USING ROLE PLAY METHOD TO DEVELOP THE STUDENTS’

SPEAKING SKILL AT MTS AL-ITTIHAD 1 LANCI

By

Fathul Mubin
NIM 190107039

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM
2022/2023

i
 USING ROLE PLAY METHOD TO DEVELOP THE STUDENTS’
SPEAKING SKILL AT MTS AL-ITTIHAD 1 LANCI

By :

Fathul Mubin
190107039

ABSRACT

This research delves into the dynamic realm of language education by investigating the
efficacy of the role-play method in augmenting students' speaking skills. Conducted at
MTs Al-Ittihad 1 Lanci, this study adopts a classroom action research (CAR) approach,
structured across two cycles, each encompassing four pivotal stages: planning, action,
observation, and reflection. In Cycle 1, the baseline assessment revealed a pre-test score of
55.34, reflecting students' initial speaking proficiency. The integration of the role-play
method during the action stage resulted in a discernible improvement, evident in the post-
test cycle 1 score of 64.13. While this progress was promising, it fell short of the Minimum
Mastery Criteria (KKM), necessitating further exploration. Cycle 2 ushered in refinements
informed by Cycle 1's insights. Meticulously crafted role-play scenarios, coupled with
these supplementary sessions, led to remarkable progress. The post-test cycle 2 score of
75.34 not only exceeded the KKM but also marked the attainment of the desired level of
speaking proficiency. Furthermore, this study underscores the value of reflective practice
in education. The cyclic process of planning, action, observation, and reflection emerged as
a compass for systematic improvement. It facilitated evidence-based adjustments, targeted
support, and the cultivation of a dynamic and responsive pedagogical approach.In
summation, this research illuminates the transformative potential of the role-play method
in enhancing students' speaking skills. The findings resonate as a valuable resource for
educators seeking to enrich language instruction. The amalgamation of reflective practice
and iterative refinement, encapsulated within the CAR framework, emerges as a blueprint
for meaningful pedagogical transformation. Ultimately, this research journey reaffirms the
paramount importance of adaptability, engagement, and evidence-based practice in the
ever-evolving landscape of education.

Keywords : Role Play Method, Speaking Skills.

ii
 CHAPTER I
INTRODUCTION

A. Background of Research
Speaking skills involve a number of language components, such as pronunciation,
vocabulary, grammar, and fluency. Furthermore, anyone's mastery of communication
skills is a type of indirect duty.1 Rees argues that speaking is essential to human
communication and that speaking is one of the language abilities that makes
communication more difficult since speaking incorporates many different elements,
including grammar and phonetic concerns.

Over the last few decades, there has been a growing desire in English language
classes for students to be proficient and fluent speakers of the language. Many people
think that English is the sole language that is extensively used and accepted by the
majority of significant multinational corporations and international educational
institutions. Speaking should help students perfect this skill since learning to speak a
language cannot be isolated from learning that language. Understanding
communication-related speaking abilities is crucial for everyday circumstances. To use
and convey English as a tool for human communication is the primary goal of learning
the language. Students must acquire four fundamental English skills-listening,
speaking, reading, and writing-in order to communicate effectively in the language
they are studying.2
Role-playing is one of several techniques that encourage students to prepare before
speaking. In a speaking practice called role-playing, students might take on the role of
either themselves or another person in a certain circumstance. Role play is a technique
for playing out specific behaviors or impersonating other individuals to deal with
novel situations. Speaking exercises incorporating role-playing activities, in which
students venture outside the walls of the classroom, "Offer a valuable springboard for
real-life language usage."3 Role-playing can let students converse consistently about
the actual world.

1
Ni Putu Lindawati and Ni Komang Purwaningsih, ‘Role-Playing Technique for Improving Students
Speaking Ability in the Simple Past Tense’, English Language in Focus, 4 (2019), 11–24.
2
I Gusti Ayu Dwi Pradnyandari Pinatih, ‘Improving Students’ Speaking Skill through Role-Play
Technique in 21st Century’, Journal of Educational Study, 1.2 (2021), 95-96
<https://doi.org/10.36663/joes.v1i2.159>.
3
Ibid. p. 62

1
 2

Humans place a high value on English, which has been employed in international
communication.. English plays a significant role which was the first foreign language
spoken in Indonesia. Speaking is arguably the most crucial human ability, yet because
we perform it so frequently, we seldom pause to consider the mechanics of how it
works. By allowing them to deliver and communicate messages, influence others, and
develop as flexible communicators, speaking helps people to establish connections.4

Language is essential to all social interactions, and people require languages to

communicate with one another5. The act of communicating with another person allows
us to express our emotions, express our views, ask questions, solicit assistance, debate,
convince, justify, and issue orders. Speaking is the process of generating and
conveying meaning in a range of contexts via the use of verbal and nonverbal
symbols.6

Besides, speaking is one of the most challenging talents to acquire, even if it has
appealing aspects, and is important in everyday life, particularly when doing so in a
foreign language. Anxiety is one of the most prevalent causes of students' reluctance to
use their communication talents both within and outside of the classroom. Speaking
control is crucial. Before something occurs in real-time, there is often some planning
time. It takes significant lexical expression from memory to speak in this
circumstance.7

If the current issues are not properly addressed, they might have a negative impact
on the students' speaking abilities. A variety of methods are available to the students to
help them become more fluent in English. The students can practice speaking English
in a variety of methods to improve their proficiency. The effective approach the
English teacher uses encourages their desire to practice speaking. For Indonesian
students, the classroom is where they may most often practice speaking English.

4
Alfu Nikmah, ‘The Implementation of Role Play to Improve EFL Speaking Skill of The Second
Semester Students of IAIN KUDUS’, Journal of English Teaching and Learning Issues, 2.2 (2019), 159
https://doi.org/10.21043/jetli.v2i2.6104.
5
Gloria G Balak, Meity Muntuuntu, and Rinny Rorimpandey, ‘TECHNIQUE’, 1.8 (2022), 912–29.
6
I Khasbani and F Seli, ‘The Impact of Role-Play on Students’ Speaking Performance’, Linguists:
Journal Of Linguistics and Language Teaching, 7.2 (2021), 2355–2069
<https://doi.org/10.29300/ling.v7i2.5216>.
7
Adib Ahmada, Lailatul Munawaroh, and Darussalam English Journal, "THE USE OF ROLE PLAY
METHOD TO IMPROVE SPEAKING SKILLS", Darussalam English Journal, 2.1 (2022), 58
<https://doi.org/10.30739/dej.v2i1.1506>.
 3

However, it might be difficult for an English instructor to ask students to practice

speaking in class.

According to Wahyuningsih & Dewi in Alfu Nikmah, when students adopt a

"Role," they participate in a certain context (either independently or as someone else).
Activities that students partake in while feeling safe and content are referred to as
"play." In the speaking class, the teacher created inventive lessons that included role-
playing. Because it allows students to practice speaking in a variety of social
circumstances and social roles, role play is crucial in the teaching of speaking.8

Students participate in role-playing as a teaching method, speaking and acting

following the roles they are assigned. The role-playing method has various benefits
that can assist in resolving Students' speech difficulties. Role-playing may be a very
effective technique in a teacher's toolbox because its main objective is to increase
students' participation in the classroom. The reality is that there are several issues with
teaching and learning in speaking classes for students. It was noted that the student's
enthusiasm and drive for studying English were poor. Students who are developing
this skill frequently display their shyness and fear of speaking in front of the class. The
investigations provide a noteworthy finding that suggests role-playing has a
considerable effect on students' speaking abilities.9

The researcher previously observed by interviewing some students and the teacher.
Then the researcher found that many students of MTs Al-Ittihad 1 Lanci are shy or
lack the confidence to communicate in English, lack interest in learning English
because the method is less interesting, then experience difficulty speaking or less
speaking skill as a result of the traditional teaching method used by English teachers in
the classroom and the numerous impacts of their home tongue. The use of language
outside of the classroom presents another challenge. The educational setting described
above highlights the necessity for engaging and enjoyable teaching strategies like role-
playing.

Students don't have an interest in learning English, students have problems with
self-confidence when in class, when they are in front of the class, or outside the class,

8
Alfu Nikmah, ‘The Implementation of Role Play to Improve EFL Speaking Skill of The Second
Semester Students of IAIN KUDUS’, p. 159
9
I Gusti Ayu Dwi Pradnyandari Pinatih, ‘Improving Students’ Speaking Skill through Role-Play
Technique in 21st Century’, p. 96
 4

and these problems also have an impact on students' English speaking skills. Based on
those problems, the researcher assumes that the English teacher needs a more
interesting method and gives more roles to students, so that not only will their
speaking skill increase but their interest and self-confidence also increase.

