THE EFFECTIVENESS OF ROLE PLAY

IN TEACHING SPEAKING

(An Experimental Study for Eighth Grade of SMPN 244

North Jakarta)

By

M. NOOR AFDILLAH A.A

109014000075

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

i

The Effectiveness of Role Play in Teaching Speaking A Quasi-Experimental Study at the Eight Grade of SMPN 244 Jakarta

“A Skripsi”

Presented to the Faculty of Tarbiya and Teacher’s Training in Partial Fulfillment of the

Requirements for Degree of S.Pd. in English Language Education

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

f__

ENDORSEMENT SHEET

The Examination Committee of the faculty of Tarbiyah and Teachers Trainingcertifies that the "skripsi" (Scientific Paper) entitled The Effectiveness of Role Ptayin Teaching Speaking (A Qnrasi-Experimental Study at Eighth Grade of SMPN244 North Jakarta), written by M.Noor Afditlah A.A , NIM 109014000075 wasexamined by the committee on January 19,2015. The "skripsi" has been accepted anddeclared to have fulfilled one of the requirements for Degree of S.Pd (Sl) in EnglishLanguage Education at the English Department.

Jakarta,

Chairman:

Secretary:

EXAMINATION COMMITTEE

Drs. Svauki" M. Pd. (

NIP. 196412r2199103 L 002

Zaharil Auasv. M. HumNrP. 19761 007 2007 r0 I 002

Examiner I: Ismaliqnins Eviwliwati. M.Hum.NIP. 19740723 200003 2 001

Examiner II: Desi Nahartini. M.Ed.

Acknowledged by

Dean of Faculty of Tarbiyah and Teachers Training

Dra. Nurlena Rifa'i M.A. Ph.DNrP. 19591020 198603 2 001

iv

ABSTRACT

M. Noor Afdillah AA, 2014, The Effectiveness of Role Play towards Students’

Speaking Ability, Skripsi, English Education Department,

The Faculty of Tarbiyah and Teachers Training, Syarif

Hidayatullah State Islamic University Jakarta.

Advisors : Dr. Fahriany, M.Pd., Zaharil Anasy, M.Hum.

Key Words : Speaking, role play technique.

The aim of this research was carried out to find the effectiveness of using role

play in teaching speaking for second grade of junior high school at SMPN 244

North Jakarta whether there is significance different in speaking achievement of

the students who are taught using a role play and those who are taught without

using a role play. The subjects of the study were 56 students.

The method used in this study was quantitative research through quasi-

experimental study by using pre-test and post-test design. The researcher divided

two classes into an experimental class and a control class. Before the treatment,

the researcher did a pre-test in both classes. Moreover, the researcher taught

speaking by a role play technique in the experimental class. The last, the

researcher conducted a post-test in both classes to know whether a role play

technique is effective for teaching speaking in experimental class.

The researcher scored five components of speaking skills (Comprehension,

Fluency, Vocabulary, Pronunciation, and Grammar) of each student in both

classes. After that, he calculated t-test to analyze the data. Value of the tobserve was

7.49 and the degree of freedom (df) was 54 whereas the value of ttable on the

degree of significant of 5% was 2.00. As the result, the value of tobserve was higher

than ttable. It can be concluded that the using of role play technique in teaching

speaking at SMPN 244 North Jakarta was effective and the hypothesis tested in

this study was accepted.

v

ABSTRACT

M. Noor Afdillah AA, 2014, The Effectiveness of Role Play towards Students’

Speaking Ability, Skripsi, English Education Department,

The Faculty of Tarbiyah and Teachers Training, Syarif

Hidayatullah State Islamic University Jakarta.

Dosen Pembimbing : Dr. Fahriany, M.Pd., Zaharil Anasy, M.Hum.

Kata Kunci : Speaking, role play technique.

Penelitian ini bertujuan untuk menemukan keefektifan pengunaan role play dalam

pengajaran speaking untuk kelas 2 tingkat SMP di SMP 244 Jakarta Utara apakah

ada perbedaan yang signifikan terhadap murid-murid dalam pencapaian

pengajaran speaking yang menggunakan role play dengan yang tidak

menggunakan role play. Sample penelitian ini terdiri dari 58 siswa.

Metode yang digunakan dalam penelitian ini adalah metode kuantitatif yaitu

metode eksperimen semu dengan menggunakan desain pre-test dan post-test.

Peneliti membagi dua kelas yaitu kelas eksperimen dan kelas control. Sebelum

peneliti melakukan treatment, peneliti melakukan pre-test di kedua kelas tersebut.

Selanjutnya, Peneliti mengajarkan speaking dengan menggunakan teknil role play

di kelas eksperimen. Tahap terakhir, peneliti melakukan post-test di kedua kelas

tersebut untuk mengetahui apakah teknik role play efektif dalam pengajaran

speaking di kelas eksperimen.

Peneliti melakukan penilaian berdasarkan lima komponen speaking yaitu

(Komprehensif, Kefasihan, Kosakata, Pelafalan, dan Struktur Kalimat) pada

masing-masing murid di kedua kelas. Setelah itu, peneliti mengkalkulasi t-test

untuk menganalisis data. Nilai dari tobserve adalah 7.49 dan nilai degree of freedom

(df) adalah 54 sedangkan nilai ttable dengan derajat signifikan 5% adalah 2.00.

Maka nilai tobserve lebih tinggi dari nilai ttable. Dapat disimpulkan bahwa

penggunaan teknik role play dalam pengajaran speaking di SMPN 244 Jakarta

Utara efektif dan hipotesis yang diuji dapat diterima.

vi

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. All praises be to Allah,

the Lord of the world who has given the Mercy and Blessing upon the writer in

completing this Skripsi. Peace and salutation be upon the prophet Muhammad, his

family and his followers.

In this occasion, the writer would like to express his greatest appreciation,

honour and gratitude to his beloved parents (Dudung Gunawan, S.Pd and Yeti

Setiawati), for their valuable supports and moral encouragement in motivating the

writer to finish his study. And also his beloved sister (Shofia Hanifah Az-Zahra)

for their supports to the writer in writing this Skripsi

The writer also would like to express his deepest gratitude to Dr. Fahriany,

M.Pd and Zaharil Anasy , M.Hum for their advices, guidances, corrections, and

suggestions in finishing this Skripsi.

His gratitude also goes to:

1. All lecturers of Department of English Education who have taught and

educated the writer during his study at UIN Syarif Hidayatullah Jakarta.

2. Drs. Syauki, M.Pd., The Head of Department of English Education.

3. Zaharil Anasy, M.Hum., The Secretary of Department of English

Education.

4. Dra. Nurlena Rifa’i, MA., Ph. D The Dean of Faculty of Tarbiya and

Teachers` Training.

5. Drs.Mulyana., The Headmaster of SMPN 244 Jakarta, who has given a

great chance to the writer to carry out the research at the school he leads.

6. Indah Sri Rezeki, S.Pd and Linda Rizky Nurrahmani, The English teacher

of SMPN 244 Jakarta who has helped the writer in conducting this

research.

7. Shaumi Fitriyanti, S.Pd. who always gives her support, care, love and

spirit to the writer.

vii

8. His friends in Department of English Education Academic Year

2009/2010 for sharing their knowledge, times, cares and supports.

9. To any other person who cannot be mentioned one by one for their

contribution to the writer during finishing his Skripsi. The words are not

enough to say any appreciations for their help.

May Allah bless them for all of what they have done.

Finally, the writer feels that it is really pleasure for him to receive critics

and suggestions to make this Skripsi better. He also hopes that this Skripsi would

be beneficial, particularly for him and for those who are interested in it.

Jakarta, November 04, 2014

The writer

M. Noor Afdillah A.A

viii

TABLE OF CONTENT

APPROVAL…………………………………………………………... i

ENDORSEMENT SHEET…………………………………………... ii

SURAT PERNYATAAN KARYA SENDIRI………………………. iii

ABSTRACT…………………………………………………………... iv

ACKNOWLEDGMENT……………………………………………... vi

TABLE OF CONTENT……………………………………………… viii

LIST OF TABLE……………………………………………………... xii

LIST OF FIGURE……………………………………………………. xiii

LIST OF APPENDICES……………………………………………... xiv

CHAPTER I INTRODUCTION

A. Background of the Study………………………….. 1

B. Identification of the Problem……………………… 5

C. Limitation of the Problem………………………….5

D. Formulation of the Problem……………………….. 6

E. Objective of study…………………………………. 6

F. Significance of the Study………………………….. 6

CHAPTER II THEORETICAL FRAMEWORK

A. Speaking…………………………………………….... 7

1. The Nature of Speaking……………………………. 7

2. The Objectives of Teaching Speaking…………….. 8

3. The Elements of Speaking…………………………. 10

4. The Components of Speaking……………………... 11

a. Grammatical Competence…………………….12

ix

b. Discourse Competence……………………… 12

c. Sociolinguistic Competence…………………. 12

d. Strategic Competence……………………….. 13

5. Classroom Activities………………………………. 13

6. Speaking Assessment……………………………... 15

B. Role Play……………………………………………... 18

1. Definition of Role Play……………………………. 18

2. Reason for Using Role Play……………………….. 20

3. Types of Roles in Role Play……………………….. 21

4. The Purpose of Role Play………………………….. 22

5. The Advantages of Role Play……………………… 22

6. Teaching Speaking Using Role Play………………. 24

C. Previous Study……………………………………….. 25

D. Theoretical Thinking…………………………………..27

E. Hypothesis of the Research…………………………... 28

CHAPTER III RESEARCH METHODOLOGY

A. Place and Time of the Research………………………29

B. The Method of the Research…………………………. 29

C. Population and Sampling……………………………...29

D. The Technique of Collecting Data…………………….30

E. The Research Instrument……………………………... 30

x

F. The Technique for Data Analysis…………………….. 32

G. Statistical Hypothesis………………………………… 35

CHAPTER IV RESEARCH FINDINGS

A. Description of Data…………………………………... 37

I. The Description of the Pre-test Data……………….. 39

a. Comprehension Scores………………………… 39

b. Fluency Scores…………………………………. 39

c. Vocabulary Scores……………………………... 39

d. Pronunciation Scores…………………………... 39

e. Grammar Scores……………………………….. 40

II. The Description of the Post-test Data…………….. 40

a. Comprehension Scores………………………… 40

b. Fluency Scores…………………………………. 41

c. Vocabulary Scores……………………………... 41

d. Pronunciation Scores…………………………... 41

e. Grammar Scores……………………………….. 41

1. Pre-test Scores……………………………………... 41

2. Post-test Scores……………………………………. 45

3. Gained Scores……………………………………… 47

B. Analysis of Data……………………………………… 49

I. Results of Pre-test of Experimental and

Control Class…………………………………… 49

a. Experimental Class………………………….. 49

b. Control Class………………………………… 51

2. Results of Post-test of Experimental and

Control Class…………………………………… 53

a. Experimental Class…………………………..53

b. Control Class………………………………... 54

3. Normality Test…………………………………. 56

a. The Normality Test of Pre-test in

xi

Experimental Class…………………………..56

b. The Normality Test of Post-test in

Experimental Class…………………………..58

c. The Normality Test of Pre-test in

Controlled Class…………………………….. 61

d. The Normality Test of Post-test in

Controlled Class…………………………….. 58

4. Homogeneity Test……………………………...62

5. Hypothesis Test……………………………….. 64

C. Interpretation of the Data…………………………. 68

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion………………………………………… 70

B. Suggestion………………………………………… 70

BIBLIOGRAPHY………………………………………………………………... 72

APPENDICES…………………………………………………………………….. 75

xii

LIST OF TABLE

Table 3.1 Five Components of Grading Speaking Scale………………………….. 30

Table 4.1 The students’ scores of pre-test of experimental class

and controlled class……………………………………………………... 43

Table 4.2 The students’ scores of post-test of experimental class

and controlled class……………………………………………………... 45

Table 4.3 The students’ gained scores comparison between pre-test

and post-test in experimental class and controlled class………………... 47

Table 4.4 The Frequency Distribution of the Experimental Class Pre-test……….. 50

Table 4.5 The Frequency Distribution of the Control Class Pre-test……………… 51

Table 4.6 The Frequency Distribution of the Experimental Class Post test………. 53

Table 4.7 The Frequency Distribution of the Control Class Post-test…………….. 54

Table 4.8 Calculation of Pre-Test Normality in Experimental Class……………… 56

Table 4.9 Calculation of Post-Test Normality in Experimental Class…………….. 58

Table 4.10 Calculation of Pre-Test Normality in Controlled Class.......................... 59

Table 4.11 Calculation of Post-Test Normality in Controlled Class………………. 61

Table 4.12 Calculation of Hypothesis Test in the Experimental Class

and Controlled Class…………………………………………………... 64

xiii

LIST OF FIGURE

Figure 4.1 Diagram of Results of pre-test of Experimental Class

and Control Class………………………………………………………... 40

Figure 4.2 Diagram of Results of post-test of Experimental Class

and Control Class……………………………………………………….. 42

Figure 4.3 Diagram of Frequency Distribution of the Experimental

Class Pre-test……………………………………………………………. 50

Figure 4.4 Diagram of Frequency Distribution of the Experimental

ClassPre-test……………………………………………………………. 52

Figure 4.5 Diagram of Frequency Distribution of the Experimental

Class Post-test…………………………………………………………... 53

Figure 4.6 Diagram of Frequency Distribution of the Control

Class Post-test…………………………………………………………... 55

xiv

LIST OF APPENDICES

Appendix I (RPP Kelas Eksperimen)

Appendix II (RPP Kelas Kontrol)

Appendix III(Frequency Distribution Calculation of Pre-test and Post-test)

Appendix IV (Hasil Pre-test and Post-test)

Appendix V (Soal Pre-test dan Post test)

Appendix VI (Figures of the Research)

Appendix VII (Pengesahan Proposal Skripsi)

Appendix VIII (Surat Bimbingan Skripsi)

Appendix IX (Surat Permohonan Izin Penelitian)

Appendix X (Surat Keterangan Penlitian)

1

CHAPTER I

INTRODUCTION

A. Background of Study

Since English as an international language has already become one

of the compulsory subjects of both senior and junior high school, and

elementary school, it cannot be denied, that the importance of English has

gained a lot of attention from many people all over the world. It entails

Indonesian to master English; especially speaking ability successfully.

Therefore, Indonesian can communicate with people all over the world in

English fluently.

Moreover, learning English in the second grade junior high school

students has three objectives; they are to develop communicative

competence, it supposes to have an ability in comprehending and or

producing kinds of texts or certain literacy whether in oral or written

which should be fulfilled four English basic skills (listening, speaking,

reading, and writing), to improve students’ English ability in functional

level (it means students have to be able to use English in a daily life), and

to develop students’ ability in English communication skill for facing a

globalization era. Concerning to the problems above, the writer focuses on

developing the students’ competence in speaking ability. As stated on

KTSP (Kurikulum Tingkat Satuan Pendidikan) that the objective English

in Junior High School is to develop communicative competence in

achieving functional literacy level whether in written or oral.1

To improve speaking ability, the role of teaching speaking in

Indonesia is very important in order to achieve communicative

competence. Therefore, not only for senior high school but also for junior

high school, Speaking becomes one of the goals of teaching and learning

1 Badan Standar Nasional Pendidikan, Kurikulum 2006, Standar Isi Untuk Satuan

Pendidikan Dasar dan Menengah, (Jakarta:2006), p. 278.

2

in Indonesia. Those are the reason why the writer interested in having a

research about speaking skill towards students; especially the students in

second grade of junior high school. The goals of teaching English

speaking for the second grade junior high school students at even semester

also stated in English syllabus as follows:

Standard Competence and Minimum Standard Competence of English

Subject for the Second Grade Junior High School Students at Even

Semester.

Standard

Competence

Minimum Standard Competence

Speaking

9. To express the

meaning in short

verbal simple

transactional and

interpersonal

conversation to

interact with their

surroundings.

9.1 To express the meaning of transactional and

interpersonal conversation by using kinds of

expression accurately. Such as asking, giving, and

refusing permission, receiving and denying

information, agreeing and disagreeing opinion, and

offering and asking for help.

9.2 To express the meaning of transactional and

interpersonal conversation by using kinds of

expression accurately. Such as asking and giving

agreement, responding the statement, and receiving a

message from the telephone.

10. To express the

meaning of

functional and

monologue oral

10.1 To express the meaning of short functional oral text

accurately.

10.2 To express the meaning of short monologue oral text

3

text in recount

and narrative text.

accurately in recount and narrative text.

Based on the standard competence and the minimum standard

competence, there are two objectives in teaching speaking that should be

fulfilled by 8th

grade of junior high school, like: “To express the meaning

in short verbal simple transactional and interpersonal conversation to

interact with their surroundings” and “To express the meaning of

transactional and interpersonal conversation by using kinds of expression

accurately. Such as asking, giving, and refusing permission, receiving and

denying information, agreeing and disagreeing opinion, and offering and

asking for help”.2

Therefore, the emphasis is not only on the competence of the

language learners but also on the development of the students’

communicative ability. In order to develop learners’ communicative

ability, the teacher needs to create a scenario to teach the target language

enthusiastically, actively, and interestingly. Besides, the technique that

used by the teacher should be interesting because the teacher should

motivate the students to speak English confidently and to make the

students interest in speaking English. As Candlin and Neil in their book,

they stated that “The teacher’s job is to match his or her teaching style as

well as the learner’s learning style to the method”.3 It means that the

teacher has an important role in making a success of the students’ learning

and he or she should decide the teaching style which can build a

motivation for improving students’ ability; especially in speaking.

Furthermore, based on the writer experience when he taught a

speaking in junior high school, he often found some problems towards the

2 Badan Standar Nasional Pendidikan, Kurikulum 2006, op.cit.,, p. 289.

3 Christoper N. Candlin and Neil Mercer, English Language Teaching Its social context,

(London: Routledge, 2001), p.168.

4

students. The student problems frequently found by the writer were: first,

they still had poor vocabulary. Second, they were not interested in the

material about English that was given. Third, they rarely practiced

speaking. And the last, they were not confident and felt shy to speak in

front of class. In order to solve the problems, there are many techniques

that can be applied including a role play, because many research findings

say that this technique is effective to be used in teaching speaking.

