Chapter I-V

THE EFFECTIVENESS OF USING ROLE PLAY TOWARD
STUDENTS’ SPEAKING SKILL AT THE EIGHTH GRADE OF

MTS AL-ULYA KOTA SERANG
A RESEARCH
Arranged as one of the partial fulfillment of the requirement to obtain a

Bachelor Degree in English Education
Arranged by:
SITI MUNAWAROH
2223160046
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF SULTAN AGENG TIRTAYASA
2020
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CURRICULUM VITAE
The researcher name is Siti Munawaroh. She was born in Serang on
December 28th 1998. She is the sixth daughter of Mr. Buang and Mrs. Janah. In
2004, she entered to SDN Banjarsari 3. Then, she continued her study to MTs Al-
Ulya Kota Serang and SMAN 6 Kota Serang. After graduated from Senior High
School in 2016, she was accepted in English Education Department of Sultan
Ageng Tirtayasa University. During her study in UNTIRTA, she became a
scholarship recipient of Bidikmisi UNTIRTA and became one of part of Ikadiksi
Untirta member.
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MOTTO
Intelligence is not the determinant of success,
but hard work is the real determinant of the
success.
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ACKNOWLEDGEMENETS
Thank you to Allah SWT who has given mercy and blessing, therefore the
researcher could finish this Research Paper. Peace, blessing, and merciful upon
the Prophet Muhammad SAW. The researcher would like to express her deepest
gratitude and also appreciation to:
1. Prof. Dr. H. Fatah Sulaiman, ST., MT. as the Rector of Sultan Ageng
Tirtayasa University.
2. Dr. Dase Erwin Juansah, S.Pd., M. Pd. as the Dean of Teacher Training
and Education Faculty, Sultan Ageng Tirtayasa University.
3. Mr. Drs. Pupun Sampurna, M.Pd. as the Dean of English Education
Department and also as the first advisor, who had given permission to do
this research.
4. Mrs. Aisyah Hamidiyah, M.Pd. as the first advisor, who had given
suggestion, comment, and also correction in finishing this research paper.
5. Mr. Welliam Hamer, M.Pd. as the second advisor, who given advice,
suggestion, guidance in finishing this research.
6. All lectures of English education department in Sultan Ageng Tirtayasa
University who had given knowledge and also guidance.
7. The Headmaster of MTs Al-Ulya Kota Serang, Mrs. Siti Maryam Sari,
S.Si., M.Pd. who had given the researcher permission to conduct the
research.
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8. Her beloved family Mr. Buang and Mrs. Janah as the researchers’ parent
who always gave support and pray for the safe and success for the
researcher. Her brother, sister and young brother as her support.
9. Mr. Ahmad, S.Pd. as English teacher at MTs Al-Ulya Kota Serang who
patiently guided the researcher to do the research at school.
10. All of beloved students VIII A and VIII B at MTs Al-Ulya Kota Serang
who had been enthusiastic during the lesson.
11. Thank you so much for students of English Department 2016 especially A
class. Thank you for the happiness, sadness, and all stories that have faced.
All memories will become best experience in my life.
12. Special thanks to Lisnawati, Luthfa Nurul Fadila, Nindi Lestari, Siti
Sunaemah, Pilar Ari Dewi, Dini Andini, as beloved friends who always be
there for her.
13. And all of friends and unmentioned person who had given pray and
support to accomplish the research paper. Thank you.
Serang, November 2020
Siti Munawaroh
The Researcher
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TABLE OF CONTENT
THESIS APPROVAL ......................................................................................... i

PRONOUNCEMENT ........................................................................................ ii
CURRICULUM VITAE ................................................................................... iii
MOTTO ............................................................................................................ iv
ACKNOWLEDGEMENETS ............................................................................ v
TABLE OF CONTENT ................................................................................... vii
LIST OF TABLES ............................................................................................. x
LIST OF FIGURES .......................................................................................... xi
ABSTRACT ..................................................................................................... xii
CHAPTER I INTRODUCTION ....................................................................... 1
1.1 Background of the Research .................................................................. 1
1.2 Identification of the Problems ................................................................ 3
1.3 Limitation of the Research ..................................................................... 4
1.4 Formulation of the Research .................................................................. 4
1.5 Objective of the Research ...................................................................... 4
1.6 Significance of the Research .................................................................. 4
1.7 Operational Definitions .......................................................................... 5
1.7.1 Speaking ......................................................................................... 5
1.7.2 Role Play ........................................................................................ 5
1.8 Organization of the Research ................................................................. 5
CHAPTER II LITERATURE REVIEW .......................................................... 7
2.1 Speaking ................................................................................................ 7
2.1.1 Definition of Speaking .................................................................... 7
2.1.2 Elements of Speaking ..................................................................... 8
2.1.3 Function of Speaking .................................................................... 10
2.1.4 Types of Speaking Activities ........................................................ 11
2.2 Role Play ............................................................................................. 14
2.2.1 Definition of Role Play ................................................................. 14
2.2.2 The Reason of Using Role Play .................................................... 16
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2.2.3 Teaching Speaking Using Role Play ............................................. 17
2.2.4 Disadvantages and Advantages of Role Play ................................. 17
2.2.4.1 Disadvantages of Role Play .......................................................... 19
2.2.4.2 Advantages of Role Play ............................................................... 19
2.3 Previous Study ..................................................................................... 21
CHAPTER III RESEARCH METHODOLOGY ........................................... 23
3.1 Research Design ....................................................................................... 23
3.2 Research Site and Participants ............................................................. 24
3.2.1 Population .................................................................................... 24
3.2.2 Sample.......................................................................................... 24
3.3 Research Variables .............................................................................. 25
3.3.1 Independent Variable (X).............................................................. 25
3.3.2 Dependent Variable (Y) ................................................................ 25
3.4 Research Instrument ............................................................................ 26
3.4.1 Pre-Test ........................................................................................ 29
3.4.2 Treatment ..................................................................................... 29
3.4.3 Post-Test....................................................................................... 29
3.5 Data Collecting Technique ................................................................... 30
3.6 Data Analysis Technique ..................................................................... 30
3.6.1 Validity ........................................................................................ 30
3.6.2 Inter-rater Reliability .................................................................... 31
3.6.3 Normality Test .............................................................................. 32
3.6.4 Homogeneity Testing .................................................................... 33
3.6.5 Hypothesis Test (T-Test) .............................................................. 33
3.7 Research Procedure.............................................................................. 35
3.8 Statistical Hypothesis ........................................................................... 36
CHAPTER IV FINDINGS AND DISCUSSION ............................................. 37
4.1 Research Findings ................................................................................ 37
4.2 Data Description .................................................................................. 38
4.3 Result of Validity and Reliability ......................................................... 39
4.3.1 Content Validity .................................................................................. 39
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4.3.2 Inter-rater Reliability .................................................................... 41
4.4 Result of Normality Test ...................................................................... 42
4.5 Result of Homogeneity Test ................................................................. 47
4.6 Result of Hypothesis Test .................................................................... 49
4.7 Research Discussion ............................................................................ 51
CHAPTER V CONCLUSION AND SUGGESTION ..................................... 54
5.1 Conclusion........................................................................................... 54
5.2 Suggestion ........................................................................................... 55
REFERENCES
APPENDENCIES
ix
LIST OF TABLES
Table 3.1 Research Design Framework ....................................................................23
Table 3.2 Five Component of Grading Speaking Scale ….......................................26
Table 3.3 Standard Performance ……………………..............................................28
Table 3.4 Value of Kappa…………….....................................................................32
Table 4.1 Statistical Description …………………………......................................38
Table 4.2 Content Validity …………………………...............................................40
Table 4.3 Agreement of Inter-rater Reliability .........................................................42
Table 4.4 Normality Pre-Test of Experimental Class …..........................................43
Table 4.5 Normality Post-Test of Experimental Class ............................................44
Table 4.6 Normality Pre-Test of Control Class .......................................................45
Table 4.7 Normality Post-Test of Control Class ......................................................47
Table 4.8 Result of Homogeneity Test in Experimental Control Class .................43
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LIST OF FIGURES
Figure 4.1 Normality Pre-Test of Experimental Class. .................................. 43
Figure 4.2 Normality Post-Test of Experimental Class ................................. 45
Figure 4.3 Normality Pre-Test of Control Class. ........................................... 46
Figure 4.4 Normality Post-Test of Control Class .......................................... 47
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The Effectiveness of Using Role Play toward Students’ Speaking Skill at the
Eighth grade of MTs Al-Ulya Kota Serang
By:
Siti Munawaroh
2223160046
ABSTRACT
The objective of this research was to find out whether there was any effectiveness of
using role play towards students’ speaking skill at eighth grade of MTs Al-Ulya Kota
Serang or not. In obtaining the data, the researcher used quasi-experimental design
with two classes. The population of the research was the eighth grade students at MTs
Al-Ulya Kota Serang and the sample was taken by using cluster random sampling.
Both the experimental class VIII A and control class VIII B consist of 25 students.
Pre-test and post-test were given to the experimental group and control group. The
treatment was given only to an experimental group for two meetings. The researcher
used content validity and inter-rater reliability in order to make the instruments was
valid and reliable. In testing the hypothesis, the researcher used t-test formula to find
out the effectiveness of using role play toward students’ speaking skill at the eighth of
MTs Al-Ulya Kota Serang. The calculation showed that the result of 𝑡𝑐𝑜𝑢𝑛𝑡 is higher
than 𝑡𝑡𝑎𝑏𝑙𝑒 (3.34 ≥ 2.01) with the significance 0.05 (5%). It can be concluded that
there is any effectiveness of using role play toward students’ speaking skill at the
eighth of MTs Al-Ulya Kota Serang.
Keywords: The Effectiveness, Role Play, Speaking Skill
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CHAPTER I
INTRODUCTION
This chapter presents background of the research, identification of
problems, limitation of the research, formulation of the research, purpose of the
research, significance of the research, operational definitions, and organization of
the research.
1.1 Background of the Research
Speaking is one of the four basic skills of English language that should
be mastered by the students besides listening, reading, and writing. As a
means of communication, speaking is one of the way in which people can
expresses ideas, shares feeling, exchanges the information, and knowledge to
other people in which people should pay attention to the vocabulary,
intonation, pronunciation, fluency, grammar, and creativity in the use of
English language well. It means that speaking has an important role to reveal
an intention among people when they will communicate.
According to Cameron (2001, p.40) speaking is the dynamic utilization
of language to communicate implications with the goal that others can
comprehend them. In other word, speaking is a significant ability that is
utilized to communicate with others. In addition, stated on Curriculum
Competence 2013 in Indonesia for Junior High School, the students have to
develop communicative competence in achieving functional literacy level
whether in written or oral, both planned and spontaneous with proper
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pronunciation and intonation. It means that students should be able to develop
in any creativity of functional skills, something like starting a conversation,
explaining experiences, talking about personal identity, chatting to know each
other, etc. The students have to know and learn how to use the language in the
right utterance, in order there is no misunderstanding both of the speaker and
the listener. In speaking, there are some aspects that the students have to
master if they want to be a good speaker in speaking English, they are:
intonation, pronunciation, vocabulary, fluency, grammar, and creativity.
When the researcher did an observation at school, the researcher
conducted simple interview with the English teacher in MTs Al-Ulya Kota
Serang. The teacher said that the students faced some difficulties in speaking
English as their target language. Most of students had the difficulties to
express ideas and opinion orally, because they were less of vocabulary, less of
grammatical use properly, and they still had the troubles in articulating certain
English word, and also students are not motivated and neglected English
because some of students think, it is not important.
Solutions to the problems have been proposed by some researcher
Afdillah (2015) and Andika (2015). They suggested role play technique. It is
believed that role play can help the students to have better skill in speaking.
The first was done by Afdillah (2015), he reported the use of role play was
effective, more enjoyable and interesting in teaching speaking. The second
was done by Andika (2015), he reported the use of role play for speaking was
improvement in the students’ speaking skill after applying of the action. In

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addition, Harmer (2007:125) said that role plays present reality in a similar
sort of way, but the students are given specific roles, they are told what their
identity is, and regularly their opinion of a specific subject, they need to talk
and act from their new character's perspective. This means, role play can
stimulate the students in genuine world and it offers students a chance to work
on conveying in various social setting and diverse social roles.
So, this research follows both studies done by Afdillah (2015) and
Andika (2015). However the different was the researcher conducted this
research at MTs Al-Ulya Kota Serang which the place was really appropriate
in applying role play with quasi experimental method in which different with
the research was conducted by Afdillah (2015) was conducted at Junior High
School and Andika (2015) was conducted at Senior High School.
1.2 Identification of the Problems
The researcher founds speaking problems of the students in MTs Al-
Ulya Kota Serang, as follows:
1. Students are less of vocabulary and grammatical in speaking English.
2. Students are not fluency in speaking English.
3. Students are difficult to use English with the right pronunciation.

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1.3 Limitation of the Research
The researchers focus on the effectiveness of using role play toward
students’ speaking skill at the eighth grade of MTs Al-Ulya Kota Serang.
1.4 Formulation of the Research
This research formulates the problem, as follow: “Is role play effective
toward students’ speaking skill at the eighth grade of MTs Al-Ulya Kota
Serang?
1.5 Objective of the Research
The objective of this research is, “to find out the effectiveness of role
play toward students’ speaking skill at the eighth grade of MTs Al-Ulya Kota
Serang”.
1.6 Significance of the Research
For the teachers, the result of this research is expected to provide them
an elective technique in teaching speaking. For the researcher, the
consequence of this research can build up her experience identified with her
insight. For the students, the result of this research is relied upon to give them
a valuable way about how to improve their speaking ability in learning
English.
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1.7 Operational Definitions
1.7.1 Speaking
Harmer (2001, p.269) defines speaking ability as the ability to speak
fluently presupposed not only knowledge of language features, but also the
ability to process information and language ‘on the spot’. It requires the
ability to cooperate in the management of speaking turns and non-verbal
language. It happens in the real situation and has little time for detailed
planning. Therefore, the fluency is required to reach the conversation goal.
1.7.2 Role Play
According to Ur (1996, p.131) 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 else than themselves, and
using appropriate language to the new context.
1.8 Organization of the Research
The writing of the research paper will be systematically divided into
five chapters, as follows:
Chapter I: Introduction. This chapter introduced the problem statement and
described the specific problem addressed in the research. It covers of the
background of the research, identification of the problems, limitation of the
research, formulation of the research, purpose of the research, significance of
the research, and operational definitions.

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Chapter II: Theoretical Framework. This chapter explained literature
review associated with the problem addressed in this research. It is about
speaking, role play, and previous study.
Chapter III: Research Methodology. This chapter presented the
methodology and procedures used for data collection and analysis. It consists
of research design, research site and participants (population, sample),
research variables, research instrument (pre-test, treatment, post-test), data
collecting technique, data analysis technique (validity, inter-rater reliability,
normality test, homogeneity test, hypothesis test), research procedures, and
statistical hypothesis.
Chapter IV: Findings and Discussions. This chapter presented of research
findings, data description, result of validity and reliability, result of normality
test, result of normality test, result of homogeneity test, result of hypothesis
test, and research discussion.
Chapter V: Conclusion and Suggestion. This chapter presented
conclusion and suggestion of the research.

CHAPTER II
LITERATURE REVIEW
2.1 Speaking
2.1.1 Definition of Speaking
According to Brown (2001, p.267) speaking is an interactive procedure of
developing which means that includes producing, receiving, processing
information, and the presence of sender and receiver. Speaking is the way of
people to communicate sharing about experiences, feeling, telling the thought,
asking question, and persuading each other. Therefore, it is skill that always
involves between speaker or the sender and listener or the receiver.
Speaking is the most important skill that should be mastered than three
skills, are reading, listening, and writing. It is an interactive movement
conveyed by the individuals as the speaker, and both of speaker and listener
must be understood what they are talking about. Richards and Renandya (2002,
p.210) speaking is one of the focal components of correspondence in EFL.
Cremin (2009, p.13) added that oracy or oral skill is an important foundation
for the advancement of literacy. It implies that speaking is not only about how
to deliver and receive something but also about the development of literacy. It
means that the goal for the students in gaining knowledge of English at talking
skill is that they are in a position to use language to communicate efficaciously
and accurately for life’s requirements, both social and academic.
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In conclusion, speaking is the most important skill that needs to be learnt
because it is the action in moving the significant thought from the speaker to
the listener. It is very important for the current era and for getting the best
education and also communication in daily life. Moreover, English has become
the international language, so speaking English is really useful to talk with
different humans all round the world due to the fact so many people learnt it as
the second language. They can conveying, expressing, telling, chatting, and
making the connection among them.
2.1.2 Elements of Speaking
In teaching speaking, there are some elements as the guidance in
assessing speaking skill that the teacher must pay attention. And if the students
want to fluency and good at speaking English, they have to be able to
pronounce phonemes correctly, use the appropriate stress, intonation, and
speak in connected speech. Based on Haris’s scale (1977, p.84-85) as cited in
Julianingsih (2019), there are some proficiency that should be achieved in
speaking activities; pronunciation, grammar, vocabulary, fluency, and
comprehension.
a. Pronunciation
Pronunciation is the way for students to produce clearer language
when they speak. It offers with the phonological procedure that refers to
the element of a grammar made up of the elements and ideas that decide
how sounds vary sample in a language. It is end result of producing the

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sounds are consisting of articulation, stress, intonation, frequently with
reference to some general of correctness or acceptability. Pronunciation is
an vital element in speaking. It is due to the fact speaking offers with the
manufacturing of sounds. By gaining knowledge of pronunciation, the
students recognize about how to produce the phrase correctly.
b. Grammar
Grammar is the way how we structure the sentence of a language
correctly. When learning grammar, it is invite to be good communicators,
listeners, thinkers, readers and writers, because each of these aspects
requires grammar.
c. Vocabulary
According to Richards and Renandya (2002, p.255) vocabulary is a
core aspect of language proficiency and affords much of the groundwork
for how properly inexperienced persons speak, listen, examine and write.
Without an sizable vocabulary and techniques for acquiring new
vocabulary, inexperienced persons frequently achieve less than their
doable and may also discourage from making use of language
opportunities around them. So, mastery vocabulary is important, in order
when anybody desires to convey his or her thought, feeling, or views to
other people easier.

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d. Fluency
Fluency can be described as the potential to talk fluency and
accurately. In Luoma (2004, p.88) defines fluency frequently encompass
references to go with the flow or smoothness, fee of speech, absence of
immoderate pausing, absence of worrying hesitation markers, length of
utterances, and connectedness. When someone speaks fluently, it might
draw someone able to speak well or not, talking freely without too much
stopping or hesitating about what would like to say. It will be able to
convince the listener.
e. Comprehension
The word comprehension means understanding. It is an capacity to
recognize the that means or significance of some thing or the knowledge
obtained as a result. Both speaker and listener have to recognize about
what they are talking.
2.1.3 Function of Speaking
Speaking has many functions, according to Brown and Yule in Richards
(2008, p.21-28) as cited in Meilyaningsih (2015), speaking divided into three
functions, are: speaking as interaction, speaking as transaction, speaking as
performance. Speaking as interaction refers to what we typically mean by
“conversation” and describes interaction that serves a specifically social
function. At the point when individuals making interaction to other people,
engaging in small speaking and chit chat about anything, they wish it will be
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greater pleasant and to establish a satisfied sector of interaction. The center of
attention is greater on the audio system and how they desire to existing
themselves to every other than on the message. Speaking as transaction refers
to situations the place the focus is on what is stated or done. The message and
making oneself understood sincerely and accurately is the central focus, rather
than the participants and how they engage socially with each other. The last
one is speaking as performance refers to public talk, that is, discuss that
transmits facts earlier than an audience, such as study room presentations,
public announcements, and speeches. Speaking as overall performance tends to
be in the shape of monologue rather than dialog often follows a recognizable
structure and it is nearer to written language than conversational language.
2.1.4 Types of Speaking Activities
There are some speaking activities that the teacher can be used in
teaching speaking skill, as follows:
a. Discussion
In this activity, between a teacher and students or students and
students doing collaborative exchange of ideas for the purpose of
advancing students thinking, problem solving, understanding, learning, or
literary appreciating. Based on Harmer (2001, p.273) one of the nice ways
of encouraging discussion is to supply things to do which pressure students
to attain a choice or a consensus, frequently as an end result of selecting

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between unique alternative. So, at those activities, students have to decide
the position side to be more specific to discuss.
b. Role play and Simulation
This activity leads students expressing the language by pretending
their selves in various social context and variety of social roles. Students
are directly involved in the roles they play and develop their abilities in
solving problems as needed (Mardiyan 2012). When students are assigned
a state of affairs to role play in, they have put in the effort to assume of the
suitable language that can be used to categorical their views and ideas for
communication. It is helped them to collect speaking skill and oral fluency,
which also helped to increase their self confidence level. At talking ability
it is require extra ‘practice and exposure’, then role play can play a nice
role.
c. Questionnaire
According to Harmer (2001, p.274) questionnaires are useful
because, through being pre-planned, they make certain that each questioner
and respondent have something to say to each other. Students should be
layout questionnaires on any subject which is excellent for them. As they
do so the teacher can act as a resource, helping them in the plan process.
The effects got from questionnaire can then shape the foundation for
written work, discussion, or prepared talks.

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d. Communication games
Games are designed provoking conversation between students. It is
depend on the facts hole so that one pupil has to talk to a companion in
order to resolve a puzzle, draw a picture, put a thing in the proper order, or
find the similarities and the variations between pictures. Television and
radio games, imported into the classroom, frequently provide exact fluency
activities. Communication games can be used to inspire the students to
share the information communicatively. It can be one of the equipment to
supply the students the opportunity to categorical the students feeling or
any ideas.
Besides speaking activities above, there are still other speaking
activities, Richards (2006, p.19) mentions many other activity types that
have been used in CLT, including the following:
a. Task-completion activities: puzzles, games, map-reading, and other sorts
of classroom duties in which the focus is on the usage of one’s
language resources to whole a task.
b. Information-gathering activities: student-conducted surveys, interviews,
and searches in which college students are required to use their
linguistic assets to accumulate information.
c. Opinion-sharing activities: activities in which students compare values,
opinions, or beliefs, such as a ranking challenge in which college
students list six qualities in order of importance that they may consider
in choosing a date or spouse.

