speaking?
(Sebutkan kesulitan-kesulitan tersebut!)
T: Ya sering, biasanya kalo mereka sudah sampai ke ini apa namanya.. sudah
sampai ke tenses biasanya masih pada bingung to.. ya seperti tadi ada kata
“you is…”, kudunya “did you” gitu dia bilang “are you”.
R: Metode apa yang digunakan untuk mengatasi masalah tersebut?
T: Untuk saya, kalo saya yaa.. modelnya nelateni tu to, nelateni jadi apa saya
itu tadi saya suruh mencoba untuk mengungkapkan kata-kata yang
pengalaman yang sudah dia dapatkan, nanti kita koreksi ininya apa
namanya.. kita koreksi kata-kata kerja yang masih salah. Biasanya anak
juga merasa itu mana salahnya, oh iya ternyata mereka tau ya tapi
kadangkan.. itu tadi membedakan antara “I studied” dengan “I am study”
kan masih gitu to.. sering begitu. Ya apa.. ya memang harus apa harus kita
cermati waktu anak maju kedepan. Karna speaking to itu..
R: Apakah anda pernah menggunakan tekhnik role play dalam mengajar
speaking di kelas? Mengapa anda menggunakannya?
T: Aaaa.. kalo role play pernah karna ya itu tadi la paling apa.. metode paling
praktis menurut saya jadi waktunya pendek juga bisa dilakoni, kemudian
anaknya juga seneng karna tidak cuma duduk aja to, maju, mereka
bermain peran,… ada selingannya lah..
R: Berarti anak-anaknya butuh yang menarik gitu ya bu untuk speaking?
T: Iya iya.. biasanya begitu. Sesuatu yang baru tu dia mesti “apa tu itu…”
(tertawa)
R: Baik bu sudah cukup, terima kasih atas waktunya.
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APPENDIX Q
Individual Test Result in Cycle 1
No Name Pronuncia
tion Intonation Fluency
Grammar
Accuracy Score
1 Student 1 4 3 3 3 65
2 Student 2 4 4 4 3 75
3 Student 3 3 3 3 2 55
4 Student 4 3 3 3 2 55
5 Student 5 4 4 3 3 70
6 Student 6 3 2 3 2 50
7 Student 7 4 3 2 3 60
8 Student 8 3 3 3 2 55
9 Student 9 3 2 3 2 50
10 Student 10 3 3 3 2 55
11 Student 11 4 3 3 3 65
12 Student 12 4 3 4 3 70
13 Student 13 - - - - -
14 Student 14 4 2 3 3 60
15 Student 15 4 3 3 3 65
16 Student 16 4 3 4 3 70
17 Student 17 4 3 3 3 65
18 Student 18 3 2 3 2 50
19 Student 19 4 4 3 3 70
20 Student 20 3 3 3 2 55
21 Student 21 4 4 3 3 70
22 Student 22 4 3 3 3 65
23 Student 23 3 3 3 2 55
24 Student 24 3 3 3 2 55
25 Student 25 3 3 3 2 55
26 Student 26 4 3 3 3 65
27 Student 27 4 4 3 3 70
28 Student 28 3 3 3 2 55
29 Student 29 3 2 3 2 50
30 Student 30 4 2 3 3 60
31 Student 31 3 3 3 2 55
32 Student 32 3 2 3 2 50
Total 1865
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APPENDIX R
Individual Test Result in Cycle 2
No Name Pronuncia
tion Intonation Fluency
Grammar
Accuracy Score
1 Student 1 4 4 4 3 75
2 Student 2 5 4 3 3 75
3 Student 3 4 4 4 3 75
4 Student 4 4 3 3 2 60
5 Student 5 4 3 4 3 70
6 Student 6 4 4 4 3 75
7 Student 7 4 4 4 3 75
8 Student 8 3 4 3 3 65
9 Student 9 5 4 4 3 75
10 Student 10 4 3 3 2 60
11 Student 11 4 3 3 3 65