Using a Role Play in teaching speaking is one of the ways to build

the students’ interest, motivation and fluency in speaking English by

creating interaction in the class and ordering students to imagine

themselves in a situation like in the real world. As Littlewood states “in

role playing techniques learners are asked to imagine themselves in

situation which occur outside the classroom, they are asked to adopt a

specific role in this situation, they asked to behave as if the situation really

existed”.4

Role play is very important in teaching speaking because it gives

students an opportunity to practice communication in different social

context and in different social roles. It also allows students to be creative

and to put themselves in another person’s place for a while. As Brown

stated “Role play allows some rehearsal time so that student can map out

what they are going to say, and it has the effect of lowering anxieties as

students can, even for a few moments, take on the persona of someone

other than themselves”.5

The writer hopes that in teaching speaking through a role play can

help the learning process for the students and the students become easy in

studying English. It is also required to support teaching and learning

activities in speaking. Besides, the classroom will be fun and the students

4 William Littlewood, Communicative Language Teaching - An Introduction, (Cambridge:

Cambridge University, 2002), p.49 5 Douglas Brown, Language Assessment: Principle and Classroom Practice. (San

Francisco: Longman, 2003), p.174.

5

will be more active in study. In addition, the problems of teaching

speaking English will be covered by applying technique.

As a result, it can measure and lead the students to the better

improvement and when one strategy doesn’t work, the teacher just need to

improve that strategy or change into suitable strategy which fits with

students’ condition or material being taught. It seems that a role play is

useful teaching technique that can be used in order to entertain students

and increasing their motivation in learning speaking.

B. Identification of the Problem

The writer identifies some common problems that appear in

teaching speaking:

1. Most of students still have low motivation in learning English;

especially in speaking, because they are too shy and afraid to take

apart in the conversation. They just speak when the teacher ask

them.

2. The students still do not know how to speak English well.

3. Most of the students do not realize the importance of learning

English to communicate.

4. The teacher also become one of problem that can make students is

not interested in speaking. It can happen because the teacher does

not use the communicative teaching that can motivate the students

to speak.

C. Limitation of the Problem

The writer limits the scope of this study only to discuss the

effectiveness of role play in teaching speaking in the second grade of

junior high school at SMPN 244 North Jakarta in 2013-2014 academic

years.

6

D. Formulation of the Problem

Based on the explanation on the background the writer formulates

the problem of the research as follows: “Is role play effective in teaching

speaking for the eighth grade students at SMPN 244 North Jakarta?”

E. Objective of the Study

The objective of the study is to find the effectiveness of using role

play in improving the students’ speaking skill whether there is significance

difference in speaking achievement of the students who are taught using a

role play and those who are taught without using a role play.

F. Significance of the Study

The study of this research is expected to know the effectiveness of

using role play in teaching speaking for second grade of junior high

school. Therefore, it can be one of solving problems in teaching and

learning speaking that faced by the teachers in improving the students’

speaking ability.

Besides, by using a role play, it can motivate the students to speak

English without considering of mistakes and error in speaking. Moreover,

it helps to provide knowledge on ways to develop natural ways in speaking

activities and to become the students more active in teaching-learning

process.

This method probably will be used as a reference for those who

want to conduct a research in English teaching process, especially to know

the effectiveness of Role Play when it applied in speaking class.

7

CHAPTER II

THEORITICAL FRAMEWORK

A. Speaking

1. The Nature of Speaking

Speaking is the most natural way to communicate. It is also used

for interacting between two people in daily life, such as: at school, at home

or some other places. As Gottlieb quoted Underhill‟s opinion “speaking

generally involves two ways communication with interactive role

switching between the speaker, who conveys a message, and the listener,

who interprets responds to it”1.

Besides, speaking also is the way to express ideas, opinions, or

feelings with others by using words or sounds in delivering message. As

human beings, especially as social creatures have a need to make meaning

of their surroundings by communicating each other. They have a need to

express their thoughts, opinions, or feelings in order to be accepted in

social life. Speaking does not only make sound by the speech organs but

ideas and emotions. As Cameron states “Speaking is the active use of

language to express meaning so that other people can make sense of them,

therefore, the label of “receptive” and “productive” uses of language can

be applied to speaking respectively”.2

Furthermore, most of people communicate each other to share

some information. As Thomas says “They may want to exchange

information about something specific with one or more people, or they just

want to keep socially active by exchanging pleasantries with friends,

1 Margo Gottlieb, Assessing English Language Learners, (California: Corwin Press,

2006), p.45. 2 Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge

University Press, 2001), p.40.

8

neighbors, or working colleagues”.3 Therefore, if people want to share

information with others, they have to focus on what they want to say in

order to deliver the specific message clearly.

In addition, in delivering ideas and meanings of a certain situation,

a speaker has to use an accurate pattern and choose the correct words that

fit into it. As Ur stated “people who know a language are referred to as

„speakers‟ of that language, as if speaking included all other kinds of

knowing; and many if not most foreign language learners are primarily

interested in learning to speak”.4 Another expert Marianne also stated “the

ability to speak a language is synonymous with knowing that language

since speech is the basic means of human communication”.5 As a result, a

speaker should know well about a language that he or she is used for

communicating; in order to her or his interlocutor get a good

understanding and interest with what he or she said.

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

the process of sharing information with another person, one‟s knowledge,

interests, opinions or ideas. Besides, speaking also is the way to make

someone interest to the information that the speaker wants to share.

2. The Objectives of Teaching Speaking

Speaking is one of some language skills which are essential. The

reason of people want to speak because he or she has some purposes or

functions that he or she has to be communicated with others to get his or

her goals or what he or she needs. As Richard and Renandya stated “When

we engage in discussion with someone, on the other hand, the purpose is

to seek or express opinions, to persuade someone about something, or to

3 Thomas S.C. Farrel, Succeeding with English Language Learners, (Thousand Oaks:

Corwin Press, 2006), p.74. 4 Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press,

1996),p.121. 5 Marianne Celle-Murcia, Teaching English as a Second or Foreign Language, (Boston:

Heinle & Heinle, 2001), p.103.

9

clarify information. In some situations, we use speaking to give

instructions or get things done”.6 Thus, the objectives of teaching speaking

are to persuade someone about something, to give instructions or

transaction which serves to get things done as performance which serves

some talks which are needed relate to social relationship.

McDonough and Shaw also stated “when genuinely

communicative, speaking is desire and purpose driven, in other words we

genuinely want to communicate something to achieve a particular end.

This may involve expressing ideas and opinion; expressing a wish or a

desire to do something; negotiating and/or solving a particular problem; or

establishing and maintaining social relationships and relationships.”7 It

means that when someone speaks, he or she has an intended for expressing

his or her ideas to his or her interlocutor.

Furthermore, there are some objectives that have to be reached by

English teacher in teaching speaking process, as Jeremy Harmer stated

“There are three basic reasons why it is a good idea to give students

speaking tasks which provoke them to use all any language at their

command. Rehearsal: getting students to have a free discussion gives them

a chance to rehearse having discussion outside the classroom. Feedback:

Speaking tasks where students are trying to use all and any language they

know provides feedback for both teachers and students. Engagement: good

speaking activities should be highly motivating.”8 As a result, the students

will get the benefit from the practice speaking task; like: he or she will get

use to speak English whether inside or outside the classroom by practicing

it, the students will get a feedback about his or her ability in speaking

6 Jack C Richard & Willy A. Renandya, Methodology in Language Teaching,

(Cambridge: University Press, 2002), p. 201. 7 Jo McDonough and Christopher Shaw. Materials and Methods in ELT, (Oxford:

Blackwell Publishing Ltd, 2003), p.134. 8 Jeremy Harmer, How to Teach English – An Introduction of Practice English Language

Teaching, (England: Addison Wesley Longman, 1998), pp. 87-88.

10

English and the students will be motivated in increasing his or her

speaking ability by following kinds of speaking activity in the classroom.

Besides, the objectives of teaching speaking should also focus on

intonation, pronunciation, stressing, etc. Teacher should be aware of those

parts because it could develop the students‟ production skill in linguistic

aspect. As Hughes states “other aim which the teacher might have: for

instance, helping student to gain awareness of or to practice some aspect

of linguistic knowledge, or to develop production skills, or to raise

awareness of some socio-linguistic or pragmatic point.”9

As a result, the objective of teaching speaking above is primarily to

give a chance for the students to express their ideas about everything that

promote their speaking ability, to train the students‟ pronunciation,

intonation, stressing, etc in speaking English, and to build the students‟

motivation in speaking English; even though, there will be some mistakes

that the students did while he or she is trying to speak English.

3. The Elements of Speaking

Speaking is very important for student to acquire the ability to

express their ideas and opinions. Consequently, this competency should be

mastered by learners‟ language. According Jeremy Harmer, there are two

elements of speaking. First, language features, consist of:

a. Connected speech is the modifying in sound production or

utterances such as assimilation, omission, addition, and

weakened (through contraction and stress pattering)

b. Expressive devices are the alteration of speed, volume, and

stress of utterances to show the feeling. The use of device

contributes the ability to convey meaning.

9 Rebecca Hughes, Teaching and Researching Speaking, (London: Pearson Education,

2002), p. 6.

11

c. Lexis and grammar related to the ability to use number

common lexical phrases, especially in the performance of

certain language functions.

d. Negotiation language is the ability to gets benefits from

negotiators language we use to seek clarification and to

show of structure of what we are saying.

The second element of speaking is mental or social processing,

consist of:

a. language processing: the ability to process language in their

own heads and put it into coherent order so that it comes

out it forms that are not only comprehensible, but also

convey the meanings that are intended.

b. Interacting with others. It‟s mean that speaking also

involves a good deal of listening, and understanding of how

the other participants are feeling.

c. Information processing: the ability to process the

information the moment we get it.10

In a conclusion, the elements of speaking are language features;

which includes pronunciation, grammar, vocabulary, fluency, and

comprehension, and mental or social processing.

4. The Components of Speaking

There are four components of speaking based on Richards and

Renandya quoted from Kang Shumin who highlights the components

which underlies speaking effectiveness:11

10

Harmer,op.cit., p 270.

11

Richard & Renandya, op.cit., p. 207-208.

12

a. Grammatical Competence

Grammatical competence is an umbrella concept that

includes increasing expertise in grammar (morphology and syntax),

vocabulary and mechanics. The terms mechanics refer to basic

sounds of letters and syllables, pronunciation and stress. As

Richards and Rodgers said that grammatical competence refers to

linguistic competence and formally possible because relates to

grammatical and lexical capacity.12

Thus, grammatical competence

enables speakers to use English language structure accurately and

unhesitatingly, which contributes to their fluency.

b. Discourse Competence

Learners must develop discourse competence because they

should can make or arrange the communication whether in spoken

or written cohesively and coherence in order to convey the

conversation in a meaningful way, which is concerned with

intersentential relationships. As Olshtain and Cohen stated

“Discourse competence relates to features of text, whether it

spoken or written”13

. Thus, the component of speaking not only

should be based on sentence-level grammar, but also it should be

meaningful.

c. Sociolinguistic Competence

Language teaching is influenced by sociolinguistic

competence in order to increase language and learning. Knowledge

of language does not adequately prepare learners for effective and

appropriate of target language. In teaching speaking, the teacher

could approach the students in teaching speaking by understanding

12

Jack C. Richards and Theodore S. Rodgers, 2nd

Edition, Approaches and Methods in

Language Teaching, (New York: Cambridge University Press, 1986), p. 71. 13

Elite Olshtain and Andrew Cohen, Teaching Speech Act Behavior to Nonative Speakers,

(Boston: Heinle & Heinle Publishers, 2001), p.154.

13

the social context in which communication takes place or situation

of speaker and interlocutor.

As Richards and Rodgers says “Sociolinguistic competence

refers to an understanding of the social context in which

communication takes place, including role relationship, the shared

information of the participants, and the communicative purpose for

their interaction.”14

d. Strategic Competence

Concerning to the component of speaking, strategic

competence refers to the ability to know and how to keep

conversation going, how to finish the conversation, and how to

clear up communication breakdown as well as comprehension

problems. As harmer stated “when choosing who should come out

to the front of class we need to be careful not to choose the shyest

students first, and we need to work to create the right kind of

supportive atmosphere in the class.”15

From the explanation above, the writer can concludes that

there are four components areas of speaking skill which each area

plays as its function and there are also some factors affect the

effectiveness of speaking and should be in the teaching speaking.

5. Classroom Activities

Most English teachers face the problem of having passive students

who difficult to speak in the class and no willingness to speak in class. In

traditional classroom activity, speaking practice often takes the form or

drills which one person asks question and another gives an answer. The

purpose of asking and answering the question is to demonstrate the ability

14

Richards and Rodgers, loc.cit. 15

Jeremy Harmer, The Practice of English Language Teaching, (Cambridge: Pearson

Education Limited, 2001), p.8.

14

to ask and answer the question. However, it can make the students get

bored and get a low motivation in trying to speak English.

Therefore, to create classroom speaking activities that will develop

communicative competence, the teacher should provide students with

communicative activities in which the student can engage actively in

teaching and learning process. Gottlieb give “some example of typical

speaking activities that occur in the classrooms:

a. Book talks in which story grammar (characters, setting,

events) is revealed

b. Debates on school related topics or current issues

c. Dialogues between students on social or culturally related

topics

d. Interviews between students or between students and adults

e. Presentations/reports on content related assignments

f. Role plays/ dramatizations of historical or social events

g. Speeches or reports based on research or topic of interest

h. Task analyses or demonstrations on how to do activities,

processes, or procedures

i. Story retelling from illustrations or personal experiences

j. Student led conferences on original works of portfolios

k. Think-alouds (personal reactions to reading) on articles,

stories, or literature

l. Two way tasks on maps or missing information”16

Besides, in classroom activity teacher need preparation in order to

during teaching learning activity do not feel boring. To anticipate this case

Ur and Wright give the step that teacher may need:

a. A quick warm up for the beginning to get your students into

the right mood for learning;

16

Gottlieb, op.cit., p.47.

15

b. An idea for a brief vocabulary review before starting a new

text;

c. A light filler to provide relief after a period of intense effort

and concentration;

d. A brief orientation activity to prepare a change of mood or

topic;

e. A game or amusing item to round off the lesson with a

smile.17

The writer emphasize that the classroom activities in teaching

speaking should be interest and interactive because it will motivate the

students in achieving the goals of teaching speaking. These are some

classroom activities that can be conducted by the teacher in teaching

speaking, such as: role plays, storytelling, presentation, debates, etc.

6. Speaking Assessment

Speaking is a complex skill that using different ability to assess it.

Speaking skill is generally recognized in analysis of speech process that is

pronunciation, grammar, vocabulary, fluency, and comprehension. As

Gottlieb stated “The principal components of speech include grammar,

vocabulary, intonation and stress, pronunciation, fluency and accuracy.”18

However, before the teacher assesses the students, Nation and Newton

stated there are “two main aspects of direct procedure for testing speaking

1. The way in which the person being tested is encouraged to speak, 2. The

way in which the speaker‟s performance is assessed.”19

For assessing

speaking performance, it is include rating scale and communicative result.

17

Penny Ur and Andrew Wright, Five Minutes Activities, (Cambridge: Cambridge

University, 2007), p. x.

18

Gottlieb, op.cit.p.46 19

I.S.P Nation and J. Newton, Teaching ESl/EFL Listening and Speaking, New York and

London: Routledge, 2009), p.171.

16

Moreover, the criteria of assessing speaking should be to young

learner curriculum. As McKay stated “they can be written to reflect the

construct being assessed and to reflect the young learner curriculum”.20

Based on the criterion above the writer using Penny McKay for

scoring speaking, the writer chooses five criteria that will be used for

speaking assessment. There are Comprehension, Fluency, Vocabulary,

Pronunciation, and Grammar for describes performance and to see

progress of the students. As Mckay stated “the scale describes

performance in lower levels in negative terms, as incorrect and week. For

positive impact, criteria and descriptors for young learners are more

suitable when they describe strengths and progress rather than errors.”21

Below is the rating scale that will be used by the researcher in

assessing the students‟ speaking based on McKay: 22

Proficiency Description

Comprehension:

1. Cannot understand even simple conversation.

2. Has great difficulty following what is said. can comprehend only

“socal conversation”spoken slowly and with frequent repittition.

3. Understand most of what is said at slower-than-normal speed with

repetition.

4. Understands nearly everything at normal speed. Although

occasional repetition may be necessary.

5. Understand everyday conversation and normal classroom

discussions without difficulty.

20 Penny Mckay, Assessing Young Language Learners, (Cambridge: Cambridge University

Press, 2006), pp. 292. 21

Penny Mckay, op.cit., p. 290 22

Penny Mckay, op.cit., pp. 290-292

17

Fluency :

1. Speech is so halting and fragmentary as to make conversation

virtually impossible.

2. Usually hesiatant; often forced into silence by languge limitations.

3. Speech in everyday communication and classroom dicussion is

frequently disrupted by the student‟s search for the correct manner

of expression.

4. Speech in everyday communication and classroom discussion in

generally fluent, with occasional lapses while the students searches

for the correct manner of expression.

5. Speech in everyday conversation and in classroom discussion is

fluent and effortless approximating that of a native speaker.

Vocabulary :

1. Vocabulary limitations so extreme as to make conversation

virtually impossible.

2. Misuse of words and very limited vocabulary make comprehension

quite difficult.

3. Frequently uses the wrong words conversation somewhat limited

because of inadequte vocabulary.

4. Occasionally uses inappropriate terms or must rephrase ideas

because of inadequate vocabulary.

5. Use of Vocabulary and idioms approximates that of a native

speaker.

Pronunciation :

1. Pronunciation problem so severe as to make speech virtually

unintelligible.

2. Very hard to understand because pronunciation problem, must

frequently be asked to repeat in order to be understood.

18

3. Pronunciation problems necessitate concentration on the part of

listener and occasionally lead to misunderstanding.

4. Always intelligible, though one is concious of a definite accent and

occasinal inappropriate intonation patterns.

5. Pronunciation and intonation approximates that a native speaker.

Grammar :

1. Errors in grammar and word order so severe as to make speech

virtually unintelligible.

2. Grammar and word order error make comprehension difficult.

Must often rephrase or restrict what is said to basic patterns.

3. Makes frequent errors of grammar and word order which

occasionally obscure meaning.

4. Occasionally make grammatical or word order errors which do not

obscure meaning.

5. Grammatical usage and word order approximate a native speaker‟s.

B. Role Play

1. Definition of Role Play

As the writer focuses in his research, he will explain about the

nature of role play, as a specific topic that will be discussed.