Based on the background above, the author wants to examine more deeply the
method of role-playing in improving students' speaking skills. The role-play method
provides opportunities for students to be more active in class, and students can also
understand every conversation on various social sites. On researcher thesis the title
"USING ROLE PLAY METHOD TO DEVELOP THE STUDENTS' SPEKING
SKILL AT MTS AL-ITTIHAD 1 LANCI".

B. The Statement of Problems

Based on the background described above, the problem can be formulated as

follow: Can the role-play method develop students' speaking skill?
C. Research Objectives
The purpose of this study is to determine whether the role-playing method may help
students at Mts. Al-Ittihad I Lanci improve their speaking abilities.

D. Benefits of Research
This research is expected to have benefits in education either directly or indirectly.
The benefits of this research is as follows :

a. Theoretical Benefits
As a reference for further research related to "The Using Of Role Play Method
To Develop The Students' Speaking Skill".

b. Practical Benefits
Practical applications of this study include the following:

1) For Writers
Can add insight and hands-on experience on how to use the Role Play Method to
Develop Students' Speaking Skills for Mts Al-Ittihad 1 Lanci.

2) For Institutions/Agencies
As a consideration for developing the speaking skills strategy of the students of
Mts Al-Ittihad 1 Lanci using the role-play method.
 5

E. Scope and Setting of Research

There are still many limitations in terms of knowledge, time, and place, the
research's scope, and setting are made by researcher in obtaining information and data
from the object to be studied. In order to focus on "Using Role Play Method To
Develop The Student’s Speaking Skill at Mts Al-Ittihad 1 Lanci," there is a need to
scope of the research. Mts Al-Ittihad 1 Lanci is the site that researchers utilize to
collect information and data from eighth grade only, with 25 students in total.

F. Literature Review
Literature Review is a search for previous studies or works, as a guide for further
research to obtain more valid data and avoid duplication and repetition to ensure
authenticity and research legality.
The researcher attempted to bring up various prior studies relevant to the
researcher's field of study in this literature review, namely:
1. Hermina Prima “Improving Students’ Speaking Skill Using Role Play In English
Extracurricular Class in SMP Pangudi Luhur 1 Yogyakarta.”10
The previous research used classroom action research. The setting of research
was on extracurricular students at SMP Pangudi Luhur 1 Yogyakarta. The
previous researcher used observation checklist, interview both with the teacher
and the students, and field notes those are as the instruments of reasearch.
Whereas to analyze the data and answer the students’ attitudes on role play
learning. The previous researcher used students’ reflection, students’ interview,
and observation checklist. Previous researcher found that the use of the role play
method influenced students' speaking fluency in class and gave them more self-
confidence

The similarity with the current research is the method used, namely Classroom
action research. The design also same which is the CAR design in this part the
previous research is a bit different the design was using by NSW Department of
Education and Training11. The focus of the discussion is the same, on improving
students' speaking skills by using the role-play method. While the difference is in
the object of research in the thesis focuses on English extracurricular classes.
10
Hermina Perima, “IMPROVING STUDENTS’ SPEAKING SKILL USING ROLE PLAY IN ENGLISH
EXTRACURRICULAR CLASS IN SMP PANGUDI LUHUR 1 YOGYAKARTA”, (Thesis, FTK Universitas
Sanata Dharma Yogyakarta, Yogyakarta, 2018)
11
Professional Learning and Leadership Development Directorate, New South Wales Department of
Education and Training, "ACTION RESEARCH IN EDUCATION GUIDELINES 2nd Edition", vol. 2, 2010.
 6

While in the current research the researcher will examine the non-extracurricular
English class.

2. Kurnia Firdausi Nuzulua” THE EFFECTIVENESS OF ROLE-PLAY IN

TEACHING SPEAKING SKILL TO THE EIGHT STUDENTS OF SMPN 3
TANGSEL”12.
The research method that the author used in writing the previous final project is
by using a quantitative method. In collecting the data of the previous thesis used
test as the instrument (pre-test and post-test). The pre-test was intended to know
initial speaking skills of the sample and the post-test was intended to check
whether the technique had effect or not toward students‟ speaking skills. The
writer used statistical analysis with t-test by using SPSS 20. In previous research,
researchers found that the role play method had a positive impact on students'
speaking abilities and this was shown by the previous score of 43.83% to 57.10%

The similarity to the current research which was focuses on students' speaking
skills through the use of the role-play method. Meanwhile, the object of research
is a bit deferent which was just to find out the effectiveness of role play method.
The methodology of research is quantitative.

3. Masda “Using Role-Play Technique To Develop Students’ Speaking Skill At The

Second Year of MTsN Parepare” 13.
The type of the previous research is quantitative field research. The data
analysis used in the previous research was the quantitative analysis method. By
means of the data obtained from the tests conducted on students at MTsN
Parepare. This result was that the efforts made to improve the student's abilities of
MTsN Parepare are teaching and learning speaking in class with role-play
techniques and giving tests that must be met by students to see the results of
implementing role-play techniques, as well as seeing the students' responses to the
techniques used in the classroom.

The similarity to the current research which focuses on improving or

developing students' speaking skills through the use of the role-play method.

12
Kurnia Firdausi Nuzula, THE EFFECTIVENESS OF ROLE-PLAY IN TEACHING SPEAKING SKILL
TO THE EIGHT STUDENTS OF SMPN 3 TANGSEL FACULTY OF EDUCATIONAL SCIENCES, 2018.
13
Masda, ‘Using Role Play Technique To Develop Students Speaking Skill’, Central Library Sof State of
Islamic Institute Parepare, 2018.
 7

Meanwhile, the previous research used a questionnaire and test only, as the
instruments of research. the previous research methodology used quantitative.

4. Muhammad Pahrurrozi “The Effect Of Role Play On Students’ Speaking Skill At

Seventh Grade of Mts Nw Kembang Kuning Sikur Regency East Lombok West
Nusa Tenggara In Academic Year 2018/2019.”14

The previous research was used a quantitative research. The quantitative

analysis method was employed to analyze the data. Pre-testing and post-testing
were used to collect data. The data in this research are in the form of quantitative
data analysis. Having the pre-test data, the writer analysis and process the data
using statistic calculator of T-test formula.

The similarity with the current research is focused of role-play method on

students’ speaking skill. The differences are methodology of research on the
previous research was used a quantitative research. The instrument of research
there was document that was what makes both research deferent.

G. Theoretical Framework
1. Speaking
a. Definition of Speaking
Speaking is the productive aural/oral skill. It consists of producing systematic
verbal utterances to convey meaning15. Speaking is used for many different
purpose, and each purpose involves and different skill 16. Speaking is a linguistic
ability that develops in a child's life and is taught at that time. Speaking is
produced by listening. Or, to put it another way, verbal communication skills are
developed and gained early in life. He pays close attention to what is being said
before responding. Speaking is the verbal use of language to communicate with
others, claims Flucker. In our daily interactions, we typically communicate via
speaking.17 Speaking in English is a skill that allows a person to express their

14
Muhammad Pahrurrozi “THE EFFECT OF ROLE PLAY ON STUDENTS’ SPEAKING SKILL AT
SEVENTH GRADE OF MTS NW KEMBANG KUNING SIKUR REGENCY EAST LOMBOK WEST NUSA
TENGGARA IN ACADEMIC YEAR 2018/2019”, (UIN; Mataram), 2018/2019
15
David Nunan, “Practical English Language Teaching”, (New York: Mcgraw-Hill Companies, 2003),
Page. 48.
16
Jack C. Richards and Willy A. Renadya, ‘Methodology _in _Language _Teaching _2002
_scanned.Pdf’ , 2002, pp. 201.
17
Gloria G Balak, Meity Muntuuntu, And Rinny Rorimpandaey, "Technique", 1.8 (2022). p, 914
 8

wants and thoughts orally to anybody. Speaking skills may be practiced with
students, English teachers, or other teachers who are fluent in English.18

b. Function of Speaking

Some linguists have categorized the roles that speaking plays in social
interaction. The functions of speaking are divided into three categories,
according to Brown and Yule, as stated by Jack C. Richards: "Talk as
interaction, talk as a transaction, and talk as performance. Since each of these
speech acts has a very distinctive shape and purpose, several instructional
strategies are needed.”19

