Indicator Statement
Value Percentage
Conclusion
Teacher performance a
professionalism the teaching a
learning proc 4
40.06 Positive
3 52.94
2 5.38
1 1.59
Students int
toward the ma by using role
technique 4
50.25 Positive
3 42.23
2 4.54
1 2.96
From toward the learn
agree to the te learning activitie
use role play tec
B. The Interpretation the Test Result
1. The Interpreta
To know the st during CAR, the wr
questions in four s questionnaire the wr
a. First, the write question.
b. Second, the wri formula:
Table 4.2 Students’ Questionnaire Result
tor Statement
Value Percentage
Concl
er ce and
lism in g and
ocess 4
40.06 Posi
3 52.94
2 5.38
1 1.59
interest material
le play 4
50.25 Posi
3 42.23
2 4.54
1 2.96
om the table above it is known the students’ res arning activity that had done shows almost all st
teacher’s professionalism and performance durin ities. They also admitted that they got more interes
technique to improve their speaking skill.
ion of the Questionnaire, Observation Checklis etation of the Questionnaire
students’ response toward the teaching learning a e writer provided a questionnaire that consists
r scales answer. The calculation of the result writer had done several steps as follow:
writer tabulated the frequency of the answer on writer calculated the percentage of the answer usi
Indicator Statement
Value Percentage
nclusion
Teacher performance and
professionalism in the teaching and
learning process 4
40.06 ositive
3 52.94
2 5.38
1 1.59
Students interest
toward the material by using role play
technique 4
50.25 ositive
3 42.23
2 4.54
1 2.96
response students
uring the rested to
list, and
g activity ts of 25
lt of the on each
using the
c. After getting the tabulated the per
d. Then, after com analyzed the ev
category of the r Questionnaire Str
Questionnaire S
Based on the students toward the
speaking by using r falls into the strong
2. The Interpretation a. The Interpretati
Based on the through observation
gradually increase fr the percentage of the answer of each question, the
percentage of the answer based on the indicators. comparing the tabulation of those answers, the
evaluation of the indicators which is aimed to kno e respondent. Then, the result can be seen as follow:
Strength indicator 1 =
x 100
= 1527 x 100 1920
= 79.5
Strength indicator 2 =
x 100
= 1638 x 100 2080
= 78.75
he calculation above, it proves that the response the teacher professionalism and their interest in le
g role play technique is 75.00 and 78.75 that m ng and very strong category.
on of the Observation Checklist tation of the Observation Checklist for the Stude
he result of the students’ participation in speaking ion checklist, it was indicates the students’ partici
e from the pre observation into the second cycle. 52
he writer .
e writer know the
ow: 00
100
se of the learning
t mean it
dents
ing class ticipation
The students’ participation improvement in speaking class can be seen in the following table:
Table 4.3 The Students’ Participation in Speaking during CAR
Skills Pre
Observation Cycle 1
Cycle 2 Improvement
Participation in class
16.66 47.22
94.44 77.78
Participation in
conversations 22.22
30.55 94.44
72.22
Participation in discussions
19.44 36.11
88.88 69.44
Giving oral
presentations perform
13.88 44.44
86.11 72.23
Pronunciation 19.44
22.22 91.66
72.22 Fluency
25.00 38.88
88.88 63.88
Feeling confident
about speaking
11.11 72.22
88.88 77.77
The explanations of the table above are as follow: first, the improvement of the students’ participation during CAR is 77.78.
Second, the improvement of the students’ participation in conversation during CAR is 72.22. Third, the improvement of the students in class
discussion during CAR is 69.44. Fourth, the improvement of the students’ performance during CAR is 72.23. Fifth, the improvement
of the students’ pronunciation is 72.22. Next, the improvement of the students’ fluency is 63.88. At last, the improvement of the students’
confidence to speak in the front of the class during CAR is 77.77. The improvement of the students’ skills above means that the
implementation of role play in speaking class has successfully improve the students participation in speaking class.
b. The Interpretation of the Observation Checklist for the Teacher
Related to the result of observation checklist for the teacher in the first cycle, the teacher delivered the material by combine the native and
target language. Next, when asking the information from the students, the teacher conducted it by predicted way. Meanwhile, in giving request
to the students, the teacher used psebo request. Furthermore, there was minimal sustained speech during teaching and learning process.
Moreover, the teacher responded the students’ participation in a form reaction. At last, the teacher used various utterances in teaching and
learning process such as correction, explanation, and comment. Meanwhile in the second cycle, the teacher still delivered the
material by using the target language, but in a certain occasion the teacher using the native language in order to make the students clearly
about the explanation given. Next, when asking the information from the students, the teacher conducted it by unpredicted way. Meanwhile,
in request to the students, the teacher used genuine request. Furthermore, there was maximal sustained speech during teaching and
learning process. Moreover, the teacher responded the students’ participation in the form of message. At last, the teacher used various
utterances in teaching and learning process such as message, correction, repetition, paraphrase, comment, explanation, and clarification request.
It can be concluded that the teacher’s performance in delivering the material is gradually increase proven by the target language used,
information gap, sustained speech, and the teacher’s utterances.
3. The Interpretation of the Test Result