Ur stated “Role play is used to refer to all sorts of activities where

learners imagine themselves in a situation outside classroom, sometimes

playing the role of someone other than themselves, and using language

appropriately to the new context.”23

Based on the definition above, role

play is a method to play the role of others character in any kinds of

situations.

23

Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press,

1996), p. 131.

19

Moreover, according to Snow, “role plays are form of pair practice

that allows students freedom to play, improvise, and create.”24

In this case,

students can come to real situation although they are not in that situation.

For example, students pretend to be travel agents and customers in a

conversation about how to book an airplane‟s ticket.

Besides, according to Diane, “Role plays are very important in

CLT because they give students an opportunity to practice communicating

in different social contexts and in different social roles, and Role plays can

be set up so that they are very structured or in less a less structured way”25

It means the teacher tells the students who they are and what they should

do. The teacher also tells the students what the situation is, and what they

are talking about, but the students determine what they will say. Students

also receive feedback on whether or not they have effectively

communicated.

In Role play there are many subject topics available for role play

purposes, such as compiling and presenting a news magazine program for

radio or television. According to McDonough and Shaw “Role play

materials are often written specifically to get learners to express opinions,

to present and defend points of view and to evaluate arguments.”26

On the

other hand in Role play learners also require learners to use language to

get the meaning, and learners also require paying more attention to

maintenance of social relationships.

From the explanations above, the writer concluded that the role

play is a technique which involves fantasy or imagination to be someone

else or to be ourselves in a specific situation for a while, improvising

dialogue and creating a real world scenario. It aims at the students to

24

Don Snow, From Language Learner to Language Teacher, (Virginia: TESOL, Inc,

2007), p.112. 25

Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford:

Oxford University Press, 2000), p.134. 26

McDonough and Shaw, op.cit., p.145.

20

encourage their thinking and creativity, to develop and train the students of

a new language and behavioral skills in relatively nonthreatening setting,

and to create the motivation of the students in speaking.

2. Reason for Using Role Play

There are many reasons why teacher using role play technique in

teaching speaking. By using role play, students feel free to play, improvise

and create their idea. Besides, many students will be more creative and

active to play their role because the teacher gives opportunities to students

to explore their actions. As Duffy quoted on Featherstone and Cummings

“imaginative play gives children opportunities to explore and represent

actions, roles, relationships, situation, characters from a variety of sources,

narratives and stories.”27

Furthermore, using role play in teaching speaking the students also

can train their intellectual, social and imaginative because by using role

play students have a chance to train choice and make decisions about the

nature and direction of their play. Rogers quoted on Rogers and Evans

“the use of highly structured role play environment raises some important

questions about the extent to which children in early childhood settings

have the opportunity to exercise choice and to make decisions about the

nature and direction of their play”28

In addition, according to Ladousse “Perhaps the most important

reason for using Role Play is that it is fun”.29

In role play technique the

students expected enjoy when they play their roles in front of the class.

While students understand what is expected of them, they thoroughly

enjoy letting their imagination.

27

Sally Featherstones with Anne Cummings, Role-Play in the Early Years, (London: A&C

Black Publishers, 2009), p.6. 28

Sue Rogers and Julie Evans, Inside Role Play in Early Childhood Education, (New York:

Routledge Taylor and Francis Group), p.37.

29

Gillian Porter Ladousse, Role Play, (Oxford: Oxford University Press, 2004), p.7

21

The writer can conclude that the using of role play in teaching

speaking for the students are attracting the students‟ interest in speaking,

decreasing the students anxiety of speaking, increasing the students

imaginative and creativity, and achieving the goals of speaking.

3. Types of Roles in Role Play

There are some types of roles in a role play that explained by

Smilansky and Shefatya quoted on Rogers”:

a. Functional play involves repetition and imitation, and offers

the child the opportunity for exploration of the environment

b. Constructive play appears in early childhood but may

characterize play throughout childhood and even adulthood.

It involves manipulation and exploration of the material. It

also involves the addition of a preconceived plan

c. Games with rules are divided into two distinct forms of

games. First, there are table games such as dominoes, cards,

etc. Second, there are physical games such as hide and seek

and ball games. Both require children to accept the

existence of rules and to modify their behaviors accordingly

d. Dramatic play is a distinct form of play with an important

distinction between dramatic play and its more mature

form, sociodramatic play, which must also involve

cooperation between at least two children.”30

Thus, the overall aim of those types of role is offer a way of

understanding role play since it considers the play environment or context

as significant in shaping children‟s perceptions and to train students to

deal with unpredictable nature of language.

30

Ibid.,p.33.

22

4. The Purpose of Role Play

The main purpose of role play according to Tolan and Lendrum “A

Role play can develop skills by inviting participants to engage with each

other more directly and immediately through the use of roles.”31

It means

the students need to communicate the play theme to one another, and they

need to interpret from the play environment and from the gestures or facial

expressions. The realistic communication situation gives the students new

experience is good for remembering what they have learned.

Moreover, the purposed of Role play is the students should be

active in the class. In role play activities, students pretend as they are in

various social contexts and have a variety of social roles. As ur stated

“Role play is used to all of activities where learners imagine themselves in

a situation outside classroom.”32

In additions Tolan and Landrum stated “purpose of role play (a)

project their own experiences to develop their own imaginative and

emphatic capacities; and (b) think about and discuss different facilitative

responses.”33

It means the purpose of role play as an activity which a

person imitates, consciously or unconsciously, and a role uncharacteristic

of the students to develop their imaginative.

The writer concludes the goal of role play in teaching speaking is

to improve the students‟ speaking skill without making students anxious

and afraid of trying to speak English.

5. The Advantages of Role Play

In teaching speaking using Role Play, the students are given a

situation in performing their role play and this technique will be effective

31

Janet Tolan and Susan Lendrum, Case Material and Role Play in Counseling Training,

(London and New York: Routledge, 1995), p.26. 32

Penny Ur, A Course in Teaching Language, loc.cit. 33

Tolan and Lendrum, loc.cit.

23

if the students confident and cooperative. As Ur stated “This is virtually

the only way we can give our learners the opportunity to practice

improvising a range of real life spoken language in the classroom, and is

an extremely effective technique if the students are confident and

cooperative; but more inhabited or anxious people find role play difficult

and sometimes even embarrassing.”34

Besides, role play also train students‟ intellectual, social and

imagination because role the students involves in problem solving; to

encourage negotiation, to develop in communication to one another, etc.

As Rogers and Evans stated “We can summaries the main points of this

chapter as follows:

a. Role play encourages representational thinking

b. Role play helps children to develop perspective taking

skills

c. Role play displays children‟s language competence

d. Role play involves problem solving

e. Role play encourages turn taking and negotiation

f. In role play, children have a strong desire to affiliate with

one another and to maintain peer interactions

g. In role play, children have a strong to self generate themes

h. Role play helps to establish and sustain children‟s peer

culture.”35

Another advantages in teaching speaking through role play

technique based on Tolan and Lendrum:”Role play enables them to

practice their skills in a protected environment before they transfer them to

their own work.”36

It means in role play the students usually try to

34

Penny Ur,op.cit., p.133. 35

Sue Rogers and Julie Evans, op.cit., pp.37-38. 36

Tolan and Lendrum,op.cit, p.26.

24

complement the work which course members undertake on their practice

placement. Role play provides the practice in communicating.

Based on the statement above, the writer assumes that role play

gives many advantages: as follows: improving speaking ability, motivating

them to practice their English, and the most important one is the students

feel fun in learning English because role play is also a kind of games.

6. Teaching Speaking Using Role Play

In teaching speaking skill through role play, the teacher and

collaborator ask the students to perform group by group. The teacher

should give the topic which is related to a standard competence and a

based competence. For example: the teacher gives the topic to the students

based on the second grade of junior high school students‟ standard

competence and based competence, such as: “to deliver meaning in short

verbal simple transactional and interpersonal conversation to interact with

their surroundings. It also supported by based competence: to deliver

meaning in a variety of simple spoken transactional and interpersonal

conversations accurately, fluently, and meaningfully to interact with the

surrounding environment that involves speech acts: ask for, give, refuse

favor, ask for, give, and reject things, admit and deny the facts, and ask for

and give opinions37

.

In addition, to hold role playing, the teacher must prepare some

steps to make good performance. Here are stages in role play activity:38

a. The teacher arranges or prepares scenario that will be

performed by the students.

37

Badan Standar Nasional Pendidikan, Kurikulum 2006, Standar Isi Untuk Satuan

Pendidikan Dasar dan Menengah, (Jakarta:2006), p. 289. 38

Departemen Pendidikan Nasional, Model Pembelajaran yang Efektif, (Jakarta:

Depdiknas, 2009), p.4.

25

b. The teacher appoints some students to learn about the

scenario several days before teaching and learning activity.

c. The teacher makes groups of students consist of five people

per group.

d. The teacher explains about competence will be achieved.

e. The teacher calls a group of students who have been chosen

to play prepared scenario

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

performed.

g. After finishing performance, each student is given work

sheet for discussing each group performance.

h. Every group which has performed gives conclusion about

what scenario has been performed.

i. The teacher gives general conclusion.

j. Evaluation

k. Closing

C. Previous Study

The writer found some previous study about Role Play technique.

He took two previous studies; those were Nurina Permata Sari and Agus

Budiman.

The first previous study is conducted by Sari under the title

Improving Students‟ Speaking ability by using Role Play (A Classroom

Action Research at the first grade students of SMPN 251 Jakarta Timur).39

This study is aimed at developing Students‟ Speaking ability at first grade

of SMPN 251 Jakarta Timur through Role Play activities. The method of

the study used a classroom action research (CAR). She did two cycles in

which each cycle consists of planning, acting, observing, and reflecting.

The data were gathered through qualitative and quantitative data. The 39

Nurina Permata Sari, Improving Students’ Speaking Ability by Using Role Play, Skripsi,

(Tangerang: UIN Syarif Hidayatullah Jakarta, 2006), not published.

26

qualitative data were gained by analyzing the interview and observation

result. Moreover, quantitative data were obtained from the students‟

speaking score of pre test and post test and questionnaire. The result of

this study indicated that the implementation of role play technique was

successful. Besides, the result of observation, interview and questionnaire

showed that by using role play technique students were active involved in

the classroom.

The second previous study is conducted by Budiman under the title

the use of Role Play to enhance students‟ speaking ability (A Classroom

Action Research at the third grade students of Daarul Ma‟arif Junior High

School)40

. This research is aimed at knowing whether students‟ speaking

skill could be improved by using role play and to know how the

implementation of these technique. The correspondent of this research

consisted of 30 students. The method of this research used classroom

action research (CAR). Similarly, he used the same cycle as the first

previous study which consisted of planning, acting, observing, and

reflecting. In sustaining the research result, two types of data are collected;

qualitative data that derived from observation and interview towards the

students and the teacher as well. On the other hand, quantitative data were

designed by pre test and post test. The last the data would be analyzed by

using descriptive analysis and statistic. The result of this study showed that

the implementation of role play towards students‟ speaking skill is

effective. In addition, the interview result showed the students were more

motivated and interested in learning English.

The similarity between both previous studies with this research is

aimed at knowing the effectiveness of teaching speaking by using Role

Play technique. Besides, there are two differences between both previous

studies and this study. The first, both previous studies used A Classroom

40

Agus Budiman, Role Play to Enhance Students’ Speaking Ability, Skripsi, (Tangerang: UIN

Syarif Hidayatullah Jakarta, 2004), not published.

27

Action Research (CAR) method, while this study uses an experimental

method. Second, the sampling of the first previous study was the first

grade of junior high school students and the second previous study was the

third grade of Junior High School students. However, the sampling of this

study is the second grade of Junior High School students.

D. Theoretical Thinking

It has been mentioned before in the above discussion that speaking

involves two ways communication with interactive role switching between

the speaker, who conveys a message, and the listener, who interprets

responds to it. Speaking is one of the four language basic skills that occur

in every situation. Learners of a language should develop effective

communication skill in daily situations.

The writer concludes from some experts that role play is a

technique which involves fantasy or imagination to be someone else or to

be ourselves in a specific situation for a while, improvising dialogue and

creating a real world scenario.

A role play is a highly flexible learning activity which has a wide

scope for variation and imagination. According to Ladousse, role play uses

different communicative techniques and develops fluency in the language,

promotes interaction the classroom and increases motivation.

Role play can improve learners speaking skills in any situation, and

can help learners to interact. As for the shy learners, role play helps by

providing a mask, where learners with difficulty in conversation are

liberated. In addition, it is fun and most learners will agree that enjoyment

leads to better learning.

It can be seen that role play is a technique which can develop

students speaking ability. The meaning delivers fluency in target language,

28

promotes students to speak or interact with others in the classroom,

increases motivation and makes the teaching learning process more enjoy.

E. Hypothesis of the Research

There are two hypothesis of this research:

1. The alternative hypothesis (H1) shows that using role play is effective

in teaching speaking.

2. The null hypothesis (Ho) shows that using role play is not effective in

teaching speaking.

29

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

The research of this study was held at SMPN 244 North Jakarta. It

located on Jl. Cilincing Bakti VI Jakarta. The research was conducted into

six meeting included the conduction of pre-test and post-test from 7th

up to

May 31st, 2014.

B. The Method of the Research

In this quantitative research the writer uses a quasi-experimental

study by using “pre-test and post-test design”. In this research, the

researcher wants to see whether the role play technique is effective in

teaching speaking for second grade students of junior high school. There

were two classes in this research namely experimental class and controlled

class. This research conducts in six meeting. Each meeting conducted with

a lesson plan specifically designed by the writer based on existing

curriculum and proposed theories whether in the experimental class or in

the control class.

C. Population and Sampling

The populations of the study are students at SMPN 244 North

Jakarta. There are six classes in second grade. The writer uses purposive

sampling and took two classes for sampling; class A for Experimental

class and Class D for Controlled class. In each class contains 28 students.

It means the amount populations from two classes are 56 students.

30

D. The Technique of Collecting Data

The data needs to be analyzed in order to get answer of the

research of quantitative data; those were taken from the scores of students

during pre-test and post-test through speaking test.

E. The Research Instrument

The writer uses a test as the research instrument to see the

effectiveness of teaching speaking by using role play. The writer gives oral

test to the students in the pre-test and the post-test at the first meeting and

the last meeting. For measuring the effectiveness of using a role play in

teaching speaking, the writer divides the score into five components based

on Penny McKay1; those are Comprehension, Fluency, Vocabulary,

Pronunciation, and Grammar.

The writer scores all five components of speaking skill whether in

the pre-test and the post-test of experimental class and control class.

Hereby, the instrument used to get the data needed in the research

followed:

Table 3.1

Five Components of Grading Speaking Scale:

Comprehension

Understand everyday conversation and

normal classroom discussions without

difficulty.

5 93-99

Understands nearly everything at

normal speed. Although occasional

repetition may be necessary.

4 83-92

Understand most of what is said at

slower-than-normal speed with

repetition.

3 73-82

Has great difficulty following what is

said. can comprehend only “socal

conversation”spoken slowly and with

frequent repittition.

2 63-72

1 Penny Mckay, Assessing Young Language Learners, (Cambridge: Cambridge

University Press, 2006), pp. 290-292

31

Cannot understand even simple

conversation. 1

Below

62

Fluency

Speech in everyday conversation and in

classroom discussion is fluent and

effortless approximating that of a

native speaker.

5 93-99

Speech in everyday communication

and classroom discussion in generally

fluent, with occasional lapses while the

students searches for the correct

manner of expression.

4 83-92

Speech in everyday communication

and classroom dicussion is frequently

disrupted by the student’s search for

the correct manner of expression.

3 73-82

Usually hesiatant; often forced into

silence by languge limitations. 2 63-72

Speech is so halting and fragmentary as

to make conversation virtually

impossible.

1 Below

62

Vocabulary

Use of Vocabulary and idioms

approximates that of a native speaker. 5 93-99

Occasionally uses inappropriate terms

or must rephrase ideas because of

inadequate vocabulary.

4 83-92

Frequently uses the wrong words

conversation somewhat limited because

of inadequte vocabulary.

3 73-82

Misuse of words and very limited

vocabulary make comprehension quite

difficult.

2 63-72

Vocabulary limitations so extreme as

to make conversation virtually

impossible.

1 Below

62

Pronunciation

Pronunciation and intonation

approximates that a native speaker. 5 93-99

Always intelligible, though one is

concious of a definite accent and

occasinal inappropriate intonation

patterns.

4 83-92

32

Pronunciation problems necessitate

concentration on the part of listener

and occasionally lead to

misunderstanding.

3 73-82

Very hard to understand because

pronunciation problem, must

frequently be asked to repeat in order

to be understood.

2 63-72

Pronunciation problem so severe as to

make speech virtually unintelligible. 1

Below

62

Grammar

Grammatical usage and word order

approximate a native speaker’s. 5 93-99

Occasionally make grammatical or

word order errors which do not obscure

meaning.

4 83-92

Makes frequent errors of grammar and

word order which occasionally obscure

meaning.

3 73-82

Grammar and word order error make

comprehension difficult. Must often

rephrase or restrict what is said to basic

patterns.

2 63-72

Errors in grammar and word order so

severe as to make speech virtually

unintelligible.

1 Below

62

F. The Technique for Data Analysis

1. Validity

The researcher used content validity to attain students the evidence

of valid instrument. The researcher uses the school English syllabus as the

main achievement. There are 5 points will be measured in terms of

Comprehension, Fluency, Vocabulary, Pronunciation, and Grammar. The

researcher did consultation to the thesis advisor and the English teacher

related to validity of instrument in which the test would be given to the

students. In order to the instrument is valid (see the appendix); the

researcher had made role play card, the rating scale, and the instruction

based on the SK-KD (StandarKompetensi-KompetensiDasar).

33

2. Reliability

The researcher used Inter-rater reliability (the researcher and the

English teacher) to score the same students’ performance with the same

rating scale. The researcher has provided the rating scale and also the

result of scoring inter-rater reliability (scored by the researcher and the

English teacher) in order to the instrument is reliable (see the appendix).