1) Talk as Interaction
This is the interaction that primarily serves a social purpose and pertains to
what we often mean by "chat." In order to be nice and provide a safe space for
contact with others, individuals greet each other, engage in small conversations,
discuss recent events, and so on when they first meet. The message is less
important than the speakers and how they want to be seen by one another. The
following list summarizes the key characteristics of conversation as interaction :
 Primarily serves a social purpose
 Reflects the roles that people play
 The identity of the speaker is reflected
 Either formal or informal
 Proper etiquette in conversation
 Show different levels of civility
 Uses a lot of generic terms
 Use a conversational tone
 Joint construction
The following are some of the abilities needed to use speaking as an interaction :
 Introductions and closing remarks
 Selecting topics
 Making small-talk

18
Yoniswan, ‘Effects of Role-Play on Indonesian Junior High School Students ’ Speaking Skills : A
Classroom Action Research Study’, 1.2 (2020), 2–10.
19
Jack C Richards, ‘Developing Classroom Speaking Activities ; From Theory to Practice’, 1997, 1–10.
 9

 Relating personal experiences and situations

 Turn-taking
 Using adjacency-pairs
 Interrupting
 Reacting to others
It might not be a top priority for many students since it places more emphasis
on the art of speaking than the content. Speaking naturally is necessary for
conversation and connection, but occasionally, some students avoid it because
they frequently struggle to find the right words or feel uncomfortable projecting
a positive picture of themselves.
2) Talk as Transaction
This form of speaking, which is unlike discourse as interaction, refers to
circumstances when the emphasis is on what is said or done. The message and
how to communicate effectively and properly are the main points, not how
people engage socially with one another.
According to Jack C. Richards, who quoted Anne Burns, there are two sorts
of talk transactions. One is when participants primarily concentrate on what is
said or accomplished and the focus is on exchanging and receiving information.
As long as the information is successfully transmitted or comprehended,
accuracy may not be a top priority. The second type of transaction focuses on
acquiring goods or services, like booking a hotel room.20
Meanwhile, talk as the transaction has the following important characteristics:
 It mostly focuses on information.
 The message is the primary concern, not the participants.
 Participants use communication techniques to clarify their messages.
 There can be a lot of repeats, questions, and comprehension tests.
 Negotiation and deviation are possible
 Language correctness need not always be precise.
Using speak for transactions involves a variety of abilities, including :
 Describing a desire or goal
 Defining Something Speculating

20
Jack C Richards, ‘Developing Classroom Speaking Activities ; From Theory to Practice’, 1997, 1–10.
 10

 Verifying facts Supporting a position

 making recommendations
 Clearing up comprehension by Comparing

Because it simply focuses on messages that are delivered to the other

participants, talk as a transaction is much simpler for certain students than talk as
an interaction. Talk as interaction is also simpler to arrange since it's easy to
access resources for speaking activities including role plays, group activities,
and knowledge gap exercises. The present communicative materials can serve as
a resource for learning how to communicate in order to share and get
information as well as conduct real-world business.

3) Talk as Performance

Instead of using dialogue, talk as performance frequently takes the form of a

monologue. Speaking in front of an audience to convey information is referred
to as public speaking. Additionally, the format is more similar to written
language than to spoken language. Contrary to talk as engagement and
transaction, talk as performance is frequently assessed based on how well it
affects the listener.

The main features of talk as performance are:

 The audience and message are both highlighted.
 It displays structuring and chronology.
 Form and precision are crucial.
 The language resembles written language more.
 Usually, it is a monologist
The following are some of the abilities needed to use talk as a performance:
 Using an appropriate format
 Presenting information in an appropriate sequence
 Maintaining audience engagement
 Using correct pronunciation and grammar
 Creating an effect on the audience
 Using appropriate vocabulary
 11

 Using appropriate opening and closing21

c. Elements of Speaking

In his book "The Practice of Language Teaching," Harmer asserts that a

person must master two speaking skills before they can be said to as a language
"speaker." First, among the characteristics of language are :
1) Connected speech, Good English speakers should be able to create not just
the language's distinct phonemes but also its related speech with ease. Sound
changes (assimilation), omissions (elision), additions (linking r), and
weakenings (weakening) occur in linked speech (through contraction and
stress patterning). For this reason, we should get children involved in
exercises that are aimed at enhancing their connected speech.
2) Expressive tools. English natives express how they are feeling by altering the
volume and pace of their speech, changing the pitch and stress of certain
words, and using other nonverbal and bodily cues. The capacity to express
meaning is aided by the employment of these tools. If pupils are to be truly
successful communicators, they should be able to use at least some of these
supra-segmental elements and devices in the same manner that they do now.
3) Grammar and lexical. The employment of several frequent lexical phrases,
particularly while performing certain linguistic functions like greeting,
concurring, and disagreeing, characterizes spontaneous speech.
4) Communicating in negotiations. The negotiating language we employ to get
what we want and to explain how it is structured helps us talk more
effectively.
Speaking also involves mental or social processing, which includes:
 Language processing is the capacity to organize and organize language in
one's mind so that it emerges in forms that are not only understandable
but also convey the desired meanings.
 Talking to other people. Speaking requires a lot of listening to
comprehend what the other participants are experiencing, which is mean.
 Information processing refers to the capacity to process information as
soon as it is received.22
d. Teaching Speaking
21
Ibid.
 12

A significant portion of language students worldwide study English to

improve their speaking abilities. If we try to comprehend the nature of what
appears to be involved, learning to speak a second or foreign language
successfully is a really difficult endeavor. Speaking is used for a variety of
purposes, each requiring a particular set of abilities. For instance, when we
participate in informal conversation, we may do so to build rapport, develop
social contact, or simply engage in the lighthearted banter that fills much of our
time with friends.23
Oral Practice: Encouraging students to engage in regular oral practice is
essential. This can be achieved through activities like debates, group discussions,
and role-playing, which provide opportunities for students to express themselves
verbally and enhance their conversational skills.24
Knowing a language's grammatical and semantic norms alone won't help you
learn how to communicate in that language. Additionally, students must learn
how native speakers interact with one another in an organized setting when a
variety of circumstances are at play. Examining the elements underlying
speaking ability, the factors impacting adult learners' oral communication, and
the specific skills or communication techniques utilized in communication are
important in order to give appropriate assistance in the development of
competent English speakers.
1) Components Underlying Speaking Effectiveness
Language proficiency is a multidimensional construct that includes many
degrees of talents and areas rather than being a one-dimensional concept. Hymes
assumes that L2 learners need to be aware of culturally appropriate ways to
interact with others in a variety of contexts and relationships in addition to their
language skills. He incorporates grammatical, psycholinguistic, sociolinguistic,
and probabilistic language components into his theory of communicative
competence. In accordance with Canel and Swan's interpretation of Hymes'
theory, communicative competence is comprised of grammatical competence,
22
Jeremy Harmer, ‘The Practice of English Language Teaching, Third Edition Completely Revised and
Updated’, 2001, p. 283 <http://www.amazon.com/Practice-Language-Teaching-Handbooks-Teachers/dp/
0582403855>.
23
Jack C. Richards and Willy A. Renadya, ‘Methodology_in_Language_Teaching'_2002_scanned.Pdf’,
2002, pp. 1–432.
24
Richards, J. C., & Schmidt, R. (2013). Longman Dictionary of Language Teaching and Applied
Linguistics. Routledge
 13

discourse competence, sociolinguistic competence, and strategic competence, all

of which relate to the use of the linguistic system and the practical aspects of
communication.
2) Interaction As The Key To Improve EFL Learners’ Speaking Abilities
Communication is a key component of meaning-focused learning in the
classroom. Because of this, teachers must carefully adapt their instruction to
meet the needs of their students and teach them how to talk and listen to others.
Through interaction, students will develop their verbal communication skills,
and non-verbal exchanges of messages will help them develop discourse that
reflects their intentions in interpersonal interactions. Some of the suggestions are
:
a) Small talk
b) Interactive activities
“Effective interactive exercises should include learners in utilizing English
for a range of communicative purposes, be manipulative, meaningful, and
communicative.”25
c) Speaking Activities
 Acting from a script
Teachers may instruct their pupils to perform certain portions from a play or
novel, sometimes while also filming the performance. Students are frequently
encouraged to act out the scenarios and come to the front of the class as a
result of this.
 Communication games
Games that encourage communication between students usually rely on a
knowledge gap such that one student needs to communicate with a partner in
order to solve a problem, draw a picture, arrange objects in the correct
sequence, or uncover similarities and differences between two photographs.
 Discussion
One of the reasons discussions go flat is that students are reluctant to voice a
viewpoint in front of the entire class, especially if they are at a loss for words
and lack the necessary linguistic confidence. Many students experience
excessive exposure when participating in discussions.
25
Ibid. P, 209
 14

