Implementation of Role Play in Speaking at The First Year of SMA Negeri 9 Bandar Lampung

ABSTRACT

Implementation of Role Play in Speaking at The First Year of SMA Negeri 9 Bandar Lampung

By Diah Ripratiwi

The research was conducted based on the problem faced by the first year students of SMAN 9 Bandar Lampung. Most students in SMAN 9 Bandar Lampung at first year still do not master one of the components in the speaking skill, especially in pronunciation, fluency, comprehension, vocabulary, and grammar. This problem occured due to the inappropriateness of teaching technique used by the teacher. Since Role Play is a good technique where students act as other characters or themselves involved in certain situation which make them free to express their idea to improve their speaking ability in terms of the five components of speaking that simultaneously improve teacher’s performance. The research was conducted at SMAN 9 Bandar Lampung. The subject was the students of class X.4 in the academic year of 2011/2012.

This qualitative research was conducted in two meetings. Each meeting consisted of four steps: planning, implementation, observation, and analysis. To gain the

data of the learning product and learning process, the researcher used speaking test and observation sheets for students’ involvement and teacher teaching performance, in addition the researcher used interview and questionnaires as the instruments.

The result of the learning product shows that role play technique improves the students’ speaking achievement in each component. In meeting 1, there is some students who score below 60. But in meeting 2, no students gain score below 60. And the average score in meeting 1 is 72,6 and in meeting 2 the average score is 75,3. The score of each speaking component, pronunciation, fluency, and comprehensibility have increased from meeting 1 to meeting 2.

Meanwhile, for the learning process in meeting 1 students have problem in the students’ involvement, but in meeting 2 the problem has been reduced especially on responding to the topic (pre-activity), answering the teacher’s questions (while activity). It means that there is improvement in the students’ involvement. In addition, for the teacher teaching performance, the teacher scored 78 in meeting 1, then the scored 85 in meeting 2 especially on teaching and learning process which is suitable with the competence. This means she is able to teach the students well by implementing role play technique in the speaking class. In short it can be concluded that Role Play can improve students’ activities and teacher’s performance in teaching speaking.

IMPLEMENTATION OF ROLE PLAY IN SPEAKING AT THE FIRST YEAR OF SMA NEGERI 9 BANDAR LAMPUNG

DIAH RIPRATIWI 0713042004

A Script

Submitted in a Partial Fulfillment of The Requirements for S-1 Degree

In

The Language and Arts Department of Teacher Training and Education Faculty

TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY

BANDAR LAMPUNG 2012

CURRICULUM VITAE

The writer’s name is Diah Ripratiwi. She was born in Bandar Lampung, March 1st, 1989. She is the sixth child of a harmonious couple Urip Dahlan and Sri Muinah. She has four sisters and two brothers Yani Marliana, Iis Irmawati, S.Sos., Indri Sulistiowati, S.I.Kom., Meis Dina Santika, Deni Kuntoro, and Septiardi.

She entered SD Negeri 6 Gedong Air and graduated from elementary school in 2000. Then she continued her study to SMP Negeri 10 Bandarr Lampung and graduated in 2004. She finished her High school at SMA Negeri 3 Bandar Lampung in 2007.

In 2007, she was registered as an S-1 of English Education Program of Teacher Training and Education Faculty through PKAB in Lampung University. In 2011, she carried Teaching Practice Program (PPL) at SMA Negeri 9 Bandar Lampung from 16th July to 2nd October 2012 .

TABLE OF CONTENTS

Page

ABSTRACT ... i

APPROVAL ... iii

CURRICULUM VITAE ... vi

DEDICATION ... v

MOTTO ... vi

ACKNOWLEDGMENT ... vii

TABLE OF CONTENT ... ix

LIST OF TABLE ... x

LIST OF APPENDICES ... xi

I. INTRODUCTION ... 1

1.1 Background of the Problem ... 1

1.2 Formulation of the Problems ... 4

1.3 Objective of the Research ... 5

1.5 Scope of the Research ... 6

1.6 Definition of Terms ... 6

II. LITERATURE REVIEW ... 7

2.1 Concept of Speaking ... 7

2.2 Component in Speaking ... 8

2.3 Types of Speaking ... 10

2.4 Concept of Role Play ... 14

2.5 Concept of Teacher’s Performance ... 16

2.6 Procedure of Teaching Speaking Through Role Play ... 19

III. RESEARCH METHOD ... 22

3.1 Research Design ... 22

3.2 Step of Qualitative Research ... 23

3.3 Indicators of the Research ... 25

3.4 Instrument of the Research ... 29

3.5 Data Analysis ... 31

3.5.1 Learning Product ... 32

3.5.2 Learning Process ... 33

I V. RESULTS AND DISCUSSIONS ... 35

4.1 Result of the Research ... 35

4.1.2 Meeting 2 ... 64

4.2 Discussion ... 82

V. CONCLUSIONS AND SUGGESTIONS ... 91

5.1 Conclusions ... 91

5.2 Suggestions ... 92

REFERENCES ... 94

LIST OF APPENDICES

Appendices Page

1. Lesson Plan 1 ... 97

2. Lesson Plan 2 ... 101

3. Students’ speaking score in meeting 1 (Rater1) ... 105

4. Students’ speaking score in meeting 1 (Rater2) ... 106

5. Students’ speaking score in meeting 2 (Rater1) ... 107

6. Students’ speaking score in meeting 2 (Rater2) ... 108

7. Students’ speaking score in meeting 1 (Rater1&2)... 109

8. Students’ speaking score in meeting 2 (Rater1&2)... 110

9. Observation sheet of students’ activities in meeting 1 ... 111

10.Observation sheet of students’ activities in meeting 2 ... 113

11.Observation sheet for teacher’s teaching performance in meeting 1 ... 115

12.Observation sheet for teacher’s teaching performance in meeting 2 .. 117

13.Transcribe teacher’s interview ... 119

14.Voice transcribe in meeting 1 ... 121

15.Voice transcribe in meeting 2 ... 123

LIST OF TABLES

Table Page

1. Table 1. Rubric of Grading System ... 26 2. Table 2. Students’ Speaking Score in Meeting 1 ... 40 3. Table 3. Students’ Speaking Score of Each Component in Meeting 1 .... 42 4. Table 4. Students’ Speaking Score in Meeting 2 ... 66 5. Table 5. Students’ Speaking Score of Each Component in Meeting 2 .... 68 6. Table 6. Students’ Answer of Questionnaire in Meeting 1 ... 56 7. Table 7. Students’ Answer of Questionnaire in Meeting 2 ... 74

MOTTO

No gain without misery That misery is often valuable

if you are patient to face it.