Having the pre-test data, the writer analyzed and processed the data

using statistic calculator of T-test formula with significance degree 5%.2

The formula is follows:

The T-test formula is stated as follows:

M 1 : Mean of the Difference of Experiment Class

M 2 : Mean of the Difference of Control Class

SE M 1 : Standard Error of Experiment Class

SE M 2 : Standard Error of Control Class

The Procedure of calculation ware as follows:

2 Prof. DR. Sugiono, StatistikPenelitian, (Bandung: Alphabeta, 2004), attached.

34

1. Determine mean of variable with formula:

=

2. Determine mean of variable Y with formula:

=

3. Determine Standard deviation variable X with formula:

SDx or SD1 =

4. Determine Standard deviation of variable Y with formula:

SDy or SD2 =

5. Determine Standard error of variable X with formula:

SE Mx =

6. Determine standard error of variable Y with formula:

SE My =

7. Determine standard error means of differences mean of

variable X and variable Y, with formula:

SEMx-My =

8. Determining t0 with formula:

9. Determining t-table in significance level 5% with Degree of

Freedom (df):

df = (N1+N2) – 2

3. Normality

Normality test is done towards two classes; those are experimental

class and control class. The normality test is done with Liliefors test with

35

requirement as follows: If score of Lmax ≤ Ltable , so the data comes from

the normal population, but if it is not fulfilled this requirement, so the data

does not come from normal population. Score of Lmax is got from Liliefors

formula as follows:

in which,

Zi = normality

Xi = data from every sample

= deviation standard

= mean

4. Homogeneity

After normality test gives indication that the data is distributed

normally, so it needs to do homogeneity test with Fisher test/ F test. The

steps of determining homogeneity are:

Dividing the highest variance by the lowest one. If the variances are

similar to each other, the F-value will be close to 1. The more the

variances differ, the larger the F-value will be.

Comparing the obtained F-value to the appropriate one in the table. If

the obtained F-value is equal to or larger from the table value, then the

data is lack homogeneity of variance.

G. Statistical Hypothesis

There are two kinds of hypothesis in this research, as follow:

36

1. Hypothesis Test

2. Verbal Hypothesis

H1 : The use of role play technique is effective in teaching speaking

to second grade of junior high school students of SMPN 244

North Jakarta

Ho : The use of role play technique is not effective in teaching

speaking to second grade of junior high school students of

SMPN 244 North Jakarta.

37

CHAPTER IV

RESEARCH FINDINGS

A. Description of Data

The data that the writer used in this study is English oral test which

is taken from Role Play for Today.1 The students did the test in groups,

each groups consists of four students with given time 15 minutes for

preparation.

There are two types of technique that the writer used. They are

dialogue technique and role play technique.

In the dialogue technique, the students asked to memorize the

dialogue that made by the researcher about going to the doctor and to

describe colors, types, and extra information in the shoe shop. (See in

appendix)

Then, in the role play technique, the students were asked to make a

group and to choose one of the envelopes provided which contain two role

cards for them to play (see in appendix) then they performed it.

For the test, the researcher used instrument that was checked by

advisor lectures, the researcher gave the situation, as follows; in the post

office, there is a post office cashier and customers who want to do some

transaction. Then the customers ask a help to a post office cashier to fulfill

their transaction.

After that, the researcher made a group and each groups consist of

4 students as cashier, customer A, customer B, and customer C. Next, he

gave the students 15 minutes to read and prepare what they are going to

say based on the cards. The students needed to create a counter in front of

the classroom and put the customers in a queue, and told the cashier to call

1 Jason Anderson, Role Play for Today, (Hoe Lan: Delta Publishing, 2006), p.i.

38

up the customers by saying “next please”. When they had finished, they

should swap roles and start again.

Last, the researcher explained to the students about the rules and

instruction of role play. The researcher asked the students whether the

instruction given was clear enough and also observing how the role play

run.

The instrument was claimed have a good validity after signed by

the English teacher. Inter-rater reliability was checked through scoring the

oral test by the researcher and also the English teacher. It was to ensure

that the scorers got the gist of rating indicators and also to reduce the

subjectivity. As the result, both of scorers had clear undestanding about the

indicators for they decided the scores (see the appendix).

Before doing further description of the data, the researcher

presented the data of students’ pre-test, post-test, gained scores and the

distributing of data from the experimental class and the controlled class.

The data was illustrated into table.

The writer used pre-test and post-test based on the syllabus for

second grade Junior High School at SMP N 244 North Jakarta. The

students did test by grouping which consisted of four students. The writer

gave the same situation to the students in the pre-test and the post-test

whether in the experimental class and control class. It aimed for avoiding

the bias in measuring the effectiveness of using a role play technique in

teaching speaking.

The tests focused on the five components of speaking skill based

on Penny McKay; those were: Comprehension, Fluency, Vocabulary,

Pronunciation, and Grammar. The students’ scores could be classified as

followed:

Firstly, the writer gave pre-test to the students of experimental class

and control class. To process the data, the writer gave the scores of the pre-

39

test by using scoring sheet directly which contain five components

speaking. The description of the pre-test data as followed:

I. The Description of the pre-test data:

a. Comprehension scores

The average of comprehension test for the pre-test in the

experimental class is 64.46 from 28 students. Moreover, the highest

score is 72.5 and the lowest score is 60. Besides, the average of

pre-test in the control class is 67.8 from 28 students. The highest

score is 77.5 and the lowest score is 60 (See Appendix).

b. Fluency scores

The average of fluency test for the pre-test in the

experimental class is 68.12 from 28 students. Furthermore, the

highest score is 85 and the lowest score is 60. Besides, the average

of pre-test in the control class is 69.6 from 28 students. The highest

score is 82.5 and the lowest score is 60 (See Appendix).

c. Vocabulary scores

The average of vocabulary test for the pre-test in the

experimental class is 66.78 from 28 students. Moreover, the highest

score is 82.5 and the lowest score is 60. Besides, the average of

pre-test in the control class is 68.03 from 28 students. The highest

score is 80 and the lowest score is 65 (See Appendix).

d. Pronunciation scores

The average of pronunciation test for the pre-test in the

experimental class is 68.52 from 28 students. Moreover, the highest

score is 80 and the lowest score is 60. Besides, the average of pre-

40

test in the control class is 68.66 from 28 students. The highest score

is 82.5 and the lowest score is 60 (See Appendix).

e. Grammar scores

The average of grammar test for the pre-test in the

experimental class is 66.5 from 28 students. Moreover, the highest

score is 85 and the lowest score is 60. Besides, the average of pre-

test in the control class is 67.95 from 28 students. The highest score

is 77.75 and the lowest score is 60 (See Appendix).

61

62636465666768

6970

Comprehension

Fluency

Vocabulary

Pronunciation

Gramm

ar

Experimental Class

Control Class

Figure 4.1

The results of pre-test of Experimental Class and Control Class

Secondly, the writer did the post-test in the experimental

class and the control class, as followed:

II. The Description of Post-test Data

a. Comprehension scores

The average of comprehension test for the post-test in the

experimental class is 72.32 from 28 students. Moreover, the highest

score is 82.5 and the lowest score is 65. Besides, the average of

41

post-test in the control class is 69.96 from 28 students. The highest

score is 77.5 and the lowest score is 60 (See Appendix).

b. Fluency scores

The average of fluency test for the post-test in the

experimental class is 75.89 from 28 students. Moreover, the highest

score is 85 and the lowest score is 60. Besides, the average of post-

test in the control class is 71.98 from 28 students. The highest score

is 85 and the lowest score is 61.5 (See Appendix).

c. Vocabulary scores

The average of vocabulary test for the post-test in the

experimental class is 74.10 from 28 students. Moreover, the highest

score is 85 and the lowest score is 65. Besides, the average of post-

test in the control class is 69.03 from 28 students. The highest score

is 85 and the lowest score is 60 (See Appendix).

d. Pronunciation scores

The average of pronunciation test for the post-test in the

experimental class is 74.55 from 28 students. Moreover, the highest

score is 85 and the lowest score is 70.89. Besides, the average of

post-test in the control class is 61.5 from 28 students. The highest

score is 85 and the lowest score is 61.5 (See Appendix).

e. Grammar scores

The average of grammar test for the post-test in the

experimental class is 74.46 from 28 students. Moreover, the highest

score is 85 and the lowest score is 65. Besides, the average of post-

test in the control class is 70.32 from 28 students. The highest score

is 82.5 and the lowest score is 62.5 (See Appendix).

42

64

66

68

70

72

74

76

Comprehension

Fluency

Vocabulary

Pronunciation

Gramm

ar

Experimental Class

Control Class

Figure 4.2

The results of post-test of Experimental Class and Control

Class

From the description of the data above, the writer assumed that the

average score of five components of speaking skill in the experimental

class were improved than the control class.

1. Pre-test scores

The pre-test scores of two experimental classes and a

controlled class are described in table 4.1. The table consists of

three columns, the first column showed the students’ identification

number. Each of class contained of 28 students. The second column

showed the pre-test scores of students in experimental class A. The

third column showed the scores of students in controlled class.

43

Table 4.1

The students’ scores of pre-test of experimental class (VIII-A)

and controlled class (VIII-D)

Experimental Class (Class A)

Control Class (Class D)

No Name Score Name Score

1 AF 81 AV 72

2 AN 73 AA 63

3 AM 62 AP 66

4 DA 65 AS 71

5 DS 76 AR 62

6 EW 69 CY 74

7 FR 64 DP 72

8 FA 60 DK 63

9 FT 62 DD 64

10 FD 67 DC 71

11 FR 63 DO 74

12 FF 64 EF 70

13 LG 66 F 76

44

14 LA 66 FS 74

15 LS 63 IN 73

16 MA 71 MF 62

17 MV 64 MFR 63

18 MN 61 MZ 63

19 NM 64 MS 70

20 R 67 NA 72

21 RS 72 NAP 80

22 RA 65 ON 64

23 S 78 SF 65

24 SH 65 SK 66

25 SM 70 SH 70

26 TN 68 SV 67

27 WP 61 SP 63

28 YR 73 S 71

∑ 1880 ∑ 1921

Average 67.14 Average 68.61

The table 4.1 showed the pre-test score of experimental

class and controlled class. The test was given at the first meeting

before the treatment took place. Based on the table above, it is

45

known that the lowest score of experimental class is 60 and the

lowest score in the controlled class is 62.

2. Post-test scores

The description of students’ post-test scores in experimental

class A, experimental class B and in controlled class are presented

on the table 4.2. The test was given in the last meeting after all of

the treatments were done. The table shows the comparison of the

students’ post-test scores between the three classes, each of class

has the same number of students. The total students of the two

classes are 56 students.

Table 4.2

The students’ scores of post-test of experimental class (VIII-A)

and controlled class (VIII-D)

Experimental Class (Class A)

Control Class (Class D)

No Name Score Name Score

1 AF 83 AV 74

2 AN 76 AA 65

3 AM 72 AP 69

4 DA 75 AS 70

5 DS 78 AR 68

6 EW 77 CY 77

7 FR 74 DP 76

46

8 FA 70 DK 67

9 FT 63 DD 71

10 FD 77 DC 71

11 FR 69 DO 75

12 FF 70 EF 71

13 LG 75 F 79

14 LA 75 FS 76

15 LS 74 IN 72

16 MA 82 MF 63

17 MV 71 MFR 65

18 MN 65 MZ 65

19 NM 72 MS 73

20 R 77 NA 71

21 RS 81 NAP 83

22 RA 67 ON 67

23 S 83 SF 67

24 SH 77 SK 69

25 SM 75 SH 71

26 TN 77 SV 70

27 WP 70 SP 65

47

28 YR 83 S 69

∑ 2088 ∑ 1979

Average 74.57 Average 70.68

The table 4.1 showed the post-test score of experimental

class and controlled class. The test was given at the first meeting

before the treatment took place. Based on the table above, it is

known that the lowest score of experimental class is 63 and the

lowest score in the controlled class is 63.

3. Gained score

After showing the comparison of students’ pre and post-test

scores, the table shows the gained score among those two classes.

The gained score can be seen from the increasing score of students’

pre-test scores compared with students’ post-test scores.

Table 4.3

The students’ gained scores comparison between pre-test and

post-test in experimental class (VIII-A) and controlled class

(VIII-D)

Experimental Class

Control Class

No Name Score Name Score

1 AF 2 AV 2

2 AN 3 AA 2

48

3 AM 10 AP 3

4 DA 10 AS -1

5 DS 2 AR 6

6 EW 8 CY 3

7 FR 10 DP 4

8 FA 10 DK 4

9 FT 1 DD 7

10 FD 10 DC 0

11 FR 6 DO 1

12 FF 6 EF 1

13 LG 9 F 3

14 LA 9 FS 2

15 LS 11 IN -1

16 MA 11 MF 1

17 MV 7 MFR 2

18 MN 4 MZ 2

19 NM 8 MS 3

20 R 10 NA -1

21 RS 9 NAP 3

22 RA 2 ON 3

49

23 S 5 SF 2

24 SH 12 SK 3

25 SM 5 SH 1

26 TN 9 SV 3

27 WP 9 SP 2

28 YR 10 S -2

∑ 208 ∑ 58

Average 7.43 Average 2.07

The table 4.3 showed that the minimum score of

experimental class is 1 the minimum score of controlled class is -2.

The highest score of experimental class is 12 and controlled class is

7. The average gained score of experimental class is 7.43 and for

controlled class is 2.07.

B. Analysis of Data

After the researcher got and described the data, then he analyzed

the data. The analysis of data will be presented in five points namely

results of pre-test, results of post-test, normality test, homogeneity test,

and hypothesis test.

1. Results of Pre-test of Experimental and Control Class

a. Experimental Class

Results gained from a pre-test in class VIII A as an

experimental class of this research are presented in a frequency

distribution table below:

50

Table 4.4

The Frequency Distribution of the Experimental Class Pre-test

No Interval Low Class

Boundary

Frequency

Absolute Relative

1 60 – 63 59.5 7 25%

2 64 – 67 63.5 11 39.29%

3 68 – 71 67.5 4 14.29%

4 72 – 75 71.5 3 10.71%

5 76 – 79 75.5 2 7.14%

6 80 – 83 79.5 1 3.57%

Figure 4.3

Diagram of Frequency Distribution of the Experimental Class

Pre-test

51

The lowest score in class interval was 60 while the highest

one was 83. By using Sturgess rule, there were 6 classes for class

interval. Then, the length of the interval was 4. From the result

which could be seen from the table 4.4, the low class boundary

from the first class interval was 59.5, while the low class boundary

from the sixth class interval was 82.5. The total absolute frequency

was 28. In addition, the total frequency which was formulated in

percentage (relative frequency) was 100%. The table showed that

the most students’ pre-test score appeared in the experimental class

was in class interval 64-67 with highest absolute frequency 11.

However, the lowest absolute frequency was in class interval 80-83

with absolute frequency 1. For the completed statistical calculation

description, it can be seen on appendix.

b. Control class

Table 4.5

The Frequency Distribution of the Control Class Pre-test

No Interval Low Class

Boundary

Frequency

Absolute Relative

1 60 – 62 59.5 2 7.14%

2 63 – 65 62.5 8 28.57%

3 66 – 68 65.5 3 10.71%

4 69 – 71 68.5 7 25%

5 72 – 74 71.5 7 25%

6 75 – 77 74.5 1 3.57%

52

Figure 4.4

Diagram of Frequency Distribution of the Experimental

Class Pre-test

Based on the table of frequency distribution of the pre-test

above, it could be obtained someinformation. The numbers of the

class interval were 6 and the length of the interval was 3. For the

class interval, the lowest score was 60 and the highest one was 77.

In addition, he total numbers of students were 28 students.The

most frequency appearance on distribution was the score 63-65

with the numbers of absolute frequency 8. However, the least

appearance of score was interval 75-77 with frequency 1. The total

frequency which was formulated into relative frequency was

100%.Then, the low class boundary of the first class interval was

59,5 and the low class boundary of the last class was 74.5. For the

completestatistical calculation description, it can be seen on

appendix.

53

2. Results of Post-test of Experimental and Control

Class

a. Experimental Class

Table 4.6

The Frequency Distribution of the Experimental Class Post test

No Interval Low Class

Boundary

Frequency

Absolute Relative

1 63 – 66 62.5 2 7.14%

2 67 – 70 66.5 5 17.86%

3 71 – 74 70.5 5 17.86%

4 75 – 78 74.5 11 39.29%

5 79 – 82 78.5 2 7.14%

6 83 – 86 82.5 3 10.71%

Figure 4.5

Diagram of Frequency Distribution of the Experimental Class

Post-test

54

Based on the table of frequency distribution above, it could

be obtained some information. The numbers of the class interval

were 6 and the length of the interval was 4. For the class interval,

the lowest score was 63 and the highest one was 86. In addition,

the total numbers of students were 28 students. The most frequency

appearance on distribution was the score 75-78 with the numbers

of absolute frequency 11. However, the least appearance of score

was interval 63-66 and 79-82 with frequency 2 for each. The total

frequency which was formulated into relative frequency was 100%.

Then, the low class boundary of the first class interval was 62,5

and the low class boundary of the last class was 82.5. For the

complete statistical calculation description, it can be seen on

appendix.

b. Control class

Table 4.7

The Frequency Distribution of the Control Class Post-test

No Interval Low Class

Boundary

Frequency

Absolute Relative

1 63 – 66 62.5 5 17.86%

2 67 – 70 66.5 9 32.14%

3 71 – 74 70.5 8 28.57%

4 75 – 78 74.5 4 14.29%

5 79 – 82 78.5 1 3.57%

6 83 – 86 82.5 1 3.57%

55

Figure 4.6

Diagram of Frequency Distribution of the Control Class Post-

test

Based on the table of frequency distribution above, it could

be obtained that the numbers of the class interval were 6 and the

length of the interval was 4. For the class interval, the lowest score

was 63 and the highest one was 86. In addition, the total numbers

of students were 28 students. The most frequency appearance on

distribution was the score 67-70 with the numbers of absolute

frequency 9. However, the least appearance of score was interval

79-82 with frequency 1. The total frequency which was formulated

into relative frequency was 100%. Then, the low class boundary of

the first class interval was 62,5 and the low class boundary of the

last class was 82,5. For the complete statistical calculation

description, it can be seen on appendix.

56

3. Normality Test

The normality test is proposed to know whether the data is

normally distributed or not. After finishing the normality test, the

researcher got two kinds of value; Lmax and Ltable. The both values

can be used to see the normality of the data.