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d. Information-transfer activities: These require freshmen to take fact that
is introduced in one form, and represent it in a specific form. For
example, they may additionally examine directions on how to get from
A to B, and then draw a map displaying the sequence, or they may also
examine statistics about a problem and then characterize it as a graph.
e. Reasoning-gap activities: These involve deriving some new statistics
from given data through the manner of inference, practical reasoning,
etc. For instance, working out a teacher’s timetable on the foundation of
given classification timetables.
From the lists above, there are so many speaking activities that can be
conducted when teaching speaking skill. The teacher can select one or more
for each meeting it depends on the suitable material that the teacher will be
given. Based on some activities above, this research chooses role play to be
applied as a technique in teaching speaking for this study.
2.2 Role Play
2.2.1 Definition of Role Play
The word ‘role’ can be defined as they play a phase (either their personal
or somebody else’s) in a precise scenario. The word ‘play’ means that the role
is taken on in secure surroundings in which students are as ingenious and
playful as possible. According to Ur (1996, p.131) role play is used to refer to
all kinds of activities where students imagine themselves in a state of affairs
outside classroom, occasionally playing the function of someone else than

15
themselves, and the usage of gorgeous language to the new context. Whereas,
according to Diane (2000, p.134) role plays are very vital in CLT due to the
fact they provide students an opportunity to exercise speaking in one-of-a-kind
social contexts and in special social roles, and role performs can be set up so
that they are very structured or in much less a less structured way. It means that
the teacher tells the students who they may be and what they should say. The
teacher also tells the students what the situation is, and what they are talking
about, however the students determine what they will say. Then, students also
receive feedback on whether or not or now not they have successfully
communicated.
Role play technique is needed in this situation, it is a technique of
instruction in which participant act out designated role relevant to real-life
situation, it follows from the interactional view. Role play promotes
interpersonal relations and also social transactions among participants.
From the explanation above, it can be concluded that role play is a
technique which is involve the imagination, improvise, and create to be
someone else or to be ourselves in a specific situations. It purposes at the
students encouraging their creativity and thinking, developing and training the
students of a new language and behavioral skills in relatively nonthreatening
setting, and also creating the motivation of the students in speaking skill to be
more show up.

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2.2.2 The Reason of Using Role Play
According to Ladousse (1987, p.6-7), there are some reasons of using
role play. Here the list points are:
1. It is very large range of ride that can be delivered into the study room
through role play. The fluctuate of features and structures, and also the areas of
vocabulary that may also be introduced, go so much on the far side the bounds
of choice mix or cluster activities, like spoken language, communication
games, or humanities exercises. Through role play we are in a position to
educate our college students in speaking skill in any state of affairs.
2. Many students agree with that language is solely to do with the transfer of
unique data from one person to another. They have very little small talk, and in
end result usually seem unnecessarily brusque and abrupt. It is viable to
construct up this social skill from a very low level via function play.
3. It is helpful for these students to have tried out and experimented with the
language they will require in the friendly and secure environment of a
classroom. For these students, position play ought to be a terribly beneficial
rehearsal for real world. It lets in them no longer absolutely accumulate set
phrases, however to be advised how interaction may also ensue in a very style
of nation of affairs.
4. Role play can assist many shy students through supplying them with a mask.
Some extra reticent individuals of a team may additionally have a super deal of
difficulty taking part in conversations about themselves, and in different things

17
to do based on their direct experience. These students location unit liberated
with the aid of position play as they now no longer feel that their very own
temperament is involved.
5. Maybe the main integral reason for mistreatment function play is that it is
fun. Once students discover what's predicted for them. They totally enjoy
letting their creativeness rip. Although there doesn't seem to be any scientific
proof that enjoyment robotically outcomes in be greater learning, most
language lecturers would in all chance agree that within the case of the
overwhelming majority of usual folks this can be for positive thus.
Finally, role play is one of the entire gamut of communicative strategies
which develop fluency in language students, which promotes interaction in the
classroom, and which will increase motivation. Not solely is peer learning
inspired by means of it, but also the sharing between teacher and students of
the accountability for the studying process. Role play is possibly the most
flexible method in the range, and the instructors who have it at their finger-tips
are capable to meet an infinite range of wants with appropriate and high quality
role-play workout routines.
2.2.3 Teaching Speaking Using Role Play
In teaching speaking skill by using 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

18
example: the teacher gives the topic to the students based on the eighth grade
of junior high school students’ standard competence and based competence.
In addition, based on Departemen Pendidikan Nasional (2009, p.4) in
applying role play, the teacher must prepare some steps to make good
performance. Here are stages in role play activity:
a. The teacher arranges or prepares scenario that will be performed by the
students.
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
19
2.2.4 Disadvantages and Advantages of Role Play
2.2.4.1 Disadvantages of Role Play
According to Wohlking and Gill (1980, p.27) one of the
disadvantages is that people in the role play might feel embarrassed being
up in front of the class. There is no doubt that they are on display and will
be subject to analysis. If the group is very cohesive and supportive, this
may not be a problem, but if this is not the case, difficulties will
undoubtedly arise. Another disadvantage is that if the players do an
inadequate job of handling the role play, they may be subject to negative
feedback. Unless the trainer is very careful, this could lead to
defensiveness on the part of the role play players. Another limitation of the
single role play is that only one person has an opportunity to practice a
skill. This is because in the standard role play all the participants except
one act as a foil to that one person attempting to solve a problem.
2.2.4.2 Advantages of Role Play
The advantages of teaching speaking using role play, the students
are assigned roles in performing and this technique will be effective if the
students assured and cooperative. As Ur (2000, p.133) stated this is
actually the solely way we can provide our newcomers the probability to
exercise improvising a vary of actual lifestyles spoken language in the
classroom, and is an especially advantageous technique if the scholars area
unit assured and cooperative; however a lot of settled or anxious folks
realize role play troublesome and typically even embarrassing.

20
Besides, role play conjointly train students’ intellectual, social and
imagination as a result of role the scholars involves in drawback solving;
to encourage negotiation, to develop in communication to at least one
another, etc.
As Rogers and Evans as quotes in Afdillah stated “We can
summaries the main points of this chapter as follows:
a. Role play encourages representational thinking
b. Role play helps young people to improve perspective taking skills
c. Role play displays children’s language competence
d. Role play involves hassle fixing
e. Role play encourages turn taking and negotiation
f. In function play, young people have a strong want to affiliate with one
every other and to preserve peer interactions
g. In function play, teens have a sturdy to self-generate issues
h. Role play helps to establish and maintain children’s peer culture.
Based on the assertion above, the researcher concluded that role
play gives many advantages, such as: improving talking ability, motivating
them to practice their English, and the most essential one is the students sense
exciting and experience in gaining knowledge of English. Role play affords of
practicing in communicating and making the teaching process to be more
active.
21
2.3 Previous Study
The researcher finds out the effectiveness of using role play towards
students’ speaking skill at the eighth grade of MTs Al-Ulya. This study was
ever done by many other researchers, but it does not find out of the using role
play for the level of MTs. The researcher took two previous study, those
were from Afdillah (2015 and Andika (2015).
The first study was conducted by Afdillah (2015, p.70), he implemented
in teaching speaking by using role play technique was effective. It can be
seen from the gained score that was obtained in the experimental class. The
result of the research showed that the use of role play in teaching speaking
was quite effective. It was made the speaking and learning activity more
enjoyable and interesting. It was because role play helped the shy students by
providing a chance, where students with difficulty in conversation aware
liberated. In addition, it was fun and most students will agree that enjoyment
leads to better learning. It was also made the students more motivated in
learning and easier to grasp the lesson.
The second study was conducted by Andika (2015, p.20), he
implemented role play technique there was improvement in the students’
speaking skills after the applying of the actions. It can be concluded as
follows; 1. The students had higher speaking skills once having role plays in
concert of the activities in the class. By using role play as an activity in the
teaching and learning process, the students had more opportunities to speak
22
up. 2. Role play was useful to grab the students’ motivation to actively
participate in the English class. Role play provided fun and enjoyable
activities in the classroom that were helpful to grab students’ motivation in
participation in the class. 3. Various activities and topics might be enforced
within the teaching and learning method of English. 4. Varied Media like
video and recording that enforced within the teaching learning method of
English. The students also able to know how to say in a good pronounce like
a foreign. The video and recording helped the students improving their
speaking in pronounced aspect and students also knew the express that the
foreign use in speaking.
By two previous studies above, the researcher distinguished this study
from the level of the students at junior high school (MTs). The similarity
between both previous studies with this research is aimed at knowing the
effectiveness of teaching speaking by using role play technique.

CHAPTER III
RESEARCH METHODOLOGY
This chapter presents research method. It consists of research design,
research site and participants (population, sample), research variables, research
instrument (pre-test, treatment, post-test), data collecting technique, data analysis
technique (validity, inter-rater reliability, normality test, homogeneity test,
hypothesis test), research procedures, and statistical hypothesis.
3.1 Research Design
This research is using quantitative research design because this method is
inductive, objective, and scientific to collect the data. According to Creswell
(2009, p.4) quantitative research is a potential for trying out objective theories
via examining the relationship among variables. This research was conducted
by applying a quasi-experimental 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 skill for the eighth grade students of Junior
High School (MTs). There are two classes in this research namely
experimental class and control class. As can be described below:
Table 3.1
Research Design Framework
Experimental (G1) O1 X O2
Control (G2) O1 O2
23
24
Notes:
G1 : Experimental Group
G2 : Control Group
O1 : Pre-test
O2 : Post-test
X : Treatment
3.2 Research Site and Participants
The researcher was conducted the place of study at the eighth grade of
MTs Al-Ulya Kota Serang. This school was chosen because based on the
interview with the English teacher, the students faced difficulties in speaking
skill.
3.2.1 Population
Ary, et., al (2010, p.148) population is the larger team about which
the generalization is made. A population is each and every the organism
that each have the equal team or species and stay in the equal geographical
area. The population of this research took from the eighth grade students
of MTs Al-Ulya Kota Serang. There were 2 classes with the population of
the second grade students were 50 students.
3.2.2 Sample
Ary, et., al (2010, p.148) states that sample is a portion of
population. The sample of this research took through cluster random
sampling which is used to choose the classes as a technique in determining

25
of sample. According to Ary, et., al (2010, p.154) clustering sampling is
variety of likelihood sampling which the unit chosen now not person but,
rather, a group of humans who are naturally together. There were 50
participant, both classes have about 25 students. The first class was the
experimental class which accepted the treatment, and the second class was
the control class that not gave the treatment.
3.3 Research Variables
Variable is one of key terms in the research. It can be classified into its
characteristics and its function in a research. There are two variables in this
research, as follows:
3.3.1 Independent Variable (X)
The independent variable is the component that is the researcher
believes may also in some way relate to, or influence, the dependent
variable (Porte, 2002, p.23). This additionally referred to as treatment,
manipulated, antecedent, or predictor variables. In this research, the
independent variable was role play techniques.
3.3.2 Dependent Variable (Y)
The dependent variable is the primary variable that will be
measured or determined to decide how, and if, it is affected by means of
the presence of the independent variable (Porte, 2002, p.23). Other names
for dependent variables are criterion, outcome, and effect variables. In this
research, the dependent variable was students’ speaking ability.

26
3.4 Research Instrument
The researcher used a test as the research instrument to see the
effectiveness of teaching speaking by using role play. The test given twice
toward two classes consists of experimental and control class. The
experimental class was the class that given the treatment and the control class
was the class that not given the treatment. The researcher gave oral test to the
students in the pre-test and the post-test. The topics of pre-test and the post-
test were different. In the pre-test, students asked to give their opinion about
some theme about places which have provided by the researcher. However in
the post-test students asked to give their opinion about people that they loved
or adored or idol.
Then, for measuring the effectiveness of using a role play in teaching
speaking, the researcher divided the score into five components; those are
comprehension, fluency, vocabulary, pronunciation, and grammar. Then, each
criteria is rated into five scale of rating scores, it is based on McKay’s scale
(2006, p.290-292) of rating score, as follow:
Table 3.2
Five Component of Grading Speaking Scale
Aspect Criteria Grade
Comprehension  Understands everyday conversation and 5

normal classroom discussions without
difficulty.
 Understands nearly everything at normal
speed. Although occasional repetition may be 4
necessary.
 Understands most of what is said at slower- 3
27
than-normal speed with repetition.

 Has great difficulty following what is said.
Can comprehend only “social conversation” 2
spoken slowly and with frequent repetition.
 Cannot understand even simple conversation 1
Fluency  Speech in everyday conversation and in 5

classroom discussion is fluent and effortless
approximating that of a native speaker.
 Speech in everyday communication and 4
classroom discussion in generally fluent, with
occasional lapses while the student searches
for the correct manner of expression.
classroom discussion is frequently disrupted
by the student’s search for the correct manner
of expression.
 Usually hesitant; often forced into silence by 2
language limitations.
 Speech is so halting and fragmentary as to 1
make conversation virtually impossible.
Vocabulary  Use of Vocabulary and idioms approximates 5
that of a native speaker.
 Occasionally uses inappropriate terms or must
rephrase ideas because of inadequate 4
vocabulary.
 Frequently uses the wrong words conversation
somewhat limited because of inadequate 3
vocabulary.
 Misuse of words and very limited vocabulary 2
make comprehension quite difficult.
 Vocabulary limitations so extreme as to make 1
conversation virtually impossible.
Pronunciation  Vocabulary limitations so extreme as to make 5
 Always intelligible, though one is conscious of
a definite accent and occasional inappropriate 4
intonation patterns.
 Pronunciation problems necessitate 3
concentration on the part of listener and
28
occasionally lead to misunderstanding.

 Very hard to understand because 2
pronunciation problem must frequently be
asked to repeat in order to be understood.
 Pronunciation problem so severe as to make 1
speech virtually unintelligible.
Grammar  Grammatical usage and word order 5
approximate a native speaker’s.
 Occasionally make grammatical or word order 4
errors which do not obscure meaning.
 Makes frequent errors of grammar and word 3
order which occasionally obscure meaning.
 Grammar and word order error make 2
comprehension difficult. Must often rephrase
or restrict what is said to basic patterns.
 Errors in grammar and word order so severe as 1
to make speech virtually unintelligible.
In order to case the computation, the researcher adopted the score of J.B
Heaton (1988, p.100) to the scale of 100 as cited in Julianingsih (2019):
Table 3.3
Standard Performance
Grade Level Range of Score
5 Excellent 85-100
4 Very good 75-84
3 Good 65-74
2 Fair 55-64
1 Poor <54
29
3.4.1 Pre-Test
The pre-test conducted before the students were given treatment by
using Role Play to get students’ speaking score. The test was done by
asking the students to come forward the class about related to the material.
In the pre-test students was came forward one by one to speak within two
minutes. The score was taken based on the scoring rubric which consists
of pronunciation, grammar, vocabulary, fluency, and comprehension in
their speaking.
3.4.2 Treatment
This research was done two meeting for each class. The
experimental class gave the material about opinion and will be taught by
using Role Play about asking and giving opinion. Then, students was came
forward group by group to conduct role play. For control class, treatment
did not give to the students, the researcher taught about asking and giving
opinion and students lectured about picture in front of class.
3.4.3 Post-Test
The post-test was given after conducting treatment to know
students’ speaking ability. Same as pre-test, the researcher asked the
students about related to the material. In the post-test students was came
forward one by one to speak within two minutes. The score was taken
based on the scoring rubric which consists of pronunciation, grammar,
vocabulary, fluency, and comprehension in their speaking.

30
3.5 Data Collecting Technique
There were two kinds of test that used as data collecting techniques; pre-
test and post-test. It was used to see the effectiveness of teaching speaking by
using role play. The test was about speaking test in their speaking skill before
and after being taught by using role play as technique. Besides that, the
researcher also used the documentation as supplementary data collecting
techniques. It was to support the research to get more complete the data. To
document the teaching and learning process, it was used a photo-video camera
in the action and observation steps of the research. The data was in the forms
of picture.
3.6 Data Analysis Technique
Data analysis technique is a technique that organizes and collects the
data, to make the conclusion. Data analysis technique allows someone to
answer the questions, solve the problems, and derive the important
information. There were 50 participants and divided into two classes,
experimental class and control class then each class consisted of 25 students.
The data took using pre-test and post-test and calculated through Microsoft
Excel.
3.6.1 Validity
In this study, the researcher used content validity to attain students
the evidence of valid instrument which used to collect the data. Ary et., al
(2010, p.225) validity is defined as the extent to which an instrument
measured what it claimed to measure. The focus of latest views of validity

31
is no longer on the interpretation and meaning of the scores derived from
the instrument. So, the researcher used content validity to know whether
the data was valid or not.
3.6.2 Inter-rater Reliability
According to Ary et., al (2010, p.236) reliability of a measuring
instrument is the degree of consistency with which it measures whatever it
is measuring. This high-quality is critical in any variety of dimension. In
this research, the researcher used inter-rater reliability (the researcher and
the English teacher) to score the same students’ performance with the
same rating scale to assess the data in order reliable.
In this research, Cohen Kappa was used to measure the inter-rater
reliability. The formula as follows:
𝑃𝑜−𝑃𝑒
𝐾𝐾 = 1−𝑃𝑒
Notes:
KK : Coefficient of agreement of the observation
Po : Proportion of the frequency of the observation agreement
Pe : Chance of the agreement
(Creswell, 2012)
32
The interpretation value of Kappa as follows based on Altman (1991) as
cited in Pangestu (2019, p. 26):
Table 3.4
Value of Kappa
Kappa Statistic Strength of agreement
< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
3.6.3 Normality Test
Normality test accomplished toward two classes; those were
experimental class and control class. Thode (2002, p.1) as cited in Amelia
(2019) stated that normality is one of the most frequent assumptions made
in the development and use of statistical strategies. Whereas, Hatch &
Farhady (1982, p.65) as cited in Amelia (2019) stated that there are some
steps to change the data into the graphic of normal distribution:
1. Find the highest score and the lowest score, then calculate the range (R)
2. Calculate the sum of classes (BK) with the form as follow:
BK = 1 + 3.3 log N
Note: N = sum of the students

33
3. Calculate the interval of class (I) with the form as follow:
𝑅
𝐼=
𝐵𝐾
4. Make the table of distribution data frequency of pre-test and post-test
5. After making the table then draw the graphics of normal distribution to
input the data.
3.6.4 Homogeneity Testing
Homogeneity test is a test to measure the score of pre-test and post-
test whether it is homogeneous or not. The formulation as follow:
𝑩𝒊𝒈𝒈𝒆𝒔𝒕 𝑽𝒂𝒓𝒊𝒂𝒏𝒄𝒆
Fcount =
𝑺𝒎𝒂𝒍𝒍𝒆𝒔𝒕 𝑽𝒂𝒓𝒊𝒂𝒏𝒄𝒆
Criteria:
- If fcount  ftable: it indicates that the test is homogenous.
- If fcount  ftable: it indicates that the test is not homogenous.
3.6.5 Hypothesis Test (T-Test)
In this research, there are Alternative Hypothesis (Ha) and Null
Hypothesis (H0). The alternative hypothesis is there is any effectiveness of
using Role Play toward students’ speaking skill and the null hypothesis
there is no effectiveness of using Role Play toward students’ speaking
skill.
34
The formulation of T-Test as follow:
𝑴𝒙 − 𝑴𝒚
𝑻𝒙𝒚 =
∑ 𝒙² + ∑ 𝒚𝟐 𝟏 𝟏
√{𝑵 + 𝑵 − 𝟐} {𝑵 + 𝑵𝒚}
𝒙 𝒚 𝒙
Notes:
Txy : T-Test
M1 : Mean of deviation of Experimental Class
M2 : Mean of Deviation of Control Class
X1 : Sum of the squared deviation score of Experimental Class
X2 : Sum of the squared deviation score of Control Class
N1 : The number of students of Experimental Class
N2 : The number of students of Control Class
2 : Constant number
(Arikunto, 2010: 280 as cited in Amelia, 2019: 33)

35
3.7 Research Procedure
The researcher applies some procedures as suggested by Julianingsih
(2019):
A. Introduction step
1. Consultation with the curriculum deputy and English teacher of MTs
Al-Ulya Kota Serang about the time in conduct research, population
and sample which will be subject of research.
2. Arranging the lesson plan and the scenario of learning.
3. Making of research instrument test.
B. The implementation step of research
1. Conducting the pre-test to measure the students’ speaking ability
before they are given treatment.
2. Conducting the treatment, by applying the role play.
3. Conducting post-test to measure how the students’ speaking ability
increased after the treatment applied.
C. The last step of research
1. Processing the data of pre-test and post-test by using inter-rater
reliability and normality.
2. Analyzing the result of data.
3. Giving a conclusion of the research based on the data tabulation.