12 Student 12 4 4 4 3 75
13 Student 13 4 3 3 3 65
14 Student 14 4 3 4 3 70
15 Student 15 4 4 5 2 75
16 Student 16 4 4 4 3 75
17 Student 17 4 5 4 2 75
18 Student 18 4 3 4 3 70
19 Student 19 4 3 4 4 75
20 Student 20 4 3 4 3 70
21 Student 21 4 4 4 3 75
22 Student 22 3 4 5 3 75
23 Student 23 4 4 4 3 75
24 Student 24 4 4 4 3 75
25 Student 25 3 4 4 3 70
26 Student 26 4 4 4 3 75
27 Student 27 4 4 4 3 75
28 Student 28 4 4 4 3 75
29 Student 29 4 4 3 3 70
30 Student 30 4 3 4 3 70
31 Student 31 4 3 3 3 65
32 Student 32 - - - - -
Total 2220
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APPENDIX S
Individual Test Result in Cycle 3
No Name Pronuncia
tion Intonation Fluency
Grammar
Accuracy Score
1 Student 1 4 5 4 3 80
2 Student 2 5 5 5 4 95
3 Student 3 5 5 5 3 90
4 Student 4 5 5 4 2 80
5 Student 5 5 4 5 3 85
6 Student 6 5 5 5 3 90
7 Student 7 4 5 5 3 85
8 Student 8 - - - - -
9 Student 9 5 4 5 4 90
10 Student 10 5 4 4 3 80
11 Student 11 5 4 5 3 85
12 Student 12 5 5 5 2 85
13 Student 13 - - - - -
14 Student 14 4 4 5 3 80
15 Student 15 4 4 5 3 80
16 Student 16 5 4 5 3 85
17 Student 17 4 5 4 3 80
18 Student 18 5 4 5 3 85
19 Student 19 4 4 5 4 85
20 Student 20 5 4 5 3 85
21 Student 21 4 4 5 3 80
22 Student 22 5 5 5 2 85
23 Student 23 5 5 5 3 90
24 Student 24 4 5 5 3 85
25 Student 25 4 5 5 3 85
26 Student 26 5 5 5 4 95
27 Student 27 4 4 5 3 80
28 Student 28 5 5 5 3 75
29 Student 29 5 4 5 2 80
30 Student 30 4 4 5 3 80
31 Student 31 5 4 5 3 85
32 Student 32 4 5 5 3 85
Total 2530
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APPENDIX T
Sample of Lesson Plan and Teaching Material
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMP Negeri 1 Sleman
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/II
Materi Pokok : Daily activity
Alokasi Waktu : 2 x 40 menit (1 pertemuan)
A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, displin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
KI Kompetensi Dasar Indikator Pencapaian Kompetensi
1 1.1 Mensyukuri kesempatan
dapat mempelajari bahasa
Inggris sebagai bahasa
pengantar komunikasi
Internasional yang
diwujudkan dalam semangat
belajar.
1.1.1 Mengagumi suara, dialek, dan
gensture temannya sebagai
kesempurnaan makhluk ciptaan
Tuhan.
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2 2.1 Menunjukkan perilaku
santun dan peduli dalam
melaksanakan komunikasi
interpersonal dengan guru
dan teman.
2.2 Menunjukkan perilaku jujur,
disiplin, percaya diri, dan
bertanggung jawab dalam
melaksanakan komunikasi
transaksional dengan guru
dan teman.
2.3 Menunjukkan perilaku
tanggung jawab, peduli,
kerja sama, dan cinta damai,
dalam melaksanakan
komunikasi fungsional.
2.1.1 Menunjukkan sikap sopan dalam
bertutur kata baik terhadap guru
maupun teman.
2.2.1 Menunjukkan sikap percaya diri
saat melakukan percakapan
Bahasa Inggris di depan kelas.