We use the criteria below to see the normality of the data:

H1 : Lmax>Ltable

H0 : Lmax<Ltable

Note :

H1 = Data is not normally distributed

H0 = Data is normally distributed

a. The Normality Test of Pre-Test in Experimental Class

Table 4.8

Calculation of Pre-Test Normality in Experimental Class

No. X f fX fX2

p=f/n ∑P z = (Xi-X)/s ф T=ф-∑p

1. 60 1 60 3600 0.035714 0.035714 -1.35538086 0.0901 -0.05439

2. 61 2 122 7442 0.071429 0.107143 -1.16562754 0.1251 -0.01796

3. 62 2 124 7688 0.071429 0.178571 -0.97587422 0.1685 0.010071

4. 63 2 126 7938 0.071429 0.25 -0.7861209 0.2206 0.0294

5. 64 4 256 16384 0.142857 0.392857 -0.59636758 0.2776 0.115257

6. 65 3 195 12675 0.107143 0.5 -0.40661426 0.3446 0.1554

7. 66 2 132 8712 0.071429 0.571429 -0.21686094 0.4168 0.154629

8. 67 2 134 8978 0.071429 0.642857 -0.02710762 0.492 0.150857

9. 68 1 68 4624 0.035714 0.678571 0.162645703 0.5636 0.114971

10. 69 1 69 4761 0.035714 0.714286 0.352399024 0.6368 0.077486

11. 70 1 70 4900 0.035714 0.75 0.542152345 0.7054 0.0446

12. 71 1 71 5041 0.035714 0.785714 0.731905665 0.7673 0.018414

13. 72 1 72 5184 0.035714 0.821429 0.921658986 0.8212 0.000229

14. 73 2 146 10658 0.071429 0.892857 1.111412307 0.8665 0.026357

15. 76 1 76 5776 0.035714 0.928571 1.680672269 0.9535 -0.02493

57

16. 78 1 78 6084 0.035714 0.964286 2.06017891 0.9803 -0.01601

17. 81 1 81 6561 0.035714 1 2.629438872 0.9957 0.0043

Total 1166 28 1880 127006

=

= 4535.93 – 4508.16

= 27.77

S = 5.27

S= 5.27

S2= 27.77

rata2(x)= 67.14286

Lmax= 0.15

Ltable= 0.164

The Liliefors shows that the significant degree of 0.05 in L

(0.05)(28) = 0.164

H1 : Lmax> 0.164

H0 : Lmax< 0.164

In the table 4.4, the Lmax value is 0.15. Therefore, H0 is

accepted because the result shows that Lmax is lower than Ltable. It

means that the data of pre-test in experimental class is normally

distributed.

58

b. The Normality Test of Post-Test in Experimental Class

Table 4.9

Calculation of Post-Test Normality in Experimental Class

No. X f fX fX2 p=f/n ∑P z = (Xi-X)/s Ф T=ф-∑p

1. 63 1 63 3969 0.035714 0.035714 -2.2164751 0.0136 0.022114

2. 65 1 65 4225 0.035714 0.071429 -1.83333333 0.0336 -0.03783

3. 67 1 67 4489 0.035714 0.107143 -1.45019157 0.0735 0.033643

4. 69 1 69 4761 0.035714 0.142857 -1.06704981 0.1446 -0.00174

5. 70 3 210 14700 0.107143 0.25 -0.87547893 0.1922 0.0578

6. 71 1 71 5041 0.035714 0.285714 -0.68390805 0.2483 0.037414

7. 72 2 144 10368 0.071429 0.357143 -0.49233716 0.3121 0.045043

8. 74 2 148 10952 0.071429 0.428571 -0.1091954 0.4602 0.031629

9. 75 4 300 22500 0.142857 0.571429 0.082375479 0.5319 -0.03953

10. 76 1 76 5776 0.035714 0.607143 0.27394636 0.6064 -0.00074

11. 77 5 385 29645 0.178571 0.785714 0.465517241 0.3228 -0.46291

12. 78 1 78 6084 0.035714 0.821429 0.657088123 0.7422 0.079229

13. 81 1 81 6561 0.035714 0.857143 1.231800766 0.8907 -0.03356

14. 82 1 82 6724 0.035714 0.892857 1.423371648 0.9222 -0.02934

15. 83 3 249 20667 0.107143 1 1.614942529 0.9463 0.0537

Total 1103 28 2088 156462

=

= 5587.93 – 5560.89

= 27.25

S = 5.22

S= 5.22

59

The Liliefors shows that the significant degree of 0.05 in L

(0.05)(28) = 0.164

H1 : Lmax> 0.164

H0 : Lmax< 0.164

In the table 4.5, the Lmax value is 0.08. Therefore, H0 is

accepted because the result shows that Lmax is lower than Ltable. It

means that the data of post-test in experimental class is normally

distributed.

c. The Normality Test of Pre-Test in Controlled Class

Table 4.10

Calculation of Pre-Test Normality in Controlled Class

No. X f fX fX2 p=f/n ∑P z = (Xi-X)/s Ф T=ф-∑p

1. 62 2 124 7688 0.071429 0.071429 -1.35728953 0.0885 -0.01707

2. 63 5 315 19845 0.178571 0.25 -1.15195072 0.1251 -0.1249

3. 64 2 128 8192 0.071429 0.321429 -0.94661191 0.1736 -0.14783

4. 65 1 65 4225 0.035714 0.357143 -0.7412731 0.2296 0.127543

5. 66 2 132 8712 0.071429 0.428571 -0.53593429 0.2981 0.130471

6. 67 1 67 4489 0.035714 0.464286 -0.33059548 0.3707 0.093586

7. 70 3 210 14700 0.107143 0.571429 0.285420945 0.6103 -0.03887

S2= 27.25

rata2(x)= 74.57143

Lmax= 0.08

Ltable= 0.1641

60

8. 71 3 213 15123 0.107143 0.678571 0.490759754 0.6879 -0.00933

9. 72 3 216 15552 0.107143 0.785714 0.696098563 0.7549 -0.03081

10. 73 1 73 5329 0.035714 0.821429 0.901437372 0.8159 0.005529

11. 74 3 222 16428 0.107143 0.928571 1.106776181 0.8643 0.064271

12. 76 1 76 5776 0.035714 0.964286 1.517453799 0.9345 0.029786

13. 80 1 80 6400 0.035714 1 2.338809035 0.9901 0.0099

Total 903 28 1921 132459

=

= 4730.68 – 4706.94

= 23.74

S = 4.87

S= 4.87

S2= 23.74

rata2(x)= 68.60714

Lmax= 0.13

Ltable= 0.1641

The Liliefors shows that the significant degree of 0.05 in L

(0.05)(28) = 1.64.

H1 : Lmax> 0.164

H0 : Lmax< 0.164

61

In the table 4.6, the Lmax value is 0.13. Therefore, H0 is

accepted because the result shows that Lmax is lower than Ltable. It

means that the data of pre-test in controlled class is normally

distributed.

d. The Normality Test of Post- Test in Controlled Class

Table 4.11

Calculation of Post-Test Normality in Controlled Class

No. X f fX fX2 p=f/n ∑P z = (Xi-X)/s ф T=ф-∑p

1. 63 1 63 3969 0.035714 0.035714 -1.6587473 0.0495 0.013786

2. 65 4 260 16900 0.142857 0.178571 -1.22678186 0.1112 0.067371

3. 67 3 201 13467 0.107143 0.285714 -0.79481641 0.2148 0.070914

4. 68 1 68 4624 0.035714 0.321429 -0.57883369 0.2843 0.037129

5. 69 3 207 14283 0.107143 0.428571 -0.36285097 0.3594 0.069171

6. 70 2 140 9800 0.071429 0.5 -0.14686825 0.4443 0.0557

7. 71 5 355 25205 0.178571 0.678571 0.069114471 0.5239 0.154671

8. 72 1 72 5184 0.035714 0.714286 0.285097192 0.6103 0.103986

9. 73 1 73 5329 0.035714 0.75 0.501079914 0.6915 0.0585

10. 74 1 74 5476 0.035714 0.785714 0.717062635 0.7611 0.024614

11. 75 1 75 5625 0.035714 0.821429 0.933045356 0.8238 -0.00237

12. 76 2 152 11552 0.071429 0.892857 1.149028078 0.8729 -0.01996

13. 77 1 77 5929 0.035714 0.928571 1.365010799 0.9131 0.015471

14. 79 1 79 6241 0.035714 0.964286 1.796976242 0.9633 0.000986

15. 83 1 83 6889 0.035714 1 2.660907127 0.9961 0.0039

Total 1082 28 1979 140473

=

= 5016.89 – 4995.46

62

= 21.43

S = 4.63

S= 4.63

S2= 21.43

rata2(x)= 70.67857

Lmax= 0.15

Ltable= 0.1641

The Liliefors shows that the significant degree of 0.05 in L

(0.05)(28) = 1.64.

H1 : Lmax> 0.164

H0 : Lmax< 0.164

In the table 4.7, the Lmax value is 0.15. Therefore, H0 is

accepted because the result shows that Lmax is lower than Ltable. It

means that the data of post-test in controlled class is normally

distributed.

4. Homogeneity Test

Moreover, the writer did the homogeneity test for

measuring whether the students in the experimental class and the

controlled class have a same ability. Concerning to the

homogeneity test, he tested the score of pre-test and post-test in

both experimental and controlled class using Fisher test.

Hyphothesis:

63

H0 : The experimental class is homogenous to the controlled

class.

H1 : The experimental class is not homogenous to the

controlled class.

The criteria of the test:

α = 0.05

H0 : Fα(n1-1, n2-1) < F < α (n1-1, n2-1)

H1 : F >Fα (n1-1, n2-1)

The formula which is used is such below:

Or

Then, the writer got the result for Pre-test homogeneity as follows:

Post-test homogeneity test

64

F0.05(n1-1,n2-1) = 1.88

According to the calculation above, the data of

experimental and controlled class pre-test is homogenous. It can be

seen from F < Fα (n1-1, n2-1) or 1.17 < 1.88. The data of post-test

of both classes also shows their homogeneity it can be seen from F

< Fα (n1-1, n2-1) or 1.27 < 1.88. Thus, the writer concludes that

the data of pre-test and post-test for both classes are homogeneous.

5. Hypothesis Test

In this part, the writer would like to measure whether the

using of role play is effective in teaching speaking at SMPN 244

North Jakarta. Furthermore, the writer decided to compare the

result of tobserve with ttable to approve the hypothesis that the writer

has decided in the chapter two.

Tabel 4.12

Calculation of Hypothesis Test in the experimental class and

controlled class

Students' Identification

Number

X(Experimental

Class)

Y(Controlled

Class)

X-MX

Y-MY

(X-

MX)2

(Y-

MY)2

1 2 2 -5.46 -0.07 29.811

6

0.0049

2 3 2 -4.46 -0.07 19.891

6

0.0049

3 10 3 2.54 0.93 6.4516 0.8649

4 10 -1 2.54 -3.07 6.4516 9.4249

5 2 6 -5.46 3.93 29.811

6

15.444

9 6 8 3 0.54 0.93 0.2916 0.8649

7 10 4 2.54 1.93 6.4516 3.7249

65

8 10 4 2.54 1.93 6.4516 3.7249

9 1 7 -6.46 4.93 41.731

6

24.304

9 10 11 0 3.54 -2.07 12.531

6

4.2849

11 6 1 -1.46 -1.07 2.1316 1.1449

12 6 1 -1.46 -1.07 2.1316 1.1449

13 9 3 1.54 0.93 2.3716 0.8649

14 9 2 1.54 -0.07 2.3716 0.0049

15 11 -1 3.54 -3.07 12.531

6

9.4249

16 11 1 3.54 -1.07 12.531

6

1.1449

17 7 2 -0.46 -0.07 0.2116 0.0049

18 4 2 -3.46 -0.07 11.971

6

0.0049

19 8 3 0.54 0.93 0.2916 0.8649

20 10 -1 2.54 -3.07 6.4516 9.4249

21 9 3 1.54 0.93 2.3716 0.8649

22 2 3 -5.46 0.93 29.811

6

0.8649

23 5 2 -2.46 -0.07 6.0516 0.0049

24 12 3 4.54 0.93 20.611

6

0.8649

25 5 1 -2.46 -1.07 6.0516 1.1449

26 9 3 1.54 0.93 2.3716 0.8649

27 9 2 1.54 -0.07 2.3716 0.0049

28 10 -2 2.54 -4.07 6.4516 16.564

9 ∑ 209 58 0.12 0.04 288.96

48

107.85

72 Average 7.464286 2.071429 0.0042

86

0.0014

29

10.320

17

3.8520

43

From the table 4.8, the researcher would like to determine

the mean, standard of deviation, and standard error of variable X

(Experimental Class) and variable Y (Controlled class). He also

would like to determine the standard error of difference of mean of

variable X and Y, to and ttable. The calculations are explained in the

following steps:

1. Determining Mean of variable XA, with formula:

MX =

=

= 7.46

2. Determining variable Y:

66

MY =

=

= 2.07

3. Determining Standard of Deviation Score of Variable XA:

SDX =

=

=

= 3.21

4. Determining Standard of Deviation Score of Variable Y:

SDY =

=

=

= 1.96

5. Determining Standard Error of Mean of Variable XA, with

formula:

SEMX =

=

=

= 0.62

6. Determining Standard Error of Mean of Variable Y, with

formula:

67

SEMy =

=

=

= 0.38

7. Determining Standard Error of Difference of Mean of

Variable X and Y:

SEMX-MY =

=

=

=

= 0.72

8. Determining to with formula:

to =

=

= 7.49

9. Determining t-table in significance level 5% with degree of

freedom (df):

df = ( + )– 2

= ( 28 + 28 )– 2

= 56 – 2

= 54

*ttable= 2,00

The ttable showed that the degree of freedom (df) is 54 with

5% significant level, there is a gained value higher than 2.00. For

the critical value of the tobserve, the writer gained 7.49. From the

68

calculation above, it can be proven that the result of comparison

between the tobserve and the ttable, that is: 7.49 > 2.00 = tobserve>ttable.

C. Interpretation of the Data

The researcher had pre-test and post-test for experimental and

control class with the same test and motions. The mean score of

experimental class in pre-test was 67.14 and in post-test was 74.57. On the

other hand, The mean score of control class in pre-test was 68.60 and

70.68 for their post-test. The range of their mean score on pre-test and

post-test were actually quite different. The range of experimental class

mean score in pre-test and post test gained 7.43. Meanwhile, the range on

control class mean score gained 2.07.

Furthermore, based on the calculation data in the part of analysis

data, the writer can interpret that the scores of students’ speaking in the

experimental class is higher than the scores of students’ speaking in the

control class. It also can be proven by calculating the score of hypothesis

test that shows tobserve and the ttable, that is: 7.49 > 2.00 = tobserve>ttable. The

writer used t-test formula in the significance degree of 5% to do the best.

Thus, the using of role play in teaching speaking is effective for the second

grade students at SMPN 244 North Jakarta. It can be inferred that one of

the effective way to increase the speaking ability for the students is using a

role play.

The researcher concludes that role play could improve the students’

speaking ability because the students gave an opportunity to practice in

communication. As Diane stated “Role plays are very important in CLT

because they give students an opportunity to practice communicating in

69

different social contexts and in different social roles, and Role plays can be

set up so that they are very structured or in less a less structured way”2

2 Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford:

Oxford University Press, 2000), p.134.

70

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The writer concludes that teaching speaking using role play

technique is effective. It can be seen from the gained score that is obtained

in the experimental class. The research shows the gained score obtained in

the experimental class (208) is higher than control class (58). And the

result of calculation of t-test shows that t0 is bigger than tt , to = 7.49 and tt

= 2.00 It means the writer hypothesis H1 (there is a significant difference in

teaching speaking by using role play technique to the second year of SMP

N 244, is accepted).

This result has answered the research question that the use of role

play in teaching speaking is quite effective. The use of role play makes the

speaking and learning activity more enjoyable and interesting. It’s because

role play helps the shy students by providing an opportunity, where

students with difficulty in conversation are liberated. In addition, it is fun

and most students will agree that enjoyment leads to better learning. The

use of role play makes the students more motivated in learning and easier

to grasp the lesson.

B. Suggestion

After conducting the research, the writer gives some suggestion for

teacher and students as follows:

a. For teacher:

1. The teacher should choose the materials that are appropriate

and not too difficult for the students.

2. Before assigning the role play to the students, the teacher

should make sure that the students have fully understood

and have the information they need.

71

3. The teacher should keep control the students’ activities.

4. The teacher should present the language materials by using

enjoyable, relaxed and understandable ways.

b. For the students:

1. The students are hoped not to be shy in acting out their role.

2. The students are hoped to active and creative in enriching

their vocabularies.

3. The students are hoped to use English when they practice

role play activities although it is hard for them.

4. The students should take part much in acting out role play.

5. The students should ask to the teacher if there is something

that they don’t understand regarding to the role play

activities

72

BIBLIOGRAPHY.

Anderson, Jason. 2006. Role Play for Today. Hoe Lane: Delta Publishing

Badan Standar nasional Pendidikan. 2006. Standar Isi Untuk Satuan Pendidikan

Dasar dan Menengah. Jakarta.

Brown, Douglas. 2003. Language Assessment: Principle and Classroom Practice.

San Francisco: Longman.

Budiman, Agus. 2004. Role Play to Enhance Students’ Speaking Ability. Skripsi.

Tangerang: not published

Cameron, Lynne. 2001. Teaching Language to Young Learners. Cambridge:

Cambridge University Press

Candlin, N. Christoper and Mercer, Neil. 2001. English Language Teaching in its

social context. London: Routledge.

Celle-Murcia, Mariane. 2001. Teaching English as a Second or Foreign Language.

Boston: Heinle & Heinle.

Departemen Pendidikan Nasional. 2009. Model Pembelajaran yang Efektif. Jakarta:

Depdiknas

Farrel, Thomas.S.C. 2006. Succeeding with English Language Learners. California:

Corwin Press.

Featherstone. Sally and Cummings, Anne. 2009. Role-Play In The Early Years.

London: A&C Black Publishers Limited

Gottlieb, Margo. 2006. Assessing English Language Learners .California: Corwin

Press.

Harmer, Jeremy. 1998. How to Teach English – An Introduction of Practice English

Language Teaching. England: Addison Wesley Longman.

73

Harmer, Jeremy. 2001. The Practice of English Language Teaching. Cambridge:

Pearson Education Limited.

Hughes, Rebecca. 2002. Teaching and Researching Speaking. London: Pearson

Education.

Ladousse, Gillian Porter. 2004. Role Play. New York: Oxford University Press.