36
3.8 Statistical Hypothesis
The statistical hypothesis of this research can be seen as:
1. H0 (Null Hypothesis): Role play has no significant effectiveness in
teaching speaking.
2. Ha (Alternative Hypothesis): Role play has significant effectiveness in
teaching speaking.
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the research findings, data description, result of validity
and reliability, result of normality test, result of homogeneity test, result of
hypothesis test, and research discussion.
4.1 Research Findings
The objective of this research was to find out the effectiveness of role play
toward students’ speaking skill at the eighth grade of MTs Al-Ulya Kota Serang.
The research was conducted in MTs Al-Ulya Kota Serang on 17th of September
until 01th of October 2020. The population of the research was the eighth grade
students of MTs Al-Ulya Kota Serang. There were 50 students which were
divided into two classes. The sample of the research was chosen using cluster
random sampling technique. Therefore, there were two classes taken as the
sample. The population was 50 students which divided into two classes: VIII A
and VIII B. The samples were experimental class and control class which given
test and treatment. The experimental group was given treatment by using role
play, and the control class was given speech as what always done by the teacher in
that school.
The researcher analyzed the data by using quantitative method. In
analyzing the data, the researcher did some steps. There were some steps that
researcher used to analyze the data. First, the researcher analyzed the validity and
reliability (content validity and inter-rater reliability). Second, the researcher
analyzed the normality of the data that used to know the data in pre-test and post-
37
38
test was normally distributed or not. The researcher used graphical method to
analyze the normality of the data. Third, the homogeneity variance of the data was
used to know whether the samples from the experimental and control class were
homogeneous or not. Last, hypothesis test was used to know whether there was
any effectiveness of using role play toward students’ speaking skill at the eighth
grade of MTs Al-Ulya Kota Serang. The steps were elaborated further in data
description.
4.2 Data Description
In this research, the researcher used oral test (speaking) with the test (pre-
test and post-test) to get the result of research. The result of the test showed as
follow:
Table 4.1 Statistical Description
Descriptive Statistics
Min Max Std.

N Mean
Score Score Deviation
Pre-Test of Experimental
25 44 80 62.44 10.17
Class
Pre-Test of Control Class 25 47 86 64.48 9.28
Post-Test of Experimental
25 60 92 77.76 7.86
Class
Post-Test of Control Class 25 62 93 74.76 7.57
Based on the table above, in pre-test, the minimum score of experimental
class was 44 and the minimum score of control class was 47. The maximum score
of experimental class was 80 and the maximum score of control class was 86. The
39
mean of experimental class was 64.26 and the mean of control class was 65.58.
The standard deviation of experimental class was 10.17 and the standard deviation
of control class was 9.28. It can be concluded that the pre-test of both classes were
significantly different.
Next, in post-test, the minimum score of experimental class was 60 and the
minimum score of control class was 62. The maximum score of experimental
class was 92 and the maximum score of control class was 93. The mean of
experimental class was 76.2 and the mean of control class was 74.6. The standard
deviation of experimental class was 7.86 and the standard deviation of control
class was 7.57. It can be concluded that the pre-test of both classes were not
significantly different.
4.3 Result of Validity and Reliability
4.3.1 Content Validity
The researcher used content validity to know whether the data was valid or
not. Ary et.al (2010:225) stated that validity was defined as the extent to which an
instrument measured what it claimed to measure. In this research, the researcher
made a validity sheet based on curriculum 2013 that used by the school. Then, the
researcher asked for help from English teacher who taught English lesson in that
school to analyze whether the content of the test was valid or not. Thus, the
validity did not need a trial and statistic analytic. The parameter of the validity of
the test shown in the following table:

40
Table 4.2 Content Validity
3.1 Applying social functions, text structure, and 
linguistic elements of oral and written of
asking for and giving opinions, and
responding to them, according to the context
of their use.
4.1 Arranging a very short and simple oral and

Basic Competences
written interpersonal interaction text that
involves the act of asking for and giving
opinions, and responding to it by taking into
account the social function, text structure,
and linguistic elements that are correct and in
context.
1. Understand how to use asking and giving 

opinion.
2. Making dialogue asking and giving
opinion correctly and precisely.
Indicators
3. Accuracy of language features,
grammars, vocabularies, pronunciation,
stressing, intonation, spelling, and
handwriting.
Pre-test 
Instrument of Test Each student should speak English language in

front of the class with the following
requirements:
41
a. The material is about asking and

giving opinion
b. The students may choose 1 theme
c. The maximum duration is two
minutes for each student
d. The researcher and teacher will give
the score about the students’ speaking
performance
Post-Test
Each student should speak English language in

front of the class with the following
requirements:
a. The material is about asking and
giving opinion
b. The students give opinion about
people that they loved or adored
c. The maximum duration is two
minutes for each student
The researcher and teacher will give the score
about the students’ speaking performance
Based on the teacher’s analysis from the validity sheet that compared to
the curriculum and syllabus, the teacher approved that the test was valid.
4.3.2 Inter-rater Reliability

According to Ary et., al (2010, p.236) reliability of a measuring instrument
is the degree of consistency with which it measures whatever it is measuring. The
researcher used inter-rater reliability to measure the reliability. The researcher (as
rater 1) worked together with the English teacher (as rater 2) of MTs Al-Ulya
Kota Serang in scoring students’ speaking skill test. Here are the results between
42
the researcher and English teacher by interpreting the value of Kappa. Detail
calculation of inter-rater reliability can be seen in appendix C.
Table 4.3 Agreement of Inter-rater Reliability
Group Class Pre-Test Post-Test
Experimental Class 0.71 Agreement 0.78 Agreement
Control Class 0.83 Agreement 0.56 Agreement
From the table above, it can be concluded that:
 Pre-test in experimental class was 0.71, the interpretation was good. It
showed that the data was reliable.
 Pre-test in control class was 0.83, the interpretation was very good It
 Post-test in experimental class was 0.78, the interpretation was good. It
 Post-test in control class was 0.56, the interpretation was moderate. It
4.4 Result of Normality Test
The normality test that was conducted by the researcher has a purpose to
examine whether the test was normally distributed or not. The normality test
focused on test (pre-test and post-test) that conducted in two classes: experimental
and control class. The details of statistical and graphical calculation of normality
test showed in appendix C.

43
Table 4.4 Normality pre-test of experimental class
No. Result of Pre-Test Pre-Test
1 Mean 64.26
2 Median 64
3 Mode 63.48
4 Max. Score 80
5 Min. Score 44
6 Standard Deviation 10.17
From the data above, it can be showed in details of statistical and
graphical calculation of normality test as below:
Figure 4.1
Normality Pre-test of experimental class
7
4
Frequency
Series1
3
0
43.5 49.5 55.5 61.5 67.5 73.5 79.5 85.5
Students’ Score
Based on the graphic above, it showed that the graphic was symmetric and
well-shaped and describes all the characteristics of normal distribution. The

44
normality table above is called as the normal curves. Based on the curves, it can
be concluded that the pre-test of experimental class was normally distributed.
Table 4.5 Normality post-test of experimental class
No. Result of Post-Test Post-Test
1 Mean 76.2
2 Median 76.28
3 Mode 76.5
4 Max. Score 92
5 Min. Score 60
Figure 4.2
Normality of Post-test experimental class
8
5
Frequency
4
Series1
3
0
59.5 64.5 69.5 74.5 79.5 84.5 89.5 94.5
Students’ Score
45
Based on the result of the graphic above, it showed that the graphic was
symmetric and well-shaped and describes all the characteristics of normal
distribution. The normality table above is called as the normal curves. Based on
the curves, it can be concluded that the post-test of experimental class was
normally distributed.
Table 4.6 Normality pre-test of control class
No. Result of Pre-Test Pre-Test
1 Mean 65.55
2 Median 65.78
3 Mode 66.9
4 Max. Score 83
5 Min. Score 47

Figure 4.3
Normality of pre-test control class
8
7
6
Frequency
5
4
Series1
3
2
1
0
46.5 52.5 58.5 64.5 70.5 76.5 82.5 88.5
Students’ Score
46
the curves, it can be concluded that the pre-test of control class was normally
distributed.
Table 4.7 Normality post-test of control class
No. Result of Post-Test Post-Test
1 Mean 74.6
2 Median 74.57
3 Mode 74.75
4 Max. Score 93
5 Min. Score 62

47
Figure 4.4
Normality of post-test control class
5
Frequency
4
Series1
3
0
58.5 63.5 68.5 73.5 78.5 83.5 88.5 93.5
Students’ Score
the curves, it can be concluded that the post-test of control class was normally
distributed.
4.5 Result of Homogeneity Test
Homogeneity test is a test that the function is to measure the homogeneity
score toward the pre-test and post-test based on the research data. The formula of
homogeneity test as below:
𝑩𝒊𝒈𝒈𝒆𝒔𝒕 𝑽𝒂𝒓𝒊𝒂𝒏𝒄𝒆
Fcount =
𝑺𝒎𝒂𝒍𝒍𝒆𝒔𝒕 𝑽𝒂𝒓𝒊𝒂𝒏𝒄𝒆
48
Criteria:
- If fcount  ftable: it indicates that the test is homogenous.
- If fcount  ftable: it indicates that the test is not homogenous.
Table 4.8
Result of Homogeneity Test in Experimental and Control Class
Group 𝑭𝒄𝒐𝒖𝒏𝒕 Pre-test 𝑭𝒄𝒐𝒖𝒏𝒕 Post-test 𝑭𝒕𝒂𝒃𝒍𝒆
Experimental and Control 1.095 1.038 4.301
Pre-test :Fcount ≤ Ftable = 1.095 ≤ 4.301
Post-test : Fcount ≤ Ftable = 1.038 ≤ 4.301
Table 4.8 above was the result of homogeneity test in experimental and
control class it can be seen that the result of Fcount ≤ Ftable it indicated that the pre-
test and post-test in experimental and control class was homogeneous.
4.6 Result of Hypothesis Test
There are two hypothesis in this research:
1. The alternative hypothesis (ha)
There is any effectiveness of using role play towards students’ speaking skill
at eighth grade of MTs Al-Ulya Kota Serang.
2. The null hypothesis (ho)

49
There is no effectiveness of using role play towards students’ speaking skill at
eighth grade of MTs Al-Ulya Kota Serang.
To prove the hypothesis of this research, statistic calculation of t-test formula
with the degree of significance 5% was used. The researcher measured the tcount
and 𝑡𝑡𝑎𝑏𝑙𝑒 and then compare them. The formula as follows:
𝑴𝒙 − 𝑴𝒚
𝒕𝒄𝒐𝒖𝒏𝒕 =
∑ 𝒙 2 + ∑ 𝒚𝟐 𝟏 𝟏
√{𝑵 + 𝑵 − 𝟐} {𝑵 + 𝑵𝒚}
𝒙 𝒚 𝒙
Mx : Mean score of experimental group
My : Mean score of control group
Σx2 : Sum of square deviation score in experimental group
Σy2 : Sum of square deviation score in control group
Nx : The number of students of experimental group
Ny : The number of students of control group
To find the result of hypothesis test there are some steps:
Step 1: From students’ scores and sum of square deviation score in
experimental class and control class
Step 2: Calculating the value of 𝒕𝒄𝒐𝒖𝒏𝒕
𝑀𝑥 − 𝑀𝑦
tcount =
∑ 𝑥2 ±∑ 𝑦2 1 1
√(𝑁 )( + )
𝑥 +𝑁𝑦 − 2 𝑁𝑥 𝑁𝑦
50
77,76−74.76
tcount =
381,4914 + 72,4224 1 1
√( )( + )
25+ 25−2 25 25
3
tcount =
453,9138 2
√( )(25)
48
3
tcount =
√(9,4566)(0.08)
3
tcount =
√0.756528
3
tcount = = 3.44
0.8697
Step 3: Calculating the value of 𝒕𝒕𝒂𝒃𝒍𝒆
To find the value of𝑡𝑡𝑎𝑏𝑙𝑒 , the researcher used the formula as follows:
d.f = (𝑁𝑥 + 𝑁𝑦 – 2)
= (25 + 25 – 2)
= 48
The calculation of 𝑡𝑡𝑎𝑏𝑙𝑒 with df 48 with the level of significance 0.05 (5 %)
was 2.01.
Step 4: Compared 𝒕𝒄𝒐𝒖𝒏𝒕 and 𝒕𝒕𝒂𝒃𝒍𝒆
The criteria of testing as follows:
If 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is refused.

51
If 𝑡𝑐𝑜𝑢𝑛𝑡 ≤ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is accepted.
After following the steps above, the result of test of mean difference
significant (independent 𝑡𝑡𝑒𝑠𝑡 ), it was Calculated 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or 3.44 ≥ 2.01.
The alternative hypothesis was accepted. It can be concluded that there was any
effectiveness of using role play towards students’ speaking skill at eighth grade of
MTs Al-Ulya Kota Serang.
4.7 Research Discussion
This research had been done during two weeks on 17th of September until
01th of October 2020. The population of this research was all of students at the
eighth grade of MTs Al-Ulya Kota Serang. The sample was chosen by using
cluster random sampling. The researcher had chosen two classes. VIII A consisted
of 25 students as the experimental class and VIII B also consisted of 25 students
as the control class. There were 50 students from the group sample of research.
On the first meeting, the researcher gave pre-test to experimental and
control class about asking and giving opinion with some topics that they chose in
one piece of paper. The aim of pre-test was to know the speaking skill of students
before they got treatment. After giving the pre-test, the researcher analyzed the
data. Based on the analysis, the researcher found out that most of students in both
class had some difficulties, such as: most of the students got difficulties in making
dialogue asking and giving opinion. When the researcher asked the students to
make a dialogue asking and giving opinion, they showed that they were confused
with the grammatical pattern. Besides, they applied limited of vocabulary. They
looked less of confident when they performed in front of the class.

52
On the second meetings and third meetings, the researcher conducted
teaching and learning process in control and experimental class. In control class
the researcher taught the students about asking and giving opinion as usual
without gave the treatment. While, in experimental class, the researcher taught the
students about asking and giving opinion with role play technique as the
treatment. The researcher explained more about role play technique. In this
technique the students were asked to be pretended somebody to did role play.
Then, the researcher asked the students to make some group to do role play with
their group related to asking and giving opinion, then, they should perform in
front of class.
In both control and experimental class, the students enjoyed the learning
process and gave good response, especially in experimental class they looked
enthusiast in learning using role play as the technique. The students were able to
make dialogue about asking and giving opinion, they get many vocabularies and
more confident when performed in front of the class. The result was similar with
the study done by Afdillah (2015), it showed that the use of role play in teaching
speaking was quite effective. It made the speaking and learning activity more
enjoyable and interesting. It was because role play helped the shy students by
providing a chance, where students with difficulty in conversation aware
liberated. In addition, it was fun and most students agreed that enjoyment leads to
better learning. It also made the students more motivated in learning and easier to
grasp the lesson.

53
Andika’s study in 2015 revealed that role play technique improved the
students’ speaking skill. The students got higher speaking skills once having role
plays in concert of the activities in the class. By using role play as an activity in
the teaching and learning process, the students had more opportunities to speak
up.
On the last meeting, post-test in the experimental and control class was
conducted. The researcher asked them to speak in front of the class related to
asking and giving opinion about people that they love or adore/idol. The students
was enjoy and easier when answer the post-test. However, in the post-test result,
both of experimental and control class, the students’ achievement had positive
progress. The progress could be seen from comparison from pre-test and post-test
result.
The result of students achievement from pre-test to post-test showed that
there were difference between students’ speaking skill from the experimental class
that received treatment and the control class that did not received the treatment.
However, the students’ score in experimental and control class got higher score in
the post-test than pre-test. Besides, the result from the analysis of independent t-
test was done and the result showed that there was any effectiveness of using role
play toward students’ speaking skill at the eighth grade of MTs Al-Ulya Kota
Serang.
BAB V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the result from this research, it can be concluded that teaching
speaking by using role play was effective. It can be proven from the result of
the students’ score of speaking after taught by using role play. The score
increased than before taught by role play. It can be seen from independent t-
test showed that 𝐹𝑐𝑜𝑢𝑛𝑡 ≥ 𝐹𝑡𝑎𝑏𝑙𝑒 with the level of significance 0.05 (5%) with
𝐹𝑡𝑎𝑏𝑙𝑒 = 22 with F table = 4.301. It can be seen from the score of t count was
higher than ttable. From the result of statistical calculation, it can be seen that
tcount ≥ ttable or 3.34 ≥ 2.01 with the degree of freedom (df) was 48. It means
that the alternative hypothesis was accepted. So, it can be concluded that there
was any effectiveness of using role play toward students’ speaking skill at the
eighth grade of MTs Al-Ulya Kota Serang.
54
55
5.2 Suggestion
Based on the result of the research, the researcher would like to give some
suggestions as follows:
1. First suggestion is for the teacher. The researcher is expected that the
teacher would use role play as a teaching technique because role play can
make the students more enjoy, active, and confident in class and can make
them easier in teaching English to enhance students’ speaking ability.
2. Second suggestion is addressed to the further researcher. This research is
expected to be used as an additional source or reference especially for those
who also conduct a research about role play technique in teaching speaking
skill. The imperfection found in this research can be covered through the
innovation of the use of role play technique in another skill.

REFERENCES
A.A, M. N. (2015). The Effectiveness of Role Play in Teaching Speaking. Jakarta:

Syarif Hidayatullah State Islamic University Jakarta.
Andika, A. (2015). The Effectiveness of Using Role-Play to Improve Students’

Speaking Skill . 17.
Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta:

Rineka Cipta.
Ary, D. (2010). Introduction to Research in Education. Canada: WADSWORTH

CENGAGE Learning.
Bailey, in Nunan. (2003:48). Practical English Language Teaching. (Nunan, Ed.)

New York: McGrawHill.
Brown, D. (2003). Assesing Language. New York: Longman.
Brown, H. D. (2001). Teaching by Principle: An Interactive Approach to

Language Pedagogy. San Fransisco: Longman.
Cameron, D. (2001). Working with Spoken Discourse. Oxford: SAGE

Publications,Ltd.
Cremin, T. (2009). Teaching English Creatively. USA: Routledge.
Creswell, J. W. (2009). Research Design. America: SAGE Publications, Inc.
Donald Ary, L. C. (2006). Introduction to Research in Education. Canada:

Wadsworth.
Freeman, D. L. (2000). Techniques and Principles in Language Teaching. New

York: Oxford University Press.
Garson. (2013:22). Validity & Reliability. Asheboro, North Carolina: Statistical

Associates.
Harmer, J. (2001). Practice of English Language Teaching . Edinburgh: Gate:

Longman.
Kemendikbud. (2017). Bahasa Inggris "When English Rings a Bell". Jakarta:
Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud.
Ladousse, G. P. (1987). ROLE PLAY. New York: Oxford University Press.
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching .

New York: Oxford University Press.
Luoma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press.
McKay, P. (2006). Assessing Young Language Learners. Cambridge: Cambridge

University Press.
Pollard. (2008:19-24). Teaching English.
Porte, G. K. (2002). Appraising Research in Second Language Learning: A

practical approach to critical analysis of quantitative research.
Amsterdam: John Benjamins .
Renandya, J. C. (2002). Methodology in Language Teaching: An Anthology of

Current Practices. New York: Cambridge University Press.
Richards, J. C. (2006). Communicative Language Teaching Today. New York:

Cambridge University Perss.
Sugiyono, in Darisa. (2013:41). Formula of Homogeneity Test. CHAPTER III -

Method of Research.
Thode. (2002:1). Testing for Normality. New York: Marcel Dekker, Inc.
Thode, H. (2002). Testing for Normality. America: Marcel Dekker, Inc.
Ur, P. (1996). a Course in Language Teaching: Practice and Theory . UK:

Cambridge University Press.
Wohlking, W. (1980). the instructional design library. New Jersey: Educational

Technology Publications, Inc.
APPENDIX A
(Teaching Instrument)
1. Syllabus
2. Lesson Plan of Experimental Class
3. Lesson Plan of Control Class

