27 often teach grammar. However, the students at Travel Tourism Program have to
master speaking skills to face the real job in the future, after they graduate from the
vocational school. To regard the need of the students’ speaking ability, the researcher and the teacher see that combining the learning of speaking and the use
of role play will give results at the imp rovement of students’ speaking skills. The
quantity of speaking practices will be increased and the students will get more speaking experiences. By implementing role play activity, it is hoped that there
will be same changes in the students speaking skill. There are some benefits in using role play in teaching and learning speaking. The benefits are role play can
motivate, encourage students and make enjoyable class so that the students become active involved and interested in the teaching and learning activities, role
play provides more chances for practicing speaking, since it practiced among the students in the class, the students can lose their fears of making mistakes, role
play can reduce students’ boredom. By joining the role play activities the stude
nts’ will be enjoy with the teaching learning process, they are more enthusiastic and class will be more alive.
Based on the explanation above, it summarized that role play is a valuable speaking activity in the teaching learning process in order to devel
op the students’ speaking skill. In this research, to improve the students’ speaking skill the
researcher makes some efforts through action research.
CHAPTER III RESEARCH METHOD
A. Research Type
This research entitled “Improving Students’ Speaking Skills Through Role
Play at Grade XI at Travel Tourism Program of SMK N 6 Yogyakarta in the Academic Year of 20142015
” is action research. The aim of the research is to improve students’ speaking skill at grade XI at Travel Tourism Program of SMK
N 6 Yogyakarta through role play. The researcher and the collaborator try to improve the way of teaching speaking especially by providing role play activities
to the students. There were two cycles in this research. The researcher arranged planning of
the action, implementing the action and doing reflection in each cycle. In the planning stage, the researcher prepares the lesson plans, the course grid, the pre-
test, the post-test, observation checklist, interview guidelines and the questionnaire. In implementing the actions, the researcher works together with the
English teacher as a collaborator and the students to identify and to investigate the problems that occur in the English teaching and learning process. The researcher
then does a reflection and continues to the next cycle when the action of the previous cycle is considered unsuccessful.
B. The Setting of the Research
This research was conducted within the first semester of the 20142015 academic year from November to December 2014 at SMK N 6 Yogyakarta at
Travel Tourism Program. This school is located in Jl. Kenari No 4 Yogyakarta.
28
29 Physically, SMK N 6 Yogyakarta have 4 main programs, there are the Tourism
Program, the Food and Beverage Program, the Beauty Program, and the Fashion Program. The school is also equipped with other facilities, such as two cooking
laboratories, a Hotel for the tourism practice, a computer laboratory, two beauty shop laboratories, a complex cafeteria, teachers’ office, a principal office, a
mosque, a medical room, a school hall, a basketball hall. The researcher conducts the research in class Travel Tourism Program grade XI of SMK N 6 Yogyakarta.
Thus, the researcher has to implement the actions in the class by following
English lesson’s schedule for the class. C.
The Subjects of the Research
The subjects of the research were the researcher, the English teacher and the students of SMK N 6 Yogyakarta at grade XI at Travel Tourism Program. The
class has 30 students, consisting of 25 female, and 5 male students.
D. Focus of the Research
The focus of the research is improvement of students’ speaking skills through
role play.
E. Data Collection Techniques and Instruments
The data of the research were qualitative and quantitative data. The data were collected by observing the teaching and learning process in the classroom,
interviewing the students and the English teacher, testing the students and also giving them a questionnaire. In line with the aims of this research, the research
used observation sheet, interview guidelines, questionnaire data and students
