Table 4.6 The
Students’ speaking score of pre test, post test I, and post test II
No. Students
Pretest Post Test 1
Post Test 2 1
S1 71
73 76
2 S2
52 60
64 3
S3 52
58 66
4 S4
50 58
71 5
S5 50
60 71
6 S6
50 58
71 7
S7 52
60 73
8 S8
46 60
71 9
S9 48
62 66
10 S10
48 58
62 11
S11 50
60 71
12 S12
50 58
73 13
S13 56
60 73
14 S14
46 50
64 15
S15 53
56 71
16 S16
46 54
70 17
S17 70
71 76
18 S18
58 60
73 19
S19 66
71 78
20 S20
58 60
71 21
S21 60
71 78
22 S22
54 63
73 23
S23 52
56 71
24 S24
71 73
82 25
S25 54
60 71
26 S26
54 60
71 27
S27 62
71 80
Average 54.77778
61.51852 71.74074
Total 1479
1661 1937
NB : Highlight Score : Students pass the criterion minimum
70 : Criterion Minimum of Completeness KKM
From all the calculation above, the researcher could interpret the result after the implementation of Classroom Action Research from cycle I up to cycle
II. It could be seen from the result of pre-test, post-test I and post-test II. Here the writer describes the result from pre-test, post-test I and post-test II through
diagram below:
Figure 4.1 The Students’ Score Mean Improvement
NB: Pretest
= 54.77 Post test I
= 61.51 Post test II
= 71.74
10 20
30 40
50 60
70 80
Pre test Post Test I
Post Test II 54.77
61.51 71.74
Figure 4.2 The Students’ Score Class Percentage pre test, post test I, post II
3. The Result of Post Interview
The researcher did the post interview on Friday, 31
st
of May 2013. This interview did after finishing the second cycle. Along with this, he implied student
to value the implementation and the researcher work during the classroom action research. In this case, the researcher categorized into four viewpoints, those were;
students‟ speaking achievement, students‟ motivation to learn, teachers‟ opinion on the implementation of role play, and the last was classroom condition
controlling. Based on the students‟ answers within the interview, they can express
themselves by using English, without any hesitation even in simple sentence. They also feeling satisfy that they do not feel awkward and feel afraid of making
mistake when they are saying something in English. Besides it is fun, it also tends to make them comfort and make them more confidence because they can be
acting. Hence, they wanted to learn and learn again.
0.00 10.00
20.00 30.00
40.00 50.00
60.00 70.00
80.00 90.00
Pre test Post test I
Post test II 11.11
22.22 81.48
As for the teacher, it was good way to teach English by using role play. Despite, for the first time the teacher hesitated that this technique would make
students crowded and unserious in learning. Moreover, it was the deadline to finish the all materials that he did not have much time to play. The demand of
annual program target made her confused and doubt to apply role play within the teaching and learning process.
Nevertheless, when the researcher applied the role play into the lesson for twice, she saw something different by which students more active in participate
the class. The feedback given makes students compete to get more points from the competition. Since the role play are applied in teaching process and for four times
the writer applied the technique by using group work and pair bring about changes toward student, students who at the first time do not want to participate in the
classroom, finally they tends to do their best and students who are difficult to make group, at last they automatically become one when the instruction revealed.
From those results mentioned above, it can be inferred that teaching speaking by using role play are effective for engaging students‟ motivation and encouraging
them to practice. So that, lessons that they have been store to their brain will be retained through those practices.
4. The Result of Post Observation
The researcher gave the real teacher observation form to observe his teaching. For the first teaching, the observer found that his teaching didn‟t give
influence, because the students confused about role play what he applied in his teaching and they was passive when the teacher asked to do role play.
The next teaching, the observer found that his teaching improve because he could manage the classroom and his explanation about role play was
acceptable by students. It can be proved that the students are active in conversation. Based on observation to students, there was found an improvement
of amount of active students in describing something clear and right, active to express their ideas, active to ask or answer, and active to perceive ideas from the
first teaching to end.
5. The result of Questionnaire
Based on the questionnaires that were given to the students after accomplishing the second action of cycle 2, it was gained
the students‟ response toward the learning process using role play technique in speaking. The response is
presented in the following table:
Table 4.7 Students’ Questionnaire Result
Indicator Statement
Value Percentage
Conclusion
Teacher performance and
professionalism in the teaching and
learning process
4 12.79
Positive 3
82.82 2
4.71 1
Students interest toward the
material by using role play
technique
4 26.98
Positive 3
66.66 2
7.16 1
0.26 From the table above it is known the students‟ response toward the
learning activity that had done shows almost all students agree to the teacher‟s
professionalism and performance during the learning activities. They also admitted that they got more interested to use role play technique to improve their
speaking skill.
63
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
The researcher would like to sum up this research. This research uses the Classroom Action Research CAR method in which to identify the problem on
students’ speaking ability such as; having lack of confidence and bashful , the teacher used techniques monotonously, the students have lack of having
vocabulary and really difficult to memorize some new vocabulary. It is initiated through the observation in the X class of MAN 19 Jakarta, which is considered as
the class whose speaking ability is low. The amount of students of that class is 27. In this Classroom Action Research, the writer implements the Kurt Lewin’s
design which consists of four phases. Those are planning, acting, observing, and reflecting. Meanwhile, the data is derived from the test, questionnaire, and
observation.
Moreover, related to the test result, there was 13.01 improvement of students’ mean score from pretest to the posttest of the first cycle. In the pretest,
there were three students who passed the minimum score. Meanwhile, in the result of posttest in cycle 1, there were 6 students or 22.22 students in the class
who passed the minimum score considering their mean score of test is 61.51. Next, based on the result of the posttest in cycle 2, there were 22 students or
81.48 students in the class who passed the minimum score considering their mean score 71.74. It is showed that the students have significant improvement; the
improvement can be seen from the score that gets higher, from pretest, posttest 1, and posttest 2. The use of role play can
improve students’ speaking skill. It can be proved based on the several data like the observation result showed that the
students were more creative, active and independent in expressing what they have known and then the interview result, it could be summed up that students not only