2.3.1 Menunjukkan sikap tanggung
jawab melakukan percakapan
Bahasa Inggris.
3 3.6 Menerapkan struktur teks
dan unsur kebahasaan untuk
melaksanakan fungsi sosial
menyatakan dan
menanyakan
tindakan/kejadian yang
dilakukan/terjadi secara
rutin atau merupakan
kebenaran umum, sesuai
dengan konteks
penggunaannya.
3.6.1 Mengidentifikasi struktur teks
menyatakan dan menanyakan
tindakan/kejadian yang
dilakukan/terjadi secara rutin
atau merupakan kebenaran
umum.
3.6.2 Mengidentifikasi unsur
kebahasaan teks menyatakan dan
menanyakan tindakan/kejadian
yang dilakukan/terjadi secara
rutin atau merupakan kebenaran
umum.
3.6.3 Menggunakan unsur kebahasaan
teks menyatakan dan
menanyakan tindakan/kejadian
yang dilakukan/terjadi secara
rutin atau merupakan kebenaran
umum sesuai konteks
penggunaannya.
3.6.4 Mengungkapkan struktur teks
menyatakan dan menanyakan
tindakan/kejadian yang
dilakukan/terjadi secara rutin
atau merupakan kebenaran
umum.
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4 4.7 Menyusun teks lisan dan
tulis untuk menyatakan dan
menanyakan tentang
tindakan/kejadian yang
dilakukan/terjadi secara
rutin atau merupakan
kebenaran umum, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan yang
benar dan sesuai konteks.
4.7.1 Membuat teks lisan tentang
menyatakan dan menanyakan
tentang tindakan/kejadian yang
dilakukan/terjadi secara rutin
atau merupakan kebenaran
umum.
4.7.2 Membuat teks tulis tentang
menyatakan dan menanyakan
tentang tindakan/kejadian yang
dilakukan/terjadi secara rutin
atau merupakan kebenaran
umum.
C. Tujuan Pembelajaran
1.1.1 Peserta didik dapat mengagumi suara, dialek, dan gensture temannya
sebagai kesempurnaan makhluk ciptaan Tuhan.
2.1.1 Peserta didik mampu menunjukkan sikap sopan dalam bertutur kata baik
terhadap guru maupun teman.
2.2.1 Peserta didik mampu menunjukkan sikap percaya diri saat melakukan
percakapan Bahasa Inggris di depan kelas.
2.3.1 Peserta didik mampu menunjukkan sikap tanggung jawab melakukan
percakapan Bahasa Inggris.
3.6.1 Peserta didik dapat mengidentifikasi menyatakan dan menanyakan
tindakan/kejadian yang dilakukan/terjadi secara rutin atau merupakan
kebenaran umum dengan benar.
3.6.2 Peserta didik dapat mengidentifikasi unsur kebahasaan teks menyatakan
dan menanyakan tindakan/kejadian yang dilakukan/terjadi secara rutin
atau merupakan kebenaran umum dengan benar.
3.6.3 Peserta didik dapat menggunakan unsur kebahasaan teks menyatakan dan
menanyakan tindakan/kejadian yang dilakukan/terjadi secara rutin atau
merupakan kebenaran umum sesuai konteks penggunaannya dengan
benar.
3.6.4 Peserta didik dapat mengungkapkan struktur teks menyatakan dan
menanyakan tindakan/kejadian yang dilakukan/terjadi secara rutin atau
merupakan kebenaran umum dengan benar.
4.7.1 Peserta didik dapat membuat teks lisan tentang menyatakan dan
menanyakan tentang tindakan/kejadian yang dilakukan/terjadi secara
rutin atau merupakan kebenaran umum dengan benar.
4.7.2 Peserta didik dapat membuat teks tulis tentang menyatakan dan
menanyakan tentang tindakan/kejadian yang dilakukan/terjadi secara
rutin atau merupakan kebenaran umum dengan benar.