ADMITTED BY

1. Examination Commitee

Chairperson : Prof. Ag. Bambang Setiyadi, M.A., Ph.D. ...

Examiner : Dr. Muhamad Sukirlan, M.A. ...

Secretary : Dra. Rosita Simbolon, M.A. ...

2. The Dean of Teacher Training and Education Faculty

Dr. Bujang Rahman, M.Si. NIP 49600315 198503 1003

DEDICATION

This script is dedicated to:

My beloved parents, Urip Dahlan and Sri Muinah;

My beloved brothers and sisters, Deni Kuntoro, Yani Marlina, Iis Irmawati, S.Sos., Septiardi, Indri Sulistiowati, S.I.Kom., Meis Dina Saantika.

My beloved friends NERD ‘07 My almamater, Unila.

ACKNOWLEDGEMENTS

Alhamdulillahirobbil’alamin, praise be to Allah SWT, the almighty and Merciful God for blessing the writer with faith, health, and oportunity to finish this script. This script is entitled “Implementation of Role Play in Speaking at the First Year of SMA Negeri 9 Bandar Lampung”. This script is presented to fulfill one of the requirements in accomplishing the S-1 Degree at the Department of Language and Arts of Teacher Training and Education Faculty in the University of Lampung. The writer would like to express her gratitude to many people who have suggested and helped in writing this script. First she delivers her gratitude and respect to Prof. Ag. Bambang Setiyadi, M.A., Ph.D., her first advisor, and Dra. Rosita Simbolon, M.A., her second advisor who have given their best criticisms, suggestions, and revisions during the accomplishment of this script. Then, she wants to deliver her gratitude to her examiner, Dr. Muhammad Sukirlan, M.A., for his input and contribution.

She also wants to extend my great appreciation to the Headmaster of SMAN 9 Bandar Lampung Drs. Hendro Suyono and Sempurna Ginting, S.Pd., the English teacher of SMA Negeri 9 Bandar Lampung. Her appreciation is also

expressed to the X.4 students SMAN 9 Bandar Lampung for their good cooperation.

The greatest honor and appreciation would finally be dedicated to her beloved parents , Urip Dahlan and Sri Muinah for their patience and willingness to wait for graduation. It is truly undoubted that loves, cares, and timeless prayers during days and nights, are everything for her.To her beloved brothers and sisters, Deni Kuntoro, Yani Marliana, Iis Irmawati, S.Sos., Septiardi, Indri Sulistiowati, S.I.Kom., Meis Dina Santika, thanks for supports given to keep her spirit alive. Last but not least, she would also adress her appreciation to all of her beloved comrades of English ’07 English Department, especially Mba Lilis, Nurul, Sisil, Ike, Ganis, Tiwi, Sih and Asty. To her best friends, Nanda and Herlina, thanks for your support and encouragement when she was down.

She hopes that this script will be useful for the readers, especially those who are involved in English teaching profession.

Bandar Lampung, April 2012 The Writer

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CHAPTER I INTRODUCTION

This chapter discusses several ponts i.e., background of the problem, research problem, objective of the research, uses of the research, scope of the research, and definition of term, as follow:

1.1 Background of the Problem

As we know that the goal of English teaching in senior high school is to enable the students to use the language in real communication according to their level both in written and oral form. One of the goals of English Language Teaching (ELT) is to make the teaching learning process meaningful to achieve

communicative functions. But, nowadays the teacher rarely involve the students in communicative situation. Teacher tends to use the text and explains the material in front of the class without giving many chances to students to communicate in the classroom.

The 2004 English Curriculum also stimulates that the students are able to communicate either in written or spoken in English fluently and accurately. It emphasizes the interpersonal skill of the students. During the field practice at SMA Negeri 9 Bandar Lampung, it was found that most students have low ability in English spoken skill, they are reluctant to speak and have low motivation in

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speaking. In addition, it was revealed that most students have difficulty to answer

the teacher’s question in English and, most of them used Indonesian when they

ask question to the teacher.

There aremany factors influencing students’ achievement in speaking skill.One

of them is the way or technique that is used by the teacher. Alexander (1998) states that the teaching qualities, particularly the techniques used in teaching

process are important. Therefore, it is the teacher’s responsibilitiesto apply

interesting technique in teaching learning process in order to interact with the student in the class.

The type of classroom activities proposed in CLT focus on cooperative roles in the classroom for teacher and learner. Students have to participate in classroom activities that are based on cooperative rather than individualistic approach to learning. This concept of CLT emphasize that the aim of communicative teaching is not only the ability to compose correct sentences but also the ability to

communicate (Setiyadi, 2006:142). The teacher is responsible to assume the role of facilitator and monitor.

One of the techniques in CLT is “Role Play”.Role play as a teaching technique is

the conscious acting out and discussion of the role in a group. In the classroom a problem situation is briefly acted out, so that the individual student can identify with the characters. Tomkins (1982:76) states that, role play encourages thinking and creativity, lets students develop and practice new language and behavioral

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skills in relatively nonthreatening setting and can create the motivation and involvement necessary for learning to occur.

Role play is an enjoyable task which can keep the students to speak because in role play the students have a role which is suitable with their character in real situation. It creates a more effective interaction among students. They can feel and imagine that they speak such as in real environment. Harmer (1983:86) states that role play activities are those where students are asked to imagine that they are in different situations and act accordingly. Moreover Welty and Welty (1976;54) say that role play is a type of drama in which the players take on the characteristics and problem of members of group other than themselves.

Role play is a kind of task that can make the students free to express their idea in playing role suitable with their character. It involves the students in the real situation in their environment. It provides the chance for them to develop their understanding by exploring thoughts and feelings. Role play is an enjoyable

activity which can reducestudents’anxiety when speaking in the target language.

In the her study Sumarni (1998) claims that role play motivates students to speak or express their ideas because it trains them to use the language in a real

situation.In her script, she used quantitative method. It foccused only in students’

speaking chievement, however in this research the writer uses qualitative research focuses on learning process and learning product to support the finding. The

learningprocess are students’ involvement and the teacher performance and the

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By those reasons, the writer views that role play is a technique which involves imagination to be someone else or to be ourselves in a specific situation for a while, improvising dialogue and creating a real world in scenario. It aims at encouraging thinking and creativity of the students and let them to develop and practice new language and behavioral skills in a relatively non-threatening setting, and can create motivation and involvement necessary for learning to occur in the first grade of senior high school. By applying this method, hopefully role play can

improve the students’ involvementthat can increase the students achievement and

the teacher’s performance.

Based on the background above, the writer is interested to accomplish her

qualitative research entitled“Implementation Of Role Play In Speaking At The

First Year Of SMA Negeri 9 Bandar Lampung, because when she conducted her field practice at this school, there was a class X.4 where most of its students more reluctant to speak and had low motivation in speaking.In addition, research using role play has never been conducted in this school.

1.2 Formulation of the Problems

Based on the background above, the writer formulates the research problems, as follows:

1. How can Role-play be implemented toincrease the students’achievement in

speaking?

2. How can role play be implemented to improve students’ involvement?

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1.3 Objectives of the Research The objectives of this research is

1.To find out whether the implementation of role play can increase thestudents’

speaking achievement in the first grade of SMA Negeri 9 Bandar Lampung

2. To find out the improvement of the students’ involvement in the first grade of

SMA Negeri 9 Bandar Lampung.

3. Tofind out the improvement of the teacher’s performancein the

implementation of Role Play in speaking in the first grade of SMA Negeri 9 Bandar Lampung.

1.4 Uses of The Research

The writer expected that the research result can be used as: 1. Theoretical Use

a. It will be one of references for other researchers who will conduct the

same object with different perspectives

b. This research will enlarge the scope of knowledge about the implementation of Role Play in speaking.

2. Practical Use

The result of this research can give contribution for the teacher of how to apply

role play in speaking.Moreover, hopefully this finding will be useful to the readers

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1.5 Scope Of The Research

This qualitative research conducts at SMA Negeri 9 Bandar Lampung. The subject of this research is the first year students in 2011/2012 academic years, exactly class X.4 which consist of 32 students. It focuses on the implementation of Role Play in speaking.

1.6 Definition of Terms Speaking

It refers to the process of building and sharing meaning through the use of verbal and non-verbal, in a variety of contexts (Chaney:1998,13)

Teaching speaking through role play

It means the way the teacher teaches the student to involve in mini drama to act suitable with the character they will be played.

Role play

It refers to exercises where the students are assigned fictious roles from which they have to improvise some kinds of behaviour toward the other roles in the exercises (Paulston and Buder: 1976,70)

Qualitative research

It means a multimethod in focus, involving an interpretive, naturalistic approach to its subject matter (Cresswell:1998,15)

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Teacher’s performance

It refers to the way in which a teacher carries out the teaching process and behaves in the process of teaching.

CHAPTER II FRAME OF THEORY

This chapter discusses literature review and it deals with concept of speaking, component of speaking, types of speaking, concept of role play, types of role play, procedure of teaching speaking through role play, classified like the following:

2.1 Concept of Speaking

Speaking is the productive skill in English. It is one of the skills that is used for

communication between at least two people. It is a way to express someone’s

ideas, feeling to his or her interlocutor. Lado (1977:240) explains that speaking is described as an ability to converse or to express a sequence of ideas fluently. It means that we deliver spoken language for someone to tell what we need and try to fulfill what other people ask. People can express themselves to other people to get a comfort situation in understanding each other.

Chaney (1998;13) states that speaking is the process of building and sharing meaning through the use of verbal and non-verbal, in a variety of contexts.This statement also similar to Tarigan (1928:28) who says that speaking is the

instrument of language and the primary aim of speaking is for communication. It means that speaking is the instrument which is fundamental in communication, speaker says something in order to get the effect for the listener, speaker express

answer, and response from others, naturally speaking is important role in communication process. So it can be said it is important for us to communicate with other people to share our ideas and feeling.

Byrne (1948:8) clarifies that speaking or oral communication is a two way process between speaker and listener and involves productive and receptive skill or

understanding. It means that between speaker and listener have a feedback. The speaker transfers her/his idea and produces utterances for listener so that he/she receives the message from what he/she listens. Therefore, speaking process needs at least two people because it cannot be done individually. One as a speaker who produces information and the other functions as a listener who receives

information.

2.2 Component in Speaking

In this research, the researcher find that, there are five components in speaking, there are:

a) Pronunciation

Pronunciation which consist of vocal, consonant, and intonation.Kenworthy

(1987) defines that pronunciation is native speaker’sutterance, how to say a

word- that is how to pronounce it b)Structure

Structure is the way in which a word is constructed, the elements of which it is made, is an important building block in our understanding. Structure of words

which are not constructed well, will give wrong understanding for the listener and miscommunication among each other.

b) Vocabulary

Vocabulary is a range or system of symbols, qualities, or techniques constituting a means of communication or expression. One cannot communicate effectively or express ideas in oral form if they do not have sufficient vocabulary.

c) Fluency

Hedge (2000) defines fluency as the ability to link units of speech together with facility and without strain or inappropriate slowness, or undue hesitation. Fluency is the smoothness or flow with which sounds, syllables, words, phrases, are joined together when speaking. It means when a speaker makes a dialogues with another speaker, the other speaker can respond well to the other speaker.

d) Comprehensibility

Comprehensibility denotes the ability of understanding the speaker’s intension

and general meaning (Heaton,1991:135).It means that comprehensibility focused

on the students’ understanding of the conversation. Comprehensibility measures

how much interpretation is required to understand students’ responses.In other

words, it means that if a person can answer or express well and correctly, it shos that she/he comprehends well. Comprehensible input is provided in role play because students engage in genuine communication in playing their roles.

In brief, these aspects of speaking are important for the learners to master English communication because speaking is an ability to express ideas, feeling, and

emotions to other person. It means that people try to communicate with each other and use the language to make the listener understand; therefore the people can interact with others.

2.3 Types of Speaking

Brown (2001:250) says that much of our language teaching is devoted to instruction in mastering English conversation. He classifies the types of oral language as the figure below:

Speaking

Monologue Dialogue

Planned Unplanned Interpersonal Transactional

In monologues, when one speaker uses spoken language, as in speeches, lectures, readings, news broadcast, and the like, the hearer must process long stretches of speech without interruption, the stream of speech will go on whether or not the hearer comprehends. In planned, as it opposed to unplanned, monologue differs considerably in their discourse structures. Role play is categorized as a dialogue. While dialogues involve two or more speakers and can be subdivided into those exchanges that promote social relationship (interpersonal) and those for which the purpose is to convey proportional or factual information (transactional).

1. Imitative

A very limited portion of classroom speaking time may legimately be spent

generating “human tape-recorder” speech, where for example, learner practice an

intonation contour or try to pinpoint a certain a vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form.

2. Intensive

Intensive speaking goes one-step beyond imitative to include any speaking

performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can even form part of

some pair work activitywhere learners are “going over” certain forms of

language. 3. Responsive

A good deal of student speech in the classroom is short responsive applies to teacher or students initiated questions or comments. These replies are usually sufficient and do not extend into dialogues. Such speech can be meaningful and authentic.

T : How are you today?

S : Pretty good, thanks, and you?

T : What is the main idea of this essay?

S : The United Nations should have more authority.

T : So, what didi you write for question number one?

4. Transactional (dialogue)

Transactional dialogue, which is carried out for the purpose of conveying or exchanging specific information, is an extended form of responsive language. Conversation, for example, may have more of a negotiate nature to them than does responsive speech, e.g.

T : What is the main idea of this essay?

S : The United Nations should have more authority.

T : More authority than what?

S : Than it does right now.

T : What do you mean?

S : Well, for example, the UN should have the power to force a country like Iraq

to destroy its nuclear weapons.

T : You don’t think the UN has the power now?

S : Obviously not. Iraq is still manufacturing nuclear bombs.

5.Interpersonal (dialogue)

Interpersonal dialogue carried out more for maintaining social relationships than the transmission of facts and information. The conversations are a little trickier for learners.

For example:

Dira : Hi, Vie, how’s it going?

Yovie : Oh, so-so.

Dira : Not a great weekend, huh?

Dira : What are talking about?

Yovie : I think you know perfectly well what I am talking about.

Dira ; Oh, that… how come you get so bent out of shape over something like

that?

Yovie : Well, whose fault was it, huh?

Dira : Oh,wow, this is great, wonderful. Back to square one. For crying out

loud,Vie, I thought we’d settled this before. Well, What more I can say?

6. Extensive (monologue)

Finally, students at intermediate to advance level are called on to give extended monologues in the forms of oral reports, summaries, or perhaps short speeches. In this, the register is more formal and deliberative. This monologue can be planned or impromptu from the explanation above, there are many types of speaking mentioned above. In this case, the teacher uses dialogues as one of types of speaking because in dialogue, there are two speakers who can share their feeling and experience in order to get information and it is related to the topic given and appropriate for two persons.

In conclusion of the type of speaking, the researcher chooses an interpersonal (dialogue) in the process of teaching speaking through role play. In interpersonal speaking the component that can be reached because it is informal situation where the students can maintain the communication easily between their friends in the class. So that if the students are able to deliver their mind with accurately and fluently the comprehension will increase.

2.4 Concept of Role Play

Role is defined as the person whom an actor represents in a film or play, while role play is a method of acting out particular ways of behaving or pretending to be other people who deal with new situations. In this case, Ladousse (1998)

illustratesthat when students assume, “Role” they play a part either their own or

somebody else in specific situation.“Play”means that is taken on in a safe

environment in which students are as an inventive and playful as possible.

Role play is a type of drama activities. Murcia and Hilles (1988) clarify that role play is dramatization of real life situation in which the students assume roles. Here

the student’s ability willbe exposed by playing the role likes in real situation. He

feels the real communication among his friends when communicating without anxiety or feels shy. Students attempts to think, act, speak, and react as they think that person would.

Owen (1981:434) says that role play in classroom consists of the acting out by the students of situation and the ideas. It is clear that this activity invites the student to play the roles based on the situation given. He will consider what action he will be done in playing his roles by speaking and doing improvisation in front of the class. So that, in designing role play, teachers let students practice in pairs or in a small group, every student can be involved in role play exercises.

According to Welty and Welty (1976) role play is a type of creative drama in which the players take on the characteristics and problem of members of group other than themselves. Paulston and Buder (1976:70) say that role play is

exercises where the students are assigned fictious roles from which they have to improvise some kinds of behavior toward the other roles in the exercises. From those explanation, it can be concluded that in role play the member of group involve in fictious roles must do improvisation and cooperation to consider what character and behavior they will be impersonate in order to be successfull in playing the roles by using the target language.

Ladousse(1995) illustrates that when students assume a “Role”, they play a part

(either their own or somebody else’s) in specific situation. Play ideally should be

carried in a safe environment in which students are as inventive and playful as possible. It involves two or more students like in real situation while the first person initiates conversation and the second person responds to the first person.

Role play is interesting, memorable, engaging, and makes students retain the material they have learned. In their assumed role, students drop their shyness and other personality and cultural inhibitions, making them one of the best tools available for teaching a second language (Stocker,2005). For students who are shy, they usually need friend beside her/him in order to reduce their shyness because they will feel safe if there is a friend beside her/him. Communication can be natural in playing the role.

The use of role play has added a tremendous number of possibilities for

communication practice. They can be mother, father, teacher, police, etc. They can be frightened, amusing, threatening, advising, and apologizing.

In role play, it is better for students to comprehend the situation before present the role play in order to improve their performance emotionally rather than read the dialogue without understanding what he impersonates.The important thing that should be considered for the teacher is to make the students understand about the general procedure and specific procedure of role play in class. So that the students understand when the role playing is applied in the class.

2.5Concept of Teacher’s Performance

Teacher’s teaching performance is the way in which a teacher carries out the

teaching process and behaves in the process of teaching. So, teacher’s

performance is any behavior done by the teacher when she/he teaches the students.

Therefore, we understand that in Qualitative Research the performance of the

teacher is closely related to her/his students’achievement. A teacher must be able

to master teaching theories and learning strategies, because students have their own characteristics and different interests. Besides, teacher must have good

teaching skills. Based on the observation sheet of Teacher’s Performance of PLPG

(Pendidikan dan Latihan Profesi Guru) there are aspects of looking at teacher’s

performance or teaching skills during teaching and learning process on Pre-activity, while-Pre-activity, and post-activity:

1. Pre-activities

Doing an apperception. Doing apperception means teacher can correlate the previous material with the material that will be given to the students.

Informing the competence that will be achieved to the students 2. While activities

a. Mastery of Learning Material

In these activities, teacher must be ale to master the learning material which covers showing the mastery of learning material, correlating material with real life, achieving communicative competence, transferrring and explaining the material clearly.

b. Learning Strategy

Besides learning material, teacher is also able to master learning strategies which involve ddoing teaching and learning process which is suitable with the

competence, doing a teaching and learning process which is suitable with

students’ needs, mastering the class during teaching learning process, doing a

teaching learning processn which can build positive attitudes, doing a teaching and learning process which is suitablr w2ith time allocation, emphasizing on teaching the language skills integratedly.

c.Use of Learning Media

Teacher also must be able to use learning media, because media can stimulate

idea, feeling, and students’ ability, so that students can get the materialeasily. In

using learning media, teacher must be able to show the skills in using learning media, producing an interesting message from media, and involving the stidents making and using the media.

d.Students’ Involvement

In students’ involvement, teacher must be able to build active participation of the

students in teaching and learning process, give positive responses to the students’

opinion, facilitate interaction between teacher-students and student-student, show

an interpersonal relationship, andgrow students’s enthusiasm in learning.

e. Doing an Evaluation

Evaluation is also the aspect that covers monitoring students’ improvement after

teacher explains the lesson, doing a final evaluation which is relevant to the competence so that the teacher knows whether the competence that will be achieved is accomplished or not.

3. Post-activities

These activities covers the aspects of reflection or making summary of the lesson

by involving the students’ participation, and doing a follow-up by giving direction

or tasks as a remedy to the students.

It is important to observe the teacher’s performance during teaching learning

process because according to Foster (1976:37), a teacheer is a central force that shapes the behaviour of the individual child as well as those of children in groups.

The teacher’s performance covers the teacher’s behaviour that can be described

according to specific roles that stem from the expectation of society, school, peers, colleagues, and students themselves.

2.6 Procedure of Teaching Speaking through Role Play

The writer divided the procedure of teaching speaking through role play into two parts, they are:

a. General Procedure

The writer will use role play in teaching speaking according to Allan (1971), there are some general procedure in teaching speaking through role play:

1. Language input. This will often mean the presentation and practice stages in the teaching of language item, which is now to be practiced within a freer framework. It may also mean the pre teaching of the vocabulary and/ or other language considered useful for the context or the role has been set. 2. Setting of context. This should be done to help the students to appreciate

fully the situation, in which they will be role playing. Visual can help to make this play provide vital contextual information.

3. Allocation of roles. The teacher should decide this, otherwise, if the vice is thrown open to volunteers, the extrovert students will always get the roles. 4. Statement of aim(s). This is vital because it gives the students a concrete

result to aim for , in the role to play and those provides motivation and presents the activity frizzing out. It also provides a clean-cut result to discuss in the report back phase.

5. Familiarization with roles. This can take the form of reading role cards or students discussion.

6. Demonstration. This optimal phase is generally not applicable to a role play. However, if the students are unfamiliar with it, it is useful. It is

advisable to choose the best students for this, as they can provide a good model.

7. Role play and achievement aim(s). One point to note here is that if some groups finish significantly earlier than other, the teacher should have ready one or two ideas for an activity, which can keep them occupied, while they wait. This should ideally be in the form of an extension of role play, example, writing up final decision.

8. Report work. This will concern how the different group made, etc. This is an important phase because the students are usually interested in

comparing their decision with these of other groups. It also gives the students opportunity to talk about the problem they had and it round of the activity beware however of making the stage unduly long to listen to

fifteen pairs ofstudents ‘reportingback in turn would clearly be tedious.

9. Follow up. This can take two forms, firstly, written work based on the role play, perhaps set for homework, and secondly, remedial work based on

mistakes noted by the teacher while monitoring the students’ performance.

b. Procedure of Applying Role Play in the Class

Based on Klippel (1984) the procedure of role play in the class is divide into three terms: pre-activity, while activity, and post activity.

Pre-Activity:

1. Students give greeting to the teacher.

While- Activity

1. Students are asked to make group in pairs

2. Students are asked to choose the topic

3. Students are asked to create a dialogue based on the situation by using some expression have explained

4. Students are asked to practice dialogue

5. Students are asked to present the dialogue through role-play in front of the class

6. Students are asked about the role play performed by other group Post-Activity

7. Students are asked to summarize the material learned

8. Teacher gives feedback and gives homework task related to the topic 9. Teacher closes the meeting

22

CHAPTER III RESEARCH METHOD

This chapter discusses certain points; research design, steps of qualitative research, indicator of the research, instrument of the research, and data analysis, as follow:

3.1 Research Design

In this research the writer used qualitative research. Qualitative research is multimethod in focus, involving an interpretive, naturalistic approach to its subject matter. Based on the problem identified, the researcher will examine the problem causes and try to find the problem solution. In doing the research, the researcher does collaboration with the English teacher to know the process of the implementation of role play in speaking. After that, the researcher and the

collaborator analyze the result of the observataion, and also the speaking test. The researcher and the collaborator also carried out reflection after knowing the result of the analysis. The function of the collaborator in this qualitative research is as a resource to find the problem in order that the researcher can see the improvement when applying this technique and also, as the second observer to get the data. Based on the analysis, it is decided whether the next meeting will be hold or not, and the next meeting focused on eradicting the weaknesses in the previous meeeting. This research is intended to observe role play used by the first year

23

students of SMA Negeri 9 Bandar Lampung in the process of learning speaking

through Role Play techniqueand the teacher’s performance in teaching process.

the reseacher has chosen one class as the subject. The subject of this qualitative research is X.4 class consisting of 32 students. From the pre observation and the

teacher’s explanation this class is chosen because most of students in that class

have the lowest ability in speaking among the other classes. Besides, the

researcherfound that most of the students had difficulty to answer the teacher’s

question, they still asked the teacher by using Indonesia and they also could not

answer it in English. It is known after the researcher’s pre-observation and also

from the English teacher’s information.Having observed the problem the

researcher will try to find the solution for that problem. In this research, students’

problem is related to speaking achievement.

3.2 Steps of Qualitative Research

In conducting the research, the researcher uses the procedure of qualitative research designed by Creswell. According to him, the research procedure in a action research consist of planning, implementing, observing and analysis (Creswell 1998: 24). Therefore, this research is designed as follows:

1. Planning

Based on the problem of the research, the researcher prepares the lesson plan and selects the material. In designing the lesson plan, the researcher uses the school syllabus as the basis of the lesson plan. The lesson plan aims to teach speaking skill. It contains the standard competence and the basic competence to achieve. It

24

also contains the procedure of presenting lesson activities, and assignment in each meeting. The material is about dailly activity. The researcher prepares observation sheet. It aims to analyze the process of teaching learning.

The researcher makes the indicator of success which is aimed to assess the

students’ ability in speakingcorrectly. The indicator of success is made to

determine whether the action throughout the first meeting has been successfull or not.

2. Implementation

The second step of qualitative research is implementing the role play. The researcher as an observer,observes the implementation of role play. In this step, the researcher observes the teacher and the students based on the observation

sheet. In teaching, the researcher involvesthe students’ participation, so that the

students became more active in teaching learning process. The material is being chosen to teach speaking to the students. In teaching, the teacher involves the

students’ participation, so that the students get accustomed to the way of

identifying the text. It is also done to familiarize the students familiar with the new words.In conducting speaking test, the researcher uses a tape recorder to

record the students’ voice. Meanwhile the observer observes the situation in the

class and makes some necessary notes. There is two meetings in the implementation of role play.

25

3. Observing

The researcher and the teacher observe the activities happen in the classroom in every meeting and write the result of the observation in the observation sheets. The researcher and the collaborator also interpret the result of observation. This step is started when teaching learning learning process is accuring.

4. Analysis

Here, the researcher together with the teacher analyze the result ofstudents’

speaking of the students as the learning product. The researcher also analyzes everything occur in the teaching learning process based on the observation sheets. The researcher and the teacher discuss about the strength and the weaknesses of a meeting to determine what to do in the next meeting and to determine whether or not the result of the meeting is satisfactory.

3.3 Indicator of the Research

Two indicators will be used in this research, they are learning product and

learning process. Learning product isin the form of students’ speaking test score

while learning process is in the form of students’ activityand teacher’s

performance . Then the detailed indicators are explained as follows:

3.3.1 Learning Product

Learning product focused on the production of sound orstudents’ speaking for

certain aspectthat students mostly have difficulty in speaking. Here, the teacher records the students when they are speaking a dialogue in pairs.

26

There are some aspects that would be observed in the scoring system, promoted by Heaton (1991). The aspects as follows:

Table 1. Rubric of Grading System

Range Pronounciation Fluency Comprehensibility

81-90

Pronounciation only very slightly influenced by mother- tounge

Speaks without too greats effort with a fairly wide range of expression. Searches for words occasionally but only one or two unnatural pauses.

Easy for listener to

understand the speaker’s

intention and general meaning

71-80

Prounounciation is slightly influenced by the mother tounge. The most utterances are correct

Has to make an effort at times to serach for words. Nevertheless smooth very delivery on the whole and only a few unnatural pauses.

The speaker’s intentionand

general meaning are fairly clear. A few interruptions by listener for the sake of clarification are necessary.

61-70

Pronounciation still moderately

influenced by the mother tounge but no serious

phonological errors

Although she/he has made an efforts and search for words, there are not too many

unnatural pauses. Fairly smooth delivery mostly.

Most of the speaker say is easy to follow. His intention is always asre clear but several interruptions are necessary to help him to convey the massage or to see the clarification.

27

51-60

Pronounciation is influenced by the mother tounge but only few seious phonological errors

Has to make an effort for much of the time. Often has to search for the desired meaning. Rather halting delivery and fragmentary

The listener can understand a lot of what is said, but he must constantly seek clarification. Cannot

understand of the speaker’s

mor longer ore complex sentence.

41-50

Pronounciation is influenced by the mother tounge with errors causing a breakdown in communication

Long pauses while he/she searches for desired meaning. Frequently halting delivery and fragmantery. Almost gives up for making the effort at times

Only small bits (usually short and sentences and phrases) can be understood and then with considerable effort by someone used to listening the speaker.

The interpretation of grading system is as follows :

81-89 : Excellent

71-80 : Very Good

61-70 : Good

51-60 : Fair

41-50 : Moderate

The scores of a student will be taken by two observers, namely the researcher and teacher, and the scores are totalled and divided by the number of the teacher and the researcher to get the final score.

28

The standard of the score is based of Heaton. It refers to the ability of students in producing English speaking, in better way, hearable, understandable.

3.3.2 Learning Process

In learning process, there are two aspects which become the focus of this research,

that were the students’ achievement and the teacher’s performancebased on

speaking test and observation sheet.

The target determined by the researcher concerning the students’s achievement

,the teacher performance, and the students’ involvement. The target for students’

achievement based on the speaking test, if there is increase after implementation

of role play it can be said that role play can increasestudents’ achievement in

speaking.

The researcher decides there is increase of students are actively involved in teaching and learning activities. In other words,if there is an increase in each meetings it can be said that the role play can solve the problem in speaking.

Students’ activity are measured through written report of the collaborator and

researcher in obsevation sheet. To set the target of the success of this action research, the researcher will also discuss with the English teacher of that school. While the researcher observes the teaching learning process in that classroom and not only focus on the participation and the involvement of students in the activity

but also the students’s achievemnet in speaking.The criteria of students’

29

play is applied in the class.Then, the students’ achievement can be seen in the

increase ofstudents’ score frommeeting 1 and meeting 2.

Besides observing the students’ achievement and students’ involvement, the

second rater also observes the teacher’s teaching performance during the teaching

learning process. The criteria ofteaching performance can be seen in teacher’s

activity, Diknas criteria is applied to see whether teacher’s performance is good

or not in implementation of role play are traced through pre-activity, while-activity, and post activity.

3.4. Instrument of the Research

To gather the data, the researcher uses triangulation as the instrument of reliability. Triangulation is a manner of collecting the data by combining two or more method in order to enrich the data by combining them to have accurate conclusion (Setiyadi,2006:246).The researcher uses four kinds of instruments as the source of data. The instruments are speaking test, observation sheet,

interview, and questionnaire. The instrument will be described as follow:

1. Speaking Test

The test is conducted by asking students to speak about one topic and it is recorded to get the data to be more valid . The two observers, the researcher and

the teacher, analyze the result based on Heaton’ Rating scalethe test is

administrated at the end of every meeting in the learning process. The speaking test conducted in front of the class, the students with his partner is called in turn, while they are practicing their dialogue, the observer recorded it and after that

30

analyze their speaking ability based on Heaton’ rating scale.The test is valid and

reliable, if it is good reflection of what have been taught and of the knowledge which the teacher has wanted the students to know. If the test represented the material that has been taught, then it is considered to be a valid test. For reliability of the test, the researcher uses two raters or inter-rater reliability.

2. Observation Sheet

Observation is conducted in every meeting during the teaching learning process. When the process occured, the researcher observes activities happened in the

classroom. There are two kinds of observation sheets for the students’s activities

and for teacher’s performance. The aspect of the students’ activities that are

observed cover their activities in teaching learning process .The aspects of

teacher’s performance cover the teacher’s activities in the teachinglearning

process in pre-activity, while-activity, and post-activity.

3. Interview

The interview is addressed to the English teacher to know the ordinary method of

learning speaking dealt with and also the students’ knowledge.

And after implementing the method, the writer will interview the English teacher to get the complimentary data by preparing some questions . Interview is done as a basis research question related with the implementation of role play.The

purpose of interviewing the teacher is to find out, what she thinks or how she feels about this technique.

31

4. Questionnaire

The questionnaires is used to support the data gain from observation about the

students’ opinion. Questionnaire is made suitable with everything related with the

answer. It is needed by the observer as additional data to support the research. In this qualitative research, the researcher will use close-ended questions Close ended questionnaire can be used to help the researcher in selecting data because

the respondents have limitation to answer the questions based on theresearcher’s

needs (Setiyadi,2006).

3.5. Data Analysis

According to Setiyadi (2006:254), data analysis is a process of organizing the data in order to gain regularly of the pattern or form of the research. In this research, the teacher validates the data by using speaking test and observation. After getting the data from the test and observation, the teacher will analyze the data based on the limitation of the problems and objectives of the research.

In analyzing and interpreting the data, the first step is that the teacher made description of all data. Then the teacher selects the data related to the research question. The next step, the teacher arranges all collected data by classifying the data. The data of the learning process and learning product, are gathered by means speaking test, observation sheet, interview, and questionnaire. The last step is making the report. Having taken the data, she interpreted all the collected data

32

and described them into conclusion. And based on the analysis and reflection, it will be decided whether to conduct two meetings.

The data analysis that is done for the learning product and learning process is as follows:

1. Learning Product

To know the improvement on the learning product, the researcher used a speaking test to collect the data. There are several steps will use to analyze the data get from the test:

a.Transcribing the students’ voice

The teacher recorded the student’s voices, and then the researcher trnascribed the

record into the written form. This record is used to give scores to the students, and two raters are able to check back and make an assessment at leisure from the record.

b. Scoring the students’ speaking ability

Based on the transcription, the researcher and the teacher decided the scores for

the students’ speaking test. The researcher uses the oral ability scale proposed by

Harris (1976). In scoring the students’ speaking ability, the researcher and the

teacher scored per component of speaking. It is done to know what component of speaking that must be solve in the next meeting.

c.Calculating students’ total score

33

Calculating the scores from 1st and 2nd rater.

a. Calculating the scofes from 1st rater and 2nd

rater

Note:

X : Total score

X1 : Score from 1strater

X2 : Score from 2ndrater

P : Pronounciation

F : Fluency

C : Comprehensibility Calculating the total score

=

+

2

2. Learning Process

In getting the data from the learning process, the researcher uses observation

sheets. The observation that is done is to observe the students’involvement and

also teacher’s performance. The researcher analyzes the result of the observation

separately. And the result of the observation sheets are analyzed after meeting is conducted.

34

In analyzing the data derived from observing the teacher’s performance, the

researcher do these following steps:

1.Counting the total score

In this step, the researcher counts the sum of scores from three aspects. The

aspects which are scored cover the teacher’s activities in pre-activity,

while-activity, and post-activity.

2.Making description from the data that have analyzed

It is similar to analyze the students’involvement, to analyze the teacher’s

performance the researcher also makes a description from the collected data which can enrich and support the result of the analysis.

✁

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on all data collected from this qualitative research, some conclusion can be drawn as follow:

1.The implementation of Role Play improves students’ speaking achievement in

terms of pronunciation, fluency, comprehensibility, vocabulary, and grammar, and

also students’ involvement well from meeting 1 to meting 2. In meeting 1, there

is 3 students who gain score 51-59 and in meeting 2 no students score below 61. There is increase score for speaking achievement 9,2% . The increase also happens in each component of speaking. The average increase is 3,5 points in fluency, 2,8 points in pronunciation, and 3,1 points in comprehensibility.

2.The implementation of Role Play improves students’ learning activities from

meeting 1 to meeting 2. In meeting 1 some of the students were not involved in the learning process, some could not focus in learning process, and some of

them did not respond to the teacher’s question.However, there is improvement in

✂ ✄

3.The use of Role Play improves teacher’s teaching performance. It can be seen

from the improvement from meeting 1 to meeting 2. Asteacher’s teaching

performance raised from 78 in meeting 1 into 85 in meeting 2. This means she is able to teach the students well by implementing role play technique for speaking class, especially in conducting teaching and learning process which is suitable with the competence.

5.2 Suggestions

In reference to the conclusion above, the researcher recommends some suggestions as follow:

1. Since the students have the lowest score in pronunciation and there are still two students who gain below average score, it is necessary for the teachers to improve

their students’ pronunciation by doing pronunciation drillsby using tape recorder

particularly language laboratory where they can listen to their pronunciation and repeats the words over and over or remedial exercises especially for words

containing sounds /θ/, /ð/, /tʃ/,/dʒ/.

2. Teachers who want to teach speaking by using role play should create and develop an interesting material in order to attract and trigger the students to participate and practice in the classroom. The teacher can use English video as a model to attract and make students active in learning speaking skill.

3. Teachers who want to teach speaking by using role play should create various situation in role cards in order to develope various dialogue in speaking.

☎ ✆

In addition the teacher should use the media like tape recorder or video to teach the students because it will make the students easier in cathing the message from the material they learn.

4. In this research, the researcher and the teacher only score three components of speaking. It is better for the other researcher to score five components of speaking

94

REFERENCES

Amin, M. 2011.Panduan Praktis Penelitian Tindakan Kelas. Grobogan: Oase Kalbu.

Brown, H. 2001.Teaching by Principles; An Interactive Approach to Language

Pedagogy.San Fransisco: State University.

Byrne. 1984.Teching Oral English. New Jersey Longman Group Ltd.

Canale. 1992.Teaching Listening and Speaking. English Language Institute.

Wellington: Victoria University.

Chaney. 1998.Teaching Oral Communication In Grades K-8. Boston: Bacon.

Creswell, J. W. 1998.Qualitative Inquiry and Research Design. New Delhi: London.

Doff, A. 1988. Teach English:A Training Course For Teachers.Cambridge:

Cambridge University.

Hedge, J. 2000.Essentials of English Language Teaching. Longman Keys to

language teaching. New York: Longman Publishing.

Harmer. 1983.The Practice of English Language Teaching. New York: Longman.

Harris, P. 1979.Teaching English as A second Language. Washington: Mc.Graw-Hill

Inc.

Heaton, J. B. 1991.Writing English Language Tests. Longman Handbook for

language teacher. New York: Longman Publishing.

Heryani. 2006.The Implementation of Small Group Work (Role Play and Information

Gap) in Speaking Class at The Second Year of SMAN 10.Bandar Lampung: Script.

Ladousse, G. P. 1977.Role Play. Oxford: Oxford University Press.

Murcia, M. C. 1988.Techniques and Resources in Teaching Grammar.New York:

95

Nation, I. S. P. 1989.Language Teaching Technique. Victoria Victoria University of

Wellington

Nunan. 1988.Principle for Designing Language Teaching Material. Guidelines

Vol.10 No.2. Singapore.

O’Connor, J.D. 1989.Better English Pronunciation. Melbourne: Cambridge

University Press.

Pica, Theresa, and Catherine. 1980/1985.Input and Interactionin the Communicative

Language Classroom: A Comparison of Teacher-Fronted and Group Activities (Input in The Second Language Acquisition.Ed. By CG. Madden and Susan M.G). Cambridge: Newburry House Publisher.

Popham. 2005.Teknik Mengajar Secara Sistematis. Jakarta: Rineka Cipta.

Rivers, M. 1987.Interactive Language Teaching. New York: Cambridge Language

Teaching Library.

Setiyadi, Ag. 2006a.Metode Penelitian Untuk Pengajaran Bahasa Asing.

Yogyakarta:Graha Ilmu.

Setiyadi, Ag. 2006b.Teaching English As Foreign Language. Yogyakarta Graha

Ilmu.

Sumarni. 1998.Increasing The Student Ability Through Role Play At The Second

Year Of SMU Negeri Seputih Mataram. Bandar Lampung: Script..

Tarigan. 1991.Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung:

Angkasa.

Universitas Lampung. 2007.Format Penulisan Karya Ilmiah Universitas Lampung.

Bandar Lampung: Universitas Lampung.

Wilkins, D.A. 1993.Second Language Learning and Teaching. London: Edward

34

In analyzing the data derived from observing the teacher’s performance, the researcher do these following steps:

1.Counting the total score

In this step, the researcher counts the sum of scores from three aspects. The aspects which are scored cover the teacher’s activities in pre-activity, while-activity, and post-activity.

2.Making description from the data that have analyzed

It is similar to analyze the students’involvement, to analyze the teacher’s

performance the researcher also makes a description from the collected data which can enrich and support the result of the analysis.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on all data collected from this qualitative research, some conclusion can be drawn as follow:

1.The implementation of Role Play improves students’ speaking achievement in terms of pronunciation, fluency, comprehensibility, vocabulary, and grammar, and also students’ involvement well from meeting 1 to meting 2. In meeting 1, there is 3 students who gain score 51-59 and in meeting 2 no students score below 61. There is increase score for speaking achievement 9,2% . The increase also happens in each component of speaking. The average increase is 3,5 points in fluency, 2,8 points in pronunciation, and 3,1 points in comprehensibility.

2.The implementation of Role Play improves students’ learning activities from meeting 1 to meeting 2. In meeting 1 some of the students were not involved in the learning process, some could not focus in learning process, and some of them did not respond to the teacher’s question.However, there is improvement in meeting 2 since the problem is reduced after the implemmentation of Role Play.

✂ ✄

3.The use of Role Play improves teacher’s teaching performance. It can be seen from the improvement from meeting 1 to meeting 2. Asteacher’s teaching performance raised from 78 in meeting 1 into 85 in meeting 2. This means she is able to teach the students well by implementing role play technique for speaking class, especially in conducting teaching and learning process which is suitable with the competence.

5.2 Suggestions

In reference to the conclusion above, the researcher recommends some suggestions as follow:

1. Since the students have the lowest score in pronunciation and there are still two students who gain below average score, it is necessary for the teachers to improve their students’ pronunciation by doing pronunciation drillsby using tape recorder particularly language laboratory where they can listen to their pronunciation and repeats the words over and over or remedial exercises especially for words containing sounds /θ/, /ð/, /tʃ/,/dʒ/.

2. Teachers who want to teach speaking by using role play should create and develop an interesting material in order to attract and trigger the students to participate and practice in the classroom. The teacher can use English video as a model to attract and make students active in learning speaking skill.

3. Teachers who want to teach speaking by using role play should create various situation in role cards in order to develope various dialogue in speaking.

In addition the teacher should use the media like tape recorder or video to teach the students because it will make the students easier in cathing the message from the material they learn.

4. In this research, the researcher and the teacher only score three components of speaking. It is better for the other researcher to score five components of speaking to get complete data about the students’ speaking ability.

94

REFERENCES

Amin, M. 2011.Panduan Praktis Penelitian Tindakan Kelas. Grobogan: Oase Kalbu. Brown, H. 2001.Teaching by Principles; An Interactive Approach to Language

Pedagogy.San Fransisco: State University.

Byrne. 1984.Teching Oral English. New Jersey Longman Group Ltd. Canale. 1992.Teaching Listening and Speaking. English Language Institute.

Wellington: Victoria University.

Chaney. 1998.Teaching Oral Communication In Grades K-8. Boston: Bacon.

Creswell, J. W. 1998.Qualitative Inquiry and Research Design. New Delhi: London. Doff, A. 1988. Teach English:A Training Course For Teachers.Cambridge:

Cambridge University.

Hedge, J. 2000.Essentials of English Language Teaching. Longman Keys to language teaching. New York: Longman Publishing.

Harmer. 1983.The Practice of English Language Teaching. New York: Longman. Harris, P. 1979.Teaching English as A second Language. Washington: Mc.Graw-Hill

Inc.

Heaton, J. B. 1991.Writing English Language Tests. Longman Handbook for language teacher. New York: Longman Publishing.

Heryani. 2006.The Implementation of Small Group Work (Role Play and Information Gap) in Speaking Class at The Second Year of SMAN 10.Bandar Lampung: Script.

Ladousse, G. P. 1977.Role Play. Oxford: Oxford University Press.

Murcia, M. C. 1988.Techniques and Resources in Teaching Grammar.New York: Oxford University Press.

Wellington

Nunan. 1988.Principle for Designing Language Teaching Material. Guidelines Vol.10 No.2. Singapore.

O’Connor, J.D. 1989.Better English Pronunciation. Melbourne: Cambridge University Press.

Pica, Theresa, and Catherine. 1980/1985.Input and Interactionin the Communicative Language Classroom: A Comparison of Teacher-Fronted and Group

Activities (Input in The Second Language Acquisition.Ed. By CG. Madden and Susan M.G). Cambridge: Newburry House Publisher.

Popham. 2005.Teknik Mengajar Secara Sistematis. Jakarta: Rineka Cipta.

Rivers, M. 1987.Interactive Language Teaching. New York: Cambridge Language Teaching Library.

Setiyadi, Ag. 2006a.Metode Penelitian Untuk Pengajaran Bahasa Asing. Yogyakarta:Graha Ilmu.

Setiyadi, Ag. 2006b.Teaching English As Foreign Language. Yogyakarta Graha Ilmu.

Sumarni. 1998.Increasing The Student Ability Through Role Play At The Second Year Of SMU Negeri Seputih Mataram. Bandar Lampung: Script..

Tarigan. 1991.Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa.

Universitas Lampung. 2007.Format Penulisan Karya Ilmiah Universitas Lampung. Bandar Lampung: Universitas Lampung.

Wilkins, D.A. 1993.Second Language Learning and Teaching. London: Edward Arnold Publisher Ltd.