SILABUS
Satuan Pendidikan : SMP/MTs
Mata Pelajaran : Bahasa Inggris
Kelas : VIII (Delapan)
Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya
diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan
membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang
dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
Aloka
si Sumber
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Penilaian
Wakt Belajar
u
1.1 Mensyukuri Pembelajaran KI 1 dan KI 2 dilakukan secara tidak Penilaian KI 1 dan KI 2 dilakukan
kesempatan langsung (terintegrasi) dalam pembelajaran KI 3 melalui pengamatan, penilaian diri
dapat dan KI 4 oleh peserta didik, penilaian
teman sejawat, dan jurnal
mempelajari
bahasa Inggris
sebagai bahasa
pengantar
Aloka
si Sumber
Wakt Belajar
u
komunikasi
Internasional
yang diwujudkan
dalam semangat
belajar
2.1 Menunjukkan
perilaku santun
dan peduli dalam
melaksanakan
komunikasi
interpersonal
dengan guru dan
teman.
2.2 Menunjukkan
perilaku jujur,
disiplin, percaya
diri, dan
bertanggung
jawab dalam
melaksanakan
komunikasi
transaksional
dengan guru dan
teman.
2.3 Menunjukkan
Aloka
si Sumber
Wakt Belajar
u
perilaku tanggung
jawab, peduli,
kerjasama, dan
cinta damai,
dalam
melaksanakan
komunikasi
fungsional.
3.1 Menerapkan Teks lisan dan tulis Masing-masing menggunakan prosedur yang sama  Tingkat ketercapaian fungsi 8 JP  Buku Teks
struktur teks dan untuk (a) meminta Mengamati sosial (a) meminta perhatian, wajib
unsur perhatian, (b)  Terbiasa atau sering mendengar dan (b) mengecek pemahaman,  Keteladanan
mengecek menyaksikan guru dan warga sekolah lain (a) (c) menghargai kinerja yang ucapan dan
kebahasaan
pemahaman, (c) meminta perhatian, (b) mengecek baik, dan (d) tindakan
untuk menghargai kinerja pemahaman, (c) menghargai kinerja yang baik, meminta/mengungkapkan guru
melaksanakan yang baik, dan (d) dan (d) meminta/mengungkapkan pendapat pendapat, serta responnya. menggunaka
fungsi sosial dari meminta/ serta meresponnya, dalam bahasa Inggris,  Tingkat kelengkapan dan n setiap
ungkapan mengungkapkan bahasa Indonesia, dan bahasa lain, dengan keruntutan struktur teks (a) tindakan
meminta pendapat serta unsur kebahasaan yang dipilih untuk meminta perhatian, (b) komunikasi
perhatian, responnya mendekatkan hubungan interpersonal dengan mengecek pemahaman, (c) interpersonal
Masing-masing siswa (keteladanan). menghargai kinerja yang /
mengecek
diajarkan secara  Mencontoh keteladanan dengan (a) meminta baik, dan (d) transaksional
pemahaman, terpisah perhatian, (b) mengecek pemahaman, (c) meminta/mengungkapkan dengan
menghargai menghargai kinerja yang baik, dan (d) pendapat, serta responnya. benar dan
kinerja yang baik, Fungsi sosial meminta/mengungkapkan pendapat serta  Tingkat ketepatan unsur akurat
dan meminta dan Menjaga hubungan meresponnya, dalam bahasa Inggris dan kebahasaan: tata bahasa,  Contoh
mengungkapkan interpersonal dengan bahasa lainnya. kosa kata, ucapan, tekanan peragaan
pendapat, serta guru dan teman Menanya kata, intonasi, ejaan, tanda dalam
Dengan bimbingan dan arahan guru, menanyakan baca, tulisan tangan. bentuk
responnya,
Aloka
si Sumber
Wakt Belajar
u
sesuai dengan dan mempertanyakan antara lain tentang  Sikap santun, peduli, dan rekaman
konteks Struktur teks perbedaan antara ungkapan (a) meminta perhatian, percaya diri yang menyertai Video
penggunaannya. (ungkapan hafalan, (b) mengecek pemahaman, (c) menghargai kinerja (a) meminta perhatian, (b) Youtube
tidak perlu dijelaskan yang baik, dan (d) meminta/mengungkapkan mengecek pemahaman, (c)  Contoh
4.1 Menyusun teks
tata bahasanya) pendapat, serta responnya, dalam bahasa Inggris menghargai kinerja yang interaksi
lisan sederhana
a. Excuse me. dengan yang ada dalam bahasa Indonesia, baik, dan (d) tertulis
untuk
Attention, please. kemungkinan menggunakan ungkapan lain, akibat meminta/mengungkapkan  Contoh teks
mengucapkan
Yes, please. jika tidak melakukan, dsb. pendapat, serta responnya. tertulis
dan merespon
Alright., dan Mengumpulkan Informasi Sikap:  Sumber dari
ungkapan
semacamnya  Mendengarkan dan menyaksikan banyak  Observasi terhadap internet,
meminta
b. She’s kind, isn’t contoh interaksi (a) meminta perhatian, (b) kesungguhan siswa dalam seperti:
perhatian,
she? Yes, she is. mengecek pemahaman, (c) menghargai proses pembelajaran di - www.daily
mengecek
Understood? Is it kinerja yang baik, dan (d) setiap tahapan. english.co
pemahaman, dan
clear? Yes, Sir., meminta/mengungkapkan pendapat serta  Observasi terhadap m
menghargai
dan responnya dalam bahasa Inggris dari film, kesantunan dan kepedulian - http://ame
kinerja yang baik,
semacamnya. kaset, buku teks, dsb. dalam melaksanakan ricanengli
serta meminta
c. That’s great. It’s  Menirukan contoh-contoh interaksi (a) meminta komunikasi di dalam dan di sh.state.g
dan
beautiful. perhatian, (b) mengecek pemahaman, (c) luar kelas ov/files/ae
mengungkapkan
Excellent! Thanks menghargai kinerja yang baik, dan (d)  Penilaian diri: /resource
pendapat dengan
you., dan meminta/mengungkapkan pendapat, serta  Pernyataan siswa secara _files
memperhatikan
semacamnya. responnya dalam bahasa Inggris dengan tertulis dalam jurnal belajar - http://lear
fungsi sosial,
d. What do you ucapan, tekanan kata, intonasi, dan sikap yang sederhana bahasa Indonesia nenglish.b
struktur teks, dan
think? Rudi did it benar. tentang pengalaman belajar ritishcoun
unsur
well, didn’t he? Is  Dengan bimbingan dan arahan guru, berinteraksi dengan (a) cil.org/en/
kebahasaan yang
that how you say mengidentifikasi ciri-ciri (fungsi sosial, struktur meminta perhatian, (b)
benar dan sesuai
it? Yes, I think so. teks, dan unsur kebahasaan) interaksi (a) mengecek pemahaman, (c)
konteks
I don’t think so. meminta perhatian, (b) mengecek menghargai kinerja yang
No., dan pemahaman, (c) menghargai kinerja yang baik, baik, dan (d)
semacamnya. dan (d) meminta/mengungkapkan pendapat, meminta/mengungkapkan
serta responnya. pendapat, termasuk
Aloka
si Sumber
Wakt Belajar
u
Unsur kebahasaan  Secara kolaboratif, berusaha menggunakan kemudahan dan
(1) Kosa kata: kata bahasa Inggris untuk (a) meminta perhatian, kesulitannya.
sifat sederhana (b) mengecek pemahaman, (c) menghargai Pengetahuan:
(2) Tata bahasa: kinerja yang baik, dan (d)  Tertulis mengisi balon teks
kata rujukan it, meminta/mengungkapkan pendapat, serta dengan ungkapan
they, these, responnya dalam konteks pembelajaran,  Ungkapan yang telah
those, that, this. simulasi, role-play, dan kegiatan lain yang dipelajari sebelumnya
(3) Penggunaan terstruktur.  Membuat percakapan
nominal singular Menalar/Mengasosiasi berdasarkan kriteria yang
dan plural secara  Membandingkan ungkapan (a) meminta diberikan
tepat, dengan perhatian, (b) mengecek pemahaman, (c) Keterampilan:
atau tanpa a, the, menghargai kinerja yang baik, dan (d) Unjuk kerja
this, those, my, meminta/mengungkapkan pendapat, serta  Simulasi dan/atau bermain
their, dsb secara responnya yang telah dikumpulkan dari peran (role play) dalam
tepat dalam frasa berbagai sumber tersebut di atas. melakukan (a) meminta
nominal  Membandingkan ungkapan (a) meminta perhatian, (b) mengecek
(4) Ucapan, tekanan perhatian, (b) mengecek pemahaman, (c) pemahaman, (c) menghargai
kata, intonasi menghargai kinerja yang baik, dan (d) kinerja yang baik, dan (d)
(5) Ejaan dan tanda meminta/mengungkapkan pendapat, serta meminta/mengungkapkan
baca responnya yang telah dipelajari tersebut di pendapat, serta responnya.
(6) Tulisan tangan atas dengan yang ada di sumber-sumber lain, Observasi:
atau dengan yang  (penilaian yang bertujuan
Topik  Memperoleh balikan (feedback) dari guru dan untuk memberikan balikan
teman tentang fungsi sosial dan unsur secara lebih cepat)
Berbagai hal terkait kebahasaan yang digunakan.  Observasi terhadap tindakan
dengan interaksi Mengomunikasikan siswa menggunakan bahasa
 Menggunakan bahasa Inggris setiap kali Inggris untuk (a) meminta
antara guru dan siswa
muncul kesempatan (a) meminta perhatian, (b) perhatian, (b) mengecek
selama proses mengecek pemahaman, (c) menghargai pemahaman, (c) menghargai
pembelajaran, di kinerja yang baik, dan (d) kinerja yang baik, dan (d)
Aloka
si Sumber
Wakt Belajar
u
dalam maupun di luar meminta/mengungkapkan pendapat, serta meminta/mengungkapkan
kelas, dengan responnya, di dalam dan di luar kelas, dengan pendapat, dan responnya,
memberikan unsur kebahasaan yang dapat mendekatkan ketika muncul kesempatan di
hubungan interpersonal. dalam dan di luar kelas.
keteladanan tentang
 Berupaya berbicara secara lancar dengan
perilaku jujur, disiplin, ucapan, tekanan kata, intonasi yang benar dan
percaya diri, dan menulis dengan ejaan dan tanda baca yang
bertanggung jawab. benar, serta tulisan yang jelas dan rapi.
 Membicarakan permasalahan yang dialami
dalam menggunakan bahasa Inggris untuk (a)
meminta perhatian, (b) mengecek
pemahaman, (c) menghargai kinerja yang baik,
dan (d) meminta/mengungkapkan pendapat,
serta responnya dan menuliskannya dalam
jurnal belajar sederhana dalam bahasa
Indonesia.
3.2 Menerapkan Teks lisan dan tulis Masing-masing menggunakan prosedur yang sama  Tingkat ketercapaian fungsi 8 JP  Buku Teks
struktur teks dan untuk menyatakan Mengamati sosial menyebutkan dan wajib
unsur dan menanyakan  Terbiasa atau sering mendengar dan menanyakan tentang (a)  Keteladanan
tentang (a) menyaksikan guru dan warga sekolah lain kemampuan dan (b) ucapan dan
kebahasaan
kemampuan dan (b) menyatakan dan menanyakan tentang (a) kemauan melakukan suatu tindakan
untuk melaksana kemauan melakukan kemampuan dan (b) kemauan melakukan tindakan serta responnya. guru
kan fungsi sosial suatu tindakan suatu tindakan serta responnya, dalam bahasa  Tingkat kelengkapan dan menggunaka
menyatakan dan Masing-masing Inggris. keruntutan dalam n setiap
menanyakan diajarkan secara  mencontoh kebiasaan dengan menyebutkan menyebutkan dan tindakan
tentang kemam terpisah dan menanyakan tentang (a) kemampuan dan menanyakan tentang (a) komunikasi
puan dan Fungsi sosial (b) kemauan melakukan suatu tindakan serta kemampuan dan (b) interpersonal
Menunjukkan sikap responnya, dalam bahasa Inggris. kemauan melakukan suatu /
kemauan
personal tentang tindakan serta responnya. transaksional
melakukan suatu
Aloka
si Sumber
Wakt Belajar
u
tindakan, sesuai kemampuan dan  Tingkat ketepatan unsur dengan
dengan konteks kemauan diri sendiri kebahasaan: tata bahasa, benar dan
penggunaannya dan orang lain untuk Menanya kosa kata, ucapan, tekanan akurat
melakukan suatu Dengan bimbingan dan arahan guru, menanyakan kata, intonasi, ejaan, tanda  Contoh
4.2 Menyusun teks
tindakan. dan mempertanyakan antara lain tentang baca, tulisan tangan. peragaan
lisan dan tulis
perbedaan antara cara menyebutkan dan  Sikap tanggung jawab, dalam
untuk
Struktur teks menanyakan tentang (a) kemampuan dan (b) kerjasama, peduli, dan bentuk
menyatakan dan
a. Can you play the kemauan melakukan suatu tindakan serta percaya diri yang menyertai rekaman
menanyakan
guitar? Yes, I responnya, dalam bahasa Inggris dengan yang ada tindakan menyebutkan dan Video
tentang
can. I’m sorry I dalam bahasa Indonesia, kemungkinan menanyakan tentang (a) Youtube
kemampuan dan
can’t answer the menggunakan ungkapan lain, akibat jika tidak kemampuan dan (b)  Contoh
kemauan
question. My melakukan, dsb. kemauan melakukan suatu interaksi
melakukan suatu
uncle can run Mengumpulkan Informasi tindakan serta responnya tertulis
tindakan, dengan
very fast., dan  Mendengarkan dan menyaksikan banyak Sikap:  Contoh teks
memperhatikan
semacamnya. contoh interaksi dengan menyebutkan dan  Observasi terhadap tertulis
fungsi sosial,
b. I promise I will menanyakan tentang (a) kemampuan dan (b) kesungguhan, tanggung  Sumber dari
struktur teks, dan
come to your kemauan melakukan suatu tindakan serta jawab, dan kerja sama siswa internet,
unsur
birthday party. responnya dalam bahasa Inggris dari film, dalam proses pembelajaran seperti:
kebahasaan yang
Yes, sure, she kaset, buku teks, dsb. di setiap tahapan. - www.daily
benar dan sesuai
will return the  Menirukan contoh-contoh interaksi dengan  Observasi terhadap english.co
konteks
book soon. She menyebutkan dan menanyakan tentang (a) kepedulian dan kepercayaan m
will not take the kemampuan dan (b) kemauan melakukan diri dalam melaksanakan - http://ame
train., dan suatu tindakan serta responnya dalam bahasa komunikasi, di dalam dan di ricanengli
semacamnya Inggris dengan ucapan, tekanan kata, intonasi, luar kelas. sh.state.g
dan sikap yang benar.  Penilaian diri pernyataan ov/files/ae
Unsur kebahasaan  Dengan bimbingan dan arahan guru, siswa secara tertulis dalam /resource
(1) Kata kerja bantu mengidentifikasi ciri-ciri (fungsi sosial, struktur jurnal belajar sederhana _files
modal: can, will. teks, dan unsur kebahasaan) interaksi berbahasa Indonesia tentang - http://lear
(2) Kosa kata terkait menyebutkan dan menanyakan tentang (a) pengalaman belajar nenglish.b
kegiatan dan kemampuan dan (b) kemauan melakukan menyebutkan dan ritishcoun
Aloka
si Sumber
Wakt Belajar
u
tindakan sehari- suatu tindakan serta responnya. menanyakan tentang (a) cil.org/en/
hari di lingkungan  Secara kolaboratif, berusaha menggunakan kemampuan dan (b)
rumah, kelas, bahasa Inggris untuk menyebutkan dan kemauan melakukan suatu
sekolah, dan menanyakan tentang (a) kemampuan dan (b) tindakan serta responnya,
masyarakat. kemauan melakukan suatu tindakan serta termasuk kemudahan dan
(3) Penggunaan responnya dalam konteks pembelajaran, kesulitannya.
nominal singular simulasi, role-play, dan kegiatan lain yang Pengetahuan:
dan plural secara terstruktur. Tes tertulis
tepat, dengan Menalar/Mengasosiasi  Membaca dan menulis teks
atau tanpa a, the,  Membandingkan ungkapan menyebutkan dan yang menuntut pemahaman
this, those, my, menanyakan tentang (a) kemampuan dan (b) dan kemampuan
their, dsb secara kemauan melakukan suatu tindakan serta menghasilkan teks yang di
tepat dalam frasa responnya yang telah dikumpulkan dari dalamnya termasuk tindakan
nominal berbagai sumber tersebut di atas. menyebutkan dan
(4) Ucapan, tekanan  Membandingkan ungkapan menyebutkan dan menanyakan tentang (a)
kata, intonasi, menanyakan tentang (a) kemampuan dan (b) kemampuan dan (b)
(5) Ejaan dan tanda kemauan melakukan suatu tindakan serta kemauan melakukan suatu
baca responnya yang telah dipelajari tersebut di tindakan serta responnya.
(6) Tulisan tangan atas dengan yang ada di sumber-sumber lain, Keterampilan:
atau dengan yang digunakan dalam bahasa Unjuk kerja
Topik lain.  Simulasi dan/atau bermain
Berbagai kegiatan dan  Memperoleh balikan (feedback) dari guru dan peran (role play) dalam
tindakan yang penting teman tentang fungsi sosial dan unsur bentuk interaksi dengan
dan relevan dengan kebahasaan yang digunakan. menyebutkan dan
kehidupan siswa, Mengomunikasikan menanyakan tentang (a)
dengan memberikan  Menggunakan bahasa Inggris setiap kali kemampuan dan (b)
keteladanan tentang muncul kesempatan untuk menyebutkan dan kemauan melakukan suatu
perilaku jujur, disiplin, menanyakan tentang (a) kemampuan dan (b) tindakan serta responnya.
percaya diri, dan kemauan melakukan suatu tindakan serta Observasi:
bertanggung jawab. responnya, di dalam dan di luar kelas.  (penilaian yang bertujuan
Aloka
si Sumber
Wakt Belajar
u
 Berupaya berbicara secara lancar dengan untuk memberikan balikan
ucapan, tekanan kata, intonasi yang benar dan secara lebih cepat)
menulis dengan ejaan dan tanda baca yang  Observasi terhadap tindakan
benar, serta tulisan yang jelas dan rapi. siswa menggunakan bahasa
 Membicarakan permasalahan yang dialami Inggris untuk menyebutkan
dalam menggunakan bahasa Inggris untuk dan menanyakan tentang (a)
menyebutkan dan menanyakan tentang (a) kemampuan dan (b)
kemampuan dan (b) kemauan melakukan kemauan melakukan suatu
suatu tindakan serta responnya dan tindakan serta responnya,
menuliskannya dalam jurnal belajar sederhana ketika muncul kesempatan,
dalam bahasa Indonesia. di dalam dan di luar kelas.
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
(KELAS EKSPERIMEN)
Sekolah : MTs Al-Ulya
Kelas/Semester : VIII / I
Materi Pokok : Asking and Giving Opinion
Alokasi Waktu : 2 x 40 menit (2x Pertemuan)
A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi (IPK)
KI. Kompetensi Dasar Indikator Pencapaian Kompetensi
1. 1.1 Mensyukuri kesempatan 1.1.1 Siswa dapat mensyukuri atas
dapat mempelajari kesempatan dapat belajar bahasa
bahasa Inggris sebagai Inggris di dalam kelas bersama guru
bahasa pengantar dan teman.
komunikasi Internasuinal
yang diwujudkan dalam
semangat belajar.
2. 2.1 Menunjukkan perilaku 2.1.1 Menunjukkan sikap sopan, dalam
santun dan peduli dalam bertutur kata baik terhadap guru dan
melaksanakan teman.
komunikasi interpersonal 2.2.1 Menunjukkan sikap percaya diri saat
dengan guru dan teman. melakukan percakapan bahasa
2.2 Menunjukkan perilaku Inggris di depan kelas.
jujur, disiplin, percaya 2.3.1 Menunjukkan sikap peduli dan
diri, dan bertanggung kerjasama dalam mengerjakan tugas
jawab dalam bahasa Inggris.
melaksanakan
komunikasi transaksional
dengan guru dan teman.
2.3 Menunjukkan perilaku
tanggung jawab, peduli,
kerjasama, dan cinta
damai, dalam
melaksanakan
komunikasi fungsional.
3. 3.1 Menerapkan fungsi 3.1.1 Siswa dapat mengidentifikasi fungsi
sosial, struktur teks, dan social dari ungkapan dalam meminta
unsur kebahasaan teks dan memberi pendapat.
interaksi interpersonal 3.1.2 Siswa dapat menjelaskan kegunaan
lisan dan tulis yang atau fungsi social dari ungkapan
melibatkan tindakan meminta dan memberi pendapat
meminta perhatian, (What do you think, I think so, I
mengecek pemahaman, don’t think so, …)
menghargai kinerja
meminta dan
mengungkapkan
pendapat, serta
menaggapinya, sesuai
konteks penggunaannya.
4. 4.1 Menyusun teks interaksi 4.1.1 Siswa dapat membuat percakapan
interpersonal lisan dan yang menunjukkan meminta dan
tulis sangat pendek dan memberi pendapat.
sederhana yang 4.1.2 Siswa dapat mempraktekan
melibatkan tindakan percakapan yang menunjukkan
meminta perhatian, meminta dan mengungkapkan
mengecek pemahaman, pendapat.
menghargai kinerja
meminta dan
mengungkapkan
pendapat, serta
menaggapinya dengan
memperthatikan fungsi
social, struktur teks, dan
unsur kebahasaan yang
benar dan sesuai konteks.
C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran siswa diharapkan dapat:
1. Mengidentifikasi fungsi social dari ungkapan meminta dan memberi
pendapat.
2. Menjelaskan kegunaan atau fungsi social dari ungkapan meminta dan
memberi pendapat (What do you think, I think so, I don’t think so, …).
3. Membuat percakapan yang menunjukkan meminta dan memberi pendapat.
4. Mempraktekan percakapan yang menunjukan meminta dan mengungkapkan
pendapat.
D. Materi Pembelajaran
Teks bacaan yang sederhana yang sesuai dengan konteks penggunaannya
 Fungsi Sosial
Menjaga hubungan interpersonal dengan guru dan teman
 Struktur Teks
Asking and giving opinion adalah suatu ungkapan yang digunakan untuk
menanyakan atau pun menjawab/menanggaoi suatu pendapat.
Meminta atau mengungkapka pendapat
 Do you think he is angry?
` Yes, I think so
I don’t think so
 What do you think of our classroom?
I think it is…
In my opinion, it is…
 Unsur Kebahasaan
- Kosakata yang terkait dengan topic
- Ejaan dan tanda baca
- Ucapan, tekanan kata, dan intonasi
Asking for opinions Giving opinions
- What do you think of...? - I think…
- What is your opinion about..? - In my opinion…
- What do you think about…? - I think that…
- What your view on? - From my point of view...
- How are you feeling? - I must say…
- What is your idea? - I personally believe…
- What is your reaction? - The way I see is that…
- What is your comment
about…?
 Contoh Teks percakapan
Asking for and giving opinion
Freya : Hi Dad.
Dad : Hello Freya. What do you feel about this place?
Freya : It is an amazing place Dad.
Dad : Yes you right. I have told you that we will have family vocation
in a very wonderful place. What do you think about your room?
Freya : Well, I think it is very comfortable. The view from my room is
nice. I cannot wait to see the sunset tomorrow.
Dad : I am happy if you are happy. Well, enjoy the view honey. I’m
going to see your mom in the kitchen.
Freya : Alright Dad.
E. Metode Pembelajaran
1. Pendekatan : Saintifik Learning
2. Metode : Ceramah, tanya jawab, diskusi
3. Teknik : Role Play
F. Media/Alat Bahan, dan Sumber Belajar
- Papan tulis
- Spidol
- Laptop
- Kamus Bahasa Inggris
- Kementrian Pendidikan dan Kebudayaan, Bahasa Inggris, When English
Rings The Bell, SMP/Mts Kelas VIII dan sumber lain yang sesuai.
- Internet
G. Langkah-Langkah Pembelajaran
Pertemuan ke-1
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan  Guru mengucapkan salam kepada siswa 10 Menit
 Guru mengecek kerapihan kelas dan
siswa
 Guru menyiapkan siswa untuk mengikuti
proses pembelajaran seperti berdoa,
absensi dan buku pelajaran
 Guru memulai pembelajaran dengan
melakukan brainstorming dengan
menanyakan beberapa pertanyaan yang
berhubungan dengan asking and giving
opinion (what do you think about our
class?)
 Guru menjelaskan tujuan pembelajaran
atau kompetensi dasar yang akan dicapai
dan menyampaikan cakapan materi dan
penjelasan uraian kegiatan sesuai silabus.
Kegiatan Inti Mengamati 60 Menit
 Siswa mendengarkan penjelasan dari
guru mengenai materi dan mengamati
contoh video serta menjelaskan tentang
bermain peran
 Siswa dibagi dalam beberapa kelompok
untuk memahami teks dialog yang
diberikan oleh guru sesuai tema yang
didapatkan.
Menanya
 Dengan bimbingan dan arahan guru,
siswa menanyakan dan mempertanyakan
tentang perbedaan contoh yang diberikan
oleh guru dan teks yang siswa dapatkan.
Mengumpulkan Informasi
 Secara kolaboratif siswa mengumpulkan
informasi terkait ungkapan-ungkapan
meminta dan memberi pendapat sesuai
fungsi sosial, struktur teks, dan unsur
kebahasaan yang sesuai konteks
 Menirukan contoh-contoh meminta atau
memberi pendapat, serta responnya
dalam bahasa Inggris dengan ucapan,
tekanan kata, intonasi, dan sikap yang
benar
mengidentifikasi ciri-ciri (fungsi sosial,
struktur teks, dan unsur kebahasaan)
meminta atau memberi pendapat, serta
responnya.
Mengasosiasi
 Siswa membandingkan ungkapan
meminta dan memberi pendapat serta
responnya yang telah dipelajari dari
berbagai sumber dan yang sudah
disampaikan oleh guru
 Siswa memperoleh balikan (feedback)
dari guru dan teman tentang fungsi sosial,
struktur teks, dan unsur kebahasaan yang
digunakan.
Mengkomunikasikan
 Siswa memperoleh balikan (feedback)