Littlewood, William. 2002. Communicative Language Teaching-An Introduction.

Cambridge: Cambridge University Press.

McDonough, Jo and Shaw, Christopher. 2003. Materials and Method in ELT.

Oxford: Balckwell Publishing Ltd.

McKay, Penny. 2006. Assesing Young Language Learners. Cambridge: Cambridge

University Press.

Nation, I.S.P and Newton, J. 2009. Teaching ESL/EFL Listening and Speaking. New

York: Routledge.

Olshtain, Elitea and Cohen, Andrew. 2001. Teaching Speech Act Behavior to

Nonnative Speakers. Boston: Heinle & Heinle Publisher.

Richard, Jack C & Renandya, Willy A. 2002. Methodology in Language Teaching.

Cambridge: University Press.

Richards, Jack, C. and Rogers, Theodore, S. 1986. 2nd

Edition Approaches and

Methods in Language Teaching. New York: Cambridge University Press.

Rogers, Sue and Evans, Julie. 2008. Inside Role-Play in Early Childhood Education.

London and New York: Routledge Taylor and Francis Group

Sari, Nurina Permata. 2006. Improving Students’ Speaking Ability by Using Role

Play. Skripsi. Tangerang: not published.

Snow, Don. 2007. From Language Learner to Language Teacher. Virginia: Teachers

of English to Speakers of Other Languages, Inc.

Sugiono, Prof. DR. 2004. Statistik Penelitia. Bandung: Alphabeta

74

Ur, penny and Wright, Andrew. 2007. Five-Minutes Activities-A Resource Book of

Short Activity. Cambridge: Cambridge University Press.

Ur, Penny.1996. A Course in Language Teaching. Cambridge: Cambridge

University Press.

APPENDIX I

RPP (Rencana Pelaksanaan Pembelajaran)

SMP/MTs : SMP N 244 Jakarta Utara

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VIII/2 (Experimental Class)

Skill / Keterampilan : Speaking

Alokasi Waktu : 4 x 45menit

Standar Kompetensi :

Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek

sederhana untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar :

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal

(bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar,

dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan : meminta dan

memberi pendapat, menyatakan suka atau tidak suka, meminta klarifikasi, merespon secara

interpersonal.

Jenis teks : Conversation Transactional and Interpersonal

Tema : visiting doctor

Materi Utama : asking for and giving advice

1. Tujuan Pembelajaran :

Di akhir kegiatan pembelajaran siswa dapat:

1. Mengidentifikasi dengan tepat, cermat teliti makna ungkapan yang digunakan untuk meminta,

memberi persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali,

memperpanjang, dan menutup percakapan, dan mengawali, memperpanjang, dan menutup

percakapan telepontekun serta percaya diri.

2. Menyimak dialog yang diperdengarkan dan memilih/ menuliskan respon yang tepat &

komunikatif berdasarkan ungkapan yang didengar dengan teliti dan cermat agar siswa dapat

menerima perbedaan/ meghargai pendapat orang lain.

3. Membuat dialog untuk mengungkapkan makna dalam tindak tutur: meminta, member

persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali,

memperpanjang, dan menutup percakapan, dan mengawali, memperpanjang, dan menutup

percakapan telepon dengan menggunakan ungkapan yang tepat dengan sopan dan sesuai norma.

4. Melakukan dialog/bermain peran dengan menggunakan tindak tutur: meminta, member

persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali,

memperpanjang, dan menutup percakapan, dan mengawali, memperpanjang, dan menutup

percakapan telepon dengan percaya diri dan kerjasama yang baik,

2. Materi Pembelajaran

Visiting the Doctor

Student A – Patient

You are a patient at your local doctor’s surgery. Choose one of the illnesses from the chart

and tell the doctor the answers to these questions:

How, when and where did it start?

What symptoms have you got?

Have you taken any medicine or done anything else to help?

Target Language

It started… (a week ago)

I feel… (tired, hot, etc.)

I had an accident when…

It hurts here.

I’ve got… (a sore throat, a swollen ankle)

I can’t sleep.

Is it serious?

What should I do?

Student B – Doctor

You are the doctor. Listen to student A, who will describe her/his symptoms.

Ask questions using the Target Language expression

Tell the patient what you think the illness is.

Give the patient some advice

TARGET LANGUAGE

What seems to be the problem?

Does it hurt here?

Is the pain getting worse?

Do you have…(a cough, a temperature, a swollen ankle)?

Can you… (move your hand, go near parks and flowers)?

Are you allergic to anything?

I think you have…

You should I shouldn’t…

Try (not) to…(verb)

Look at the table below. It describes seven common reasons for going to the doctor. Complete

the table using the information from the boxes.

Symptoms

Diarrhea Red eyes

A sore throat Can’t move my hand

Insomnia (can’t sleep) A swollen ankle

Advice

Prescription medicine Take vitamin C

Go to hospital Use crutches

Don’t eat anything Take Paracetamol

Illness/Complaint Cause Symptoms Advice

A cold A virus, usually

caught through

contact and sneezing.

A runny nose, a

cough.

Keep warm, get some

rest.

The flu A virus, usually

caught through

contact or sneezing.

As for a cold, also a

high temperature,

aching bones and

head.

Go to bed.

Food poisoning Eating food that isn’t

fresh.

Sromache ache,

vomiting.

Get some rest, drink

water.

Stress Too many problems,

especially at work.

Worrying too much,

loss of appetite.

Take sleeping pills,

take a long holiday.

A broken arm A serious fall, (e.g.

off a ladder).

A very strong pain in

arm.

Set arm in plaster.

A sprained ankle An unexpected fall,

(e.g. when playing

football).

Can’t walk. Bandage the ankle.

Hay fever An allergy to flowers

and plants in summer

Runny nose. Stay away from parks

and gardens.

3. Teknik Pembelajaran : Role Play

4. Langkah-langkah Kegiatan :

a. Kegiatan Pendahuluan

Memberi salam

Berdoa

Mengecek Kehadiran

Memperkenalkan topic

Menjelaskan tujuan pembelajaran

b. Kegiatan Inti

Memperkenalkan role play

Memberikan kartu role play untuk masing-masing siswa sesuai perannya

Memberikan waktu untuk membaca dan memahami vocabulary yang ada di tabel

Memahami target language yang ada di tabel

Memberikan siswa 10-15 menit untuk mempersiapkan diri

c. Kegiatan penutup

Menanyakan kesulitan siswa selama KBM

Menyimpulkan materi pembelajaran

5. Sumber Belajar

a. Role Play for Today, Jason Anderson, Delta Publishing, 2006

b. Gambar-gambar yang relevan

6. Penilaian

a. Teknik: Tes Lisan

b. Bentuk : Role Play

c. Rubrik Penilaian

Comprehension

Understand everyday conversation and

normal classroom discussions without

difficulty.

Understands nearly everything at

normal speed. Although occasional

repetition may be necessary.

Understand most of what is said at

slower-than-normal speed with

repetition.

Has great difficulty following what is

said. can comprehend only “socal

conversation”spoken slowly and with

frequent repittition.

Cannot understand even simple

conversation.

5

4

3

2

1

93-99

83-92

73-82

63-72

Below 62

Fluency

Speech in everyday conversation and in

classroom discussion is fluent and

effortless approximating that of a native

speaker.

Speech in everyday communication and

classroom discussion in generally

fluent, with occasional lapses while the

students searches for the correct manner

of expression.

Speech in everyday communication and

classroom dicussion is frequently

disrupted by the student’s search for the

correct manner of expression.

5

4

3

93-99

83-92

73-82

Usually hesiatant; often forced into

silence by languge limitations.

Speech is so halting and fragmentary as

to make conversation virtually

impossible.

2

1

63-72

Below 62

Vocabulary

Use of Vocabulary and idioms

approximates that of a native speaker.

Occasionally uses inappropriate terms

or must rephrase ideas because of

inadequate vocabulary.

Frequently uses the wrong words

conversation somewhat limited because

of inadequte vocabulary.

Misuse of words and very limited

vocabulary make comprehension quite

difficult.

Vocabulary limitations so extreme as to

make conversation virtually impossible.

5

4

3

2

1

93-99

83-92

73-82

63-72

Below 62

Pronunciation

Pronunciation and intonation

approximates that a native speaker.

Always intelligible, though one is

concious of a definite accent and

occasinal inappropriate intonation

patterns.

Pronunciation problems necessitate

concentration on the part of listener and

occasionally lead to misunderstanding.

Very hard to understand because

pronunciation problem, must frequently

be asked to repeat in order to be

understood.

5

4

3

2

93-99

83-92

73-82

63-72

Pronunciation problem so severe as to

make speech virtually unintelligible.

1 Below 62

Grammar

Grammatical usage and word order

approximate a native speaker’s.

Occasionally make grammatical or

word order errors which do not obscure

meaning.

Makes frequent errors of grammar and

word order which occasionally obscure

meaning.

Grammar and word order error make

comprehension difficult. Must often

rephrase or restrict what is said to basic

patterns.

Errors in grammar and word order so

severe as to make speech virtually

unintelligible.

5

4

3

2

1

93-99

83-92

73-82

63-72

Below 62

Jakarta 23, Mei 2014

Mengetahui:

Kepala Sekolah SMPN 244 Jakarta Guru Praktikan Bahasa Inggris

Drs. Mulyana M.Noor Afdillah A.A

NIP. 196411181989031004

APPENDIX I

RPP (Rencana Pelaksanaan Pembelajaran)

SMP/MTs : SMP N 244 Jakarta Utara

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VIII/2 (Eksperimental Class)

Skill / Keterampilan : Speaking

Standar Kompetensi :

Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek

sederhana untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar :

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal

(bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar,

dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur:

meminta dan member jasa, meminta dan member barang, dan meminta dan member fakta.

Jenis teks : Conversation Transactional and Interpersonal

Tema : Shoe shop

Materi Utama : asking for and giving something

1. Tujuan Pembelajaran :

Di akhir kegiatan pembelajaran siswa dapat:

1. Mengidentifikasi dengan tepat, cermat teliti makna ungkapan yang digunakan untuk meminta,

memberi persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali,

memperpanjang, dan menutup percakapan, dan mengawali, memperpanjang, dan menutup

percakapan telepontekun serta percaya diri.

2. Menyimak dialog yang diperdengarkan dan memilih/ menuliskan respon yang tepat &

komunikatif berdasarkan ungkapan yang didengar dengan teliti dan cermat agar siswa dapat

menerima perbedaan/ meghargai pendapat orang lain.

3. Membuat dialog untuk mengungkapkan makna dalam tindak tutur: meminta, member

persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali,

memperpanjang, dan menutup percakapan, dan mengawali, memperpanjang, dan menutup

percakapan telepon dengan menggunakan ungkapan yang tepat dengan sopan dan sesuai norma.

4. Melakukan dialog/bermain peran dengan menggunakan tindak tutur: meminta, member

persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali,

memperpanjang, dan menutup percakapan, dan mengawali, memperpanjang, dan menutup

percakapan telepon dengan percaya diri dan kerjasama yang baik,

2. Materi Pembelajaran

Shoe Shop

A. Draw lines to complete the descriptions of the shoes in the pictures:

Colour Type Extra

of Shoe Information

I’m looking for some … A. beige slip-ons with buckles

B. white sandals with high heels

C. brown boots with laces

D. black trainers for work

B. Take it in turns to be the customer and the shop assistant.

Customer: you are looking for some shoes. Decide which style and colour.

Assistans: the classroom is your shop. Imagine you have lots of different style in the

shop.

1 Assistant greets customer

2 Customer says what s/he wants

3 Assistant shows customer some shoes

4 Customer chooses 2-3 pairs to try on

5 Assistant ask for size and gets the shoes

6 Customer tries shoes on, makes comments

7 They discuss fit/ style/ colour

8 Customer makes a decision

Target Language – Customer

Could I trey on those ones?

My size is…

They’re (a bit) too tight.

They’re not big enough.

I don’t like the colour.

They’re very comfortable.

Have you got…

…the next size up/down?

…something a bit cheaper?

How much are they?

I think I’ll take them.

I think I’ll leave it.

3. Teknik Pembelajaran : Role Play

4. Langkah-langkah Kegiatan :

a. Kegiatan Pendahuluan

Memberi salam

Berdoa

Mengecek Kehadiran

Memperkenalkan topic

Menjelaskan tujuan pembelajaran

b. Kegiatan Inti

Memperkenalkan role play

Memberikan kartu role play untuk masing-masing siswa sesuai perannya

Memberikan waktu untuk membaca dan memahami vocabulary yang ada di tabel

Memahami target language yang ada di tabel

Memberikan siswa 10-15 menit untuk mempersiapkan diri

c. Kegiatan penutup

Menanyakan kesulitan siswa selama KBM

Menyimpulkan materi pembelajaran

5. Sumber Belajar

a. Role Play for Today, Jason Anderson, Delta Publishing, 2006

b. Gambar-gambar yang relevan

6. Penilaian

a. Teknik: Tes Lisan

b. Bentuk : Role Play

c. Rubrik Penilaian

Comprehension

Understand everyday conversation and

normal classroom discussions without

difficulty.

Understands nearly everything at

normal speed. Although occasional

repetition may be necessary.

Understand most of what is said at

slower-than-normal speed with

repetition.

Has great difficulty following what is

said. can comprehend only “socal

conversation”spoken slowly and with

frequent repittition.

Cannot understand even simple

conversation.

5

4

3

2

1

93-99

83-92

73-82

63-72

Below 62

Speech in everyday conversation and in

classroom discussion is fluent and

effortless approximating that of a native

speaker.

Speech in everyday communication and

5

4

93-99

83-92

Fluency

classroom discussion in generally

fluent, with occasional lapses while the

students searches for the correct manner

of expression.

Speech in everyday communication and

classroom dicussion is frequently

disrupted by the student’s search for the

correct manner of expression.

Usually hesiatant; often forced into

silence by languge limitations.

Speech is so halting and fragmentary as

to make conversation virtually

impossible.

3

2

1

73-82

63-72

Below 62

Vocabulary

Use of Vocabulary and idioms

approximates that of a native speaker.

Occasionally uses inappropriate terms

or must rephrase ideas because of

inadequate vocabulary.

Frequently uses the wrong words

conversation somewhat limited because

of inadequte vocabulary.

Misuse of words and very limited

vocabulary make comprehension quite

difficult.

Vocabulary limitations so extreme as to

make conversation virtually impossible.

5

4

3

2

1

93-99

83-92

73-82

63-72

Below 62

Pronunciation and intonation

approximates that a native speaker.

Always intelligible, though one is

concious of a definite accent and

occasinal inappropriate intonation

5

4

93-99

83-92

Pronunciation

patterns.

Pronunciation problems necessitate

concentration on the part of listener and

occasionally lead to misunderstanding.

Very hard to understand because

pronunciation problem, must frequently

be asked to repeat in order to be

understood.

Pronunciation problem so severe as to

make speech virtually unintelligible.

3

2

1

73-82

63-72

Below 62

Grammar

Grammatical usage and word order

approximate a native speaker’s.

Occasionally make grammatical or

word order errors which do not obscure

meaning.

Makes frequent errors of grammar and

word order which occasionally obscure

meaning.

Grammar and word order error make

comprehension difficult. Must often

rephrase or restrict what is said to basic

patterns.

Errors in grammar and word order so

severe as to make speech virtually

unintelligible.

5

4

3

2

1

93-99

83-92

73-82

63-72

Below 62

Jakarta, 21, Mei 2014

Mengetahui:

Kepala Sekolah SMPN 244 Jakarta Guru Praktikan Bahasa Inggris

Drs. Mulyana M.Noor Afdillah A.A

NIP. 196411181989031004

APPENDIX II

RPP (Rencana Pelaksanaan Pembelajaran)

SMP/MTs : SMP N 244 Jakarta Utara

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VIII/2 (Control Class)

Skill / Keterampilan : Speaking

Alokasi Waktu : 4 x 45menit

Standar Kompetensi :

Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek

sederhana untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar :

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal

(bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar,

dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan : meminta dan

memberi pendapat, menyatakan suka atau tidak suka, meminta klarifikasi, merespon secara

interpersonal.

Jenis teks : Conversation Transactional and Interpersonal

Tema : visiting doctor

Materi Utama : asking for and giving advice

1. Tujuan Pembelajaran :

Di akhir kegiatan pembelajaran siswa dapat:

1. Mengidentifikasi dengan tepat, cermat teliti makna ungkapan yang digunakan untuk meminta,

memberi persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali,

memperpanjang, dan menutup percakapan, dan mengawali, memperpanjang, dan menutup

percakapan telepontekun serta percaya diri.

2. Menyimak dialog yang diperdengarkan dan memilih/ menuliskan respon yang tepat &

komunikatif berdasarkan ungkapan yang didengar dengan teliti dan cermat agar siswa dapat

menerima perbedaan/ meghargai pendapat orang lain.

3. Membuat dialog untuk mengungkapkan makna dalam tindak tutur: meminta, member

persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali,

memperpanjang, dan menutup percakapan, dan mengawali, memperpanjang, dan menutup

percakapan telepon dengan menggunakan ungkapan yang tepat dengan sopan dan sesuai norma.

4. Melakukan dialog/bermain peran dengan menggunakan tindak tutur: meminta, member

persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali,

memperpanjang, dan menutup percakapan, dan mengawali, memperpanjang, dan menutup

percakapan telepon dengan percaya diri dan kerjasama yang baik,

2. Materi Pembelajaran

Visiting the Doctor

Look at the table below. It describes seven common reasons for going to the doctor. Complete

the table using the information from the boxes.

Illness/Complaint Cause Symptoms Advice

A cold A virus, usually

caught through

contact and sneezing.

A runny nose, a

cough.

Keep warm, get some

rest.

The flu A virus, usually

caught through

contact or sneezing.

As for a cold, also a

high temperature,

aching bones and

head.

Go to bed.

Food poisoning Eating food that isn’t

fresh.

Sromache ache,

vomiting.

Get some rest, drink

water.

Stress Too many problems,

especially at work.

Worrying too much,

loss of appetite.

Take sleeping pills,

take a long holiday.

A broken arm A serious fall, (e.g.

off a ladder).

A very strong pain in

arm.

Set arm in plaster.

A sprained ankle An unexpected fall,

(e.g. when playing

football).

Can’t walk. Bandage the ankle.

Hay fever An allergy to flowers

and plants in summer

Runny nose. Stay away from parks

and gardens.