 Prepared talk
The prepared talk, in which students deliver on a subject of their choosing, is
a common type of activity. Such discussions are not intended to be casual,
impromptu chats; rather, because they are planned, they are more "writing-
like." Students should speak from notes rather than a script, though, if at all
possible.
 Questionnaires
Questionnaires are helpful. They guarantee that both the asker and the reply
will have something to say to one another because they are designed in
advance. They may stimulate the natural usage of specific repeated language
patterns, depending on how closely constructed they are, and so be located in
the center of our communication continuum.
 Simulation and role play
Simulation and role play are quite beneficial to many kids. Students
"stimulate" a real-life encounter (such as a business meeting, an encounter in
an airplane cabin, or an interview) as if they were having it, either by acting
as themselves in the meeting or on the plane or by assuming the role of a
character who is not themselves or who has thoughts and feelings that are not
necessarily similar to their own. Simulation and role play can be used to
improve students' oral fluency generally or to prepare them for particular
scenarios, particularly if they are studying ESP.26
2. Role-Play

Role-playing is frequently defined in the context of education as a method that

takes place in the classroom and focuses on "identifying and labeling a set of
appearances and behaviors on the assumption that these appearances and behaviors
are typical of a specific person and easy to predict within a given situation".
Role advantages playing are for English language learners have been extensively
researched over the past few decades by scholars including Early, Suwanthep, and
Rayhan, for instance, found that role-playing helped students practice what they
had learned and learn how to deal with difficulties they would have in real target
language conversation. Shen and Suwanthep conducted a study with 300 university

26
Jeremy Harmer, “The Practice Of English Language Teaching, Third Edition Completely Revised An
Upload”, 2001, P.283
 15

students and discovered that role-playing effectively boosted the participants'

language productivity by giving them a forum to debate and build on their past
knowledge of English with their facilitators and peers.
Rayhan studied the impact of role-play on primary students and concluded that
by providing more opportunities for oral practice, role-play has a significant
positive effect on the participants' speaking performance. He added that by
allowing them to support one another during the activities and creating an
atmosphere of cooperation rather than competition in the classroom, this teaching
strategy has also assisted students in building their self-confidence.27
In this approach, students take on specific roles and engage in conversations or
interactions as if they were in authentic situations, such as ordering food in a
restaurant, conducting a job interview, or resolving a customer service issue.
Enhanced Communication Skills: Role-play encourages students to actively use
the target language to communicate and solve problems within a given context.
Contextual Learning: Role-play provides a meaningful and contextualized learning
experience. It allows students to apply their language skills to practical situations,
making the learning process more engaging and memorable. This method helps
bridge the gap between classroom learning and real-world communication.28
3. Role-play in Teaching Speaking

The definition of role playing learning is a learning method in which students

directly portray a problem that focuses on problems concerning human relations.
Students are given the opportunity to describe or express a character being played
and other students get the task of observing the course of the drama. In certain
parts, for example in the middle, the teacher can stop the drama and give students
the opportunity to express opinions and criticisms about the learning material being
studied.29
Donn Byrne, who was quoted in Fadilah, said that role play is a type of theater
activity when defining the term. He went into great length on the three words that
27
I Khasbani and F Seli, ‘The Impact of Role-Play on Students’ Speaking Performance’, Linguists:
Journal Of Linguistics and Language Teaching, 7.2 (2021), 2355–2069
<https://doi.org/10.29300/ling.v7i2.5216>.
28
Maley, A., & Duff, A. (1978). Drama Techniques in Language Learning: A Resource Book of
Communication Activities for Language Teachers. Cambridge University Press.
29
Nita Oktafia, “Mengenal Metode Pembelajaran Role Playing”, in
https://akupintar.id/info-pintar/-/blogs/mengenal-metode-pembelajaran-role-playing , accessed on March 28,
2023, at 20:41.
 16

make up the drama activities. They are role play, simulation, and mime (mimicry-
memorization). He defined the terms differently as follows:
a. Participants in mime do motions without speaking (although, as we'll see, this
activity always leads to talking).
b. In role-playing, participants converse or act as themselves in hypothetical
settings.
c. Role play is involved in simulation, as previously explained. For this exercise,
however, the participants often talk about an issue of some sort in a context
that has been predetermined for them. In order to promote communicative
skills, role play and simulation are frequently employed in foreign language
lessons. Mime, on the other hand, looks more suitable as a linguistic game. It is
carrying out acts without speaking. As an illustration, when someone mimes an
activity, the others attempt to identify it.
A traveler asking for information or a consumer complaining fall within this
category. The third type is one that very few students will ever directly encounter,
but it is nevertheless simple to play since teachers have had so much extensive
indirect experience with it. This kind of position, which is based on a real-life role,
is highly beneficial, and the television journalist is a fantastic illustration of it. The
last category is fantasy roles, which are made-up, unreal, and perhaps even
nonsensical.
According to Donn Byrne in Fadilah, role-play activities can be divided into two
types: scripted role play and unstructured roleplay. The role-playing practice known
as "scripted role play" is based on the dialogue from the book. Students can mimic
the book's script. Students can alter the script's characters in this way. Unscripted
role performance comes in second. Unscripted role play does not rely on textbook
scenarios. This kind of role-play is referred to as free role-play or improvisation
since the language used by the actors is entirely up to the students.30

30
Alfu Nikmah, ‘The Implementation of Role Play to Improve EFL Speaking Skill of The Second
Semester Students of IAIN KUDUS’, p.159
 CHAPTER II
RESEARCH METHOD

A. Approach and Type of Research

In this research. researcher used Classroom Action Research Method (CAR)

Figure 1.1:
Classroom Action Research Model Design by Julie Arthur. Don Johnston. et al
from Kurt Lewin Design31

Most models depict action research as a cycle that begins with a query and ends
with more inquiries. The cycle nature of classroom action research is depicted in the
graphic above. Strickland talks about the following order: Determine a topic, interest,
or problem; obtain information; plan an action; carry it out; observe the activity;
reflect on your observations; and, finally, change your strategy.32

B. Setting of Research
Researcher chose grade VIII MTs Al-Ittihad 1 Lanci students in the 2022/2023
academic year. This school was chosen by the researcher as the research location
because this school is a developing School/Madrasah, so it is hoped that the results of
this research can have a good impact on learning English for other developing schools.

31
Julie Arthur. Don Johnston. et al, “Tracking Student Success: Using an Action Learning Approach to
Better Understand the How, What, Where and Why”, in https:// webarchive. nla. gov.
au/awa/20151127061353/http://pandora. nla.gov. au/pan/122841/20151127-1348/ www. aair.org. au/
articles/volume-17-no-1/17-1-tracking-student-success.html, Accessed on March 28, 2023, at 21:02.
32
Siti Khasinah, ‘Classroom Action Research’, Jurnal Pionir, Volume 1, Nomor 1, 1.2 (2013), 33–61.

17
 18

C. Research Participants

Students from MTs Al-Ittihad 1 Lanci in the eighth grade took part in the study.
The researcher simply registered called eighth class. There are 30 students in total,
with 11 male and 18 female. They were the pertinent subjects, so the researcher chose
them as participants.

Probability sampling and non-probability sampling are the two types of sampling.
This study's sampling falls under the category of non-probability sampling. According
to Cresswell, the researcher selects persons for non-probability sampling because they
are available and meet the criteria required for the study 33. There are several kinds of
non-probability sampling, and the research under consideration is a purposeful or
judging sample. Purposive sampling is defined as "the researcher specifies the
characteristic of a population of interest and then attempts to locate individuals who
have those characteristics," according to Johnson and Christensen. The topic was
picked based on selection, which is why this study falls under the purposive sampling
category.34

D. Research Procedures
In this phase, the researcher went over the procedures that used to carry out the
study. The aforementioned study issues addressed in a number of different ways. Plan,
action, observation, and reflection are the four phases in each of the two cycles in
which the activities carried out. In short each cycle have these four things to do. These
are the steps:

1. First cycle
a. The Plan
This phase is the first stage aims to find out what problems may arise when
students study at Mts Al-Ittihad 1 Lanci. This required observing students as they
study followed by interviews with teachers at Mts Al-Ittihad 1 Lanci, and finally
questions about students' interest in speaking and how to deal with the problems they

33
John Ward Creswell, “RESEARCH DESIGN QUALITATIVE, QUANTITATIVE, AND MIXED
METHODS APPROACHES”, in Wisler A (ed.), ‘Of, by, and for are not merely prepositions’: teaching and
learning Conflict Resolution for a democratic, global citizenry,(New York: intercultural education, 2009)
page. 140
34
R. Burke Johnson, Larry Chirstensen, EDUCATIONAL RESEARCH QUANTITATIVE,
QUALITATIVE, AND MIXED APPROACHES, (Washington, D.C.:sage publications, 2014), page. 364
 19

face. Before starting the treatment with the researcher, students would first take a
speaking ability test or the first test.

b. Action
In this second stage, the researcher provided learning materials for the role-play
method. Refers to the lesson plan that the researcher have made, which contains
conversations, and some vocabulary, which the researcher then asks students to do a
role-play with their friends, based on the conversations that the researchers provide
and this we call the treatment section. For the first cycle the treatment was held for 2
meetings.

c. Observation
At this stage, the researcher would like to carried out teaching and learning
activities in class, and the researcher would ask the English teacher to be an observer,
then the observer would observe or make observations when the learning process is
taking place in class. Observer would record their findings on the observation
checklist at each meeting.

d. Reflection
The researcher would reflected on the teaching and learning process at this stage,
based on the findings from the observation checklist, and tests that had been given
before. Reflecting on these findings, would be very helpful in formulating plans for
the next cycle, and solving problems from the previous cycle.

