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successful if 75 of the students have achieved the target score that was 70. In addition, the result of the speaking test showed that there were 20 of 24 students or
83,33 had achieved the target score ≥70. Therefore, the researcher did not need to conduct cycle 2.
4.5 The Result of Documentation
Documentation was used to acquire the supporting data about the list of the subjects’ names of this research. The subjects of this research were the eighth
grade students of SMPN 2 Ledokombo in the 20142015 academic year. This class consisted of 24 students. They were chosen because they had problem in
learning speaking.
4.6 Discussion
The technique used by the teacher of eighth year students of SMPN 2 Ledokombo to teach speaking ran unsuccessfully. The learning activities have made
the students felt worried and less confidence to share their ideas to the whole class. It finally caused low motivation and achievement in the speaking class. This was shown
by the result of the previous speaking test score. The results of the score were very low, that were only several students who got more than 70 in the test.
Based on the explanation above, drama technique through role play was cho
sen as the alternative technique in teaching speaking to improve the students’ participation and achievement in speaking class. After being given the action, which
was teaching speaking by using drama technique through role playin the eight grade students of SMPN 2 Ledokombo was better improved. The detail of improvement can
be described as follows. Based on the result of the data analysis, it was found that in cycle 1, the result
of the observations of the students’ active participation role play was 70,83 17 of 24 students in the first meeting. While in the second meeting 83,3320 of 24
students were actively participated in the TL process of speaking by using drama
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technique in the topic “Asking for permission, giving permission and refusing permis
sion”. So that the general result of this cycle was 77 of the students were actively participated in the TL process of speaking using drama technique. It means
that the result of the observation in Cycle 1 achieved the target criteria of the research that was 75 of the students actively participatedin the TL process of speaking by
using drama technique. Based on thoseresults, it could be concluded that the use of drama technique could improve the students’ active participation in the speaking
teaching learning process. Compared with the previous research done by Herlista 2009:37, it was
showed that the general result of the actions in cycle 1 was 79,5 of the students students active participated in the speaking class using drama technique. The result of
speaking test through drama technique in cycle 1 indicated that 88 of the students got score ≥70. It means that the action given in cycle 1 were successfully done.
This improvement might be caused by the use of drama technique through role play as the teaching technique to teach speaking since it provided the students
with a real communication, it focused on the use of the target language, self espression, relaxing atmosphere and learn language by doing. As Desialova 2009
says, using drama and drama activities has clear advantages for language learning. It encourage students to speak. It gives them the chance to communicate even with
limited language using non verbal communication such as body movements and facial expressions. The students might become motivated and exited to learn. As
stated by Peregoy and Boyle 2008 Drama activities provide students with a variety of contextualized and scaffold activities that gradually involve more participation and
more oral language proficiency, they are also non- threatening and a lot of fun”.
Thus, based on the results of this classroom action research, it could be said thet the use of drama technique could improve the eigh
grade students’ participation and achievement in speaking class at SMPN 2 Ledokombo in the 20142015
academic year.
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CHAPTER V . CONCLUSION AND SUGGESTION