3. Teknik Pembelajaran : Conversation

4. Langkah-langkah Kegiatan :

a. Kegiatan Pendahuluan

Memberi salam

Berdoa

Mengecek Kehadiran

Memperkenalkan topic

Menjelaskan tujuan pembelajaran

b. Kegiatan Inti

Membagi murid menjadi berpasang-pasangan

Memperkenalkan topic

Memberikan tabel berbagai macam penyakit, penyebab terjadinya sakit, gejala,

dan saran.

Menyuruh siswa untuk membuat conversation bedasarkan tabel

Memberikan waktu untuk membaca dan memahami informasi yang ada di tabel

Memberikan siswa 10-15 menit untuk mempersiapkan diri

c. Kegiatan penutup

Menanyakan kesulitan siswa selama KBM

Menyimpulkan materi pembelajaran

5. Sumber Belajar

a. Role Play for Today, Jason Anderson, Delta Publishing, 2006

b. Gambar-gambar yang relevan

6. Penilaian

a. Teknik: Tes Lisan

b. Bentuk : Role Play

c. Rubrik Penilaian

Comprehension

Understand everyday conversation and

normal classroom discussions without

difficulty.

Understands nearly everything at

normal speed. Although occasional

repetition may be necessary.

Understand most of what is said at

slower-than-normal speed with

repetition.

Has great difficulty following what is

said. can comprehend only “socal

conversation”spoken slowly and with

frequent repittition.

Cannot understand even simple

conversation.

5

4

3

2

1

93-99

83-92

73-82

63-72

Below 62

Fluency

Speech in everyday conversation and in

classroom discussion is fluent and

effortless approximating that of a native

speaker.

Speech in everyday communication and

classroom discussion in generally

fluent, with occasional lapses while the

students searches for the correct manner

of expression.

Speech in everyday communication and

classroom dicussion is frequently

disrupted by the student’s search for the

correct manner of expression.

Usually hesiatant; often forced into

5

4

3

2

93-99

83-92

73-82

63-72

silence by languge limitations.

Speech is so halting and fragmentary as

to make conversation virtually

impossible.

1

Below 62

Vocabulary

Use of Vocabulary and idioms

approximates that of a native speaker.

Occasionally uses inappropriate terms

or must rephrase ideas because of

inadequate vocabulary.

Frequently uses the wrong words

conversation somewhat limited because

of inadequte vocabulary.

Misuse of words and very limited

vocabulary make comprehension quite

difficult.

Vocabulary limitations so extreme as to

make conversation virtually impossible.

5

4

3

2

1

93-99

83-92

73-82

63-72

Below 62

Pronunciation

Pronunciation and intonation

approximates that a native speaker.

Always intelligible, though one is

concious of a definite accent and

occasinal inappropriate intonation

patterns.

Pronunciation problems necessitate

concentration on the part of listener and

occasionally lead to misunderstanding.

Very hard to understand because

pronunciation problem, must frequently

be asked to repeat in order to be

understood.

Pronunciation problem so severe as to

5

4

3

2

1

93-99

83-92

73-82

63-72

Below 62

make speech virtually unintelligible.

Grammar

Grammatical usage and word order

approximate a native speaker’s.

Occasionally make grammatical or

word order errors which do not obscure

meaning.

Makes frequent errors of grammar and

word order which occasionally obscure

meaning.

Grammar and word order error make

comprehension difficult. Must often

rephrase or restrict what is said to basic

patterns.

Errors in grammar and word order so

severe as to make speech virtually

unintelligible.

5

4

3

2

1

93-99

83-92

73-82

63-72

Below 62

Jakarta 21, Mei 2014

Mengetahui:

Kepala Sekolah SMPN 244 Jakarta Guru Praktikan Bahasa Inggris

Drs. Mulyana M.Noor Afdillah A.A

NIP. 196411181989031004

APPENDIX II

RPP (Rencana Pelaksanaan Pembelajaran)

SMP/MTs : SMP N 244 Jakarta Utara

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VIII/2 (Control Class)

Skill / Keterampilan : Speaking

Standar Kompetensi :

Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek

sederhana untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar :

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal

(bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar,

dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur:

meminta dan member jasa, meminta dan member barang, dan meminta dan member fakta.

Jenis teks : Conversation Transactional and Interpersonal

Tema : Shoe shop

Materi Utama : asking for and giving something

1. Tujuan Pembelajaran :

Di akhir kegiatan pembelajaran siswa dapat:

1. Mengidentifikasi dengan tepat, cermat teliti makna ungkapan yang digunakan untuk meminta,

memberi persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali,

memperpanjang, dan menutup percakapan, dan mengawali, memperpanjang, dan menutup

percakapan telepontekun serta percaya diri.

2. Menyimak dialog yang diperdengarkan dan memilih/ menuliskan respon yang tepat &

komunikatif berdasarkan ungkapan yang didengar dengan teliti dan cermat agar siswa dapat

menerima perbedaan/ meghargai pendapat orang lain.

3. Membuat dialog untuk mengungkapkan makna dalam tindak tutur: meminta, member

persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali,

memperpanjang, dan menutup percakapan, dan mengawali, memperpanjang, dan menutup

percakapan telepon dengan menggunakan ungkapan yang tepat dengan sopan dan sesuai norma.

4. Melakukan dialog/bermain peran dengan menggunakan tindak tutur: meminta, member

persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali,

memperpanjang, dan menutup percakapan, dan mengawali, memperpanjang, dan menutup

percakapan telepon dengan percaya diri dan kerjasama yang baik,

2. Materi Pembelajaran

Shoe Shop

A. Draw lines to complete the descriptions of the shoes in the pictures:

Colour Type Extra

of Shoe Information

I’m looking for some … A. beige slip-ons with buckles

B. white sandals with high heels

C. brown boots with laces

D. black trainers for work

B. Take it in turns to be the customer and the shop assistant.

Customer: you are looking for some shoes. Decide which style and colour.

Assistans: the classroom is your shop. Imagine you have lots of different style in the

shop.

1 Assistant greets customer

2 Customer says what s/he wants

3 Assistant shows customer some shoes

4 Customer chooses 2-3 pairs to try on

5 Assistant ask for size and gets the shoes

6 Customer tries shoes on, makes comments

7 They discuss fit/ style/ colour

8 Customer makes a decision

3. Teknik Pembelajaran : Conversation

4. Langkah-langkah Kegiatan :

a. Kegiatan Pendahuluan

Memberi salam

Berdoa

Mengecek Kehadiran

Memperkenalkan topic

Menjelaskan tujuan pembelajaran

b. Kegiatan Inti

Membagi murid menjadi berpasang-pasangan.

Memperkenalkan topic.

Memberikan deskirpsi tentang berbagai macam warna, tipe dan informasi

tambahan tentang sepatu.

Menyuruh siswa untuk membuat conversation bedasarkan garis gambar yang

siswa buat.

Memberikan waktu untuk membaca dan memahami garis gambar yang siswa

buat.

Memberikan siswa 10-15 menit untuk mempersiapkan diri.

c. Kegiatan penutup

Menanyakan kesulitan siswa selama KBM

Menyimpulkan materi pembelajaran

5. Sumber Belajar

a. Role Play for Today, Jason Anderson, Delta Publishing, 2006

b. Gambar-gambar yang relevan

6. Penilaian

a. Teknik: Tes Lisan

b. Bentuk : Role Play

c. Rubrik Penilaian

Comprehension

Understand everyday conversation and

normal classroom discussions without

difficulty.

Understands nearly everything at

normal speed. Although occasional

repetition may be necessary.

Understand most of what is said at

slower-than-normal speed with

repetition.

Has great difficulty following what is

said. can comprehend only “socal

conversation”spoken slowly and with

frequent repittition.

Cannot understand even simple

conversation.

5

4

3

2

1

93-99

83-92

73-82

63-72

Below 62

Fluency

Speech in everyday conversation and in

classroom discussion is fluent and

effortless approximating that of a native

speaker.

Speech in everyday communication and

classroom discussion in generally

fluent, with occasional lapses while the

students searches for the correct manner

of expression.

Speech in everyday communication and

classroom dicussion is frequently

disrupted by the student’s search for the

correct manner of expression.

Usually hesiatant; often forced into

5

4

3

2

93-99

83-92

73-82

63-72

silence by languge limitations.

Speech is so halting and fragmentary as

to make conversation virtually

impossible.

1

Below 62

Vocabulary

Use of Vocabulary and idioms

approximates that of a native speaker.

Occasionally uses inappropriate terms

or must rephrase ideas because of

inadequate vocabulary.

Frequently uses the wrong words

conversation somewhat limited because

of inadequte vocabulary.

Misuse of words and very limited

vocabulary make comprehension quite

difficult.

Vocabulary limitations so extreme as to

make conversation virtually impossible.

5

4

3

2

1

93-99

83-92

73-82

63-72

Below 62

Pronunciation

Pronunciation and intonation

approximates that a native speaker.

Always intelligible, though one is

concious of a definite accent and

occasinal inappropriate intonation

patterns.

Pronunciation problems necessitate

concentration on the part of listener and

occasionally lead to misunderstanding.

Very hard to understand because

pronunciation problem, must frequently

be asked to repeat in order to be

understood.

Pronunciation problem so severe as to

5

4

3

2

1

93-99

83-92

73-82

63-72

Below 62

make speech virtually unintelligible.

Grammar

Grammatical usage and word order

approximate a native speaker’s.

Occasionally make grammatical or

word order errors which do not obscure

meaning.

Makes frequent errors of grammar and

word order which occasionally obscure

meaning.

Grammar and word order error make

comprehension difficult. Must often

rephrase or restrict what is said to basic

patterns.

Errors in grammar and word order so

severe as to make speech virtually

unintelligible.

5

4

3

2

1

93-99

83-92

73-82

63-72

Below 62

Jakarta, 14, Mei 2014

Mengetahui:

Kepala Sekolah SMPN 244 Jakarta Guru Praktikan Bahasa Inggris

Drs. Mulyana M.Noor Afdillah A.A

NIP. 196411181989031004

APPENDIX III

Frequency Distribution Calculation of the Pre-test

A. The Calculation of Frequency Distribution, Mean, Variance, and Standard Deviation of

the Control Class Pre-test

1. The Total of Samples (n) = 28

2. Score distribution

62 62 63 63 63 63 63 64 64 65 66 66 67 70

70 70 70 71 71 71 72 72 72 73 74 74 74 76

3. Class Range (R)

R = Xmax - Xmin

= 76 - 62

= 14

4. The Number of Class (K) Using Sturgess Rule

K = 1 + 3.3 log (n)

= 1 + 3.3 log 28

= 1 + 3.3 log (1.45)

= 1 + 4.792

= 5.79

≈ 6 (Upper integration)

5. The Length of Interval (P)

P =

=

= 2,3

≈ 3 (Upper integration)

Interval Low Class Boundary

Up Class Boundary

Xi fi fk Xi2 fi.Xi fi.Xi2

1 60 – 62 59,5 62,5 61 2 2 3721 122 7442

2 63 – 65 62,5 65,5 64 8 10 4096 512 32768

3 66 – 68 65,5 68,5 67 3 13 4489 201 13467

4 69 – 71 68,5 71,5 70 7 20 4900 490 34300

5 72 – 74 71,5 74,5 73 7 27 5329 511 37303

6 75 – 77 74,5 77,5 76 1 28 5776 76 5776

28 1912 131056

6. Mean ( X )

X =∑

∑

X =

X = 68.28

7. Variance (S2)

S2

= ∑

(∑ )

( )

S2

= ( ) ( )

( )

S2

=

S2

= 18.29

8. Deviation Standard (Sd)

Sd = √

Sd = √

Sd = 4,28

B. The Calculation of Frequency Distribution, Mean, Variance, and Standard Deviation of

the Experimental Class Pre-test

1. The Total of Samples (n) = 28

2. Score distribution

60 61 61 62 62 63 63 64 64 64 64 65 65 65

66 66 67 67 68 69 70 71 72 73 73 76 78 81

3. Class Range (R)

R = Xmax - Xmin

= 81 - 60

= 21

4. The Number of Class (K) Using Sturgess Rule

K = 1 + 3.3 log (n)

= 1 + 3.3 log 28

= 1 + 3.3 log (1.45)

= 1 + 4.792

= 5.79

≈ 6 (Upper integration)

5. The Length of Interval (P)

P =

=

= 3,5

≈ 4 (Upper integration)

Interval Low

Class

Boundary

Up Class

Boundary

Xi fi fk Xi2 fi.Xi fi.Xi2

1 60 – 63 59.5 63.5 61.5 7 7 3782.25 430.5 26475.75

2 64 – 67 63.5 67.5 65.5 11 18 4290.25 720.5 47192.75

3 68 – 71 67.5 71.5 69.5 4 22 5112.25 278 20449

4 72 – 75 71.5 75.5 73.5 3 25 5700.25 220.5 17100.25

5 76 – 79 75.5 79.5 77.5 2 27 6320.25 155 12640.5

6 80 – 83 79.5 83.5 81.5 1 28 6972.25 81.5 6972.25

28 1886 130830.5

6. Mean ( X )

X =∑

∑

X =

X = 67,36

7. Variance (S2)

S2

= ∑

(∑ )

( )

S2

= ( ) ( )

( )

S2

=

S2

= 140.55

8. Deviation Standard (Sd)

Sd = √

Sd = √

Sd = 11.85

C. The Calculation of Frequency Distribution, Mean, Variance, and Standard Deviation of

the Control Class Post-test

1. The Total of Samples (n) = 28

2. Score distribution

63 65 65 65 65 67 67 67 68 69 69 69 70 70

71 71 71 71 71 72 73 74 75 76 76 77 79 83

3. Class Range (R)

R = Xmax - Xmin

= 83 - 63

= 20

4. The Number of Class (K) Using Sturgess Rule

K = 1 + 3.3 log (n)

= 1 + 3.3 log 28

= 1 + 3.3 log (1.45)

= 1 + 4.792

= 5.79

≈ 6 (Upper integration)

5. The Length of Interval (P)

P =

=

= 3,3

≈ 4 (Upper integration)

Interval Low

Class

Boundary

Up Class

Boundary

Xi fi fk Xi2 fi.Xi fi.Xi2

1 63 – 66 62.5 66.5 64.5 5 5 4160.25 322.5 20801.25

2 67 – 70 66.5 70.5 68.5 9 14 4692.25 616.5 42230.25

3 71 – 74 70.5 74.5 72.5 8 22 5256.25 580 42050

4 75 – 78 74.5 78.5 76.5 4 26 5852.25 306 23409

5 79 – 82 78.5 82.5 80.5 1 27 6480.25 80.5 6480.25

6 83 – 86 82.5 86.5 84.5 1 28 7140.25 84.5 7140.25

28 1990 142111

6. Mean ( X )

X =∑

∑

X =

X = 71.07

7. Variance (S2)

S2

= ∑

(∑ )

( )

S2

= ( ) ( )

( )

S2

=

S2

= 25.14

8. Deviation Standard (Sd)

Sd = √

Sd = √

Sd = 5.01

D. The Calculation of Frequency Distribution, Mean, Variance, and Standard Deviation of

the Experimental Class Post-test

1. The Total of Samples (n) = 28

2. Score distribution

63 65 67 69 70 70 70 71 72 72 74 74 75 75

75 75 76 77 77 77 77 77 78 81 82 83 83 83

3. Class Range (R)

R = Xmax - Xmin

= 83 - 63

= 20

4. The Number of Class (K) Using Sturgess Rule

K = 1 + 3.3 log (n)

= 1 + 3.3 log 28

= 1 + 3.3 log (1.45)

= 1 + 4.792

= 5.79

≈ 6 (Upper integration)

5. The Length of Interval (P)

P =

=

= 3,3

≈ 4 (Upper integration)

Interval Low

Class

Boundary

Up Class

Boundary

Xi fi fk Xi2 fi.Xi fi.Xi2

1 63 – 66 62.5 66.5 64.5 2 2 4160.25 129 8320.5

2 67 – 70 66.5 70.5 68.5 5 7 4692.25 342.5 23461.25

3 71 – 74 70.5 74.5 72.5 5 12 5256.25 362.5 26281.25

4 75 – 78 74.5 78.5 76.5 11 23 5852.25 841.5 64374.75

5 79 – 82 78.5 82.5 80.5 2 25 6480.25 161 12960.5

6 83 – 86 82.5 86.5 84.5 3 28 7140.25 253.5 21420.75

28 2090 156819

1. Mean ( X )

X =∑

∑

X =

X = 74.64

2. Variance (S2)

S2

= ∑

(∑ )

( )

S2

= ( ) ( )

( )

S2

=

4390932-4368100

S2

= 30.20

3. Deviation Standard (Sd)

Sd = √

Sd =√

Sd = 5.49

Class D Pre test (Control Class)

C F V P G C F V P G C F V P G

70 70 70 70 70 75 70 75 70 80 72.5 70 72.5 70 75 72 72

70 60 68 60 68 60 60 65 60 60 65 60 66.5 60 64 63.1 63

70 70 70 70 70 70 75 70 70 70 70 72.5 70 70 70 70.5 71

70 70 70 70 70 70 70 70 70 75 70 70 70 70 72.5 70.5 71

70 75 70 75 70 70 80 75 75 75 70 77.5 72.5 75 72.5 73.5 74

65 63 65 65 65 65 60 65 65 65 65 61.5 65 65 65 64.3 64

65 63 65 63 65 65 60 65 60 60 65 61.5 65 61.5 62.5 63.1 63

70 75 70 75 70 70 80 70 85 75 70 77.5 70 80 72.5 74 74

78 78 68 78 68 80 80 65 80 65 79 79 66.5 79 66.5 74 74

68 68 68 68 68 65 65 65 65 65 66.5 66.5 66.5 66.5 66.5 66.5 67

68 63 68 63 68 65 60 65 60 65 66.5 61.5 66.5 61.5 66.5 64.5 65

68 78 68 68 68 70 75 70 65 70 69 76.5 69 66.5 69 70 70

75 85 80 85 75 80 80 80 80 80 77.5 82.5 80 82.5 77.5 80 80

65 75 65 60 60 70 75 70 60 60 67.5 75 67.5 60 60 66 66

65 60 65 60 60 65 60 65 60 60 65 60 65 60 60 62 62

65 75 70 75 70 70 75 65 80 70 67.5 75 67.5 77.5 70 71.5 72

70 75 70 75 70 80 80 75 80 80 75 77.5 72.5 77.5 75 75.5 76

70 60 65 60 65 65 60 65 60 60 67.5 60 65 60 62.5 63 63

70 75 65 70 70 70 75 65 70 70 70 75 65 70 70 70 70

70 70 70 70 70 70 75 70 70 70 70 72.5 70 70 70 70.5 71

65 75 65 75 70 70 80 70 80 75 67.5 77.5 67.5 77.5 72.5 72.5 73

65 75 65 75 70 60 75 70 75 70 62.5 75 67.5 75 70 70 70

60 65 65 65 65 60 60 65 60 65 60 62.5 65 62.5 65 63 63

60 60 65 65 60 60 60 65 65 60 60 60 65 65 60 62 62

65 60 65 60 65 65 60 65 60 70 65 60 65 60 67.5 63.5 64

65 65 65 65 65 65 70 65 65 65 65 67.5 65 65 65 65.5 66

Dhimas Khafid Hidayatullah 65 60 65 65 65 60 60 65 60 60 62.5 60 65 62.5 62.5 62.5 63

65 75 70 70 70 70 75 75 75 75 67.5 75 72.5 72.5 72.5 72 72

68.41071429 68

Final Score ScoreName FinalResearcher: Afdi

M. Zikri Aldiansyah

Oktamevia Nurhandiani S.

