not feel confident to perform in front of the class alone. Therefore, the teacher conducted the second activity by implementing role-play. By doing role-play the
students could perform in a group and it aimed to reduce students’ fear and to increase students’ confidence. Role-play was also expected to solve the second,
third and forth problem because the students could prepare their performances by making the dialogue and practicing to speak before performing in front of the
class.
c. Applying the Technique
After the researcher explained the definition of role-play and how to do it, the students decided the members of their groups. Then they made the dialogue of
self introduction. After finished making the dialogue, they performed in front of the class. They pretended that they did not know each other and they introduced
themselves to others.
d. Monitoring and Noticing the Fact Findings
The result of role-play was not satisfactory. Conducting role-play was time-consuming because when the teacher asked the students to perform they
needed time for preparation on making a dialogue. Then, when they performed in front of the class, they tend to memorize the dialogue. When they forgot the
dialogue, they looked at their script. Since they memorized the dialogue, their conversation seemed unnatural. Even, there were some of them who forgot their
turn to speak during the conversation. It could be concluded that role-play PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
technique did not work well. From ACTFL Speaking Proficiency guidelines, it could be concluded that the eight weak students did not increase their speaking
fluency level. They were still novice low level students. While teaching in the class, the teacher-researcher wrote down some
additional information which was important in field notes. After that, the researcher monitored the facts drawn from the field notes and did a reflection on
what had happened in the class. Based on what had been recorded in field notes, most of the students seemed reluctant to do role-plays. When the students worked
in their group, some of them were only followers. Only one or two of them were active doing the job and making the dialogue.
From this first cycle, the teacher-researcher concluded that role-play as the first technique which was implemented in the class did not solve the problems.
Role-play attempt failed to improve students’ speaking fluency because it made them confused and less spontaneous. The students still spoke in a very low voice
and unclearly. The vocabulary used was also very limited. The progress of students’ achievement can be seen in Table 4.1.
From Table 4.1, it can be seen that there was no students’ significant improvement in their speaking fluency. For example, at the initial stage the
students’ audibility and clarity of speech were very poor. After applying role-play only two students improved their vocal expression, while the rest of them were
still very poor in their vocal expression. Thus, the researcher should decide and apply another technique in the second cycle which will be more appropriate to the
students. The second technique hopefully could solve the problems and also improve the students’ speaking fluency.
Table 4.1 Students’ Speaking Fluency Development in the First Cycle
Pronunciation Fluency Vocabulary Vocal
expression St
Initial stage
Role play
Inc Initial
stage Role
play Inc
Initial stage
Role play
Inc Initial
stage Role
play Inc
1 1 1
no
1 1
no
1 1
no
1 1
no
2 1 1
no
1 1
no
1 2
1
1 1
no
3 2 2
no
1 1
no
1 1
no
1 1
no
4 1 1
no
1 1
no
1 1
no
2 2
no
5 1 1
no
1 1
no
1 1
no
1 1
no
6 1 1
no
1 2
1
1 1
no
1 1
no
7 2 2
no
1 1
no
2 2
no
1 1
no
8 1 2
1
2 2
no
1 1
no
1 1
no
Note:
Inc: increased Vocal expression:
1 = the audibility and clarity of speech are very poor 2 = the audibility and clarity of speech are poor
2.
The Second Cycle
Since role play did not increase the students’ speaking fluency level, the researcher continued doing the research by implementing another teaching
technique.
a. Problem Identification