2. Second cycle

a. Plan

This second cycle would be make if the first cycle is still not satisfactory then this
second cycle would be make. In this planning section the researcher will make every
possibility and plan a more relevant learning process or lesson plan, and in this
planning section will be based on the results of the teaching and learning process and
tests in cycle 1.
b. Action

Similar to the action in cycle 1 the researcher would provide learning materials for
the role-play method. The same as the first cycle. At this second cycle there also be
treatment for 2 meetings. Refers to the lesson plan that the researcher would make,
 20

which contains conversations, and some vocabulary, which the researcher then asks
students to do a role-play with their friends, based on the conversations that has the
researchers provide.
c. Observation

In the second part of the observation, there is nothing that differentiates from that
in the first cycle. The researcher would carry out teaching and learning activities in
class, and the researcher would ask the English teacher to be an observer, then the
observer could observe or make observations when the learning process is taking
place in class. Observer would record their findings on the observation checklist at
each meetings.
d. Reflection

The researcher would reflect on the teaching and learning process at this stage,
based on the findings from the observation sheet, and the tests that were previously
given in the treatment section.
e. Evaluating The Teaching And Drawing A Conclusion

After the investigation is completed, the researcher would examine the teaching
results from the two cycles and conclude the study. The researcher also would to
receive a research letter from MTs AL-ITTIHAD 1 LANCI confirming that they had
done a study there.
E. Instruments and Data Gathering Techniques
1. Observation checklist
The researcher needs an observer to provide a better analysis of instruction, and the
teacher would be the observer. The observation checklist sought to identify difficulties
in putting role-playing exercises into practice and students' attitudes toward role-
playing learning. For the observer, the researcher would create an observation
checklist blueprint. The observer would complete the observation form and provide
feedback on the lesson.
At each meeting the observer would see and observe the activities in the class to see
the progress or condition of the students in the class when the role-play teaching and
learning activities carried out by the researcher are ongoing. The researcher would like
to create the observation checklist based on Wehrli and Nyquist's idea of the benefits
 21

and drawbacks of role-playing35 . The observation checklist consists of 15 statements.

The observation checklist would be created by the researcher using Osgood's semantic
differential theory in Semantic Differential Scaling (Benjamin D. Rosenberg and
Mario Navarro)36. In this notion of semantic difference, there is a scale from 5 to 7. In
light of this hypothesis, the researcher introduces a column for observer notes to
collect more information on the learning activity.

The observer would see the state of the class and give a value according to the
scale and based on the 15 statements in the observation checklist. As explained earlier,
the researcher prepared 15 statements that explained the general condition of the
students to the specific conditions in the class. while the scales in question are to
measure or be a measure of student behavior, circumstances, and responses. There
would be an observation checklist, namely a scale of 1-5. 1 represents the weakest, 2
being not too weak, 3 represents fair, 4 is moderately strong, 5 being the strongest. this
has been compiled in the observation checklist.

2. Test
The primary tool used in this study is a test, which is made up of tests 1, 2, and 3.
They employe to gauge students' proficiency with the subject matter. Each of the three
tests, tests 1, 2, and 3, have the same degree of difficulty. The test technique is an oral
test, and the form of the test that would be given is a speaking test. The test results
would be assessed using a score rubric that shows a scale of 1-4. Scale 1 being the
smallest, and 4 being the largest. which is then determined by the test results with the
numbers 10-100. To start, the researcher administered test 1 to find out the students'
level of speaking ability. After the research, the researcher would administer tests 2
and 3 to determine the students' speaking ability after they used the designed materials
and practice using role-playing exercises.

1) Pre-test
The form of the test was the researcher asked students to come forward one by
one in front of class. The researcher asked students to describe things that gave
the researcher, to see how far students can speak English fluently. Researcher

35
Wehrli, G., Nyquist, J.G, “TEACHING STRATEGIES/METHODOLOGIES: Advantages,
Disadvantages/Cautions, Keys to Success”, Teaching And Educational Development, 2003, p. 4
36
Benjamin D. Rosenberg and Mario Navarro, The SAGE Encyclopedia of Education Research,
Measurement, and Evaluation, “Semantic Differential Scaling”, SAGE Publications, Inc. February 2018.
 22

used a presentation task, namely describing favorite thing. This test was designed
by researcher. Based on presentation assessment design.
2) Post-test
The researcher carried out the test by doing a role-play without using text. This
test aims to find out how far the students' speaking skills in English have
progressed. The researcher provided a conversation that has previously been
studied or given by the researcher in the treatment section. then ask students to do
a presentation or role-play with the dialogue with their partner. Score Rubric.
Taken from: Teaching and learning research exchange. Tammy Jung, Heidi
Osterwalder and David Wipf, 2001, Saskatoon (Canada)37

F. Data Analysis Technique

The researcher discusses the method for data analysis in this section. To address the
research question, the researcher examined the data after analyzing the output of
research instruments. To address the difficulties in implementing role-playing
exercises in Mts Al-Ittihad 1 Lanci, the researcher employed a tests, and checklist for
observations, with the instructor and students. The researcher employed an observation
checklist to determine the student’s speaking abilities when using the role-playing
learning method.
The average score for each test among the students is computed by the researcher.
The formula used by Best and Kahn to determine students' average scores is as follows
:

X:
∑XN
N

Description:
X : mean
∑ : sum of
X : scores in distribution
N : number of scores38

37
James Mcninch, Marilyn Totten, and Scott Thompson, ‘T EACHING AND LEARNING
RESEARCH E XCHANGE Que ( e ) Rying Inclusive Practice : Exploring and Challenging and Schools’,
November, 2005.
38
John W. Best, James V. Kahn, “Research In Education Tenth Edition”,(Boston: Pearson Education
Inc;2006), P. 359.
 23

∑ Acquisition score
Score = ---------------------X 100
Maximum score

This is the formula for finding out test scores

G. Indicator of Success

The indicator of success in this study was the improvement of students' speaking

skills by achieving the Minimum Completeness Criteria (KKM) for the subject matter

of 70. The Minimum Completeness Criteria (KKM) for educational units is 70.
 CHAPTER III
FINDINGS AND DISSCUSSION

This chapter presents the findings derived from the quantitative analysis of data
collected during the implementation of the role-play method to develop students'
speaking skills at MTs Al-Ittihad 1 Lanci. The purpose of this chapter is to provide a
comprehensive overview of the results obtained from the pre- and post-assessment
scores, from cycle 1 to cycle 2, shedding light on the effectiveness of the role-play
method in enhancing students' oral communication abilities. Additionally, the chapter
explores the statistical evidence, examines the patterns and trends observed in the data,
and offers interpretations and discussions of the findings.

A. Research findings
Classroom action research is a practical approach that empowers teachers to
investigate and reflect upon their instructional practices. It follows a cyclical process
of planning, acting, observing, and reflecting, allowing for continuous improvement in
teaching and learning outcomes. In this study, the role-play method was employed as
the intervention strategy, aligning with the constructivist and reflective principles of
classroom action research. The implementation of the role-play method followed a
systematic process of planning the activities, conducting them in the classroom,
observing student performance, and reflecting on the outcomes. Then this activity is
divided into several steps.

1. Cycle 1
a. Plan
The researcher made some preparations to be implemented in class. such as lesson
plans, learning tools, observation checklists, and there were several additional
media. Which would arrived at the post test cycle 1 stage.
b. Action
In this first cycle the researcher conducted treatment from the 20 th, 22nd, 25th Juni
2023. At this stage the researcher applied the role play method in the teaching and
learning process in class followed by the teacher as an observer who made
observations with the observation checklist that had previously been given by the
researcher. Then the observer makes observations in the middle of the learning
activity with the role play method. For more details will be explained below :

24
 25

1) First meeting
At the first meeting, the researcher gave a pre-test. By asking students to make
a description of their favorite item. Then present in front of the class. They
were asked to explain the name of the item?, Where it was from?, and when
they got it, and the reason for liking and becoming a favorite item? After
giving the pre-test the researcher explained what would be learned at the next
meeting, namely the role-play method. From definition to procedure. Then the
researcher allowed the students to ask questions about the tests that had been
done and about the role play.