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D. Materi Pembelajaran
1. Materi pokok
Teks lisan dan tulis menyatakan dan menanyakan tindakan/kejadian
yang dilakukan/terjadi secara rutin atau merupakan kebenaran umum.
2. Fungsi sosial
Menjaga hubungan interpersonal dengan guru dan teman.
3. Unsur kebahasaan
Kosa kata:
Adverbs of Frequency always, usually, often, sometimes, seldom,
never, ever.
Time phrases before, after, then, next.
Tata bahasa:
Simple present tense S + V1
Ucapan, tekanan kata, dan intonasi.
4. Struktur teks
Menyebutkan tindakan/kejadian yang dilakukan/terjadi secara rutin atau
merupakan kebenaran umum.
5. Topik
Berbagai hal terkait dengan tindakan/kejadian yang dilakukan/terjadi
secara rutin atau merupakan kebenaran umum dari seseorang.
E. Metode Pembelajaran
1. Pendekatan: Scientific Approach
2. Model: Project Based Learning
3. Diskusi kelompok
4. Role play
F. Media Pembelajaran
1. Video
2. LCD & Projector
3. Speaker
4. Whiteboard
5. Laptop
G. Sumber Belajar
http://www.ilmubahasainggris.com/contoh-teks-daily-activities-berserta-
terjemahannya/
https://www.wordsmile.com/pengertian-rumus-contoh-kalimat-simple-
present-tense
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H. Langkah Langkah Pembelajaran
No Kegiatan Waktu
1 Pendahuluan
1. Greeting
2. Guru menyiapkan pelaksanaan pembelajaran dengan
mengucapkan salam, berdoa, dan mengecek kehadiran
peserta didik.
3. Guru mengajukan beberapa pertanyaan yang terkait
dengan materi yang telah dipelajari sebelumnya.
4. Guru menampilkan sebuah video yang berhubungan
dengan materi yang akan dipelajari.
5. Guru mengajukan berbagai pertanyaan (brainstorming)
terkait dengan materi yang akan dipelajari:
- What do you usually do at night?
- What do you usually do after school?
6. Guru menyampaikan tujuan pembelajaran dan
kompetensi dasar yang akan dicapai.
5 menit
2 Inti
Mengamati
1. Peserta didik menonton video yang berkaitan
dengan daily activity.
2. Peserta didik menulis beberapa informasi tentang
daily activity yang terdapat dalam video.
Menanya
1. Peserta didik menemukan informasi yang terdapat
dalam video.
2. Guru dan peserta didik membahas informasi yang
terdapat dalam video tersebut.
3. Guru menjelaskan tentang teks daily activity serta
tata bahasa yang digunakan dalam teks daily
activity kepada peserta didik.
4. Guru memberi kesempatan kepada peserta didik
untuk bertanya.
Mengumpulkan informasi
1. Guru menampilkan sebuah contoh teks daily
activity didepan kelas menggunakan proyektor.
2. Peserta didik menganalisis kosa kata serta tata
bahasa dari teks daily activity yang telah diberikan.
Mengasosiasi
1. Guru meminta peserta didik untuk mencari
pasangan.
2. Guru memberikan situasi role play kepada setiap
pasangan.
5 menit
10 menit
5 menit
15 menit
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
93
3. Guru meminta peserta didik untuk membuat dialog
berdasarkan situasi yang telah disediakan.
4. Peserta didik berlatih role play.
Mengkomunikasikan
1. Peserta didik diberi kesempatan untuk melakukan
Role Play di depan kelas secara berpasangan
berdasarkan situasi yang telah diberikan oleh guru.
2. Guru menilai penampilan peserta didik
menggunakan rubrik penilaian.
3. Guru memberikan general feedback dan motivasi
terhadap penampilan peserta didik.
35 menit
3 Penutup
1. Guru dan peserta didik menyimpulkan materi yang
telah dipelajari hari ini.