dari guru dan teman tentang fungsi sosial,
digunakan
 Siswa diminta untuk maju ke depan kelas
perkelompok nya untuk
mempresentasikan bermain peran sesuai
tema yang didapatkan.
Penutup 10 Menit
 Guru melengkapi kesimpulan yang telah
dijelaskan siswa
 Guru menyampaikan rencana
pembelajaran untuk pertemuan
berikutnya
 Siswa menyiapkan untuk berdoa
 Guru mengucapkan salam dan menutup
pertemuan.
Pertemuan ke-2
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan  Guru mengucapkan salam kepada siswa 10
 Guru mengecek kerapihan kelas dan siswa Menit
 Guru menyiapkan siswa untuk mengikuti proses
pembelajaran seperti berdoa, absensi dan buku
pelajaran
 Guru melakukan brainstorming dengan menanyakan
kembali materi yang telah dipelajari sebelumnya.
Kegiatan Mengamati 60
Inti  Siswa mendengarkan penjelasan dari guru mengenai Menit
materi dan menjelaskan kembali tentang bermain
peran
 Siswa mengamati perbedaan gambar yang telah
diberikan oleh guru
 mengamati teks yang diberikan oleh guru

perkelompok berbeda tema dengan yang didapatkan
dipertemuan sebelumnya.
Menanya
 Dengan bimbingan dan arahan guru, siswa
menanyakan dan mempertanyakan tentang perbedaan
contoh yang diberikan oleh guru dan tugas yang siswa
kerjakan.
 Secara kolaboratif siswa mengumpulkan informasi
terkait ungkapan-ungkapan meminta dan memberi
pendapat sesuai fungsi sosial, struktur teks, dan unsur
 Menirukan contoh-contoh meminta atau memberi
pendapat, serta responnya dalam bahasa Inggris
dengan ucapan, tekanan kata, intonasi, dan sikap yang
benar
 Dengan bimbingan dan arahan guru, mengidentifikasi
ciri-ciri (fungsi sosial, struktur teks, dan unsur
kebahasaan) meminta atau memberi pendapat, serta
responnya.
Mengasosiasi
 Siswa membandingkan ungkapan meminta dan
memberi pendapat serta responnya yang telah
dipelajari dari berbagai sumber dan yang sudah
 Siswa memperoleh balikan (feedback) dari guru dan
teman tentang fungsi sosial, struktur teks, dan unsur
kebahasaan yang digunakan.
Mengkomunikasikan

kebahasaan yang digunakan
perkelompok nya untuk mempresentasikan bermain
peran sesuai tema yang berbeda dari sebelumnya.
Penutup  Guru melengkapi kesimpulan yang telah 10
dijelaskan siswa Menit
 Melakukan penilaian dan/atau refleksi terhadap
kegiatan yang sudah dilaksanakan
pertemuan.
H. Instrument Penilaian
 Instrument of assesment
 Attitude
 Knowledge
 Skill
 Instrumen Penilaian Sikap
Aspek yang
No dinilai 1 2 3 4 Total Rerata
1 Religious
2 Jujur
3 Disiplin
4 Tanggung
jawab
5 Percaya diri
6 Santun
7 Kerjasama
Keterangan:
1 : Tidak pernah/tidak tampak

2 : Jarang
3 : Sering
4 : Sangat sering/selalu
Skor maksimum = 28
Nilai maksimum = 100
Skor Perolehan x 100

Nilai Sikap =
Skor Maksimum
I. Rubrik Penilaian Aspek Keterampilan

 Penilaian Speaking Skill

difficulty.
necessary.

of expression.
vocabulary.
vocabulary.
In order to case the computation, the researcher adopted the score of J.B Heaton
(1988, p.100) to the scale of 100 as cited in Julianingsih (2019):
5 Excellent 85-100
4 Very good 75-84
3 Good 65-74
2 Fair 55-64
1 Poor <54
Serang, September 2020

Mengetahui,
Guru Mata Pelajaran Researcher
Ahmad, S.Pd Siti Munawaroh

NIP. - NIM. 2223160046
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
(KELAS KONTROL)
Sekolah : MTs Al-Ulya
Kelas/Semester : VIII / I
Materi Pokok : Asking and Giving Opinion
Alokasi Waktu : 2 x 40 menit (2x Pertemuan)
A. Kompetensi Inti (KI)

5. Menghargai dan menghayati ajaran agama yang dianutnya.
6. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
7. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
8. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi (IPK)
KI. Kompetensi Dasar Indikator Pencapaian Kompetensi
1. 5.1 Mensyukuri kesempatan 1.1.2 Siswa dapat mensyukuri atas
dapat mempelajari kesempatan dapat belajar bahasa
bahasa Inggris sebagai Inggris di dalam kelas bersama guru
bahasa pengantar dan teman.
komunikasi Internasuinal
yang diwujudkan dalam
semangat belajar.
2. 6.1 Menunjukkan perilaku 2.1.2 Menunjukkan sikap sopan, dalam
santun dan peduli dalam bertutur kata baik terhadap guru dan
melaksanakan teman.
komunikasi interpersonal 2.2.2 Menunjukkan sikap percaya diri saat
dengan guru dan teman. melakukan percakapan bahasa
2.4 Menunjukkan perilaku Inggris di depan kelas.
jujur, disiplin, percaya 2.5.1 Menunjukkan sikap peduli dan
diri, dan bertanggung kerjasama dalam mengerjakan tugas
jawab dalam bahasa Inggris.
melaksanakan
komunikasi transaksional
dengan guru dan teman.
2.5 Menunjukkan perilaku
tanggung jawab, peduli,
kerjasama, dan cinta
damai, dalam
melaksanakan
komunikasi fungsional.
3. 7.1 Menerapkan fungsi 3.1.3 Siswa dapat mengidentifikasi fungsi
sosial, struktur teks, dan social dari ungkapan dalam meminta
unsur kebahasaan teks dan memberi pendapat.
interaksi interpersonal 3.1.4 Siswa dapat menjelaskan kegunaan
lisan dan tulis yang atau fungsi social dari ungkapan
melibatkan tindakan meminta dan memberi pendapat
meminta perhatian, (What do you think, I think so, I
mengecek pemahaman, don’t think so, …)
menghargai kinerja
meminta dan
mengungkapkan
pendapat, serta
menaggapinya, sesuai
konteks penggunaannya.
4. 8.1 Menyusun teks interaksi 8.1.1 Siswa dapat membuat percakapan
interpersonal lisan dan yang menunjukkan meminta dan
tulis sangat pendek dan memberi pendapat.
sederhana yang 8.1.2 Siswa dapat mempraktekan
melibatkan tindakan percakapan yang menunjukkan
meminta perhatian, meminta dan mengungkapkan
mengecek pemahaman, pendapat.
menghargai kinerja
meminta dan
mengungkapkan
pendapat, serta
menaggapinya dengan
memperthatikan fungsi
social, struktur teks, dan
unsur kebahasaan yang
benar dan sesuai konteks.
C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran siswa diharapkan dapat:
5. Mengidentifikasi fungsi social dari ungkapan meminta dan memberi
pendapat.
6. Menjelaskan kegunaan atau fungsi social dari ungkapan meminta dan
memberi pendapat (What do you think, I think so, I don’t think so, …).
7. Membuat percakapan yang menunjukkan meminta dan memberi pendapat.
8. Mempraktekan percakapan yang menunjukan meminta dan mengungkapkan
pendapat.
D. Materi Pembelajaran
Teks bacaan yang sederhana yang sesuai dengan konteks penggunaannya
 Fungsi Sosial
Menjaga hubungan interpersonal dengan guru dan teman
 Struktur Teks
Asking and giving opinion adalah suatu ungkapan yang digunakan untuk
menanyakan atau pun menjawab/menanggaoi suatu pendapat.
Meminta atau mengungkapka pendapat
 Do you think he is angry?
` Yes, I think so
I don’t think so
 What do you think of our classroom?
I think it is…
In my opinion, it is…
 Unsur Kebahasaan
- Kosakata yang terkait dengan topic
- Ejaan dan tanda baca
- Ucapan, tekanan kata, dan intonasi
Asking for opinions Giving opinions
- What do you think of...? - I think…
- What is your opinion about..? - In my opinion…
- What do you think about…? - I think that…
- What your view on? - From my point of view...
- How are you feeling? - I must say…
- What is your idea? - I personally believe…
- What is your reaction? - The way I see is that…
 Contoh Teks percakapan

Asking for and giving opinion
Freya : Hi Dad.
Dad : Hello Freya. What do you feel about this place?
Freya : It is an amazing place Dad.
Dad : Yes you right. I have told you that we will have family vocation
in a very wonderful place. What do you think about your room?
Freya : Well, I think it is very comfortable. The view from my room is
nice. I cannot wait to see the sunset tomorrow.
Dad : I am happy if you are happy. Well, enjoy the view honey. I’m
going to see your mom in the kitchen.
Freya : Alright Dad.
E. Metode Pembelajaran
4. Pendekatan : Saintifik Learning
5. Metode : Ceramah, tanya jawab
6. Teknik : Discussion
F. Media/Alat Bahan, dan Sumber Belajar
- Papan tulis
- Spidol
- Laptop
- Kamus Bahasa Inggris
- Kementrian Pendidikan dan Kebudayaan, Bahasa Inggris, When English
Rings The Bell, SMP/Mts Kelas VIII dan sumber lain yang sesuai
- Internet.
G. Langkah-Langkah Pembelajaran
Pertemuan ke-1
Waktu
Pendahuluan  Guru mengucapkan salam kepada siswa 10 Menit
 Guru mengecek kerapihan kelas dan siswa
 Guru menyiapkan siswa untuk mengikuti
proses pembelajaran seperti berdoa, absensi
dan buku pelajaran
 Guru memulai pembelajaran dengan
melakukan brainstorming dengan
menanyakan beberapa pertanyaan yang
berhubungan dengan asking and giving
opinion (what do you think about our
class?)
 Guru menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai dan
menyampaikan cakapan materi dan
penjelasan uraian kegiatan sesuai silabus.
Kegiatan Inti Mengamati 60 Menit
 Siswa mendengarkan penjelasan dari guru
mengenai materi
 Siswa dibagi dalam kelompok untuk
menganalisis beberapa situasi dalam buku
siswa hal 9- 10 dengan cara berdiskusi
Menanya
menanyakan dan mempertanyakan tentang
perbedaan contoh yang diberikan oleh guru
dan tugas yang siswa kerjakan.
 Secara kolaboratif siswa mengumpulkan
informasi terkait ungkapan-ungkapan
meminta dan memberi pendapat sesuai
fungsi sosial, struktur teks, dan unsur
 Menirukan contoh-contoh meminta atau
memberi pendapat, serta responnya dalam
bahasa Inggris dengan ucapan, tekanan
kata, intonasi, dan sikap yang benar
mengidentifikasi ciri-ciri (fungsi sosial,
struktur teks, dan unsur kebahasaan)
meminta atau memberi pendapat, serta
responnya.
Mengasosiasi
 Siswa membandingkan ungkapan meminta
dan memberi pendapat serta responnya
yang telah dipelajari dari berbagai sumber
dan yang sudah disampaikan oleh guru
 Siswa memperoleh balikan (feedback) dari
guru dan teman tentang fungsi sosial,
digunakan.
Mengkomunikasikan
 Siswa memperoleh balikan (feedback) dari

guru dan teman tentang fungsi sosial,
digunakan
mengemukakan pendapat tentang
pengalaman pembelajaran materi memberi
dan meminta pendapat.
Penutup 10 Menit
 Guru melengkapi kesimpulan yang telah
dijelaskan siswa
 Guru menyampaikan rencana pembelajaran
untuk pertemuan berikutnya
pertemuan.
Pertemuan ke-2
Waktu
Pendahuluan  Guru mengucapkan salam kepada siswa 10
 Guru mengecek kerapihan kelas dan siswa Menit
 Guru menyiapkan siswa untuk mengikuti proses
pembelajaran seperti berdoa, absensi dan buku
pelajaran
 Guru melakukan brainstorming dengan menanyakan
kembali materi yang telah dipelajari sebelumnya.
Kegiatan Mengamati 60
Inti  Siswa mendengarkan penjelasan dari guru mengenai Menit
materi
 Siswa mengamati perbedaan gambar yang telah
diberikan oleh guru.
Menanya
menanyakan dan mempertanyakan tentang perbedaan
contoh yang diberikan oleh guru dan tugas yang siswa
kerjakan.
 Secara kolaboratif siswa mengumpulkan informasi
terkait ungkapan-ungkapan meminta dan memberi
pendapat sesuai fungsi sosial, struktur teks, dan unsur
 Menirukan contoh-contoh meminta atau memberi
pendapat, serta responnya dalam bahasa Inggris
dengan ucapan, tekanan kata, intonasi, dan sikap yang
benar
 Dengan bimbingan dan arahan guru, mengidentifikasi
ciri-ciri (fungsi sosial, struktur teks, dan unsur
kebahasaan) meminta atau memberi pendapat, serta
responnya.
Mengasosiasi
 Siswa membandingkan ungkapan meminta dan
memberi pendapat serta responnya yang telah
dipelajari dari berbagai sumber dan yang sudah
kebahasaan yang digunakan.
Mengkomunikasikan

kebahasaan yang digunakan
 Siswa diminta untuk maju ke depan kelas melakukan
percakapan dengan teman mengenai meminta dan
memberi pendapat.
Penutup  Guru melengkapi kesimpulan yang telah 10
dijelaskan siswa Menit
 Melakukan penilaian dan/atau refleksi terhadap
kegiatan yang sudah dilaksanakan
pertemuan.
H. Instrument Penilaian
 Instrument of assesment
 Attitude
 Knowledge
 Skill
 Instrumen Penilaian Sikap
Aspek yang
No dinilai 1 2 3 4 Total Rerata
1 Religious
2 Jujur
3 Disiplin
4 Tanggung
jawab
5 Percaya diri
6 Santun
7 Kerjasama
Keterangan:
5 : Tidak pernah/tidak tampak

6 : Jarang
7 : Sering
8 : Sangat sering/selalu
Skor maksimum = 28
Nilai maksimum = 100
Skor Perolehan x 100

Nilai Sikap =
Skor Maksimum
I. Rubrik Penilaian Aspek Keterampilan

 Penilaian Speaking Skill

difficulty.
necessary.

of expression.
vocabulary.
vocabulary.
In order to case the computation, the researcher adopted the score of J.B
Heaton (1988, p.100) to the scale of 100 as cited in Julianingsih (2019):
5 Excellent 85-100
4 Very good 75-84
3 Good 65-74
2 Fair 55-64
1 Poor <54
Serang, September 2020

Mengetahui,
Guru Mata Pelajaran Researcher
Ahmad, S.Pd Siti Munawaroh

NIP. - NIM. 2223160046
APPENDIX B
(Research Instruments)
1. Pre-test
2. Post-test
3. Students’ Transcript
Instrument of Pre-test in Experimental and Control Class
The instrument of Pre-Test
Instructions:
1. You have two minutes (maximum) to speak.
2. Take one of piece of paper which contains the questions about a place
randomly.
3. After you get the question, please prepare yourself for two minutes to think
what you want to tell about.
4. When you are ready, give your opinion based on the topic that you get.
5. Before you begin,
1) Please introduce yourself
2) Then, give your honest and brief opinion.
Media
1. Stopwatch
2. Score sheet
3. Pen
4. Voice recorder
Tria (2019:109)
Instrument of Pre-Test
 The most favorite place in Banten that you ever visited

“Do you have the most favorite place that you ever visited? Why it
becomes your most favorite place? Give your opinion”
 The most beautiful place/room/spot at your school

“Where is the place/room/spot at your school that you think it is the
most beautiful? Why? Give your opinion”
 The most memorable place in your life

“Where is the most memorable place in your life? Why it can be
memorable place? Give your opinion”
 The best restaurant that you ever visited

“Where do you think the best restaurant that you ever visited? Why?
Give your opinion”
 The most beautiful city that you ever visited

“Where do you think is the most beautiful city that you ever visited?
Why? Give your opinion”
Tria (2019:109)
Instrument of Post-test in Experimental and Control Class
The instrument of Post-Test
Instructions:
1. You have two minutes (maximum) to speak.
2. Think about people that you are love or adore. It can be your family, idol,
friends, etc.
3. You have two minutes to prepare what you are going to speak.
4. When you are ready, you may speak to give your opinion about that person.
5. Before you begin,
1) Please introduce yourself
2) Then, give your opinion the people that you are loved or adored.
Media
1. Stopwatch
2. Score sheet
3. Pen
4. Voice recorder
Tria (2019:109)
TRANSCRIPT OF PRE-TEST AND POST-TEST
Transcript of Pre-Test in Experimental Class
1. Laelatul Qodriya
Student : My name is Laelatul Qodriya, class eighth class.

Teacher : Oke, where is the place/room/spot at your school that you
think it is the most beautiful, give your opinion!
Student : The most beautiful place in my school is canteen, because
many food and drink.
Teacher : Many foods and drinks?
Student : Yes.
Teacher : How about the situation at canteen?
Student : Many persons.
Teacher : With whom do you usually go to canteen?
Student : With my friend.

Teacher : Well, how about the weather at canteen?
Student : Cool.
Teacher : Thank you.
Student : Yes.
2. Muhamad Muhadi
Student : Hi, my name is Muhadi.

Teacher : From?
Student : eit sit.
Teacher : Sit in eighth class?
Student : I sit in eighth class.
Teacher : Oke, you got the theme about the most beautiful city that you
ever visited. So, where do you think the most beautiful city tha
you ever visited?
Student : Serang.
Teacher : Serang City?
Student : He’eh.
Teacher : So, what do you think about Serang?
Student : Serang is the best. Because Serang city is wonderful, because
beautiful and comfort.
Teacher : How about the places in Serang? There anything?
Student : Because in Serang there is beach and moten.
Teacher : Mountain?
Student : Mountain (hehe)
Teacher : Do you ever go to beach?
Student : Yes, Ever.
Teacher : Well, thank you.
Student : You are welcome.
3. Nuradi
Student : My name is Nuradi, you cen (can) me Adi.
Teacher : Where the beautiful place that you ever visited?
Student : Anyer beach.
Teacher : Why you choose anyer beach? What is your opinion about
anyer beach?
Student : Beach my openi (opinion) anyer place is the beach ever go.
Teacher : Then, what about the weather there?
Student : Anyer beach is fun and enjoy for lif (life).
Teacher : With whom do you usually go to anyer beach?
Student : I lis (usually) go to anyer with my mom.
Transcript of Post-Test in Experimental Class
1. Laelatul Qodriya
Student : My name is Laelatul Qodriya, you can call me Ela, class

eighth A.
Teacher : The question, who is people that you are loved or adored?
Give your opinion!
Student : People that I loved or adored is Johnny Orlando, because in
my opinion he is the voice very good and he is from Canada.
Teacher : Who is he? He is a singer?
Student : Yes, he is singer.
Teacher : So, what is your favorite song?
Student : Last summer, my favorite song last summer.
Teacher : Do you ever meet with him?
Student : Yes.
Teacher : You ever meet with him?
Student : (Hah? hah?) no.
Teacher : Oh no (hehe). Okay thank you.
Student : Yes, you are welcome.
2. Muhamad Muhadi
Student : Hi, my name is Muhamad Muhadi, I sit at eighth class.