2) Second meeting
Before the researchers started. The researcher asked the observer to observe
when the learning process took place. At this meeting, the researcher started
the class by praying together. Then asked the students to record their names on
a piece of paper, and then the researcher did a lottery to determine the pair. But
because the number of students in the class is odd, students who do not have a
partner will be paired with the researcher. In the next stage, the researcher
distributed the conversation papers that the researcher had previously prepared.
The main topic or subject matter at this meeting is "the expression of
introducing yourself". With the context of the dialogue as "meet someone in
America". Next, the researcher asked each pair to remember their respective
roles and scripts. Then do the role in front of the class with each pair. While the
role-play activity is taking place the observer observed the activity.

3) Third meeting
In the third meeting, the researcher gave a test. Namely role play. With the
conversation that was given at the previous meeting. i.e. "meet someone in
America" with a random partner.

c. Observation

The English teacher at MTs Al-Ittihad 1 Lanci as an observer provided an

observation checklist that had been previously checked following the findings when
the process of learning activities using the role play method was carried out
 26

1) Observation checklist
Table 4.1
Observation checklist cycle 1

Scale
No Statements
1 2 3 4 5
1. Students are confidence in role- 
play performance.
2. Students are fluent in performing 
the dialogue in the role-play
performance.
3. Students participate in making 
the role-play dialogue.
4. Students ask questions to the 
teacher when they have difficulty.
5. Students show strong emotion 
expression in the role-play
performace.
6. Students are focuse in having 
role-play performance.
7. Students’ performace is observed 
by the teacher.
8. Students get feedback from the 
teacher after the performance.
9. Students produce dialogue out of 
the dialogue that has been made.
10. Students need moretime to 
prepare the role-play dialogue
11. Students need more time to 
persent the role-play dialogue
12. Students have many learning 
activities in the class.
13. Role-play situation is real in 
students’ daily life.
14. Students use expression that they 
have learned in the role-play
performance.
15. Students are able to work in their 
group.
Total 47
Maximum 75
Percentage 62.66
Catagory Good
 27

Information :
Absolutely Yes :5
Yes :4
Fair :3
No :2
Absolutely no :1

To calculate the percentage of activities, you need to determine the

total number of activities and the max score. The formula to calculate
the percentage is:
Percentage = (total score / max score) x 100

Category :
100%-75% : very good
74% - 50% : good
49% - 25% : sufficient
24% > : Less

2) Score rubric/ students score

a) Pre-test
Tabla 4.2
The real score

ASPECTS
NO NAMA total score
GRA
FLU PRO BOLA CONT
M
1 SAN 2 1 3 2 3 11
2 RS 3 2 4 4 3 16
3 ILM 3 4 3 3 3 16
4 AUR 2 3 3 4 3 15
5 IMY 2 3 2 3 2 12
6 DIK 2 3 1 2 2 10
7 RIS 2 3 2 2 2 11
8 ANG 2 3 3 3 3 14
9 AHM 2 3 2 2 3 12
10 IDA 3 3 2 2 2 12
11 RAN 2 2 2 2 2 10
12 ERI 3 3 4 3 3 16
13 HAD 2 1 2 3 3 11
14 HER 4 3 3 4 4 18
15 LUK 3 2 2 2 3 12
16 SAP 3 2 2 3 2 12
17 MTI 2 4 4 2 2 14
18 DIF 2 2 3 2 2 11
 28

19 SUC 3 1 2 2 2 10
20 RAM 3 2 2 4 2 13
21 AFRI 3 2 2 2 3 12
22 JUM 2 3 2 3 3 13
23 PRA 3 3 3 3 3 15
24 FAI 3 2 2 2 2 11
25 WAN 3 2 2 2 3 12
26 IKB 3 4 2 4 3 16
27 SIS 2 2 2 2 2 10
28 MUH 3 2 2 2 2 11
29 DIN 3 2 2 2 3 12
total score 368
means

Table 4.3
Pre-test students score

ASPECTS
N NAM Total Final
O A FL PR BOL GRA CO score score
U O A M M
1 SAN 1 1 2 2 2 8 40
2 RS 3 2 2 4 3 14 70
3 ILM 4 4 3 3 3 17 85
4 AUR 2 2 2 3 3 12 60
5 IMY 2 3 2 3 2 12 60
6 DIK 1 2 1 2 1 7 35
7 RIS 2 3 2 2 2 11 55
8 ANG 2 3 2 3 3 13 65
9 AHM 2 2 2 2 3 11 55
10 IDA 3 3 2 2 1 11 55
11 RAN 1 1 2 1 2 7 35
12 ERI 3 3 4 3 3 16 80
13 HAD 1 1 2 2 2 8 40
14 HER 4 4 3 4 3 18 90
15 LUK 2 2 2 2 1 9 45
16 SAP 1 2 2 3 2 10 50
17 MTI 2 4 2 2 2 12 60
18 DIF 2 2 3 2 2 11 55
19 SUC 1 1 2 2 1 7 35
20 RAM 2 2 1 1 2 8 40
21 AFRI 2 1 1 2 1 7 35
22 JUM 2 3 2 3 3 13 65
23 PRA 3 3 3 3 3 15 75
24 FAI 1 1 2 2 2 8 40
25 WAN 3 2 1 2 3 11 55
 29

26 IKB 3 4 2 4 3 16 80
27 SIS 2 2 2 2 2 10 50
28 MUH 1 2 1 2 2 8 40
29 DIN 2 2 2 2 3 11 55
Total score 321 1605
Means 55.34

To calculate the mean score, researcher used the following formula :

X:
∑XN
N
Mean = sum score / number of studentsPost-test

Table 4.4
Post-test students score cycle 1

ASPECTS
N NAM Total Final
O A score score
FL PR BOL GRA CON
U O A M T
1 SAN 2 1 3 2 3 11 55
2 RS 3 2 4 4 3 16 85
3 ILM 3 4 3 3 3 16 85
4 AUR 2 3 3 4 3 15 75
5 IMY 2 3 2 3 2 12 60
6 DIK 2 3 1 2 2 10 50
7 RIS 2 3 2 2 2 11 55
8 ANG 2 3 3 3 3 14 70
9 AHM 2 3 2 2 3 12 60
10 IDA 3 3 2 2 2 12 60
11 RAN 2 2 2 2 2 10 50
12 ERI 3 3 4 3 3 16 85
13 HAD 2 1 2 3 3 11 55
14 HER 4 3 3 4 4 18 90
15 LUK 3 2 2 2 3 12 60
16 SAP 3 2 2 3 2 12 60
17 MTI 2 4 4 2 2 14 70
18 DIF 2 2 3 2 2 11 55
19 SUC 3 1 2 2 2 10 50
20 RAM 3 2 2 4 2 13 65
21 AFRI 3 2 2 2 3 12 60
22 JUM 2 3 2 3 3 13 65
23 PRA 3 3 3 3 3 15 75
24 FAI 3 2 2 2 2 11 55
 30

25 WAN 3 2 2 2 3 12 60
26 IKB 3 4 2 4 3 16 85
27 SIS 2 2 2 2 2 10 50
28 MUH 3 2 2 2 2 11 55
29 DIN 3 2 2 2 3 12 60
Total score 368 1860
Means 64.13

From the post-test results mentioned above, namely 64.13. This figure shows that the
students test results remain unchanged from the KKM score of 70. Therefore, the
researcher must repeat the cycle or move on to the second cycle.

d. Reflection
The researcher evaluated the learning outcomes of the role-play method in the
previous cycle. Based on the results of observations, and student scores in the post-
test cycle 1. These results prove that the treatment given is still lacking. Such as the
lack of student focus in learning, and the lack of emotion given when playing roles,
students still lack confidence when playing roles. So that researcher feel the need to
provide better treatment in the next cycle.
2. Cycle 2
a. Plan

After the researchers saw the results of the first cycle. The researcher continued the
treatment to the second cycle to get the standard of success that had been
determined. Then the researcher prepared the material and some additional media to
be applied in the classroom. The researcher also prepared a post-test for the second
cycle.

