handouts.furthermore students could enhance pronunciation and grammar mastery. As in the example of role-playing above, learners were able to express their ideas
and made their own path in dialogues to come to the goal of the role-playing. In this role-play, Littlewood 1981: 55 explains that learners are initially aware only
of the overall situation and their own goals in it. They must negotiate the interaction itself as it unfolds, each partner responding spontaneously to the
other’s communicative acts and strategies. The researcher prepared three topics of role-play which would be administered in three meetings, they were offering help,
making invitation, and givingasking for advice.
c. Action Taking
After conducting the first cycle and the problems still occured, the researcher decided to use role-paly instead of cued-dialogue. The researcher
conducted the second cycle using role-play as a technique in three meetings. This technique, role-play, is time consuming. Nevertheless, the researcher had a
solution to use time effectively. The researcher told the students about the topic that would be discussed in the previous meeting. The topics for three meetings in
second cycle were offering help, making invitation, and givingasking for advice. Since this technique needed extra time to conduct in a class, researcher decided to
give the topic in the previous meeting. This aimed to prepare students in the lesson. Thus, students had already studied and been familiar with the topic during
the class discussion. It was beyond the researcher’s expectation that students had already made some expressions related to the topic in the first meeting. Before the
teacher gave the handouts to the students she asked about expressions related to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
offering help. The researcher gave conversations as examples of the topics in the beginning of the lesson. She also explained about useful expressions and
vocabularies related to the topics. Students worked in pairs and performed their conversations in front of the class. Teacher gave the feedbacks on the students’
performaces in each role-play. It included on how they perfomed their plays.
d. Evaluation
In this second cycle, the researcher employed role-play as the second technique. Even though role-play had similar characteristics to cued-dialogue but
after conducting it the researcher could see the significant differences. During role-play activities the researcher and the observer monitored and wrote down any
significant improvement to the students who were in the researcher’s main concern. After three meetings were conducted in the second cycle and all pairs
performed their conversations, the researcher could see the improvements in speaking elements. All students made progress and achieved the indicators. The
progress was described as follows:
1. Content