Teacher : And then the question is, who is people that you are loved or
adored?
Student : people that I are loved or adored is my family.
Teacher : You are chose your family?
Student : Yes.
Teacher : Why you choose your family? What do you think?
Student : I think my family is the best because my mother and father is
love.
Teacher : Love to you?
Student : Yes.
Teacher : What is your activity at home with your family?
Student : Watching tv.
Teacher : And then?
Student : Play hand phone, eating food.
Teacher : Eating food?
Student : (he’eh).
Teacher : So, do you ever go to somewhere with your family?
Student : Yes.
Teacher : Where the place?
Student : Ramayana.
Teacher : Okay thank you.
3. Nuradi
Student : My name is Nuradi, my name (eh) my nick name Adi. I am
eighth class. People that I loved or edorid (adored) is ka Ilham.
Teacher : What do you think about ka Ilham?
Student : I think he is kind and he is my teacher at pondok.
Teacher : What is your opinion about your teacher?
Student : In my opinion he is good teacher and good figure.
Teacher : So, do you want to be like him?
Student : Yes, want lik (like) him.
Transcript of Pre-Test in Control Class
1. Azan Arafat
Student : My name is Azan Arafat, you can call me azan. I’m from
eighth B.
Teacher : So, where the best restaurant that you ever visited?
Student : My best restaurant that ever visited is KFC.
Teacher : Why you chose KFC? What do you think?
Student : Because isting ( I think) in KFC enjoyable place.
Teacher :Then what do you think about the food?
Student : The food is the best, delicious, and the price is cheap. My
favorite food in KFC is burger.
Teacher : Mmm, okey thank you.
Student : Your welcome.
2. Fera
Student : My name is Fera, I sit in class eighth B.
Teacher : Well, you get question about…. Where do you think is the
most beautiful city that you ever visited? Why? Give your
opinion!
Student : The most beautiful city that I ever visited I is Lampung,
because city Lampung many park and good scene, an in
Lampung whether very weak and cool.
Teacher : In Lampung?
Student : Yes.
Teacher : How many times you go to Lampung?
Student : Mmmm five.
Teacher : Five times?
Student : Yes.
Teacher : Where your favorite place in Lampung? Of course, there are
many palces in Lampung. Like menara siregar, you know?
Student : Yes.
Teacher : And where your favorite place?
Student : Istana Boneka.
Teacher : Oh, with whom do you usually go to istana boneka?
Student : (hah?) my family.
Teacher : Okey thank you.
Student : Yes.
3. Muhamad Fahri
Student : My name is Muhamad Fahri, I sit at (eh) in eighth B.
Teacher : Oke, you get the theme about the most favorite place in
Banten. So, do you have the most favorite place that you ever
visited? Why it becomes your most favorite place. Give your
opinion!
Student : In anyer.
Teacher : Why you choose anyer?
Student : Because, the view is so beautiful and the beach is like
paradise.
Teacher : So, how about the weather? What do you think about the
weather at anyer ?
Student : Mmmm…. Like not hot but not cool.
Teacher : Ohh, it is middle.
Student : Yah, middle.
Teacher : So, emmm… with whom do you usually go to beach?
Student : With my family.
Teacher : Then, what are you doing there?
Student : Eeeee… I buy some food and swimming together in front of
hotel.
Teacher : Oh in front of hotel. What hotel?
Student : I don’t know the name (hehe).
Teacher : And then do you ever with your friend go to beach?
Student : No, I never.
Student : Your welcome.
Transcript of Post-Test in Control Class
1. Azan Arafat
Student : Hi, my name is Azan Arafat, you can call me Azan.
Teacher : Who is people that you are loved or adored?
Student : people that you I loved or adored is Mr. Edi Syahal.
Teacher : Mmm… what do you think about him?
Student : Because I think he is good character people and friendly to all
students and patin (patient).
Teacher : And patient?
Student : Yes.
Teacher : And then, what he usually teach?
Student : Teach kitab-kitab at pondok.
Teacher : And then what else?
Student : He is my inspiration.
2. Fera
Student : My name is Fera, I from eighth B.
Teacher : Then the question, who is people that you are loved or
adored?
Student : People that I loved or adored is my father.
Teacher : Why? What do you think about your father?
Student : Because I think my father always with me, when I sick
always with me.
Teacher : And then, what do you usually do with your father at home?
Student : Mmmm… washing motorcycle, and then… mmm… make
drink.
Teacher : Make drink?
Student : Yes.
Teacher : Oke, thank you
Student : Yes.
3. Muhamad Fahri
Student : My name is Muhamad Fahri, I sit in eighth B class.
Teacher : Okey the question, who is people that you are loved or
adored?
Student : People that I loved or adored is Lionel Messi.
Teacher : Lionel Messi? So, what is your opinion about Lionel Messi.
Student : In my opinion he is handsome and stronger.

Teacher : Which group he is in?
Student : In Barcelona.
Teacher : In Barcelona? And then, as what position?
Student : He is striker in Barcelona.
Teacher : Do you like him?
Student : Yes.
Teacher : So, do you want to meet with him?
Student : Sure.
Teacher : Mmm… of course if you will go to other country right, if you
want to meet with him? Is your parents allows you?
Student : Yes.
Teacher : But, it is not easy right? You have to make visa, and then the
budget. So your parents will support you?
Student : Yes.
Teacher : I hope someday you can meet him watch at stadion with
many people. Thank you.
APPENDIX C
DATA CALCULATION
1. Respondents of Experimental Class
2. Respondents of Control Class
3. Students Score of Experimental and Control Class
4. Validity Sheet of Instrument
5. Inter-rater Reliability of Pre-Test and Post-Test of Experimental Class
6. Inter-rater Reliability of Pre-Test and Post-Test of Control Class
7. Normality of Distribution Pre-Test and Post-Test of Experimental Class
8. Normality of Distribution Pre-Test and Post-Test of Control Class
9. Variance Homogeneity of Pre-Test
10. Variance Homogeneity of Post-Test
11. Independent T-Test
12. Students’ Score

1. RESPONDENTS OF EXPERIMENTAL CLASS
NO
NAME CODE
1 AL
ALIYAH
2 FKN
FARADITHA KHAERUNISYA
3 FZ
FAUZAN
4 FK
FIKRI
5 HH
HARIS HARIZAL
6 HF
HUSNUL FAUZI
7 IS
IIS SOLEKHAH
8 IU
IKHYA ULUMUDDIN
9 LQ
LAELATUL QODRIYA
10 MAR
MUHAMAD ABDUL ROJAK
11 MA
MUHAMAD AEPUDIN
12 MM
MUHAMAD MUHADI
13 MW
MUYAZAHRATUL WARDAH
14 NA
NUR AZIZAH
15 NR
NURADI
16 RY
ROYADI
17 SH
SALINAH
18 SN
SALMIN
19 SA
SITI AMINAH
20 SR
SITI RIAWALIA
21 SE
SULE
22 SD
SURDI
23 TA
TUTI ALAWIYAH
24 YB
YAKUB
25 YF
YENI FATMAWATI
2. RESPONDENTS OF CONTROL CLASS
NO
NAME CODE
1 AH
AISAH
2 AN
ANISAH
3 AA
AZAN ARAFAT
4 BWK
BAGUS WARDANA K
5 DA
DAPA ALPARIJI
6 DK
DISTA KIRANA
7 EW
EKI WAHYUDIN
8 EN
EVI NABILA
9 FR
FERA
10 MAH
MUHAMAD ABDUL HALIM
11 MDA
MUHAMAD DENIS A
12 MF
MUHAMAD FAHRI
13 MS
MUHAMAD SUPENDI
14 MU
MUTFIANA ULFAH
15 NL
NANDA LARASATI
16 NH
NASUHA
17 NR
NAZWA ROFIATINNUR
18 NS
NUR SAIDAH
19 NI
NURHAYATI
20 RS
RESTA SAPUTRI
21 RGP
RESTU GENANG P
22 SN
SANDI
23 SAA
SEDA AL-ANSIP
24 SDD
SILVI DIANI DEVI
25 SH
SUANAH
3. STUDENTS SCORES OF EXPERIMENTAL AND CONTROL CLASS
Students' Score of Experimental Class
Students' Pre-test Post-test

NO
Code Rater 1 Rater 2 Rater 1 Rater 2
1 AL 50 52 69 69
2 FKN 57 54 74 74
3 FZ 80 82 89 92
4 FK 68 68 79 80
5 HH 56 62 74 76
6 HF 75 78 89 87
7 IS 62 58 79 76
8 IU 63 62 83 78
9 LQ 69 72 79 82
10 MAR 57 56 73 70
11 MA 74 69 84 86
12 MM 64 70 79 78
13 MW 70 70 84 82
14 NA 62 58 78 72
15 NR 56 50 73 66
16 RY 56 58 74 70
17 SH 64 60 79 74
18 SN 70 72 89 84
19 SA 50 50 69 69
20 SR 76 80 84 88
21 SE 44 40 60 60
22 SD 46 46 64 68
23 TA 62 60 78 69
24 YB 80 80 92 88
25 YF 50 48 69 68
TOTAL SCORE 1561 1555 1944 1906
MEAN 62,44 62,2 77,76 76,24
Students' Score of Control Class
Students' Pre-test Post-test

NO
Code Rater 1 Rater 2 Rater 1 Rater 2
1 AH 80 82 88 88
2 AN 60 64 70 72
3 AA 65 66 75 74
4 BWK 65 64 72 74
5 DA 70 70 75 78
6 DK 71 74 78 82
7 EW 49 52 60 65
8 EN 47 40 59 58
9 FR 83 80 93 90
10 MAH 60 62 71 68
11 MDA 55 54 70 68
12 MF 72 72 81 80
13 MS 54 52 66 70
14 MU 66 70 76 80
15 NL 70 68 77 78
16 NH 54 58 65 68
17 NR 71 74 82 80
18 NS 59 56 70 67
19 NT 77 78 85 86
20 RS 65 68 75 80
21 RGP 53 52 64 66
22 SN 59 56 70 70
23 SAA 70 70 87 78
24 SDD 74 72 83 80
25 SH 63 60 77 70
TOTAL SCORE 1612 1614 1869 1870
MEAN 64,48 64,56 74,76 74,8
4. VALIDITY SHEET OF INSTRUMENT
School : MTs Al-Ulya Kota Serang
Subject : English
Class/Semester : VII/I
Time Allocation : 2 x 40 minutes
Table of Content Validity
3.1 Applying social functions, text structure, and 
linguistic elements of oral and written of asking for
and giving opinions, and responding to them,
according to the context of their use.
4.1 Arranging a very short and simple oral and written

Basic Competences
interpersonal interaction text that involves the act of
asking for and giving opinions, and responding to it
by taking into account the social function, text
structure, and linguistic elements that are correct and
in context.
4. Understand how to use asking and giving opinion. 
5. Making dialogue asking and giving opinion

Indicators
correctly and precisely.
6. Accuracy of language features, grammars,

vocabularies, pronunciation, stressing, intonation,
spelling, and handwriting.
Pre-test 
Each student should speak English language in front of
the class with the following requirements:
e. The material is about asking and giving
opinion
f. The students may choose 1 theme
g. The maximum duration is two minutes for
each student
h. The researcher and teacher will give the score
Instrument of Test Post-Test
Each student should speak English language in front of
the class with the following requirements:
d. The material is about asking and giving
opinion
e. The students give opinion about people that
they loved or adored
f. The maximum duration is two minutes for
each student
g. The researcher and teacher will give the score
Serang, September 14th 2020
Validator/Teacher
Ahmad, S.Pd
5. INTER-RATER RELIABILITY OF PRE-TEST EXPERIMENTAL
AND CONTROL CLASS
Pre-Test of Experimental Class
Pre-test
NO Students' Code Agreement
Rater 1 Rater 2
1 AL 50 52 0 0
2 FKN 57 54 0 0
3 FZ 80 82 1 1
4 FK 68 68 0 0
5 HH 56 62 0 0
6 HF 75 78 1 1
7 IS 62 58 0 0
8 IU 63 62 0 0
9 LQ 69 72 0 1
10 MAR 57 56 0 0
11 MA 74 69 1 0
12 MM 64 70 0 1
13 MW 70 70 1 1
14 NA 62 58 0 0
15 NR 56 50 0 0
16 RY 56 58 0 0
17 SH 64 60 0 0
18 SN 70 72 1 1
19 SA 50 50 0 0
20 SR 76 80 1 1
21 SE 44 40 0 0
22 SD 46 46 0 0
23 TA 62 60 0 0
24 YB 80 80 1 1
25 YF 50 48 0 0
TOTAL 1561 1555
MEAN 62,44 62,2
Step 1: identify number of agreements between two raters
Criteria
Satisfactory More than 70 1

Unsatisfactory Less than 70 0
Satisfactory = 6
Unsatisfactory = 16
Disagreement of satisfactory Rater 1 =1
Disagreement of satisfactory Rater 2 = 2
Step 2: calculated the value of coefficient of the agreement by using this formula:
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
Where:
KK : Coefficient of the agreement of the observation
𝑃0 : Proportion of the frequency of the observation
𝑃𝑒 : Chance of agreement
To find out the value of coefficient of the agreement, follow the step 3 up to the step 5
first:
Step 3, find out the value of P0 with the formula:

Agreement 𝑆𝑎𝑡𝑖𝑠𝑓𝑎𝑐𝑡𝑜𝑟𝑦+𝐴𝑔𝑟𝑒𝑒𝑚𝑛𝑒𝑡 𝑈𝑛𝑠𝑎𝑡𝑖𝑠𝑓𝑎𝑡𝑜𝑟𝑦
P0 = N
6+16
P0 = 25
22
P0 = 25
P0 = 0.88
Step 4, find out the Pe with the formula:
Pe = (𝑚𝑒𝑎𝑛 of agreement R2 x mean of agreement R1) + (mean of disagreement

R1 x mean of disagreement R2)
Agreement Satisfactory + Disagreement satisfactory R1
1) Mean of agreement R1 = N
6+1 7
= = 25 = 0.28
25
Agreeement Satisfactory + Disagreement satisfactory R2

6+2 8
= = 25 = 0.32
25
3) Mean of disagreement R1 =
Disagareement satisfactory R2+ Agreement Unsatisfactory
N
2+16 18
= = 25 = 0.72
25
N
1+16 17
= = 25 = 0.68
25
Step 5, put in the value to the formula:

Pe = (0.28 x 0.32) + (0.72 x 0.68)
Pe = 0.089 + 0.489 = 0.578
Step 6, put the value of P0 and Pe for find out the coefficient of the agreement to the
formula as follow:
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
0.88 - 0.578
KK =
1 – 0.578
0.302
KK =
0.422
KK = 0.71
Step 7: Interpreted the value of coefficient agreement by seeing the kappa:
< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
Based on the calculation of reliability for the student’s pre-test score in
experimental class, the result of reliability test of students’ score was 0,71 which
indicated good agreement between the two raters. So, the scores of the students pre-
test in experimental class were reliable.

Pre-Test of Control Class
Pre-test
Rater 1 Rater 2
1 AH 80 82 1 1
2 AN 60 64 0 0
3 AA 65 66 0 0
4 BWK 65 64 0 0
5 DA 70 70 1 1
6 DK 71 74 1 1
7 EW 49 52 0 0
8 EN 47 40 0 0
9 FR 83 80 1 1
10 MAH 60 62 0 0
11 MDA 55 54 0 0
12 MF 72 72 1 1
13 MS 54 52 0 0
14 MU 66 70 0 1
15 NL 70 68 1 0
16 NH 54 58 0 0
17 NR 71 74 1 1
18 NS 59 56 0 0
19 NT 77 78 1 1
20 RS 65 68 0 0
21 RGP 53 52 0 0
22 SN 59 56 0 0
23 SAA 70 70 1 1
24 SDD 74 72 1 1
25 SH 63 60 0 0
TOTAL 1612 1614
MEAN 64,48 64,56
Criteria

Satisfactory = 9
Unsatisfactory = 14
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
Where:
first:

P0 = N
9+14
P0 = 25
23
P0 = 25
P0 = 0.92

9+1 10
= = = 0.4
25 25

9+1 10
= = 25 = 0.4
25
N
1+14 15
= = 25 = 0.6
25
N
1+14 15
= = 25 = 0.6
25

Pe = (0.4 x 0.4) + (0.6 x 0.6)
Pe = 0.16 + 0.36 = 0.52
formula as follow:
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
0.92 - 0.52
KK =
1 – 0.52
0.4
KK =
0.48
KK = 0.83
< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
Based on the calculation of reliability for the student’s pre-test score in control
class, the result of reliability test of students’ score was 0,83 which indicated very
good agreement between the two raters. So, the scores of the students pre-test in
control class were reliable.

6. INTER-RATER RELIABILITY OF POST-TEST EXPERIMENTAL
AND CONTROL CLASS
Post-Test of Experimental Class
Post-test
Rater 1 Rater 2
1 AL 69 69 0 0
2 FKN 74 74 1 1
3 FZ 89 92 1 1
4 FK 79 80 1 1
5 HH 74 76 1 1
6 HF 89 87 1 1
7 IS 79 76 1 1
8 IU 83 78 1 1
9 LQ 79 82 1 1
10 MAR 73 70 1 1
11 MA 84 86 1 1
12 MM 79 78 1 1
13 MW 84 82 1 1
14 NA 78 72 1 1
15 NR 73 66 1 0
16 RY 74 70 1 1
17 SH 79 74 1 1
18 SN 89 84 1 1
19 SA 69 69 0 0
20 SR 84 88 1 1
21 SE 60 60 0 0
22 SD 64 68 0 0
23 TA 78 69 1 0
24 YB 92 88 1 1
25 YF 69 68 0 0
TOTAL 1944 1906
MEAN 77.76 76.24
Criteria

Satisfactory = 18
Unsatisfactory = 5
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
Where:
first:

P0 = N
18+5
P0 = 25
23
P0 = 25
P0 = 0.92

18+2 20
= = 25 = 0.8
25

2) Mean of agreement R2 =
N
18+0 18
= = 25 = 0.72
25
N
0+5 5
= = 25 = 0.2
25
N
2+5 7
= = 25 = 0.28
25

Pe = (0.8 x 0.72) + (0.2 x 0.28)
Pe = 0.576 + 0.056 = 0.632
formula as follow:
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
0.92 - 0.632
KK =
1 – 0.632
0.288
KK =
0.368
KK = 0.78
< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
Based on the calculation of reliability for the student’s post-test score in
experimental class, the result of reliability test of students’ score was 0,78 which
indicated good agreement between the two raters. So, the scores of the students post-
test in experimental class were reliable.

Post-Test of Control Class
Post-test
Rater 1 Rater 2
1 AH 88 88 1 1
2 AN 70 72 1 1
3 AA 75 74 1 1
4 BWK 72 74 1 1
5 DA 75 78 1 1
6 DK 78 82 1 1
7 EW 60 65 0 0
8 EN 59 58 0 0
9 FR 93 90 1 1
10 MAH 71 68 1 0
11 MDA 70 68 1 0
12 MF 81 80 1 1
13 MS 66 70 0 1
14 MU 76 80 1 1
15 NL 77 78 1 1
16 NH 65 68 0 0
17 NR 82 80 1 1
18 NS 70 67 1 0
19 NT 85 86 1 1
20 RS 75 80 1 1
21 RGP 64 66 0 0
22 SN 70 70 1 1
23 SAA 87 78 1 1
24 SDD 83 80 1 1
25 SH 77 70 1 1
SCORE 1869 1870
MEAN 74.76 74.8
Criteria

Satisfactory = 17
Unsatisfactory = 4
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
Where:
first:

P0 =
N
17+4
P0 = 25
21
P0 =
25
P0 = 0.84

17+3 20
= = 25 = 0.8
25

2) Mean of agreement R2 =
N
17+1 18
= = 25 = 0.72
25
N
3+4 7
= = 25 = 0.28
25
N
1+4 5
= = 25 = 0.2
25

Pe = (0.8 x 0.72) + (0.28 x 0.2)
Pe = 0.576 + 0.056 = 0.632
formula as follow:
𝑃0 − 𝑃𝑒
𝐾𝐾 =
1 − 𝑃𝑒
0.84 - 0.632
KK =
1 – 0.632
0.208
KK =
0.368
KK = 0.56
< 0.20 Poor
0.21-0.40 Fair
0.41-0.60 Moderate
0.61-0.80 Good
0.81-1.00 Very Good
Based on the calculation of reliability for the student’s post-test score in
control class, the result of reliability test of students’ score was 0,56 which indicated
moderate between the two raters. So, the scores of the students post-test in control
class were reliable.