2. Guru dan peserta didik melakukan refleksi
pembelajaran.
3. Guru memberikan kegiatan tindak lanjut berupa
penugasan.
4. Guru menyampaikan rencana pembelajaran yang akan
disampaikan pada pertemuan berikutnya.
5. Guru menutup pembelajaran dengan salam dan doa.
5 menit
I. Penilaian Hasil Pembelajaran
Rubrik Penilaian Unjuk Kerja
KRITERIA TERBATAS MEMUASKAN MAHIR
Melakukan
Observasi
Tidak jelas
pelaksanaannya
Beberapa kegiatan
jelas dan rinci
Semua jelas dan
rinci
Role Play Membaca
naskah, kosa
kata terbatas,
dan tidak lancar
Lancar dan kosa
kata dan kalimat
berkembang, serta
ada transisi
Lancar mencapai
fungsi sosial,
struktur lengkap
dan unsur
kebahasaan
sesuai
Menyunting/
Menulis
Teks
Penggunaan
kata, kalimat,
dan struktur
tidak sesuai
Fungsi social
tercapai, struktur
dan unsur
kebahasaan tepat
Fungsi social
tercapai, struktur
dan unsur
kebahasaan
tepat serta ada
modifikasi
88
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Penilaian Aspek Sikap
No Aspek yang
Dinilai
Kriteria Score
1 Santun (respect) Sangat sering menunjukkan sikap
santun
Sering menunjukkan sikap santun
Beberapa kali menunjukkan sikap
santun
Pernah menunjukkan sikap santun
Tidak pernah menunjukkan sikap
santun
5
4
3
2
1
2 Peduli (care) Sangat sering menunjukkan sikap
peduli
Sering menunjukkan sikap santun
peduli
Beberapa kali menunjukkan sikap
peduli
Pernah menunjukkan sikap peduli
Tidak pernah menunjukkan sikap
peduli
5
4
3
2
1
3 Jujur (honest) Sangat sering menunjukkan sikap
jujur
Sering menunjukkan sikap santun
jujur
Beberapa kali menunjukkan sikap
jujur
Pernah menunjukkan sikap jujur
Tidak pernah menunjukkan sikap
jujur
5
4
3
2
1
4 Displin
(discipline) Sangat sering menunjukkan sikap
displin
Sering menunjukkan sikap santun
displin
Beberapa kali menunjukkan sikap
displin
Pernah menunjukkan sikap displin
Tidak pernah menunjukkan sikap
displin
5
4
3
2
1
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95
5 Percaya Diri
(confidence) Sangat sering menunjukkan sikap
percaya diri
Sering menunjukkan sikap santun
percaya diri
Beberapa kali menunjukkan sikap
percaya diri
Pernah menunjukkan sikap percaya
diri
Tidak pernah menunjukkan sikap
percaya diri
5
4
3
2
1
6 Bertanggung
Jawab
(responsible)
Sangat sering menunjukkan sikap
bertanggung jawab
Sering menunjukkan sikap santun
bertanggung jawab
Beberapa kali menunjukkan sikap
bertanggung jawab
Pernah menunjukkan sikap
bertanggung jawab
Tidak pernah menunjukkan sikap
bertanggung jawab
5
4
3
2
1
7 Kerja Sama
(team work) Sangat sering menunjukkan sikap
kerja sama
Sering menunjukkan sikap santun
kerja sama
Beberapa kali menunjukkan sikap
kerja sama
Pernah menunjukkan sikap kerja
sama
Tidak pernah menunjukkan sikap
kerja sama
5
4
3
2
1
8 Cinta Damai
(peace) Sangat sering menunjukkan sikap
cinta damai
Sering menunjukkan sikap santun
cinta damai
Beberapa kali menunjukkan sikap
cinta damai
Pernah menunjukkan sikap cinta
damai
Tidak pernah menunjukkan sikap
cinta damai
5
4
3
2
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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9 Berkomunikasi
baik
(communicative)
Sangat sering menunjukkan sikap
berkomunikasi baik
Sering menunjukkan sikap santun
berkomunikasi baik
Beberapa kali menunjukkan sikap
berkomunikasi baik
Pernah menunjukkan sikap
berkomunikasi baik
Tidak pernah menunjukkan sikap
berkomunikasi baik
5
4
3
2
1
Penilaian Aspek Keterampilan Berbicara
No Aspek yang
Dinilai Kriteria Score
1 Pengucapan
(pronunciation) Hampir sempurna
Ada beberapa kesalahan namun tidak
mengganggu makna
Ada beberapa kesalahan dan mengganggu
makna
Banyak kesalahan dan mengganggu makna