Fitri Sahidah

Adisti Sriwardini

A. Velda Reissa Valeska

Ahmad Rifaldi

Shaja Kamila Dwi Putri

Dinda Chairunnisa

Magdalena Silalahi

Abdul Alam

Fatimatuzuhra

Researcher: Ms.Linda

M. Fikri Fareza

Sonia Pertiwi

Ervani Faradillah

Ilma Naslia Aulia

Nadilla Ardiyanty

M. Fiqih Rizal

Natasya Arsyi Prameswari

Shofia Hanifah A.

Selviani Fitri H

Silvia Vera Verenia

Dinda Octaviani

Chairul Yaqin

Dewi Puspa M.

Ade Panji

Dimas Dwi Adiputro

Sumanto

Class D Post test (Control)

C F V P G C F V P G C F V P G

67 70 70 65 67 80 70 75 70 80 73.5 70 72.5 67.5 73.5 71.4 71

68 63 68 63 68 65 60 65 60 65 66.5 61.5 66.5 61.5 66.5 64.5 65

68 68 68 68 68 70 70 70 70 70 69 69 69 69 69 69 69

68 68 68 68 68 70 70 70 70 75 69 69 69 69 71.5 69.5 70

72 82 70 80 70 70 80 75 80 80 71 81 72.5 80 75 75.9 76

70 65 65 65 65 70 65 70 65 65 70 65 67.5 65 65 66.5 67

65 65 65 65 65 65 65 65 65 60 65 65 65 65 62.5 64.5 65

75 80 75 80 70 70 80 80 80 75 72.5 80 77.5 80 72.5 76.5 77

78 78 68 78 68 80 80 70 75 70 79 79 69 76.5 69 74.5 75

68 78 68 68 68 70 75 65 65 70 69 76.5 66.5 66.5 69 69.5 70

68 68 68 68 68 70 65 65 65 65 69 66.5 66.5 66.5 66.5 67 67

68 78 68 78 68 70 75 65 65 70 69 76.5 66.5 71.5 69 70.5 71

75 85 85 85 80 80 85 85 85 85 77.5 85 85 85 82.5 83 83

70 75 70 60 65 70 75 70 65 70 70 75 70 62.5 67.5 69 69

63 65 70 65 65 70 70 70 70 70 66.5 67.5 70 67.5 67.5 67.8 68

75 70 70 80 75 75 70 70 75 75 75 70 70 77.5 75 73.5 74

75 75 75 75 75 85 80 80 80 85 80 77.5 77.5 77.5 80 78.5 79

70 63 70 63 65 65 60 65 65 65 67.5 61.5 67.5 64 65 65.1 65

75 75 70 75 70 75 75 70 70 70 75 75 70 72.5 70 72.5 73

70 75 70 70 70 75 75 70 70 65 72.5 75 70 70 67.5 71 71

65 75 60 75 70 70 80 65 80 80 67.5 77.5 62.5 77.5 75 72 72

65 75 60 76 70 70 75 60 80 75 67.5 75 60 78 72.5 70.6 71

60 65 60 70 70 60 65 60 70 70 60 65 60 70 70 65 65

60 60 60 70 70 60 60 60 65 65 60 60 60 67.5 67.5 63 63

70 75 70 65 65 70 75 75 70 70 70 75 72.5 67.5 67.5 70.5 71

70 65 65 65 65 70 75 75 70 70 70 70 70 67.5 67.5 69 69

Dhimas Khafid Hidayatullah 65 65 65 65 65 65 70 65 70 70 65 67.5 65 67.5 67.5 66.5 67

70 80 75 75 75 75 80 75 75 80 72.5 80 75 75 77.5 76 76

70.4392857 70

Name Final Score Score

Ervani Faradillah

Sonia Pertiwi

M. Fikri Fareza

Dimas Dwi Adiputro

Ade Panji

Dewi Puspa M.

Researcher: Afdi Researcher: Ms.Linda

Natasya Arsyi Prameswari

Shaja Kamila Dwi Putri

Ahmad Rifaldi

Final Score

Silvia Vera Verenia

Selviani Fitri H

Shofia Hanifah A.

A. Velda Reissa Valeska

Fatimatuzuhra

Abdul Alam

Nadilla Ardiyanty

M. Fiqih Rizal

Sumanto

Ilma Naslia Aulia

Adisti Sriwardini

Fitri Sahidah

Oktamevia Nurhandiani S.

M. Zikri Aldiansyah

Chairul Yaqin

Dinda Octaviani

Magdalena Silalahi

Dinda Chairunnisa

Class A Pre test (Treatment)

C F V P G C F V P G C F V P G

65 70 75 80 70 70 70 70 80 75 67.5 70 72.5 80 72.5 72.5 73

65 75 65 80 70 70 75 70 80 70 67.5 75 67.5 80 70 72 72

65 60 60 65 70 65 65 60 60 65 65 62.5 60 62.5 67.5 63.5 64

65 75 75 75 65 70 75 80 75 70 67.5 75 77.5 75 67.5 72.5 73

65 70 65 70 65 70 70 65 70 70 67.5 70 65 70 67.5 68 68

60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60

65 60 60 60 60 65 60 60 60 60 65 60 60 60 60 61 61

65 70 65 65 65 65 70 65 65 65 65 70 65 65 65 66 66

70 75 65 65 70 75 75 70 70 70 72.5 75 67.5 67.5 70 70.5 71

65 65 65 75 65 65 65 65 70 65 65 65 65 72.5 65 66.5 67

65 65 65 65 60 65 65 60 65 60 65 65 62.5 65 60 63.5 64

65 60 65 60 60 60 60 60 60 60 62.5 60 62.5 60 60 61 61

75 80 80 75 75 75 80 75 85 80 75 80 77.5 80 77.5 78 78

60 60 65 65 60 60 60 60 65 65 60 60 62.5 65 62.5 62 62

65 65 65 65 65 65 65 65 65 60 65 65 65 65 62.5 64.5 65

60 60 65 65 65 60 60 65 65 65 60 60 65 65 65 63 63

60 65 65 65 65 60 70 65 65 65 60 67.5 65 65 65 64.5 65

60 65 65 65 65 60 65 65 65 65 60 65 65 65 65 64 64

60 65 60 65 65 60 60 60 65 65 60 62.5 60 65 65 62.5 63

60 75 65 75 65 60 75 70 70 70 60 75 67.5 72.5 67.5 68.5 69

70 85 80 75 85 75 85 85 80 85 72.5 85 82.5 77.5 85 80.5 81

70 80 75 70 75 75 80 80 75 75 72.5 80 77.5 72.5 75 75.5 76

65 65 65 75 60 65 65 65 70 60 65 65 65 72.5 60 65.5 66

65 75 70 75 65 65 75 70 75 65 65 75 70 75 65 70 70

60 65 65 65 65 60 70 70 70 70 60 67.5 67.5 67.5 67.5 66 66

60 60 65 60 65 60 60 65 60 60 60 60 65 60 62.5 61.5 62

60 65 65 65 65 60 65 65 65 65 60 65 65 65 65 64 64

60 65 65 65 65 60 70 65 70 65 60 67.5 65 67.5 65 65 65

66.85714286 67

Appendix iv

Name Final Score Score

Rachmat Saifullah

M. Vicry A.

Andika Noor

Tiara Nisya Gayatri

Devi Anggraeni

Salamatusshodri

Fauzi Triyanto

Rifki Ardani

Lisa Shiruni

Siti Hana Fajarwati

Fikri Faridah S.

Fiesta R. Putri

Eva Wulandari

Alwan Fauzan Aziz

Dinda Sihol M.P

Lara Gabriela

Siti Mardiyah

Lisa Annur Arum J

Arif Muhammad Y.

Novita Magdalena

Fajar Ramadhan

Marissa N.

Fausyan Alfiansyah

Wahyu Pratama

Researcher: Afdi Researcher: Ms.Indah Final Score

Febriani Dwi Saputri

M. Adji

Rachmat

Yose Rizal B.

Class A Post test (Treatment Class)

C F V p G C F V P G C F V P G

75 85 85 85 80 80 85 80 85 85 77.5 85 82.5 85 82.5 82.5 83

70 85 80 85 80 75 85 85 80 80 72.5 85 82.5 82.5 80 80.5 81

70 70 70 70 70 75 75 70 70 70 72.5 72.5 70 70 70 71 71

75 80 75 70 75 80 85 70 75 75 77.5 82.5 72.5 72.5 75 76 76

70 75 75 80 85 75 75 75 75 80 72.5 75 75 77.5 82.5 76.5 77

65 75 70 70 70 65 70 70 70 70 65 72.5 70 70 70 69.5 70

70 70 70 70 70 70 70 70 70 70 70 70 70 70 70 70 70

70 75 75 80 75 75 75 80 80 80 72.5 75 77.5 80 77.5 76.5 77

75 80 80 85 80 80 85 80 85 85 77.5 82.5 80 85 82.5 81.5 82

70 75 75 85 75 75 75 75 80 80 72.5 75 75 82.5 77.5 76.5 77

70 75 80 70 70 75 75 80 70 70 72.5 75 80 70 70 73.5 74

65 65 65 65 65 65 65 65 60 65 65 65 65 62.5 65 64.5 65

80 80 80 85 80 85 80 85 85 85 82.5 80 82.5 85 82.5 82.5 83

65 60 65 60 65 65 60 65 60 65 65 60 65 60 65 63 63

65 65 65 65 65 70 70 70 70 65 67.5 67.5 67.5 67.5 65 67 67

70 80 75 70 70 70 75 75 75 75 70 77.5 75 72.5 72.5 73.5 74

70 75 70 85 80 70 75 75 85 80 70 75 72.5 85 80 76.5 77

70 75 70 65 65 65 75 75 65 70 67.5 75 72.5 65 67.5 69.5 70

70 75 70 65 65 70 75 70 65 65 70 75 70 65 65 69 69

70 75 75 85 80 70 75 75 80 80 70 75 75 82.5 80 76.5 77

80 85 85 75 85 80 85 85 80 85 80 85 85 77.5 85 82.5 83

75 80 80 75 75 75 80 80 80 80 75 80 80 77.5 77.5 78 78

75 75 75 75 75 75 75 75 75 75 75 75 75 75 75 75 75

75 75 75 75 75 75 75 75 75 70 75 75 75 75 72.5 74.5 75

70 75 70 75 75 75 80 70 75 80 72.5 77.5 70 75 77.5 74.5 75

70 75 70 70 70 75 80 70 70 70 72.5 77.5 70 70 70 72 72

70 75 70 70 70 75 80 70 70 70 72.5 77.5 70 70 70 72 72

70 75 70 75 75 75 80 70 80 80 72.5 77.5 70 77.5 77.5 75 75

74.26785714 74

Researcher : Afdi Researcher: Ms.Indah Final ScoreName Final Score Score

Tiara Nisya Gayatri

Fausyan Alfiansyah

Wahyu Pratama

Febriani Dwi Saputri

M. Adji

Yose Rizal B.

Rachmat Saifullah

M. Vicry A.

Andika Noor

Rifki Ardani

Lisa Shiruni

Siti Hana Fajarwati

Fikri Faridah S.

Fiesta R. Putri

Rachmat

Fajar Ramadhan

Marissa N.

Salamatusshodri

Fauzi Triyanto

Lisa Annur Arum J

Arif Muhammad Y.

Novita Magdalena

Devi Anggraeni

Eva Wulandari

Alwan Fauzan Aziz

Dinda Sihol M.P

Lara Gabriela

Siti Mardiyah

Appendix v

Instrument

A. Situation

In the post office, there is a post office cashier and customers who want to do some transactions. Then,

customers ask a help to a post office cashier to fulfill their transaction.

B. Instruction

Introduce each role to the students and ask the students to make a group consist of four students. Give

the students 15 minutes to read through and prepare what they are going to say based on the cards

below (customers A-C). Create a counter in front of the classroom and put the customers in a queue,

and tell the cashier to call up the customers by saying “next please”. When they have finished, they

should swap roles and start again.

Customer A:

- to send three postcards to your village

- to change $100 into Rupiah

Customer B:

- to buy an envelope

- to send Rp.2000.000,- to your village

Customer C:

- to buy 5 stamps for letters

- to send a letter to your parents

C. Target Language

Post Office Cashier: Customer:

- Next please. Can I help you? - Could I send.…?

- Where do you want to send it? - Do you sell….?

- They cost….(Rp) - Is it possible to….?

- Here’s your change - I need to….

Appendix vi

Figures of the Research

Appendix vi

Appendix vi

-

KEMENTERIAN AGAMAUIN JAKARTAF!TKJl. lr. H. JuaDda No 95 Ciputat 15412 lndonesia

Nomor : Un.01/F. l/KM.0 1.3/.q*.? .12014Lamp. :-Hal : Bimbingan Skripsi

Nama

NIM

Jurusan

Semester

Judul Skripsi

Tembusan:1. Dekan FITK2. Mahasiswa ybs.

FITK.FR-AKD-082

FORM (FR)

M.Noor Afclillah A.A

109014000075

Pendidikan Bahasa Inggris

IX (Sembilan)

"The Effect of Role Play towards Students Speaking

Jakarta, 15 Januari 2014

Kepada'r'th../ t. nr. Fahriany, M.pd

2. Zahar\l Anasy, M.HumPembimbing SkripsiFakultas llmu Tarbiyah dan KeguruanUIN Syarif HidayatullahJakarta.

Ass alamu' alaikum w r.w b.

Dengan ini diharapkan kesediaan Saudara untuk Menjadi pembiinbin(rnateri/teknis) penulisan skripsi rnahasiswa:

Ability"

Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pada tanggal 9 September2013, abstraksi/outline terlampir. Saudara dapat melakukan perubahan redaksional padajudul tersebut. Apabila perubahan substansial dianggap perlu, mohon pembimbingmenghubungi Jurusan terlebih dahulu.

Bimbingan skripsi ini diharapkan selesai dalam wakfu 6 (enam) bulan, dan dapatdiperpanjang selama 6 (enam) bulan berikutnya tanpa surat perpanjangan.

Atas perhatian dan kerja sarna Saudara, kami ucapkan terima kasih.

Was s al otn u' al ai kum w r.w b.

Tgl. Terbit : 1 Maret 2010

SURAT BIMBINGAN SKRIPSI

kan Bahasa Inggris

KEMENTERIAN AGAMAUIN JAKARTAFITKJl. lr. H. Juanda No 95 Ciputat 15412 lndonesia

FORM (FR)

No. Dokumen : FITK-FR-AKD-082

Tgl. Terbit : 1 Maret 2010

Hal : 111

SURAT PERMOHONAN IZIN PENELITIAN

''r

Nomor . Un.01/F. 1/KM.01 .31........12014Lamp. :-Hal : Permohonan lzin Penelitian

Nama

Nltll

Jurusan

Semester

Tembusan:1. Dekan FITK2. Pembantu Dekan Bidang Akademik3. Mahasiswa yang bersangkutan

Jakarta. 06 - 05 -2014

KepadaYth.KepalaSekolah SMP N 244 Jakarta

diTempat

A s sal am u' al aiku mwr.wb.

Dengan hormat kami sampaikan bairwa,

: M. Noor Afdillah AA

:109014000075

: Pendidikan Bahasa lnggris

, : X (Sepuluh)

TahunAkademik :201312014

Judul Skripsi : "The Effectiveness of Role Play Towards Sfudenfs'

Speaking Ability"

adalah benar mahasiswa/i FaKultas llmu Tarbiyah dan Keguruan UIN Jakarta yangsedang menyusun skripsi, dan akan mengaciakan penelitian (riset) diinstansi/sekolah/madrasah yang Saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebutmelaksanakan penelitian dimaksud.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wa s sal am u' al aiku m wr.wb.

Bahasa Inggris

\

Pd199103 I 002

li tF

\

PEMERINTAH PROVINSI DAERAH KHUSUS IBUKOTA JAKARTA

DINAS PENDIDIKANSMP NEGERI 244

Jl. Cilincing BhaktiVI/28 Telp. 4400872 Fax. 44836760Web Site:http :// www.smpn-244jkt.com E-Mail : smpn_244@yahoo.co.id.

JAKARTA UTARAKode Pos : l4l2O

SURAT KETERANGANNomor : 158/073.82 12074

Sekolah Menengah Pertama (SMP) Negeri 244 Jakarta,

M. NOOR AFDILLAH AA

109014000075

Pendidikan Bahasa Inggris

X (sepuluh)

201312014

s.1.

Yang bertanda tangan di bawah ini Kepala

menerangkan bahwa :

Nama

No. Registrasi

Program Studi

Semester

Tahun Akademik

Jenjang Pendidikan

Nama tersebut di atas benar telah menyelesaikan Penelitian di SMP Negeri 244 Jakarta sejak tanggal 7

s.d, 30 Mei20L4, dengan judul :

"The Effectiveness of Role Play Towards Students'Speaking Ability'

Demikian surat keterangan ini dibuat untuk dipergunakan sebagaimana mestinya.

q#s

W

ta, 30 September 2014la SMP Negeri 244 Jakarta

MULYANA

NIP. 196411181989031004