PRE-TEST EXPERIMENTAL CLASS
R1
1 0
1 6 2 8 0,32
R2
0 1 16 17 0,68
7 18 25
0,28 0,72
K=(Pr(a)- (Pr(e))/(1-Pr(e))
Pr(a) 0,88
Pr(e) 0,5792
K 0,714829
PRE-TEST CONTROL CLASS

R1
1 0
1 9 1 10 0,4
R2
0 1 14 15 0,6
10 15 25
0,4 0,6
K=(Pr(a)- (Pr(e))/(1-Pr(e))
Pr(a) 0,92
Pr(e) 0,52
K 0,833333
POST-TEST EXPERIMENTAL CLASS
R1
1 0
1 18 0 18 0,72
R2
0 2 5 7 0,28
20 5 25
0,8 0,2
K=(Pr(a)- (Pr(e))/(1-Pr(e))
Pr(a) 0,92
Pr(e) 0,632
K 0,782609
POST-TEST CONTROL CLASS

R1
1 0
1 17 1 18 0,72
R2
0 3 4 7 0,28
20 5 25
0,8 0,2
K=(Pr(a)- (Pr(e))/(1-Pr(e))
Pr(a) 0,84
Pr(e) 0,632
K 0,565217
7. NORMALITY OF DISTRIBUTION PRE-TEST AND POST-TEST OF
EXPERIMENTAL CLASS
Normality Pre-Test of Experimental Class
1. Found the highest score and the lowest score
The highest score = 80
The lowest score = 44
2. Calculated the range (R)
R = The highest score – the lowest score
= 80-44
= 36
3. Calculated the sum of classes (BK)
N = the sum of students in control class
BK = 1 + 3.3 log N
= 1 + 3.3 Log 25
= 1 + 3.3 (1.39)
= 1 + 4.58
= 5.58
=6
4. Calculated the interval of class (i)
I= R / BK
I = 36 / 6 = 6
5. Made the table of distribution data frequency of pre-test (experimental class)
Middle
Limit of
No Interval F Value Xi2 F. Xi F. Xi2
Class
(Xi)
1 44-49 43,5 2 46,5 2162,25 93 4324,5
2 50-55 49,5 3 52,5 2756,25 157,5 8268,75
3 56-61 55,5 5 58,5 3422,25 292,5 17111,25
4 62-67 61,5 6 64,5 4160,25 387 24961,5
5 68-73 67,5 4 70,5 4970,25 282 19881
6 74-79 73,5 3 76,5 5852,25 229,5 17556,75
7 80-85 79,5 2 82,5 6806,25 165 13612,5
25 451,5 30129,75 1606,5 105716,25
6. Calculated the mean (𝑋̅ ), median, and mode
∑ 𝑓 𝑋𝑖
Mean 𝑋̅ = ∑𝑁
1606.5
= 25
= 64.26
𝑛
−𝐹
2
Median = 𝑡𝑏 + ( 𝐹 ) 𝐼
𝑚
25
−10
= 61,5 + ( 2 6 ) 6
= 61,5 + 2,5
= 𝟔𝟒
∆𝐹1
Mode = 𝑡𝑏 + ( )𝐼
∆𝑓1+∆𝑓2
6−5
= 61,5 + ((6−5)+(6−4)) 8
= 61,5 + 1,98
= 𝟔𝟑, 𝟒𝟖
7. Determined the standard of deviation (S)

𝑁 (∑f.𝑋𝑖2 )−(∑f.𝑋𝑖 )2
S =√
𝑁 (𝑁−1)
25 (105716,25) − (1606,5)2
=√
25 (25 − 1)
2642906,25 − 2580842,25
=√
600
62064
=√
600
= √103,44
= 𝟏𝟎. 𝟏𝟕
7
5
Frequency
Series1
3
0
43.5 49.5 55.5 61.5 67.5 73.5 79.5 85.5
Students’ Score
Based on the result of graphic above, it can be concluded that the pre-test of
experimental class was normally distributed.
Normality Post-Test of Experimental Class
= 92-60
= 32
BK = 1 + 3.3 log N
= 1 + 3.3 Log 25
= 1 + 3.3 (1.39)
= 1 + 4.58
= 5.58
=6
I= R / BK
I = 32 / 6 = 5,33 = 5
Limit of Middle
No Interval F Xi2 F. Xi F. Xi2
Class Value (Xi)
1 60-64 59,5 2 62 3844 124 7688
2 65-69 64,5 3 67 4489 201 13467

3 70-74 69,5 5 72 5184 360 25920
4 75-79 74,5 7 77 5929 539 41503
5 80-84 79,5 4 82 6724 328 26896
6 85-89 84,5 3 87 7569 261 22707
7 90-94 89,5 1 92 8464 92 8464
25 539 42203 1905 146645
∑ 𝑓 𝑋𝑖
1905
= 25
= 76.2
𝑛
−𝐹
Median = 𝑡𝑏 + ( 2𝐹 ) 𝐼
𝑚
25
−10
2
= 74,5 + ( )5
7
= 74,5 + 1,78
= 𝟕𝟔. 𝟐𝟖
∆𝐹1
Mode = 𝑡𝑏 + (∆𝑓1+∆𝑓2) 𝐼
7−5
= 74,5 + ((7−5)+(7−4)) 5
= 74,5 + 2
= 𝟕𝟔. 𝟓

𝑁 (∑f.𝑋𝑖2 )−(∑f.𝑋𝑖 )2
S =√ 𝑁 (𝑁−1)
25 (146645) − (1905)2
=√
25 (25 − 1)
3666125 − 3629025
=√
600
37100
=√
600
= √618333
= 𝟕. 𝟖𝟔
8
6
Frequency
4
Series1
3
0
59.5 64.5 69.5 74.5 79.5 84.5 89.5 94.5
Students’ Score
Based on the result of graphic above, it can be concluded that the post-test of
experimental class was normally distributed.

8. NORMALITY OF DISTRIBUTION PRE-TEST AND POST-TEST OF
CONTROL CLASS
Normality Pre-Test of Control Class
= 83-47
= 36
BK = 1 + 3.3 log N
= 1 + 3.3 Log 25
= 1 + 3.3 (1.39)
= 1 + 4.58
= 5.58
=6
I= R / BK
I = 36 / 6 = 6
Limit of Middle
No Interval F Xi2 F. Xi F. Xi2
Class Value (Xi)
1 47-52 46,5 2 49,5 2450,25 99 4900,5
2 53-58 52,5 4 55,5 3080,25 222 12321
3 59-64 58,5 5 61,5 3782,25 307,5 18911,25
4 65-70 64,5 7 67,5 4556,25 472,5 31893,75
5 71-76 70,5 4 73,5 5402,25 294 21609
6 77-82 76,5 2 79,5 6320,25 159 12640,5
7 83-88 82,5 1 85,5 7310,25 85,5 7310,25
25 472,5 32901,75 1639,5 109586,25
∑ 𝑓 𝑋𝑖
1639.5
= 25
= 65.58
𝑛
−𝐹
2
Median = 𝑡𝑏 + ( 𝐹 ) 𝐼
𝑚
25
−11
= 64,5 + ( 2 7 ) 6
= 64,5 + 1,28
= 𝟔𝟓. 𝟕𝟖
∆𝐹1
Mode = 𝑡𝑏 + ( )𝐼
∆𝑓1+∆𝑓2
7−5
= 64,5 + ((7−5)+(7−4)) 6
= 64,5 + 2,4
= 𝟔𝟔. 𝟗

𝑁 (∑f.𝑋𝑖2 )−(∑f.𝑋𝑖 )2
S =√
𝑁 (𝑁−1)
25 (109586,25) − (1639,5)2
=√
25 (25 − 1)
2739656,25 − 2687960,25
=√
600
51696
=√
600
= √86,16
= 𝟗. 𝟐𝟖
8
6
Frequency
4
Series1
3
0
46.5 52.5 58.5 64.5 70.5 76.5 82.5 88.5
Students’ Score
Based on the result of graphic above, it can be concluded that the pre-test of
control class was normally distributed.
Normality Post-Test of Control Class
= 93-62
= 31
BK = 1 + 3.3 log N
= 1 + 3.3 Log 25
= 1 + 3.3 (1.39)
= 1 + 4.58
= 5.58
=6
I= R / BK
I = 31 / 6 =5,16 = 5
Middle
Limit of
No Interval F Value Xi2 F. Xi F. Xi2
Class
(Xi)
1 59-63 58,5 2 61 3721 122 7442
2 64-68 63,5 3 66 4356 198 13068

3 69-73 68,5 6 71 5041 426 30246
4 74-78 73,5 7 76 5776 532 40432
5 79-83 78,5 4 81 6561 324 26244
6 84-88 83,5 2 86 7396 172 14792
7 89-93 88,5 1 91 8281 91 8281
25 532 41132 1865 140505
∑ 𝑓 𝑋𝑖
1865
= 25
= 74.6
𝑛
−𝐹
Median = 𝑡𝑏 + ( 2𝐹 ) 𝐼
𝑚
25
−11
2
= 73,5 + ( )5
7
= 73,5 + 1,07
= 𝟕𝟒. 𝟓𝟕
∆𝐹1
Mode = 𝑡𝑏 + (∆𝑓1+∆𝑓2) 𝐼
7−6
= 73,5 + ((7−6)+(7−4)) 5
= 73,5 + 1,25
= 𝟕𝟒. 𝟕𝟓

𝑁 (∑f.𝑋𝑖2 )−(∑f.𝑋𝑖 )2
S =√ 𝑁 (𝑁−1)
25 (140505) − (1865)2
=√
25 (25 − 1)
3512625 − 3478225
=√
600
34400
=√
600
= √5733
= 𝟕. 𝟓𝟕
6
Frequency
4
Series1
3
0
58.5 63.5 68.5 73.5 78.5 83.5 88.5 93.5
Students’ Score
Based on the result of graphic above, it can be concluded that the post-test of
control class was normally distributed.
9. Variance Homogeneity of Pre-Test
Homogeneity Variance of Pre-Test
Based on the result of normality test of pre-test of control class and
experimental class, the tests were normally distributed because graphical method.
Then, the researcher calculated the homogeneity variance by comparing the value of
two variants (biggest variant and smallest variant) with the level of significance 0.05
(5 %).
Variance Data of Speaking Test
Instrument Class Sample (N) Standard of Deviation

(S)
Pre-test Control 25 9.28
Pre-test Experimental 25 10.17
Step 1: Calculated the value of 𝐅𝐜𝐨𝐮𝐧𝐭 by using the formula as follows:
𝑩𝑽
𝑭𝒄𝒐𝒖𝒏𝒕 = 𝑺𝑽 Note:
10.17
𝐹𝑐𝑜𝑢𝑛𝑡 = BV = the biggest variant
9.28
= 1,095 SV = the smallest variant
Step 2: Calculated the value of 𝐅𝐭𝐚𝐛𝐥𝐞 by using the formula as follows:
𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 – α)(dk = k)(dk = N – k – 1)

𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 - α)(dk = 1)(dk = 25 – 2 – 1)
𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 – 0.05)(1)(22)
𝐹𝑡𝑎𝑏𝑙𝑒 = F (0.95)(22)
𝐹𝑡𝑎𝑏𝑙𝑒 = 1 (as numerator) and 22 (as denominator)
The value of 𝐹𝑡𝑎𝑏𝑙𝑒 with the level of significance 0.05 (5 %) is 4.301.
Step 3: Compared 𝐅𝐜𝐨𝐮𝐧𝐭 and 𝐅𝐭𝐚𝐛𝐥𝐞
 If 𝐹𝑐𝑜𝑢𝑛𝑡 ≥ 𝐹𝑡𝑎𝑏𝑙𝑒, it means that the variance of test was not
homogenous
 If 𝐹𝑐𝑜𝑢𝑛𝑡 ≤ 𝐹𝑡𝑎𝑏𝑙𝑒, it means that the variance of test was homogenous
Based on the result of homogeneity variance of control class, it was
Calculated 𝑭𝒄𝒐𝒖𝒏𝒕 ≤ 𝑭𝒕𝒂𝒃𝒍𝒆 or 1.095 ≤ 4.301
It can be concluded that the scores of pre-test in control class and
experimental class was homogenous.
10. Variance Homogeneity of Post-Test
Homogeneity Variance of Post-test
Based on the result of normality test of pre-test of control class and
experimental class, the tests were normally distributed because graphical method.
Then, the researcher calculated the homogeneity variance by comparing the value of
two variants (biggest variant and smallest variant) with the level of significance 0.05
(5 %).
Variance Data of Speaking Test
Instrument Class Sample (N) Standard of Deviation

(S)
Post-test Control 25 7.57
Post-test Experimental 25 7.86
Step 1: Calculated the value of 𝐅𝐜𝐨𝐮𝐧𝐭 by using the formula as follows:
𝑩𝑽
𝑭𝒄𝒐𝒖𝒏𝒕 = Note:
𝑺𝑽
7.86
𝐹𝑐𝑜𝑢𝑛𝑡 = BV = the biggest variant
7.57
= 1,038 SV = the smallest variant
Step 2: Calculated the value of 𝐅𝐭𝐚𝐛𝐥𝐞 by using the formula as follows:
𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 – α)(dk = k)(dk = N – k – 1)
𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 - α)(dk = 1)(dk = 25 – 2 – 1)
𝐹𝑡𝑎𝑏𝑙𝑒 = F (1 – 0.05)(1)(22)
𝐹𝑡𝑎𝑏𝑙𝑒 = F (0.95)(22)
𝐹𝑡𝑎𝑏𝑙𝑒 = 1 (as numerator) and 22 (as denominator)
The value of 𝐹𝑡𝑎𝑏𝑙𝑒 with the level of significance 0.05 (5 %) is 4.301.
Step 3: Compared 𝐅𝐜𝐨𝐮𝐧𝐭 and 𝐅𝐭𝐚𝐛𝐥𝐞
 If 𝐹𝑐𝑜𝑢𝑛𝑡 ≥ 𝐹𝑡𝑎𝑏𝑙𝑒, it means that the variance of test was not
homogenous
 If 𝐹𝑐𝑜𝑢𝑛𝑡 ≤ 𝐹𝑡𝑎𝑏𝑙𝑒, it means that the variance of test was homogenous

Based on the result of homogeneity variance of control class, it was
Calculated 𝑭𝒄𝒐𝒖𝒏𝒕 ≤ 𝑭𝒕𝒂𝒃𝒍𝒆 or 1.038 ≤ 4.301
It can be concluded that the scores of post-test in control class and
experimental class was homogenous.
11. Independent T-Test

The Result of Independent 𝑻𝒕𝒆𝒔𝒕
Hypothesis Testing
To prove the hypothesis of this research, statistic calculation of t-test formula
with the degree of significance 5% was used. The formula as follow:
𝑡𝑐𝑜𝑢𝑛𝑡 =
∑ 𝑥2 ± ∑ 𝑦2 1 1
√( )( + )
𝑁𝑥 + 𝑁𝑦 − 2 𝑁𝑥 𝑁𝑦
Mx : Mean score of experimental group (X)
My : Mean score of control group (Y)
∑x2 : Sum of square deviation score in experimental group
∑y2 : Sum of square deviation score in control group
Nx : The number of students of experimental group
Ny : The number of students of control group

Step 1: Students’ scores and sum of square deviation score in experimental
class and control class
Students X Y x y 𝒙𝟐 𝒚𝟐
69 88 8,76 -13,24 76,7376 175,2976
1
74 70 3,76 4,76 14,1376 22,6576
2
89 75 -11,24 -0,24 126,3376 0,0576
3
79 72 -1,24 2,76 1,5376 7,6176
4
74 75 3,76 -0,24 14,1376 0,0576
5
89 78 89 -3,24 7921 10,4976
6
79 60 -1,24 14,76 1,5376 217,8576
7
83 59 -5,24 15,76 27,4576 248,3776
8
79 93 -1,24 -18,24 1,5376 332,6976
9
73 71 4,76 3,76 22,6576 14,1376
10
84 70 -6,24 4,76 38,9376 22,6576
11
79 81 -1,24 -6,24 1,5376 38,9376
12
84 66 -15 8,76 225 76,7376
13
78 76 -0,24 -1,24 0,0576 1,5376
14
73 77 4,76 -2,24 22,6576 5,0176
15
74 65 3,76 9,76 14,1376 95,2576
16
79 82 -1,24 -7,24 1,5376 52,4176
17
89 70 -11,24 4,76 126,3376 22,6576
18
69 85 8,76 -10,24 76,7376 104,8576
19
84 75 -6,24 -0,24 38,9376 0,0576
20
60 64 17,76 10,76 315,4176 115,7776
21
64 70 13,76 4,76 189,3376 22,6576
22
78 87 -0,24 -12,24 0,0576 149,8176
23
92 83 -14,24 -8,24 202,7776 67,8976
24
69 77 8,76 -2,24 76,7376 5,0176
25
1944 1869 9537,285 1810,56
TOTAL
77,76 74,76 381,4914 72,4224
MEAN
Step 2: Calculated the value of 𝒕𝒄𝒐𝒖𝒏𝒕
tcount =
∑ 𝑥2 ±∑ 𝑦2 1 1
√(𝑁 )( + )
𝑥 +𝑁 𝑦 − 2 𝑁 𝑥 𝑁 𝑦
77.76−74.76
tcount =
381,4914 + 72,4224 1 1
√( )( + )
25+ 25−2 25 25
3
tcount =
453,9138 2
√( )(25)
48
3
tcount =
√(9,4566)(0.08)
3
tcount =
√0.756528
3
tcount = = 3.44
0.8697
Step 3: Calculated the value of 𝒕𝒕𝒂𝒃𝒍𝒆
To find the value of𝑡𝑡𝑎𝑏𝑙𝑒 , the researcher used the formula as follows:
d.f = (𝑁𝑥 + 𝑁𝑦 – 2)
= (25 + 25 – 2)
= 48
𝑡𝑡𝑎𝑏𝑙𝑒 with the level of significance 0.05 (5 %) was 2.01
Step 4: Compared 𝒕𝒄𝒐𝒖𝒏𝒕 and 𝒕𝒕𝒂𝒃𝒍𝒆
If 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is refused.
If 𝑡𝑐𝑜𝑢𝑛𝑡 ≤ 𝑡𝑡𝑎𝑏𝑙𝑒, it means that the null hypothesis (𝐻0 ) is received.
Based on the result of test of mean difference significant (independent 𝑡𝑡𝑒𝑠𝑡 ),
it was Calculated 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or 3.44 ≥ 2.01. The alternative hypothesis was
received. It can be concluded that there was any effectiveness of using role play
toward students’ speaking skill at the eighth grade of MTs Al-Ulya Kota Serang.
SCORE SHEET
NO NAME Comprehension Fluency Vocabulary Pronunciation Grammar Total Average

1 ALIYAH 60 45 55 50 50
260 52
2 FARADITHA KHAERUNISYA 55 50 60 55 50
270 54
3 FAUZAN 85 80 80 80 85
410 82
4 FIKRI 65 65 70 70 70
340 68
5 HARIS HARIZAL 60 60 70 60 60
310 62
6 HUSNUL FAUZI 80 75 80 75 80
390 78
7 IIS SOLEKHAH 55 50 65 60 60
290 58
8 IKHYA ULUMUDDIN 65 55 65 65 60
310 62
9 LAELATUL QODRIYA 75 65 75 70 75
360 72
10 MUHAMAD ABDUL ROJAK 65 45 55 60 55
280 56
11 MUHAMAD AEPUDIN 70 70 70 65 70
345 69
12 MUHAMAD MUHADI 70 60 75 70 75
350 70
13 MUYAZAHRATUL WARDAH 70 65 70 75 70
350 70
14 NUR AZIZAH 55 55 60 60 60
290 58
15 NURADI 50 50 50 50 50
250 50
16 ROYADI 55 50 60 60 65
290 58
17 SALINAH 60 55 65 60 60
300 60
18 SALMIN 75 65 75 70 75
360 72
19 SITI AMINAH 40 50 55 55 50
250 50
20 SITI RIAWALIA 80 75 85 80 80
400 80
21 SULE 40 40 40 40 40
200 40
22 SURDI 45 45 45 50 45
230 46
23 TUTI ALAWIYAH 65 55 60 60 60
300 60
24 YAKUB 80 85 80 75 80
400 80
25 YENI FATMAWATI 45 50 45 50 50
240 48
English Teacher
Ahmad, S.Pd.
SCORE SHEET

1 ALIYAH
75 70 70 65 65 345 69
2 FARADITHA KHAERUNISYA
75 70 75 80 70 370 74
3 FAUZAN
95 95 90 90 90 460 92
4 FIKRI
80 80 80 85 75 400 80
5 HARIS HARIZAL
85 70 80 70 75 380 76
6 HUSNUL FAUZI
90 90 90 85 80 435 87
7 IIS SOLEKHAH
85 70 75 75 75 380 76
8 IKHYA ULUMUDDIN
80 70 80 80 80 390 78
9 LAELATUL QODRIYA
85 75 80 85 85 410 82
10 MUHAMAD ABDUL ROJAK
80 65 70 65 70 350 70
11 MUHAMAD AEPUDIN
90 85 90 85 80 430 86
12 MUHAMAD MUHADI
75 80 80 75 80 390 78
13 MUYAZAHRATUL WARDAH
80 85 90 80 75 410 82
14 NUR AZIZAH
75 65 80 70 70 360 72
15 NURADI
75 60 65 65 65 330 66
16 ROYADI
70 70 65 75 70 350 70
17 SALINAH
75 70 80 75 70 370 74
18 SALMIN
80 80 90 85 85 420 84
19 SITI AMINAH
75 60 75 70 65 345 69
20 SITI RIAWALIA
90 85 90 90 85 440 88
21 SULE
60 55 60 65 60 300 60
22 SURDI
70 65 70 70 65 340 68
23 TUTI ALAWIYAH
75 65 70 65 70 345 69
24 YAKUB
90 90 85 90 85 440 88
25 YENI FATMAWATI
70 65 70 65 70 340 68
English Teacher
Ahmad, S.Pd.
SCORE SHEET

1 AISAH 85 85 80 80 80 410 82
2 ANISAH 65 60 70 65 60 320 64
3 AZAN ARAFAT 75 60 65 65 65 330 66
4 BAGUS WARDANA K 70 65 65 60 60 320 64
5 DAPA ALPARIJI 70 65 70 75 70 350 70
6 DISTA KIRANA 75 70 80 75 70 370 74
7 EKI WAHYUDIN 60 45 55 50 50 260 52
8 EVI NABILA 40 40 40 40 40 200 40
9 FERA 80 75 85 80 80 400 80
10 MUHAMAD ABDUL HALIM 60 60 70 60 60 310 62
11 MUHAMAD DENIS A 55 50 60 55 50 270 54
12 MUHAMAD FAHRI 75 65 75 70 75 360 72
13 MUHAMAD SUPENDI 50 50 55 55 50 260 52
14 MUTFIANA ULFAH 70 70 70 70 70 350 70
15 NANDA LARASATI 65 65 70 70 70 340 68
16 NASUHA 55 55 60 60 60 290 58
17 NAZWA ROFIATINNUR 75 70 75 75 75 370 74
18 NUR SAIDAH 65 50 55 55 55 280 56
19 NURHAYATI 80 75 75 80 80 390 78
20 RESTA SAPUTRI 70 70 70 65 65 340 68
21 RESTU GENANG P 50 50 55 55 50 260 52
22 SANDI 55 55 65 55 50 280 56
23 SEDA AL-ANSIP 75 70 70 65 70 350 70
24 SILVI DIANI DEVI 70 75 75 70 70 360 72
25 SUANAH 55 60 65 60 60 300 60
English Teacher
Ahmad, S.Pd.
SCORE SHEET