Terlalu banyak kesalahan dan mengganggu
makna
5
4
3
2
1
2 Intonasi
(intonation) Hampir sempurna
Ada beberapa kesalahan namun tidak
mengganggu makna
Ada beberapa kesalahan dan mengganggu
makna
Banyak kesalahan dan mengganggu makna
Terlalu banyak kesalahan dan mengganggu
makna
5
4
3
2
1
3 Kelancaran
(fluency) Sangat lancar
Lancar
Cukup lancar
Kurang lancar
Tidak lancar
5
4
3
2
1
4 Ketelitian
(accuracy) Sangat teliti
Teliti
Cukup teliti
Kurang teliti
Tidak teliti
5
4
3
2
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
97
J. Lampiran
Role Play Situations
1. Your friend asks “what do you usually eat for dinner?” You answer that your
mother always make your favorite food for dinner. Then, you answer and
ask the same question to your friend.
2. Your friend asks “what do you usually do after school?” Then, you tell to
your friend and you ask him/her “how about you? What do you usually do
after school?”
3. You meet your old friend on the road when you're on the way to the office.
Your old friend asks “where do you work?” and “when do you (usually) start
work?” Then, you answer and ask the same question to your old friend.
4. Your teacher asks “where do you live?” and “how do you go to school?” Then
you answer it.
5. Your friend asks “what do you usually do on Sunday morning?” Then, you
answer and ask the same question to your friend.
6. Your uncle said “you look fat” then he asks “have you ever exercise during
the holidays?”
7. Your friend asks “what do you usually do after you had dinner?” Then, you
answer and ask the same question to your friend.
8. Your friend asks “what do you usually do on long holiday?” Then, you answer
and ask the same question to your friend.
9. Your friend asks “what do you usually eat for dinner?” You answer that your
mother always make your favorite food for dinner. Then, you answer and
ask the same question to your friend.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
98
Sleman, 23 Maret 2017
Mengetahui,
Guru Bahasa Inggris Mahasiswa Penelitian
Adianawati, S.Pd. Dian Faqih
NIP. 19610424 198112 2 003 NIM. 131214075
10. Your friend asks “what do you usually do after school?” Then, you tell to
your friend and you ask him/her “how about you? What do you usually do
after school?”
10. d a friend one of your books. She returns it with dirty cover. The
cover is dirty because you spilled tea to the book.
11. You meet your old friend on the road when you're on the way to the office.
Your old friend asks “where do you work?” and “when do you (usually) start
work?” Then, you answer and ask the same question to your old friend.
12. Your teacher asks “where do you live?” and “how do you go to school?” Then
you answer it.
13. Your friend asks “what do you usually do on Sunday morning?” Then, you
answer and ask the same question to your friend.
14. Your uncle said “you look fat” then he asks “have you ever exercise during
the holidays?”
15. Your friend asks “what do you usually do after you had dinner?” Then, you
answer and ask the same question to your friend.
16. Your friend asks “what do you usually do on long holiday?” Then, you answer
and ask the same question to your friend.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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APPENDIX U
Photos of Cycle 1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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APPENDIX V
Photos of Cycle 2
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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APPENDIX W
Photos of Cycle 3
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI