To demonstrate a role play activity based on the situation, the procedures are given by Gillian is as follows:
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1 The teacher could prepare the whole class, by: a Discussing what the speakers might say e.g. the police
officer would asks the students how he or she lost the bag. b Writing prompt on the board to guide the role play, and
any key vocabulary. 2 The teacher could divide the class into pairs, and:
a Let them discuss together what they may say. b Let them all try out the role play privately, before calling
on one or two pairs to act out in front of the class. The above procedures do not mean an exact to be used. It is
flexible; teacher can create or develop procedures which is appropriate and suitable with hisher own class.
D. The Previous Study
There are the three previous studies that I found in the main library, the first is Nurina Ratna Sari’s skripsi which is held in SMP PGRI II Ciputat, she took
a research whether influence or not the using of role play for students’ speaking
skill in junior high school, Then the result show role play could influence students to improve their speaking ability by using experimental design. The second is Ayu
Diyah Harni Susanti which is held in Pademangan elementary school, she took a research in elementary school and her research only focus on the improving of
student’ confident in using role play, she used “Simon Says” games in her classroom action research and the result the students were more confidence speak
English in the class because of that game and the students’ speaking ability
increased. The last one is Rahmawati Wahyudi. She took a research in course institution and her research only focus on Simon says game in improving
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Adrian Doff, Teach English: A Training Course for Teachers trainer’s Handbooks,
Cambridge: Cambridge University Press Inc. The British Council, 1988, p. 234
students’ speaking ability. Her research is in the small class, she has many classes to be applied. She used “Simon says” games in her experimental research and the
result show that students’ speaking ability increased.
E. Hypothesis
There are two hypotheses that the writer has in this research like: H
is role play is not significant to improve students’ speaking ability.
H
1
is role play is significant to improve students’ speaking ability.
F. Conceptual Framework
This research is done in order to know the influence of role play technique in teaching speaking. Speaking is a skill used by someone to communicate orally
in daily life whether at school or outside the school. Most teachers tried to find techniques in order to make students interested in learning speaking. At least, they
can speak in a simple conversation freely. In fact, the students of the tenth grade of MAN 19 Jakarta have difficulties
in speaking subject. It caused by some factors: first, they are too shy and afraid to speak in the front of the class because lack of self confidence. Second, they are
unmotivated and lack of practice. Lastly, they need an interesting technique to stimulate them to speak in the class.
In order to solve the students’ problem faced by students of the tenth grade of MAN 19 Jakarta, and make students more
motivated, role play may provide for helping the students to improve their oral ability.
In role plays, students are assigned roles and put into situations that they may eventually encounter outside the classroom. Because role play imitates life,
the range of language functions that may be used expands considerably. Also, the