b. Action
1) First meeting
The procedure for meeting 1 cycle 2 is almost the same as meeting 1 cycle 1.
However, what is different is the material that the researchers provide this time,
the main topic is describing the place, in the role play method with the context
of a Mount Tambora tour guide.
2) Second meeting
The researcher gave an additional meeting for the students to prepare for the
last meeting which was the exam that would determine, the research was to see
the role play method in developing students' speaking skills at MTs AL-Ittihad
 31

1 Lanci whether this was successful or not. At the second meeting, the
researcher invited the students to ask questions that they did not understand. so
that in the last post-test the students can give the best results.
3) Third meeting
At the third meeting. The researcher gave a second post-test to get the value of
the treatment results in cycle two. the form of the test is still the same as post-
test 1. The only difference is the context of the role play
c. Observation
1) Observation checklist
Table 4.5
Observation checklist cycle 2 meeting 1

Scale
No Statements
1 2 3 4 5
1. Students are confidence in role- 
play performance.
2. Students are fluent in performing 
the dialogue in the role-play
performance.
3. Students participate in making 
the role-play dialogue.
4. Students ask questions to the 
teacher when they have difficulty.
5. Students show strong emotion 
expression in the role-play
performace.
6. Students are focuse in having 
role-play performance.
7. Students’ performace is observed 
by the teacher.
8. Students get feedback from the 
teacher after the performance.
9. Students produce dialogue out of 
the dialogue that has been made.
10. Students need moretime to 
prepare the role-play dialogue
11. Students need more time to 
persent the role-play dialogue
12. Students have many learning 
activities in the class.
13. Role-play situation is real in 
students’ daily life.
14. Students use expression that they 
have learned in the role-play
performance.
 32

15. Students are able to work in their 

group.
Total 59
Maximum 75
Percentage 78.66
Catagory Very Good

Table 4.6
Observation checklist cycle 2 meeting 2
Scale
No Statements
1 2 3 4 5
Students are confidence in role-
1. 
play performance.
Students are fluent in performing
2. the dialogue in the role-play 
performance.
Students participate in making
3. 
the role-play dialogue.
Students ask questions to the
4. 
teacher when they have difficulty.
Students show strong emotion
5. expression in the role-play 
performace.
Students are focuse in having
6. 
role-play performance.
Students’ performace is observed
7. 
by the teacher.
Students get feedback from the
8. 
teacher after the performance.
Students produce dialogue out of
9. 
the dialogue that has been made.
Students need moretime to
10. 
prepare the role-play dialogue
Students need more time to
11. 
persent the role-play dialogue
Students have many learning
12. 
activities in the class.
Role-play situation is real in
13. 
students’ daily life.
Students use expression that they
14. have learned in the role-play 
performance.
Students are able to work in their
15. 
group.
Total 62
Maximum 75
Percentage 82.66
 33

Catagory Very Good

Absolutely Yes :5
Yes :4
Fair :3
No :2
Absolutely no :1

To calculate the percentage of activities, you need to determine the total number of
activities and the max score. The formula to calculate the percentage is:

Percentage = (total score / max score) x 100

Category :
100%-75% : very good
74% - 50% : good
49% - 25% : sufficient
24% > : Less

From the results of the two observation checklist tables above, it can be concluded that.
The second and first cycles experienced an increase that was quite satisfying to the
researcher. From the previous one in the first cycle only got a score of 62.66. Then it
increased in the second cycle, the first meeting to 78.66. It ended at 82.66 at the third
meeting, and managed to reach the very good category.

2) Score rubric
a) Post-test
Table 4.7
Students score of post-test cycle 2

ASPECTS
N NAM Total Final
O A FL PR BOL GRA COM score score
U O A M P
1 SAN 3 2 3 2 3 13 65
2 RS 3 3 4 4 4 18 90
3 ILM 4 4 3 3 4 18 90
4 AUR 2 3 3 4 3 15 75
5 IMY 4 3 4 3 3 17 85
6 DIK 2 3 2 3 3 13 65
7 RIS 3 3 2 3 4 15 75
8 ANG 3 3 3 3 3 15 75
9 AHM 4 3 2 3 3 15 75
10 IDA 4 3 2 3 4 16 80
 34

11 RAN 3 2 3 2 3 13 65
12 ERI 3 3 4 3 4 17 85
13 HAD 3 2 3 3 4 15 75
14 HER 4 3 3 4 4 18 90
15 LUK 3 2 2 3 3 13 65
16 SAP 4 2 2 3 3 14 70
17 MTI 2 3 3 2 2 12 85
18 DIF 3 2 3 3 4 15 75
19 SUC 3 2 3 3 3 14 70
20 RAM 4 2 2 4 3 15 75
21 AFRI 3 2 3 3 3 14 70
22 JUM 3 3 2 3 3 14 70
23 PRA 4 3 3 3 4 17 85
24 FAI 3 2 3 3 4 15 75
25 WAN 3 3 2 2 4 14 70
26 IKB 3 4 3 4 3 17 85
27 SIS 3 2 2 3 3 13 65
28 MUH 3 3 2 2 3 13 65
29 DIN 3 2 2 4 3 14 70
Total score 432 2185
Means 75.34

The table above shows that there is a development in students' speaking skills at MTs Al-
Ittihad 1 Lanci, after doing the treatment for the second time. This is shown by achieving
an average value of 75.34. This value has exceeded the KKM value of 70. With a total
value of 2185. This also indicates that the test was declared successful. To calculate the
mean score, researcher used the following formula:

X:
∑XN
N
Mean = sum score / number of students

Table 4.8
Percentage of student score

Meeting Total score Percentage

Cycle 1 1860 64.13
Cycle 2 2185 75.34

d. Reflection
The pre-test score, taken before any intervention, was 55.34, indicating the
baseline level of students' speaking proficiency. Following the implementation of
the role-play method, we conducted the post-test cycle 1 to evaluate the initial
 35

progress. The post-test cycle 1 score showed a noticeable improvement, with an

average score of 64.13. This increase from the pre-test score suggests that the role-
play activities had a positive impact on students' speaking skills. However, the
progress did not stop there. proceeded with the post-test cycle 2. The results of the
post-test cycle 2 revealed a significant advancement in students' speaking abilities,
as the average score reached an impressive 75.34. This substantial improvement
from the post-test cycle 1 score indicates that the role-play method continued to
contribute to the development of students' speaking skills over time.

B. Discussion

This thesis was to investigate the effectiveness of the role-play method in

enhancing students' speaking skills at MTs Al-Ittihad 1 Lanci. The research was
conducted using the classroom action research (CAR) method, which allowed for a
systematic and reflective approach to instructional improvement. The study consisted
of two cycles, each comprising four stages: planning, action, observation, and
reflection. In the first cycle, the researcher began by administering a pre-test to assess
the students' baseline speaking skills. The results indicated a mean score of 55.34,
suggesting the need for improvement. Following this, the researcher implemented the
role-play method as the intervention strategy.

The role-play activities aimed to create an interactive and authentic learning

environment where students actively participated and practiced their speaking skills.
Once the intervention was completed, a post-test cycle 1 was conducted, resulting in
an average score of 64.13. Although this score showed improvement from the pre-test,
it did not meet the Kriteria Ketuntasan Minimal (KKM) or Minimum Mastery Criteria
score. To address the need for further improvement, the researcher proceeded to the
second cycle. The procedures in the second cycle were similar to the first cycle, with
slight modifications. The researcher provided additional meetings to ensure students'
comprehension of the materials and maximize their performance in the second cycle
post-test. The post-test cycle 2 yielded a mean score of 75.34, surpassing the KKM
score of 70.

This achievement indicated that students had successfully attained the desired level
of speaking proficiency. The success of this research can be attributed to several
factors. Firstly, the role-play method provided students with opportunities to actively
 36

engage in authentic conversations, thereby enhancing their fluency, pronunciation,

vocabulary, and overall communicative competence. Secondly, the reflective nature of
the CAR method allowed the researcher to continuously assess and adapt the
instructional practices based on the data and observations. Lastly, the additional
meetings in the second cycle demonstrated the importance of addressing individual
needs and providing sufficient support to maximize student learning outcomes.

Cycle 1:

In the first cycle of this classroom action research, the primary objective was to
assess the effectiveness of the role-play method in improving students' speaking skills
at MTs Al-Ittihad 1 Lanci. The cycle encompassed four distinct stages: planning,
action, observation, and reflection.

During the planning stage, the researcher carefully designed the role-play activities,
considering the specific learning objectives, student needs, and the context of the
classroom. The researcher selected relevant i.e. meet someone in America. Detailed
instructions and materials were prepared to facilitate the smooth implementation of the
role-play method.