1 AISAH 90 90 85 90 85 440 88
2 ANISAH 75 65 75 75 70 360 72
3 AZAN ARAFAT 80 75 70 75 70 370 74
4 BAGUS WARDANA K 75 85 75 65 70 370 74
5 DAPA ALPARIJI 85 70 75 80 80 390 78
6 DISTA KIRANA 90 85 80 80 75 410 82
7 EKI WAHYUDIN 70 65 65 60 65 325 65
8 EVI NABILA 65 55 60 55 55 290 58
9 FERA 95 90 90 90 85 450 90
11 MUHAMAD DENIS A 70 60 70 75 65 340 68
12 MUHAMAD FAHRI 85 80 80 75 80 400 80
13 MUHAMAD SUPENDI 75 65 70 70 70 350 70
14 MUTFIANA ULFAH 80 80 80 80 80 400 80
15 NANDA LARASATI 85 75 80 75 75 390 78
16 NASUHA 75 65 65 70 65 340 68
18 NUR SAIDAH 70 65 70 65 65 335 67
19 NURHAYATI 85 90 85 85 85 430 86
20 RESTA SAPUTRI 85 75 80 85 75 400 80
21 RESTU GENANG P 65 70 65 65 65 330 66
22 SANDI 70 75 70 65 70 350 70
23 SEDA AL-ANSIP 80 80 75 85 70 390 78
24 SILVI DIANI DEVI 85 75 80 80 80 400 80
25 SUANAH 75 70 70 70 65 350 70
English Teacher
Ahmad, S.Pd.
SCORE SHEET

1 ALIYAH
85 85 80 70 80 400 80
65 60 60 55 60 300 60
3 FAUZAN
75 60 60 65 65 325 65
4 FIKRI
75 65 65 60 60 325 65
5 HARIS HARIZAL
70 65 70 75 70 350 70
6 HUSNUL FAUZI
75 70 70 70 70 355 71
7 IIS SOLEKHAH
55 45 45 50 50 245 49
8 IKHYA ULUMUDDIN
60 45 45 45 40 235 47
9 LAELATUL QODRIYA
85 80 85 85 80 415 83
60 60 60 60 60 300 60
11 MUHAMAD AEPUDIN
60 50 60 55 50 275 55
12 MUHAMAD MUHADI
75 65 75 70 75 360 72
60 50 55 55 50 270 54
14 NUR AZIZAH
70 65 65 65 65 330 66
15 NURADI
75 65 70 70 70 350 70
16 ROYADI
55 55 60 55 45 270 54
17 SALINAH
75 70 70 70 70 355 71
18 SALMIN
75 50 60 55 55 295 59
19 SITI AMINAH
85 75 75 75 75 385 77
20 SITI RIAWALIA
70 60 65 65 65 325 65
21 SULE
55 50 55 55 50 265 53
22 SURDI
70 55 65 55 50 295 59
23 TUTI ALAWIYAH
75 70 70 65 70 350 70
24 YAKUB
80 75 75 70 70 370 74
25 YENI FATMAWATI
70 60 65 60 60 315 63
Researcher
Siti Munawaroh
NIM:
2223160046
SCORE SHEET

1 ALIYAH
90 90 85 90 85 440 88
80 65 65 70 70 350 70
3 FAUZAN
80 75 70 80 70 375 75
4 FIKRI
75 80 70 65 70 360 72
5 HARIS HARIZAL
85 70 75 75 70 375 75
6 HUSNUL FAUZI
90 75 75 75 75 390 78
7 IIS SOLEKHAH
65 60 55 60 60 300 60
8 IKHYA ULUMUDDIN
70 55 60 55 55 295 59
9 LAELATUL QODRIYA
95 95 90 95 90 465 93
80 70 70 65 70 355 71
11 MUHAMAD AEPUDIN
80 60 70 75 65 350 70
12 MUHAMAD MUHADI
85 85 80 75 80 405 81
75 65 65 60 65 330 66
14 NUR AZIZAH
80 75 75 80 70 380 76
15 NURADI
85 75 75 75 75 385 77
16 ROYADI
70 65 65 65 60 325 65
17 SALINAH
90 85 80 80 75 410 82
18 SALMIN
75 65 70 75 65 350 70
19 SITI AMINAH
85 85 85 85 85 425 85
20 SITI RIAWALIA
85 75 70 70 75 375 75
21 SULE
65 60 65 65 65 320 64
22 SURDI
70 75 70 65 70 350 70
23 TUTI ALAWIYAH
90 85 90 85 85 435 87
24 YAKUB
90 85 80 80 80 415 83
25 YENI FATMAWATI
85 75 80 75 70 385 77
Researcher
Siti Munawaroh
NIM:
2223160046
SCORE SHEET

1 AISAH 85 85 80 70 80 400 80
2 ANISAH 65 60 60 55 60 300 60
3 AZAN ARAFAT 75 60 60 65 65 325 65
4 BAGUS WARDANA K 75 65 65 60 60 325 65
5 DAPA ALPARIJI 70 65 70 75 70 350 70
6 DISTA KIRANA 75 70 70 70 70 355 71
7 EKI WAHYUDIN 55 45 45 50 50 245 49
8 EVI NABILA 60 45 45 45 40 235 47
9 FERA 85 80 85 85 80 415 83
11 MUHAMAD DENIS A 60 50 60 55 50 275 55
12 MUHAMAD FAHRI 75 65 75 70 75 360 72
13 MUHAMAD SUPENDI 60 50 55 55 50 270 54
14 MUTFIANA ULFAH 70 65 65 65 65 330 66
15 NANDA LARASATI 75 65 70 70 70 350 70
16 NASUHA 55 55 60 55 45 270 54
18 NUR SAIDAH 75 50 60 55 55 295 59
19 NURHAYATI 85 75 75 75 75 385 77
20 RESTA SAPUTRI 70 60 65 65 65 325 65
21 RESTU GENANG P 55 50 55 55 50 265 53
22 SANDI 70 55 65 55 50 295 59
23 SEDA AL-ANSIP 75 70 70 65 70 350 70
24 SILVI DIANI DEVI 80 75 75 70 70 370 74
25 SUANAH 70 60 65 60 60 315 63
Researcher
Siti Munawaroh
NIM:
2223160046
SCORE SHEET

1 AISAH 90 90 85 90 85 440 88
2 ANISAH 80 65 65 70 70 350 70
3 AZAN ARAFAT 80 75 70 80 70 375 75
4 BAGUS WARDANA K 75 80 70 65 70 360 72
5 DAPA ALPARIJI 85 70 75 75 70 375 75
6 DISTA KIRANA 90 75 75 75 75 390 78
7 EKI WAHYUDIN 65 60 55 60 60 300 60
8 EVI NABILA 70 55 60 55 55 295 59
9 FERA 95 95 90 95 90 465 93
11 MUHAMAD DENIS A 80 60 70 75 65 350 70
12 MUHAMAD FAHRI 85 85 80 75 80 405 81
13 MUHAMAD SUPENDI 75 65 65 60 65 330 66
14 MUTFIANA ULFAH 80 75 75 80 70 380 76
15 NANDA LARASATI 85 75 75 75 75 385 77
16 NASUHA 70 65 65 65 60 325 65
18 NUR SAIDAH 75 65 70 75 65 350 70
19 NURHAYATI 85 85 85 85 85 425 85
20 RESTA SAPUTRI 85 75 70 70 75 375 75
21 RESTU GENANG P 65 60 65 65 65 320 64
22 SANDI 70 75 70 65 70 350 70
23 SEDA AL-ANSIP 90 85 90 85 85 435 87
24 SILVI DIANI DEVI 90 85 80 80 80 415 83
25 SUANAH 85 75 80 75 70 385 77
Researcher
Siti Munawaroh
NIM:
2223160046
APPENDIX D
(Table)
1. Table of Distribution
2. Table of Critical Values for T

1. CRITICAL VALUES for the "F" Distribution, ALPHA = .05.
Denominator
DF Numerator DF
1 2 3 4 5 6 7 8 9 10
1 161.448 199.500 215.707 224.583 230.162 233.986 236.768 238.883 240.543 241.882
2 18.513 19.000 19.164 19.247 19.296 19.330 19.353 19.371 19.385 19.396
3 10.128 9.552 9.277 9.117 9.013 8.941 8.887 8.845 8.812 8.786
4
6 7.709
5.987 6.944
5.143 6.591
4.757 6.388
4.534 6.256
4.387 6.163
4.284 6.094
4.207 6.041
4.147 5.999
4.099 5.964
4.060
5
7 6.608
5.591 5.786
4.737 5.409
4.347 5.192
4.120 5.050
3.972 4.950
3.866 4.876
3.787 4.818
3.726 4.772
3.677 4.735
3.637
8 5.318 4.459 4.066 3.838 3.687 3.581 3.500 3.438 3.388 3.347
9
11 5.117
4.844 4.256
3.982 3.863
3.587 3.633
3.357 3.482
3.204 3.374
3.095 3.293
3.012 3.230
2.948 3.179
2.896 3.137
2.854
10
12 4.965
4.747 4.103
3.885 3.708
3.490 3.478
3.259 3.326
3.106 3.217
2.996 3.135
2.913 3.072
2.849 3.020
2.796 2.978
2.753
13 4.667 3.806 3.411 3.179 3.025 2.915 2.832 2.767 2.714 2.671
14
16 4.600
4.494 3.739
3.634 3.344
3.239 3.112
3.007 2.958
2.852 2.848
2.741 2.764
2.657 2.699
2.591 2.646
2.538 2.602
2.494
15
17 4.543
4.451 3.682
3.592 3.287
3.197 3.056
2.965 2.901
2.810 2.790
2.699 2.707
2.614 2.641
2.548 2.588
2.494 2.544
2.450
18 4.414 3.555 3.160 2.928 2.773 2.661 2.577 2.510 2.456 2.412
19
21 4.381
4.325 3.522
3.467 3.127
3.072 2.895
2.840 2.740
2.685 2.628
2.573 2.544
2.488 2.477
2.420 2.423
2.366 2.378
2.321
20
22 4.351
4.301 3.493
3.443 3.098
3.049 2.866
2.817 2.711
2.661 2.599
2.549 2.514
2.464 2.447
2.397 2.393
2.342 2.348
2.297
23 4.279 3.422 3.028 2.796 2.640 2.528 2.442 2.375 2.320 2.275
24
26 4.260
4.225 3.403
3.369 3.009
2.975 2.776
2.743 2.621
2.587 2.508
2.474 2.423
2.388 2.355
2.321 2.300
2.265 2.255
2.220
25
27 4.242
4.210 3.385
3.354 2.991
2.960 2.759
2.728 2.603
2.572 2.490
2.459 2.405
2.373 2.337
2.305 2.282
2.250 2.236
2.204
28 4.196 3.340 2.947 2.714 2.558 2.445 2.359 2.291 2.236 2.190
29
31 4.183
4.160 3.328
3.305 2.934
2.911 2.701
2.679 2.545
2.523 2.432
2.409 2.346
2.323 2.278
2.255 2.223
2.199 2.177
2.153
30
32 4.171
4.149 3.316
3.295 2.922
2.901 2.690
2.668 2.534
2.512 2.421
2.399 2.334
2.313 2.266
2.244 2.211
2.189 2.165
2.142
33 4.139 3.285 2.892 2.659 2.503 2.389 2.303 2.235 2.179 2.133
34
36 4.130
4.113 3.276
3.259 2.883
2.866 2.650
2.634 2.494
2.477 2.380
2.364 2.294
2.277 2.225
2.209 2.170
2.153 2.123
2.106
35
37 4.121
4.105 3.267
3.252 2.874
2.859 2.641
2.626 2.485
2.470 2.372
2.356 2.285
2.270 2.217
2.201 2.161
2.145 2.114
2.098
38 4.098 3.245 2.852 2.619 2.463 2.349 2.262 2.194 2.138 2.091
39
41 4.091
4.079 3.238
3.226 2.845
2.833 2.612
2.600 2.456
2.443 2.342
2.330 2.255
2.243 2.187
2.174 2.131
2.118 2.084
2.071
40
42 4.085
4.073 3.232
3.220 2.839
2.827 2.606
2.594 2.449
2.438 2.336
2.324 2.249
2.237 2.180
2.168 2.124
2.112 2.077
2.065
4.052 3.200 2.807 2.574 2.417 2.304 2.216 2.147 2.091 2.04
43 4.067
4.047 3.214
3.195 2.822
2.802 2.589
2.570 2.432
2.413 2.318
2.299 2.232
2.212 2.163
2.143 2.106
2.086 2.059
2.03
4
44 4.043
4.062 3.191
3.209 2.798
2.816 2.565
2.584 2.409
2.427 2.295
2.313 2.207
2.226 2.138
2.157 2.082
2.101 2.03
9
2.054
46
4.038 3.187 2.794 2.561 2.404 2.290 2.203 2.134 2.077 2.03
5
45
47 4.034 3.183 2.790 2.557 2.400 2.286 2.199 2.130 2.073 2.02
0
6
48
49
50
4.057 3.204 2.812 2.579 2.422 2.308 2.221 2.152 2.096 2.049
Denominator
DF Numerator DF
1 2 3 4 5 6 7 8 9 10
51 4.030 3.179 2.786 2.553 2.397 2.283 2.195 2.126 2.069 2.022
52 4.027 3.175 2.783 2.550 2.393 2.279 2.192 2.122 2.066 2.018
53 4.023 3.172 2.779 2.546 2.389 2.275 2.188 2.119 2.062 2.015
54
56 4.020
4.013 3.168
3.162 2.776
2.769 2.543
2.537 2.386
2.380 2.272
2.266 2.185
2.178 2.115
2.109 2.059
2.052 2.011
2.005
55
57 4.016
4.010 3.165
3.159 2.773
2.766 2.540
2.534 2.383
2.377 2.269
2.263 2.181
2.175 2.112
2.106 2.055
2.049 2.008
2.001
58 4.007 3.156 2.764 2.531 2.374 2.260 2.172 2.103 2.046 1.998
59
61 4.004
3.998 3.153
3.148 2.761
2.755 2.528
2.523 2.371
2.366 2.257
2.251 2.169
2.164 2.100
2.094 2.043
2.037 1.995
1.990
60
62 4.001
3.996 3.150
3.145 2.758
2.753 2.525
2.520 2.368
2.363 2.254
2.249 2.167
2.161 2.097
2.092 2.040
2.035 1.993
1.987
63 3.993 3.143 2.751 2.518 2.361 2.246 2.159 2.089 2.032 1.985
64
66 3.991
3.986 3.140
3.136 2.748
2.744 2.515
2.511 2.358
2.354 2.244
2.239 2.156
2.152 2.087
2.082 2.030
2.025 1.982
1.977
65
67 3.989
3.984 3.138
3.134 2.746
2.742 2.513
2.509 2.356
2.352 2.242
2.237 2.154
2.150 2.084
2.080 2.027
2.023 1.980
1.975
68 3.982 3.132 2.740 2.507 2.350 2.235 2.148 2.078 2.021 1.973
69
71 3.980
3.976 3.130
3.126 2.737
2.734 2.505
2.501 2.348
2.344 2.233
2.229 2.145
2.142 2.076
2.072 2.019
2.015 1.971
1.967
70
72 3.978
3.974 3.128
3.124 2.736
2.732 2.503
2.499 2.346
2.342 2.231
2.227 2.143
2.140 2.074
2.070 2.017
2.013 1.969
1.965
73 3.972 3.122 2.730 2.497 2.340 2.226 2.138 2.068 2.011 1.963
74
76 3.970
3.967 3.120
3.117 2.728
2.725 2.495
2.492 2.338
2.335 2.224
2.220 2.136
2.133 2.066
2.063 2.009
2.006 1.961
1.958
75
77 3.968
3.965 3.119
3.115 2.727
2.723 2.494
2.490 2.337
2.333 2.222
2.219 2.134
2.131 2.064
2.061 2.007
2.004 1.959
1.956
78 3.963 3.114 2.722 2.489 2.332 2.217 2.129 2.059 2.002 1.954
79
81 3.962
3.959 3.112
3.109 2.720
2.717 2.487
2.484 2.330
2.327 2.216
2.213 2.128
2.125 2.058
2.055 2.001
1.998 1.953
1.950
80
82 3.960
3.957 3.111
3.108 2.719
2.716 2.486
2.483 2.329
2.326 2.214
2.211 2.126
2.123 2.056
2.053 1.999
1.996 1.951
1.948
83 3.956 3.107 2.715 2.482 2.324 2.210 2.122 2.052 1.995 1.947
84
86 3.955
3.952 3.105
3.103 2.713
2.711 2.480
2.478 2.323
2.321 2.209
2.206 2.121
2.118 2.051
2.048 1.993
1.991 1.945
1.943
85
87 3.953
3.951 3.104
3.101 2.712
2.709 2.479
2.476 2.322
2.319 2.207
2.205 2.119
2.117 2.049
2.047 1.992
1.989 1.944
1.941
88 3.949 3.100 2.708 2.475 2.318 2.203 2.115 2.045 1.988 1.940
89
91 3.948
3.946 3.099
3.097 2.707
2.705 2.474
2.472 2.317
2.315 2.202
2.200 2.114
2.112 2.044
2.042 1.987
1.984 1.939
1.936
90
92 3.947
3.945 3.098
3.095 2.706
2.704 2.473
2.471 2.316
2.313 2.201
2.199 2.113
2.111 2.043
2.041 1.986
1.983 1.938
1.935
3.940 3.091 2.699 2.466 2.309 2.195 2.106 2.036 1.979 1.93
93 3.943 3.094 2.703 2.470 2.312 2.198 2.110 2.040 1.982 1.934
3.939 3.090 2.698 2.465 2.308 2.194 2.105 2.035 1.978 1.93
1
94
96 3.938
3.942 3.089
3.093 2.697
2.701 2.465
2.469 2.307
2.311 2.193
2.197 2.104
2.109 2.034
2.038 1.977
1.981 1.92
1.933
0
3.937 3.088 2.696 2.464 2.306 2.192 2.103 2.033 1.976 1.92
9
95
97 3.936 3.087 2.696 2.463 2.305 2.191 2.103 2.032 1.975 1.92
8
98 7
99 3.941 3.092 2.700 2.467 2.310 2.196 2.108 2.037 1.980 1.932
(Hatch and Lazaraton, 1991:599)
100
(Hatch and Lazaraton, 1991:595)
APPENDIX E
Documentation and Letter
1. Students of the experimental class
2. Students of the control class

1. Students of the experimental class
(Student washed hand before going (Pre-Test was held on Sept 17th 2020)
To class)
(Teaching and learning process by using role play held on Sept 18thand 24th
2020)
2. Students of the control class
(Student used hand-sanitizer before study) (Pre-Test held on Sept 18th 2020)
(Teaching and learning process by using discussion held on Sept 21th and 25th
2020)
(Post-Test held on Sept 28th 2020) (Post-Test held on Sept 25th 2020)

Chapter I-V

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THE EFFECTIVENESS OF USING ROLE PLAY TOWARD

STUDENTS’ SPEAKING SKILL AT THE EIGHTH GRADE OF

Arranged as one of the partial fulfillment of the requirement to obtain a

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF SULTAN AGENG TIRTAYASA

The researcher name is Siti Munawaroh. She was born in Serang on

School in 2016, she was accepted in English Education Department of Sultan

Ageng Tirtayasa University. During her study in UNTIRTA, she became a

scholarship recipient of Bidikmisi UNTIRTA and became one of part of Ikadiksi

Intelligence is not the determinant of success,

but hard work is the real determinant of the

gratitude and also appreciation to:

and Education Faculty, Sultan Ageng Tirtayasa University.

3. Mr. Drs. Pupun Sampurna, M.Pd. as the Dean of English Education

suggestion, comment, and also correction in finishing this research paper.

suggestion, guidance in finishing this research.

6. All lectures of English education department in Sultan Ageng Tirtayasa

University who had given knowledge and also guidance.

researcher. Her brother, sister and young brother as her support.

patiently guided the researcher to do the research at school.

who had been enthusiastic during the lesson.

All memories will become best experience in my life.

there for her.

support to accomplish the research paper. Thank you.

Serang, November 2020

THESIS APPROVAL ......................................................................................... i

Table 3.1 Research Design Framework ....................................................................23

Table 3.2 Five Component of Grading Speaking Scale ….......................................26

Table 3.3 Standard Performance ……………………..............................................28

Table 3.4 Value of Kappa…………….....................................................................32

Table 4.1 Statistical Description …………………………......................................38

Table 4.2 Content Validity …………………………...............................................40

Table 4.3 Agreement of Inter-rater Reliability .........................................................42

Table 4.4 Normality Pre-Test of Experimental Class …..........................................43

Table 4.5 Normality Post-Test of Experimental Class ............................................44

Table 4.6 Normality Pre-Test of Control Class .......................................................45

Table 4.7 Normality Post-Test of Control Class ......................................................47

Table 4.8 Result of Homogeneity Test in Experimental Control Class .................43

Figure 4.1 Normality Pre-Test of Experimental Class. .................................. 43

Figure 4.2 Normality Post-Test of Experimental Class ................................. 45

Figure 4.3 Normality Pre-Test of Control Class. ........................................... 46

Figure 4.4 Normality Post-Test of Control Class .......................................... 47

Keywords: The Effectiveness, Role Play, Speaking Skill

This chapter presents background of the research, identification of

problems, limitation of the research, formulation of the research, purpose of the

research, significance of the research, operational definitions, and organization of

1.1 Background of the Research

be mastered by the students besides listening, reading, and writing. As a

means of communication, speaking is one of the way in which people can

expresses ideas, shares feeling, exchanges the information, and knowledge to

other people in which people should pay attention to the vocabulary,

intonation, pronunciation, fluency, grammar, and creativity in the use of

an intention among people when they will communicate.

According to Cameron (2001, p.40) speaking is the dynamic utilization

of language to communicate implications with the goal that others can

comprehend them. In other word, speaking is a significant ability that is

utilized to communicate with others. In addition, stated on Curriculum

develop communicative competence in achieving functional literacy level

whether in written or oral, both planned and spontaneous with proper

pronunciation and intonation. It means that students should be able to develop

in any creativity of functional skills, something like starting a conversation,