Once the planning was complete, the action stage commenced. The researcher
introduced the role-play activities to the students, explaining the purpose and expected
outcomes. Students were given clear guidelines on their roles, tasks, and the structure
of the role-play scenarios i.e. meet someone in America. The researcher emphasized
the importance of active participation, effective communication, and the application of
language skills during role-play activities.

Throughout the action stage, students were encouraged to engage in authentic

conversations, express their thoughts, and collaborate with their peers. The researcher
closely monitored the students' interactions and provided support and guidance when
needed. Different variations of role-play activities were implemented, including pair
work, group discussions, and simulations of real-life situations.

After the completion of the role-play activities, the observation stage began. The
researcher asked an observer to observe the student's performance during the role-play
sessions, paying attention to their speaking fluency, accuracy, vocabulary usage, and
 37

overall communication skills. The observer used an observation checklist, to document

the students' progress and gather valuable data for analysis.

Upon the conclusion of the observation stage, the researcher moved to the
reflection stage. During this phase, the researcher critically analyzed the collected data
and reflected on the outcomes of the role-play method implementation. The researcher
examined the strengths and weaknesses of the activities, identified areas for
improvement, and considered potential modifications for subsequent cycles. The
reflection also involved seeking students' feedback and insights on their experiences
with the role-play activities.

In the first cycle, the researcher administered a post-test at the second meeting to
assess the student's speaking skills after engaging in the role-play activities. The
results indicated an average score of 64.13, representing an improvement from the pre-
test score of 55.34. Although the increase was notable, the score did not meet the
Kriteria Ketuntasan Minimal (KKM) or Minimum Mastery Criteria, necessitating
further intervention in the form of the second cycle.

The findings from cycle one provided valuable insights into the impact of the role-
play method on students' speaking skills. It revealed that the role-play activities had a
positive effect on students' speaking proficiency, as evidenced by the improvement in
their scores. The observations and reflections further informed the researcher's
understanding of the strengths and limitations of the role-play method, paving the way
for adjustments and enhancements in subsequent cycles.

Overall, cycle one served as a crucial starting point in this research, setting the
foundation for further exploration and improvement in subsequent cycles. The
findings highlighted the potential of the role-play method as an effective instructional
strategy for developing students' speaking skills. The researcher's careful planning,
implementation, observation, and reflection in this cycle laid the groundwork for
refining the role-play activities and maximizing their impact in subsequent iterations
of the research.

Cycle 2:

In the second cycle of this classroom action research, the researcher aimed to build
upon the findings and insights gained from the first cycle to further enhance students'
 38

speaking skills using the role-play method. This cycle involved the same four stages:
planning, action, observation, and reflection. Additionally, an important aspect of this
cycle was the provision of additional meetings to support students' learning and
maximize their performance.

During the planning stage of cycle two, the researcher reviewed the outcomes and
observations from the first cycle. Based on the analysis of data and reflections,
adjustments and improvements were made to the role-play activities. The researcher
carefully considered the strengths and weaknesses identified in the previous cycle to
design more targeted and effective role-play scenarios. The planning stage also
involved determining the specific content and language focus for each role-play
activity. namely Mount Tambora tour guide

The action stage of cycle two began with the introduction of the refined role-play
activities to the students. The researcher provided clear instructions, reinforcing the
purpose and goals of the role-play method. In addition to the initial briefing, the
researcher informed the students that there would be additional meetings to provide
further support and guidance. The students were encouraged to actively participate,
utilize the language skills they had developed, and engage in authentic conversations
during the role-play activities.

Throughout cycle two, a total three meetings. These meetings aimed to provide
students with supplementary explanations, practice opportunities, and feedback to
strengthen their understanding and performance in the role-play activities. During the
additional meetings, the researcher addressed any areas of difficulty or confusion,
clarified language concepts, and provided specific guidance tailored to individual
student needs. The meetings also allowed for group discussions and peer feedback,
promoting collaborative learning and the exchange of ideas among students.

The observation stage in cycle two closely monitored students' engagement,

participation, and progress during both the regular class sessions and the additional
meetings. The observer observed students' speaking skills, fluency, accuracy, and
overall communication effectiveness. The observations focused not only on the role-
play activities but also on students' interactions, language use, and their ability to
apply learned skills in real-life situations.
 39

Following the observation stage, the reflection phase began. The researcher
analyzed the data collected during cycle two, including both the regular class sessions
and the additional meetings. The reflections were based on the researcher's
observations, students' performance, feedback received, and their own insights. The
researcher evaluated the impact of the role-play method, the effectiveness of the
additional meetings, and the overall progress made by the students. This reflection also
allowed for the identification of areas that still required improvement and potential
modifications for future implementation.

In the second cycle, a post-test was administered to assess the students' speaking
skills in role-play method. The results of the post-test cycle two revealed a significant
improvement, with an average score of 75.34. This score surpassed the Kriteria
Ketuntasan Minimal (KKM) or Minimum Mastery Criteria of 70, indicating that
students had successfully achieved the desired level of speaking proficiency.

The findings from cycle two, demonstrated the effectiveness of the role-play
method in enhancing students' speaking skills. The provision of the additional
meetings allowed for targeted support and guidance, addressing students' specific
needs and facilitating further learning. These meetings provided students with
additional opportunities to practice, receive feedback, and refine their speaking skills.
The researcher's careful planning, implementation, observation, and reflection,
coupled with the inclusion of the additional meetings, contributed to the significant
improvement observed in the students' speaking scores.

In conclusion, cycle two represented a critical phase of this research, building upon
the findings and insights gained from the first cycle. The incorporation of additional
meetings in cycle two showcased the researcher's commitment to providing
comprehensive support to students and maximizing their learning outcomes. The
adjustments made to the role-play activities, along with the targeted guidance provided
during the meetings, resulted in a substantial.

In the broader educational landscape, Rayhan's39 work amplifies the importance of

experiential learning. It resonates with the assertion that immersing students in role-
play activities fosters an interactive and dynamic learning environment. Role-play
39
I Khasbani and F Seli, ‘The Impact of Role-Play on Students’ Speaking Performance’, Linguists:
Journal Of Linguistics and Language Teaching, 7.2 (2021), 2355–2069
<https://doi.org/10.29300/ling.v7i2.5216>.
 40

transforms language acquisition into an active, participatory journey, elevating not

only language skills but also nurturing students' confidence in using the target
language.

The findings of both studies carry profound pedagogical implications. They

emphasize the need for educators to embrace role-play as a central component of
language curricula. Role-play's authenticity, interactivity, and capacity to stimulate
real-world language use make it an invaluable asset in language classrooms. The
findings also highlight the importance of providing ample opportunities for oral
practice, a cornerstone of language development.
 CHAPTER IV
CONCLUSION AND SUGGESTION

A. Conclusion
In this comprehensive research endeavor, the effectiveness of the role-play method
in enhancing students' speaking skills at MTs Al-Ittihad 1 Lanci was meticulously
examined through the lens of classroom action research. The study unfolded across
two distinct cycles, each encompassing four vital stages: planning, action, observation,
and reflection. The research journey illuminated key insights into the transformative
potential of the role-play method and underscored the critical role of reflective practice
and iterative refinement in educational research.
Cycle 1 was instrumental in laying the foundation for this research. It unveiled the
baseline of students' speaking proficiency, represented by a pre-test score of 55.34.
The subsequent introduction of the role-play method in the action stage brought about
tangible improvements, as indicated by the post-test cycle 1 score of 64.13. While this
uptick was encouraging, it fell short of the Minimum Mastery Criteria (KKM),
necessitating further exploration.
Cycle 2, marked by enhanced planning informed by Cycle 1's findings The
meticulously designed role-play scenarios, yielded significant progress. The post-test
cycle 2 score of 75.34 not only surpassed the KKM but also marked a clear success in
achieving the desired level of speaking proficiency.
In closing, this research serves as a testament to the transformative potential of the
role-play method in honing students' speaking skills. The findings resonate beyond the
confines of this study, offering valuable insights for educators seeking to enrich
language instruction. The amalgamation of reflective practice and iterative refinement,
encapsulated in the classroom action research framework, provides a blueprint for
meaningful pedagogical transformation. Ultimately, this research journey reaffirms the
paramount importance of adaptability, engagement, and evidence-based practice in the
dynamic landscape of education.

B. Suggestion

1. English Teacher
Teachers should try to practice this role play method in class to improve students'
speaking skills at MTS Al-Ittihad 1 Lanci, especially in eighth grade.
2. English Learners
The researcher hopes that students at MTS Al-Ittihad 1 Lanci can re-read and put
into practice the material that has been previously provided by the researcher.
3. Future Researchers
The researcher expects that future researchers would perform a better and deeper
research linked to role-playing as an English method for those who are interested in
this area.

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